A Summary of Quine’s Problems with Carnap’s Philosophy Essay

In his Two Dogmas of Empiricism, Quine addresses what he views as problematic claims made by Carnap. The first problem Quine has with Carnap’s epistemology is about his definition of state-descriptions. The problem is in two parts: first Quine says that Carnap’s version of analyticity is conditional, because it requires atomic sentences in a language to be mutually independent. The second part of the problem is that, Carnap’s attempt to explore analyticity by way of his state-descriptions results in a problematic definition of analyticity, which ends up being more indicative of logical truth. In conclusion, Quine presents a solution to his problems with Carnap positing that the boundary between synthetic and analytic is imagined. In his attempt to define analyticity Quine encounters a problematic attempt at defining the term, by Carnap. Carnap â€Å"has tended to explain analyticity by appeal to what he calls state-descriptions†(195). Carnap’s state-descriptions are problematic for two reasons; one reason is that â€Å"a statement is †¦ explained as analytic when it comes out true under every state description†(195), this necessitates every atomic sentence to be mutually independent- meaning that two statements that mean the same thing are supposed to exist as two completely separate meanings. However, as Quine points out this would mean â€Å"there would be a state-description which assigned truth to ‘John is a bachelor’ and falsity to ‘John is married’, and consequently ‘All bachelors are married’ would turn out synthetic rather than analytic under the proposed criterion†(195). This truth gives rise to the second problem of Carnap’s state-descriptions, that analyticity as it refers to state-descriptions only works for languages that do not contain synonymous words such as bachelor and unmarried. So, Quine submits that Carnap’s state-descriptions are indicative of logical truth, not of analyticity. To generalize, these problems that Quine has with Carnap’s philosophical system equate to a single point of disagreement, that there is an absolute distinction between analytic and synthetic. Quine points to our â€Å"pragmatic inclinations to adjust one strand of the fabric of science rather an another in accommodating some particular recalcitrant experience†(207). Quine believes that Carnap’s drawing a distinction between analytic and synthetic points to our quest for simplicity in science, possibly deriving from a deconstructionist belief that everything can be equated to simplified smaller elements that make up a whole. Quine challenges Carnap’s methodology as well as his philosophical system. To conclude, Quine notes that he understands the philosophical approach attempted by philosophers like Lewis, and Carnap, but does not think that it is a beneficial one. â€Å"Total science, mathematical and natural and human, is similarly but more extremely underdetermined by experience. The edge of the system must be kept squared with experience†(207). Carnap’s constructed language is a scientific one, and since science is based on our experience, when Carnap attempts to encompass our world using his language with strict rules, he does an injustice to science’s close relationship to experience, making his language based on the rules of arithmetic instead. Finally, Quine points to Carnap’s employment of pragmatism as one that comes up short, and does not justify the strict division between synthetic and analytic. â€Å"Their pragmatism leaves off at the imagined boundary between the analytic and the synthetic. In repudiating such a boundary I espouse a more thorough pragmatism†(207). Quine feels that the division between synthetic and analytic has been too hastily assumed, and that a more thorough approach to the relationship would be helpful. He believes that the boundary between analytic and synthetic is too harshly drawn, and that the difference is only in degrees. He asks Carnap to suppress his foundations in our traditional scientific method and suggests that sometimes it is not always pragmatism that shapes our perception.

Black People and Grandfather Essay

8. How can the dream at the end of the story be related to the major incidents that precede it? The dream at the end of the story is about the circus with his grandfather. He refused to laugh at the clowns no matter what they did. There is a relationship between clowns at circus and the black boy in battle royal. They are forced to entertain the white man and are treated as if they are no better than animal. The seemingly endless series of envelopes implies that inequality still continue for a long time until black man fall of weariness and white society will continue to create clowns for their entertainment. 9. Given the grandfather’s advice, explain how â€Å"meekness† can be a â€Å"dangerous activity† and a weapon against oppression. In the death bed the grandfather told his son as well as his grandson keep up a good fight. â€Å"Live with your head in the lion’s mouth†, the grandfather want his son to prepare for himself a mask of meekness, overcome white persons with yeses, underline them with grins, agree them to death and destruction. This meekness is considered as dangerous activity because their family as well as many black men in recent society is controlled and oppressed by the white man. Becoming the white’s favorite is the only way to survive. However meekness is not the same as surrender, it seems to be a shield to conceal a deeper revolutionary spirit. The grandfather bequeathed to his grandson not only strategy to live with â€Å"the lion† but also a weapon against oppression.

Overall delivery of service Essay

My role helps to contribute to the overall delivery of the service provided because I can help to provide the best quality care to individuals, I can help them to make sure that they know everything that they need to know whilst they are in hospital and also communicate effectively to make sure that they are always comfortable with their care. This helps with other individuals who are working with me because when everybody is working in this way the service runs more smoothly and everybody is on the same page therefore the patients feel cared for and valued. While working alongside the nurses and other staff I can help to make sure that everybody is getting the best care and when this is maintained through every shift it helps to keep the standards high and also eliminate problems. With attending college and work regularly together this helps to understand everything better because other members of staff know that I am capable of carrying everything out effectively and to the correct standards therefore this also helps to contribute towards the standard of the service. I could influence the quality of the service provided by following best practice within my work role because I would be following procedures and doing everything correctly which ensures that there are no problems and everything runs to a high standard. If everything is done correctly those who I am working with and those who come on shift afterwards this makes the job easier for them and doesn’t make their work load to large, this makes the service run more smoothly because everybody is working together and combines together correctly to ensure that the standards are correct. If I don’t carry out the requirements of my job role then this would be passed on to the shift afterwards which would affect their routine and have a knock on affect by knocking things out of alignment because they would be carrying on my work when they have their own jobs to do and this could cause this to then knock onto the next shift because everything would be working out of sync. This could also endanger a patient or distress them because tasks aren’t getting done at the correct time or to the correct standard. It could also cause conflicts between myself and the patients or myself and other staff. If I did not carry out my jobs this could cause other staff to have a too heavy workload that they are not capable of which would then end in them not carrying out the best quality of care that they can provide.

