Rhetorical Analysis Of Renewal - 1055 Words

Pagans are addressed directly once again and summoned to join the banquet of Christ who calls them back to light. The language of â€Å"renewal† is noteworthy here, especially because it presupposes the building up and restoration of what is already there. Pagans maintain a sense of dignity and are not equated with the demonic. The image of an invitation to a banquet where food of salvation and a cup of immortality is offered is also different from the images of remedying diseased patients through â€Å"cautery and knife.† Where the medical analogy conjures a paternalistic image of forcing out evil from within someone by any means necessay, the invitation to a banquet images a welcoming of the other to come into one’s own space. The image is†¦show more content†¦Reject at last such ruinous madness.† Rather than being worshipped as if it were a god, which robs it of its dignity, the sun prefers to live out its purpose as part of the created order, simply â€Å"to usher in the day.† Firmicus then has the sun close the speech to the pagans with something like an altar call: I frankly show myself as just what I am, and I want you to understand of me nothing else but what you see. This is what pleases God, this is what He gladly welcomes, this is what leads you human beings to the way of salvation: that you should cast aside your errors and absorb the grace of God in simplicity and faith. In the sun’s speech against its own worship, conversion is rendered as leaving behind false worship and â€Å"absorbing† God’s grace in faith. Implicit is an affirmation of the essential humanity of pagans, who are called to the way of salvation. We could say that in casting aside their errors pagans participate in God’s exorcism. In addition, the exorcizing of errors is figured as the precondition to conversion; it is not identical with conversion itself. The difference between exorcism as the precondition of conversion and exorcism as conversion is that the former grants agency and dignity to the pagan as human, while the latter over-identifies the pagan as the demonic. By separating exorcism from conversion, this theology leaves room for a positive account of conversion as a free engagement between

Same Sex Marriage Affirmative Side - 1556 Words

That Same Sex Marriage Should be Legalized in the Philippines (Positive) Premises 1.) To exercise freedom of choice. 2.) To control population. 3.) To have an opportunity to adopt children from orphanage. 4.) To practice human rights. 5.) To prevent HIV disease. INTRODUCTION Same sex marriage is known as a marriage between two persons of the same biological sex or gender . It is one of the most controversial yet sensitive topics that have been discuss around the world. Politicians are having debates on this subject trying to decide whether it should be legal for same sexes to be married. Same sex marriage is often viewed as being wrong by religious people because marriage is portrayed as a woman and man uniting not woman to woman or†¦show more content†¦(http://www.huffingtonpost.com/2012/12/16/gay-marriage-unexpected-benefits_n_2311315.html) 2. Local Literature The local literature stated the views of Filipino people in allowing Same Sex Marriage. Addition to that, the rights of homosexual was included here. â€Å"Same-sex marriage may be allowed under exceptional circumstances. Art. 26 of the Family Code recognizes as valid in the Philippines those marriage solemnized abroad and are valid there as such, except for marriages forbidden under Art. 38 of the Family Code.† The argument makes sense because none of the provisions cited — Art. 35(1), (4), (5) and (6) and Art. 36, 37 and 38 of the Family Code — prohibit same-sex marriage. This might lead some couples to go abroad, perhaps New York or some other states/countries that recognize same-sex marriage, and have it recognized here in the Philippines. While a same-sex marriage is allowed in other jurisdictions, it can also recognized here because it would not hurt anybody and would be a net gain for society.† (Basilio:2010) On Sunday, the Bagui o Pride Network, lesbians, gays, bisexuals and transgender (LGBT) group, celebrated its anniversary by holding a protest action and demanding equal rights.The Baguio Pride Network also called on the government to stop the killings of LGBT members.The group claimed that 104 LGBTs have been killed from January to June of this year.Meanwhile, Bayan Muna Rep. Teddy Casià ±o, who attended the event, said his priority rightShow MoreRelatedThe Founding Years Of America1692 Words   |  7 Pagesfrontier. In the hopes of improving chances of like-minded individuals who experienced direct discrimination, Universities were obliged to improve educational opportunities of groups who have experienced prejudice in the past, though a practice called Affirmative Action. 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Today I still declare myself as a conservative, but not extreme and do side with some liberal views. When getting ready for this paper I came across the article â€Å"Conservative vs. Liberal Beliefs† from the Student News Daily. In this paper I will discuss my political ideologies on current day topics that are disputed betweenRead MoreThe Democrat Platform Committee Of Orlando Florida Doubletree Hotel, Dann Malloy Essay1269 Words   |  6 PagesFederal government will push Colleges and uni versities to take affirmative steps in increasing percentages of racial and ethnic minority student, low income and first generation student Adopted. All the amendments talked about were passed. When it came to the Republicans Platform Committee the topic of college was never brought up. Nothing the would benefit American at large was brought up in my opinion other then the right fighting for same sex families which were all denied. The republican platform was

Olympic Games in London

Question: Describe about the Impact of Olympic Games on tourism? Answer: Introduction London knew that the upcoming Olympic Games are going to be a bonanza and hence, they want to be prepared for the best, which was yet to come. The events had plenty of things to offer to London and at the same time, there were few disadvantages as well. The Government officials of London tried their level best to overcome the barriers and threats. Threats to London due to Olympic Games Every country wants to attract more tourists so that they can generate more and more revenue from tourism. Olympic Games in London attracted more people to the country so that they can view the games that are being conducted. During this time period, the government of London witnessed various opportunities and threats. The government of London tried to identify these opportunities and threats so that the opportunities can be utilized for the betterment of the country and the threats can be avoided to the extent possible. One of the most crucial things that were pointed out by the government of London was the lack of visit by the tourists before and after the event was conducted. Before the event, the city was completely under construction so that the city can look good during the event. After the event, people were concerned about the price as they very well know that the tourism prices in London have increased due to the event that took place in 2012. To overcome this barrier, the government started with campaigns like Visit London and Visit Britain so that the number of tourists can be increased (Wells 2012). Before the event, it was seen that the London government had lost 141 million revenue and hence, the officials had to come up with some idea so that the displacement can be balanced at least to some extent. The Diamond Jubilee of the games and limited edition events attracted more tourists to the event. Both the events were planned by the government of London so that they can neutralize the negative impact that was created. It was seen that the number of people who visited malls and theatres during this time period had reduced drastically. The government of London believed that after the Olympics game, the tourists will visit theatres and malls to keep themselves engaged but things didnt happen that way. Most of the visitors decided to stay back at the Olympics ground rather than that of going somewhere to entertain themselves. In the future, the government of London wants all the sectors to work together in the limited edition event so that the impact on the loss can be reduced to a great extent (The Huffington Post 2013). Opportunities after the Olympic Games Apart from the threats, London received some benefits as well from the event. Few of the opportunities that helped London to increase the number of tourists are discussed below. Journalists from different countries wanted to be a part of this event and hence, it was seen that 8700 journalists from 102 countries registered themselves with the London Media Centre so that they can cover the best possible image of the event. Apart from covering the event, they also covered the food, fashion, culture, design and much more details about London and hence, this excited other audience as well to visit London. The best possible image of London was created and this added to the tourism of the country, in the upcoming years. The city was expecting more tourists but they were confused if they will be able to accommodate all of them. To increase the number of tourists further, the officials in the city wanted to convert all the viewers as visitors. This plan was implemented immediately after the games so that people who were a part of Olympics can be motivated to visit London for tourism. The officials had set aside a budget for the post-games marketing and hence, this helped the government to attract more people. Practical information to all the tourists helped the tourists to reach the place where they had to and this created a very much positive impact on the visitors. This was one of the most successful events and hence, attracting tourists after the event wasnt a difficult task for the government. This also helped the city as the tourists were able to spend more money. If the tourists had to put in time in reaching a mall then they would have invested less time in shopping and hence, this also boosted the economy of the country (Visit Britain 2012). Positive impact of Olympic Games on the tourism There are various advantages of organizing an international event and hence, London had spent millions of pounds to make the event big. Few of the positive impact of Olympic Games on the tourism of London are discussed below. The number of tourists in the country increased drastically as London used this as an opportunity to advertise the city. The media journalists covered more than the event and hence, the tourists got a glimpse of food, culture, fashion and design of the city. People from different corners of the world got to know about London and hence, they planned to rush to London after the event. London made huge investment in the infrastructure so that the visitors can be impressed with the infrastructure of the nation. The road ways was improved further so that the visitors can reach the place properly. Olympic Games gave employment opportunity to plenty of people in the country. More than 46,000 people were hired by the city so that the preparations can be well taken care of. The unemployment in the nation can be reduced to the large extent. Lot of marketing was undertaken so that the Olympic Games can be publicized. This helped lot of people to be a part of the event. Apart from publicizing the event, London was also advertised and hence, potential tourists also developed interest about the location (Clack 2012). Economic benefits of Olympic Games London has gained lot of economic benefits from the event. Few of the economic benefits of the country are discussed below. Great Britain lasted for 60 years and hence, the nation was suffering from economical losses but the complete scenario changed when the Olympics came into picture. The country estimated a GBP of 16.5 billion by the end of 2017. The country also got plenty of business contracts, additional sales and also a lot of foreign investment was attracted by the country. London Olympics was a huge success and hence, the countries which will be hosting the event in the future will seek from the London Government so that the event in their country can also be successful. This will help London Government to make some more money. In the early 2012, it was seen that 1.2% of the unemployment rates in London had reduced and hence, the economy of the nation was improvised. The government of London had started with various training so that the skills of the unemployed and the semi-skilled employees can improve. This helped them to gain permanent employment even after the event (Olympic 2012). Social impact of Olympic Games Social impact of Olympic Games was positive on the country. Few of the social impact of Olympic Games on London are discussed below. This helped the London Government to understand the culture of people in other countries so that they can reach out to the potential tourists in different countries. They were able to understand the customs of different cultures and this improved the friendship of UK with that of the other countries. The self esteem of London has increased among the other countries because of the success of the event. Even in the near future, other countries will trust London for organizing the event. Plenty of people were a part of Olympic Games and hence, London was able to understand and respect different cultures. This helped London to improve their relationship with other countries. Environmental impact of Olympic Games Environmental impact of Olympic Games was in plenty and hence, this helped the nation to be better. Few of the notable environmental impact of the Olympic Games in London are discussed below. All the local people in London were trained to be environmental friendly so that they can reduce the impact on the environment. As a part of the preparation for Olympic Games, all the local businesses were well taken care. If the Government of London felt that any business is affected due to the Olympic event then the owners of the business were included in the London Olympics preparation so that they can also make some profit. The tour operators were given strict instructions to be environmental friendly. All the guests were accommodated in ecological hotels and hence, the hotels and restaurants were motivated to be environmentally friendly so that they can be a part of the event. This helped the ecology of the country to improve (Mirbabayev n.d.). Conclusion Olympic Games have contributed to the betterment of London. The Government officials of the nation were very clear that the whole world will be seeing Olympic Games and hence, they will be forming a perception of the country. All the activities associated with Olympic Games were well planned so that more and more people can be part of the show and at the same time, the officials also used this as an opportunity to increase the tourism in the nation. References Wells, A, 2012, London 2012 Olympics: what is London's tourism legacy?, The telegraph, Viewed on February 10, 2015, https://www.telegraph.co.uk/luxury/travel/3588/london-2012-olympics-what-is-londons-tourism-legacy.htmlThe Huffington Post, 2013, Olympics Legacy Boosts British Tourism, Viewed on February 10, 2015, https://www.huffingtonpost.co.uk/alison-couper/olympics-legacy-boosts-br_b_3669133.htmlVisit Britain, 2012, Tourism 2012 Legacy, Viewed on February 10, 2015, https://www.visitbritain.org/tourism_2012_legacy/Clack, D, 2012, Londons Olympic legacy: Are the Games good for tourism? Viewed on February 10, 2015, https://travel.cnn.com/explorations/life/londons-olympic-legacy-364572Olympic, 2012, London 2012 to provide long-lasting economic benefits, Viewed on February 10, 2015, https://www.olympic.org/news/london-2012-to-provide-long-lasting-economic-benefits/207219Mirbabayev, B, The economic and social impact of tourism, Accessed on February 10, 2015, https://www.grips.ac.jp/alum ni/UzbekistanTourism(2).pdf

