Converting Numbers Into Words Using JavaScript

Lots of programming involves calculations with numbers, and  you can easily format numbers for display by adding commas, decimals, negative signs, and other appropriate characters depending on the kind of number it is. But youre not always presenting your results as part of a mathematical equation. The Web for the general user is more about words than it is about numbers, so sometimes a number displayed as a number isnt appropriate. In this case, you need the equivalent of the number in words, not in numerals. This is where you can  run into difficulties. How do you convert  the numeric  results of your calculations when you need the number displayed in words? Converting a number into words isnt exactly the most straightforward of tasks, but it can be done using JavaScript that isnt too complex. JavaScript to Convert Numbers Into Words If you want to be able to do these conversions on your site,  you will need a JavaScript code that can do the conversion for you. The simplest way to do this is to use the code below; just select the code and copy it into a file called toword.js. // Convert numbers to words// copyright 25th July 2006, by Stephen Chapman http://javascript.about.com// permission to use this Javascript on your web page is granted// provided that all of the code (including this copyright notice) is// used exactly as shown (you can change the numbering system if you wish) // American Numbering Systemvar th [,thousand,million, billion,trillion];// uncomment this line for English Number System// var th [,thousand,million, milliard,billion]; var dg [zero,one,two,three,four,five,six,seven,eight,nine]; var tn [ten,eleven,twelve,thirteen, fourteen,fifteen,sixteen,seventeen,eighteen,nineteen]; var tw [twenty,thirty,forty,fifty,sixty,seventy,eighty,ninety]; function toWords(s){s s.toString(); s s.replace(/[\, ]/g,); if (s ! parseFloat(s)) return not a number; var x s.indexOf(.); if (x -1) x s.length; if (x 15) return too big; var n s.split(); var str ; var sk 0; for (var i0; i x; i) {if((x-i)%32) {if (n[i] 1) {str tn[Number(n[i1])] ; i; sk1;}else if (n[i]!0) {str tw[n[i]-2] ;sk1;}} else if (n[i]!0) {str dg[n[i]] ; if ((x-i)%30) str hundred ;sk1;} if ((x-i)%31) {if (sk)str th[(x-i-1)/3] ;sk0;}} if (x ! s.length) {var y s.length; str point ; for (var ix1; istr.replace(/\s/g, );} Next,  link the script into the head of your page using the following code: var words toWords(num); The final step is to call the script to perform the conversion to words for you. To get a number converted to words you just need to call the function passing it the number you want to convert and the corresponding words will be returned. Numbers to Words Limitations Note that this function can convert numbers as big as 999,999,999,999,999 into words and  with as many decimal places as you like. If you try to convert a number bigger than that it will return too big. Numbers, commas, spaces, and a single period for the decimal point are the only acceptable characters that can be used for the number being converted. If it contains anything beyond these characters, it will return not a number. Negative Numbers If you want to convert negative numbers of currency values to words you should remove those symbols from the number first and convert those to words separately.

Themes in A Midsummers Nightdream - 1023 Words

In the play A Midsummer Night’s Dream by Shakespeare, the theme of love is developed through out the play’s characters falling in love and setting. The play takes place in the Green World, it’s a chaotic environment, and the characters in the play happen to be there. Shakespeare develops the theme of love in his play in order to reveal deeper meaning about real life, that one has no control over who they fall in love with. In the play the characters Demetrius, Lysander, and Queen Titania are put under a love potion and don’t have control over who they fall in love with. One can argue that one does have control who they love because they are not under a love potion, however the characters are in the Green World and have no control†¦show more content†¦It’s like saying you know when you hate someone but then something happens and you like that person, it’s exactly what happen with Demetrius. A greater force from the Green World interfe red and changed that and made him fall in love with Helena. Demetrius however is unable to go back to himself and love Hermia, he is under that love potion forever. People can say that a greater force can’t control who we fall in love only ourselves can, but sometimes we might not be able to control the greater force that interferes. In real life, some settings can change us, like the Green World changed Demetrius to fall in love with Helena, therefore controlling who we fall in love with is not possible. Shakespeare well evolves the theme of love, not being able to control who we fall in love with, though out his characters in the play A Midsummer Night’s Dream. The characters Lysander, Titania, and Demetrius, fall in love while under a love potion, it can’t be control, and they are not even aware of it. This theme, reveals the deeper meaning in life that one isn’t aware of the greater force and that no one can control who they fall in love

Marketing and Financial Metrics

Question: Discuss about the Marketing and Financial Metrics. Answer: Introduction: Marketing is the profound resource which is responsible for executing the strategies formulated by an organization. Despite efficient production and planning an organization could fail to accomplish strategic business objectives without marketing. The marketing strategies of an organization must be framed with references to marketing mix. The concept of marketing mix has enabled many corporations in the present market environment to concentrate their efforts on specific components of marketing (Gordon, 2012). The marketing components are described as the 4Ps and they relate to product, pricing, promotion and the place of distribution. While many organizations prefer to emphasize on specific components of the marketing mix, certain industrial requisites demand integration of all marketing mix elements in the marketing strategies. Marketing Mix The marketing mix for University of Sydney can be described aptly through an illustration of a generic description of the 4Ps of the educational institute. Product: The products of an educational institute can be categorized from distinct perspectives. The first perspective indicates that an educational institute offers educational services as the product. On the other hand, the students could also be considered as products being facilitated to the labor market. The University of Sydney offers undergraduate, postgraduate courses and research programs which can be availed by students in various streams (Huang Sarigll, 2014). The different disciplines of study offered by the university include law, economics, arts and humanities, aboriginal studies, social sciences, nursing, science and technology and pharmacy. The courses of the university and the diversity offered in the disciplines as well as specialization courses such as postgraduate research form the product component of the University of Sydney. Price: The pricing of the courses provided by the University of Sydney is derived from the tuition fees and the factors which influence the tuition fees include demand, cost and price of competitors (Leonidou, Katsikeas Morgan, 2013). Provision of government grants for the university also acts as a significant determinant of pricing. Pricing strategies of the university must be coordinated with the funding strategies in order to realize feasible benefits. Place: The placement strategy for University of Sydney must be designed with respect to the selected mode of product description. Educational service would require distribution of information to students through appropriate channels. Furthermore, if the product is considered to be the placement of graduate students in the labor market, then the place would refer to channels for placement of students (Mintz Currim, 2013). Therefore, the university has to adopt technological advancement in channels of communication which could help in efficient delivery of educational services and interact proactively with the economic sector in order to provide jobs to graduate students. Promotion: The promotional strategies of the University of Sydney according to the principles of marketing mix refer to the use of website of the institute for communicating with the potential students. The organization has to convey its demand and opportunities provided by it (Mintz Currim, 2013). Furthermore, association with the alumni could help the management to assess the success of educational services provided by them. Conclusion: The marketing mix for an educational institute such as the University of Sydney is found to be dependent on two prominent characteristics related to the product. Recommended strategy for the organization would be reflective of integration of both approaches to the description of product. References Gordon, R., 2012. Re-thinking and re-tooling the social marketing mix. Australasian Marketing Journal (AMJ),20(2), pp.122-126. Huang, R. and Sarigll, E., 2014. How brand awareness relates to market outcome, brand equity, and the marketing mix. InFashion Branding and Consumer Behaviors(pp. 113-132). Springer New York. Leonidou, C.N., Katsikeas, C.S. and Morgan, N.A., 2013. Greening the marketing mix: do firms do it and does it pay off?.Journal of the Academy of Marketing Science,41(2), pp.151-170. Mintz, O. and Currim, I.S., 2013. What drives managerial use of marketing and financial metrics and does metric use affect performance of marketing-mix activities?.Journal of Marketing,77(2), pp.17-40. Menegaki, A.N., 2012. A social marketing mix for renewable energy in Europe based on consumer stated preference surveys.Renewable Energy,39(1), pp.30-39. Pavlou, P.A. and Stewart, D.W., 2015. Interactive Advertising: A New Conceptual Framework Towards Integrating Elements of the Marketing Mix. InNew Meanings for Marketing in a New Millennium(pp. 218-222). Springer International Publishing.

