Explain Steps in Organizational Changes Process Essay

There are four steps in organizational changes process. The management of change involves determining the needs for changes, determining the obstacles to change, implementing change, and evaluating change. Explaining steps in organizational change process are as follows: First, the organization may determine the needs for changes to make organization more responsive, flexible and competitive. Before the changing, the organization should find the gap between performance objectives and actual performance, and uses some indicators, which like total net profit, sales per employee, and labor costs, to measure the gap in order to decide whether the organization needs to change. Second, the organization need to identify the obstacles, which like resisting changes at organization, division or individual level, Unions resistance, the culture, strategies and structures of the organization, and financial ability, to introduce new policies and practices when the organization need to changes. For example, for the financial ability, HR manager expects to introduce new technology to make the organization more competitive. However, the organization doesn’t have enough subsidies to afford all staffs to learn new skills. Therefore, the organization should identify all potential barriers. Third, the organization should consider which methods to implement in the change to reduce the resistance from managers or employees. The organization can use internal managers or external consultants to carry out the changes. The internal managers have more knowledgeable about people and business operations, but the internal managers often are too narrow to successfully introduce change. Besides, the external consultants are politically neutral and possessing broader and have more knowledgeable viewpoints, but the external consultants do not know the organization and its staff. Therefore, the organization should measure which method is more suitable for the organization. Moreover, the organization should use Top-Down or Bottom-Up approach to implement the changes. The Top-Down approach which managers need to involve in decision and implementation, this approach emphasizes on speed and action. This approach shows the low-level staff just participates in the changes, but top-level managers are made decisions. The Bottom-Up approach which involves considerable discussion and consultation with managers and employees, it emphasizes participation, communication, and the minimizations of uncertainty. This approach makes the staff have more motivations and satisfactions. Therefore, the organization should choose which approach to implement the changes. Last, to measure the effectiveness of changes, the organization use some indicators, like employee productivity, job satisfaction, sales, to compare the before and after situations to analyze and control the outcome. For example, when the organization implemented the change, it can compare the sales this year and last year to evaluate the effectiveness of the change. Therefore, the organization can utilize different indicators to evaluate the effectiveness of the change. The organization should change regularly as the business environment is constantly changing. However, some of reasons why the employees sometimes resistant to change are followings: If I were a HR manager, I would handle this situation with different methods to help the employees. As a HR manager, I would communicate with the employees to reduce the influences of them. Some employees may resist changing because they feel incapable of performing well under the new way of doing things like using high technology, and they do not understanding what is happening or why. Therefore, I would communicate with them to reduce their resistances. As a HR manager, I would participate with the employees to attend some lessons or courses, which are provided by the organization. It is because some of them may feel work overload and loss of face when they faced the change. They may feel that they are physically or mentally unable to handle the change and feel uncomfortable. Thus, I would participate with them to support them to change. As a HR manager, I would organize some channels, which like meetings, memos, E-mails, and social network, to let the employees know why the organization needs to change in order to reduce their resistances and angers. In the channels, I would tell them the high technology only less skills required, the change can carry lower pay rate. So I would organize some channels to reduce their fear of the unknown. As a HR manager, I would negotiate with the organization to provide the counseling for the lay-off employees to lower negative emotions. Some of them may feel that their pay and benefits may be reduced or they may lose their job as the economic downturn. Thus, I would require the organization provide counseling to give them comfort. As a HR manager, I would negotiate with the organization providing rewards when the employees accepted some required. The organization needs to introduce some high technology as an example, if some of them, who accepted the requirement, may have opportunities to increase their pays or promotion. Therefore, I would utilize some rewards to attract them. Therefore, as a HR manager, I am not only monitoring organization’s environment, but also I should communicate with employees.

Different Kinds of Sports Essay

Sports can serve an important role in society. From an early age, children who participate in individual or team sports can learn the value of teamwork, discipline, leadership and effective communication. Sports also helps bring people from different nations together, despite their differences. For example, the World Cup soccer tournament and the Olympics allow nations to compete in a friendly environment and galvanize national pride Combat Combat sports are sporting activities in which two competitors must best each other through some kind of physical contact under a specific set of rules. Combat sports often take place in a ring, a cage or on a mat, and are typically structured to be contested in rounds. Examples of combat sports include boxing, wrestling, mixed martial arts which is a free-form sport that combines Judo, Karate, Fencing, Kung-Fu, Kick Boxing, Taekwondo and various forms of grappling such as Jiu-jitsu. Extreme Extreme sports are designed to provide intense thrills based on the level of danger represented by the activity. They are performed in a variety of settings and situations and unlike other sports in which injury is a possibility, extreme sports enthusiasts are attracted by the fact that injury and the possibility of death are the norm. Examples of extreme sports are cliff diving, hang-gliding, extreme rollerblading, BMX freestyle, which is an extreme form of bicycle riding that involves complex tricks and jumps, Parkour — also known as free running — in which runners scale walls, jump between buildings and balance on ledges, extreme skateboarding and skydiving. (see references 3) Water Water sports can take place in an enclosed area or in a river, ocean or lake. Water sports can be more grueling than land-based sports due to the resistance that water provides against movement. The most basic water sport is swimming, which also includes high diving. Other examples of water sports are water polo, surfing, kayaking, white-water rafting — which can also be an extreme sport depending on the level of rapids you encounter — sailboat racing, water skiing, and wake boarding — which involves being strapped to a board as you move through the water. Ball Some of the most commonly-known individual and team sports are played with a ball. In the U.S., football is a well-known sport that is played at every level from youth to the National Football League. Throughout the world, basketball, soccer, softball and baseball are sports that are widely played. Although hockey substitutes a puck for a ball, it is a sport that is played in the United States, Europe and Russia. Other sports that utilize a ball are cricket, tennis, racquetball, handball, lacrosse, rugby and golf. Motor Motor sports involve vehicles such as motorcycles, motorbikes, cars and other kinds of vehicles that are powered by engines. For participants, motor sports are a high-octane experience that features explosive velocity, hairpin turns and the real possibility of having an accident. For fans, motor sports provide the exhilaration of watching spectacular crashes and vehicles in a constant state of acceleration. Examples of motor sports include race car driving, motorcycle racing, motorbike racing, off-road ATV racing and dirt-bike racing.

The Airline Industry Pre and Post 9/11

Analyze the attractiveness of the airline industry pre 9/1 1 . How attractive was the industry before 9/11? Was it profitable? Was there growth? Was there strong competition or not? If so, in what sectors? PESTEL Analysis of the Airline Industry Pre 9/1 1 Political Government support for national carriers Oohnson, Gerry. 2011, pg51) Security Controls Oohnson, Gerry. 2011, pg51) Investment support Restrictions on migration Oohnson, Gerry. 2011, pg51) Deregulations (try to cut down airfare prices) Economic National growth rates Oohnson, Gerry. 2011, pg51)Fuel prices Oohnson, Gerry. 2011, pg51) High costs associated with the Full Service Carrier business model of markets Increasing world trade and investment Social Rise in travel by elderly Student international study exchanges Changing life styles Increase in the number of educated people Globalization Technological Fuel-efficient engines and airframes Security check technologies Teleconferencing for business Consolidation Alternative fuels Environmental Air pollution controls Noise pollution controls Energy consumption controls Land for growing airports Legal Employee work hoursLiberalization Restrictions on mergers Preferential airport rights for some carriers Porter's five forces analysis for pre 9/1 1 Threat of Entry High regulations Capital intensive Requires high level of experience and knowledge It has a high barrier entry Monopoly in some cities' airports The Threat of Substitutes Busses, ships, rail industry In Europe, Russia rail is the preferred transportation mode In US rail and road are the mode of transportation for goods Prices are regularly low comparing to airfares in Europe for within Europe and Russia Ships are being used or transportation of goods in bulk to continents But for individual transportation for long distances mostly airlines are preferred. The Power of Buyers Almost 50% increase within a decade, due to increase in the number of retirees. Also rise in the world GDP. Increasing numbe r of airline companies gives more choice to select from to the buyers. Customer loyalty highly depended on airfares. Price sensitive. So bargaining power of the buyer is high. Technological innovations give advantages to business travelers (skype, conference calls†¦ etc) The Power of Suppliers Pilot's unions, â€Å"there is no good alternative to a well-trained pilot in the cockpit†.The supply is mainly being done by Boeing and Airbus, Aramco, Gazprom All of the suppliers have high power. (Fuel, maintenance, labor). Competitive Rivalry Low margin cost (1-2% net profit) Increase in the number of airlines High costs High exit barrier As per the case study â€Å"analysts were predicting that the US airline industry world lose some $. 5bn because of the slowing economy combined with a large decline in business travel. † So the decrease and losses were already happening, due to echnological, mismanagement and economic reasons. 9/1 1 may have given good reasons for mist akes. 2 Analyze the attractiveness post The decrease hit the bottom with the terrorist attacks. People preferred other ways to travel.PESTEL Analysis of the Airline Industry Post 9/1 1 Government support for national carriers (bailout money $4bn) Tax break for the next five years (national carriers) Security Controls increased (3 hours early check in) Lay offs Cost increase due to security increase Supplier's suppliers were affected Probable increase in the demand for metal detectors and security items Increase in he insurance cost Increase in the airfare but after 2007 airlines are raising against each other, prices are going down Fear against flights No trust to security Choice towards road, rail, or teleconferencing. Need for advanced security check, secure stronger technologies including navigational equipment. Teleconferencing for business Stronger rules over employees Tighter regulations Increase in the consumer rights and protection* 3. How might airlines better plan for disr uptive events such as 9/11?They could nave done scenario planning and train the employees according to the worst case scenario. Shell was the only company during the crisis which survived because they had the scenario before and when they started to feel the crisis they reacted before it reached at the door. Airline industry can do the same thing, and train their employees. Government can do trainings at the school or public places for worst case scenarios. Airplane suppliers can produce safer doors for the cockpit. And security companies should not Just hire normal people they should have people from the army or police departments at the airports who are well trained.http://dollarsandsense.org/archives/2002/0502ward.htmlhttp://www.citethisforme.com/topic-ideas/business-marketing/Qantas%20management-9357129

Alan Turings method Essay Example | Topics and Well Written Essays - 3000 words

Alan Turings method - Essay Example Alan Mathison Turing was born to an upper middle class British family in London, 23 June 1912. He was educated at Sherborne School. While in his school, he was criticized for his handwriting by his teachers. He also struggled at English and mathematics as he was too involved with developing his own ideas to produce solutions to problems using the methods taught by his teachers. From his early years of schooling he has amazed many of his teachers. He tried to always find his own solutions and in spite of producing unconventional answers, Turing did win almost every possible mathematics prize while at Sherborne. This has amazed many of his teachers. The one subject he liked was chemistry. However from a very early age, he carried out experiments following his own plan which did not please his chemistry teacher. As a result of these Turing's headmaster once wrote:- â€Å"If he is to stay at Public School, he must aim at becoming educated. If he is to be solely a Scientific Specialist, he is wasting his time at a Public School†. In spite of the difficult schooling years, Turing entered King's College, Cambridge, in 1931 to study mathematics. He had a much easier time in college than in school as he could explore more of his own ideas in college.   Turing studied mathematics with increasing distinction and as a result of his academics he was elected a Fellow of the college in 1935. The paper "On Computable Numbers with an application to the Entscheidungsproblem" (Turing 1936-37) was his first and perhaps greatest success.