Subj Biblical Prophesy Following The Exile Of The Hebrews From Babylo

Subj: Biblical prophesy following the exile of the Hebrews from Babylon Title: The Minor Post Exilic Prophets Before the Babylonian exile, Biblical prophesy reached its highest point. Prophets such as Jeremiah and Ezekiel changed and molded the scope of Israelite religion. Their writings were intelligent, insightful, well developed, and contained a great spiritual meaning. Following the Babylonian exile, however, prophesy took a depressing downward turn. There are many post exilic prophets, yet their writings are usually short, mostly irrelevant, repetitive, and, for the most part, anonymous. Though this is the case for many of these prophets, their works cannot be overlooked. Haggai and Zechariah were leaders in the cultic reform of the Israelite people. Malachai calmed their fears, and assured them of God's love. Still other prophets told of a new, Messianic time when the word of the Lord would be held in its former glory. These were the most important works, as post exilic I srael needed not only protection, but spiritual guidance to sustain their society. The prophet Haggai was in integral figure in uniting the Israelite people. Upon return to their homeland, the Israelites found most of the infrastructure in a state of disrepair, with the people uncaring for their moral and social responsibilities, to say nothing for their religious practices. (OVC) Even the temple of the Lord had been destroyed. Haggai emphasized the return to a more cultic society. Through Haggai, God explained the plight of the Israelite people, as in Haggai 1:6: "You have sown much, but harvested little; you eat, but there is not enough to be satisfied; you put on clothing, but no one is warm enough...Why? Because of My house which lies desolate while each of you runs to his own house." (Haggai 1:9) The word of Haggai is accepted as the word of God, and the temple is rebuilt in less than four years. "I am with you," said the Lord,in Haggai 1:13 when the temple was finally built . (EIB) The prophesy of Haggai did not end with the building of the Lord's temple. He offered a message of hope to the people of Israel. Haggai said that the promises made by God would be kept, now that He had a dwelling place within the city. God inspired the people of the newly reformed city, saying: "Who is left among you who saw this temple in its former glory?...Does it not seem to you like nothing in comparison? The latter glory of this house will be greater than the former, and in this place I shall give peace." (Haggai 2:3,9) He also talks of a time of political upheaval and reform, when he promises to "overthrow the thrones of kingdoms and destroy the power of the kingdoms and nations; and I will overthrow the chariots and their riders, and the horses and their riders will go down, every one by the sword of another." (Haggai 2:22) The "latter glory" foretold in Haggai's prophesy is emphasized in the book of Zechariah. Zechariah prophesied in the shadow of Haggai, but ga ve his words a slightly different spin. He emphasizes, like the pre-exilic prophets, the importance of a moral reform among the Israelites. Zechariah's way of recieving the word of God is very unique among the prophets. The word comes to him in the form of eight visions. These "colorful and strange" visions make up most of his book. (OVC) The visions are so bizarre that the Lord sends an angel as in interpreter, so that Zeccariah can derive meaning from them. (I have taken descriptions of these visions, from the OVC and other texts, and combined them with actual verses from the bible in order to create these descriptions.) The first of thsese eight visions is that of four angels, whose amazing speed is symbolized by horses. These four angels report that all is at peace with the nation, because the opponents to the nation have been silenced. This is called "a time of universal peace" (Carstensen, OVC). Even though the land is peaceful, the Lord is not, and he expresses his hatred toward those who have been allied against the Israelites. The second vision is of four horns and four smiths. This vision fortells

Biography of Tom Hayden, Activist and Politician

Biography of Tom Hayden, Activist and Politician Tom Hayden (December 11, 1939–October 23, 2016) was an American anti-war activist and the co-founder of Students for a Democratic Society. In later life, he was elected to public office in California. Fast Facts: Tom Hayden Known For: Co-founder of the Students for a Democratic Society (SDS) and a political activist focused on anti-war efforts, civil rights, and progressivism in American politicsOccupation: Activist, author, professor, and politicianBorn: December 11, 1939  in Royal Oak, MichiganDied: October 23, 2016  in Santa Monica, CaliforniaSpouse(s): Casey Cason  (m. 1961–1962), Jane Fonda  (m. 1973–1990), Barbara Williams  (m. 1993–2016)Children: Troy Garity, Liam Jack Diallo Hayden Early Life Hayden was born in Royal Oak, Michigan, to Genevieve and John Hayden. His father, a former Marine of Irish Catholic descent, was an accountant for Chrysler. The Haydens divorced when Thomas was ten, in large part due to John’s violent alcoholic tendencies. Hayden was raised by his mother and grew up attending Catholic elementary school, but he broke with the Church when he grew older. Hayden began his career as the editor of his high school’s newspaper. He then went on to attend the University of Michigan, where he served as the editor of the student newspaper, the Michigan Daily. It was at this time that he became more politically active, eventually co-founding the leftist student group Students for a Democratic Society (SDS). He met his first wife, Sandra Cason, through their shared activism, and the couple married in 1961. Radical Activism Hayden began his larger-scale activism as a Freedom Rider in the South, riding into the segregated South to protest the non-compliance with a Supreme Court ruling that had made segregated buses unconstitutional. As president of the SDS, Hayden drafted their manifesto, the Port Huron Statement, which became an early inspiration for the â€Å"New Left† and young, radical leftist movement in the United States. After divorcing Cason in 1962, Hayden moved to Newark, New Jersey, where he worked from 1964 to 1968 with inner-city residents and witnessed the 1967 â€Å"race riots,† which he attributed to more than just racial conflict. It was in 1965, however, that Hayden began his more visible and controversial activism. Alongside Communist Party USA member Herbert Aptheker and Quaker peace activist Staughton Lynd, Hayden visited North Vietnam, touring villages and factories. He continued his anti-war activities into 1968, when he joined the National Mobilization Committee to End the War in Vietnam and protested outside the Democratic National Convention. Those protests led to his indictment, along with several of his fellow protestors, on charges of incitement to riot and conspiracy. Their case became known as the â€Å"Chicago Seven† (named after the city where the convention and protests occurred), and although Hayden and other protestors were initially convicted of crossing state lines with the intention to riot, the decision was later reversed, and the government did not retry the case. Following the trial, Hayden continued to make highly visible visits to Vietnam and Cambodia, the latter of which had been drawn into the war under the Nixon administration. Hayden had become involved romantically with actress Jane Fonda, who was also an anti-war protestor and famously took a trip to Hanoi, the North Vietnamese capital, in 1972. The couple married in 1973 and welcomed their son, Troy Garity (given Hayden’s mother’s maiden name for his surname). He also founded the Indochina Peace Campaign, which organized anti-war dissent and fought for amnesty for those who dodged being drafted. Entry into Politics In 1976, Hayden made his first political move when he challenged incumbent Senator John V. Tunney for a California Senate seat. Although he was initially viewed as a fringe candidate, he wound up finishing a strong second in the Democratic primary. In the 1980s, he served in the California state assembly and, in the 1990s, in the state senate. Hayden served on the advisory board of the Progressive Democrats of America, a political organization and grassroots political action committee created to advocate for more progressive policy within the Democratic Party. He also became a strong advocate for animal rights and authored a bill that improved protections for pets and shelter animals. Throughout his career, Hayden taught at the university level at several California universities. For the most part, his courses specialized in social movements, political science, and history of protests. He also authored or edited nearly 20 books. Later Life In 1990, Hayden and Fonda divorced; three years later, he married his third wife, Barbara Williams, a Canadian-American actress. The couple adopted a son, Liam, who was born in 2000. The 2016 election would be the last campaign season he participated in: although he reportedly supported Bernie Sanders early on, he publicly supported Hillary Clinton. However, Hayden did not live to see the results of the election. After a lengthy illness and a stroke, Hayden died on October 23, 2016, in Santa Monica, California. He left behind a large volume of published work, as well as a legacy of pushing for progress, even (and especially) when it went against the â€Å"establishment† thinking. Sources Finnegan, Michael. â€Å"The radical inside the system: Tom Hayden, protester-turned-politician, dies at 76.† The Los Angeles Times, 23 October 2016, https://www.latimes.com/local/obituaries/la-me-tom-hayden-snap-story.html.McFadden, Robert D. â€Å"Tom Hayden, Civil Rights and Antiwar Activist Turned Lawmaker, Dies at 76.† The New York Times, 24 October 2016, https://www.nytimes.com/2016/10/25/us/tom-hayden-dead.html.Schaffer, Scott. â€Å"Tom Hayden: American Activist and Author.† Encyclopaedia Brittanica, 7 December 2018, https://www.britannica.com/biography/Tom-Hayden.

Taiping Rebellion in Qing China

Taiping Rebellion in Qing China The Taiping Rebellion (1851-1864) was a millenarian uprising in southern China that began as a peasant rebellion  and turned into an extremely bloody civil war. It broke out in 1851, a Han Chinese reaction against the Qing Dynasty, which was ethnically Manchu. The rebellion was sparked by a famine in Guangxi Province, and Qing government repression of the resulting peasant protests. A would-be scholar named Hong Xiuquan, from the Hakka minority, had tried for years to pass the exacting imperial civil service examinations  but had failed each time. While suffering from a fever, Hong learned from a vision that he was the younger brother of Jesus Christ  and that he had a mission to rid China of Manchu rule and of Confucian ideas. Hong was influenced by an eccentric Baptist missionary from the United States named Issachar Jacox Roberts. Hong Xiuquans teachings and the famine sparked a January 1851 uprising in Jintian (now called Guiping), which the government quashed. In response, a rebel army of 10,000 men and women marched to Jintian and overran the garrison of Qing troops stationed there; this marks the official start of the Taiping Rebellion. Taiping Heavenly Kingdom To celebrate the victory, Hong Xiuquan announced the formation of the Taiping Heavenly Kingdom, with himself as king. His followers tied red cloths around their heads. The men also grew out their hair, which had been kept in the queue style as per Qing regulations. Growing long hair was a capital offense under Qing law. The Taiping Heavenly Kingdom had other policies that put it at odds with Beijing. It abolished private ownership of property, in an interesting foreshadowing of Maos communist ideology. Also, like the communists, the Taiping Kingdom declared men and women equal  and abolished social classes. However, based on Hongs understanding of Christianity, men and women were kept strictly segregated, and even married couples were prohibited from living together or having sex. This restriction did not apply to Hong himself, of courseas self-proclaimed king, he had a large number of concubines. The Heavenly Kingdom also outlawed foot binding, based its civil service exams on the Bible instead of Confucian texts, used a lunar calendar rather than a solar one, and outlawed vices such as opium, tobacco, alcohol, gambling, and prostitution. The Rebels The Taiping rebels early military success made them quite popular with the peasants of Guangxi, but their efforts to attract support from the middle-class landowners and from Europeans failed. Leadership of the Taiping Heavenly Kingdom began to fracture, as well, and Hong Xiuquan went into seclusion. He issued proclamations, mostly of a religious nature, while the Machiavellian rebel general Yang Xiuqing took over military and political operations for the rebellion. Hong Xiuquans followers rose up against Yang in 1856, killing him, his family, and the rebel soldiers loyal to him. The Taiping Rebellion began to fail in 1861  when the rebels proved unable to take Shanghai. A coalition of Qing troops and Chinese soldiers under European officers defended the city, then set out to crush the rebellion in the southern provinces. After three years of bloody fighting, the Qing government had retaken most of the rebel areas. Hong Xiuquan died of food poisoning in June of 1864, leaving his hapless 15-year-old son on the throne. The Taiping Heavenly Kingdoms capital at Nanjing fell the following month after hard urban fighting, and the Qing troops executed the rebel leaders. At its peak, the Taiping Heavenly Army likely fielded approximately 500,000 soldiers, male and female. It initiated the idea of total war - every citizen living within the boundaries of the Heavenly Kingdom was trained to fight, thus civilians on either side could expect no mercy from the opposing army. Both opponents used scorched earth tactics, as well as mass executions. As a result, the Taiping Rebellion was likely the bloodiest war of the nineteenth century, with an estimated 20 - 30 million casualties, mostly civilians. Around 600 entire cities in Guangxi, Anhui, Nanjing, and Guangdong Provinces were wiped from the map. Despite this horrific outcome, and the founders millennial Christian inspiration, the Taiping Rebellion proved motivational for Mao Zedongs Red Army during the Chinese Civil War the following century. The Jintian Uprising that started it all has a prominent place on the Monument to the Peoples Heroes that stands today in Tiananmen Square, central Beijing.