Street Wear free essay sample

These became instantly popular with all the local skaters and grew to worldwide fame from there. Perhaps the most amazing thing that came of Stussy is what makes street wear what it is today, which is even as the popularity grows is seems to remain as something underground. Many have attributed this to how street wear has become a subculture, one that emphasizes that the independents rule. The most popular street wear sites, stores, and brands have steered away from being bought out by million dollar corporations making it mainstream. Even numerous boutiques are phasing out the large corporate brands, while keeping their support to the independent brands. Shawn Stussy started the movement of the surfer from California expressing himself through his clothes, which led to the hip-hop culture getting involved. In that time period the African Americans had no voice in the media nor were they being marketed to. Fashion was used as a form of art, expression, and communication. We will write a custom essay sample on Street Wear or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Without mainstream media, this underground movement marketed itself through the droves of individuals with their street clothes. Hip-Hop encouraged all to self-expression and that is what street wear has become, the clothing maker expresses something they feel but when you put it on it becomes you. Something that you have to say. All though the surf, skate, and hip-hop community all had their roots in street wear. Japan emerged on the scene in the 1980s as well. The Japanese youth wanted everything American, however, by the early 1990s they were helping pioneer the way to what street wear has become. Brands like BAPE and Real Mad Hectic became trendsetters by coming out with limited edition apparel, with background stories, and very high price points. These factors led to obsessive followings, where many claim Asia/Japan get all the great sneakers and apparel. These three movements have continued to progress into what street wear is today but street wear finds its roots in these movements. Movements that have been led by a non-mainstream subculture of self-expression and individuality. Huge numbers of people find brands that are not even marketed heavily, creating the street wear phenomenon that we live in today. Bobby Ruiz started Tribal Street wear on the 20th of November in 1989 with his brother Joey. When Bobby was looking for sponsors for a graffiti art/benefit show in San Diego, Carl Arellano, who had a silk screening business offered to sponsor the show. It was at that point when we became friends and started to talk about him getting involved with Tribal, says Bobby. Bobby had a concept with artwork. Both Joey and Bobby started with blank white T-shirts that they had bought from people on the streets and factories. Joey was designing tattoo graphics and Bobby started designing graphics too which they used to apply on the T-shirts. Inspired by his graffiti background Bobby wanted to use strong graphics that speak for themselves. Most graphics were Aztec and Mayan influenced. This is how they came up with the name Tribal. They started working with graffiti artists who made hip hop inspired graphics. Tribal’s start was rough but Bobby and Carl pulled through it and succeeded in making Tribal successful. Tribal expanded from T-shirts to apparel and accessories. Now almost 20 years after its start, Tribal Street wear is still representing the streets internationally. TRIBAL STREETWEAR Tribal Street wear or simply as Tribal was launched in 1989 by Bobby Ruiz and his brother Joey as a Southern California lifestyle inspired clothing brand. Tribal represents a lifestyle that isn’t defined by a music style or culture. Tribal makes a consistent effort to transcend boundaries, labels and stereotypes. TRIBAL ARTISTS OG Abel For Abel, life wasnt always as kosher as it is now. As a child, he grew up in a rugged section of Los Angeles, California, and at a very young age he would witness not only the rough and tumble streets, but also find himself void of a beloved brother who fell victim to that same violence. But this is when Abels tragedy literally turned into triumph, as he felt empowered by his love for his brother to carry on his dream to be an artist. I feel as if he lives through me, says Abel. I feel like hes always right here besides me when I create and if anything he was a much better artist than I was. This passion to realize his brothers dream has taken Abel on a 360-degree turnaround. From being a troublemaker to getting into school, this artist has turned his life around for the better. He attended Los Angeles Trade Tech to take courses in graphic design and hes turned his hobby into a business, which has him working alongside some of the worlds most power brands. From Fiat, Low-rider Magazine to Tribal and Converse. Abel is taking the world by storm and literally scaring the competition. AS. Vince Vince, is a Filipino graffiti artist based in Makati, Philippines. His hobby is wall painting, but when Bobby Ruiz ask him to participate in Tribal street wear. He join the team and participate in every T-Shirt Designs . He said I feel to be special that time =)) Mr. Cartoon Mark Machado, better known as Mister Cartoon, is a Mexican American tattoo artist and graffiti artist based in Los Angeles, California. Machado designed the logo for Cypress Hill. He has tattooed the bodies of Dr. Dre, 50 Cent, Eminem, Method Man, Travis Barker, Scott Raynor, Justin Timberlake, and Beyonce Knowles. In addition to tattoos, Machados work has been used by Nike, Tribal, Toyota, T-Mobile and in Grand Theft Auto. Munk One Munk One a. k. a. Jose A. Mercado is a contemporary American Illustrator and Fine artist. He is most noted for creating Artwork for bands including Korn, Avenged Sevenfold, My Chemical Romance, and many more who’s merchandise can be seen throughout the world. Munk’s fine art paintings in gallery shows have gained much attention with no signs of slowing. INFLUENCES Latino community Tribal Street wear is a lifestyle clothing brand that has made an impact from West to East U. S. A. and even overseas. Tribal became popular in countries like Germany and Japan where the interest in Latino culture has paved the way for California designers to sell street wear. Bobby wanted his clothing to appeal to everyone, not just Hip Hop heads and Latino’s. â€Å"We never boxed ourselves in by using one thing that we are into†, explains Bobby â€Å"We have a skate team, b-boy team, graffiti artist, and ultimate fighters†. Tribal finds inspiration in graffiti, Hip Hop music and the street culture which are characteristic of the South-Californian Latino lifestyle. Breakdance Tribal is a supporter of break dancing all over the world. The tough style of Tribal matches the Breakdancing aesthetics. Over the years Tribal has sponsored Breakdancing events and dancers such as Lil Rock, Moskito, Ruen, Crumbs, Lil Bob, Rainen, Franky Flav, Nabil, and Anthrax. Graffiti Ever since the inception, Tribal street wear has been surrounded by renowned artists. Whether a piece from Los Angeles, California artists OG Abel or Mr. Cartoon (both legends in the arte and low-rider scene) or Daim or Seak (who are from Germany) or San Diego, California, hometown homeboys Hasl, Brisk or Pursue, the Tribal warehouse where the artwork now provides a good example of the power of urban, hip-hop street art When Bobby started Tribal he had a concept with artwork. His background as a graffiti artist inspired him to use strong graphics that speak for themselves. Tribal provides a canvas where artists can express their creativity. Over the years the lifestyle brand has provided work for as many as 200 graffiti artists. Celebrities Tribal has a heavy assortment of support from artists. By building relationships Bobby was able to expose his line to consumers via celebrities. TV Famous artists like Rock Steady Crew, Korn, Delinquent Habits and Linkin Park have worked with Tribal. Other famous supporters of the brand include Snoop Dogg, KRS1, Gotti, P. O. D. , Limp Bizkit, Los Lobos, Crazy Legs, Tony Touch ISAAC RUIZ bobbo ruiz (his sons) and Q-Unique. Distribution The Tribal collection is sold in selected stores in Europe, Asia and to the United States of America. MODERN URBAN STREETWEAR Modern urban street wear was born out of the sub-cultures in American Metropolis such as New York and Los Angeles. The movement was generally accepted to have been born out of the surf culture in late 1970s / early 1980s in LA. Local Surf Board designer Shawn Stussy started printing his tag on T-shirts and sold them on the beaches. Early street wear brands took inspiration from the DIY aesthetic of Punk, and later Hip Hop cultures. Established sportswear and fashion brands attached themselves to the emerging early 1980s Hip Hop scence such as Le Coq Sportif, Kangol and adidas The Nike capture of soon to be superstar basketball protege Michael Jordan from rivals adidas in 1984 proved to be a huge turning point, as Nike dominated the urban street wear sneaker market in the late 80s and early 90s. Other clothing brands such as Champion, Carhaart and Timberland were very closely associated with the scene, particularly on the East coast with hip hop acts such as Wu Tang Clan and Gangstarr sporting the look. The mid to late 90s saw the professional American Sports franchises have a huge impact on the look of the scence, from the LA Raiders and Chicage Bulls caps and jackets in the early 90s to the oversized team uniforms of the late 90s that were very popular. With the advent of Bling culture, the turn of the century saw an increase in established luxury brands beginning to make inroads in to the market such as Burberry, Gucci and Fendi all making appearances in Hip Hop videos and films. The most popular shoe of the era was undoubtidly the Nike Air Force One, immortalized in the song by Nelly. Brand launches by the chief execs of record companies were the next fad in the scene with Russell Simmons of Def Jam launching his Phat Farm label, Sean Combs of Bad Boy with Sean John, and Jay-Z and Damon Dash of Roca-Fella launching Roca-Wear. Rap superstar 50 Cent a few years later launched his G Unit clothing label, with the sneaker rights given to Reebok. There seems to have been a slight back lash against the over-exposed, easliy available street wear brands from major followers of the scene, and vintage / limited edition sneakers and apparel have become popular. Original Air Jordan MK1s have been seen on ebay for $800. There are web sites dedicated to hard to find sneakers and apparel. Japanese streetwear giant Bathing Ape revolutionized the scene with its 2004 US launch. The camouflage items are often difficult to obtain, and come at a premium price. INTERNATIONAL INFLUENCE The immediate influence of Japanese street fashion is said to be China, Korea and Taiwan. Geographical and cultural affinities are said to be among the most important factors. The similar body shape and figure also made Japanese style an easier sought-after than that of European or American. However, the influence is not direct emulation. See Chinese clothing, Korea Museum of Modern Costume and Shiatzy Chen. Japanese street fashion is also said to influence the West Coast of the United States. [citation needed] High-end fashion brands like Comme des Garcons have played a big role in the global industry since the 80s, especially through frequent cross-over guest design with other brands. Rei Kawakubo recently designed for Louis Vuitton and HM. Tomoko Yamanakas work was featured at London Fashion Week, 2010. Social motives The motives driving the pursuit of fashion in Japan are complex. Firstly, the relatively large disposable income available to Japanese youth is significant. Many argue this was made possible through youth living at home with their parents, reducing living expenses. In addition, the emergence of a strong youth culture in the 1960s and 1970s that continues today (especially in the Harajuku district) drives much of the striving for new and different looks. The rise of consumerism to an important part of the national character of Japan during the economic boom of the 1980s and even after the bubble burst also contributes to the pursuit of fashion. These factors result in swift turnover and variability in styles popular at any one time Cult street wear Josh Sims From its origins in American work wear, via west coast subcultures, extreme sports and subsequent commercialism, street wear has become to fashion as hip-hop has to music: a global phenomenon. Incorporating cultural codes of dress, the best in graphic design, as well as exemplary brand-building – the products not of corporate giants but cottage/tenement industries – the eading street wear brands have become influential beyond the sphere of fashion alone. Street wear may form a fundamental look for out-of-office-hours dress for teenagers and middle youth alike, but its leading lights have connections with the worlds of art, advertising, music and interiors that make them as potent as ‘designer’ brands many times their size. Showcasing over 30 of the most exciting and – importantly – pioneering of street wear brands, this book focu ses not on the endless me-too labels, but those that have shaped the market since the late 1980s. Cult street wear tells the stories of the people behind the brands – from entrepreneurs to graffiti writers, DJs to surf dudes to sneaker nuts, from LA to NYC, London to Berlin and Tokyo. It explores each brand’s cultural resonance, and explains why so many have gained a cult following while continuing to break new ground in a market with unlimited scope for innovation. Josh Sims is a freelance style writer, contributing to the likes of The Financial Times, The Independent, The Independent on Sunday, Mail on Sunday, Channel 4, the BBC, Esquire, GQ, Wallpaper and i-D. He is also author of Rock/Fashion (Omnibus), A Dictionary of Fashion Designers (Collins), Mary, Queen of Shops (BBC Books) and contributor to several fashion books from Taschen. He has extensive contacts within the style and mainstream. INFLUENCE OF STREET WEAR IN FASHION Fashion throughout last century has been continually changing, but only for the last sixty years has youth culture and the emergence of highly identifiable street wear trends had such an influence on popular fashion. The Beginning of street wear The 1950s was a time of change for the entire Western world, particularly with the post-war materialisation of popular culture via the media. The term ‘teenager was coined during this period, after the influences from film, music, television and magazines were for the first time, shaping a generation. The 1950s was particularly important as for the first time in history, young people had disposable money available to spend on themselves and they had the freedom to do so. Two particular styles came to light during this decade: Greasers and Preppies. The Greaser era took the biker look set by Marlon Brando in The Wild One (1953), and reinvented it for daily life with one key stable shining through: the denim jean. This was supplemented later in the 50s by the Preppy look, focused on fastidious tidiness and immaculate grooming, as enforced upon youth culture by collegian institutes. Freedom Influences Fashion The 1960s were highly influenced by pop music and the freedom of speech. Baby boomers were speaking out about politics in a way their parents were never able to through music, a liberation that flowed through to the popular choice in unconventional or risque fashion choices. The Mod style saw mini-dresses and tapered pants popularised as a way to show skin like never before. Later in the 1960s, the Hippy style saw a rebellion against the Preppy style of the 1950s which was forced upon many, which resulted in influence from alternative eastern cultures beads, kaftans and so on. Tunics and other Indian-inspired looks followed through the early 1970s, and the emergence of polyester opened a new door for colour and pattern which spurred on the next streetwear trend for the decade. Clothing inspired by modern dance and athleticism saw flared pants, jumpsuits and wrap-around items come into popular wear because of their comfort and versatility. Icons Influence street wear Music, once again, was the key influencer in fashion when the 1980s came around. The nightclubbing era saw comfort and innovation in stretch fabric popularised, and key pop stars like Madonna proved influential over fashion, with looks revolved around layering and baggy tops with tight-fitting bottoms. The late 1980s and early 1990s saw the first emergence of Hip H0p culture onto fashion, with African American nationalism being brought into mainstream view. Baggy sportswear as street wear was made popular by both hip hops stars and sporting heroes such as Michael Jordan, and brands like Nike and Adidas became popular stables in street wear for the youth of this era. Fashion Starts to Relax The mid to late 1990s brought surf culture to light. While most surf brands (Rip Curl, Billabong, Quicksilver) were developed in the late 1960s or early 1970s, they were purely ‘cottage suppliers for surfers for several years. Professional surfing became a popular interest amongst the 1990s youth with stars like Kelly Slater becoming poster-bound for bedroom walls. Logos which had initially been on surfboards were being transferred to T-shirts, and the relaxed nature of board shorts meant they became the street wear of choice for young and old alike. Looking to the Past The early 2000s saw hip-hop culture re-emerge in fashion, along with other hybrids of street wear trends from the past. For the first time in history, a specific New Zealand-driven trend emerged; one encompasses local influences rather than international fads. NZ Design Influences in street wear The style of street wear today amongst New Zealanders is focused on national pride, with influences from Maori culture and Kiwiana showing through in popular fashion. This trend in street wear was actually started by New Zealand designers as a wearable representation of nostalgic New Zealand giftware and home ware, taken from childhood memories of ‘The Kiwi Household. Kitschy imagery of Kiwi bird symbols, Maori Koru designs, beach reeds, airlines and even trusted food products, condiments and kitchen utensils have become the new muse for a new kind of street wear. Retro images are ever-present on the New Zealand youth today. While printed t-shirts and other street wear commonly feature these images of Kiwiana, accessories such as hats and jewellery too, are encompassing these icons in their design. Subsequently, these giftware and home ware products themselves have re-emerged as desirable commodities of New Zealand design. Street wear today So how can we define street wear today? Individuality is key, and you can find influences from every one of the past trends from the last sixty years present in casualwear everywhere you look. New Zealand design is more present than ever before, and for the first time a part of the New Zealand street wear landscape has not been taken directly from an international source it has been born from pure New Zealand cultural influences. Streetwear History with Fats â€Å"Fatsarazzi† Shariff How would you describe your current style and how did it evolve over the years? My Current Style†¦careful, I changed twice yesterday†¦ok, so my style has always been A Mafia B-Boy who occasionally dons Ralph Lauren. You know Panama Hat, Shirt Tie, Perhaps an RL Cardigan, 10 year old fucked up jeans Nice Pair Kicks or maybe some Two Tone shoes†¦no wait, Patent Deck Shoes†¦but you get the vibe. You saw the whole streetwear movement developing and you have been part of it. If you would have to slice the development up into 5 year eras since you got into it and comment on each what would you say? Firstly I would like to try and remember it all. But good question none the less. ok so here goes forgive me for not doing them all as 5 year Eras: 1984-1990 (18yrs-24yrs) DEVELOPMENT FRUITION There were as there is now a menagerie of Styles Sub Cultures that you could or could not identify with. But street wear then was known for a minute as Skate wear, as it was small in comparison to today. The seeds had been set there on the West Coast, I say West Coast as that is where I first saw the beginnings of street wear.

Free Essays on Commune

A) Describe a typical commune of the 1960s. In the 1950s the Communist government organized 800 million rural people into about 52,000 people's communes. The communes received production targets from the state and ensured that these targets were met. Each commune was divided into about 16 production brigades, which were further divided into about 7 production teams usually consisting of 100 to 250 people. Each level above the individual could hold land, tools, and other production materials under communal ownership, and each carried out a range of production activities. Under the commune system, it was possible to conduct large-scale experimentation with scientific farming, to plant crops in areas with the most favorable soil and other natural conditions, and to develop irrigation and drainage on an efficient scale. Although land was collectively owned, each rural household usually had access to a small private plot, which it was free to use as it pleased. Both production teams and individual households were also given autonomy to market products after official targets were met. In the early 1980s, in an effort to increase agricultural production, the government restructured the agricultural sector. The system of communes and production brigades was largely dismantled, and the household became the principal unit of agricultural production. Under the so-called household contracting and responsibility system, each household, after contracting with local authorities to produce its quota of specified crops, was free to sell any additional output on the free market. A major limitation of this system is its difficulty in achieving economies of scale. This refers to the economic principle that an individual household produces a smaller amount than a larger farm, but has some of the same basic expenses (for plows, for example) and therefore has a higher relative production cost. On a voluntary basis, some households have organized them... Free Essays on Commune Free Essays on Commune A) Describe a typical commune of the 1960s. In the 1950s the Communist government organized 800 million rural people into about 52,000 people's communes. The communes received production targets from the state and ensured that these targets were met. Each commune was divided into about 16 production brigades, which were further divided into about 7 production teams usually consisting of 100 to 250 people. Each level above the individual could hold land, tools, and other production materials under communal ownership, and each carried out a range of production activities. Under the commune system, it was possible to conduct large-scale experimentation with scientific farming, to plant crops in areas with the most favorable soil and other natural conditions, and to develop irrigation and drainage on an efficient scale. Although land was collectively owned, each rural household usually had access to a small private plot, which it was free to use as it pleased. Both production teams and individual households were also given autonomy to market products after official targets were met. In the early 1980s, in an effort to increase agricultural production, the government restructured the agricultural sector. The system of communes and production brigades was largely dismantled, and the household became the principal unit of agricultural production. Under the so-called household contracting and responsibility system, each household, after contracting with local authorities to produce its quota of specified crops, was free to sell any additional output on the free market. A major limitation of this system is its difficulty in achieving economies of scale. This refers to the economic principle that an individual household produces a smaller amount than a larger farm, but has some of the same basic expenses (for plows, for example) and therefore has a higher relative production cost. On a voluntary basis, some households have organized them...

Pectinase and Protease essays

Pectinase and Protease essays NOTE:Just so you know, I received full 100% on this paper. By the way, I am doing the I.B. An enzyme is simply a protein which acts as a catalyst in biochemical reactions. Each enzyme is specific to a particular reaction or group of reactions. Since enzymes act as catalysts, they are considered to be tremendously precious to industrial biotechnology. Attempts to use enzymes in the manufacturing field have been recorded as far back as the late 1800s. Since then, weve come a long way. Now a days, enzymes are commonly used by industries to process starch, brew and make cheese. There are two enzymes, which are exceedingly important in the biotechnology industry, they are pectinase and protease. Pectinases are actually a mixture of enzymes, which, along with others such as cellulase, are widely used in the fruit juice industry where they are widely used to help extract, clarify and modify fruit juice. Pectins are large polysaccharide molecules, made up mainly of chains of several hundred galacturonic acid residues. Enzymes in this pectinase group include polygalacturonases, pectin methyl esterase and pectin lyases. These pectinase enzymes act in different ways on the pectins, which are found in the primary cell walls and in the middle lamella. Pectins are well known for their ability to form gels. Pectinases are produced during the natural ripening process of some fruits, where together with cellulases, they help to soften their cell walls. These enzymes are also secreted by plant pathogens such as the fungus Monilinia fructigena and the soft-rot bacterium Erwinia carotovora, as part of their strategy for penetrating the plant host cell walls. In fact, the products of such enzyme assaults act as a signal which induces uninfected cells to defend themselves. Protease refer to a group of enzymes whose function it is to break down proteins and are also referred to as proteolytic enzymes or proteinases. T ...

