The Roman Empire

The Roman Empire was once one of the biggest and most powerful empires in the lands. The empire owned most of the Mediterranean after conquering Carthage, and was immensely powerful. Huge military, very cultured, and massive area, the Roman Empire is the symbol of early, ancient civilizations. But like all powerful and great entities, Rome fell. There were multiple reasons for the fall, economic troubles, the rise of Christianity, and attacks by barbarians. There were other factors of course, but these three things brought the Roman Empire down, starting a new age. Rome had many economic problems that divided the rich and poor. Many emperors debased the currency to supply more coinage, but this had unintended consequences. The coin now only represented gold and silver instead of actual gold and silver. Near the end of the empire, coins meant little to nothing, having little to no silver or gold. Taxes were a big player as well, as Rome had taxed it's citizens too much. The military and imperial guard were absolutely essential, the empire couldn't survive without them. The taxes were so much, that people often sold themselves into slavery, saying that being free from taxes was better than personal liberty. Slavery was the last big player. Rome had a slave issue, relying on slave labor too much. But when territorial gain was halted, slaves and other war treasures stopped as well. Christianity is the largest religion in the world. Back in the age of Rome, it was almost just as massive and fast spreading as it is today. This helped pull Rome into decline. The leader of Rome was seen as divine, chosen by the gods to lead. So when another Godly figure took over, which demanded worship to only him and no other gods before him, the emperor suddenly had fewer supporters. Adding the pope and bishops playing a part in political affairs, the government became more and more confusing and leaning away from the emperor.

The Host Chapter 18: Bored

I spent the rest of the day, with one brief exception, in total silence. That exception occurred when Jeb brought food for both Jared and me several hours later. As he set the tray inside the entrance to my tiny cave, he smiled at me apologetically. â€Å"Thank you,† I whispered. â€Å"You're welcome,† he told me. I heard Jared grunt, irritated by our small exchange. That was the only sound Jared made all day. I was sure he was out there, but there was never so much as an audible breath to confirm that conviction. It was a very long day-very cramped and very dull. I tried every position I could imagine, but I could never quite manage to get all of me stretched out comfortably at once. The small of my back began a steady throbbing. Melanie and I thought a lot about Jamie. Mostly we worried that we had damaged him by coming here, that we were injuring him now. What was a kept promise in comparison with that? Time lost meaning. It could have been sunset, it could have been dawn-I had no references here, buried in the earth. Melanie and I ran out of topics for discussion. We flipped through our joint memories apathetically, like switching TV channels without stopping to watch anything in particular. I napped once but could not fall soundly asleep because I was so uncomfortable. When Jeb finally came back, I could have kissed his leathery face. He leaned into my cell with a grin stretching his cheeks. â€Å"‘Bout time for another walk?† he asked me. I nodded eagerly. â€Å"I'll do it,† Jared growled. â€Å"Give me the gun.† I hesitated, crouched awkwardly in the mouth of my cave, until Jeb nodded at me. â€Å"Go ahead,† he told me. I climbed out, stiff and unsteady, and took Jeb's offered hand to balance myself. Jared made a sound of revulsion and turned his face away. He was holding the gun tightly, his knuckles white over the barrel. I didn't like to see it in his hands. It bothered me more than it did with Jeb. Jared didn't make allowances for me the way Jeb had. He stalked off into the black tunnel without pausing for me to catch up. It was hard-he didn't make much noise and he didn't guide me, so I had to walk with one hand in front of my face and one hand on the wall, trying not to run into the rock. I fell twice on the uneven floor. Though he did not help me, he did wait till he could hear that I was on my feet again to continue. Once, hurrying through a straighter section of the tube, I got too close and my searching hand touched his back, traced across the shape of his shoulders, before I realized that I hadn't reached another wall. He jumped ahead, jerking out from under my fingers with an angry hiss. â€Å"Sorry,† I whispered, feeling my cheeks turn warm in the darkness. He didn't respond, but sped his pace so that following was even more difficult. I was confused when, finally, some light appeared ahead of me. Had we taken a different route? This was not the white brilliance of the biggest cavern. It was muted, pale and silvery. But