Discuss the Explain the view that the dependence of developing Essay

Discuss the Explain the view that the dependence of developing economies on agriculture condemns them to remaining among the worlds poorest nations, Discuss th - Essay Example Cash crops in developing countries are mainly for exports and some of these products include coffee, tea and cocoa, however the oversupply of these products in the global market leads to low prices, high competition in the global market also leads to the low prices of these products. Subsistent crops are produced for the purpose of domestic consumption and the surplus is sold in the local markets, however the products are usually perishables and due to lack of good infrastructure and communication networks products do not reach the market where prices would have been high. The production of both cash crops and subsistence crops is important in these developing countries, cash crops are grown for the purpose of export while the subsistence crops are for local production, however these countries mostly produce the cash crops in large quantities in order to export although these goods do not yield sustainable incomes for the country to develop, there is need to diversify these products. Many developing countries are faced with natural disasters such as draughts and floods, this cause them to import food from other countries when such disasters occur, they lack food security programs that ensure that in years of over production the surplus is stored and these therefore contribute to food shortages, these importation of food products from other countries results to unfavourable balance of payment and unsustainable debts, therefore there is need to initiate a food security program and also an import substitution strategy. Falling food prices in the long term Due to the overproduction of agricultural products leading to high supply levels, the prices of food products falls even to levels below the cost of production, these leads to underdevelopment in the agricultural sector where farmers avoid overproduction of products. Price stabilisation The developing countries

The Five Porter Forces Essay Example | Topics and Well Written Essays - 500 words

The Five Porter Forces - Essay Example This is thus applicable to the Coke and Pepsi industries who are major rivals in the production of carbonated soft drinks. The structure of the concentrated producers is such that a blend of the raw material ingredient  is produced, packaged in plastic canisters and taken to the bottlers. Concentrate producers add artificial sweeteners to carbonated drinks while the bottlers add sugar or high fructose is making the process of the former to be less capital intensive than the latter. Production cost is low under the concentrate producers with little capital being used on machinery, labor and overheads and still ensuring that production can serve the whole of the United States (Greenwald & Kahn 91). Innovation and sophistication is a key goal in the firm with high investments awarded to marketing, advertising, research, promotion and bottler support. However, key emphasis is given to the development of customer development agreements with other advanced companies to promote marketing strategies and employment of many people to meet the production demand Bottlers on the other hand add sugar, carbonated water, high fructose corn syrup to the concentrates and packed it ready for delivery to customers. The sales include maximization of space, positioning of brand, setting displays and points of sale and coming up with promotional activities. The process of the bottlers is capital intensive, involves high speed and high cost the o produce a package that is of similar type and size. Much of the system is capital intensive with major investments being accounted for trucks and distribution process. The industry structure of the concentrate producers is more attractive based on the model provided by Porter on industrial framework.  

National Crisis Essay Example | Topics and Well Written Essays - 2750 words

National Crisis - Essay Example After having witnessed what has befallen their country, the United States began to take terrorism more seriously that it had ever before. Here was an enemy without face that directly challenged the might of the country responsible for turning the two world wars in the favor of a free world. The American Heritage Dictionary defines terrorism as â€Å"the unlawful use or threatened use of force or violence by a person or an organized group against people or property with the intention of intimidating or coercing societies or governments, often for ideological or political reasons†. Everybody now knew what the word truly meant especially what the term ‘force’ implied. The United States spared no time in hunting down the members of the al-Qaeda. It began in Afghanistan where the Taliban regime proudly sponsored the extremists. Why you ask? According to †¦, â€Å"one man’s terrorist may be another man’s freedom fighter†. The country then proceeded with dismantling the Saddam Hussein regime whose reports indicate to be a major violator of human rights. (Combs, 2007; Gunaratna, 2003). The Iraqi struggle has been the focal point of criticism of the Bush administration. The war waged not on the battlefields of Iraq and Afghanistan alone. It was also being fought in the mind and hearts of every American (Pillar, 2004; North O., Horn S, Horn S.A., 2004). After 6 years of the event, the U.S. is now split between those who considers it best that the country changes its mode from search-and-destroy to build-and-move on and those who deem it proper that the fight must carry on. They voice out their concerns in position papers, placards and editorials. In this paper, we will be analyzing two editorials whose content has much to say regarding what should be done now 5 years after the event. The purpose of this paper is not so much as to

Short analytical memo report Essay Example | Topics and Well Written Essays - 750 words

Short analytical memo report - Essay Example The research investigated three charitable organizations within the Halifax regional municipality to establish ways through which the company can support the organizations humanitarian activities through other charitable acts in addition to direct fiscal assistance. The investigative undertaking took advantage of various research methods such carrying out surveys, correlation and a case study of two charitable organizations within the Halifax region, Research Methods (2011).The report begins by an individual description of the two charitable organizations followed by an attempt to match the organizations activities and the company’s objectives. This forms the main body of the report while the summary explains how the particular charity is more beneficial to the company than the rest. Finally, the report concludes by declaring a recommendation. According to Parker Street (2011), this registered non profit agency is responsible for the provision of food, furnishings, skills improvement, and mentoring and support assistance to residents of Halifax regional Municipality. The organization commenced its operations in early nineteen eighties as a food bank. The furniture part commenced operation in mid nineteen nineties at a dissimilar location before combining to form the present major organization. Over the years, it has progressively participated in charitable activities. Parker Street is charity organizations that respect the existence of individuals and are involved in activities to eliminate racism, poverty and other social ills and injustices. They strive to build societies that are concerned about people’s welfare irrespective of their areas of origin, devout affiliations or social and political stand, (Parker Street, 2011). Notably, it formed the IT program in the year 2001 in collaboration with the local Nova Scotia Community college through which scores of students

Body Ritual among the Nacirema Essay Example | Topics and Well Written Essays - 500 words

Body Ritual among the Nacirema - Essay Example It has similarly attracted many anthropologists whose concern is to identify and to expose the special unique practices (Murdock, p. 506) their practices embrace the limits to which people’s behavior could explore. The name Nacirema would be reversed to mean American and in that context the majority of the outsiders actually consider them total reverse due to their strange and unique practices. In addition to that, the culture of body ritual among the Nacirema asserts that the body is quite in an ugly state and is vulnerable to diseases and infections. These are a major concern since man intends to make the body appealing, stronger and resistant to illness. And this they believe can be countered through a series of rituals and traditional ceremonies. In respect to that, every household owns a shrine indoors for these purposes. The amount of the shrines owned by a household would, therefore be dependent on their social status and economic depth. For instance, the opulence of a family is based on the number of ritual shrines that they posses. Most houses of the Nacirema group of individuals are made of daub and wattle. However, the shrines are built with strong magnificent stones an illustration of the special attachments and considerations of the shrines.this may seem so public but the rituals of every family secret to its members. Among the many daily body rituals performed include the mouth rite. It entails an insertion of a smaller hog of hair pieces into the mouth accompanied with a powder that is magical and ultimately running the bundle in precious formalized routines of gestures. Another mouth rite, though done once or two times a year, is the private mouth rite. The procedure looks scarier and is a visual torture to most anthropologists who dare to unveil the practice. It involves more paraphernalia that consists of probes, augers