Church Experience Term Paper Example | Topics and Well Written Essays - 2000 words

Church Experience - Term Paper Example I conducted short interviews with twenty Christians in which I studies about Christianity from the people and asked them if they really practice these values in their daily lives. The response I received was tremendous. The people told me that how they practice these values in their daily lives and also that there is no place in Christianity for those who do not practice these values in their daily lives. They told me as how these values help them to lead a successful life. The examples given by them were eye opening. I will share one of the examples I received from a Christian in an interview. Once that Christian man went to his work just like he used to go daily. He saw people making conspiracies against him. He did nothing against them, rather kept doing his work honestly. His boss called him in the office and asked him about the conspiracies and rumors against him. The man said that it is all lies and there was no truth to them. The people making conspiracies against him liked hi s act so much that they started respecting him and protected and helped him at his problems. This was just a small example which really motivated me to study more about Christianity. Churches are considered to be an important factor in the practice of Christianity. According to my interviewed audience, church is not just a place where all the Christians gather and practice their religion. It is also a place where people meet, socialize and discuss all their problems with the people around. They try to help each other and find a solution for the problem people are facing. There are societies made inside the church to help people. For example the education society helps the students in their education field, the health society helps them in maintaining a healthy life, and the music society helps the people to make music their career and so on. People liked to change their religion and convert to Christianity because they felt the religion Christianity is a complete religion and there are no flaws in it. The religion is not just about religious practices but also about keeping all the Christians together, united. It is a complete guideline to a successful life. The best part about having to choose a church was that it was so welcoming that it was not particularly hard to gain access to people and their views. Just to be sure that there would be no problem; I did talk to the priest to make sure I was allowed to be there. His response was only welcoming and he didn’t even question my reasons for being there. His response was a mere that he was glad to have me there and that I was totally welcome to be part of the service. Whilst questioning people, I did introduce myself and briefed them about my project so that they knew what are conversation was about and were not at all misguided. The knowledge I gained was more ethic in nature because the behavior I observed in the church was not specific to any location. Upon questioning and interviewing people, I got the impression loud and clear that all church gatherings almost

The Fall of The Roman Empire Essay Example | Topics and Well Written Essays - 750 words

The Fall of The Roman Empire - Essay Example However the major reasons for the Roman Empire could be stated as: antagonist behavior among Emperor and senate, derogatory moral and ethical principles, political corruption, the Empire’s vast expansion, the barbarian nature of Roman military and their heavy spending and natural disasters. One of the major cause o f declines of Roman Empire was the Agnostic style of rule by Roman rulers as they had legal power in military, civil and religious areas of Rome. The decisions of life and death were in hands of Roman rulers. The Roman rulers who were rich and immoral, practiced law in a wrongful manner led to their downfall. As per (Heather 102) â€Å"Roman public life was stripped of its moral fiber with the destruction of Carthage, its major rival, in 146 BC†. Decline in moral and ethical values was a prime reason for the destabilizing of the Roman Empire. The reckless behavior of wealthy upper class Romans had an adverse impact on Roman citizens. The malpractices like promiscuous sexual activates forgery, adultery and arrogance led to their fall gradually. The widespread emergence of brothels, gambling activities and excessive consumption of alcohol led Romans to a failure as rulers. Another main reason for the downfall of Roman Empire was the prevalence of political corruption among soldiers .The political corruption was practiced mainly by the elite soldiers who were Emperor’s body guards. They gained such a power because they could solely decide whether to retain the emperor or overthrew him from the position. The Praetorian guards even held the authority to auction the royal position to the person who bid the highest. According to (Grisham) â€Å"Political corruption was rife in Roman society. Even choosing a new Emperor was difficult and uncertain. The army and Praetorian Guard (the Emperors elite bodyguards) fought over succession†. The speed of expansion of the geographical area of the Roman Empire also resulted in its loss of power. The Roman rulers

The Legacy of Joe and Rose Kennedy Essay Example | Topics and Well Written Essays - 4000 words

The Legacy of Joe and Rose Kennedy - Essay Example Since Rose spend most of her time with her children, she was initially the most influential parent and the children all adopted her moral, Catholic ways. Joseph Kennedy, on the other hand, would earn his influence over his children by amassing the wealth required to build the basis of a family fortune. Joseph Kennedy and the unregulated stock market of the 1920's were made for each other. With nerve and intelligence he ruthlessly manipulated the market and used collaborators and compliant journalists to boost the stock artificially. At its peak, Kennedy sold the stock and reaped the benefits. He told friends that he needed to make this easy money fast - "before they pass a law against it" (Whalen 49).Kennedy moved to Hollywood in 1926, leaving Rose to come with the strains of the household and raising their growing family. Of Hollywood Kennedy told friends, "This place is a gold mine" (Whalen 121). He made another fortune turning out low-budget movies with cast-off stars and plenty of garish publicity. Off-screen Kennedy soon became interested in the most seductive Hollywood actress of them all, Gloria Swanson. In turn, Swanson wante d Kennedy to manage her affairs. Within a short time they became lovers (Whalen 121). This is the start to an interesting trend in Kennedy history, as not all the Kennedy men would remain loyal to their wives, and two of the brothers, Robert and John, would eventually fall in love with the most beautiful actress in Hollywood history-Marilyn Monroe. Whether or not the children knew about the affair, and whether or not it had any influence on their later actions, is difficulty to say. However, it does certainly establish the fact that Kennedy men of both generations would have a soft spot in their... No other political family in history has ever had this much public interest form around them as the Kennedys did, mainly because no other political family has ever been quite as interesting. This essay demonstrates political mystique, that all began with a wedding ceremony, when Joseph Kennedy married Rose Elizabeth Fitzpatrick on October 7, 1914, and through triumph and tragedy they shaped one of this countries most politically prominent families of the 20th century. The Kennedy legacy, that is the main topic of the essay does live on, mostly at the present time through Ted Kennedy, who continues to be active in the Senate and whose legacy reflects upon that of his father’s and brothers’. Ted is also still Catholic, a fact Rose would be proud of. However, the other sons and daughters of Joe and Rose Kennedy certainly also were influenced by their parents, as can be seem in their political drive and acceptance of, or rejection of, the Catholic religion. Rose and Joe hea vily influenced their children, as most parents do, however, they had the money and power to actually forward their children’s careers, which they did. Whether politics was always a Kennedy ambition or only Joe’s ambition is difficult to say, as it seems Joe did want all of his sons to go into politics. Rose’s influence can also be seen in the children, as John Kennedy, for instance, would become the first Catholic President. Therefore, the influence of Rose and Joe Kennedy helped to spur a dynasty of America’s royalty, the Kennedys.

Report from the Internship placement supervisor Essay

Report from the Internship placement supervisor - Essay Example In the task performance, she showed a great desire to learn more from other fellow work mates. She used all her ability of independent thinking and critical analysis whenever she wanted to solve any practical problem. In her journey of internship she got associated with the Guangzhou Residential Furnishing of Ming and Qing Dynasties where she learned so much about the behaviour of the tourists and the reasons why they visit specific sites. She was able to gain a lot of knowledge about the lifestyle of the people of Guangzhou a long with furnished furniture that they most use. She applied her practical skill to refurnish the furniture that were used by the people of the Guangzhou to give them a new look than the previous one. She participated in improving and making unique gates, designers fine glasses as well as curved screens. As a result she gained a wide range of knowledge and skills that she acquired through communicating with other people. While undertaking her duties, she was v ery flexible to employ her skills in solving any practical problem that may arise while at the job. She pioneered innovative spirits whenever she worked, she was very fast at accepting any thing that was new through her constructive thinking to be able to employ her own ideas and visions. One of her favourite areas of operation while undertaking her internship was ingenious exhibition where she perform majorly the task of craftsmanship and creativity. She explored her creative knowledge on various innovative items including canton embroidery collection. She performed all her duties with a lot of intelligence and as a result she got a good reputation with most of her workmates and even with her leaders. She never provided any kind of excuse while at the job and she was ever punctual in reporting for work. She is a character that co-exist well with other