the narrow crevice we'd had to pass through seemed the same†¦ It wasn't until I was inside the giant, echoing space that I realized what caused the difference. It was nighttime; the light that shone dimly from above mimicked the light of the moon rather than the sun. I used the less-blinding illumination to examine the ceiling, trying to ferret out its secret. High, so very high above me, a hundred tiny moons shone their diluted light toward the dim, distant floor. The little moons were scattered in patternless clusters, some farther away than others. I shook my head. Even though I could look directly at the light now, I still didn't understand it. â€Å"C'mon,† Jared ordered angrily from several paces ahead. I flinched and hurried to follow. I was sorry I'd let my attention wander. I could see how much it irritated him to have to speak to me. I didn't expect the help of a flashlight when we reached the room with the rivers, and I didn't receive it. It was dimly lit now, too, like the big cave, but with only twenty-odd miniature moons here. Jared clenched his jaw and stared at the ceiling while I walked hesitantly into the room with the inky pool. I guessed that if I stumbled into the fierce underground hot spring and disappeared, Jared would probably see it as a kind intervention of fate. I think he would be sad, Melanie disagreed as I edged my way around the black bathing room, hugging the wall. If we fell. I doubt it. He might be reminded of the pain of losing you the first time, but he would be happy if I disappeared. Because he doesn't know you, Melanie whispered, and then faded away as if she were suddenly exhausted. I stood frozen where I was, surprised. I wasn't sure, but it felt as though Melanie had just given me a compliment. â€Å"Move it,† Jared barked from the other room. I hurried as fast as the darkness and my fear would allow. When we returned, Jeb was waiting by the blue lamp; at his feet were two lumpy cylinders and two uneven rectangles. I hadn't noticed them before. Perhaps he'd gone to get them while we were away. â€Å"Are you sleeping here tonight or am I?† Jeb asked Jared in a casual tone. Jared looked at the shapes by Jeb's feet. â€Å"I am,† he answered curtly. â€Å"And I only need one bedroll.† Jeb raised a thick eyebrow. â€Å"It's not one of us, Jeb. You left this on me-so butt out.† â€Å"She's not an animal, either, kid. And you wouldn't treat a dog this way.† Jared didn't answer. His teeth ground together. â€Å"Never figured you for a cruel man,† Jeb said softly. But he picked up one of the cylinders, put his arm through a strap, and slung it over his shoulder, then stuffed one rectangle-a pillow-under his arm. â€Å"Sorry, honey,† he said as he passed me, patting my shoulder. â€Å"Cut that out!† Jared growled. Jeb shrugged and ambled away. Before he was out of sight, I hurried to disappear into my cell; I hid in its darkest reaches, coiling myself into a tight ball that I hoped was too small to see. Instead of lurking silently and invisibly in the outside tunnel, Jared spread his bedroll directly in front of the mouth of my prison. He plumped his pillow a few times, possibly trying to rub it in that he had one. He lay down on the mat and crossed his arms over his chest. That was the piece of him that I could see through the hole-just his crossed arms and half of his stomach. His skin was that same dark gold tan that had haunted my dreams for the last half year. It was very strange to have that piece of my dream in solid reality not five feet from me. Surreal. â€Å"You won't be able to sneak past me,† he warned. His voice was softer than before-sleepy. â€Å"If you try†¦Ã¢â‚¬  He yawned. â€Å"I will kill you.† I didn't respond. The warning struck me as a bit of an insult. Why would I try to sneak past him? Where would I go? Into the hands of the barbarians out there waiting for me, all of them wishing that I would make exactly that kind of stupid attempt? Or, supposing I could somehow sneak past them, back out into the desert that had nearly baked me to death the last time I'd tried to cross it? I wondered what he thought me capable of. What plan did he think I was hatching to overthrow their little world? Did I really seem so powerful? Wasn't it clear how pathetically defenseless I was? I could tell when he was deeply asleep because he started twitching the way Melanie remembered he occasionally did. He only slept so restlessly when he was upset. I watched his fingers clench and unclench, and I wondered if he was dreaming that they were wrapped around my neck. The days that followed-perhaps a week of them, it was impossible to keep track-were very quiet. Jared was like a silent wall between me and everything else in the world, good or bad. There was no sound but that of my own breathing, my own movements; there were no sights but the black cave around me, the circle of dull light, the familiar tray with the same rations, the brief, stolen glimpses of