Toyota Economic and Recall Crisis Research Paper

Toyota Economic and Recall Crisis - Research Paper Example Toyota has 522 subsidiaries, more than 320,000 staff worldwide, more than 12 Japanese factories, and more than 51 locations in 26 countries. As of 2009, Toyota faced a crisis that almost brought about its down fall. The company had earlier faced an economic crisis that started in 2007 spreading across auto industries worldwide. Consequently, in March 2008, the company recorded its first ever loss after 70 years. Other problems that have faced Toyota include the problem with acceleration in 2009 that led to a recall of millions of vehicles. As a result of this, consumer attitudes towards the brand changed. In January 2010, complaints from customers continued and the number of recalls continued to rise. This continued through April 2010, causing a further drop in customer’s feelings towards the brand. In an attempt to retain its customers, and maintain its position as the number one global auto industry, Toyota changed its motto to â€Å"Moving Forward!† Through this, the company communicated its desire to create a new and better beginning. Gradually, the company has been gaining positive disposition from its customers. Today, Toyota has been able to rise again, even though it has lost its number one spot. Keywords: Toyota, Toyota Motor Corporation, Toyota Production System, Manufacturers, Crisis, Automobile, Auto-maker, Gas Pedals, Acceleration, Recalls For many years, Toyota Motor Corporation has been the biggest automobile manufacturer in the world. It also is a leading advocate eco-friendly and technological cars. The company has exported millions of vehicles worldwide. Through this, it earned the reputation of being the best automobile manufacturer and exporter. Since 2007, the company has however faced a number of problems affecting both its reputation and positive customer disposition. Today, the company has however gradually regained its reputation. Toyota Motor Company was established in 1937 by Kiichiro Toyoda. In 1952, the company rapidly grew becoming successful (Borowski, 2010). Initially, the company exported its vehicles to South America. After five years, it was able to penetrate markets in North America. Having sold its products in North America, Toyota was able to penetrate the United States market in the business of exporting automobiles. Borowski (2010) points out that â€Å"In 1982, Toyota Motor Company and Toyota Motor Sales Company joined forces to Toyota Motor Corporation (TMC)† ( p.3). â€Å"The company now has 522 subsidiaries, 320,808 staff worldwide and is producing not only in the 12 Japanese factories but also in 51 other locations in 26 countries† (Borowski, 2010, p.3). In 2007, Toyota Motor Corporation had the highest share price value among all car-manufacturers. In, 2008, Toyota made an annual turnover worth billions of United States dollars after selling millions of vehicles.. Consequently, the company gained the status of being the biggest manufacturer of automobiles. This has however changed due to the financial crisis that began in 2007, damaging Toyota’s image, and also due to over sticking gas pedals that led to many recalls worldwide. According to Ohno, a structure of theories and procedures for improving collaborative strength known as the Toyota Production System is used at Toyota to maintain the company’s productivity, and at the same time, ensure that customers are satisfied with the quality and efficient delivery of vehicles (1998). The production of Toyota automobiles evolved from Henry Ford’s historic manufacturing systems. Herny Ford manufacturing system thus paved way for the foundation of the Toyota Production System. Due to conditions in Japan, there was inherent need to make considerable improvements to Ford’

Organisational Leadership Essay Example | Topics and Well Written Essays - 1250 words

Organisational Leadership - Essay Example The scare coincided with the retirement of John Scott the long serving CEO and the new CEO'S initial months at the head of the organisation has been problematic. Media stores have suggested that he hasn't effectively managed the reputation damage to Retailco's brand and was not fully conversant with or effectively leading the international markets. In addition to that, the Executive Board is uncertain as to how to develop the China strategy and as a consequence its share price and ability to raise funds from investors is at risk.† Thus, the purpose of this part is to provide a solution to the challenges faced by Retailco Company. Reputation is often associated with damage and it’s never intentional. For instance, the Snow ball chocolate contamination has badly ruined the Retailco company reputation. No single organisation intends to temper with its perfect reputation on purpose. According to the reputation theory, reputation damage can be mitigated and managed. In additi on to that, reputation risks makes organisations not to meet expectations in terms of revenue and also give surprises that are unpleasant. To manage reputation risks, company’s managers should invest in trust as it is the principal currency. All in all, successful mitigation of reputation damage helps in achieving of high performance, activity and behaviour consistent alignment with the expectations of the stakeholder. For purposes of managing the company reputation risk, the CEO needs to identify and appreciate his stakeholders as vital ingredient for managing reputation. This is because; the primary stakeholders are vital organisation components without whom the organisation cannot function properly. The stakeholders are such as the customers, suppliers, employees and stakeholders. Even though secondary stakeholders are not that important, the loss of any of them or a substitute addition is not critical in any business environment. As such, the CEO of Retailco company shoul d identify 6-7 stakeholders whom he should closely watch. In addition to that, the CEO should comprehend that there is no way that is simple when it comes to managing reputation. He should aim at preventing the situation in which the company reputation can be damaged. As such, he should put in place a protection policy. Since Retailco Company is managing business internationally, he should have a clear understanding of the factors that might affect his business such as competitive, economic, environmental and market factors. In addition to that, he should ensure that his employees understand the language of the people that houses its foreign operations. Furthermore, they should comprehend the attitudes of the people in the foreign country and also the things that motivate them. Finally, the company should ensure product sustainability through building products that are perfect and do not cause harm that is unnecessary. In addition to that, the managers should use their business to i mplement and inspire solution to crisis that is environmental among others. If all the above measures are followed, the company will regain its reputation again. In the light of the above, the reigning CEO should gather his employees together his employees together for purposes of imposing his beliefs, values, vision, goals and assumptions. All these are aimed at solving the problem in the company which is brand reputation. This is a perfect way of developing leadership and organisation culture. The end result is equipping of organisation employees

A Purchasing Decision Essay Example for Free

A Purchasing Decision Essay 1. What are the advantages and disadvantages of purchasing high-end versus low-end PDA devices for the medical center physicians? The advantages and disadvantages of purchasing high-end versus low-end PDA devices for the medical center physicians are that from the PDA device on a high-end of quality and price is that a physician can do more with it a (PDA) can access the internet; store reference material; track collect patient data; provide patient education material; aide in the billing process; and transmit electronic prescriptions. The disadvantages of a high-end PDA device are the cost of the item and training associated with it on a limited budget. The advantages of purchasing low-end versus high-end PDA devices for the medical center physicians are that from the PDA device on a low-end of quality of and price would allow the administrator to comply with his budget. However, the disadvantages are that with a PDA device on a low-end of quality an there is a higher level of security risk and a physicians are limited to certain functions due to the lower quality of software which in the end could actually result in others costs fixing and aide issues cause by these limitations. 2. What might the implications of a decision about purchasing PDA devices for physicians it this medical center? The possible implications of a decision about purchasing PDA devices for physicians it this medical center could be from the high-end PDA the price would put a strain on the administrators budget and would affect other needs of the medical center, and with a device on the low-end of quality an there is a higher level of security risk and a physicians are limited to certain functions due to the lower quality of software 3. What are the limitations of the current decision-making process about a PDA investment? The limitation of the current decision-making process about a PDA investment is the administrator’s budget. 4. What decision-making process would you propose for (IS) investment decision at the medical center? Should others be involved? Who? How much? The decision-making process I would propose for (IS) investment decision at the medical center would be to bring all department heads of the medical center and the physicians together and discuss the need to make this purchase and the possible consequences of that decision. It is my understanding that the choice to make a purchase of this equipment for the medical center is understood to be a positive strategic move but the resulting actions of that purchase will affect everyone, and it’s for that reason I think everyone should be involved so issues and concerns can be addressed to make a choice together that will be in the best interest of the medical center.

The Problems with Fracking Essay -- Environmentalism, Human Health

No Fracking Way Imagine a world where fresh and clear water was a luxury. Imagine water so contaminated with chemicals that every plant it comes into contact with dies. As the trees begin to die, oxygen levels drop. As the vegetation dies, wildlife begins to die out. The polluted water which flows through the ground into wells causes instant contamination. As the water flows out of the sink, one can strike a match and light the liquid on fire. Showering in these chemicals is out of the question. Fresh water has become a comfort, rather than a given. Could planet Earth survive this existence? If hydraulic fracturing, otherwise known as fracking, were deemed legal, this question may be put to the test. Fracking is a process in which chemicals, sand and water are used in â€Å"high volumes†¦ to fracture gas-bearing layers of rock† (Dolesh 2). As the rock breaks, natural gas is released and then collected to be used as energy. The United States is currently sitting on a gold mine of natural gas which could stimulate our ever declining economy. The question is what price are we willing to pay for a temporary fix? Fracking is a dangerous process that should be deemed illegal due to its harmful short and long-term environmental effects. Before one can see the devastating effects of fracking, one must first understand how fracking works. As previously stated, the main intent of hydro-fracking is to access and harvest natural gas that lies below the surface of the Earth. Having formed over 400 million years ago by the collision of tectonic plates (Marsa 3), the Marcellus Shale plays host to a gold mine of natural gas, which is currently at the center of the fracking debate in the Northeastern region of the United States. Unfortunately, access... ...er, Cyril Josh. â€Å"Fracking Up: New York State Continues The Debate Over Gas Extraction Process.† New York Amsterdam News (2011): 4. Academic Search Complete. Web. 7 Nov. 2011. Dolesh, Richard â€Å"Fracktured Parks.† Parks & Recreation 46.6 (2011): 56-61. Academic Search Complete. Web. 4 Nov. 2011. Marsa, Linda. â€Å"Fracking Nation.† Discover 32.4 (2011): 62-70. Academic Search Complete. Web. 4 Nov. 2011. Morriss III, James C., and Christopher D. Smith. â€Å"The Shales And Shale-Nots: Environmental Regulation Of Natural Gas Development. (Cover Story).† Energy Litigation Journal 9.4 (2010): 1-23. Academic Search Complete. Web. 18 Nov. 2011. Peltier, Robert. â€Å"Fracking Problems.† Power 155.8 (2011): 6. Academic Search Complete. Web. 18 Nov. 2011. Rahman, Hashim. â€Å"New York Puts Fracking On Hold.† Planning 77.2 (2011): 4. Academic Search Complete. Web. 4 Nov. 2011.