Vulnerable Population in Current Events Essay Example for Free

Vulnerable Population in Current Events Essay Vulnerability comes in different shapes and forms. It applies to different settings and also populations. Vulnerability has two categories; individualize that means a person is vulnerable within a context. The other is a group, because of susceptibility to external or internal factors directly related to a population despite what is occurring with other people or groups (De Chesney, P. 3 2012). Here the focus is on a vulnerable population of obese patients. The article speaks about how health care providers can have stigmatizing attitudes toward obese patients (Malterud Ulriksen, 2011,p. 1). Highlighted factors focus on the barriers the obese population encounters by providers who have made prejudgments on the patients, how it affects the outcome of the care of the patients and what effects it has for their road to recovery. A vulnerable population according to De Chesney (2012) is defined as a group of people at risk of poor physical, psychological or social health. Vulnerability by virtue in status. A group of people who are at risk at any given point relative to another individual or group (p. 4). The obese patients are the vulnerable population because of their genetic predispositions and life circumstances. They are not categorized by their cultural vulnerability but rather due to this similar physical nature. In the article the obese patients faced many barriers, which prevented them from obtaining the resources need. Many of them were viewed as patients who did not take responsibility for their eating habits or did not have the motivation and will power to succeed in their predisposition. Providers view them as the main cause for the obesity and non-improvement. â€Å" A recent review demonstrated that also health care providers endorsed stereotypical assumptions about patients with obesity and attribute obesity to blame† (Malterud Ulriksen, 2011,p. 1). â€Å"The stigmas and prejudgments of the providers and society are seen as exploitation (keeping people down), norm enforcement (keeping people in), and disease avoidance (keeping people away†) (De Chesney, 2011, p. 1). Many of the patients believed their needs were not met as far as caring for their health conditions because many of the doctors were associating every issue, symptoms, or discomfort to their weight. Also many of the obese patients thought they did not have the equal amount of care, time or consideration as other patients because they were believed to be lazy. However, the study also showed providers supportive of the obese patient also feels a sense of discomfort when caring for him or her. A situation, which showed female nurses who believed fat, was unhealthy, and related to coronary heart disease wanted to enforce the importance of weight loss. Many of them did express they felt uncomfortable to do so in fear of insulting the patient or making him or her feel uncomfortable. They had seen the discussion of weight as a sensitive topic. This made them pass on giving the education (Malterud Ulriksen, 2011, p. 4). In experiences during one’s nursing career many situations come to mind when thinking of an obese patient, prejudgment, and stigmas that are related. One can recall a few situations, such as nurses immediately becoming upset because the patient does not fit on the bed. If the patient is admitted the process of calling bed board to bring down a â€Å"Big boy bed to accommodate the large patient seemed to annoy the nurse. Other reasons, such as testing or meeting the needs of comfort for the patient. What seemed to be out of the ordinary routine for their patient the nurses tended to become annoyed and did not realize the patients are very much aware of his or her feelings and stigma toward them. If an obese patient needs different accommodations it is not his or her fault. Should the blame not be placed on the facility for not providing small things such as large gown, larger stretchers, and easier ways of transportation for the larger patients. Society decided to place a label on a patient who may not have control over his or her size and has enforced it to apply to the country. The only way this problem will improve if it starts with the health care system and providers. In conclusion the vulnerable population of obese patients need to be cared for by providers who have empathy toward them. It is important to the patients care and does not add stress to an already difficult situation (Malterud Ulriksen, 2011). They need to support the patients and provide them with other avenues and build on the confidence need to succeed. The stigmatization needs to end and not incorporate it into the care. According to Malterud and Ulriksen (2011) â€Å"Existing research indicates that such attitudes may actually increase the maladaptive eating behaviors, exercise avoidance and in some cases reduce motivation to lose weight.† (p. 10). Therefore, health care professional who have obese patients to care for are the first line of defense to brake the bad habits and stigmas associated with obesity. A provider has to recognize the effort their patients have tried to make in managing their weight issues (Malterud Ulriksen, 2011). References De Chesney, M. (2012). Caring for the Vulnerable: Perspectives in Nursing Theory, Practice and Research, 3e. Retrieved from The University of Phoenix eBook Collection database. Malterud, K., Ulriksen, K. (2011). Obesity, stigma, and responsibility in health care: A synthesis of qualitative studies. International Journal of Qualitative Studies on Health and Well-being, 6(4), 1-11. Retrieved from http://www.doaj.org/doaj?func=abstractid=880959q1=vulnerable%20patientf1=allb1=orq2=caring%20for%20vulnerable%20ptatientsf2=allrecNo=1uiLanguage=en