Jared; there were no touches but the pitted rocks against my skin; there were no tastes but the bitter water, the hard bread, the bland soup, the woody roots, over and over again. It was a very strange combination: constant terror, persistent aching physical discomfort, and excruciating monotony. Of the three, the killer boredom was the hardest to take. My prison was a sensory-deprivation chamber. Together, Melanie and I worried that we were going to go mad. We both hear a voice in our head, she pointed out. That's never a good sign. We're going to forget how to speak, I worried. How long has it been since anyone talked to us? Four days ago you thanked Jeb for bringing us food, and he said you were welcome. Well, I think it was four days ago. Four long sleeps ago, at least. She seemed to sigh. Stop chewing your nails-it took me years to break that habit. But the long, scratchy nails bothered me. I don't really think we need to worry about bad habits in the long term. Jared didn't let Jeb bring food again. Instead, someone brought it to the end of the hall and Jared retrieved it. I got the same thing-bread, soup, and vegetables-twice every day. Sometimes there were extra things for Jared, packaged foods with brand names I recognized-Red Vines, Snickers, Pop-Tarts. I tried to imagine how the humans had gotten their hands on these delicacies. I didn't expect him to share-of course not-but I wondered sometimes if he thought I was hoping he would. One of my few entertainments was hearing him eat his treats, because he always did so ostentatiously, perhaps rubbing it in the way he had with the pillow that first night. Once, Jared slowly ripped open a bag of Cheetos-showy about it as usual-and the rich smell of fake powdered cheese rolled through my cave†¦ delicious, irresistible. He ate one slowly, letting me hear each distinct crunch. My stomach growled loudly, and I laughed at myself. I hadn't laughed in so long; I tried to remember the last time and couldn't-just that strange bout of macabre hysteria in the desert, which really didn't count as laughter. Even before I'd come here, there hadn't been much I'd found funny. But this seemed hilarious to me for some reason-my stomach yearning after that one small Cheeto-and I laughed again. A sign of madness, surely. I didn't know how my reaction offended him, but he got up and disappeared. After a long moment, I could hear him eating the Cheetos again, but from farther away. I peeked out of the hole to see that he was sitting in the shadows at the end of the corridor, his back to me. I pulled my head inside, afraid he might turn and catch me watching. From then on, he stayed down at that end of the hall as much as possible. Only at night did he stretch out in front of my prison. Twice a day-or rather twice a night, as he never took me when the others were about-I got to walk to the room with the rivers; it was a highlight, despite the terror, as it was the only time I was not hunched into the unnatural shapes my small cave forced on me. Each time I had to crawl back inside was harder than the last. Three times that week, always during the sleeping hours, someone came to check on us. The first time it was Kyle. Jared's sudden lunge to his feet woke me. â€Å"Get out of here,† he warned, holding the gun ready. â€Å"Just checking,† Kyle said. His voice was far away but loud and rough enough that I was sure it was not his brother. â€Å"Someday you might not be here. Someday you might sleep too soundly.† Jared's only answer was to cock the gun. I heard Kyle's laughter trailing behind him as he left. The other two times I didn't know who it was. Kyle again, or maybe Ian, or maybe someone whose name I hadn't learned. All I knew was that twice more I was woken by Jared jumping to his feet with the gun pointed at the intruder. No more words were spoken. Whoever was just checking didn't bother to make conversation. When they were gone, Jared went back to sleep quickly. It took me longer to quiet my heart. The fourth time was something new. I was not quite asleep when Jared started awake, rolling to his knees in a swift movement. He came up with the gun in his hands and a curse on his lips. â€Å"Easy,† a voice murmured from the distance. â€Å"I come in peace.† â€Å"Whatever you're selling, I'm not buying,† Jared growled. â€Å"I just want to talk.† The voice came closer. â€Å"You're buried down here, missing the important discussions†¦ We miss your take on things.† â€Å"I'm sure,† Jared said sarcastically. â€Å"Oh, put the gun down. If I was planning to fight you, I would have come with four guys this time.† There was a short silence, and when Jared spoke again, his voice carried a hint of dark humor. â€Å"How's your brother these days?† he asked. Jared seemed to enjoy the question. It relaxed him to tease his visitor. He sat down and slouched against the wall halfway in front of my prison, at ease, but with the gun still ready. My neck ached, seeming to comprehend that the hands that had crushed and bruised it were very close by. â€Å"He's still fuming about his nose,† Ian said. â€Å"Oh, well-it's not the first time it's been broken. I'll tell him you said you were sorry.