Potential Employees' use of Google and Facebook to Assess Applicants Assignment

Potential Employees' use of Google and Facebook to Assess Applicants - Assignment Example Technology which has remained indispensable to most organizations today is undoubtedly changing and advancing their internal operations. The work of human resource departments specifically has been made easier with the advent of technology especially social networks, because they can easily evaluate the integrity and moral life of the applicant outside the professional field. Most firms would wish their employees to uphold high level of integrity within and without job settings because everywhere they are they represent the organizations image. (Zeidner,2007) This paper will try to evaluate the legal and professional implications of applying the utilitarian approach of ethics which is purely meant to ensure employers full satisfaction with a least harm to the affected i.e. customers, employees, shareholders, community and the environment. The investigation will offer more information on the legal implications of invading applicant’s privacy and also the need for the applicants to enhance their privacy settings besides minding what they post to the public. The key question that this paper will address is on whether employers should invade the applicant’s privacy during recruiting processIn order to complete this research work successfully, there are different aspects of methodology which were used. One of them was the sampling of participants who included employers, employees and job seekers in the proportion of 5, 7, and 8 respectively. They were emailed structured questionnaire which was later received and the information collected was presented. The questionnaires were mainly used to collect primary data but there are also other ways through which data was collected such as interviews. Information was also collected from secondary sources of which mainly included books, academic articles and journals. The information collected in the secondary sources as presented earlier on makes it possible to compare what has been written and the information which was collected first hand through the questionnaires. Findings Throughout the data collected and analyzed and presented, there were a number of findings which were established. The most outstanding view was that applicants especially students be very careful with the posts they make because it could give poor judgment and career limiting effects. They believed that currently there is no proper legal framework regarding posts on face book. One employer stated that they found a provocative picture and content related to drugs abuse on face book page of the potential applicants’ wall which made him to lose the job. Applicants had the view that it is unethical for most employers to view their face book profiles. The findings sated that most students tended to drew a line between the

Exploring the international Business environment Essay

Exploring the international Business environment - Essay Example Scenario planning was first implemented in military intelligence and military strategy studies. Scenario planning involves identifying trends and analyzing their predicted ramifications. Scenario planning helps organizations in implementing strategic investment, regulating hiring strategies and conducting capital planning. Organizations are able to execute scenario-based approaches to planning thereby developing credible solutions to potential challenges (Friedman, 2014). Scenario planning also helps firms to assess potential outcomes before implementation. Scenario planning is also beneficial in categorizing plans according to their short-term or long term feasibility. The paper will examine the demographic and religious forecast of Tajikistan until the year 2030 and the implications on Asian Development Bank’s strategic plan for Central and West Asian developing member countries. The Republic of Tajikistan is an autonomous country located in Central Asia. The country’s administrative, legislative and financial capital is Dushanbe. The country is bordered by Uzbekistan, Pakistan, Kyrgyzstan, Afghanistan, and China. Up until September 1991 when the country gained independence, Tajikistan was part of the Union of Socialist Soviet Republics. At 143,100 square kilometres, the country is the smallest nation in Central Asia (CIA, 2015). Tajikistan is landlocked and very mountainous. The country is divided into four provinces: one capital province, one autonomous province and two other provinces. The head of state is the president while the government is led by a prime minister. The Tajikistani legislature comprises of a national assembly and an assembly of representatives. The judiciary implements a civil law system (CIA, 2015). Tajikistan is classified as the poorest country in Central Asia and among former Soviet states. The country’s slow economic growth is attributed to the high levels of corruption, poor governance, political unrest, economic

Reflective Analysis Assignment Essay Example | Topics and Well Written Essays - 500 words

Reflective Analysis Assignment - Essay Example The piece is also academic based on the fact that it makes reference to works done by other researchers in the same discipline. Another strong point of the formal essay (iii) is that it contains paragraphs that present the ideas of the essay in a logical manner. This is contrary to many essays written extemporaneously that mainly do not have a logical flow of ideas. The same structure is demonstrated by the formal essay (i) on â€Å"Learned Habit.† Nevertheless, the formal essay (i) contains large paragraphs that seem to express a mix of ideas. For instance, in the second part of the formal essay (i), the purpose of the essay and the negative impacts of smoking have been integrated in the same paragraph (formal essay i). Such an integration of ideas could be avoided by the use of an extemporaneous work that enhances the initial development of ideas. Considering the extemporaneous informal writing (i), the paper is written in a single paragraph that has a repetition of ideas, lacks a thesis statement, and lacks a logical flow of ideas. The work could be improved by ensuring that every idea has its logical significance by being presented as a paragraph. The informal writing (ii) starts with hanging ideas that do not have either an introduction or a conclusion. It appears like an excerpt from another essay that is incomplete. It was better if the essay was developed in point form since the length is like an outline of a better version of the paper to be developed later (informal writing ii). One of the best essays developed so far is the formal writing (ii). Although the writing does not have an introductory statement and a conclusion, it presents ideas in a logical manner and separates ideas based on their importance in the writing. Nevertheless, the informal writing (ii) does not recognize the ideas of other authors from which the essay is developed. Overall, the extemporaneous formal