Making Singapore An Inclusive Society

Making Singapore An Inclusive Society Inclusion is an international agenda. It is practiced in both developed and developing countries in the world. In wealthy developed countries (eg United States, Australia) large body of research has highlighted the benefits of inclusion for all students. Inclusion in many developing countries has provided educational alternative for as many children as possible (Lim, L. Tan, J. 2007). The United Nations Convention on the Rights of the Child emphasizes educational opportunities for the worlds children. It provides that children have a right to education (Art. 28) and children with any kind of disability should have special care and support so that they can lead full and independent lives (Art. 23). The Convention was adopted by Singapore on 2 October 1995 (MCYS, 2003). Making Singapore an Inclusive Society Singapore Prime Minister Lee in his maiden 2004 National Day Rally speech clearly stated the intention of his government to build an inclusive society and envisioned Singapore as a place for its people who can contribute and care for one another as one people and one nation regardless of race, religion and background (Lee, 2004). The following month PM Lee called for more efforts to integrate people with disabilities into mainstream society beginning with the integration of students with disabilities into mainstream schools (Teo, 2004 cited by Lim, Thaver Slee, 2008). The Prime Minister continued his promise of building an inclusive society in his second National Day rally speech 2005 and called on everyone to play a part in remaking Singapore as a vibrant, global city that can be proudly called home (Lee, 2005). He also emphasised a first-class education for all (Lee, 2005). Since PM Lees announcements, other ministries supported his vision of a new government by making commitments to make Singapore an inclusive society. Listed below are ministerial speeches from the Ministry of Community Development, Youth and Sports (MCYS) and Ministry of Education (MOE) reiterating the ministrys support to make Singapore an inclusive society. 10 March 2005: Dr Vivian Balakrishnan, acting Minister for Community Development, Youth and Sports (MCYS) and Senior Minister of State for Trade Industry (MITI) in his speech on No one left behind defined an inclusive society as one giving people with disabilities more opportunities for gainful employment so that they were not excluded and could live like everyone else (Balakrishnan, 2005 point 33). 10 November 2005: Mr Gan Kim Yong, Minister of State for Education (MOE) in his speech on The School as a Caring Community at the International Conference on Inclusive Education affirmed the government support for children with special needs (Gan, 2005). 14 January 2006: Mr Gan Kim Yong, Minister of State, Ministry of Education (MOE) and Ministry of Manpower (MOM) as Guest of Honour presenting bursary awards at the Society for the Physically Disabled (SPD) informed that children with disabilities have been accepted into mainstream schools and disclosed that schools are improving their infrastructure so that their facilities are made accessible to students with physical disabilities (Gan, 2006). 26 June 2006: Dr Vivian Balakrishnan, Minister for Community Development, Youth and Sports (MCYS) and 2nd Minister for Information, Communications and the Arts (MICA) gave a speech about an inclusive transport system making Singapore an Accessible City and announced the launch of wheelchair-accessible public buses (Balakrishnan, 2006 and LTA, 2006). 2 November 2006: At Singapores 11th parliament opening, President S. R. Nathan reiterated its pledge to build a competitive economy and an inclusive society which leaves no one behind (Nathan, 2006). 26 January 2008: Rear Admiral (NS) Lui Tuck Yew, Minister of State, Ministry of Education (MOE) in his speech at the SPD Education Programme Awards Presentation spoke on support for an inclusive school system through many helping hands approach, thus making Singapore a more gracious, compassionate and inclusive society (Lui, 2008 point 9). 20 October 2011: In his address at the opening of Singapores 12th Parliament President Tony Tan stressed the importance of achieving inclusive growth where there are opportunities for everyone (Tan, 2011). 20 October 2011: In the same Parliament seating, PM Lee again spoke of an inclusive society as one where everybody benefits from the progress of the nation, has a say, a stake and a sense of belonging that leaves (sic) no one behind (Lee, 2011 point 3-4). With regard to early education, PM Lee said that the government is focused on supporting good quality, affordable pre-school education (Lee, 2011 point 11) and early diagnosis and intervention for preschool children with learning difficulties (Lee, 2011 point 12). 8 November 2011: Mdm Halimah Yacob, Minister of State for Community Development, Youth and Sports (MCYS) said that investments in early years education is important for social mobility and achieving inclusive growth. In the speech she outlined three areas of focus in subsidy grant for childcare placement, teacher quality and MCYS training to support implementation of the regulatory early years framework (Yacob, 2011). Singapore adopts the many helping hands approach involving families, communities and the government all playing their part towards an inclusive society (Tan, 2009). In the beginning, special education in Singapore developed haphazardly and was driven by voluntary organisations. Over time the government took over to play a coordinating and monitoring role (Tan, 2009) History of Special Education in Singapore The provision of special education dated back in the 1940s in post-war Singapore by organisations providing charitable services for people with physical and sensory disabilities. One of the earliest centres recorded in 1947 was Trafalgar Home for children with leprosy. The British Red Cross Society set up a home for crippled children in 1949 and included education for the deaf two years later. In 1956 the Association for the Blind set up a school. In the following year the Spastic Childrens Association was formed to focus on children with cerebral palsy. The Singapore Association for Retarded Children, later renamed Movement for the Intellectually Disabled of Singapore (MINDS) was formed in 1962. Special education in Singapore has since moved beyond physical and sensory disabilities to include intellectual disability (Quah, 2004 and Poon, Khaw Tan, 2007). The 1950s were turbulent times in the political history of Singapore. Besides the Voluntary Welfare Organizations (VWOs) hospitals also supported children with disability. In 1958 the Singapore Council of Social Services (SCSS) was set up to bring together all organisations and individuals with interest in community service and social welfare. In 1992 SCSS was restructured to become the National Council of Social Service (NCSS) (Tan, 2009). Until 1988 special education was operated by the VWOs and funded by NCSS. The governments stand was that special schools are best run by VWOs as VWOs had a strong sense of mission and their autonomy allowed them greater flexibility to respond quickly to needs and demands (Quah, 2004 and Poon, Khaw Tan, 2007). 1988 was a turning point when the Ministry of Education (MOE) partnered with NCSS in special education. MOE would provide land for schools and financial support at double the cost of educating a primary school student. With NCSS matching the financial contribution, total education cost would be four times the amount for a primary school student (Tan, 2009). Local teacher training in special education started in 1984 at the Institute of Education, presently known as the National Institute of Education (NIE) with a 3-year Certificate course in Special Education. When it was re-organised as NIE in 1991, it launched a 2-year Diploma in Special Education and in 2003, Masters programme in Special Education (Tan, 2009). MOE Support for Special Needs 20 May 2005: Mr Tharman Shanmugaratnam, the Minister for Education announced the selection of a pioneer batch of 10 primary schools and 4 secondary schools to receive support for students with special needs with the appointment of Special Needs Officer (SNO) in 2006. By 2010 all primary schools will have a trained SNO to support students with dyslexia. 20 primary schools will get support for autistic spectrum disorder (ASD) with one to three SNOs and 32 secondary schools will also get one to three SNOs for either ASD or dyslexia or both (Shanmugaratnam, 2005). 2. 24 May 2007: According to MOE, SNOs provide additional support in the class and complement the class teachers who are already supporting students with dyslexia or ASD. (MOE, 2007a) 3. 24 May 2007: MOE stipulates the prerequisite qualification of SNOs. Some SNOs may have relevant working experience in working with children with special needs. Applications are also required to have good interpersonal skills and the passion to work with children with special needs. SNOs will undergo full-time Diploma course in Special Education conducted by the National Institute of Education (NIE). After their one year training with NIE, they will then be deployed to schools (MOE, 2007a). 16 November 2007 saw the inaugural Ministry Of Education-National Council of Social Service Special Education Awards to teachers and Special Education (SPED) schools in recognition of their contribution towards the education of children with special needs (MOE, 2007b). Since then the MOE-NCSS Special Education awards are given every year in November (MOE, 2008, 2009b, 2010b, 2011). 10 February 2009: MOE announced recruitment of Allied Educators (AEDs) who will partner teachers in providing specialised support in counselling, teaching and learning in special education. All AEDs will receive training at the National Institute of Education (NIE) which is fully sponsored (MOE, 2009a). As at January 2010, VWOs are running 20 special education (SPED) schools funded by the Ministry of Education (MOE) and the National Council of Social Service (NCSS). The SPED schools run different programmes to cater to specific disability groups of children (Tan, 2009). 10 March 2010: The MOE press release outlined its support to enhance quality of special education in terms of recognition, resources and curriculum (MOE, 2010a). MCYS Support for Special Needs The Ministry of Community, Youth and Sports (MCYS) has put in place support for children 6 years and below who have been diagnosed with developmental, intellectual, sensory or physical disabilities. The Early Intervention Programme for Infants and Children (EIPIC) provides therapy and educational support services to children with special needs. It enhances and maximises the developmental growth potential of these children and minimises the development of secondary disabilities. The programme equips them with fine/gross motor, cognitive, communication, social and self-help skills (MCYS, 2010). The Centre for Enabled Living (CEL) provides referrals by a medical doctor or psychologist to the government-aided EIPIC centres in Singapore for children up to 6 years with developmental, intellectual, sensory or physical disabilities (MCYS, 2010). Public awareness and media coverage Public awareness grew over the years and there have been extensive media coverage, reports, stories and the airing of public views about people with disabilities or special needs. Public awareness is important in changing mind-sets thus promoting an inclusive society. Listed below are titles carried in the local newspapers during 2008 and 2009. Farm gives work experience to special needs adults (26th January 2008, The Straits Times) Growing old gracefully (18th February 2008, Business Times) Four ways Govt can help the disabled (27th February 2008, The Straits Times) FedEx gives disabled an opportunity to sail (18th March 2008, Business Times) Govt helps open more doors to be disabled (12th April 2008, The Straits Times) Kids to get half of $52m ComChest aims to raise (24th April 2008, The Straits Times) Making a difference to disabled children (12th July 2008, The Straits Times) Disability just another hurdle (13th July 2008, The Straits Times) Special gadgets for their special needs (23rd September 2008, Today) Including students with disabilities (23rd October 2008, Today) Are we able to help the disabled? (3rd December 2008, Today) Handicapped students get sporting chance (1st February 2009, The Straits Times) More day care, activity centres for the elderly (6th February 2009, The Straits Times) Work together to help the disabled (15th February 2009, The Straits Times) Enabling the disabled is a moral duty (14th May 2009, The Straits Times) Spore gears up for SILVER TSUNAMI (21st May 2009, The Straits Times) Special needs kids pack NDP funpacks (3rd August 2009, The Straits Times) Help for disabled and elderly just a call away (28th August 2009, The Straits Times) Enabling the disabled (18th September 2009, Today) Govt-backed trust to help care for children with disabilities (30th October 2009, The Straits Times) Open Door for disabled workers (1st November 2009, The Straits Times) Students spread cheer to the terminally ill (14th November 2009, The Straits Times) Special touch making a big difference (15th November 2009, The Straits Times) Special education schools to offer skills certification (21st November 2009, The Straits Times) Special schools urged to engage public (24th November 2009, The Straits Times) More schemes to help the less fortunate (2nd December 2009, The Straits Times) Turning disability into capability (2nd December 2009, The Straits Times) Disabled issues to get airing at Speakers Corner (12th December 2009, The Straits Times) Policy to Practice and Challenges The difference between mainstreaming and inclusion is philosophical (Quah Jones, 2004). Those who advocate mainstreaming holds the view that a child with special needs belongs to a special school setting and earns his way into the regular school setting. In contrast, those who support inclusion believes that the child with special needs begins in the regular school setting and is moved to special school because the appropriate services are not available or provided for in the regular school. Advocates of full inclusion believe that children with disabilities should be integrated into the general school environment regardless of whether they are able to meet the curriculum standards. In Singapore, placement is dependent on the childs abilities and needs. Students with diverse needs are increasingly integrated into regular schools. The most common special education category learning disability could fit nearly anyone having some problems in school. Teachers in the general classroom who are managing childrens behaviours every day are in the best standing and most effective in identifying children who are at risk and in need of intervention (Mercer, Algozzine and Trifiletti, 1988). Teachers are able to identify general skills such as self-help skills, social interaction and communication skills. This is crucial in identifying children with intellectual disabilities (Kemp and Carter, 2005 as cited by Janus et al, 2007). It is not enough that teachers are effective in identifying children at risk. Teachers should be working in contact and collaboration with specialists in special needs education. In Singapore, there are no statutory requirements to provide special services for children with special needs. Voluntary welfare organisations (VWOs) have played significant roles in the introduction and development of such services since the 1950s, including early intervention programmes. Early intervention programmes are available and accessible in special schools and hospitals. According to MCYS, referral to EIPIC (Early Intervention Programme for Infants and Children) centres is executed and coordinated by the Centre for Enabled Living (CEL) through a form submission by a medical social worker at a hospitals Child Development Unit. In general, the family doctor or general practitioner makes most of the referrals. Children who have mild disabilities that are not apparent until a later age may be missed out and their identification probably made possible only through the teachers at their preschool centres. Preschool teachers along with special school teachers are receiving training at the National Institute of Education (NIE) in special needs education. In fact modules in special needs education are available in teachers training at both pre-service and in-service levels. Teachers play an important role in setting the tone to create an inclusive environment within the classrooms. Janus et al (2007) cite findings of Early, Pianta, Taylor and Cox (2001) that teacher training influences their practices. This view is supported by Stephens Braun (1980) also cited by Janus et al (2007) teachers who take special education courses are more willing to accept children with special needs and are also more confident in their ability to teach special education. Teachers value, beliefs and attitudes regarding diversity and difference can influence their teaching and practices. This in turn can influence the quality of experiences of students. Although students with special needs spend most of their time in their classrooms, success in the support they receive is also influenced by factors outside the classroom but within the school. On important factor is the availability and extent of the support the school has with regard to professionals such as educational psychologists, counsellors and teacher aides. Schools may have support in terms of equipment, books and amenities; however, the extent to which these resources are coordinated within the school can affect outcome. Leadership support in the form of a principal is necessary. Above all, the collaboration between the school and the professionals involved is crucial. Others outside the school that can influence support for students with special needs include the medical professionals, psychiatrists or paediatricians, health professionals, occupational therapists, speech and language therapists and physiotherapists. Collaboration of the school with these professionals is important. Conclusion The vision of an inclusive society depends on how inclusive schools are. The move towards integration and inclusion of students with disabilities into mainstream schools is becoming a reality in Singapore. Support for special education increased considerably since PM Lees call for an inclusive society. The MOE has played a more active role in special education, collaborating with special schools to achieve desired learning outcomes and collaborating with VWOs to appoint school management staff (Tan, 2009). There was better integration and more opportunities for partnerships between special and mainstream education resulting in more opportunities of interaction among students with and without disabilities. Education and the future of an inclusive society means teachers play a crucial role. Teachers working with students with disabilities are likely to face issues that affect the social and academic inclusion of these students. They can take stock of the challenges facing them and examine existing practices to improve current school efforts by bringing in additional necessary resources. By raising these issues and asking for help, teachers can work earnestly and make inclusion possible within the mainstream educational system for children with special needs. Special education programmes and services are improving and special education teachers are better trained. Together with the support of government we can look forward to better quality of life for all individuals with special needs and living the reality of Singapore as an inclusive society. References Balakrishnan, V. (2005, March 10) No One Left Behind [Online] Available from: http://app1.mcys.gov.sg/PressRoom/CommitteeofSupplySitting2005Part1NoOn.aspx. [Accessed 1st July 2012]. Balakrishnan, V. (2006, June 26) The Launch of SBS Transit Ltd Wheelchair Accessible Buses [Online] Available from: http://app1.mcys.gov.sg/PressRoom/TheLaunchofSBSTransitLtdWheelchairAccessibl.aspx [Accessed 1st July 2012] Gan, K. Y. (2005, November 10) The School as a Caring Community. [Online] Available from: http://www.moe.gov.sg/media/speeches/2005/sp20051110a.htm. [Accessed 1st July 2012]. Gan, K. Y. (2006, January 14) Speech [Online] Available from: http://www.moe.gov.sg/media/speeches/2006/sp20060114.htm. [Accessed 1st July 2012] Janus, M., Lefort, J., Cameron, R. Kopechanski, L. (2007) Starting Kindergarten: Transition issues for children with special needs. Canadian Journal of Education. [Online] 30 (3), 628-648. Available from: http://www.jstor.org/stable/20466656 [Accessed 2nd July 2012]. Land Transport Authority (2006, June 26) Introduction Of First Wheelchair-Accessible Bus Service. [Online] Available from: http://app.lta.gov.sg/corp_press_content.asp?start=1600 [Accessed 5th July 2012]. Lim, L. Tan, J. (2004) Learning and Diversity. In: Lim, L. Quah, M. M. (Eds) Educating learners with diverse abilities. Singapore: McGraw-Hill. Lim, L., Thaver, T. Slee, R. (2008) Exploring disability in Singapore: A personal learning journey. Singapore: McGraw-Hill Lee, H. L. (2004, August 20) National Day Rally Speech [Online] Available from: http://www.scribd.com/doc/19374508/National-Day-Rally-Speech [Accessed 30th June 2012]. Lee, H. L. (2005, August 21) National Day Rally Speech [Online] Available from: http://www.singaporeupdate.com/previous2005/220805_primeministersnationaldayrallyspeech2005_more.htm [Accessed 1st July 2012]. Lee, H. L. (2011, October 20) Speech [Online]. Available from: http://www.pmo.gov.sg/content/pmosite/mediacentre/speechesninterviews/primeminister/2011/October/Speech_by_Prime_Minister_Lee_Hsien_Loong_at_the_Debate_on_The_President_Address.html [Accessed 30th June 2012]. Lui, T. Y. (2008, January 26) Speech [Online] Available from: http://www.moe.gov.sg/media/speeches/2008/01/26/speech-by-radm-ns-lui-tuck-yew-1.php. [Accessed 1st July 2012]. Mercer, C. D., Algozzine, B. Trifiletti, J. (1988) Early Identification: An analysis of the research. Learning Disability Quarterly, [Online] 11 (3 10th Anniversary Issue), 176-188 Available from: http://www.jstor.org/stable/1510762 [Accessed 2nd July 2012]. Ministry of Community, Youth Sports (MCYS) (2003, September 26) UN Convention On The Rights Of The Child [Online] Available from: http://app1.mcys.gov.sg/PressRoom/UNConventionOnTheRightsOfTheChild.aspx [Accessed 1st July 2012]. Ministry of Community, Youth Sports (2010) Early Intervention Programme for Infants and Children (EIPIC) [Online] Available from: http://app1.mcys.gov.sg/Policies/DisabilitiesPeoplewithDisabilities/EducationforPeoplewithDisabilities.aspx. [Accessed 3rd July 2012]. Ministry of Education (2007a, May 24) 33 More schools to support students with special education needs. [Online] Available from: http://www.moe.gov.sg/media/press/2007/pr20070524.htm. [Accessed 3rd July 2012]. Ministry of Education (2007b, November 16) The inaugural Ministry of Education-National Council of Social Service Special Education awards. [Online] Available from: http://www.moe.gov.sg/media/press/2007/pr20071116.htm. [Accessed 2nd July 2012]. Ministry of Education (2008) Honouring Special Education Teachers and Schools [Online] Available from: http://www.moe.gov.sg/media/press/2008/11/honouring-special-education-te.php. [Accessed 2nd July 2012]. Ministry of Education (2009a, February 10) Investing in educators. [Online] Available from: http://www.moe.gov.sg/media/press/2009/02/investing-in-educators.php. [Accessed 3rd July 2012]. Ministry of Education (2009b) Honouring Special Education Teachers and Schools [Online] Available from: http://www.moe.gov.sg/media/press/2009/11/honouring-special-education-te-1.php. [Accessed 2nd July 2012]. Ministry of Education (2010) Honouring Special Education Teachers and Schools [Online] Available from: http://www.moe.gov.sg/media/press/2010/11/honouring-special-education-teachers-and-schools.php. [Accessed 2nd July 2012]. Ministry of Education (2011) Honouring Special Education Teachers and Schools [Online] Available from: http://www.moe.gov.sg/media/press/2011/11/honouring-special-education-teachers-schools.php.[Accessed 2nd July 2012]. Ministry of Education (2012a) Special Education in Singapore. [Online] Available from: http://www.moe.gov.sg/education/special-education/ [Accessed 3rd July 2012]. Ministry of Education (2010b March 10) MOE to provide greater support for special education. [Online] Available from: http://www.moe.gov.sg/media/press/2010/03/moe-to-provide-greater-support.php. [Accessed 1st July 2012]. Nathan, S. R. (2006, November 2) A Competitive Economy, an Inclusive Society. [Online] Available from: http://www.istana.gov.sg/content/istana/news/speeches/address_by_presidentsrnathanattheopeningofparliament0.html [Accessed 4th July 2012]. Poon, K.K., Khaw, J. Tan, L. S. (2007) Special Needs Support: The Singapore Context. In: Poon, K.K. Khaw, J. (Eds) Supporting students with special needs in mainstream schools: an introduction. Singapore: Pearson/Prentice Hall. Quah, M. M. (2004) Special Education in Singapore. In: Lim, L. Quah, M. M. (Eds) Educating learners with diverse abilities. Singapore: McGraw-Hill. Quah, M. M. and Jones, K. (2004 Supporting learners with special educational needs in mainstream classrooms. In: Lim, L. Quah, M. M. (Eds) Educating learners with diverse abilities. Singapore: McGraw-Hill. Shanmugaratnam, T (2005, May 20) Speech [Online] Available from: http://www.moe.gov.sg/media/speeches/2005/sp20050520_print.htm. [Accessed 2nd July 2012]. Tan, T (2011, October 20) A home we share. A future we build together. [Online] Available from: http://www.scribd.com/doc/68197764/Address-by-President-Tony-Tan-at-the-opening-of-the-12th-Parliament [Accessed 5th July 2012]. Tan, W. S. (2009) Education in Singapore: Special needs. [Online] Singapore: Singapore Infopedia Available from: http://infopedia.nl.sg/articles/SIP_1600_2009-10-31.html. [Accessed 3rd July 2012]. United Nations (n.d.). Convention on the Rights of the Child. [Online] Available from: http://www2.ohchr.org/english/law/pdf/crc.pdf. [Accessed 1st July 2012]. Yacob, H. (2011, November 8) Asia-Pacific regional conference on early childhood care and development [Online] Available from: http://app1.mcys.gov.sg/PressRoom/APconferenceonearlychildhoodcaredevt.aspx [Accessed 5th July 2012].