Implement a strategy to overcome communication barriers Essay

Barriers to communication can present themselves in many diverse forms. Barriers to communication must be anticipated and avoided, by though-out communication strategies . Evaluating past communication helps see where improvement can be made. If I want to others to be open to me , I have to open myself at first. Moreover ,I have to ensure that the person I am communicating with not only hears but understands the statement I am going to make. To climate barriers in communication I have to be able to identify them and take adequate action . In case of time barriers –I am trying to spend required time for active communication without shearing all of my information hurriedly . Distraction barriers –I am fully attentive to my talk, Language barriers-I am making sure that my message is clear without too much medical words or jargon and is comprehensible . Staffing shortage –(is the most common problem in Health Care setting) as a Manager I have to ensure that right number of staff is provided for every shift . In case of lower number of staff on duty different way of communication to be used- board ,communication book ,correct handover to be given with relevant information. With the respect of cultural barriers-we are aware that everybody is different ,the care staff have to understand condition (reading care plans) and culture of the client. We are making sure that our policies are up to date and the staff received appropriate training with regard to awareness cultural and religious differences ,holistic and person –centred approach . There are many different strategies which can be used to overcome barriers to communication. One of the important one is a proper relationship with people who use the service it involves listening skills together with appropriate verbal and non-verbal communication:- -smiling –looking eye contact, gentle tone of voice, showing interest ,nodding head slightly when talking â€Å"I see†, â€Å" I understand†, â€Å"I agree†. I t is very important to build an understanding of people we work with in Social and Health Care . People very often will let you know about their preferred way of communication. All the skills of recognising and overcoming barriers to communication will be useful to avoid situation such as aggression . Reflecting listening skills  are vital in order to make the other person feel included . Empathy may come very useful. Try communicating without judging ,instead view situation and responses from the other person perspective. Make people feel welcome ,wanted and valued and appreciated in communication . If you let others know that are valued ,they are more likely to give you their best. Do not say the first thing that comes into your head but instead take a moment and pay close attention to what you say and how you say it. Focus on what you want to communicate. Always aim to communicate on an equal basis and avoid patronising people . Do not talk about the others behind their back and try not to develop favourites, by treating people equally you will build trust and respect. Encourage open and honest feedback from the receiver to ensure your message is understood . If confidentiality is an issue ,make sure its boundaries are known and ensure is maintained. Learn to troubleshoot and resolve problem and conflict as they arise . Learn how to be effective mediator and negotiator. Encourage and facilitate people to talk to each other. Try not to be judgmental but instead easy the way for conflict resolution. Maintain positive attitude and smile when things do not go to plan, stay optimistic and learn from your mistakes. Some communication scenarios ,by their nature are stressful . Stress can however be a major barrier to effective communication ,all parts should try to remain calm and focused. As often as possible speak face-to-face ,it will convey much more meaning than over the phone or through e-mail. In this busy world we are rapidly losing the art of conversation ,and mainly because we are using the wrong channel for communicating. Very crucial part of management activities are meetings . Meetings are multipurpose actually . They aim at discussing feedback and receiving feedback on the spot. Meetings involve all people working for the company as well as service users and their relatives . A successful and effective meeting is well planned if about its time, venue and agenda. They are very productive and creative ,they are giving the opportunity to everyone to present their view. Overcoming the communication barriers requires a vigilant observation and thoughts of potential barriers in a particular instance of communication . Strategies to overcome these barriers will be different in different situation depending upon the barriers present. â€Å"To listen closely and replay well is the highest perfection we are able to attain in the art of conversation â€Å"-La  Rochefoucauld.

Joyce Carol Oates`s Short Story Essay

The story ‘Where are you going, where have you been? ’ is a story about a girl about fifteen years of age and having behavioral problem originated from her poor relationship with her mother. She is described in the story as stubborn, rebellious, self-centered, and vane. The story is a tale of insecure woman and romantic but a skilled flirt; and she is drawn in a situation where she could not handle. Connie’s relation with her family and the way she thinks of them shows they were not close. Connie seemed to lament the way her mother would treat her and her older sister June to the point that she â€Å"wished her mother was dead and she herself was dead and it was all over. † She lamented to her friends, â€Å"She makes me want to be thrown up some times. † Connie at fifteen still has childish behavior perhaps typical for young woman like her, showing little concern with house works as her mind was all filled with trashy day dreams. Connie’s behavior though seemed to be very selfish as she cares only of her looks and her own happiness as if she was her own world. She is less interested in family relationship as she would rather go with her friends than going with her family, or prefer to just listen to music. Her behavior is quite a little less to be described as a spoiled brat. She seemed to lack positive traits particularly family values. There might have some reasons for these. First, her mother seemed to show favoritism as she is often compared to her older sister. Her ways and action are viewed as un-acceptable without considering that she is only fifteen and surely needs guidance. Her mother can only appreciate the simple or maybe almost naive orientation of her older sister June. Second, her father does not care of them, as when he comes home, he only cares for the supper, newspaper and his bed. There seems to have no legitimate authority except her mother’s voice always scolding her which to her, â€Å"she had a high breathless, amused, voice that made everything she said a little forced. † The way Connie thinks of her self shows that she was not positively motivated to have a more meaningful outlook in life which at her age, she suppose to have already. Her mind is full of fantasies about someone she meets and the imagination that comes along with it. Her relations with her family have not helped or motivated her toward having a more mature attitude and outlook in life. John Updike`s Emphasis on Marriage relates to larger American issues. In other words, do you think the marriages he portrays result from certain social conditions typical of the U. S.? The novel â€Å"Separating† was about a couple who had lived together for quite long years, a couple with four young children who seemed to be aware of how their parent’s relation ships are going on over some years of the married life. Richard and Joan had been married for quite long years already as they have four young children who were all in school and seemed to have capability of understanding the situation which their family faces. The novel did not mention exactly why Richard and Joan’s marriage come to that point that it was not working well for each other any more except that â€Å"they felt they no longer love each other. † Richard seemed to just short of saying that all those years of living together under one roof was just pretensions which was merely for the sake of the children. But now the situation has grown worse that requires him to make decision to put an end with all these pretentious relation ships. Certainly, Richards wants to be happy. He might have thought it, he deserve happiness and this is now just the right time to reveal the situation to their children. So he announced that bad news while all the kids were gathered at the table for the post welcome celebration of his daughter Judith’s arrival from England. As he revealed his decision, his children seemed to be prepared to hear the bad news as they have not shown hysterical or any strong reaction. Richard must have thought that they understood the situation that everything will come this way which separating would just be the best option. That their dad will leave them to find his happiness in the comforts of another woman which he has already found. Richard feels comforted by the mild reactions of his children as if they had accepted it that the family which they found warm embrace, comforts when they are hurts or having problems, love, care, safety, affection, and shared laughter that only intact family can provide, now stand to break up. But behind the mild reaction and seemingly prepared feelings, as Richard bent to kiss his son good bye, â€Å"turned and with wet chicks embraced him and gave him a kiss, on the lips, passionate as woman, and in his father’s ear as he moaned one word, the crucial intelligent word â€Å"why†? John Updike has powerfully related his novel to larger American social issues affecting the society by emphasizing the consequence of divorce among children and their family that cares for them. Updike also strongly demonstrated the emotional struggles, and the pains the children suffer when their parents come to a point of making a decision of separating. Updike was also able to point out that children are innocent of their parents’ problems and they are victims because their parents instead of cultivating their relationship opted to find their happiness in the comforts of another. Work Cited Updike, John. â€Å"Separating† American Since Mid-Century Updike, John. â€Å"Where are You Going, Where Have You Been? † American since Mid-Century

Capital Offence - Emphasis

Capital Offence Capital Offence In our latest tips e-bulletin, we covered the ever-sticky topic of e-rage: that near-universal condition whereby one is brought to a state of apoplexy by the particulars of an arrangement of pixels in ones inbox. The question of email etiquette can be a tricky one, with an almost endless list of personal bugbears. The message may be too long, too short, poorly spelled, too chatty, overly formal; it could be heavy with jargon or decorated with emoticons; it could have been forwarded ad nauseum, or else carry no clue to the messages history whatsoever. However, the one thing that carries the greatest consensus as an e-no-no is: USING ALL CAPITAL LETTERS. Apparently this practice can lose you more than just friends at the water cooler it can lose you your job. An accountant in Auckland was fired for sending an email to her associates advising them on how to fill in claim forms. She stands accused by her former employers of spreading disharmony among the staff. Not, presumably, for providing guidance on the most efficient way for them to supplement their salaries, but for doing so in bold, in red and of course in CAPITAL LETTERS. No doubt this woman was merely trying to emphasise what she saw as crucial information. She has since been rewarded compensation for unfair dismissal, and one might be forgiven for calling her former colleagues ungrateful. But it leaves one message abundantly clear: we HATE capitals. Why? Opinions vary. The biggest one is the sense of being SHOUTED AT. Wading through our daily barrage of emails can be trying enough, without such an ocular pummelling. Using all capital letters is heavy on the eye, as the lack of differentiation in height and shape (as seen in lowercase) makes blocks of such text harder to read. It can also smack of laziness, even ignorance, on the part of the writer in a similar way to using all lowercase (know what i mean?). Perhaps the perpetrators colleagues took offence at her refusal to work with the shift key.

Schools Have Options When Penning a Cell Phone Policy

Schools Have Options When Penning a Cell Phone Policy Cell phones are increasingly becoming more of an issue for schools. It seems that every school addresses this issue utilizing a different cell phone policy. Students of all ages have begun to carry cell phones. This generation of students is more tech savvy than any who has become before them. A policy should be added to the student handbook to handle cell phone issues according to your district’s stance. Several different variations of a school cell phone policy and possible consequences are discussed here. Consequences are variable as they could apply to one or each of the policies below. Cell Phone Ban Students are not permitted to possess a cell phone for any reason on school grounds. Any student caught violating this policy will have their cell phone confiscated. First Violation: The cell phone will be confiscated and given back only when the parent comes by to pick it up. Second Violation: Forfeiture of the cell phone until the end of the last day of school. Cell Phone Not Visible During School Hours Students are permitted to carry their cell phones, but they should not have them out at any time unless there is an emergency. Students are allowed to use their cell phones only in an emergency situation. Students abusing this policy could have their cell phone taken until the end of the school day. Cell Phone Check In Students are permitted to bring their cell phone to school. However, they must check their phone into the office or their homeroom teacher upon arriving to school. It can be picked up by that student at the end of the day. Any student who fails to turn in their cell phone and is caught with it in their possession will have their phone confiscated. The phone will be returned to them upon paying a fine of $20 for violating this policy. Cell Phone as an Educational Tool Students are permitted to bring their cell phone to school. We embrace the potential that cell phones can be used as a technological learning tool in the classroom . We encourage teachers to implement the use of cell phones when appropriate into their lessons. Students will be trained at the beginning of the year as to what proper cell phone etiquette is within the confines of the school. Students may use their cell phones for personal use during transition periods or at lunch. Students are expected to turn their cell phones off when entering a classroom. Any student who abuses this privilege will be required to attend a cell phone etiquette refresher course. Cell phones will not be confiscated for any reason as we believe that confiscation creates a distraction for the student which interferes with learning.