MIH512-Demography and Health (Module 2-CBT) Essay

MIH512-Demography and Health (Module 2-CBT) - Essay Example The reliability of the data presented is excellent because the U.S. census bureau administers the site. Another good site is found at the University of Virginia. The URL for the site is http://fisher.lib.virginia.edu/collections/stats/histcensus/. The name is referred to as the Historical Census Browser. Data for each census from 1790 to 1960 is available. This resource is outstanding because the data is organized neatly in charts and graphs. There also is a function called â€Å"MapIt† that will create a chloropleth map for any data set. The data would be very accurate because the University of Virginia is a well-respected institution of higher education. Poor information would lessen their academic standing. A third site with census data is the Tiger mapping service of the U.S. census bureau. The URL is http://tiger.census.gov/. This information is excellent but the maps are difficult to produce. The service is slow and the maps do not offer much flexibility as far as manipulating data and copying. The information is dependable because it comes from the U.S. census bureau. A great site for gathering census data on the country of Brazil is found at URL http://www.ibge.gov.br/english/. The IBGE is the Brazilian equivalent of the U.S. census bureau. It differs in that this agency seems much more concerned with gathering statistical data on agricultural and geographical data and not just population data. The site has an official feel to it and it is obviously administered by a governmental agency. The major drawback is some of the reports and statistics are not presented in English. The home page has an English option, but other parts of the site are not yet translated. A second site that gives census statistics for foreign trade is the U.S. census bureau at URL http://www.census.gov/foreign-trade/balance/c3510.html. Though this census information is specific to foreign trade with the U.S. it still is a good,

Reflective writing an essay about my coarse Example | Topics and Well Written Essays - 1500 words

Reflective writing an about my coarse - Essay Example The four days course was organized for the importance of the condition and the need for such knowledge imparted on all of us. In all the sessions, I felt that the content was directed at my experience and fulfillment. Throughout the course, from registration through the day to day activities and group discussions, I felt fulfilled. This was further assured by the commitment of the instructors, Graham Rena and Anwar Mohammad who seemed to read my mind. Graham, for instance, had a sense of humor that made each session memorable and an activity to look forward to. I could always feel comfortable and rather relaxed when the tutor was in session. The mastery of the content and how well he articulated it to the care I have experienced first-hand made it look real and enjoyable. Anwar, on the other hand, provided me with a different perspective of the care. The content mastery had a way of challenging my thoughts making every point a new insight. These quality tutors made the course not only enjoyable but also educative and easily applied in my case at home and in the future. Basing on the new knowledge I obtained from this course, and my experience in the group work activities, I am now happy to indicate several things. First, I now know the importance of insulin as a remedy for increased blood sugar. This has been well explained to make each instance I am administering insulin to the patient a new experience. I can now explain to the patient the importance of the drug and why adherence is so important. Secondly, I have gained a deeper insight into the relationship that exists between diabetes and other common health conditions such as obesity and hypertension. This also contributes to my knowledge and practice in that in the future, a patient with these conditions may be subjected to blood glucose test as part of comprehensive management. When working in a healthcare setting in the current world, I have always held as

Free

Freedom of speech Essay Freedom of speech and the liberty to uphold oneÂ’s expression has long been the subject of many debates. It has taken centuries if not years for mankind to come to a point where many can easily voice their opinions without having to ponder over the consequences. But one should always know where to draw the line. Freedom of expression also needs to have its limits. Two of the masterminds who put forth their work on liberty and freedom of speech were John Stuart Mill and Jean-Jacque Rousseau. The concepts penned by Rousseau contradict those that were constructed by Mil; while the former focused on the functioning of the society as a whole, the latter advocated the rights of the individual to his freedom. Mill basically argument in his piece ‘On LibertyÂ’ allows for Utilitarian approach. His main idea was to give society and human nature a complete independence to mature and expand in infinite ways and direction. The main idea revolved around the kind of power that can be placed upon the individual by the society, and how that power was wrong unless exercised in self-defense. In particular, minorities were often the ones being oppressed. Mill pointed out that this tyrannical behavior was being supported by the major thinkers of that day. Public opinion followed the opinion of these thinkers and hence ended up doing the same. ‘On LibertyÂ’ sought to diminish the power the society had over an individualÂ’s freedom by giving that individual the freedom of speech. It was identified through the works that most people had precedent and preference which further provoked dissent and thus pressurized people. Mill also noted that there was no way of judging people on their inte rference into another personÂ’s private affairs. MillÂ’s idea of complete and total independence from society is contradicted in RousseauÂ’s works ‘The Social Contract,Â’ according to which man was restricted by the state and society that he existed in, once he became a part of the land he gave up the right to himself; society had a right upon the individual which he agrees to when he chooses to exist within a given society. This, he believed, was done for the greater good of the entire society; thereby his main focus was the society and not the individual, unlike Mill. For Rousseau, society itself was like a collective individual and that collective entity was sovereign and not a singular entity. He  allowed for individuals having their own aims and goals, but asserted that the will of the collective paved way for the greater good. By this definition he gives the society the power to act for the greater good and confirms that authority as absolute. He even goes as far as to recommend the death penalty for anyone who goes against this norm. Their ideas give us two different facets of life. Should one speak oneÂ’s mind or work for the greater good of the society?Mill believed in supporting diversity while condemning conformity by rejecting any form of manipulation that could be applied to a personÂ’s opinion or behavior. It was the revolutionary authorÂ’s belief that liberty forms the basis of much of the social progress that takes place. Through ‘On Liberty,Â’ it is asserted that freedom of speech is important primarily because to begin with, the opinion which most find disdainful maybe the correct one. Secondly, even if one voices a direly disproportionate view, refuting it will only help strengthen the general understanding of the topic amongst the masses. It was MillÂ’s belief that by continuously voicing thoughts, ideas and questions people kept society moving and defied stagnation. ‘The Social Contract,Â’ on the other hand goes onto state that the authority the ruler has over the state is like that of the father over his child. There is literally absolute control. Through RousseauÂ’s argument we are told that the mighty are the fittest to lead and decide what is best for the entire society. The wellbeing of the society depends on it functioning as one body, mind and soul. Each individual is part of the grand scheme which is built around the orders of the sovereign i.e. the rulers of the state. Mill charted three categories of freedom and asserted that the society was to abide by all three, if it were a free society. The first was freedom of thought and opinion, the second being the right to plan oneÂ’s life and future and the third to associate with other individuals on mutual grounds. The main idea behind this was that one should be able to pursue their own whims without hurting others in the process. Rousseau also has three implications of the contract. The first one being the fact that the conditions of the contract are same for everyone which is why everyone will collectively make it easier for everyone else to follow, secondly an individual cannot stand against the authority because he has given up that  right because he is a part of the state, and lastly, there is completely equality ergo the natural freedom that people enjoy stays intact, regardless of the social contract. It was in the ‘Discourse of InequalityÂ’ that Rousseau observed of inequality that the powerful has the choice between giving the masses an equal piece of the pie or letting the masses rot while they took everything for themselves. He was not an advocate of the powerful; he merely illustrated how the meek must always follow them because they have no other choice. The problem with RousseauÂ’s approach is that it completely rejects the claim that minorities or small groups may have on the society. If the masses chose to, they can quite literally annihilate any small sects that they wish without as much as a blink of an eye. In this regard, we are forced to side with MillÂ’s argument. However, ‘On LibertyÂ’ has its own faults because it focuses too much on the individualÂ’s needs without paying much heed to the society. Mill believed that the only instance where any one person or the society itself was justified in interfering with someoneÂ’s freedom was for their own self-preservation. In this way MillÂ’s only restriction on liberty was when it ended up harming other people, for which he advocated restraint. He was against the idea that meddling in someoneÂ’s affair. Diversity was not something to be toyed with, but the right to liberty was to be treated with respect. One has to also note that much of MillÂ’s work is at times vague on the limitations that can be placed on an individual. Another weak point is his extreme emphasis on the individual and not creating a balance between the individual and the society. While the individual was required to support the society he/she lived in, that by no means gave society any right to probe into their matters. As stated in the ‘Discourse of Inequality,Â’ “The difference between good and bad men is determined by public esteemÂ… The rank of citizens ought, therefore, to be regulated, not according to their personal merit Ââ€" for this would put it in the power of the magistrate to apply the law almost arbitrarily,” this shows that he believed that individuality would only hinder the laws that had been catered to the society as a whole. If each person was to be accounted for then the whole as Rousseau saw it, would come to a halt. Both authors present two extreme ways of life. while one advocates complete and total freedom, albeit not at the expense of others, the other goes on to suggest that freedom is restricted only is what the choices someone more powerful has selected for the majority. For freedom of speech both arguments do not fit. There needs to be a balance between the two. One cannot allow complete and total freedom of speech because inadvertently, whether it was intended or not, an individual may end up harming the society he/she lives in. If everyone began to voice a million different point of views at the same time there wouldnÂ’t be diversity, there would be chaos. Similarly, if the entire society was to follow the whims of a few men and women then society will not be able to move on. New ideas would never develop; people would never gain knowledge because knowledge would itself become restricted. Someone needs to stop talking to allow for the silence that precedes anotherÂ’s idea. History shows us that without speaking oneÂ’s mind, no real revolutions would have taken place, that being said, history also shows us how massive panic can sweep nations because of the freedom of speech that was given to the people. A balance between the two is needed. Social responsibility needs to be practiced with the freedom of speech; the two should be taken as a packaged deal and not separately. Works Cited Rousseaus Social ContractRousseaus Discourse on InequalityMills On Liberty

Film History Essays -- The Silent Era of Film

In the early years of narrative cinema there was little pressure on filmmakers for the ‘evolution of film forms before nickelodeons’ (Salt, 1990, pp31) as cinema neither became a mass nor high cultural product and was still a novelty but ‘Production companies’ profits were based principally on the sales of longer fiction films’ in the later years (Musser, 1990, pp256) so focus was made for the production of popular narratives so I will show how the early development of narrative evolved from trick films to complex narrative. I will analyse the short film Mary Jane’s Mishap (1903, Smith) and an extract from the seminal The Birth of a Nation (1915, D.W.Griffith). Mary Jane’s Mishap was made when ‘multi-scene films were becoming popular’ (Salt, 1990, pp32) It is notable for its use of experimental transitions. To ‘separate successive scenes’ (Salt, 1990, pp32) Smith used vertical wipes to transition to wider framed shot. This efficiently showed an ellipsis in time from the funeral to people visiting her grave. D.W.Griffith also used inventive shots but popularised them rather than inventing them, such as tracking shots adding pace the characters movement and the narrative. In the silent-era of film insert titles were important in explaining the narrative to the primitive viewer not well-versed in film, especially in films where the audience were not familiar with the story unlike ‘Porters The Night before Christmas‘(Musser, 1990, pp258). Griffith used insert titles which ‘changed around 1905 into summaries of the action’ (Burch, 1990, pp221) As the film had a ‘self-sufficient narrative’ (Burch, 1990, pp221) that ran for over three hours, with poor camera quality to recognise characters. But they were ‘systematically anticipating t... ...ows this film as being a transition between the early trick films and narrative cinema. The Birth of a Nation has evolved in ‘relation to the articulation between shots in term of space and time’ (Gunning, 1990, pp89) it is of the third and fourth cinà ©-genres. As the ‘multi-shot narrative’ of approximately three hours long is edited as to the ‘cut is de-emphazised’ (Gunning, 1990, pp89) and is placed in the ‘fourth genre’ as the plot is disrupted through parallel editing (Gunning, 1990, pp90). In conclusion, we can see in film narrative The Birth of a Nation has progressed from the trick film narrative of Mary Jane’s Mishap to being identified according to Gunning as being of the third genre, due to both profitability and popularity of realistic cinema Moving from being of theatrical proscenium to complex cinematography to tell a story suited for the screen.