Suicidal messages Essay Example for Free

Suicidal messages Essay However, the early 2000s werent as kind to Carey. After signing an 80-million-dollar deal in 2001 with Virgin the biggest record contract ever she experienced a very public personal and professional meltdown that included rambling; suicidal messages on her website; an appearance on TRL where, clad only in a T-shirt, she handed out Popsicles to the audience; and last but not least, the poorly received movie Glitter and its attendant soundtrack (which was also her Virgin Records debut). Both the film and the album did poorly critically as well as commercially, with Glitter making just under four million dollars in its total U. S. gross and the soundtrack struggling to make gold sales (Johnson, 2001). Following these setbacks, Virgin and Carey parted ways early in 2002, with the label paying her 28 million dollars. That spring, she found a new home with Island/Def Jam, where she set up her own label, MonarC Music. In December, she released her ninth album, Charmbracelet, which failed to become a success. The Emancipation of Mimi After more than a decade of hits that include the staggering success of 15 #1 singles, Carey released her most revealing album to date, The Emancipation of Mimi, in April of 2005. Entirely written and co-produced by the gifted Carey, her tenth studio album is an intimate portrayal of both the challenges and successes that she experienced during her rise to unparalleled fame. Carey explains the inspiration behind her new album, With this album, I am embracing my independence and celebrating the person that I have become. Over the years, I have evolved into a better person and an even better artist. For the first time in my life, I am proud and unafraid to be who I really am, and thats what the music of this album and its title reflect. By naming my album The Emancipation of Mimi andreferencing ‘Mimi a nickname only used by those closest to me, I am inviting my fans into my life. A brilliant artist who has co-written every song on each of her albums since 1990, Mariah Carey has consistently shown her willingness to express herself both as a remarkable vocalist and an acclaimed songwriter. The Emancipation of Mimi offers more than a glimpse into Mariahs world featuring tunes like the heartfelt Circles and Fly Like a Bird, with their positive messages of affirmation and hope. While being honest and vulnerable in expressing her emotions through songs like I Wish You Knew and Joyride, Mariah leaves no doubt that she is a woman who speaks her mind. The infectious, edgy Its Like That, co-produced by Jermaine Dupri is the albums first hit single and a definitive statement of where Mariah stands at this point in her life, and is her fastest climbing single in five years. At Present On April 15, 2008, Mariah released her latest album, entitled â€Å"Touch My Body†. Already well acclaimed by the critics, the album serves as a culmination of the fact that Mariah Carey is indeed back and better than ever. She has put all of her past ordeals behind, as is now just looking to push through with her ever increasing success. With â€Å"Touch My Body† as a number one hit, she overtook Elvis Pressly as having the most number one hit singles of all time. Truly, this was a sign of good things to come for the very talented singer and song writer. During the month of May, Mariah Carey married actor Nick Cannon in what was considered as one of the biggest shockers of the year. Cannon, who was more than a decade younger than Carey, is considered by many to be perhaps â€Å"the luckiest man†, with Mariah Carey estimated to worth tens of millions of dollars. Many doubt their marriage as a publicity stunt, but the couple has presented themselves to be well into their marriage. But only time will tell whether this marriage is built to last, or Cannon will be just another chapter in Mariah Careys roller coaster life. Charitable Works Apart from her musical achievements, Mariah Careys depth of person stems from her love and support of children in need; evident through her continuous involvement in a host of charities dedicated to ensuring their happiness and well being. Mariah is devoted to such charities as The Make-A-Wish Foundation, The Fresh Air Fund, Save the Music, and The National Adoption Center to name a few. With an unwavering effort through appearances, concerts, and donations to these organizations, Mariah has raised millions of dollars. Her generous involvement and on-going support of the Fresh Air Fund resulted in Camp Mariah, the funds first camp named in honor of an individual. Conclusion To conclude, Mariah Carey has indeed had a very colorful career since she broke into the music scene almost twenty years ago. She has proven time and time again that she is here to stay, and have weathered all the trials that have been thrown at her. With a voice that is unmatched and a song writing skill that is rare these days, Mariah has been able to reinvent herself in each single and keep her sound fresh for her fans. Of all the successes and failures that she has experienced, one thing is for certain: Mariah is not going to go down easily, and she will remain atop the charts until someone takes the throne away from her. References Mariah Carey – Awards (2008). IMDb. com. Retrieved 30 May 2008 from http://www. imdb. com/name/nm0001014/awards Mariah Carey – Biography (2008). IMDb. com. Retrieved 30 May 2008 from http://www. imdb. com/name/nm0001014/bio Johnson, Kevin C (2001). Mariah Careys New Glitter Is a Far Cry from Golden. † St. Louis Post-Dispatch. p. F. 5.

Impact of the Affordable Care Act Essay Example for Free

Impact of the Affordable Care Act Essay Impact of the Affordable Care Act on North Carolinas Uninsured Health insurance is one of the most important benefits a citizen can have in America. Some Americans who work acquire health insurance through their employers. But then, there are Americas who do not work and therefore, are unable to have health insurance. The Affordable Care Act was signed into law on March 23, 2010 by President Obama and the United States Congress, (North Carolina’s Institute of Medicine, 2012). This paper will focus on the impact of the Affordable Care Act on North Carolina’s uninsured. With the rising cost in health care and high co-payments pertaining to medical conditions, some people cannot afford health insurance. With the loss of jobs and losing their livelihood, some people cannot afford insurance. Individuals who work with small businesses do not have health insurance because these small businesses cannot afford to provide health insurance benefits for their employees. Some people just do not work and therefore, do not have health insurance. This whole uninsured population is the ones who do not seek health care when they have health issues or have chronic medical conditions, and also do not practice preventative care. According to the North Carolina’s Institute of Medicine (2012), there was 1.6 million (19%) uninsured people living in North Carolina in 2010 and According to Milstead (4th edition, 2013), this group of uninsured whose income was below federal poverty level included pregnant women, children 18 years old and under, parents who were employed or unemployed, adults without children, disabled and the elderly population. By 2014, the Affordable Care Act (ACA) offered much new coverage for the uninsured population. It required states to offer Medicaid insurance to working families whose income was below the federal poverty level of 138%, that is $30,429 for a family of four ( Milstead, 2013). According to North Carolina’s Institute of Medicine (NCIOM), For a family making above the federal poverty level, but not enough to afford  health insurance, the ACA provided subsidies to help them purchase private insurance through new insurances that was created by the ACA. Before ACA, Medicaid only covered children, parents, pregnant women, disabled people and the elderly. Now in 2014, it is available to all adults making below the federal income level (NICOM, 2012). This population of insured people will now receive health services, preventative services, and prescription drugs and so on. By 2014, with the Affordable Care Act in effect, according to (NCIOM, 2012), almost 800,000 of people living in North Carolina that were not insured will be insured. 41% of this population will obtain insurance through private insurances and 59% through Medicaid. With this amount of surplus in insured patients, health care workers and professionals will be in greater demand, especially primary care providers. This may cause a longer wait period to see ones’ primary provider or a specialist. There will also be a decrease in treating preventative care. North Carolina is aware that there will be a shortage of medical personnel’s with this demand. They have to find the funds to educate and have enough health care providers to ensure that the workforce is available to meet the state’s demand of insured people. The health care workforce, who are the primary workers, include doctors, nurse practitioners, registered nurses, physicians’ assistants, psychologists, psychiatrists , medical assistants, nurse midwives, and licensed practical nurses. This workforce, in a broad spectrum, ensures that patients receive optimal quality care, treat and teach preventative care, manage chronic illnesses, both physically and mentally. To be able to increase the medical workforce in order to meet the health care needs of the population, North Carolina’s schools and universities have increased their students’ class capacities. Some of these schools including Duke University School of Medicine, The UNC Chapel Hill Department of Pediatrics/ UNC Hospitals, the nursing programs at UNC Wilmington, Western Carolina University and many others have received funding from the ACA and other agencies. Other groups are responsible to offer loans and scholarships in the effort to attract students into the medical field. Rural training is also available to students as well. (NICOM, 2012). North Carolina is also  encouraging a diversified form of teaching and is encouraging minorities to be a part of the medical workforce. They believe that patients will adhere to practicing better health and lifestyle changes if they are told to do so from someone of their own race. North Carolina is taking appropriate steps to be able to meet the health care needs of its insured people. The State has taken steps to expand the medical team workforce through offering scholarships and grants to different universities. This is to enable patients to receive access to good quality health care, both in the urban and rural areas. Community centers infrastructures are been redesigned to meet the needs of the insured population. Health insurance companies are responsible to provide health benefits such as low co-payments according to the plan an individual or family signs up for (NICOM, 2012). Health insurance companies are also responsible to be able to help pay for prescriptions drugs, outpatient care, emergency care, hospitalization, and preventative care practices. According to( NICOM, 2012), North Carolina is not a healthy state, but with the introduction of the ACA, they are planning to become a healthy state in the year 2020. The ethical implications of the Affordable Care Act are giving the citizens of North Carolina a right to have health insurance. No one should avoid going to the doctor when they are sick because they cannot afford it. Everyone should have a choice to practice preventative care medicine. According to the Whitehouse.gov, pre-existing conditions will no longer be a barrier to obtaining health insurance. Individuals and families will receive tax credit support to pay for their coverage. All in all, the Affordable Care Act has given all Americans the right to have health insurance. References North Carolina Institute of Medicine (NCIOM). Examining the Impact of the Patient Protection and Affordable Care Act in North Carolina, 2012. Retrieved from http://www.nciom.org The Affordable Care Act: Immediate Benefits for North Carolina. Retrieved www.whitehouse.gov/files/documents/healthcare-facts Milstead, J. Health Policy and Politics, 2013.