Mechanisms of Musculoskeletal Pain

Mechanisms of Musculoskeletal Pain Musculo-skeletal pain is a complex sensation where sensory, affective and cognitive dimensions of pain alongwith parallel neural networks in brain are associated with constellation of factors. Though pain occurs to show protective gesture, but when it surpasses threshold, exerts debilitating effect upon health and triggers concomitant physiological and psychological concerns of perilous ramifications. Right from the activation of primary afferent nociceptors upto the cortical processing of the pain in the higher regions of the brain, pain trajectory can be dissected into transduction, conduction, synaptic transmission and modulation. Besides, environmental, behavioral and psychological risks involved, all these stages of pain sensitivity, severity and analgesic responses are mediated by different set of genes and genetic variants. Transduction of noxious stimuli is regulated by transient receptor potential cation channel subfamily M, member 8 (TRPM8) and transient receptor potential cation channel subfamily A, member 1 (TRPA1) encoded by TRPM8 and TRPA1 genes, which plays an important role in the inhibition of background potassium channels. SCN10A encoded, voltage gated sodium channel Nav1.8 is essential for signal generation in response to cold stimuli. The nociception, due to heat stimulus and red hot chili pepper activates the ion channel TRPV1 and capsaicin receptors. However, TRPV1 also regulates the inflammatory pain thresholds, TRPV4, in conjunction with TRPV1 and TRPV2, transduces both thermo and mechano-sensations. The pain related transgenic knockout studies offered significant information on the genes that influence pain transduction. (Lacroix-Fralish ML. etal, 2007). Three genes SCN9A, SCN10A and SCN11A which encode sodium channels are observed to be expressed in sensing neurons. . SCN9A carriers, who have defective Nav1.7 remains pain free, which makes it a novel target for sodium selective analgesic drugs. SCN10A (Nav1.8) is also a significant contributors to the transduction signaling of pain pathway. Though, encoded channel Nav1.8 does not induces action potential but plays a significant role in setting the pain thresholds. SCN11A gets activated, close to the resting membrane potential and mutations in this gene have been associated to the loss of pain perception. Voltage gated sodium channel nociceptors specific genes SCN1A, SCN3A, SCN8A, SCN9A, SCN10A, SCN11A along with potassium channel encoding KCNQ genes play a significant role in nociceptive conduction. Synaptic transmission is regulated by several genes such as GR1N1, GR1N2, GR1A1-4, GR1C1-5, NK1R. Some voltage gated calcium channels encoding genes, such as CACNA1A-S, CACNA2D1 mediates the neurotransmitter release in the pre-synaptic membrane.Several genes and genetic variants have also been implicated in the centr al, peripheral and microglial pain modulation. (Foulks and Wood. 2008). How damage sensing neurons submit input signals regarding the extent and severity of pain to central nervous sytem (CNS) is highly complex. Very many brain areas are involved in sensory discrimination and affective evaluation which determine the nature of pain perception. Genetic variation of COMT gene that encodes catechol-o-methyltransferase regulates the inactivation of catecholamines neurotransmitters and reduced COMT enzymatic activity which leads to increased pain sensitivity and temporal summation of pain (diatchenko L et al. 2005) Decreased adrenalin metabolism due to reduced COMT activity increases pain through the stimulation of ÃŽ ²2/ 3-adrenergic receptor antagonist. A few genome wide association studies (GWAS) on musculo-skeletal phenotypes have been carried out which revealed some strongly associated SNPs within CCT5 and FAM173B genes that influence chronic widespread pain in lumbar spine region. Over the past decade, an intriguing development in cellular genomics has aroused curiosity of the possibility of miRNA in pain research. MicroRNAs (miRNAs) are family of small, noncoding RNAs that regulate gene expression in sequence specific manner. Their non-perfect pairing of 6-8 nucleotides with target mRNA subsequently forming miRNA Induced Silencing Complex (miRISC) generally results in translational repression, destabilization of mRNAs and gene silencing. Some miRNAs have been implicated in pain mechanism including neuronal plasticity, neurogenesis, nociceptor excitability, chronic pain conditions and pain threshold. They engrossed the attention when observed that these miRNAs play an evident role in the conditional deletion in nociceptors of th e miRNA producing enzyme, Dicer and blocks inflammatory pain hypersensitivity. The pioneer studies on the role and relevance of miRNAs in pain demonstrated that miR-134 is modulated in the trigeminal ganglion in response to inflammatory pain. BDNF triggered miR-132 is upregulatedin cortical neurons which is identified as modulation of nociception signaling. miRNA Let-7 that target  µ-opiod receptors plays considerable influence on the opioid tolerance in mice. Activity regulated miR-188 is a significant player of synaptic plasticity tuning. Dysregulation of miR-29a/b is associated with structural plasticity in psycho-stimulant exposure. In the traumatized spinal injury miR-219 is downregulated 7 days after contusion whereby sciatic nerve ligation induces an up-regulation of this miRNA. In chronic pain miR-124 down regulates in dorsal root ganglion neurons in inflammatory muscle as well as in sciatic nerve crush. Researchers are instrumental in understanding the epigenetic mechanisms in relation to pain causation and alleviation. Epigenetic modifications play significant role in cytokine metabolism, neurotransmitter release and response, analgesic sensitivity and central sensitization. Changes in chromatin structure may lead to acute to chronic pin transition. Prior priming (sensitization) of spinal microglia with initial inflammatory challenge, subsequent challenges create enhanced pain intensity and duration. Effects of neonatal pain experience relates to adult pain sensitivity where they exhibit spinal neuronal circuits with increased input and segmental changes in nociceptive primary afferent axons and enhanced or altered pain stimulation. Histone modifications, a significant epigenetic mechanism which may alter the gene expression of pain is highly associated with glutamate decarboxylase (Gad2), Shal related subfamily member 3 (Kcnd3), melting CpG binding protein 2 (Mecp2), potassium vol tage gated channels, oprin 1, Scn9a Genes. Histone acetylation and DNA methylation have also been implicated in chronic pain conditions. Though an epigenetic alteration in relation to the risk of pain is in infancy but in near future, such knowledgeable musings will unravel several novel targets for analgesic drugs and preventive modalities. Brain does more than understanding and responding to pain irrespective of sensory inputs and even in the absence of external inputs. Why even cordectomy or anesthetic blocks of sympathetic ganglia do not stop phantom limb pain? Pain genetics have the capacity to enrich us of several such intricate and unforeseen consequences involved with pain etiology, risk factors and variable analgesia. In future, investigation of relevant genomic sequences has many revelations in store for us, by which we will be able to regulate or control pain by switching on or off various genes that causes it.