What do you think the likelihood of success will be for President Essay

What do you think the likelihood of success will be for President Obama to implement the remaining items of his agenda - Essay Example Congress members from both fronts of the political divide all have an input in what is to be implemented and what is not. They exercise their power through voting for or against any policy. For any of these items to be implemented, a majority of the Senate members must vote for the item through persuasion and lobbying. The likelihood of President Obama to implement the items of his agenda that are yet to be done is high. The fulfillment of items in his agenda led to the recent up-surge in his approval ratings. President Reagan is an excellent example of a president who was able to push his agenda forward despite all odds. His changes especially in the budget and tax reforms cannot go unnoticed.2 Reagan was successful in his bid to implement his agenda because he possessed the self discipline and clarity required to control the agenda. His strategy was to take on an issue a time rather than to have a full plate that neither he nor congress could handle at a time. President Jimmy Carter, on the other hand, was relatively unsuccessful. This was because the challenge of being president was simply overwhelming. He did not prioritize his agenda laying emphasis on the most urgent ones and lacked enthusiasm. He instead took on everything at a go, and this portrayed him as a man who had no concrete plan for the nation. His style of handling business did not impress Congress

Economy in relation to environmental protection. Environment and Essay

Economy in relation to environmental protection. Environment and Sustainable Development - Essay Example The need to protect the environment has presented critical global challenges that require immediate responses. The linked environmental, economic, social and political issues all falling under the sustainable development framework require a delicate balancing act between competing interests whilst at the same time taking decisive strides towards protecting scarce resources that are becoming even scarcer by the day. This paper will talk about the main difference between the Stockholm Declaration and the Rio Summit -- mainly that the Rio Summit solidifies the linkage between development and the environment, acknowledging that the two concepts are inextricably intertwined. Environmental considerations have to be incorporated in the development process, and human development should be considered in environmental protection mechanisms. It is illuminating to compare Principle 1 of the Stockholm declaration with Principle 1 of the Rio Declaration. The former reads as follows: â€Å"Man has the fundamental right to freedom, equality and adequate conditions of life, in an environment of a quality that permits a life of dignity and well being, and he bears a solemn responsibility to protect and improve the environment for present and future generations.† In contrast, the Rio Declaration reads as follows: â€Å"Human beings are at the centre of concerns for sustainable development†, and that, â€Å"They are entitled to a healthy and productive life in harmony with nature.†... A rights-based approach is important because it makes the State duty-bearers, or imposes and obligation on them to ensure that environmental rights of their citizens and other human beings are guaranteed and protected. There are critics, however, who feel that there was a dilution in focus on environmental protection from Stockholm to Rio, and even all the way to Johannesburg. To quote the Center for International Environmental Law, â€Å"Whereas Stockholm brought to light transboundary and global environmental issues, Rio and Johannesburg incorporated a development dimension that required analysis not only of environmental issues but also of economic and social issues. (2012, p.2)† As further observed by CIEL: While integration of these issues is key to effective environment and development outcomes, this change in focus has, to a large extent, over?burdened the agenda resulting from the last two summits, posing significant strains on the ability of international institutions and other governance arrangements to effectively address the broad array of issues involved in the umbrella concept of sustainable development.  Ã‚  At the same time, the international agenda that emerged in relation to sustainable development appears to have prioritized the economic aspects over the social and environmental dimensions.  Ã‚  In this regard, there is a real risk that Rio+20's green economy theme could eclipse thE other dimensions of sustainable development, as well as the need for reforms in institutional governance.   (2012, p. 2) However, this paper argues that talking about the economy in relation to environmental protection is important. The first is because scarcity is a vital concept of sustainable

Berry Aneurysms Case Study Example | Topics and Well Written Essays - 2000 words

Berry Aneurysms - Case Study Example An aneurysm usually balloons and may rupture as the forces increase, which would lead to rupturing of the arterial wall and interior bleeding, a situation that is usually fatal and leads to death. Consequently, berry aneurysms results from rupture of arterial walls in the brain with fatal consequences that may cause brain death. The condition is usually caused by defects in the tunica media muscles and lack of enough support from the brain parenchyma, which creates unprecedented stress to the arterial walls causing rupture (Liebeskind, 2013). Therefore, cerebral aneurysm occur incases were the strength of the internal elastic membrane of the adventitia and the tunica media are compromised mainly resulting from abnormal arterial structure at arterial bifurcations, which results in rupture of the vessels at these sections due to blood pressure (Liebeskind, 2013). Causes of Berry Aneurysms Various conditions may lead to berry aneurysms, which include the following: Arterial malformations, aorta coarctation, inherited polycystic kidney diseases and other vascular problems. Others include sickle cell anemia, fungal infections, Marfan syndrome, hypertension among others (Liebeskind, 2013). However, not much is known about the actual causes of the aneurysms and the formation processes leading to ballooning and rupture, but smoking that leads to vascular changes and hypertension are major some of the major predisposing factors (Jonathan et al., 2006). The main characteristic of aneurysms is reduction in the tunica media leading to arterial structural defects.... the reduced membranes causes formation of balloon like structures at the branching parts of the arteries mainly at the lower part of the brain (Jonathan et al., 2006). Epidemiology Most berry aneurysms are small in that 60% to 80% of all cases may not rupture, meaning they pose much less danger to the patient (Connolly & Solomon, 2004). It is estimated that between 10 and 12 million adults in America have intracranial aneurysms, with berry aneurysms accounting for about 90% of all these cases (Liebeskind, 2013). Those over fifty years of age, females and cigarettes smokers are at a higher risk of the aneurysms (Vega et al., 2002). Consequently, as Vega et al noted, berry aneurysm are responsible for the highest cases of mortality and morbidity affecting about 90% of all intracranial aneurysms. However, more cases are being reported in younger patients and especially in cocaine, users or those with smaller arterial diameters (Nanda et al, 2000) Presentation Most aneurysms do not have any symptoms and they may not be reported until they rupture; hemorrhage through a fatal medical emergency remains the single most prevalent clinical presentation in most cases, accounting for about 58% of patients (Yamaura, Onno & Hirai, 2000). However, patients report acute headaches at the onset, which in some cases may also be associated with brief sessions of unconsciousness, vomiting, meningismus and nausea. These hemorrhages are also misdiagnosed as most patients have milder symptoms that indicate a warning leak before the aneurysm ruptures (Vega et al., 2002). Studies have reported rupture rates of between 1.4 to 1.9 %, though the rates are higher in aneurysms of more than 10mmm diameter. However, rupture has also been reported in cases where the aneurysms are less than 5 mm in

Professional Ethics in the Construction Industry

Professional Ethics in the Construction Industry Introduction The business news headlines of ethical meltdowns of global companies such as Enron, WorldCom, and Tyco, which now have become synonymous with greed, serve as a key reminder to the companies and individuals in business to practice ethical behaviour (Doran, 2004). One of the most frequently reported unethical practices in business is bribery, described as: â€Å"the offering of some good, service or money to an appropriate person for the purpose of securing a privileged and favourable consideration (or purchase) of ones product or corporate project† (Almeder and Humber, 1983, cited in Johnson, 1991: 327). Building professionals have gain integrity and respectability through professional bodies such as the Royal Institution of Chartered Surveyors (RICS), Malaysian Institute of Architects (PAM), The Institution of Engineers Malaysia (IEM), and Institution of Surveyors Malaysia (ISM), which reflects the professionals of construction industry. These professional standards and ethics are embodied in codes of practice, which define the roles and obligations professionals (Harris et al., 1995) and are the cornerstone of any ethics programme (Calhoun and Wolitzer, 2001). Ethics and Professionalism The Oxford English Dictionary defines ethics as the moral principles that govern or influence a persons conduct. Ethics, as defined by Doran (2004), is the discipline dealing with what is good and bad about moral duty and obligation; a set of accepted moral principles and values about what ought to be; a theory or system of moral principles governing the appropriate conduct for an individual or group; and a code of morality. Doran points out that â€Å"ethics is something that the industry needs to talk more about, agree on, and put into wider practice† (2004: 4). Hinman (1997) distinguishes morals and ethics by regarding morals as first order beliefs, and practices about what is good and bad which guide behaviour; while ethics as second order, reflective consideration of moral beliefs and practices. Martin (2000), defines professionalism as setting aside personal values, feelings, and benefits in order to fulfill the obligations inhered in professional roles. Ethical behaviour, in construction context, is determined by the level of trustworthiness and integrity with which organizations and individuals perform their business (Mason, 2009). In a survey by Vee Skitmore (2003), it was agreed by 93% of the respondents that â€Å"business ethics† should be driven or governed by â€Å"personal ethics†, where there is a need to maintain the balance of both the requirements of the client and the impact on the public. Greenhalgh (1997), describes the core of professionalism as the self-reliant control of a group of experts possessing honorific status. Ethics have a role to play in general business practice despite the term â€Å"business ethics† being called an oxymoron (Ferguson, 1994). The applicability of general concepts of ethics to business is now realized after the recent appearance of greater consensus on this issue. This has been explained on the grounds that business exists not solely to accommodate certain individuals, but also to serve the society and, conforms to collective and social needs (Cohen and Grace, 1998) and environment in general (Fleddermann, 1999). Put differently, the spirit of a ny literal profession cannot be attained without an ethics element (Bowie, 1991). Professional Ethics in Construction Industry Professional ethics as defined by Martin (2000), consists of moral requirements attached to a profession and imposed on its members, together with ethical dilemmas created when there is a conflict of interest or the requirements are too vague to give guidance. Bayles (1988) describes professional ethics as a system of behavioural norms. Such norms ensure that professional does not take advantage over the client due to the knowledge differential the application of customer protection through self-regulation. Construction professionals, for instance, engineers, architects, project managers, surveyors and contractors, have the fundamental right of professional conscience (Martins and Schinzinger, 1996, cited in Fleddermann, 1999, p.87). Another important feature of ethics in the construction industry is â€Å"personal ethics† often interpreted by construction professionals as just treating others with the same point of honesty that they would want to be treated (Badger and Gay, 1996). Yet, it has been suggested that professionals in general tend to believe that their responsibilities to the client far outweigh the public (Johnson, 1991). An Australian study by Vee Skitmore (2003), demonstrates that most organizations subscribed to a professional code of ethics (90%), and many (45%) had an ethical code of conduct in their employing organizations. Reeck (1982) notes that ethical codes provide guidance for professionals in determining proper action. A South African study based on the work done in Australia shows that a new suite of professional Acts promulgated in 2000 in South Africa had boosted the profile of ethics (Vee Skitmore, 2003). However, Henry (1995) cautions that ethical codes do not solve moral dilemmas but do help to raise the levels of awareness and so encourage ethical practice. Professional Misconduct and its Impact to the Construction Industry The renowned cases of corporate malfeasance such as Enron reflect the unethical business practices that resulted in companies rapidly lose their reputations; shareholders revolt, unemployment, besides causing the whole industries to come under suspicion (Doran, 2004). Dorans research has shown that unethical behaviour affects the publics perception of the industry (61%), and more significantly, it affects the level of trust between clients and contractors (74%), and between contractors and design professionals (60%). As a matter of fact, codes of practice alone are insufficient to ensure ethical conduct in the construction industry. Ethical misconducts continue to happen in the construction industry, for instance, collusive tendering that results in apparently competitive bids, price fixing, or market distribution strategies that prohibit the spirit of free competition and defraud clients (Zarkada-Fraser, 2000), bid-cutting (May et al., 2001), bid-shopping, cover pricing, hidden fees and commissions and compensation for unsuccessful tenderers (Ray et al., 1999; Zarkada-Fraser and Skitmore, 2000), together with â€Å"withdrawal† ( Zarkada, 1998: 36) where a tenderer withdraws their bid after consultation with other tenderers. Other frequently reported unethical practices are related to fraud, breach of confidence and negligence. Deceit, trickery, sharp practice, or breach of confidence, by which it is sought to gain some unfair or dishonest advantage, is the description of the unethical practice of fraud (Bolgna et al., 1996: 9). A common breach of confidentiality is whistle blowing, described as the act of an employee of informing the public or higher management of unethical or illegal behaviour by an employer or supervisor (Johnson, 1991: 32). Negligence is the â€Å"failure to exercise that degree of care which, in the circumstances, the law requires for the protection of those interests of other persons which may be injuriously affected by the need of such care†. (Delbridge et al., 2000). The main sources of negligence are design negligence, design defect, production defect or a combination of these factors (Thorpe and Middendorf, 1980: 75). Barriers that Limit Professional and Ethical Behaviour Brien (1998), states that the cause of ethical failure in an organization can often be traced to its organizational culture and also the failure of the leader to encourage ethical practices among the members. In spite of the fact that personal ethics that constitute to perception of beliefs, values, personality and background, any tendency of an individual towards ethical conduct is strongly influenced by the value systems reflected by the employing organization (Mason, 2009). According to one study by Pearl et al. (2007), the extent to which ethical internal control is exercised within an organization will influence the difficulty facing any professional community. When the participants of the construction industry get caught in a compromising situation, the temptation for them to be unethical can be almost irresistible which is particularly true at the contractor level. The pressure on contractors are emphasized by Stansbury (2005), Chairman of Transparency International (UK) that, the majority of contractors engaged in corruption are forced by the way the industry and the political environment operate. Furthermore, there is no consensus on precisely what constitutes unethical behaviour and what should be done to improve it (Mason, 2009). Improving Professional Ethics in the Construction Industry There are contravening opinions as to whether or not the adoption of ethical codes has enriched ethical standards in the construction industry. Indeed, some commentators have even suggested that an ethical code is nothing more than public relations â€Å"window dressing† (Starr, 1983). Mason (2009), in his research describes that a single-wide code can contribute to the development of ethical standards within the construction industry as â€Å"the first line of defense against corruption† (Uff, 2003). The Code was intended to apply to all professionals of construction industry regardless of their qualification or affiliation. The principles are set out as accepted behaviour benchmark and regroup into seven qualities as honesty, fairness, fair reward, reliability, integrity, objectivity and accountability. Even so, Mason indicates that the change for a better ethical standards of conduct in the industry can only be achieved by reducing the chances for construction partic ipants to consider it a need to draw advantage at someone elses expense. He points out that other measures such as longer term relationships and collaborative working in the industry also play an equally substantial role in ethical improvement. Mason (2009), suggests that one way to improve ethical standards is simply by enforcing the law where unethical conduct is also a breach of the criminal law. This can be illustrated by the enforcement activity in the UK by the Office of Fair Trading (OFT 2007). The OFT aim is to ensure a fair competition during tender bid stages, which regards collusion as a contravention of competition, and the OFT has continues to conduct investigation to battle corruption. Dorans research (2004) has implied that the construction industry should get more training on professional ethics, where 97% thought that ethics training should begin at the collegiate level. Despite the trend towards increased training in the construction industry continues to grow, the initiatives to offer training on ethics is seldom heard. Doran suggests that companies should adopt ethical codes before increasing the training on ethics so that training will be more goal-orientated. References: Bowie, N. (1991). Business ethics as an academic discipline, in Freeman, R.E. (Eds). Business Ethics: The State of the Art. Oxford University Press: New York. Brien, A. (1998). Professional ethics and the culture of trust.Journal of Business Studies, 17, pp.391-409. Doran, D. (2004),FMI/CMAA Survey of Construction Industry Ethical Practices, FMI Corporation, Raleigh, NC. Retrieved October 8, 2009 from www.acce-hq.org/documents/ethics_survey.pdf Fellows, R. (2003). Professionalism in Construction: Culture and Ethics. CIB TG23 International Conference, October 2009, Hong Kong. Ferguson, W.C. (1994). Building a solid ethical foundation in business.The Executive Speaker, 9(1), pp.33-39. Fleddermann, C.B. (1999), Engineering Ethics. Prentice-Hall: Englewood Cliffs, New Jersey. Greenhalgh, B. (1997).Practice Management for Land, Construction and Property Professionals. Chapman and Hall: New York. Hinman, L. M. (1997) Ethics: A Pluralistic Approach to Moral Theory, Harcourt Brace Jovanovich. Johnson, D.G. (1991), Ethical Issues in Engineering. Prentice Hall: Englewood Cliffs, New Jersey. Martin, M.W., Schinzinger, R. (1996), Ethics in Engineering, 3rd ed. McGraw-Hill: New York. Mason, J. (2009). Ethics in the construction industry: the prospects for a single professional code. International Journal of Law in the Built Environment, 10(3), 192-204. Retrieved October 5, 2009, doi: 10.1108/17561450911001252 Office of Fair Trading (2007). OFT makes ‘fast track offer in biggest error UK cartel investigation, Retrieved October 19, 2009, from www.oft.gov.uk/news/press/2007/49-07 Pearl, R., Bowen, P., Makanjee, N., Akintoye, A., Evans, K. (2007). Professional ethics in the South African construction industry a pilot study. Journal of Construction Management and Economics, 25(6), pp.631-648. Reeck, D. (1982). Ethics for Professioans: A Christian Perspective, Augsbury: Minneapolis. Stansbury, N. (2005).Construction Environment is Prone to Corruption, Retrieved October 18, 2009, from www.buildingtalk.com/news/tch/tch193.html Starr, W. (1983). Codes of ethics: towards a rule-utilitarian justification.Journal of Business Ethics, 2, pp.99-106. Uff, J. (2003).Duties at the Legal Fringe: Ethics in Construction Law, Fourth Michael Brown Foundation Lecture. Vee, C. and Skitmore, R.M. (2003) Professional Ethics in the Construction Industry, Engineering Construction and Architectural Management 10(2), 117-127. Retrieved August, 28, 2009, doi: 10.1108/09699980310466596