Narrative Report Cwts

NARRATIVE REPORT Presented to The Faculty of School of Business University of Rizal System Pililla, Rizal In Partial Fulfillment of the Requirements for the subject In NSTP-CWTS ANA KATRINA D. BELLIDO DCS 1-A March, 2013 APPROVAL SHEET This narrative in NSTP – CWTS prepared and submitted by Ms. Ana Katrina D. Bellido, in partial fulfillment of the requirements in NSTP-CWTS is hereby recommended for approval. MRS. MA. CECILIA L. SANTOS DateNSTP-CWTS Instructor URS Pililla CERTIFICATIONThis is to certify that all the activities and expectations required by the NSTP-CWTS program conducted at Sitio Pulong Hubo, Barangay Halayhayin Pililla, Rizal was undertaken by Ana Katrina D. Bellido. , Diploma in Computer Secretarial students of University of Rizal System Pililla, Rizal. Issued this day of March 2013 at Halayhayin Pililla, Rizal Barangay Hall. Barangay Captain ACKNOWLEDGEMENT We would like to acknowledge the person who used to be our guide and believer of what we can do serving the community.It is now are privilege to thank those particular person’s who help us achieving the goals we’ve almost ——— ———— after everything that we had experience for the whole semester, where in our abilities and skills were really challenged, the cooperation, the initiatives of each members, the way we talk not only within the team but also to those higher and positioned names in the society and of course leaving big decisions every time we make new moves, each session we meet. Thanks to Mrs.Cecilia Santos, coordinator of NSTP-CWTS and NSTP-CWTS adviser, we thank you for giving us an inspiration to be a better server for the community and stronger every time we fail to succeed w/ our tasks and forgot our obligations in sometime. On behalf of my group mates, GROUP 3, we Thank You!!! Ana Katrina DEDICATION This report is lovingly dedicated to our  instructor,  Mrs. Cecilia Santos,  classmate,  friends, and f amily, for their continued support, encouragement, motivation, inspiration and understanding throughout the period of my studies.Without them, I wouldn’t have made it. Ana Katrina†¦ TABLE OF CONTENTS PAGE PART I Title Page i Approval Sheet ii Certification iii Acknowledgement iv Dedication v Table of Contents vi Chapter IIntroduction IIBrief History IIINarration of Experience  ¦ Oplan Linis  ¦ Feeding Program IVAccomplishment VConclusion PART IIAPPENDICES Pictorials PART IIIPROFESIONAL READING CURRICULUM VITAE CHAPTER I Introduction INTRODUCTION * Republic Act (R. A. 9163 – also known as National Service Training Program (NSTP) Act of 2001 * Republic Act 9163 is an act establishing the National Service Training Program (NSTP) for tertiary level students, amending for the purpose Republic Act 7077 and Presidential Decree 1708 and for other purposes. * R. A. 9163 – enacted on January 23, 2002- date of approval and signature of President Gloria Macapagal-A rroyo. What is the guiding principle in establishing the NSTP? Section 2 of R. A. 9163 affirmed that it is the prime duty of the government to serve and protect its citizens.In turn, it shall be the responsibility of the citizens to defend the security of the state and in fulfillment thereof, the government may require each citizen to render personal, military or civil service. What are the goals of the State from among the youth in nation building? In recognizing the vital role of the youth in nation building, the state shall promote their civic-consciousness and develop their physical, moral, spiritual, intellectual and social well-being. It shall inculcate in the youth patriotism and advance their involvement in public and civic affairs.What should the state do to pursue the fore cited goals? The youth shall be motivated, trained, organized and mobilized in military training, literacy, civic welfare and other similar endeavors in the service of the nation. What is the National Se rvice Training Program (NSTP) all about? It is a program aimed at enhancing civic consciousness and defense preparedness in the youth by developing the ethic of service and patriotism while undergoing training in any of its three (3) program components.What are the three (3) program components of NSTP? 1. Reserve Officers Training Corps (ROTC) – is a program institutionalized under section 38 and 39 of RA 7077 designed to provide military training to tertiary-level students in order to motivate, train, organize and mobilize them for defense preparedness. 2. Literacy Training Service (LTS) – is a program designed to train students to become teachers of literacy and numeric skills to school children, out-of school youth and other segments of society in need of their services. . Civic Welfare Training Services (CWTS) – refer to the programs or activities contributory to the general and betterment of life for the members of the community or the enhancement of its fa cilities, especially those devoted to improving health, education, environment, entrepreneurship, safety, recreation and morals of the citizenry. Are there any institutions not covered by the NSTP?Philippine Military Academy (PMA), Philippine Merchant Marine Academy (PMMA), National Defense College of the Philippines (NDCP), Philippine Public Safety College (PPSC) and other schools similar stature, in view of the character of their institutions, shall not be covered by the NSTP. THE VISION To develop the youth as social entrepreneurs giving the community as value driven innovators to national piece. THE MISSION To promote and integrate value education transformation leadership and sustainable mobilization for the youth and family development community to national security and global solidarity.OBJECTIVES 1. To promote and protect the physical, mental, spiritual and social well being of the youth. 2. To inculcate patriotism and nationalism among the youth. 3. To encourage their invol vement in the public and civic affairs. CHAPTER II Brief History â€Å"BRIEF HISTORY OF BARANGAY HALAYHAYIN† Pililla is a great place to experience the true culture of a province. It has preserved some religious and non-religious tradition such as the Santa Cruzan or Florez de Mayo, wherein beautiful men and women walk all over town on their gowns.Town Fiesta during the month of July is being visited by people from the city to experience great celebrations especially the amateur shows at night. Like other towns, Pililla holds basketball league competitions for youth during summer. Pililla is also a favorite destination of road cyclist because of its asphalted road specifically in Sitio Bugarin in Barangay Halayhayin. Barangay Halayhayin is one of the nine Barangay in Pililla, Rizal and considers as a Barrio located in the heart of its municipality and insited in the Bay of Laguna Lake.Halayhayin was composed of two Sitio namely Bugarin and Pahang and its Poblacion (Malihim, K awayan Farm and Mahabang Sapa) with an estimated population of 6,400 as of 2008. The history of Barangay Halayhayin is no far from the history of Cainta, Rizal where the name Cainta came from the word (KA-INTA) meaning KA call of respect to the elder and INTA as name of the person who is being called by the boy asked by the Japanese (What is the name of this place.Sometimes in the history of Pililla Rizal a man considered as one of the Spanish Soldier came to ask a native of this place and ask what is this place called in their language, but the native twice think what the man is saying and finally came his understanding that the said man is asking for some food and he call his wife to prepare some foods in the Filipino language (HALA-HAIN) then the man who’s asking the name of the place assume that the place called HALAHAIN. After a couple of years HALAHAIN became HALAYHAYIN.Today Halayhayin celebrate its Fiesta in the 1st day of January honoring the patron of Santo Nino and eventually change as the patron of Mary Mother of God. According to the narrations handed down from generation, this Barangay was formerly called Bulawan, which means gold. The area is surrounded by rich mountains and lake that’s why the early residents were engaged in farming and fishing as their main source of income. Stories were told by the elders that when Spanish came in the place, it was lunch time.They dropped by the first house they saw the Spanish official asked the father of the family the name of the place. The father did not understand their language but he thought they were asking for some food so he told his wife, hala†¦. hain†¦. hain (meaning go and serve). The offiocer recorded it and called the place Halayhayin, which evolved and up to this time, the place are called HALAYHAYIN. Physical profile Composition and Location Halayhayin lies at the western side of Sierra Madre bounded on the north by Barangay Bagumbayan (2 kms. From Brgy.Hall to Municip al Hall, on the east of towns of Sta Maria and mabitac Laguna) 15 kms. from Brgy. Hall to Sitio Bugarin, on the west of Laguna de Bay 800 meters from Brgy. Hall to Laguna Lake and on the side of Brgy. Quisao 2 kms from Halayhayin Brgy. Hall to Quisao Brgy. Hall. It has 5 sitios namely Pahang, Malihim, Bugarin, Rambo, and Mahabang Sapa. CHAPTER III Narration of Experience â€Å"NARRATION OF EXPERIENCES† OPLAN LINIS†¦ FEEDING PROGRAM†¦ February 8, 2013, at Sitio Pulong Hubo, Halayhayin, Rizal, URSP NSTP students held an Outreach Program it was the feeding program for the malnourish child of the said Barangay.At 9:00 in the morning Mrs. Cecilia Santos the NSTP adviser of URSP students cheeked the attendance. Before 10 o’clock parlor game (with prize) hosted by the leader and members. At 10 o’ clock was the feeding program. And all URSP NSTP students feed the child they choose. After the feeding program, Barangay Pulong Hubo gave their message to thanks UR SP for helding our outreach to their barangay. With the warm support of our NSTP adviser, the first outreach program successfully done at exactly 11:00 am. CHAPTER IV Accomplishment WORK ACCOMPLISHMENT† The activities stated below were the activities done and accomplished successfully by group. ACTIVITIES| DATES| PLACE| Oplan Linis| January 2013| Pililla, Rizal| Feeding Program| February 2013| Sitio Pulong Hubo Brgy. Halayhayin Pililla, Rizal| CHAPTER V Conclusion â€Å"CONCLUSION† The overall impact of the activity is linked to develop and promote the core URIAN values. In order to up press and kindle the spirit of the true URIAN community upholding the values of Unity, Religiosity, Integrity, Altruism and Nationalism. UNITY.We have united as a class in extending service to the chosen community. We learned to trust, work as a team and build a strong foundation to realize projects for the betterment of the society. We have created strong bond during presentations and gr oup activities. RELIGIOSITY. We have fulfilled our moral obligations extending a helping hand to communities putting God first in every actions and activities we are tasked to enable inside and outside the school premise. INTEGRITY. We have performed different tasks with conviction not only because of superficial reasons.The activities became a living proof of every individual’s capabilities to do better, a prize and trophy for oneself and everyone. ALTRUISM. We have poured commitment and hard work in providing genuine services for the less fortunate in the name of community involvement. NATIONALISM. We have paid tribute and gave honor to our countrymen when we have represented the Filipino people with loyalty and respect in rendering services. PART II Appendices  ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦ â€Å"PICT ORIAL† Feeding Program Checking of Attendance The Pulong Hubo Selected Children Feeding the selected children of Pulong Hubo

Multivitamin Review

It has always been a practice by children or adults to take in multivitamins daily. â€Å"Prevention is better than cure† as what most adults usually say. Multivitamins are essential to your body since it provides the necessary vitamins and minerals to support you metabolic processes and helps in preventing chronic diseases. Vitamins are organic compounds needed in the diet in small amounts to promote and regulate the chemical reactions and processes needed for growth, reproduction, and the maintenance of health (_______ p.236). While minerals are elements needed by the body in small amounts for structure and to regulate chemical reactions and other body processes (______ p.280). Daily intake of multivitamins gives short-term benefits like boosting your energy and helps you combat physical stress to maintain an active lifestyle. It also provides better vision and better memory. While some of the long-term benefits include reducing your risk of cardiovascular disease, cancer and osteoporosis. Using tables 8.2 and 8.3 in Ch. 8 (pp.239-240, 262), and Tables 9.1 and 9.6 in Ch.9 (pp.288, 301-08), over-the-counter multivitamins could only meet the Recommended Daily Intake (RDI) for Adults if these are taken in combination to a healthy and well-balanced diet as suggested by the Food Pyramid Guide. The amount of a vitamin in a food depends on the amount naturally found in that food as well as how the food is cooked, stored, and processed. The vitamins naturally found in foods can be washed away during preparation, destroyed by cooking, or damaged by exposure to light or oxygen (____ p.237). This is why it is recommended and is important to take in multivitamins everyday to maintain good health. It compensates for the lost nutrients in many of the foods we eat. Does taking a multivitamin everyday raise your intake of a particular vitamin or mineral to near-toxic levels? Vitamins are divided into two types: water-soluble and fat-soluble. Most vitamins purchased over the counters are water-soluble. Anything taken in excess of the RDI is excreted off in the urine. Also, vitamin and mineral contents in 1 dosage of a multivitamin contains less than 100% of the RDI and the Tolerable Upper Intake Level (UL). So generally, it is safe to take multivitamins everyday. However, since multivitamins make good nutritional sense, it should not be abused. Some people who experience mild illnesses attempt to cure themselves by taking in more than the recommended dosage of their multivitamins thinking that it will speed up their recovery. This should not be the case since some health conditions require special medical attention. Too much vitamins and minerals in your body can be toxic. Some of the consequences of toxicity are nausea, diarrhea, vomiting, fatigue, hair changes, kidney damage, bone abnormalities, high/low blood pressure, anemia, brain damage, rashes, tingling extremities, sweating, etc. As always, too much of anything is bad. References Karani, R. (2006, March). The truth about multivitamins: can taking a multivitamin every day really help you stay healthy? Focus on Healthy Aging. http://findarticles.com/p/articles/mi_m0ZRQ/is_3_9/ai_n17213371 *Note: There are blank spaces after the quotations. I don’t know the title and the author of the reading sources that you gave me. Kindly just fill it out and include it in the references. Also this response is more than the required number of words but it’s hard to answer all the questions, do citations and make a point with just a limited 300-word response. Sorry I know this is very late already. But I tried.   

Medical Coding Essays

Medical Coding Essays Medical Coding Essay Medical Coding Essay Abdominal aortogram. The right groin was prepped and draped in the usual fashion. Seldinger technique was used to enter the femoral artery. A 6-French sheath was placed. A pigtail catheter was introduced in the upper abdominal aorta, and an AP aortogram was done using the DSA cut film technique using 20 cc of Omnipaque. Results: The abdominal aorta appears mildly irregular above and below the renal arteries, with no significant stenosis. (Separate the codes with a comma in your response as follows: YOOO (X.) CPT codes: (surgery code) 36200, (Radiology code) 75625-26 The physician repairs a large laceration of the diaphragm that occurred during a car accident from the seat belt the patient was wearing through a transabdominal approach. code: 39501 Mr. OBrien presents to his cardiologists office complaining of chest pain. Dr. McCoy, the cardiologist, decides to obtain a cardiovascular stress test. Because Dr. McCoys office does not have the proper equipment to perform this test, he sends Mr. OBrien stress test as well as provides his interpretation and written report. Report Dr. McCoys service. Separate the codes with a comma in your response as follows: XXXXX, XXXXX.) CPT codes: 93016, 93018 Right and left heart catheterization, selective coronary angiography, and left ventriculogram. The patient was prepped and draped in the usual sterile fashion and sedation was administered for a total of fentanyl, 25 mcg V, and Versed, 0. 5 mg V. One percent lidocaine was infused in the right groin and a 7-French sheath was inserted in the right femoral arter y. A 7-French Swan-Ganz catheter was advanced through the right heart chambers and into the pulmonary artery. After pulmonary capillary wedge pressure and pulmonary artery pressures were obtained, hermodilution cardiac outputs were measured. The Swan-Ganz catheter was then pulled back to the right heart chambers prior to removal. Selective coronary angiography was then performed. A 6-French JL4 catheter was used for selective angiography of the left coronary artery and right coronary artery. A 6-French pigtail catheter was used for RAO left ventriculogram using a hand injection. Following the procedure, the sheaths were removed and hemostasis was achieved using VasoSeal. The patient tolerated the procedure well without complications.

Transition to Full-time Freelance Writing Just Took a Bit of Math

Transition to Full-time Freelance Writing Just Took a Bit of Math Like many people who want to write for a living, I was much better in English class than math. But, once I crafted a loosely-defined mathematical equation about freelance writing income, I easily transitioned into full-time  freelance writing. I began writing professionally as a side gig in 1990, working other non-writing jobs for steady income. I then began working in writing-related jobs while growing my freelance business- and then became fully self-employed when I created the following mix of income streams:   Ã‚     Creating content for clients of digital marketing agencies   Ã‚     Creating content for clients where I directly contract with them   Ã‚     Writing books   Ã‚     Teaching/consulting/mentoring/speaking gigs   Ã‚     Editing content   Ã‚     Doing creative writing projects Here are benefits of each. Digital Marketing Agency Content Digital marketing agencies are companies that offer blogging and copywriting services, among other offerings such as SEO, to clients. Often, they get more writing work than they can handle, so they outsource it. To find agencies in my state, I’d type this in Google: digital marketing agencies Ohio. I’d then click on the Google Map that shows up and contact numerous agencies that show up. I’ve also found opportunities at FreelanceWritingGigs.com. With this type of work, I’m given monthly writing assignments from the agencies, often for several of their clients, and then I get paid directly from the agency: one monthly invoice, one monthly check per agency for me. Directly Contracting with Clients Typically, I can get a higher rate when I work directly with a client, which is a plus. So, you can make more money Writing books At any given time, I like to have a book in some stage of development. To date, I’ve traditionally published 14 (and I’m considering self-publishing a book of poetry). The advantage of including book publishing in the mix is that you can gain fairly significant publicity for your work through being an author, plus this is one of the best ways to get speaking gigs- plus there is the income from book sales. I wouldn’t want to rely solely on royalties and book signings, but it plays a role. I find that books appealing to niche audiences to be the most in demand. These include Hidden History of Lorain County, About Boomerangs: America’s Silent Sport and Joe Jackson: A

Mrs. Fields Write Up... ISMG 3000 Case Study Example | Topics and Well Written Essays - 1250 words

Mrs. Fields Write Up... ISMG 3000 - Case Study Example This was followed by the creation of Combination Stores that were not merely Cookie Selling Stores but also offered a wide range of other bakery products like Croissants, Bread, Hot Soups and sandwiches etc that were all being sold initially under the brand name of La Petite Boulangerie separately that had now been purchased by the Fields’. Moreover, these were not only store outlets but were sit-down cafes as well. The Field’s took these actions because they wanted to expand on their existing business. They were afraid that their name was well established in the present times but this may not be persistent and the monotony in their products and sales outlets may lead to the drifting away of their trusted customers as well. Since they were earning stable benefits and all their business processes were running smoothly Mr. Field thought that the merging of one or more companies into their existing setup would bring the well hailed boost to their product line. Mr. Field was primarily eyeing the revenue that he expected would be generated when the merger of the purchased companies would eventually be complete. Mr. Field was foreseeing the purchasing over even more new stores as a result of the revenue he expected to earn after this practical merger. His main motive was that he will have enough profits to make future payments by them. The demographical strength of the fields’ store, he thought would not effect any slight fluctuations in the economy that might take place during the transitional process of incorporating new companies and earning profits for the further new companies that were expected to be added to the combinational Stores’ Chain. Being an LPB store manager I wouldn’t be the happiest person on Earth. The company thatwas managed by me was being sold to another owner and rather than being downsized. Thus the

Pablo Picasso and Jackson Pollack Essay Example | Topics and Well Written Essays - 500 words

Pablo Picasso and Jackson Pollack - Essay Example In case of Jackson, it is rather different because he was more interested in raising questions than answering them. His paintings are believed to be the sources of exploring oneself and he always attempted and tried to help the audience in the process of imploration, Jackson’s work is all about finding one’s true potential. The artist used dull colors like black, grey and white in contrast. The themes that he used told a lot about him and his life as he was always looking to communicate his frustration, anger and confusion through his works. Pablo on the other hand, lived a very fulfilling and satisfied life and because of this reason, his paintings promoted happiness and pleasure in the world. The basic and fundamental purpose of writing this essay is to compare and contrast the works of Picasso and Pollack that go by the names of â€Å"Three Musicians† (Picassso, Three Musicians) and â€Å"Shewolf† (Pollock, Shewolf) respectively. The work of Picasso was painted in order to tell the people to make the most of their life by creating harmony with one and another as musicians play their pieces and add to the mass of this universe by pleasuring the people. The deep sense of Picasso’s own perception towards reality was revealed through the featured painting.