Health and Safety Processes at Work: Chemical Hazards

Health and Safety Processes at Work: Chemical Hazards France Ogagarue Managing Health and Safety Process at Work Topic: Chemical Hazards 1.0 Introduction Chemical Hazard under the (WHS Directives) is any material, mix or article that satisfies the  criteria of one or additional internationally harmonised system of category and classification  of chemical hazards classes, counting in (WHS Directives in schedule section 6 of the directive) in relative to chemical, a chemical hazard is a set of natural properties of the material, mix article or process that may cause unfavourable effect to the organisms, community or environments. (WHS Directives) analysis further, there are two main types of chemical hazards connected with hazardous chemicals, which may present an instant or long term damage or health illness to worker well-being and creature. The two main types of chemical hazards are classified as follows. According to (WHS Directives) health hazards, this are properties chemical that contain the potential to cause unfavourable health effect, for examples, exposure frequently occur throughout inhalation, and skin contacts or ingestion, unfavourable health effect can been either, (acute short term) or (chronic long term) classic acute health effects comprise of headaches, vomiting or skin decay, while chronic health effects comprise of dermatitis, nerve damage, cancer and asthma. Further examination from (WHS Directives) physicochemical hazards, this are physical or chemical properties of the material that mix or article that pretence risks to worker health, and other than health risks, they do not arise as result of the organic contact of the chemical with peoples. They arise throughout unsuitable handling or use and can frequently effects in damage to peoples and or harm to properties as effect of the intrinsic physical hazard, examples, of physicochemical hazards contain explosive, corrosive or flammable, therefore, chemically reactive and oxidising chemicals both have health and physiochemical hazardous. Management Intervention Bretherick, L. Handbook of Reactive Chemical Hazards. 2nd ed. (1979) chemical analysis the role of management intervention must included risk appraisal under (WHS Directive) although it’s necessary for specific situation, for examples, when working with hazardous chemical materials. However, management though in many situation it will be the greatest way to establish the measure that have to be implement to control hazards and risks in the workplace including the environment, (EMS-ISO 4001) BS. In addition, management intervention will assist the following for examples. Recognize which worker well-being, are at risk to chemical hazards exposure Establish which sources and process are causing the chemical hazards and risks Categorize what kind of control and monitoring measure should be implement Verification of the efficiency of the existing control measure and monitoring systems in place When the hazards and the related risks are well know, and have well be set up and established suitable adequate control measure to monitor the hazards chemical risk in the work environments, the risk appraisal must also judge anticipated failure of plant and machinery tooling equipments, as well as any additional control measure to avoid the hazards chemical risk of workers, community and the environment issue in line with (EMS-ISO 4001) BS. 1.2. Management Best Practice Hilado, C.J. Clack. Organic Solvent, Chem. Eng, NY, (1972), (19), (75-80) beliefs, management must implement their best safety practice to intervene with reference to (WHS Directives. R. 330) to ensure the producer or the importer must put in practise a safety symbol of safety date sheet for the hazardous chemical before initial developed or import hazardous chemical or as quickly as best practicable after the initial developed or import and before initial supply, to any work place. Therefore, the producer or the importer of the hazardous chemical must supply up to date the safety data sheet for the hazardous chemical. 1.3 Labels NIOSH OSHA Product Guide to Chemical Hazards, (NIOSH) September (1978), Public, No, (78) analysis, the producer and the importer of a hazardous chemical must ensure it’s properly label as quickly as best practicable, after developed or importing the hazardous chemical substances under (WHS Directive. R. 335), hazardous chemical information will be accessible from the label, some product labels do not enclose all chemical hazards information, and i.e. all hazards chemical substances that are dangerous goods are full labelled to meet safety transport requirements. Below some examples of safety hazardous chemical label cautions and the types of hazardous hazards you can simply identify. Flammable Acute Toxicity Warning Human Health Corrosive Sources: Http://www.HSG 65 1.4 Control Measure Proctor, N. Hughes, Hazards in the Workplace, (1978) analysis the hierarchy of control of hazards chemical readily available in a quantity of ways to control the risks related with hazardous chemical substances, several machines control measure are extra effective than others, control measure can been rank starting the highest levels of defence and dependability to the lowest levels. These ranking is recognized as the hierarchy of control measure and monitoring systems. Management of hazards chemical substance, must always aim to eliminate a hazards and related risks initial, if these is not reasonably best practicable, the risks should be minimised by means of one or the following approach techniques either by for examples, the followings. By Substitution. By Isolation and, By implementing engineering control guards. If a risk then leftovers, it must be minimised by implement an administrative control measure in places, so far as is reasonably best practicable means, any leftover risks must be minimised with appropriate personal protective equipment (PPE). In summary it’s advisable to implement local exhaust ventilation systems to arrest airborne contamination substance that will cause hazardous chemical harm to workers well-being, working environment and the community the ventilation must be in safety order to stop contamination of chemical substance harm from incoming contact toward the breathing zone in relation to the workers health and safety. 1.5 Conclusion In occupational health and safety, chemical hazard is any material that has be mix or article of difference combination of chemical substance, under (WHS Directive) that can lead to cause harm to well-being of workers health and safety at the working place and environments or the community in general. The health effect from hazardous chemical can contribute to either acute short term or chronic long term health effects; therefore, risk appraisal is necessary for a specific situation to manage the hazards chemical substance within the working place to recognize which worker at risk to hazardous chemical. Therefore, hierarchy of control measure of hazards chemical issue have be implements in the working place to monitors and minimised the risks level of workers expose to the above hazards, the risks control measure must aim to eliminate the risks and hazards associated the chemical substances either by the following ways, by substitution, isolation or implementing engineering or an adm inistrative control measure including the use of appropriate personal protective equipment (PPE)