Free Yellow Wallpaper Essays: The Cure is Worse :: Yellow Wallpaper essays

The Cure is Worse than the Disease in The Yellow Wall Paper  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Often times what is meant to help can hinder. Positive intentions do not always bring about desirable effects. The "Yellow Wallpaper" is an example of such an occurrence. In this short story the narrator is detained in a lonesome, drab room in an attempt to free herself of a nervous disorder. During the era in which this narrative was written such practices were considered beneficial. The narrators husband, a physician adheres to this belief and forces his wife into a treatment of solitude. Rather than heal the narrator of her psychological disorder, the treatment only contributes to its effects, driving her into a severe depression. Under the orders of her husband, the narrator was moved to a house far from society in the country, wherein she is locked into an upstairs room. This environment serves not as an inspiration for mental health but as an element of repression. The locked door and barred windows serves to physically restrain her. "The windows are barred for little children, and there are rings and things in the walls."(p218). Being exposed to the room's yellow wallpaper is dreadful and fosters only negative creativity. "The color is hideous enough, and unreliable enough, and infuriating enough, but the pattern is torturing.(p224). All through the story the yellow paper acts as an antagonist causing her to become very annoyed and disturbed. There is nothing to do in the secluded room but stare at the wallpaper. The narrator tells of the haphazard pattern having no organization or symmetrical plot. Her constant examination and reflection of the wallpaper causes her much travail. "I determine for the thous andth time that I will follow that pointless Johnston 2 pattern to some sort of a conclusion." (p221). The treatments call for isolation was a repressive factor .The narrator did not believe isolation would cure her disorder. Social contact and outside stimulation was her desire. "I sometimes fancy that in my condition if I had less opposition and more society and stimulus, but John says the worst thing I can do is think about my condition.(p217). She was cut off from society and forbidden from seeing her baby. It is not natural to be confined to little social contact for large amounts of time. Society provides a sundry of different sights, sounds, feelings and stimuli to its inhabitants.

Origins of Prehistoric People in North and South America Essay

Introduction Researches on the beginnings of coastal adaptation and exploitation of maritime adaptations have been carried out by John Erlandson and colleagues. There are existing anthropological theories which are over 10, 000 BP but Erlandson believes that the societies of hunter-gather used aquatic resources and among them were popular terrestrial hunter-gatherers (Slaymaker, 2007). This has been challenging since it is difficult to define exactly constitutes of fully maritime culture. There is also the change in environment in which there are rise and fall of sea levels and erosion of coastal environments. This paper discusses different theories that have emerged on the origin of early Americans. It looks at the Clovis first model, coastal migration theory which is based on Kelp Highway Hypothesis. Further it describes the Laurentide and Cordilleran ice sheets that might have facilitated the migration of early Americans. Finally it explains the scientific method and the reason why this metho d cannot be applied in determining the origin of the first Americans. The origin of the North and South America has raised concerns for many years. Archaeologists in 1927, who was working near Folsom, New Mexico found a stone spear point embedded in the rib cage of an extinct bison. This gave a hint of the existence of mammals and that humans had arrived in North America in the late Pleistocene. This was about 11000 years ago. Years later, a long spear was also discovered near Clovis in New Mexico that was believed to have existed 11200 years ago (Straus, 1996). Clovis first theory At this time of the discovery of Clovis and Folsom, Clovis first theory with little evidence developed and was accepted as fact. The theory claimed... ... References Grandson, J. (1994). Early hunter-gatherers of the California coast. New York: Plenum Press. Erlandson, J., Rick, T. C., & Vellanoweth, R. L. (2008). A canyon through time: Archaeology, history, and ecology of the Tecolote Canyon area, Santa Barbara County, California. Salt Lake City: University of Utah Press. Goudie, A., & Parker, A. (2013). Global environments through the Quaternary: Exploring environmental change. Oxford: Oxford University Press. Lucassen, J., Lucassen, L., & Manning, P. (2010). Migration history in world history: Multidisciplinary approaches. Leiden: Brill. Slaymaker, O., & Kelly, R. E. J. (2007). The cryosphere and global environmental change. Malden, MA: Blackwell Pub. Straus, L. G. (1996). Humans at the end of the Ice Age: The archaeology of the Pleistocene-Holocene transition. New York [u.a.: Plenum Press.