Project Statistics Example | Topics and Well Written Essays - 750 words - 1

Statistics Project Example I am satisfied that the sites I used are valid because it is the Bureau of Labor Statistics (BLS) website. a. Boxplot: Figure 2 shows the Side-by-side Boxplot of 2003 and 2013 unemployment rates data. There appears that the state unemployment rates for the year 2003 were higher as compared to the year 2013. b. Scatterplot: Figure 3 shows the Scatterplot of 2003 unemployment rates (predictor variable) and 2013 unemployment rates (response variable). There appears a positive relationship between 2003 and 2013 state unemployment rates. The average state unemployment rate for the year 2003 was 6.31% and varies from the mean by about 1.47%. About half of the state’s unemployment rates were below 6.4%. About one-quarter of the state’s unemployment rates were below 5.4% and about one quarter of the state’s unemployment rates were above 7.4%. The minimum and maximum unemployment rates were 2.7% and 9.3% respectively. The distribution of state unemployment rates for the year 2003 is approximately normal. The average state unemployment rate for the year 2013 was 5.20% and varies from the mean by about 1.02%. About half of the state’s unemployment rates were below 5.0%. About one-quarter of the state’s unemployment rates were below 4.4% and about one quarter of the state’s unemployment rates were above 5.8%. The minimum and maximum unemployment rates were 3.2% and 7.7% respectively. The distribution of state unemployment rates for the year 2013 is approximately normal. There is no outlier for the 2013 state unemployment rates, as all data values lie in-between lower fence (2.3%) and upper fence (9.8 %). The presence of outliers in a data set tells that they are unusual values and can have an effect on the overall mean and standard deviation. The visual analysis of scatterplot suggests a linear model for the data. Below regression analysis shows the Minitab output for the linear regression analysis taking 2003

Environmental impacts Essay Example for Free

Environmental impacts Essay Environmental impacts of fuel utilization include critical issues such as resource and pollutant issues. The analysis on quantifying the extent should include greenhouse gas emissions and its effect to the environment. Worldwide, the demand for biofuels has been increasing dramatically. With the fast depleting fossil fuels, current initiatives to attain energy sufficiency and sustainability is being pursued with biofuels as one of the alternatives, Moreover, the utilization of alternative fuels is being proposed to address current environmental issues on global warming. Studies on biofuels, specifically bioethanol and biodiesel showed promising results in reducing GHG emissions and in turn create a positive impact on the environment. Given the increasing demand for biofuels, benefits brought about by its utilization is expected to be significant specifically on the reduction of greenhouse gas emissions. While there are issues on land use and energy balance for biofuels, extensive research should be conducted in order to identify the most viable biofuel feedstock as well as other aspects in its production and utilization. Introduction Biofuel refers to fuels made from biomass and primarily used for motive, thermal and power generation. The earliest experiences in combustion were with the utilization of solid biofuels for domestic needs. Later, liquid biofuels became equally valuable energy resources. Years before the discovery of petroleum, ethanol was already being used as lamp fuel. By 1860, distilleries in the United States of America produced at least 90 million gallons of alcohol per year for lighting. Vegetable oils were also found to be good home heating oils and engine fuels for stationary power systems. Rudolf Diesel has originally invented the diesel engine to run on vegetable oil specifically from peanut. Samuel Morey developed an engine that ran on ethanol and turpentine as early as 1826. Nikolaus Otto, the German inventor who is best known for his development of a modern internal combustion engine, used ethanol as the fuel in one of his engines in the year 1860. Henry Ford’s first automobile was fuelled by pure ethanol. He also fabricated the first flexible fuel vehicle (Model T in 1903) which is fuelled by either gasoline or ethanol or by a mixture of both. Cars and other vehicles, however, begun running on cheap crude oil or petroleum as soon as reserves were discovered in the United States of America. Nevertheless, biofuels remained important energy resources competing with imported oil in countries such as Germany and Great Britain up to the close of World War II. Biodiesel Biodiesel, classified as a renewable and biodegradable diesel fuel which is produced thru extraction of natural fats and oils. It can substantially reduce green house gas emission due to its low sulfur content. It is now commonly used in various parts of the world. Biodiesel can replace petroleum diesel in both the transport and non-transport applications. A shift in the utilization of alternative energy resources (including alternative fuels) will change the total demand for biodiesel as well as the level of utilization in specific applications. Bioethanol â€Å"Bioethanol is a high-octane, water-free alcohol produced from the fermentation of sugar or other converted biomass. In its purest form it is a colorless clear liquid with mild characteristic odor that boils at 78oC and freezes at 112oC† (www. doe. gov. ph). Ethanol burns more cleanly because it contains oxygen and has a high octane number, hence less carbon monoxide emissions and averts premature detonation. It burns slightly cooler, extending engine life, and promotes higher volumetric efficiency of the engine, thus, increases power. Adding ethanol to gasoline â€Å"oxygenates† the fuel so that it burns with less emissions. Most modern gasoline vehicles could operate on pure ethanol with a few basic engine modifications. â€Å"A 10% blend requires no engine modification while making a contribution to reducing emissions. Anything more than 10% requires engine modification† (www. doe. gov. ph). The other commercial blends are E15 (U. S. A. ), E20 (Brazil), E85 (Sweden and Minnesota), and E100 (used with 4% water in Brazil and Argentina). Fuel ethanol is primarily used for land transport as alternative to gasoline in spark-ignition engines. Other Biofuels The potentials of other alcohols such as methanol, propanol and butanol can be exhaustively explored for very specific future applications that can further increase the total amount of biofuel substitute to conventional fossil and fossil derived fuels. Methanol produced from biomass is not economically competitive at present. There is, however, an interesting possibility as alternative to hydrogen as fuel. Propanol and butanol can be produced by the action of microorganisms and enzymes. Butanol, particularly, is produced by fermentation in a process that can be modified for high net enegy gains. It has sufficiently similar characteristics with gasoline fuel such that there is high probability that it can be burned pure in existing commercial engines without modification and without any difficulty. There are other important biofuels such as biogas, charcoal, producer gas, etc. They can be processed and utilized in accordance with the provisions of existing laws, rules, regulations and standards. Studies are conducted in order that these important biofuels can be integrated into the biofuels program in a package for both energy and socio-economic objectives. Other First Generation Biofuels The most common First Generation Biofuel is biogas which is a product of anaerobic digestion of organic materials an example of which is methane from wastes. Both the gas and digestate can be used as fuel. The utilization is usually site specific because of the environmental implications of production. A number of big commercial farms are producing and using biogas from wastes for process heating and the generation of supplementary power. Another first generation biofuel is Charcoal which is the product of the carbonization of hydrocarbon materials including wastes. Producer gas is from the gasification of hydrocarbon feedstock. In the late seventies, this fuel was utilized as engine fuel. The gas was generated from small wood chips fed into a reactor mounted unto the vehicle. Second-generation Biofuels â€Å"Second generation biofuels are those from lignocellulosic biomass feedstock using advanced technical processes. Being currently developed are: BioHydrogen, Bio- dimethylether (Bio-DME), Biomethanol, dimethylfuran (DMF), High Temperature Upgrading (HTU) diesel, Fischer-Tropsch diesel, Mixed Alcohols† (http://www. export. gov). Biofuels, A Preferred Energy Source The earliest experiences in combustion were with the utilization of solid biofuels for domestic needs. Later, liquid biofuels became equally valuable energy resources. In the aftermath of the war, abundance of cheap crude oil from the Middle East brought about the reduced interest in biofuels. The oil crises of 1973 and 1979, however, brought about urgent need for extenders and substitutes, temporarily focusing attention on the indigenous and renewable biofuels. In view of the rising prices (Figure 1) as well as the uncertainty of supply of crude oil and the increasing greenhouse gas emissions, it is time for a major shift in the energy mix towards the use of cleaner indigenous renewable energy in the interest of energy security, the economy and the environment. The start of the present decade ushered in the realization that the era of cheap fossil fuels, particularly petroleum, is drawing to a close. Figure 2 shows the historical and projected petroleum contribution to the world energy mix. The rising oil prices shall persist not only because of depletion of reserves but also because of the continuing political instability in the Middle East. Developing countries shall soon find it difficult to compete for access. There is also the matter of worsening green house gas emissions from excessive burning of fossil fuels. Continuing dependence on crude oil, therefore, is disadvantageous in terms of national security, the economy and the environment. Figure 3 shows the projected greenhouse gases emissions from developed and developing countries based on historical human and natural emissions. In view of the rising prices as well as the uncertainty of supply of crude oil and the increasing greenhouse gas emissions, it is time for a major shift in the energy mix towards the use of cleaner indigenous renewable energy in the interest of energy security, the economy and the environment.

Analysis of Group Work Essay example -- Group Team Project Teamwork Pa

Analysis of Group Work In the APS module, we have been allocated into different groups, and my group number is 48, our tutor is Barbara Allan. The contact numbers of the members were given and we were asked to finish a project on a team basis by using the information we learnt in this module. 2. Working process and group development ======================================== Initially I was really excited about this group work. As a foreigner, this was a good opportunity to practice my communication skills and group working skills. Consequently, I tried to contact our members by sending text messages and arranged the first informal meeting by the following week. Bass and Ryterband indicated that as "initial development of trust and membership" (Martin, J, 2002, P.191): when people meet up at first time, they always try to build trust and confidence to each other in order to prepare for the future work. Based on Belbin's the nine-team roles theory, my group was dominated by certain people who took the responsibilities, such as our coordinator and secretary. The rest of us were team worker, and responsible for researching and another member did the Website. Obviously, my group member built awareness of the group's aims and shared goals. In addition, every member also knew their established roles within the group and acted accordingly. Ideally, this should have been accomplished in the "storming' stage" of group formation. (Martin, J, 2002, P.192) The title of this project was "the impact of terrorism on tourism in UK." After we had decided, the title was separated into many parts and everyone needed to do one. My ... ...ficult to arrange the time for meeting, so we used Email instead. We needed to send our research to the secretary, and she completed the whole report. 7. Conclusion ============= I think our group did not perform very well, although we finished the project and worked as a group. In the future group work I think I will become more activity. Hopefully, I can be braver to explain my own opinion and more tending to communicate with others. The key areas for future improvement would be clearer definition of targets and objectives and time management to ensure that we can reach a higher standard of group work. Bibliography 1) Martin, J (2002) "Organisational Behaviour" Thomson Learning, London. 2) Laurie J Mullins (2002) "Management and Organisational Behaviour" Pearson Education Limited, Essex.