Eating Disorders Essay -- essays research papers

The first thing to keep in mind is that as an "outsider" (not suffering from an Eating Disorder yourself) there are many things you cannot do to help a family member or friend to get better. You cannot force an Anorexic to eat, keep a bulimic from purging, or make a Compulsive Overeater stop overeating. The first thing to realize once you have come to the awareness that your loved-one suffers from an Eating Disorder, is that you must not concentrate immediately on the food. All forms of Eating Disorders are emotionally based and the behaviors are only a symptom to emotional and stress related problems. As said many times on this site, disordered eating is an attempt to control, hide, stuff, avoid and forget emotional pain, stress and/or self-hate. If you are the parent of a child under 18 you will have difficult decisions to make regarding their care. Regardless of pleas to "not make me," and promises that the behavior will stop, you will have to stay very attuned to what is happening with your child and may have to force them to go to doctors and/or the hospital. Keep in mind how serious Eating Disorders are and that they can kill. If your relationship with someone suffering from Anorexia, Bulimia or Compulsive Overeating is anything other than their parent, or if your child is over the age of 18 then you cannot force them to seek help. You can support and encourage your loved one, and gently express concern, and the best thing you can do is to learn to attentively listen. In most cases it will be important for each sufferer to find a mode of recovery that will work for them. One-on-one therapy, support groups, clinics, in-patient or out-patient, art therapy, church groups, a combination of any, or none of the above but something completely different ... there are many options out there. Share this website, help your friend or family member to gather information if they are open to your help. Be encouraging -- there can be a lot of road blocks in searching for Eating Disorder recovery so be reassuring that recovery is possible! Be there to listen and communicate. Some options for local treatment are here ... and a listing a national organizations is here. Most of the national organizations can refer you to local chapters, support groups and therapy in your area. For the Anorexic or Bulimic who exhibits any of the following sig... ...derstanding individual. Those suffering with an Eating Disorders are not DOING anything to you, but are struggling tremendously themselves, inside. You need to keep this in mind when posing questions that are selfishly motivated or hurtful (even if unintentionally). "Why are you doing this to yourself?" "Your have good things in your life, what's the problem?" Those with an Eating Disorder do not choose to do this to themselves. There is no conscious choice (in most cases) where a person suffering from an Eating Disorder would prefer that lifestyle as opposed to one filled with self-love and happiness. This is a coping mechanism, a means for dealing with depression, stress and self-hate that has been built up over many years. It is a reflection of how the person suffering feels about themselves inside. Wonderful husbands, kids, supportive friends have little influence (other than sometimes temporarily) in creating the true self-esteem required for permanent recovery, to cope with life positively, and to learn to believe that we deserve good things in life and happiness. These disorders are about the person suffering and how they feel about themselves.

arctic oil :: essays research papers fc

The Arctic Circle Ditions enclose roughly the same territory, which is somewhat larger than the region bounded by the Arctic Circle, and will be used as the basis for this article.The largest Arctic tundra areas are in Canada, Russia, Greenland (Kalatdlit-Nunat), Scandinavia, Iceland and Alaska.Climate and Land Formation Tundra climate is characterized by harsh winters, low average temperatures, little snow or rainfall, and a short summer season (Goudie 1993). The arctic tundra, in particular, is influenced by permafrost, a layer of permanently frozen subsoil in the ground. The surface soil, which tends to be rocky, thaws in summer to varying depths. The combination of frozen ground and flat terrain on the tundra impedes the drainage of water. Held at the surface or saturating the upper layer of soil, the water forms ponds and bogs that provide moisture for plants, thereby counteracting the low precipitation.In relatively well-drained locations, the periodic freezing and thawing of the soi gy are also extremely important. Some animals adapt well to Arctic conditions; for instance, a number of species of mammals and birds carry additional insulation, such as fat, in cold months (Urquhart 1995).The Arctic has more than 400 species of flowering plants. The vast stretches of tundra that cover the plains and coastal regions consist of low creeping shrubs, grasses, thick growths of lichens and mosses, and herbs and sedges.Abundant animal life inhabits the Arctic, both on land and in the sea. Arctic mammals include polar bear, arctic fox, ermine, marten, arctic wolf, wolverine, walrus, seal, caribou, reindeer (domesticated caribou), musk-ox, lemming, arctic hare, and many species of whale.Birds are plentiful throughout the Arctic Regions. The guillemot and little auk nest by the thousands along cliffs. Ravens, snow buntings, and sandpipers have been seen in the remotest northern land regions, as have the snowy owl and the gyrfalcon. Various species of gull, including the jaeger, also r ange far t laska and northern Canada still follow a subsistence lifestyle. They live as their ancestors have, measuring their lives with the caribou.The Porcupine caribou herd sustains some 7,000 aboriginal people in northern Canada and Alaska. They rely on caribou meat for food and on the herd for learning the ways of their culture. For the Gwich'in, which means "caribou people," this animal is the spiritual center of life. Young men learn from their fathers and uncles how to hunt wisely and use all parts of the animal.

All Drugs Should be Legal for Personal Use Essay -- Legalization Drugs

All Drugs Should be Legal for Personal Use The war on drugs is costing us over 100 billion dollars to fight each year, and we’re only fighting a monster which we are making bigger with each punch. It’s not drugs, but drug laws themselves that have created this monster. Drug use is part of human nature, but the unimaginable wealth involved leads to the corruption of the police, judges, and elected officials. There is no reason to have the government regulating what goes into an individual’s body. An extreme case of what we’re letting the government do is letting them take away our own self, an individual’s ownership over his own body. I think it’s in everyone’s interest to legalize all drugs, since this war is going nowhere, letting the government get more powerful than it was ever meant to have been, and it’s putting numbers over our names. There is no way that the drug flow into the United States is ever going to be stopped. It’s a general economic rule, that as long as there is a demand for drugs there will always be a supply, unless scarcity occurs, but it doesn’t appear as if Colombia is running out of cocaine anytime soon. Cocaine brings Bolivia’s economy $600 million per year, a figure equal to the country’s total legal export income. Our country’s current annual import of cocaine would fit comfortably into a single C-5A cargo plane. The United States is just too large, there is no way to stop an import of a drug completely. By keeping a drug off the street...

Cda Competency Goal 5

I do my part to maintain a well run purposeful program, responsive to participant needs. On their first day in our program, I make an effort to meet and greet our clients, the parents as well as the children. I ask the parents if they need any special requirements, accommodations or modifications to better service their children. I also ask the children which games they enjoy, and see if they have any questions for me about the program. This gives them an opportunity to know we have familiar activities that they are used to, gives them a chance to share their fears and worries about the program, and they also to get to know me a little better. With this information from the children, parents and our director, the counselors and I work together as planners, getting our weekly schedules for the children and taking turns delegating the activities. We come up with our own plans and put them together to form a enriched learning program. I attend monthly meetings, learning new ways to better service our clients, help each other and work together as a group. Our director is mostly our organizer, determining what our needs are. We discuss major issues such as safety and abuse, making me well aware of my responsibilities. As part of a cooperative co-worker, I do my personal best and help other counselors when they need assistance. I fill in for counselors if they need the day off and I am pretty good about schedule changes. We usually meet up before our day starts and talk about any issues we are having and try to find the best solutions for them. For our program to run smoothly, we must have all our paperwork in order. This includes organization and documentation of records. We do not have one set person for recordkeeping, but we all take part in keeping our paperwork up to date and properly put away. We have filing cabinets which contain copies and some originals of attendance sheets, bus rosters, allergy lists and medications, medical forms, daily log book, accident/incident reports, check payment logs and our own personal employee files. We fill out various forms on a daily basis and we must have everything signed and properly filed by the end of the day.