Intelligence is Key Essay examples -- Art, Celtic Literature

Celtic literature features a full complement of female characters that deserve recognition; from warriors and rulers, to helpmates and daughters. Female characters, like their male counterparts, often have actions motivated by passion. The Morrà ­gan and Macha, act out of anger, disrupting a hero or cursing generations to come. Others such as Fà ºamnach, act out of jealousy, causing a series of events to unfold. However, the women who incite or prompt action due to their intelligence or wit – Rhiannon, Emer, Medb, Nes, and Mac Daa Tho’s Wife – are arguably the most complex and fascinating. Rhiannon purposefully, and with thought, gains the attention of the King Pywll and uses him to avoid an unwanted marriage. Rhiannon appears to King Pywll and his retainers halfway through branch one of The Mabigoni, on three consecutive days, riding a horse that even-paced, no other horse can match. On the third day, Pwyll himself rides after her, only able to catch up after requesting her to stop. They begin conversing and, in a single exchange Rhiannon both declares love for Pwyll and announces her engagement to another. She temps him: â€Å"I have never desired any man, and that because of loving you†, then announces her unavailability (â€Å"Pwyll,† 45). Rhiannon essentially ensnares Pwyll, allying herself with him and ensuring he will turn against her current suitor, Gwawl son of Clud. However, Rhiannon leaves nothing to chance. This strong female character even directs Pwyll’s actions in attaining her hand, and advises him when he blunders. She sets the time and place for her retrieval: â€Å"A year from tonight, in the court of Hyfaidd Hen† (Ford, 45). When her former suitor arrives in the midst of celebration, Pywll rashly promises anything he wa... ...tices that: â€Å"Sleeplessness has come to Macc Da Thà ³Ã¢â‚¬â„¢s house/ He has need of advice but speaks to no one† (Gantz, 181). She suggests that her mind may comprehend what his cannot, and he tells her his blunder, that he promised the hound to two. She suggests that he â€Å"give the dog to both sides- [and] let them fight over it,† (Gantz, 181). This would prevent one party from picking up the hound, and then the other party arriving and attacking him in anger. Though her plan does not go as hoped, she does offer a solution, protecting her husband from blame (the two parties are too engrossed with each other). Celtic mythology features a full complement of women who play an important role. Rhiannon, Emer, Medb, Nes, and Mac Daa Tho’s Wife use their intelligence to help further themselves, to enable those they love, or to protect. They create kings, heroes and alliances.

How to Buy an Used Car Essay

First of all, when you find a car that you are interested in, you can ask a dealer or an owner about the VIN to learn more about it. The VIN, vehicle identification number, is a unique serial number for every modern car. Basically, it includes a car’s brand, model, years of car, engine type, and many other things. The first digit of the VIN shows the country number and the tenth digit is the year of the car. For example, if the tenth digit is 9, that car is made in 2009. You can also check the vehicle history report with the VIN. This shows how many people have owned a certain vehicle, accident records, and how many times that car has been maintained. This could be the most important for your decision making process, giving you complete peace of mind about the vehicle you are buying or saving you thousands of dollars in unexpected repair costs down the road. It is a good idea to look for another car if those cars have been transferred to others too many times or have been involved in major accidents. KBB (Kelley Blue Book) or CarFax are online companies that offer the most reliable information in the U. S. for checking the VIN. Another thing that you might look at before you buy a used car is the car’s body. It is wise to check out both the interior and exterior in detail. For instance, you can examine the windshield wipers, if the body panel colors match, if there are any scratches or dents, and many other things you can see. Sometimes you can’t find any records of accidents with the VIN if the owner fixed his or her car by himself or herself. When you have a chance to look at a used car, it’s a lot easier to do if the car is clean and dry. If it is dirty, you have to ask the owner to clean it, or you will probably miss something. If the vehicle is clean, you can look at the vehicle from different angles to check if everything looks smooth, straight, and if the paint texture of different panels match. You want to pay a lot of attention to the paint job. Repainting is usually done to remove minor scratches and small areas of cracked paint. It may be found a repair job after a bad accident involving damage. If you are unsure whether or not the car has been repainted, you can simply ask the seller about this problem. If the previous owner or dealer doesn’t give you the answer clearly, you can look for signs such as paint overspray inside door jambs, inside the gas filler cap, on exterior moldings, inside the wheel, on the bumpers, and any other place near the painting spot. However, repainting is not always a sign of previous damage. Some people have their cars repainted for cosmetic reasons, especially if it is an older model. You should not miss that the interior is just as important as the exterior. Take a look at the overall condition of the car. Usually, people will wash the car and vacuum inside of it before they sell it. Even if it is clean, you need to focus on every part that you can see. You might check if there is any water or if there are any oil stains inside. That means there must have been water leaking from the windows, sunroof, or anywhere on the car that is cracked due to rain. It doesn’t look like a big deal, but over time, it will harm a driver’s breathing due to exposure to mold. You also have to be sure all gauges are in the right place and are in working condition. If you notice any part missing, ask what was there and why it was removed. Then, you can turn the ignition to â€Å"ON† to inspect if all gauges and warning lights are operating properly. After inspecting the dashboard, you can check the accessories; the radio, speakers, tape deck or CD player, air conditioner, defroster, horn, mirror adjustment buttons, washer and wiper, all door and window locks, and any other functions you can see. Pay more attention when examining the windows. It is important to check if the windows slide all the way up and down easily because they do not work properly if there is damage inside the door. Finally, mechanical problems are the most important to check up on before you purchase a used vehicle. There are hundreds of things you have to look at, but it is not possible to check every detail within a short period of time and when you are lacking tools. Not every person has the technical capacity of a mechanic. So it is highly recommended to have a used car inspected by a mechanic before purchasing, but it would be costly to do this for every car you are interested in. If you don’t want to bother your mechanic or don’t want to spend money for vehicle inspection, you can do it yourself. The most important thing you have to know about inspecting mechanical issues is finding leaks. Leaking fluid or oil is the most common and worst problem for older models of cars. You can use a flash light to see under the hood and try to find any leak spots. Engine oil, coolant, refrigerant, brake fluid, and power steering fluid are some examples of fluids that may leak. You would also want to look at any other parts connected either rubber or metal hoses. Buying a used car is stressful. It’s like walking through a mine field. Some people are lucky to buy used cars for a good price without any problems and others have serious problems with their cars as soon as they get them. There are so many things to observe when you’re looking for used vehicles. It is hard to know where to begin.