Confronting The Gap In Inclusive Education Education Essay

IntroductionThis chapter will look into an overview of the research findings on inclusive instruction policy of PWDs in Yangon, Myanmar. The chief determination of this research is through the single interview, leting the respondents to give their sentiments and general impact of the authorities IE policy execution for PWDs that is non supported by necessary conditions. There are a batch of jobs in both what made inclusive instruction success for pupils with disablements to larn besides made for high quality instruction for all and the enforcement of the policy. From the above conceptual model, several factors are at drama to the persisting challenges of accessing all inclusive instruction. They were tackled from independent variables viz. ; socio-cultural factors like the attitude of the parents of CWDs, faith, parental involvement and attitudes and the policy environment all can be explained as causal factors for the unequal CWDs entree to educational services. The Myanmar authorit ies does non hold any local ordinances sing the educational position of PWDs. Furthermore, the execution of the policy still has limited chances for CWDs and made many troubles in the realization of policy. Besides, the several challenges to entree inclusive instruction are socio-cultural attitude, faith, and the policy environment that can be explained as causal factors for the unequal CWDs entree to educational services. This chapter examines what is the construct of inclusive instruction and its policy model and execution in Myanmar, what are the authorities ‘s and stakeholders'A perceptual experiences of inclusive instruction, and what are the jobs of handiness to instruction faced by CWDs in Yangon Division. Basically, the findings of the field research have shown that the aim of inclusive instruction is to back up instruction for all, with particular accent on taking barriers to engagement and acquisition for CWDs but the execution of the inclusive instruction policy for people with disablements has shown small advancement therefore far. The basic instruction jurisprudence was promulgated in 1973 and amended in 1989 to enable every citizen of the Union of Myanmar to go a physical or mental worker good equipped with a basic instruction, good wellness and moral character. Furthermore, the survey besides found that Myanmar has formulated national EFA Goals as Myanmar ‘s demands and conte xt through a participatory procedure as EFA National Action Plan ( EFA-NAP ) since 2003 turn toing the demands of scholars who are vulnerable to marginalisation and exclusion through antiphonal educational chances. Furthermore, this research highlighted that the job faced by pupils with disablements is handiness to installations in mainstream schools. Accessibility in mainstream schools still limits the mobility and integrating for CWDs and remains the most critical modification factor on instruction sector. Furthermore, by the deficiency of educational assistive stuffs, the negative attitudes of the community and societal stigma reduced the assurance of PWDs. Besides, the function of engagement of PWDs in the policy preparation and execution procedures has non to the full participated. However, Myanmar ratified the CRPD on 7th December, 2011 and some handicapped people organisations ( DPOs ) have initiated protagonism plans to run for the rights of people with disablements including the rights-based attack to education scheduling and nucleus human rights duties in instruction, and their function in beef uping IE activities. The overall intent of look intoing the execution of inclusive instruction policy for CWDs is to happen out whether the authorities policy is suiting CWDs in educational reforming system efforts go manus in manus with the rules of IE that promotes, protects and Fosters a human rights procedure. As a consequence, the research will be able to happen out what are the benefits of the inclusive instruction policy for CWDs in Yangon.Policy development for people with disablementsDue to the stigmatisation, neglecting, and misconstruing on PWDs, they are left out from our society and their rights are besides denied. In Myanmar, some of the PWDs might confront a batch of favoritism or/and exclusion, but the grade and badness frequently depend on the nature of their damage on their day-to-day life, within their households and communities. Children and adult females with disablements are peculiarly vulnerable. During the colonial period, the impact of British jurisprudence has, so far, been limi ted to the general influence of regulation of jurisprudence during that clip. The British ordinances of Article 38 stipulated on wellness position that it adopts the disfunction paradigm of the medical nature as follows: â€Å" The State should advance the promotion of public wellness by organizing and oversing wellness services, infirmaries, dispensaries, sanatoria, nursing and convalescent places and other wellness establishments † . This article focuses on the person and emphasizes the medical intervention for the damage as the primary cause of exclusion or isolation. Medical rehabilitation was seen as the most effectual response for PWDs at that clip. Their specialised services and establishments and frequently rely on expensive tools and equipment. At that clip, handicapped people did non hold a important protective. However, â€Å" Article 40 † of colonial ordinances pointed out the societal supports for some PWDs as â€Å" The attending of the physical instruction particularly in increasing the capacity for handicapped veterans and retired from the military service with a nice occupation and free vocational preparations for their lives † . It can be clearly seen that the colonial swayers ‘ rehabilitation programmes of public assistance and services for handicapped people were largely focused on military service aside from the Torahs and ordinances refering for all PWDs. In add-on, that ordinance has concentrated on more wellness attention services than instruction and employment chances for PWDs. After acquiring independency on the 4th January 1948, the cardinal authorities set up the â€Å" Ministry of Social Welfare † in 1953 with the purposes for assisting towards persons and their societal environment. This nonsubjective tends to acquire through the practical techniques. These are designed to let single demands and work out their jobs by altering forms of economic and societal development conditions of society. More societal public assistance activities and coaction with the international and national nongovernmental organisations are using in assorted governmental sectors. Then Myanmar authorities set up the National Policy by updating the Disabled Person ‘s Employment Act in 1958. Besides, the jurisprudence on Rehabilitation and Employment of PWDs was based on the enacted statute law in 1958 to supply more disability-related services and plans that bing as the 4th bill of exchange until now. Since 1975, the Constitution of the Socialist Republic of the Union of Burma ( Myanmar ) emphasized the commissariats for rehabilitation of PWDs and their reintegration in productive activities after rehabilitation. Government rehabilitation policies for PWDs are implemented through the Ministry of Social Welfare with twin-track attacks such as encouraging autonomy and diminishing trust for long term sustainability. Earlier clip, before the period of the declaration of the Asian and Pacific Decade of Disabled People, 1993-2002, the Central Law Scrutinizing Committee reviewed the disablement Torahs in Myanmar. It is now in the proficient finalized phase to execute in the close hereafter. In this drafted jurisprudence ensures the rights to entree societal services particularly for wellness, instruction and employment chances. The legal model in the recent fundamental law of the Republic of the Union of Myanmar, 2008 references in subdivision 32 as the Union shall care for female parents and kids, orphans, fallen Defense Services force ‘s kids, the aged and the handicapped people and besides guarantee handicapped ex-Defense Services forces a nice life and free vocational preparation. Again, a jurisprudence shall be enacted to supply aid and attention for handicapped Defense Services forces and the households of asleep or fallen Defense Services forces in subdivision 344. That included the following declaration by seeking assorted ways and agencies for the rehabilitation of disablement besides supplying re-integration of individuals with disablements in the production activities after the rehabilitation period. Myanmar is now set abouting the ASEAN Decade on the Enhancement of the Role and Participation of the PWDs in ASEAN Community, BIWAKO Millennium Framework, and BIWAKO plus Five in close coaction with regional states. Besides, the new Government of the Republic of the Union of Myanmar has already initiated guaranting the rights of PWDs and signed the Bali Declaration on Inclusive Development for People with Disabilities on 17th November, 2011. Yet, until the clip of making this research, the Rights of the Persons with Disabilities Law is still draft and there is a deficiency of research and recommendations to set up an inclusive development plan for those with disablements in Myanmar. Through the better apprehension of the heterogenous demands of PWDs, CRPD is formulated to equalise chance for them by implementing to carry through the disablement issues in IE and CBR programmes. Heterogeneity is one of the major features of the Republic of the Union of Myanmar. Now â€Å" Rights of Disabled Persons Law † was submitted to the Hluttaw ( Senate ) NAY PYI TAW, 27th June, 2012. That bill of exchange jurisprudence tries to safeguard the rights of PWDs in Myanmar, to guarantee that they enjoy cardinal human rights without favoritism on the evidences of disablements, and to better their life criterions by allowing them take part in national development undertakings.3.3 Education policy in MyanmarEducation is upgrading and changing the societal and political environment can increase the chances to utilize capablenesss for PWDs straight through accessible constructions. To run into the Millennium Development Goals, the international community needs to turn to disable ment issues. The application of accomplishments in instruction can acquire the free infinite for PWDs by conveying greater flexibleness, and this can profit for the whole community. After acquiring the independency, the Government announced new Educational Policy which was based upon the â€Å" Report of the Educational Policy Inquiry Committee and upon other studies antecedently considered by Government † ( Office of the SUPDT, 1953, p 3 ) , but the policy was non successful due to the factors of the eruption of civil war. The new policy was initiated in 1st June, 1950 with a program for free instruction for all pupils from the primary degree. Private schools were allowed under the â€Å" Private Schools Act 1951 † . Besides, the compulsory primary instruction undertaking was introduced in Yangon for two old ages. In 1953, the authorities launched the new instruction system as one of the 10 â€Å" Welfare Plans † ( Office of the SUPDT, 1953, p 17 ) to develop a sufficient figure of technicians for the national rehabilitation program. Education at that clip has brought about both academic and vocational accomplishments but inequality of chances and no proviso for the religious development for all kids. In 1962, all schools became nationalized, and the system of instruction was reorganized the Basic Education system with Primary School, Secondary School and High School. In 1974, military regulation changed the fundamental law, and in that fundamental law â€Å" Article 152 † determined as â€Å" Every citizen shall hold the right to instruction † and â€Å" basic instruction would be mandatory † . Although the right to free instruction was theoretically free to all, in fact, it was a different narrative for PWDs. In UNICEF study, at least 40 % of kids ne'er attend school and about three-fourthss fail to finish primary instruction at that clip in Myanmar ( Khin Maung Kyi et Al, 2000, p 146 ) . In these kids, most of them are handicapped. From this point of position, the research worker evaluates that the state of affairs of PWDs instruction chances in Myanmar is still limited and hard to guarantee the instruction of kids with disablements and make the national end. Because school edifices and learning installations are non accessible for kids with disablements, educational instructors and staffs with proper preparation to learn handicapped kids are really limited, and households can non afford to direct their handicapped kids to school due to poverty. Particular instruction plans are besides non available in every part and provinces. As effect consequence of it, people with dis ablements become an uneducated group, and continuously can non entree advanced vocational surveies, good occupations and can non take part in IT based society. However, this survey finds out that the new demands of the Myanmar instruction system are sensible and just system of formal and non-formal instruction to develop shared apprehension, and promote school and place closer together for grassroots degree. MOE adopted the World Declaration on Education for All ( Inter-Agency Commission, 1990 ) and formulated Myanmar EFA-NAP since 2003. This program aimed to develop in all instruction sectors with equal entree and relevancy to basic Education degree for all school age kids. Besides, EFA-NAP aims to cut down illiteracy rates of PWDs by implementing the regular and particular instruction system. Inclusive Education and upgrade Life Skills for out-of-school young persons with disablements is straight good to societal and economic development attempts of the state. In conformity with that new educational policy, every citizen has the right to instruction and shall be given basic instruction which the Union prescribes by the Union laid down every bit compulsory in â€Å" Section 366 † of that new fundamental law, 2008. Besides the Union shall honour and help citizens who are outstanding in instruction irrespective of race, faith and sex harmonizing to their makings. Implementing the educational rehabilitation plans can promote autonomy of PWDs and lessening dependence.3.3.1 Myanmar basic instruction jurisprudenceThe basic instruction jurisprudence was promulgated in 1973 and amended in 1989. The purpose of the authorities ‘s instruction policy is to make an instruction system that can bring forth a learning society capable of confronting the challenges of the cognition age ( MOE, 2007 ) . Harmonizing to the Basic Education Law ( 1973 ) , the chief aim of basic instruction particularly for kids with disablements is to enable every ci tizen of the Union of Myanmar to go a physical or mental worker good equipped with a basic instruction, good wellness and moral character. Harmonizing to the instruction policy of 1989, MOE is organized with nine chief sections such as Basic Education I, II, and III ; Educational Planning and Training ; Higher Education ( Lower and Upper Myanmar ) ; Myanmar Board of Examinations ; Myanmar Education Research Bureau ( MERB ) ; and Myanmar Language Commission. The sections Basic Education I, II, and III are implementing the basic instruction policy. Particular instruction is under the authorization of DSW. In the determination devising procedure at all degrees of MOE, the determination devising commission is set up by the Minister, two Deputy Curates, Director General and Chairperson of the sections. The determinations of this commission are implemented by those responsible sections of all degrees. Based on the Dakar EFA Framework for Global Action and the Millennium Development Goals, Myanmar has formulated national EFA Goals as Myanmar ‘s demands and context through a participatory procedure affecting the UN organisations, assorted Ministries and I/LNGOs. The four concerned countries for accomplishing the end of EFA in Myanmar are entree to and quality of basic instruction, early childhood development, non-formal instruction, and instruction direction and information system. To implement the end of EFA, MOE uses six chief schemes particularly for developing and spread outing Child Friendly Schools and doing more accessible in basic instruction for all kids with disablements. Through the EFA National Action Plan ( EFA-NAP ) , hence, the Ministry of Education has established an inclusive instruction model in conformity with international criterions and ends that addresses EFA ends straight. Again, the National Constitution of 1974 specified that every citizen shall hold the right to instruction and shall be given basic instruction which the province prescribes by jurisprudence as compulsory. By the rule of mandatory instruction, the lone five old ages, from grade 1 to 5, screens free instruction for all kids. Primary instruction is organized with two degrees ; kindergarten degree from grade 1 to 3, and upper chiefly for classs 4 and 5. Besides, the new Constitution of 2008 fulfilled with the educational policy as follow: Every citizen has the right to instruction ; Every citizen shall be given basic instruction which the Union prescribes by jurisprudence as compulsory ; and Every citizen has the right to carry on scientific research to research scientific discipline, work with creativeness and write to develop the humanistic disciplines and behavior research freely other subdivisions of civilization. There are some inclusive instruction schools and particular schools for handicapped kids in the full state, which are run by MOE and Ministry of Social Welfare, Relief and Resettlement. However, it is still really small if we compared to the full state. By sing about the better of the educational chances for PWDs, the authorities ‘s attempts are still in restrictions. Besides, the latest course of study for primary was revised since 1998 for holding a more balanced instead than stressing merely academic topics. The school principals and instructors are the chief undertaking of monitoring and measuring on the impact of course of study for kids ‘s development. â€Å" Life accomplishments † was made mandatary for inclusion at the primary degree as a separate nucleus course of study in 1998 and at secondary degree as a separate co-curriculum in 2001. From this survey, the research worker notified that content, teaching-learning methods and hours have been carefully specified for primary and secondary school course of study.3.3.2 Myanmar Child jurisprudence for particularly for instructionChildren with disablements can entitle to instruction, harmonizing to the Child Law. Myanmar Child Law was enacted in July 1993 in order to implement the rights of the kid recognized in the CRC. The Child Law, Article 20 stated that â€Å" Every kid shall hold the chances of geting instruction and the right to get free basic instruction ( primary degree ) at province schools † . Besides the MOE shall hold an aim of implementing the system of free and mandatory primary instruction ; lay down and transport out steps as may be necessary for regular attending at schools and the decrease of ill-timed drop-out rates and do agreements for literacy of kids who are unable for assorted grounds to go to schools opened by the States to go literate. Article 22 stipulates that â€Å" Every kid shall hold the right of entree to literature contributes to his or her all-around development and to get cognition † . Harmonizing to Article 18, â€Å" A mentally or physically handicapped kid ( I ) has the right to get basic instruction ( primary degree ) or vocational instruction at the particular schools established by the DSW or by a voluntary societal worker or by a non-governmental organisation and ( two ) has the right to obtain particular attention and aid from the State † .3.3.3 Inclusive Education Policy in MyanmarIn the past decennary, there has been important traditional advancement to guarantee CWDs who have entree in mainstream schools. However, with civilization and cognition barriers from some school principals and instructors, the journey towards to the full inclusive instruction has merely merely begun. A clear apprehension of the significance of IE in the Myanmar context, it has a clear definition in all policy statements along with mentions to international normative instruments.A In add-on, the current execution procedures of IE are following the guidelines of the EFA framework.A IE policy Acts of the Apostless on both the national and local level.A At the national degree, the authorities is implementing with a new policy of inclusive instruction, while at the local degree schools and the community are take parting in the procedure of capacity edifice, and resource mobilisation for those CWDs.A The national policy on IE is grounded in international statute law and policy.A Inclusive Education policy is the best attack for turn toing the participatory larning scheme concentrating on PWDs. That policy desperately addresses to the demands of scholars who are marginalized and excluded through antiphonal educational chances. The Dakar World Education Forum in April 2000 was besides pointed out: â€Å" The cardinal challenge is to guarantee that the wide vision of Education for All as an inclusive construct is