Leadership Styles Research Project Essay

I would like to give special acknowledgement to XXX director, XXX for his consistent support and motivation. I am grateful to XXX, Associate professor in XXXX , for his technical expertise, advice and excellent guidance. He not only gave my project a scrupulous critical reading, but added many examples and ideas to improve it. 2 I am grateful to XXX (Sr Hr executive and whole staff members of XXX co for providing me an opportunity to complete my project under their guidance. I am highly indebted to them for the same. Teamwork is essential for competing in today’s global arena, where individual perfection is not as desirable as a high level of collective performance. In knowledge based enterprises, teams are the norm rather than the exception. Team leadership plays a critical role in fostering commitment, accountability, and team success. The Team leader must ensure that the right mix and level of skills are resident on the team. They are also responsible for effectively managing 5 relationships outside the team, overcoming obstacles to success, and creating leadership opportunities for others. Good leaders are made not born. If you have the desire and willpower, you can become an effective leader. Good leaders develop through a never ending process of self-study, education, training, and experience. To inspire your workers into higher levels of teamwork, there are certain things you must be, know, and, do. These do not come naturally, but are acquired through continual work and study. Good leaders are continually working and studying to improve their leadership skills; they are NOT resting on their laurels. Before we get started, lets define leadership. Leadership is a process by which a person influences others to accomplish an objective and directs the organization in a way that makes it more cohesive and coherent. Leaders carry out this process by applying their leadership attributes, such as beliefs, values, ethics, character, knowledge, and skills. Although your position as a manager, supervisor, lead, etc. ives you the authority to accomplish certain tasks and objectives in the organization, this p o w e r does not make you a leader†¦ Leadership differs in that it makes the followers w a n t to achieve high goals, rather than simply. All teams must shape their own common purpose, goals and approach. While a leader must be a working member of the team who contributes, she also stands apart from the team by virtue of her position as leader. A team expects their leader to use that perspective and distance to help them clarify and commit to their mission, goals, and approach. Do not be afraid to get your hands dirty (lead by example), but always remember what you are paid to do (get the job done and grow your employees). The term â€Å"styles† has become more prominent in popular culture over the last decades, but its origins lie in psychological research on learning and personality. The original concept of style is that we all have preferences for the WAY we do things — think, relate to others, interact, learn. Kurt Lewin, in the 1930’s identified three major styles — autocratic, democratic, and laissez faire, while Rensis Likert defined Exploitive 6 If you have the time and want to gain more commitment and motivation from your employees, then you should use the participative style. Participative (democratic) This type of style involves the leader including one or more employees in on the decision making process (determining what to do and how to do it). However, the leader maintains the final decision making authority. Using this style is not a sign of weakness, rather it is a sign of strength that your employees will respect. This is normally used when you have part of the information, and your employees have other parts. Note that a leader is not expected to know everything — this is why you employ knowledgeable and skillful employees. Using this style is of mutual benefit — it allows them to become part of the team and allows you to make better decisions. Delegative (free reign) In this style, the leader allows the employees to make the decision. However, the leader is still responsible for the decisions that are made. This is used when employees are able to analyze the situation and determine what needs to be done and how to do it. You cannot do everything! You must set priorities and delegate certain tasks. This is not a style to use so that you can blame others when things go wrong, rather this is a style to be used when you have the full trust and confidence in the people below you. Do not be afraid to use it, however, use it wisely! Forces A good leader uses all three styles, depending on what forces are involved between the followers, the leader, and the situation. Some examples include: 13 o Using an authoritarian style on a new employee who is just learning the job. The leader is competent and a good coach. The employee is motivated to learn a new skill. The situation is a new environment for the employee. Using a participative style with a team of workers who know their job. The leader knows the problem, but does not have all the information. The employees know their jobs and want to become part of the team. o Using a delegative style with a worker who knows more about the job than you. You cannot do everything! The employee needs to take ownership of her job. Also, the situation might call for you to be at other places, doing other things. o Using all three: Telling your employees that a procedure is not working correctly and a new one must be established (authoritarian). Asking for their ideas and input on creating a new procedure (participative). Delegating tasks in order to implement the new procedure (delegative). o Forces that influence the style to be used included: task. o Internal conflicts. o Stress levels Type of task. Is it structured, unstructured, complicated, or simple? o Laws or established procedures such as OSHA or training plans. Positive and Negative Approaches There is a difference in ways leaders approach their employee. Positive leaders use rewards, such as education, independence, etc. to motivate employees. While negative employees emphasize penalties. While the negative approach has a place in a leader’s repertoire of tools, it must be used carefully due to its high cost on the human spirit. Negative leaders act domineering and superior with people. They believe the only way to get things done is through penalties, such as loss of job, days off without pay, reprimand employees in front of others, etc. They believe their authority is increased by freighting everyone into higher lever of productivity. Yet what always happens when this approach is used wrongly is that morale falls; which of course leads to lower productivity. Also note that most leaders do not strictly use one or another, but are somewhere on a continuum ranging from extremely positive to extremely negative. People who continuously work out of the negative are bosses while those who primarily work out of the positive are considered real leaders. 14 Use of Consideration and Structure Two other approaches that leaders use are: Consideration (employee orientation) – Leaders are concerned about the human needs of their employees. They build teamwork, help employees with their problems, and provide psychological support. Structure (task orientation) – Leaders believe that they get results by consistently keeping people busy and urging them to produce. There is evidence that leaders who are considerate in their leadership style are higher performers and are more satisfied with their job. Also notice that consideration and structure are independent of each other, thus they should not be viewed on opposite ends of a continuum. For example, a leader who becomes more considerate, does not necessarily mean that she has become less structured. Paternalism Paternalism has at times been equated with leadership styles. Yet most definitions of leadership normally state or imply that one of the actions within leadership is that of influencing. Leadership is influencing people — by providing purpose, direction, and motivation — while operating to accomplish the mission and improving the organization. † The Army further goes on by defining ‘influence’ as a: means of getting people to do what you want them to do. It is the means or method to achieve two ends: operating and improving. But there? s more to influencing than simply passing along orders. The example you set is just as important as the words you speak. And you set an example — good or bad — with every action you take and word you utter, on or off duty. Through your words and example, you must communicate purpose, direction, and motivation. While ‘paternalism’ is defined as (Webster): a system under which an authority undertakes to supply needs or regulate conduct of those under its control in matters affecting them as individuals as well as in their relationships to authority and to each other. o Thus paternalism supplies needs for those under its protection or control, while leadership gets things done. The first is directed inwards, while the. Latter is directed outwards. 15 It seems that some picture paternalistic behavior as almost a barbaric way of getting things accomplished. Yet, leadership is all about getting things done for the organization. And in some situations, a paternalistic style of decision-making might be required; indeed, in some cultures and individuals, it may also be expected by not only those in charge, but also the followers. That is what makes leadership styles quite interesting — they basically run along the same continuum as Hofstede’s PDI, ranging from paternalistic to consultive styles of decision making. This allows a wide range of individual behaviors to be dealt with, ranging from beginners to peak performers. In addition, it accounts for the fact that not everyone is the same. However, when paternalistic or autocratic styles are relied upon too much and the employees are ready and/or willing to react to a more consultive type of leadership style, then it normally becomes quite damaging to the performance of the organization. There are a number of different approaches, or ‘styles’ to leadership and management that are based on different assumptions and theories. The style that individuals use will be based on a combination of their beliefs, values and preferences, as well as the organizational culture and norms which will encourage some styles and discourage others. †¢ Charismatic Leadership †¢ Participative Leadership †¢ Situational Leadership †¢ Transactional Leadership †¢ Transformational Leadership †¢ The Quiet Leader †¢ Servant Leadership Additional research †¢ The Managerial Grid: Blake and Mouton’s people-task balance. †¢ Lewin’s leadership styles: Three original styles. †¢ Likert’s leadership styles: from autocratic to participative. †¢ Six Emotional Leadership Styles: from ‘Mr. Emotional Intelligence’, Daniel Goleman and friends. †¢ Post-hoc Management 16 Charismatic Leadership Charismatic Leadership is defined by Max Weber as â€Å"resting on devotion to the exceptional sanctity, heroism or exemplary character of an individual person, and of the normative patterns or order revealed or ordained by him†. He defines Charisma as â€Å"a certain quality of an individual personality, by virtue of which he is set apart from ordinary men and treated as endowed with supernatural, superhuman, or at least specifically exceptional powers or qualities. These are such as are not accessible to the ordinary person, but are regarded as of divine origin or as exemplary, and on the basis of them the individual concerned is treated as a leader (†¦ ). How the quality in question would be ultimately jud ged from an ethical, aesthetic, or other such point of view is naturally indifferent for the purpose of definition†. Charismatic people have a remarkable ability to distill complex ideas into simple messages (â€Å"I have a dream†); they communicate by using symbols, analogies, metaphors and stories. Furthermore they relish risk and feel empty without it, they are great optimists, they are rebels who fight convention, and they may seem idiosyncratic. Charismatic leaders are pictured as organizational heroes or magic leaders who have the social power basis to orchestrate turnarounds, launch new enterprises, inspire organizational renewal, and obtain extraordinary performance from organizational members. These leaders inspire trust, faith and belief in themselves. Of course none of this is a guarantee that the mission will be correct, ethical, or successful. Origin of the Charismatic Leadership model.