Learning Disabilities Essay

Puzzling is the term teachers use to describe students with learning disabilities.   They tell us that these students look entirely normal, seem intelligent, carry on intelligent conversations – that they don’t appear to any different than other students. Yet these students have difficulty doing certain tasks – not all- in school.   Some have difficulty reading; others perform poorly in spelling; still others make frequent mistakes in math.   Teachers in many schools tell us that these students are very hard to teach – that they simply do not learn in the same ways or as easily as others their age.   They tell us that these students have special needs and are not easy to teach in large classes in which most other students perform reasonably well.   They tell us that modifying instruction so that these students can profit from teaching is an intricate process. Because of the heterogeneous nature of this group of children, the concept of specific learning disabilities has been hard to define or describe in few sentence or by a numerical score such as an IQ or by a decibel loss. Furthermore, because the field has been of interest to educators, psychologists, psychiatrists, neurophysiologists, pediatricians, ophthalmologists, optometrists, speech pathologists, and others, the problem has been viewed in each of those disciplines from different perspectives. Hence there is really the need for several definitions for learning disabilities and thus we can conclude that its definition is defined in â€Å"case to case† basis. Definition of Learning Disabilities Historically, the following terms were used to name children with Learning disabilities: ââ€"   perceptually handicapped ââ€"   brain injured ââ€"   neurologically impaired Then, there came two broad aspects of concern in defining and or identifying those children: biological etiology- â€Å"minimal brain dysfunction†, psychoneurological learning disorders. behavior – â€Å" developmental disparity in psychological processes†, developmental imbalance† The definition of learning disabilities in an educational term has derived its heritage from: ââ€"   neurology ââ€"   psychology ââ€"   speech pathology ââ€"   ophthalmology ââ€"  Ã‚   remedial reading      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Wiederholt (1984) has traced the history of Learning disability and has delineated three dimensions of disorders namely: (1) disorders of the spoken language studied primarily by neurologists and ophthalmologists such as; ââ€"   Samuel Kirk developed a test, the Illinois Test of Psycholinguistic Abilities, for use in describing language functioning and developing remedial programs. disorders of written language represented mostly by psychologists, speech pathologists, and educators such as; ââ€"   Grace Fernald established a clinic at UCLA where she perfected remedial reading and spelling techniques. disorders of perceptual and motor behaviors studied mostly by a number of disciplines such as; ââ€"   Goldstein, Werner and Strauss as pioneers of the field which listed the following behavioral characteristics that differentiated between those with and those without brain injuries: excessive motor activity, hyperactivity, awkwardness and consistently poor motor performance, erratic behavior, poor organization, high distractibility and faulty perceptions (like reversals) and ââ€"   Samuel Orton was a neurologist who believed that lack of cerebral dominance was a cause of language disorders. (In normal individual either the left or right side of the brain has dominance in controlling specific functions.) ââ€"  Ã‚  Ã‚   Cruickshank focused his efforts on the study of brain-injured children, specifically children with cerebral palsy. ââ€"   Getman, Marianne Frostig, Newell Kephart, and Ray Barsch focused on the correlation of perceptual disorders and developed remedial procedures ranging from optometric eye exercises, tracing and copying patterns, and differentiating figure from background in a puzzle, to making angels in the snow.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Today, there are various provinces in Canada that have established programs for learning disabilities which was instituted for example by ââ€"   The Ontario Ministry of Education ââ€"   Saskatchewan Department of Education ââ€"   Halifax Board of Education and ââ€"   Quebec Ministry of Education But the most widely used definitions is the one incorporated by the Learning Disabilities Association of Canada or LDAC (2002) which state that, the term â€Å"Learning Disabilities refer to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency. Learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to: language processing; phonological processing; visual spatial processing; processing speed; memory and attention; and executive functions (e.g. planning and decision-making)†. Further, LDAC mentioned that learning disabilities range in severity and may interfere with the acquisition and use of one or more of the following: oral language (e.g. listening, speaking, understanding); reading (e.g. decoding, phonetic knowledge, word recognition, comprehension); written language (e.g. spelling and written expression); and mathematics (e.g. computation, problem solving). Further, the U.S. Department of Education regulation further states that a student has a specific learning disability if: the student does not achieve at the proper age and ability levels in one or more of several specific areas when provided with appropriate learning experiences; the student has a severe discrepancy between achievement and intellectual ability in one or more of these seven areas: (a) oral expression, (b) listening comprehension, (c) written expression, (d) basic reading skill, (e) reading comprehension, (f) mathematics calculation, and (g) mathematics reasoning. To summarize, all these definitions of learning disabilities, it includes the following major concepts: The individual has a disorder in one or more of the basic psychological processes.   Ã‚  Ã‚   (These processes refer to intrinsic prerequisite abilities, such as memory, auditory   Ã‚  Ã‚  Ã‚   perception, visual perception, oral language, and thinking.) The individual has difficulty in learning, specifically, in speaking, listening, writing, reading (word-recognition skills and comprehension), and mathematics (calculation and reasoning.) The problem is not primarily due to other causes, such as visual or hearing impairments; motor handicaps; mental retardation; emotional disturbance; or economic, environmental, or cultural disadvantage. A severe discrepancy exists between the student’s apparent potential for learning and   Ã‚  Ã‚  Ã‚   his or her low level of achievement.   In other words, there is evidence of   Ã‚  Ã‚  Ã‚   underachievement.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The various definitions of learning disabilities have several elements in common: neurological dysfunction uneven growth pattern difficulty in academic and learning tasks discrepancy between potential and achievement exclusion of other causes Identification of Learning Disabilities In identifying individuals with learning disabilities, the following common characteristics must be observed: ââ€"   Disorders of attention: Hyperactivity, distractibility, poor concentration ability, short attention span; ââ€"   Poor motor abilities: Poor fine and gross motor coordination, general awkwardness and clumsiness, spatial problems; ââ€"   Perceptual and information processing problems: Difficulty in discrimination of auditory and visual stimuli, auditory and visual closure, and sequencing; ââ€"   Oral language difficulties: Problems in listening, speaking, vocabulary, and linguistic competencies; ââ€"   Failure to develop and mobilize cognitive strategies for learning: Lack of organization, active learning set, metacognitive functions; ââ€"   Reading difficulties: Problems in decoding, basic reading skills, and reading comprehension; ââ€"   Written language difficulties: Problems in spelling, handwriting, and written composition; ââ€"   Mathematics difficulties: Difficulty in quantitative thinking, arithmetic, time, space, and calculation facts; and ââ€"   Inappropriate social behavior: Problems in social skills deficits, emotional problems, and establishing social relationships. There are also other practical classification schemes that are useful: (1) the academic learning disabilities ( reading, arithmetic, handwriting, spelling, and written expression) (2) the developmental learning disabilities: ( attention, memory, perceptual skills, thinking skills, and oral language skills) A somewhat more systematic way to look at characteristics of students with learning disabilities is to look at those factors referenced in screening devices.   The following outline reflects the types of difficulties often observed in learning disabled students: (1) significantly different classroom behaviors difficulty in beginning or finishing tasks difficulty in organizing inconsistent in behavior difficulty in peer relationships (2) significantly below-average performance in auditory comprehension and listening difficulty in following directions difficulty in comprehending or following class discussions inability to retain information received aurally difficulty in understanding or comprehending word meanings (3) significantly below-average performance in spoken language use of incomplete sentences or unusual number of grammatical errors use of immature or improper vocabulary or very limited vocabulary difficulty in recalling words for use in self-expression difficulty relating isolated facts, scattered ideas difficulty in relating ideas in logical sequence (4) significant academic problems difficulty in reading fluency difficulty in associating numbers with symbols incorrect ordering of letters in spelling confusion of manuscript and cursive writing avoidance of reading confusion of math concepts – addition, multiplication (5) orientation difficulties poor time concept, no grasp of meaning of time difficulty in â€Å"navigating† around building or school grounds poor understanding of relationships (big, little, far, close, under, on, near) inability to learn directions (north, south, left, right) motor disabilities or significant underdevelopment for age poor coordination very poor balance awkward, poorly developed manipulative or manual dexterity lack of rhythm in movements III. Intervention for Learning Disabilities. This knowledge of the characteristics of learning disabled students is one basis for intervention. Thus, we have seen that children with learning disabilities compose quite a diverse group.   It should be no surprise then to find that the teaching and strategies approaches designed to help those children are also quite a diverse. But it is possible to cluster the various approaches into three broad educational strategies: task training, in which the emphasis is on the sequencing and simplication of the task to be learned. ââ€"   Ysseldyke and Salvia (1984) have advanced tow theoretical models namely: (a) analyzing the child’s abilities and disabilities and (b) analyzing the task and the direct training of the terminal behavior or task. This view is supported by behavioral analysts who advocate (1) finding out what the child can and cannot do in a particular skill, (2) determining whether or not the child has the behaviors needed to succeed in the task, (3) defining the goals in observable terms, and (4) organizing a systemic remedial program using reinforcement techniques. The applied behavior analysts do not infer processes or abilities that underlie difficulties but rely solely on the child’s interactional history and the current behavior and environmental situation.   They feel that their approach, which is task oriented and observable, is the most parsimonious approach, and to some it is the only approach needed. ability or process training, in which the focus is on the remediation and simplification of the task to be learned. Quay (1983) discussed the relative efficacy of ability or process training.   He stated that three approaches to remediation have evolved: (1) remediating a disability so that learning will be facilitated at a later date, (2) training and ability or process for its own sake, and (3) direct training of the task.   He concludes that the direct instruction method (task training) should be tried first and then discarded in favor of other methods if direct instruction is not successful. ability – or process-task training, in which the first two approaches are combined and integrated into one remedial program. Raschke and Young (1986) support this approach.   They compared the behavior – analysis model with the diagnostic-prescriptive model. They state that neither approach alone has the answer and propose what they call a dialectic-teaching approach into one system. Essentially the model assesses the abilities and disabilities of the children (intraindividual diffences), makes task analyses of the skills to be learned, and prescribes remediation in the functions and skills to be developed. This dialectic system they maintain â€Å"permits the teacher to assess, program, instruct, and evaluate the child’s psycholinguistic characteristics in the same system as his skill competencies and consequential variables†. Hence, the task of developing a definition of learning disabilities proved to be a formidable challenge.   Indeed, defining this population is considered such an overwhelming task that some have likened learning disabilities to Justice Potter Stewart’s comment on pornography: impossible to define, â€Å"but I know it when I see it.† Thus, defining learning disabilities in a way acceptable to all has continued as a debatable issue since the inception of the field.   Although a number of definitions have been generated and used over the years, each has been judged by some to have some shortcomings.  Ã‚   There are many types of disabilities, each of which may require a unique diagnosis and a unique remedial method. POSITION PAPER   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The definitions of learning disabilities are numerous and so varied that it is difficult to present taxonomy or even a specific list of these different definitions.   The definition of learning disabilities is a problem in much of the nations throughout the world. This problem first came out when some parents in the United States became concerned because their children who were not learning in school were rejected from special education since they were not mentally retarded, deaf or blind, or otherwise handicapped.   Their children were called by various names such as; neurologically handicapped, brain-injured, aphasodic, dyslexic, and perceptually handicapped. In spite of its current widespread use, the term learning disability is vulnerable to misunderstanding and misuse. The condition is difficult to define operationally since the designation learning disability is an umbrella term for a variety of deviations that are not included in traditional categories of exceptional children. Also it has been confused with general learning problems that are common to some degree in most children. In addition, it has been misused to include educational retardation, which is found in slow learning children and in children who have not learned because of poor teaching or absence from school. Another vulnerability of the term comes from the difficulty in drawing an explicit line between normal and abnormal.   Some allowances must be made for biological and psychological diversity, and considerable variation in abilities is accepted as normal. So, the question now is, â€Å"If there are objections to the term learning disabilities, why use it?   Why not use some other term? Well and good, if a better term can be found.   Other terms are either too specific or too broad.   Dyslexia for example, only refers to severe reading disability and it is not the only learning disability.   Brain injury has little or no educational relevance.   Perceptual handicaps exclude children with language disorders. Hence, the label learning disability has evolved to encompass the heterogeneous group of children not fitting neatly into the traditional categories of handicapped children. And that, substantial number of children show retardation in learning to talk, do not acquire other communication skill, do not develop normal visual or auditory perception, or great difficulty in learning to read, to spell, to write, or to make arithmetic calculations. Some of them even, are not receptive to language but are not deaf, some are not able to perceive visually but are not blind, and some cannot learn by ordinary of method of instruction but are not mentally retarded. Although such children are from a heterogeneous group and fail to learn for diverse reasons, they have one thing in common: they do not perform as well in school as they could. Discussing the problem and the difficulties of names for these children, Kirk (1963) explained that sometimes classification labels block our thinking. He further stated that it is better to state that a child has not learned to read than to say the child is dyslexic. So he advised that the name should be functional.   