reflected in national authorities and support bureau policies. Education for All aˆÂ ¦ must take history of the demand of the hapless and the most deprived, including working kids, distant rural inhabitants and nomads, and cultural and lingual minorities, kids, immature people and grownups affected by struggle, HIV/AIDS, hungriness and hapless wellness ; and those with particular larning needsaˆÂ ¦ † ( Expanded commentary on the Dakar Framework for Action, para 19 ) Summarizing up, the Myanmar authorities is now seeking for the inclusion of these excluded handicapped communities such as physically and intellectually handicapped kids and kids with particular demands. But there are still a big figure of kids who are non yet go toing schools. This is besides an issue for every state in the universe. So every state tries to happen out these kids from excluded groups and non yet included in the formal instruction watercourse. In this regard, the term inclusive instruction came into being. Based on the Salamanca Statement, Myanmar is now seeking for the inclusion of these excluded groups physically and intellectually challenged kids.3.4 The authorities ‘s and stakeholders'A perceptual experiences of inclusive instructionIE is under the umbrella of EFA. Myanmar has an Internet explorer policy, which most of CWDs have an chance to fall in mainstream schools but evidently limited to those with mild disablement because of the deficiency of capacity, accomplishments and cognition every bit good as substructure for the instructors and schools. The authorities ratified EFA end at UN organisation. It is over ambitious and barely run into its end due to poverty that doing low income for all hapless households. It will be more positive as respect to authorization inclusive instruction in the hereafter since the new authorities has practiced its openness policy and more crystalline with people. IE policy in Myanmar strongly based up on last three old ages experiences non merely for officers and instructors from MOE in Yangon Division but besides other divisions and other stakeholders such as DSW, other I/LNGOs those who work in inclusive support plans so that they can include handicapped people in their development activities. Understanding the construct and doctrine of IE is a critical demand for the sustainability and success of the undertaking. After implementing the consciousness raising activities on this issue particularly for CWDs and their parents, the effectivity of understanding disablement and inclusive instruction construct right and it is really encouraging. It is one of indispensable plan in the state and will necessitate to advance amongst other disablement related organisations. IE policy for PWDs has been implemented by its ain schemes. It was non seen as an active battle in formal basic instruction. The end is set based on its definition for PWDs. This means that IE policy, itself, needs to be redefined to make its end. So far, the current policy and end work manus in manus. The effectivity and quality of result is non up to the grade due to the authorities ‘s hapless budget allotment in the Education Sector. The effectivity of IE at this phase seems non merely at the authorities schools, besides following to the particular schools such as unsighted school or deaf schools to take pupils from particular schools to set up exams etc. So at that place needs to hold a wider apprehension of IE, whereby every school needs to fix to accept CWDs to supply the same chances like other kids. And besides necessitate a dedicated instruction section on this. The schemes of inclusive development and mainstreaming everything for PWDs will be really dearly-won and ne'er finish. There has no expostulation but they need a batch of support. The lone job is prioritization. At the ceremonial of Celebration to â€Å" Make the Right Real number † at 27th June, 2012, the Union Minister of Ministry of Social Welfare, Relief and Resettlement of Myanmar U Aung Kyi said that: â€Å" Children, who have completed particular instruction and basic primary instruction from the several schools for the handicapped, are now prosecuting instruction at basic instruction center, high schools and universities concerned shoulder to shoulder to ordinary kids. Since 2006, the schools for the blind have got entree to e-mail and the cyberspace and Myanmar mark linguistic communication dictionary and Myanmar mark linguistic communication basic spoken book have been published for the deaf. The Myanmar blind linguistic communication written pattern book is besides in the procedure of compliment. Measures will be taken to print more books for the handicapped † . He besides said that that Myanmar will more and more attempt to better quality of life of the handicapped people as it is a member of the UNCRPD. That ceremonial was organized by DSW, Myanmar Independent Living Initiative ( MILI ) , UNESCAP, Asia-Pacific Development Center on Disability ( APCD ) and The Nippon Foundation ( TNF ) to honour the existent rights for the handicapped in connexion with the publicity of the execution of the UNCRPD at Sky Palace Hotel in Nay Pyi Taw Hotel Zone. The departmental construction for the dedicated grip personal businesss for CWDs needs either at mainstream schools or at particular schools and demands to integrate preparation constituents for instructors. This has non been done yet a batch. Engagement by PWDs in the policy preparation and execution procedures, there needs to travel a long manner for the current Myanmar status. The authorities ‘s position IE for PWDs ; Myanmar has signed & A ; ratified the UNCRPD on 7th December 2011 IE has been already in the treatment & A ; pilot stage in coaction with concern I/LNGOs Inclusion is a new construct for Myanmar, where merely 12 % of I/LNGO are inclusive of PWDs, where inclusive is normally mistaken with Automatic Beneficiary and portion of donees instead than inclusion as a procedure. For guaranting that important advancement is achieved so that all school-age kids have entree to and complete free and mandatory basic instruction of good quality, the completion of basic instruction by all CWDs is the footing signifier of accomplishing Universal Basic Education. Nonetheless, the proviso of schooling and policies finding how instruction chances are distributed across precedence mark groups in Myanmar clearly will hold far making effects on chances for productive work. The position and instruction degree of adult females and misss can exercise peculiarly strong inter-generational effects, and are therefore important for cut downing poorness. Following conjunct attempts by the Government, I/LNGOs and communities, the primary school consumption rate has increased aggressively during the EFA period, although the dropout rate after completing the primary degree remains high. Quality confidence in basic instruction is particularly of import, because low quality can take to low entree if CWDs and their households do non see the impact of registration in low-quality schools. However, the findings of this field research show that the authorities ‘s position inclusive instruction for PWDs does non to the full accept it for full inclusion. Through the ministry degree, the right to inclusive instruction for CWDs can understand really good, but in grass-root degrees implements can non cognizant yet. They are still seen disablement as particular issue and largely think that handicapped kids needs to travel merely to particular schools ( non to mainstream schools ) . Besides, most of the I/LNGOs do non take portion in the place of preparation and execution procedure on basic instruction for CWDs, where chiefly concentrate on the Rights of PWDs and advance equal rights and inclusion through engagement of Law Drafting and Social Policy development. As I/LNGOs, they can merely include all kids out of school in the procedure of giving 2nd opportunity of larning basic instruction. In covering with authorities line section, they have non yet involved in the preparation procedure.3.5 International Norms on Education for kids with disablementsIn 2000, the Dakar Framework for Action for EFA was adopted at The World Education Forum to accomplish the quality basic instruction by 2015. That model generated with six comprehensive ends particularly as free and mandatory primary instruction for all kids, just entree to life accomplishments plans, and accomplishing mensurable betterments in the quality of instruction by 2015. These ends are turn toing the educat ional issues of CWDs, but the Salamanca committedness was non incorporated into that model. EFA enterprises were non included CWDs under the Flagship of â€Å" The Right to Education for PWDs: Towards Inclusion † after following Dakar model. However, with minimum resources and non-formal construction had limited success. Another major international committedness to cosmopolitan primary instruction, Millennium Development Goals ( MDG ) was made in 2000. Those ends recognize instruction as cardinal to this purpose in the end to ‘achieve cosmopolitan primary instruction ‘ . The committedness of IE was made by the governmental and institutional understanding of Salamanca in 1994. After a few old ages, EFA and the Millennium Development Goal of cosmopolitan primary instruction were besides adopted as the planetary instruction docket to be achieved by 2015. After 15 old ages acquiring the understanding of Salamanca, the UNCRPD recognizes a right to education for people with disablements. So the planetary committedness of IE has strengthened between Salamanca and the CRPD. By the Article 24 of the UN CRPD stated that â€Å" All province parties shall enable individuals with disablements to larn life and societal development accomplishments to ease their full and equal engagement in instruction and as members of the community † . To this terminal, States Parties shall take appropriate steps, including: Facilitating the acquisition of Braille, alternate book, augmentative and alternate manners, agencies and formats of communicating and orientation and mobility accomplishments, and easing peer support and mentoring ; Facilitating the acquisition of mark linguistic communication and the publicity of the lingual individuality of the deaf community ; Guaranting that the instruction of individuals, and in peculiar kids, who are blind, deaf or deaf-blind, is delivered in the most appropriate linguistic communications and manners and agencies of communicating for the person, and in environments which maximize academic and societal development. In order to assist guarantee the realisation of this right, States Parties shall take appropriate steps to use instructors, including instructors with disablements, who are qualified in mark linguistic communication and/or Braille, and to develop professionals and staff who work at all degrees of instruction. Such developing shall integrate disablement consciousness and the usage of appropriate augmentative and alternate manners, agencies and formats of communicating, educational techniques and stuffs to back up PWDs. Besides the right to an instruction without favoritism is stated in the UDHR ( 1948 ) and CRC ( 1989 ) .A The Convention on the Rights of the Child specifically declares the rights of CWDs to bask a full and nice life in conditions that promote autonomy, and ease the kid ‘s active engagement in the community. Furthermore, Rule 6 of the UN ‘s Standard Rules on the Equalization of Opportunities for PWDs ( UN, 1993 ) provides for equal rights for kids and grownups with disablements and for the proviso of an incorporate school setting.A A3.6 Execution of the Inclusive Education Policy in MyanmarThis research focuses on the primary and lower secondary degree pupils with disablements for the intent to turn to the educational demands of CWDs in Myanmar. In add-on, one of the most of import concerns in the Myanmar educational sector is how CWDs can be provided with chances to take duty for their acquisition throughout the constructs of community engagement and proficient aid to a ccomplish a sustainable hereafter. The political and societal context is discussed in footings of international policy reforms and enterprises, particularly the Salamanca Statement that agreed to guarantee a basic instruction for all kids, including CWDs. The Salamanca Framework for Action ( 1994 ) was a important milepost in the instruction for CWDs and recommended the manner of service bringing of timing and intercession that linked to inclusive patterns. National-level policy and Torahs as they relate to CWDs are briefly described in service bringing, and increase consciousness about the educational chances for them. Furthermore, the authorities tries to do the conjunct attempts harmoniously for the quality of life of PWDs at pleasant. Harmonizing to the counsel of the EFA-NAP, the undermentioned activities are being implemented: Supplying primary school text editions worth over 1835.51 million kyats in free of charges for over 5 million primary pupils to originate free, mandatory primary instruction ; Fixing the plans for scholarships and stipends which will be implemented get downing from 2012-13AY in basic and higher instruction sectors ; and Ordaining the private school enrollment jurisprudence and developing regulations and ordinances in coordination with concerned sections to lend the instruction services by the private sector. For bettering the quality of school instruction, monitoring and supervising mechanism has been strengthened since 2006-07 AY by concentrating on the instruction and acquisition procedure. Basic instruction schools were classified by 5 degrees ( A, B, C, D, E ) based on using the undermentioned monitoring and supervising standards such as Accomplishment of the school principal ; Degree of school attending ; Execution of monthly lesson programs ; Students ‘ accomplishments ; Use of learning AIDSs, installations & A ; research labs ; Cultivating morale and moralss ; Capacity of learning staff ; Adequate schoolrooms and furniture ; School sanitation and tidiness ; Adequate instruction AIDSs and multimedia installations ; Greening of a school campus ; and Good physical scene of schools. Myanmar has made advancement in the instruction sector to carry through MDG 2: â€Å" Achieve cosmopolitan primary instruction † with the mark of guaranting that, by 2015, kids everyplace, male childs and misss likewise, will be able to finish a full class of primary schooling: nevertheless the dropout rate still high in secondary school degree. A sum of 92 authoritiess including Myanmar and 25 international organisations reaffirmed committedness to the ends of Education for All ( EFA ) , acknowledging the necessity and urgency of supplying an instruction for kids and young person with particular demands within the regular instruction system. By the official informations on net registration in primary schools was 84.6 % in 2010 ( MOE, 2010, EFA in Myanmar ) and the gender favoritism has largely been removed from basic instruction registration. However, the net registration rates in secondary and third instruction are really low. The quality of instruction at all degrees remain s a serious concern. Inclusive instruction ( IE ) is to back up instruction for all, with particular accent on taking barriers to engagement and acquisition for misss and adult females, disadvantaged groups, kids with disablements and out-of-school kids. The nucleus point of IE is the basic right to instruction, which is rooted in many international human rights pacts since the UDHR adopted in 1948. The Dakar Education Forum ( 2000 ) reaffirmed that instruction was a cardinal human right and underlined the importance of a rights-based authorities actions in implementing EFA activities at the national degree. The understandings on the rules and criterions of IE spelt out the international human rights instruments and a rights-based instruction system. Myanmar authorities applies a rights-based attack to instruction in their scheduling and planning procedures. It will besides briefly discuss possible entry points and tools to travel frontward. In add-on, it is hoped that this research will increase apprehension of human rights ‘ importance in underpinning development cooperation scheduling, every bit good as furthering a treatment on the practical facets of implementing such scheduling. Many of the jobs are related to the deficiency of instruction quality, relevancy and exclusion of larning. There is a well-recognized nexus between get the better ofing the barriers of acquisition and accomplishing the EFA ends. Government and schools ‘ principals must, hence, pay particular attending to kids who should be in school, and are non, and to kids who are in school, but are unable to win at that place. At the present, MOE is doing particular agreements for the handicapped and other excluded kids to go to formal schools and to go on their instruction having particular attention and attending. In Myanmar, IE plans were formulated to suit for all kids irrespective of their physical, rational, societal, emotional, lingual or other conditions. These plans include all vulnerable kids such as CWDs ; kids form nomadic households, orphans, street kids, and other deprived kids. No.25 Basic Education Primary School ( Yangon ) is the best informant of MOE in implementing IE. A new multi-pronged scheme for the capacity edifice in Teacher Education can advance the progressive acceptance of effectual instruction and acquisition methodological analysiss for all CWDs at all degrees. MOE and other spouses strengthen educational direction for the Basic Education Sector Plan that supports the Government ‘s instruction service bringing to run into trade goods needs at the school degree. IE is a programme that creates chances for CWDs to prosecute instruction together with non-disabled kids in mainstreaming schools. It can convey about the educational chances for them. Nowadays, CWDs who have completed their primary instruction through particular schools are now able to go on their instruction in mainstreaming schools by maintaining abreast with other non-disabled kids. IE Harmonizing to the statistics informations from MOE in 2011 showed that, there were 801 disable kids in mainstreaming schools, 1450 kids in particular schools for the blind and the deaf, 30 disable pupils in universities and colleges and 6 disable pupils in maestro grade classs in 2010-11 AY. The authorities policy was developed and practiced with policy reform to make full the spread in legal and policy development. As par hearing from the media, the protagonism for assisting handicapped issue more and more in Myanmar. The authorities policy and legal alteration occur on resetting standards for definition of PWDs. Out of nine standards ( international norms ) , some execution procedures of IE use four standards to specify the PWDs. To be more specific about educational chances for CWDs, the authorities agrees to supply all kids ( including all regardless of physical status ) equal chance to larn basic instruction. In the existent state of affairs, there has a spread between policy and pattern. The construct of IE means welcoming all kids, without favoritism, in formal schools. Indeed, it is a focal point on making environments antiphonal to the differing developmental capacities, demands, and potencies of all kids. Inclusion means a displacement in services from merely seeking to suit the kid into ‘normal scenes ‘ ; it is a auxiliary support for their disablements on particular demands and advancing the kid ‘s overall development in an optimum scene. It calls for regard of difference and diverseness of single features and demands. This has to include a consideration of overall organisation, course of study and schoolroom pattern, support for larning and staff development. By the coaction and cooperation of MOE, DSW is implementing inclusive instruction for the pupils with disablements particularly for the Blind and the Deaf pupils. Besides, inclusive instruction workshops were held throughout the state and the instructors from the MOE and the staffs from DSW were besides attended. Myanmar is now implementing six sectors for PWDs across the state such as Enhancing Education Standard, Bettering Vocational Trainings and Job Opportunities, Promoting Health Care Service, Enhancing Reintegration into the Society, Upgrading Capacity Building and Morale, and Supplying Social Needs. In this state of affairs, if the service suppliers can do the conjunct attempts harmoniously, the life quality of PWDs will certainly be enhanced and pleasant. Inclusive instruction can convey about the educational chances for CWDs. Some NGOs and DPOs are join forcesing with the Department of Social Welfare, the Department of Basic Education and the Department of Health for CWDs, who have completed their primary and lower secondary instruction degree through particular schools, able to go on their instruction.3.6.1 Implementing procedures of IE by I/LNGOsTLMI is affecting a small portion in this country of IE execution procedures. They merely conduct preparations for instructors on disablement issues, the importance of CWDs to acquire the chance to go to schools like any other kids and supplying some barrier free agreement in selected schools. TLMI is working with the parents of CWDs to convert to direct the formal school