The Impact of Violent Media on Children

The Impact of Violent Media on Children Submitted to: Mme. Daisy R. De Jesus Submitted by: Kimberly Anne C. Cimafranca Javi Dawn A. Generoso Title: The Impact of Violent Media on Children Thesis Statement: Psychologists found that watching television is the single factor most closely associated with aggressive behavior. I. Introduction II. Description of Violent Media A. History B. Forms of Media 1. Lyrics 2. Television 3. Video Games III. Exposure to Violent Media A. Violent Video Games Exposure B. Violent Lyrics Exposure C. Violent Shows/Advertisements ExposureD. Juvenile Aggression 1. Cases Related to Media Violence 2. Theories Related To Media Violence 3. Factors Interacting with Youth IV. Effects of Violent Media A. Social Effects B. Psychological Effects V. Effective Ways in Trampling Media A. Methods on Approaching Children B. Government Policies to Benefit Children Viewers C. Parental Guidance 1. Curbing Children’s Television Habits VI. Conclusion I. Introduction Child ren would likely develop their violent characters from watching violent medias such as televisions, radios, video games, and magazines.According to the article â€Å"The Psychological Effects of Violent Media on Children† by Aimee Tompkins, there are three main impacts of bad medias. First, they become less aware to the hurt and sorrows of other people. Second, they would be more afraid of their environment. And lastly, they would be more argumentative. Although surveys say that harmful video games can make children become more quarrelsome to others, a few parents and psychologists believe that some kids gain some good things from it.The researchers of the paper believe that watching violent media either brings good or bad effects to children, depending on how see it. Everything that children see or hear in the media affects them in some ways. They imitate what the television portrays in cartoons, primetime and reality shows. Parents should limit their children’s expos ure to violent acts. Unfortunately, violence is the preeminent form of entertainment. Current research shows that violent media is related to aggressive behavior. Some of these risky behaviors include cruelty to others and lack of self-reproach to one’s mistakes.On the other hand, the media such as films, video games and televisions argue that violent children are attracted to these kinds of uptight entertainment. These people believe that a child, in order to exhibit actions they have seen on the big screen, must have been exposed to more than just programming. Violent situations are all too common in everyday entertainment and there are far less programming choices that are not. Even if the choices do exist, a research has proven that parents have no big idea what their children watch on television.Many parents are more lenient or less concerned about possible negative influences brought by these violent medias. Parents are also seen bringing their children to watch feature films not suitable for their young age. As parents, they should be attentive to the content of what these forms of media have and ask whether it is appropriate for their child’s age. And the writer’s of this paper also believe that parents who allow their children to be exposed to violent medias are the reason why their children become disrespectful and disobedient to them.A lot of research has been conducted and most of these concluded that children learn aggressive attitudes and behavior from the contents of violent media. The children take in everything of what are shown in television whether it is beneficial for them or may be damaging to their minds for they still do not understand reality from fantasy. Psychologists found that watching television is the single factor most closely associated with aggressive behavior. The question now is: â€Å"Does watching violent media cause children to be violent? † This is what the makers of this paper and as well as t he readers are going to find out.

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. Learning disabilities is now at a crossroads, as it seems to have been throughout its thirty-year history.   Many innovative ideas are only in their beginning stages and will develop more fully in the years to come. The approach I suggested as discussed in this paper is one of those ideas.   It is very important for this approach that more students with learning disabilities are served through regular education.   In addition, there should be more collaboration between special and regular educators.   A consequence of all of these shifts is that the responsibilities of learning disabilities teachers will change to meet the new demands. References Bush, W., and Giles, M.(1979).   Aids to Psycholinguistic Teaching. Columbus,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ohio: Charles E. Merrill. Clements, S. (1986). Minimal Brain Dysfunction in Children.   Public Health   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Service Publications. Department of Health, Education, and Welfare:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Washington, D.C. 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