He suggested further that since the parents were interested in service to their children, it might be preferable to use a term related to teaching or learning and that the term learning disability might be preferable over the currently used terms such as cerebral function and brain injured. The term learning disabilities were agreed by these parents and they consider it more appropriate since it implied teaching and learning and since they were interested primarily in service for their children. So, one of the major problems of definition is that a learning disability is not as obvious or homogenous as blindness or deafness. There are many types of disabilities, each of which may require a unique diagnosis and a remedial method may vary differently from another condition also termed a learning disability. It is no wonder that many students, teachers, and parents have become confused about the term learning disability and the characteristics of children so labeled. This confusion appears to be international and is illustrated by the remarks of a teacher who, in testifying to a government committee studying the subject (Learning Difficulties in Children and Adults, 1986), stated:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I find myself asking the following questions:   What does the term â€Å"learning difficulty† mean?   Does the term â€Å"learning difficulty† mean the same as â€Å"learning disability†? How about the term â€Å"dysfunction†? What does the term â€Å"minimal brain dysfunction† mean? Do they all mean the same? Certainly, all these labels are not necessary, or are they? Does labeling a child with learning problems create more problems? It all becomes a bit confusing†¦The terminology changes often, varies from state to state and from country to country. Out of these definitions, came my own definition of learning disability: Learning disability describes a result rather than the cause of the learning disability.   Therefore, the conditions we call a learning disability is defined in terms of the student’s difficulties – what he can and cannot do in school – and focuses primarily on the academic performance.   So, one cannot be labeled as learning disabled if he has not yet started formal schooling as the label learning disabled indicates that a student is having unusual learning difficulties and involves speculations to possible causes, but it specifically indicates that the primary cause cannot be a condition such as mental retardation, hearing or visual impairment, and so on. Learning disabilities should be identified in the formal school context. Thus, preschoolers should not be labeled as learning disabled as growth rates are so unpredictable at young age,   In addition, very young children who appear to have problems may be identified under a noncategorical label, such as developmentally delayed.   For many children, learning disabilities first become apparent when they enter school and fail to acquire academic skills.   The failure often occurs in reading, but also happens in mathematics, writing, or other school subjects.   Among the behaviors frequently seen in the early elementary years are inability to attend and concentrate; poor motor skills, as evidenced in the awkward handling of a pencil and in poor writing; and difficulty in learning to read.  Ã‚  Ã‚  Ã‚   In the later elementary years, as the curriculum becomes more difficult, problems may emerge in other areas, such as social studies or science.   Emotional problems also become more of an impediment after several years of repeated failure, and students become more conscious of their poor achievement in comparison with that of their peers.   For some students, social problems and inability to make and keep friends increase in importance at this age level. A radical change in schooling occurs at the secondary level, and adolescents find that learning disabilities begin to take a greater toll.   The tougher demands of the junior and senior high school curriculum and teachers, the turmoil of adolescence, and the continued academic failure may combine to intensify the learning disability.   Adolescents are also concerned about life after completing school.   They may need counseling and guidance for college, career, and vocational decisions.   To worsen the situation, a few adolescents find themselves drawn into acts of juvenile delinquency.   Because adolescents tend to be overly sensitive, some emotional, social, and self-concept problems often accompany a learning disability at his age.   Most secondary schools now have programs for adolescents with learning disabilities. Many teachers in Canada suggested that we abolish the label learning disability, and merge it with the emotionally disturbed and the educable mentally retarded and only deal with the child from an instructional point of view by defining learning tasks so that they can be taught step by step.   I strongly opposed with this suggestion.   Though maybe it is possible for the child with severe learning disability, but this approach is not sufficient to mild learning disabilities students. This is one of the greatest sources of controversy about the identification issues. The question of how much academic and learning retardation is evidenced before an individual should be identified as learning disabled.   Aside from identifying children with learning disability, it is very important to judge the extent of a child’s learning disability as either mild or severe.   Determining the level of severity is helpful in placement and in planning teaching delivery.   I strongly suggest that students with mild learning disabilities should be given different remediation from those of students who have severe learning disabilities. At this point, it is very crucial to differentiate the two cases.   Mild learning disabilities describe the problems of many students.   Students with mild learning disabilities usually have a disability in just one or two areas of learning, and although they need supportive help and special teaching, they can probably get along – at least for part of the day – in the regular classroom. So, within the regular classroom, the regular teachers should often make changes in instruction that will benefit these students. On the other hand, students with sever learning disabilities pose a very different problem and they require quite different educational services.   These students are likely to lag significantly in several areas of learning and to have concomitant social, emotional, or behavioral problems.   They need the environment of a special classroom, should contact mainly with one teacher, and should be given special services for most of the day.   Because of the intensity of their problems, the special class should be given fewer students than the regular classroom.   I suggest the 1:3 teacher to student ratio is the best to maximize and hasten the remediation process.   However, students with severe learning disabilities can gradually be mainstreamed for special subjects or activities or placed in the resource room, or even back in the regular classroom as their progress permits.   Because of these definitions; teachers, guidance councilors, and other school personnel, play the biggest role in identifying, diagnosing, remediating or treating this kind of disability within the school context.   So any teaching/service delivery should best meet the requirements needed to serve properly learning disabled students within the regular classroom.   Hence, learning disabled students should be treated or given remediation within the given school context with the greatest help of the regular classroom teacher but the guidance of the learning disabilities specialist.   So, it is implied that each school should have a learning disabilities specialist. With this, a change in the administrative arrangements for the placement for instruction of children with learning disabilities is a must.  Ã‚   It is important to take note that in the past, the rapid growth of special education was in the direction of removing atypical children from the mainstream of regular classroom and placing them into special education programs. Even the regular education supported this movement which maybe because the responsibility of educating children with a variety of learning problems is transferred to the domain of special education, and that would really lighten the work load of regular teachers.  Ã‚   But that should not be the case and I do not support that movement. The trend should be reversed and all students with learning disabilities should be brought back into the regular classroom with the regular students and in the hands of the regular teacher with the help of the learning disabilities specialist.     Ã‚  A number of movements and researches support this claim. The influential movement that supports this claim is the REI or the regular education initiative led by Madeline Will, the director of special education in the U.S. Office of Special Education in 1986.   She stated that this initiative is designed to promote collaborative efforts among regular and special educators and â€Å"shared responsibility† (Will, 1986).   In this initiative, regular and special educators were encouraged to pool their talents and coordinate their efforts in planning and teaching.  Ã‚   I greatly support this initiative as the underlying premise of this concept is that student’s learning disabilities can be more successfully taught in the regular education classroom than in special education classes or resource room. By promoting the merging of special and regular education, the regular education initiative reflects a major change in the way students with learning disabilities are identified, assessed, and educated. The approach is supported by many special educators (Lloyd, Singh, & Repp, 1991; Maheady & Algozzine, 1991; Biklen & Zollers, 1986; Greer, 1988; Reynolds, Wang & Walberg, 1997).     Ã‚  A specific example is, more than fifty years ago, Samuel Kirk, in his presidential address to special educators, emphasized that all teachers (regular and special educators) have the responsibility for teaching learning disabled children.   Kirk implored that â€Å"every teacher †¦ is a teacher of learning disabled children† (Kirk, 1941).   He further wrote the following: Actually the education of exceptional children is not wholly the responsibility of any one group of teachers †¦. It is hoped that in the future all special class teachers will not only be responsible for the education of children in their classroom, but will take on the added responsibility of contributing their knowledge and special skill to the regular classroom teacher †¦ who (has0 many learning disabled children in (the) classroom. (Kirk, 1941) In 1968, Lloyd Dunn wrote an influential article about the benefits of having special educators work with regular teachers in serving learning disabled children (Dunn, 1968). Another view to change the administrative arrangement in special education is to group children with different disabilities together for instruction.   This categorical system in special education historically evolved as the field of special education developed.   Each category of disability (such as visual impairment, hearing impairment, mental retardation, orthopedic disabilities, speech disorders, emotional disturbance, and learning disabilities) became established individually over the years when there was sufficient interest in that particular area of exceptionality.   This concept emphasizes the common characteristics among students with disabilities and the common instructional methods for teaching students with various disabilities.   In this system, students with learning disabilities, behavior disorders, and mental retardation are often grouped together. Some parents and special educators are concerned that children with learning disabilities might be lost in the shuffle of this kind of placement, if such classes become a dumping ground for students with a variety of unrelated problems.   The resulting diversity of learning and behavior problems would impede teachers in helping students with learning disabilities. But this view is also opposed by a number of authors and has even provoked unusual levels of confusion, emotion, and debate within the special education community (Jehkins & Pious, 2001).   Moreover, other special educators and parents, express concern regarding the regular education initiative movement and caution that more study is needed before making full-scale and far-reaching changes in procedures and policies that will affect the lives of students with learning disabilities (Lloyd et al., 1991; Journal of Learning Disabilities, 1988; Cannon, 1988; Kaufman, Gerber, & Semmel, 1998; McKinney & Hocutt, 1988, Lerner, 1997). But these opposing views have no substance and should be disregarded altogether.   Fuchs & Fuchs (2000) have conducted research on the perceptions of and attitudes toward the regular education initiative among both regular and special educators.   These studies suggest that neither regular nor special education teachers are dissatisfied with the current special education delivery system.   In fact, the teachers favored the resource room model over the consultant model.   Many of the teachers saw no improvement in the achievement levels for either special or regular education students as a result of the regular education initiative reforms.   The success of the initiative depends on the support of regular and special teachers (Semmel, Abernathy, Butera, & Lesar, 1991; Coates, 1989).   Moreover, the research prove that merely shifting the responsibility from the resource room teacher to the regular or a consultant is not enough to ensure the success of the reform. Hence, major policy changes in regular education profoundly affect students with learning disabilities.   Several recent national study commissions on the poor quality of schools serving the learning disabled students.   It is my fear that, most school’s pursuit for academic excellence standards will left behind students with learning disabilities – or they will be the losers.   Being unable to meet the educational standards set by the pursuit-of-excellence movement, some students with learning disabilities will be denied a high school diploma and thus be denied the opportunity to complete their schooling.   Further, if regular teachers are held accountable for the academic excellence of their students, they will be reluctant to accept the responsibility for hard-to-teach students.   Some special educators predict that the push for excellence may serve to widen the schism between regular and special education (Pugach & Sapon-Shevin, 1997). Hence, it is my challenge to educators and healthcare professionals to undergo another education reform movement where school curriculum requirements for the learning disabled should be added to the current curriculum standards for the regular students. So in this recommendation for curriculum changes, a greater consideration should be given for the learning disabled students.   But this should be within the context of the regular education curriculum. This approach is same with the integration of regular and special education.   Some special educators also are now urging that the integration process should be taken much further – that the current special education system should be drastically restructured and that regular and special education should be merged into a single system (Kauffman & Trent, 1991).   Such educators cite several reasons for changing the current system.   Special education, they maintain, is not effective when it occurs outside of the regular classroom.   In addition, the physical separation of students with disabilities is demeaning and degrades instruction.   These special educators maintain that integrated special education is more effective than separate programs. So the delivery options for teaching students with learning disabilities should also include regular classes and resource room classes.   This approach is concomitant to the observation that successful adults with disabilities have learned to function comfortably in society as it exists – an unrestricted environment composed of all people.   To promote experiences in the greater society, it must be ensured that, to the extent appropriate, students with disabilities should have experiences in school with regular (or non-special education) students. Since society includes the family, parents too should not be forgotten as an important element in the entire complex.   Parents are a vital component in the student’s education. These parents of children with learning disabilities need help in accepting their situation.   Mental health professionals should help make parents be aware that the problem must be faced both by the child and by other members of the family.   In addition to an honest acceptance of the disability, there must be recognition that improvement is often a slow process. So any approach concerning children with learning disability should establish healthy parental attitudes and ensure parent-teacher cooperation is of course, very necessary.   Parent support groups and family counseling are effective in assisting parents understand their children and their problems and in finding ways to help their children within the home.   In addition, parent-teacher conference can become a bridge between the home and school and can involve parents in the educational process. 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