and on the other manus they besides try to prosecute with scho ol principals to accept and pay attending for those kids. Besides they proposed the instruction demand of PWDs in the Draft disabled jurisprudence, advocate the determination shapers and instructor, and we are working together with U Tin Nyo, retired DG from MOE who is really interested in IE for CWDs. Myanmar Independent Living Initiative ( MILI ) has concrete program to implement the IE plans for kids with cross-disabilities, they could non take form it yet to the full because their organisation is merely one twelvemonth old & A ; still immature. But, some executive members of MILI organisation are actively involved in comprehensive disablement jurisprudence outlining procedure to guarantee the educational rights of PWDs. The Long experience of disablement inclusive instruction for five old ages, the community-based rehabilitation plans chiefly supported hapless kids with disablements to travel to mainstream schools, advocated parents and instruction instructors for disablement inclusive instruction and renovated the schools to be accessible for pupils with disablements in coaction with Department of basic instruction, DSW, local PWDs ‘ Self-help Organizations and other relevant stakeholders. That organisation has planned to work in IE policy for PWDs by following sorts of schemes ; Awareness raising and protagonism for disablement inclusive instruction policy & A ; jurisprudence Capacity edifice of educational officers and staffs, and parents as good Support kids with disablements for their mainstream and particular schools Change the schools as accessible friendly topographic points for handicapped kids Strengthen the coaction among authorities sections, non-government sectors and relevant stakeholders to guarantee the educational right of handicapped kids Eden initiated the undertaking of IE implementing in formal schools and the program for barrier free redevelopment such as paseos, place lavatory and one bannister that fixed in the lavatory. In that undertaking, 80 IE pupils were gathered at Eden Centre for CWDs. Besides Eden celebrated the township degree consciousness meeting for presenting to the instructors for successfully implemented IE policy. It means that the principals and instructors from 21 schools are presenting IE consciousness about IE at their schools. Therefore, IE procedure can merely win through strong coaction and cooperation amongst all stockholders particularly from the authorities site and the donor site every bit good. Eden is collaborating with DSW and MOE. Harmonizing to their advice, they held workshops and preparations for consciousness raising workshop with DSW and MOE and shared consciousness about IE and disablement issue to other I/LNGOs ‘ staff, local governments, other stakeholders and instructors from mainstream schools. EDEN organizes a series of nomadic preparation classs throughout Myanmar aimed at assisting better the lives of handicapped people which focus on activities such as CBR, IE and disablement development. Through the aid of DSW and Department of Basic Education No. ( 1 ) , ( 2 ) and ( 3 ) , awareness developing non merely about IE but besides the Social Model of Disability was conducted in mainstream schools. â€Å" PWDs in Yangon have more opportunities to entree this information with aid from NGOs and DSW, but those populating in rural countries holding troubles due to inconvenient transit and deficiency of mobility, † U Hta Oke said. â€Å" I ‘m pleased about the turning figure of people working in the field, but most of them are utilizing a charity attack, which involves giving nutrient, money, tools and other necessities, † he said. â€Å" Not many are utilizing a life-based attack, which means supplying developing so they can stand on their ain pess. † Furthermore, for the educational position of kids with hearing/seeing/ rational disablements in Myanmar is unequal and behind-the-times. There is merely the DSW has one undertaking on gestural linguistic communication particularly for people with hearing disablement. There is no standard educational pattern. Teachers learn by copying the methods of older instructors. Harmonizing to the UN CRPD understanding emphasizes bi-lingual/bi-cultural instruction for people with hearing disablement. The Mary Chapman School in Yangon uses the doctrine â€Å" Entire Communication † that is method has been a widely adopted linguistic communication policy in deaf instruction from the 1970s. But this doctrine is out-dated. Graduation rates are really low. In Yangon Division, merely 14 pupils with hearing disablement have passed high school and merely six have graduated from university until 2011-2012 academic old ages.Undertaking All School-age Children in School ProgramIn Myanmar, all school aged kids in school undertaking ( ACIS ) was implemented by the MOE by join forcesing with UNICEF since 1994 with the purposes of cut downing the figure of over-aged out of school kids, extinguishing non-school traveling public, guaranting that all school aged kids to go to school and increasing the registration rate of primary degree pupils. They designed the last hebdomad of May as the Whole Country School Enrollment Week.3.6.2 Special schools which are supported IE for CWDsMyanmar has a policy of IE, which means handicapped pupils, including those who are blind, are allowed to go to categories in mainstream schools. This survey found that mainstream schools are non decently equipped to provide for pupils with disablements which mean that most CWDs are forced to go to particular schools, despite the policy. There are challenges to implementing the policy, since schools lack the needed resources and installations. Myanmar Christian Fellowship of the Blind ( MCFB ) was founded on 4th August, 1975, to upgrade the basic degree of instruction afforded to blind people in order to increase chances of taking independent in life manners. That foundation encourages donees in instruction particular to their demands including vocational preparation, every bit good as a focal point on how to get by as a unsighted parent and occupation arrangements. The MCFB accepts kids aged five and above and enrolls a similar method to the authorities mainstreaming schools. At that school, pupils can larn from grade 1 to 5 and so they can go on their secondary instruction in formal school. That school charges Kyats 15,000 a twelvemonth for twenty-four hours pupils and Kyats 40,000-50,000 for get oning pupils, which covers adjustment, repasts and tuition fees. However, there are over 700 blind and visually impaired pupils receive a formal or vocational instruction. â€Å" The schools should be equipped with learning stuffs in Braille, and instructors who know how to learn the blind by utilizing Braille, † said Mr. Thein Lwin, the general secretary of MCFB. Besides in an interview with the principal of the Kyee Myint Daing School for the Blind found that the school accepts kids from age six to 16, who are taught to the 4th criterion. After they finished the primary instruction, they are sent to a formal school to go on their secondary instruction. The school and provides has both twenty-four hours pupils and lodgers with free of charges for all fees of nutrient and adjustment. The school can accept 200 pupils for one academic twelvemonth. Mary Chapman School for the Deaf accepts kids from the ages of five to 18. At that school, kids can larn regular course of study that is taught in formal schools together with address reading, finger spelling and mark linguistic communication. Furthermore, kids at that school over 10-year of aged are taught reading, composing and arithmetic and vocational preparation such as tailoring, knitting, book binding, bag-making, cookery and massage. The school fee is Kyats 6,000 per month including repasts for pupils. The School for Disabled Children in Mayangone Township in Yangon is operated by the DSW. That school accepts both physically and mentally handicapped kids between the ages of six to 18 and teaches the criterion curriculum up to the 4th criterion. It has developed a particular course of study for kids with a learning disablement that take into history the extent of their disablement and their capacity to larn. The current admittance fee is Kyats 10,000 for one academic twelvemonth. Further, while the survey found that, the proficient for instruction and preparation enterprises are non new to Myanmar. As a consequence of some recent educational developments and reforms, it is new to some instructors and scholars both in course of study and methods of bringing.Particular Program for Over-aged ChildrenThis plan is one of the subdivisions of all school aged kids in school particularly for over-aged kids. It was started in 2003-04 AY at basic instruction schools. If the kid has between the age of 7 and 8, he/she will finish the primary instruction within 3 old ages and if the kid has over 9 old ages of age, this accelerated plan enables to finish his/her primary instruction within 2 old ages.Cloistered Education SystemUnder the supervising the Ministry of Religious Affairs, the cloistered basic instruction schools are initiated by join forcesing with the MOE. They use the formal basic instruction course of study of MOE but the schooling hr is flexible harmonizing to the pupils ‘ handiness. This plan is so benefit for the marginalized kids including CWDs that is complementary to the formal instruction system. In 2010-11 AY, there were about 1431 Cloistered schools ( 1071 primary schools, 246 station primary schools, 112 in-between schools and 2 high schools ) with 0.215 million pupils including novitiates and nuns. Presently, at least 40 % of all pupils in Myanmar are go toing at these cloistered schools. The research found that it is still really few chances for CWDs if we compared to the full state. 3.7 Problems of handiness to instruction faced by PWDs The rule of basic instruction as a right based attack has been accepted internationally. However, a big figure of CWDS are non able to finish a minimal figure of school old ages in most underdeveloped states. They face a assortment of barriers before coming to school and even within the school. This research findings highlighted the jobs of CWDs to entree instruction that although the ordinance and Torahs on inclusive instruction for all excluded kids have been good established in Myanmar. The authorities runs the IE as the national degree instruction development program, nevertheless, there is a deficiency of educational assistive stuffs such as Braille books, Braille composing frames and course of studies, qualitative/standard documents for composing in Braille, assistive devices for mathematical instruction or acquisition, and gestural linguistic communication translators. For these grounds and because of the deficiency of skilled instructors, the IE system ‘s benefits have non been realized. Learning through the restricted environment has besides been one the most critical issues of educational chances for PWDs that needs to be addressed in order to make equality and just instruction in Myanmar. The current instruction system does non accommodate for PWDs in rural country, specifically in advancing the instruction criterion of CWDs. In fact, there are several factors that influence over the instruction chance for CWDs. In add-on, the research worker tries to research what are those factors, challenges, and obstructions in prosecuting instruction in the community. The undermentioned informations are contributed by the PWDs and community representatives during the field research. Towards the attainment of MDGs, many challenges still remain with respect to particular focal point which is required on hard-to-reach countries. A demand of protagonism with more focal point on responsibility carrier is a scheme to do certain of the long term committedness. The policy needs to be rewritten with a better apprehension of governments, responsibility carriers and responsibility holders. Furthermore, the accessible services for PWDs in Myanmar is really small, merely those who live in metropoliss could entree to those services and even so they need to acquire to such topographic points where by necessitate a batch of barriers to get the better of to acquire at that place and money factor is another large barrier. In 2008, there are merely 100 Physical therapists appointed in infirmaries under ministry of wellness. Harmonizing to the First Myanmar National Disability Survey 2010 showed that there were merely 50 % of PWDs in Myanmar ne'er attended school, out of which 66.5 % enrolled in primary schools, 22.2 % in secondary schools. Some sort of jobs concerned with CWDs. A big per centum of those who do go to mainstream schools shortly drop-out because of unfriendly attitudes and environments in educational scenes. They frequently encounter negative intervention from their equals who are non sensitized to disablement issues. Most instructors and school principals are non familiar with the thought of including. In Myanmar, one of the Southeast Asiatic states, most of the people are still discriminate and exclude the CWDs traditionally. They believe money can do CWDs to be happy. It ‘s non right. In particular schools, there have IE undertakings for all CWDs. It can merely the manner to do in those kids ‘s lives to be valuable. While the registration rate addition about 100 % every twelvemonth at school opening seasons, there is dismaying about 40-50 % dropping out before they completed in their primary instruction so one could conceive of for pupils with disablements. There is small aid for schooling chances for pupils with disablements with the current state of affairs because of the low consciousness about the disablement issue, incorrect traditional believes and pattern, less accessible resources ( Brielle, mark linguistic communication, learning AIDSs, Buildings, etc. ) , Low prioritization and no particular jurisprudence and ordinance to protect them. Among the four types of disablements, handiness for physical disablement, blind and deaf disablement may be about 3. For people with rational disablement is 0.05. The huge bulk of CWDs ne'er attended school and that a big per centum of the 1s who do go to mainstream schools shortly drop out due to unaccessible school substructure, deficiency of larning Scopess, improper acquisition procedure and unfriendly school environment. But amongst the kids that are non in any signifier of educational apparatuss, a big bulk shows a acute involvement to get instruction. CWDs may hold many of the jobs that affect kids at hazard. The troubles and jobs are non because of their damages but because of several barriers around their environments. During this field research, the research worker notified that there is an absence of dependable and consistent informations on the educational position of kids harmonizing to their disablements. This makes it hard for pedagogues, policy-makers and coders to understand the nature of the job, and place possible solutions. Furthermore, the current instruction methods are non turn toing to the single demands of pupils with disablements by missing preparation and experience of instructors in learning and managing them. Presently, the instruction of CWDs is concerned by DSW. For this ground, it is hard to mainstream the plan. Education for CWDs needs to be addressed by the MOE by join forcesing with DSW and other stakeholder organisations.Economic FactorsThe high cost of instructional stuffs of CWDs farther curtailed their entree to all inclusive instruction services. Some representatives from DPOs were besides presented about the cross subdivision of economic factors of CWDs ‘ house holds to entree instruction. To sum up the assorted understandings on poorness issues that is earnestly impeding the CWDs from accessing instruction. Poverty is non merely affected on the handiness of basic instruction for CWDs but besides for other kids. In other the school drop-out CWDs instance, many of them are enduring from an live or undiagnosed disablement. If the community aware more about the disablement issue, they could seek to better instruction for those kids, but right now the illiteracy rate of this population is so high and that caused an economic load on states. In the failure to include those CWDs, most of the community members are disregarding an of import measure in our effort to eliminate poorness. Poverty and deficiency of cognition on disablement issues are the major jobs accessing instruction for CWDs. Poverty would stand out on top as there are livelihood chances for parents who are hapless and holding CWDs in the household. The research worker agrees with the respondents that because of the perceived added costs of wellness related jobs, the job is comparatively deeper when the CWDs are involved. More than half of the population of PWDs lives in rural countries detached from the benefits of information and communicating, transit, and certain advanced technological installations. Indeed the high cost of equipments, coupled with the rampant poorness predetermines the close or entire absence of instructional stuffs. There does non look to be a policy to guarantee the monolithic distribution of these stuffs.School substructureThe deficiency of fiting substructure necessary for the integrating was identified as a cardinal challenge to all inclusive instruction services. Most of the schools ‘ substructures are non comfy for kids with physical and ocular disablements. There are many environmental barriers for wheelchair motion. In schools that are at least two narratives high, there is no manner to mount up the step by kids in wheelchairs or utilizing crutches. Parents of physically handicapped kids have to be carried up stepss and the doors are besides non big plenty for wheelchairs to go through through. Lack of schoolroom versions hinders the motion of kids with disablements including the furniture of the schoolrooms and accessible lavatories. These barriers are so hard to entree IE. A key job is the deficiency of clear policy steering I/LNGOs ‘ intercessions in instruction for pupils with disablements. Another barrier is the deficiency of dependable information and statistics which could endorse up planning and support procedures. All schools are under the Ministry of Education, but the development issues of CWDs are still under the DSW. Existing policies related to instruction and disablements were found to be contradictory to each other. Appropriate policy preparation & A ; version is required to get the better of the barriers. Furthermore, the budget for instruction is the basic demand and consciousness of responsibility carriers and responsibility holders need to be promoted along with its legal and policy development. It is someway, inclusion is non a topic of Teacher ‘s preparation college, developing methods & A ; tools are non available in Myanmar. Insufficient cognition of inclusive instruction methodological analysiss, deficiency of public consciousness about the demands and chances of this mark group and deficiency of support to back up inclusive instruction for CWDs are all forestalling these kids from having an instruction and being included in wider society. It is found that to be depended upon the single instructor ‘s or school principals ‘ involvement to originate and include in the mainstream instruction system. Most of the services are available merely in Major City such as Yangon, Mandalay and Sagine where 27 % of PWDs are cognizant of bing societal services, while merely a 3rd of those of all time contacted the bureau.Isolation and negative attitude by equalsHarmonizing to the EFA scheme, all schools are found to be implementing IE procedure sing the CWDs but there are no dissing them, particular support for them, no strenuous work for them. In some instances, some non-disabled kids perceive some CWDs as contagious and fear that they will convey from those disablements. Some superstitious parents of non-disabled kids want to forestall their kids from doing friends with CWDs. This is one factor that upsets one of CWDs.Information and consciousness sectorAs to the consciousness of NGOs who provide services for PWDs, 14.7 % know of their presence but merely over 1.7 % of those who are cognizant of the services had of all time contacted NGOs. Refering particular establishments, 20.2 % of PWDs have knowledge about particular establishments but merely less than 1.7 % of them of all time had contact with them. Merely 14.6 % of PWDs know about the being of organisations for and of PWDs whereas merely 2.5 % of them of all time been involved with those organisations. Engagement of PWDs in IE policy is non a large job for physically handicapped individuals. The large job is IE and vocational preparation for ID. Government, I/LNGOs and DPOs need to make a batch of it.Unavailable trained instructors in following pupils with disablementsThe deficiency of adequate trained instructors has predetermined that CWDs lack the specialized attention they need. This could be explained by deficiency of consciousness and disablement related installations like inclines, particular lavatory installations, larning stuffs by t he parents. Teachers can incorporate the virtuousness of instruction degrees, functions and duties by being exposed the demands of CWDs in the community. In