Balkan Wars

The Balkan Wars represent a historical period in Greece.   Why are these wars so important? Why did it occur in the first place? Which countries are involved, and why? Moreover, what were the political, social, cultural and economic conditions of Greece back then? The Balkan Wars consists of two battles that occurred from 1912 to 1913 (Papacosma 38).   These wars were fought on the onset of the apparent decline of the Ottoman Empire, and were founded on the neighboring countries’ desire to divide the territories (Perry 487).   In 1908, a group called the â€Å"Young Turks,† revolted in an effort to restore the empire, but to no avail (Perry 487).   After the revolt, Bulgaria and Serbia both wanted to acquire a part in the Turkish territories in Europe, like Macedonia (Papacosma 38). Thus, both countries agreed to a â€Å"treaty of mutual assistance† on March 13, 1912 (Papacosma 38).   On May 29, 1912, Greece made an agreement with Bulgaria (Papacosma 38).   In the latter part September of the same year, Montenegro also had an agreement with Bulgaria and Serbia (Papacosma 38).   Thus, the Balkan League was formed; it consisted of Bulgaria, Serbia, Greece and Montenegro. The first Balkan War occurred when the Balkan League waged war on Turkey on October 8, 1912 (Papacosma 38).   The Balkan League was successful in their endeavor, and the Ottoman Empire was forced to surrender its European territories to the Balkan League on the grounds of the Treaty of London (Papacosma 38).   This treaty was signed on May 30, 1913 (Papacosma 38). Unfortunately, the division of the territories caused disagreement among the Balkan League (Perry 487).   This disagreement was the reason for the second Balkan War.   Bulgaria objected Greece and Serbia’s claims to Macedonia (Papacosma 38).   On June 30, 1913, Bulgaria attacked its former allies (Papacosma 38).   Soon after, Romania and Turkey joined forces with Greece and Serbia to fight Bulgaria (Papacosma 38).   Bulgaria was badly defeated, and was forced to sign the Treaty of Bucharest, which removed all of Bulgaria’s newly acquired territories (Papacosma 38). The overall condition of Greece during the period of the Balkan Wars was problematic.   It was King George who governed Greece at that time, and as a result of the war, Thessaloniki became a Greek territory (Barrett).   In March 1913, it was in Thessaloniki where King George was assassinated (Barrett).   Constantine I assumed the throne soon after (Barrett).   Then there was the presence of Eleftherios Venizelos, who became prime minister three years prior (Barrett). Venizelos had many supporters, but it did not include the king (Barrett).   Venizelos resigned on June 1913, and was elected again only to be forced to resign on October (Barrett).   In Thessaloniki, Venizelos formed a â€Å"provisional government of the New Hellas† (Barrett).   Meanwhile, King Constantine's government was attacked by the French and British because they want Greece to join the war (Barrett).   This forced the king to leave Greece, and was soon replaced by Alexander, the second son of George (Barrett). The beginning of the 20th century found the navy of Greece in a poor state.   At that time, Greece only had three battleships and several torpedo boats (Barrett).   Fortunately, there was a battleship that the Italian navy purchased, but did not use (Barrett).   Greece bought the said ship, and named it after George Averof, a rich patron (Barrett).   This ship was extremely helpful during the Balkan Wars (Barrett). Greek society was unstable as well.   In 1912, villages were attacked and ransacked by the Turkish army (Barrett).   Many Greeks were killed and properties were destroyed.   The villages that were affected include those located in Didymotichon, Adrianopoli and Malgara (Barrett). Hence, amidst social distress and political instability, Greece came to war to fight the Ottoman Empire.   It was indeed victorious, not only in the war, but also in improving the current state that Greece was in. Works Cited Barrett, Matt. â€Å"Venizelos and the Asia Minor Catastrophe.† History of Greece. ;http://www.ahistoryofgreece.com/venizelos.htm;. Papacosma, S. Victor. â€Å"Balkan Wars.† Lexicon Universal Encyclopedia. New York: Lexicon Publications, Inc., 1992. 38. Perry, Marvin. A History of the World. Revised ed. Boston Massachusetts: Houghton Mifflin Company, 1989. Pounds, Norman. â€Å"Balkans.† Lexicon Universal Encyclopedia. New York: Lexicon Publications, Inc., 1992. 38. Balkan Wars The Balkan Wars represent a historical period in Greece.   Why are these wars so important? Why did it occur in the first place? Which countries are involved, and why? Moreover, what were the political, social, cultural and economic conditions of Greece back then? The Balkan Wars consists of two battles that occurred from 1912 to 1913 (Papacosma 38).   These wars were fought on the onset of the apparent decline of the Ottoman Empire, and were founded on the neighboring countries’ desire to divide the territories (Perry 487).   In 1908, a group called the â€Å"Young Turks,† revolted in an effort to restore the empire, but to no avail (Perry 487).   After the revolt, Bulgaria and Serbia both wanted to acquire a part in the Turkish territories in Europe, like Macedonia (Papacosma 38). Thus, both countries agreed to a â€Å"treaty of mutual assistance† on March 13, 1912 (Papacosma 38).   On May 29, 1912, Greece made an agreement with Bulgaria (Papacosma 38).   In the latter part September of the same year, Montenegro also had an agreement with Bulgaria and Serbia (Papacosma 38).   Thus, the Balkan League was formed; it consisted of Bulgaria, Serbia, Greece and Montenegro. The first Balkan War occurred when the Balkan League waged war on Turkey on October 8, 1912 (Papacosma 38).   The Balkan League was successful in their endeavor, and the Ottoman Empire was forced to surrender its European territories to the Balkan League on the grounds of the Treaty of London (Papacosma 38).   This treaty was signed on May 30, 1913 (Papacosma 38). Unfortunately, the division of the territories caused disagreement among the Balkan League (Perry 487).   This disagreement was the reason for the second Balkan War.   Bulgaria objected Greece and Serbia’s claims to Macedonia (Papacosma 38).   On June 30, 1913, Bulgaria attacked its former allies (Papacosma 38).   Soon after, Romania and Turkey joined forces with Greece and Serbia to fight Bulgaria (Papacosma 38).   Bulgaria was badly defeated, and was forced to sign the Treaty of Bucharest, which removed all of Bulgaria’s newly acquired territories (Papacosma 38). The overall condition of Greece during the period of the Balkan Wars was problematic.   It was King George who governed Greece at that time, and as a result of the war, Thessaloniki became a Greek territory (Barrett).   In March 1913, it was in Thessaloniki where King George was assassinated (Barrett).   Constantine I assumed the throne soon after (Barrett).   Then there was the presence of Eleftherios Venizelos, who became prime minister three years prior (Barrett). Venizelos had many supporters, but it did not include the king (Barrett).   Venizelos resigned on June 1913, and was elected again only to be forced to resign on October (Barrett).   In Thessaloniki, Venizelos formed a â€Å"provisional government of the New Hellas† (Barrett).   Meanwhile, King Constantine's government was attacked by the French and British because they want Greece to join the war (Barrett).   This forced the king to leave Greece, and was soon replaced by Alexander, the second son of George (Barrett). The beginning of the 20th century found the navy of Greece in a poor state.   At that time, Greece only had three battleships and several torpedo boats (Barrett).   Fortunately, there was a battleship that the Italian navy purchased, but did not use (Barrett).   Greece bought the said ship, and named it after George Averof, a rich patron (Barrett).   This ship was extremely helpful during the Balkan Wars (Barrett). Greek society was unstable as well.   In 1912, villages were attacked and ransacked by the Turkish army (Barrett).   Many Greeks were killed and properties were destroyed.   The villages that were affected include those located in Didymotichon, Adrianopoli and Malgara (Barrett). Hence, amidst social distress and political instability, Greece came to war to fight the Ottoman Empire.   It was indeed victorious, not only in the war, but also in improving the current state that Greece was in. Works Cited Barrett, Matt. â€Å"Venizelos and the Asia Minor Catastrophe.† History of Greece. ;http://www.ahistoryofgreece.com/venizelos.htm;. Papacosma, S. Victor. â€Å"Balkan Wars.† Lexicon Universal Encyclopedia. New York: Lexicon Publications, Inc., 1992. 38. Perry, Marvin. A History of the World. Revised ed. Boston Massachusetts: Houghton Mifflin Company, 1989. Pounds, Norman. â€Å"Balkans.† Lexicon Universal Encyclopedia. New York: Lexicon Publications, Inc., 1992. 38.

Communication Problems in the Philippines Essay

Introduction English has been one of the main languages used here in the Philippines for a long time now, since the American Regime. Although Tagalog, Cebuano, Ilocano, Hiligaynon, Biko and Waray are the main local languages, while Filipino is the indigenous national language, English remains an important official language (Platt, Weber, Lian 20). It is mainly used in education and â€Å"reigns supreme in the econo-technical area (Platt, Weber, Lian 21).† This is the reason why we Filipinos are very familiar with the language. But we also have our own problems with it due to that fact that everyone learns the language at a different rate and environment. Thus, we mainly have mistakes when speaking it. This study strives to recognize the common problems we encounter when speaking in English or hearing someone else speak in English, the different attitudes towards the variety of the said language, our consciousness of the language errors we make, and what we do to improve our education of the language. A. Statement of the Problem The researcher aims to identify the common problems of Filipinos with the English language, and what actions the people involved can take to correct these faults. B. Significance of the Study It is well known that many Filipinos are fluent in English. But  unfortunately, our knowledge in English is depreciating, due to different ways of acquiring the language. As a result, our English, even though it is still widespread, is not of a high quality than it used to be. Majority of fluent English speakers come from the upper to middle classes, but still not all of them learn it the right way. The lower classes on the other hand, very seldom encounter English. Because of these varying acquisitions of the language, language problems arise, affecting essential everyday conversations in school, business, etc. C. Scope and Delimitation The study focuses on the youth from an age bracket of 16-21 years old, preferably college students studying within the vicinity of Metro Manila. Aside from giving out survey questionnaires, the researcher has made participative observations of her friends. Language attitudes and problems have been researched to set the pace of the study. CHAPTER II Theoretical Framework A. Review of Related Literature i. A Summary of Common Language Problems We Filipinos often come across diverse versions of English. These distinctions may be considered as the downside of our versions of English. Hence we deem these as a communication problem that has to be solved somehow. In the book, The New Englishes, Platt, Weber and Lian summarize the trends new varieties of English may have: a. Accents The typical Filipino displays a certain accent when speaking in English, which tells us something about the person. An accent may indicate the  speaker’s social class, what region he or she came from, or what country he or she came from (Platt, Weber, Lian 30). Here are the common tendencies regarding accent: (1) a tendency to shorten vowel sounds; (2) a lack of distinction between long and short vowel sounds; (3) a tendency to replace central vowels by either front or back vowels; (4) a tendency to shorten diphthongs and to leave out the second sound element in a diphthong;(37) (5) replacement of the fricatives [ ] and [] by other sounds, usually [d] and [t] on their own or followed by sight friction; (6) a tendency to make no distinction between certain voiced and voiceless consonants; (7) a tendency to reduce the aspiration of consonants at the beginning of words; (8) a tendency not to release consonants at the end of words. (43) In all language varieties, speakers vary considerably in their pronunciation. But not only are these differences confined to their being in different groups, but to the individual himself. Thus, we sometimes have difficulty understanding each other whenever we encounter pronunciations of words that are unlike the standardized way. b. Nouns Problems with nouns are very common. They may be very simple to understand and learn but still, a lot of people are having a hard time following English grammar rules. The following are tendencies concerning nouns: (1) a tendency not to mark nouns for plural; (2) a tendency to use a specific/non-specific system for nouns rather than a definite/indefinite system, or to use the two systems side by side; (3) a tendency to change the form of quantifiers; (4) a tendency not to make a distinction between the third person pronouns he and she; (5) a tendency to change the word order within the noun phrase. (65) c. Actions, states and perceptions In relation to the use of tenses, the authors went over the following tendencies: (1) a tendency not to mark the verb for third person singular in its present tense form; (2) a tendency not to mark verbs for the past tense. This tendency is stronger when verbs are used non-punctually; (3) a tendency to use an aspect system rather than a tense system or to use both systems side by side; (4) a tendency to extend the use of be + verb + ing constructions to stative verbs; (5) the formation of different phrasal and prepositional verb constructions. d. New ways of stating ideas A language’s progress involves creation new words or new meanings for existing words (Platt, Weber, Lian 87). The certain tendencies that the authors enumerated are as follows: (1) a tendency to imply rather than explicitly state subject and object pronouns which can be understood from the context; (2) a tendency to use pronoun copying; (3) a tendency to use adverbs such as ‘already,’ ‘only,’ ‘even’ in sentence final positions; (4) a tendency not to invert in WH-questions and YES/NO questions; (5) a tendency to use invariant question tags. (130-31) These common English language problems can often be noticed here in the Philippines. But another language problem or variation that we have is the use of â€Å"Taglish,† a mixture of our local official language and English. This is frequently used during informal conversations but getting accustomed to this style is becoming common, which may cause complications in certain situations. ii. Attitude Towards the English Language The main attitude towards English here in the Philippines is that fluent speakers of it are considered elite or at least well educated. Mastery of the English language is important because it is generally â€Å"required for access to better jobs and opportunities (Goodman and Graddol 200).† But it is rarely equally available, thus social inequality arises. â€Å"Language is one of the primary defining qualities of man, both individual and collectively. It surrounds us, molding our ways of thinking and feeling, from the infant’s cry to the obituary notice. People deprived of language in some way, be they deaf, dumb, illiterate, or inarticulate, are essentially handicapped (Hughes 1).† The dominant groups of citizens in a society whose patterns of language are marketed, usually advance in the social race (Ryan and Giles 1). Thus  learning the language is believed as a very important part of our education due to the idea of globalization. B. Hypothesis The youth today is submissive to the English language’s degeneration here in the Philippines. All around us, speakers of the English language can be observed. The youth, as much as possible, tries to avoid using the language unless they are required to do so in school functions. The ones who use the language frequently are influenced into not using it to adapt to the common environment that they are in. C. Definition of Terms The following is a list of terms that will be used in this study: Attitude – A way of regarding life and events. English – The main language that is spoken in Britain, the USA, and other countries. Language – A communication system to express thoughts and emotions by symbols, sounds, etc. Mistake – An error identified through the standard set of rules of the English language. Problem – Anything that is difficult to deal with or understand. Variety – Different forms. Youth – A group of individuals within the age group of 16-21 years old. CHAPTER III Methodology The researcher wanted to find out if the youth today is submissive to the English language’s degeneration here in the Philippines. In line with this, the researcher conducted a sample survey of thirty people, wherein questions about the respondents’ backgrounds of and attitudes toward the English language were inquired about. The results were then brought together, tabulated, and analyzed. The researcher also observed her friends, who had different social backgrounds, as to how they perceive English as an effective communication tool. These observations were taken down and thus, have influenced one way or another, the outcome of the study. A. Research Design This study focused on the use of the Descriptive Method of research. The descriptive method is a general procedure employed in studies that have their chief purpose of description of phenomena. The description and survey of the youth’s consciousness of English communication problems were therefore the primary task of this study. B. Sample Questionnaire Sample Questionnaire Dear Respondent, I am conducting a research entitled, â€Å"English Communication Problems in the Philippines and the Consciousness of Today’s Youth† as a partial requirement for the course, English 100. It is in this connection that I seek your assistance in answering the  following questions as completely and honestly as possible. Your answers will be kept strictly confidential and its use will only be intended for this particular study. From the researcher’s experiences hanging out with friends her age, she was able to examine her friends’ actions and reactions when their mistakes were corrected. If the people were really close to each other, grammar errors are often taken notice of and corrected in the process. But if the friends are not as close, or have a shallow relationship, they tend to overlook each other’s mistakes. The researcher herself was hesitant to correct her org-mates whenever she encountered common grammar and pronunciation mistakes, for they might be embarrassed. But when speaking with a friend of more than five years, the two help each other out to improve their English. Other people, when informally asked if they tried to correct others’ mistakes, say that it depends on their relationship with the person/s involved. Next, they were asked how often they used English and in what environments do they use it. D. Statistical Analysis 1. Educational Background Government-funded Schools Private Schools 47% 53% 2. Frequency of use of English 1 2 3 4 10% 57% 27% 7% 3. Environments where they are most obliged to speak English At home In  school At the mall With friends In English classes 10% 33% 3% 17% 37% 4. Respondents’ awareness of their mistakes Yes Most of the time Sometimes No 23% 10% 30% 37 5. Frequency of mistakes 1 2 3 4 3% 33% 50% 13% 6. Do the people around them correct them? Yes Most of the time Sometimes No 13% 17% 47% 23% 7. Personal reaction to the correction Embarrassed Insulted Accept it Ignore it 67% 7% 23% 3% 8. Awareness of other people’s mistakes 1 2 3 4 10% 10% 33% 47% 9. Do they correct other people? Yes Most of the time Sometimes No 10% 27% 50% 13% 10. The people’s reaction to the correction Embarrassed Insulted Accept it Ignore it 63% 3% 33% 0% 11. Actions taken to improve their English 33% use it as much as possible 7% take classes in English 3% read grammar books 23% read literary books 33% nothing E. Analysis The respondents were asked about their educational background, whether they came from public or private schools, because the trend today is that private schools offer better education, especially in English due to the fact that they have bigger budgets, and thus, better teachers. Also, the students who go to private schools are usually from the middle to upper classes. These social groups are often more exposed to the English language, because of their family’s good education background. In the sample survey, more than half of the respondents answered that they came from private schools. This gives rise to the assumption that most of the respondents have a satisfactory learning of the English language. 57% answered â€Å"2† for frequency of use on a scale of 1 to 4, 4 being the highest. 37% said they normally use English only in English classes. This shows that English is not mainly used anymore, unless people are obliged to do so. 30% of the respondents said that they are sometimes aware of their mistakes and 37% answered â€Å"3† for frequency of mistakes on a scale of 1 to 4, 4 being the highest. When asked if they were corrected, 47% answered â€Å"sometimes† and 67% were embarrassed when the corrections were made. People are hesitant in correcting other people mainly because they are afraid that they may embarrass the people involved. Then they were asked how often were they aware of other people’s mistakes. A majority of 47% answered â€Å"4† on a scale of 1 to 4, 4 being the highest. But a majority of 50% answered â€Å"sometimes† to the question of whether they correct others or not. Even if people rarely correct each other, they still listen for mistakes. Their only objective here is to see if others make mistakes, but not to improve others’ English. They only use the information they get to label the person or to somehow just describe and create an impression of the person. The reason for this is shown by the next question about other people’s reactions. 63% were embarrassed and only 33% accept their mistakes. People give more importance to the feelings of others, rather than helping others enhance their knowledge of the English language. Finally, the respondents were asked about what actions do they take to improve their English. 33% said that they use it as much as possible, but another 33% said that they do nothing about it. This shows how passive the youth to day is when it comes to English development. They take it for granted and leave everything else to the school that they go to, refusing to expand their learning environment. CHAPTER IV Conclusion Young people today are submissive to the deterioration of the quality of the English language here in the Philippines. They depend on educational institutions to fix the problem, and are passive when constructive criticisms are raised. This problem mainly starts at home. If Filipinos don’t use it at home, they don’t use it in school either, unless the teachers tell them to do so. And when the teachers are not fully proficient, all else fails. Thus, as people grow older, the chance for improvement becomes smaller, and the kind of English that they have known all their lives is what they take to the professional world. English should be used as early as possible because it is very important especially in career building. Most jobs today require applicants to be fluent in English. Globalization is really the root of this need for English, which some people say, is a bad thing. But no one can fight globalization, so we Filipinos might as well compete in it. We have an advantage, having been colonized by English speakers who taught us the language, making it a permanent part of our educational system. But the deterioration of our fluency in English should be solved immediately so that the long-term effects of it won’t be as significant. Through constant use of the language, better educational programs, and increased awareness and activity in improving one’s own English, our nation’s future with the language may just live on. BIBLIOGRAPHY Goodman, Sharon and David Graddol, ed. Redesigning English. London and New York: Routledge, 1996. Hughes, Geoffrey. Words in Time: A Social History of the English Vocabulary. Oxford, UK and Cambridge, MA: Basil Blackwell Ltd., 1988. Keany, Bryan and Bill Lucas. Looking at Language. Great Britain: Press Syndicate of the University of Cambridge, 1994. Platt, John, Heidi Weber and Ho Mian Lian. The New Englishes. London, Boston, Melbourne and Henley: Routledge and Kegan Paul plc, 1984. Ryan, Ellen Bouchard and Howard Giles. Attitudes Towards Language Variation. London: Edward Arnold Publishers Ltd., 1982.

Novel vs. Book Essay

This year we had the chance to read Everything is Illuminated by Jonathan Safran Foer, and we also watched the film adaptation directed by Liev Schreiber. Being able to see the two settings helps out to compare the two, see the differences between the novel and the movie. It is very important to mention that the movie definitely changed the perspective of the story we initially read due to the adaptations that were done by Schreiber. Even though, we did not read the whole book in class, a few differences can be brought out from what we read and saw regarding to this novel and movie. Everything is Illuminated is a novel written by Jonathan Safran Foer. This book was published in 2002, and due to its success, Liev Schreiber decided to adapt and direct the film with the same name, which was released in 2005. The movie starred Elijah Wood, Eugene Hutz, and Boris Leskin. The movie and the book varied greatly with the differences, and especially the adaptations changed the end of the movie completely. The settings of the book and the movie are completely different. The book is a set of letters written by both Alex and Jonathan, while the movie is focused in the dialogue they have in their adventure through Trachimbrod trying to find Augustine. In the movie, they did not explore Trachimbrod as much as they did in the book. The same characters that are in the book appear in the movie but there are a couple of losses when it comes to the characters personalities. The very first difference that can be seen is that in the book Jonathan is a writer looking for the woman who saved his grandfather, while in the movie he is actually a collector with the same mission. It is understandable that this change was done because the viewers would not have read any of the thoughts of his thoughts, and they rather used some sort of symbolization about how every single thing he collects have a especial meaning to him. Another thing that has been lost in the film adaptation is the growth in Alex’s character. In the book, we read an Alex who transforms from this funny immature broken-English speaking Ukrainian to a more considerate and mature young man, who even stands up to his abusive dad. It is a great loss character because this growth is one of the most important things that are appreciated in the book. It is a shame that it was not part of the movie because it would have been nice to how he transform from a kid to young man. Alex is not the only one who grows a character though; Grandfather does too. When t comes to Grandfather, it is when we face the biggest changes between the book and the film. In the book, Grandfather is a man who abhors Jewish people and even gave up his Jewish best friend to the Nazis in order to save his family. He even feels bad after, for saving the life of whom now abuses his own children, causing them trouble and those â€Å"bruises†. In the movie, Grandfather is a Jewish man who escaped death by the hands of the Nazis and lived the rest of his liv e in Ukraine pretending not to be Jewish. Also, the death of Grandfather was totally unexpected. Right after they met Lista, he committed suicide. Things should have been different when it comes to his growth as a character too. In the movie, the essence of Grandfather being a good person and feeling sorry is lost. It is bothersome to see how the movie differed greatly from the book, especially because the movie ends in the concept of a united family, and Jonathan Safran Foer did not write that at all. He emphasized Alex’s growth and showed how he stood up against his dad, who abused him and Little Igor. Alex became the figure of power and the one his brother will look up to. The fact that the movie did not capture that it is a great flaw from their part. Both Jonathan Safran Foer and Liev Schreiber did a good job; each of them portrayed something different with their piece of work. The movie is greatly criticized by the differences from the book but Schreiber had the courage to change things up a little and see it turned out. Liev Schreiber and Jonathan Safran Foer, both emphasized history as the theme of the plot and it worked perfectly as almost the only similarity the novel and the film adaptation had.