† â€Å"I'm not.† â€Å"I know. No one is ever sorry for hitting Kyle.† They laughed quietly together; there was a sense of camaraderie in their amusement that seemed wildly out of place while Jared held a gun loosely pointed in Ian's direction. But then, the bonds that were forged in this desperate place must have been very strong. Thicker than blood. Ian sat down on the mat next to Jared. I could see his profile in silhouette, a black shape against the blue light. I noticed that his nose was perfect-straight, aquiline, the kind of nose that I'd seen in pictures of famous sculptures. Did that mean that others found him more bearable than the brother whose nose was often broken? Or that he was better at ducking? â€Å"So what do you want, Ian? Not just an apology for Kyle, I imagine.† â€Å"Did Jeb tell you?† â€Å"I don't know what you're talking about.† â€Å"They've given up the search. Even the Seekers.† Jared didn't comment, but I could feel the sudden tension in the air around him. â€Å"We've been keeping a close watch for some change, but they never seemed overly anxious. The search never strayed from the area where we abandoned the car, and for the past few days they were clearly looking for a body rather than a survivor. Then two nights ago we caught a lucky break-the search party left some trash in the open, and a pack of coyotes raided their base camp. One of them was coming back late and surprised the animals. The coyotes attacked and dragged the Seeker a good hundred yards into the desert before the rest of them heard its screams and came to the rescue. The other Seekers were armed, of course. They scared the coyotes off easily, and the victim wasn't seriously hurt, but the event seems to have answered any questions they might have had about what happened to our guest here.† I wondered how they were able to spy on the Seekers who searched for me-to see so much. I felt strangely exposed by the idea. I didn't like the picture in my head: the humans invisible, watching the souls they hated. The thought made the skin on the back of my neck prickle. â€Å"So they packed up and left. The Seekers gave up the search. All the volunteers went home. No one is looking for it.† His profile turned toward me, and I hunched down, hoping it was too dark to see me in here-that, like his face, I would appear as only a black shape. â€Å"I imagine it's been declared officially dead, if they keep track of those things the way we used to. Jeb's been saying I told you so' to anyone who'll stand still long enough to hear it.† Jared grumbled something incoherent; I could only pick out Jeb's name. Then he inhaled a sharp breath, blew it out, and said, â€Å"All right, then. I guess that's the end of it.† â€Å"That's what it looks like.† Ian hesitated for a moment and then added, â€Å"Except†¦ Well, it's probably nothing at all.† Jared tensed again; he didn't like having his intelligence edited. â€Å"Go on.† â€Å"No one but Kyle thinks much of it, and you know how Kyle is.† Jared grunted his assent to that. â€Å"You've got the best instincts for this kind of thing; I wanted your opinion. That's why I'm here, taking my life into my hands to infiltrate the restricted area,† Ian said dryly, and then his voice was utterly serious again. â€Å"You see, there's this one†¦ a Seeker, no doubt about that-it packs a Glock.† It took me a second to understand the word he used. It wasn't a familiar part of Melanie's vocabulary. When I understood that he was talking about a kind of gun, the wistful, envious tone in his voice made me feel slightly ill. â€Å"Kyle was the first to notice how this one stood out. It didn't seem important to the rest-certainly not part of the decision-making process. Oh, it had suggestions enough, from what we could see, but no one seemed to listen to it. Wish we could've heard what it was saying†¦Ã¢â‚¬  My skin prickled anxiously again. â€Å"Anyway,† Ian continued, â€Å"when they called off the search, this one wasn't happy with the decision. You know how the parasites are always so†¦ very pleasant? This was weird-it's the closest I've ever seen them come to an argument. Not a real argument, because none of the others argued back, but the unhappy one sure looked like it was arguing with them. The core group of Seekers disregarded it-they're all gone.† â€Å"But the unhappy one?† Jared asked. â€Å"It got in a car and drove halfway to Phoenix. Then it drove back to Tucson. Then it drove west again.† â€Å"Still searching.† â€Å"Or very confused. It stopped at that convenience store by the peak. Talked to the parasite that worked there, though that one had already been questioned.† â€Å"Huh,† Jared grunted. He was interested now, concentrating on the puzzle. â€Å"Then it went for a hike up the peak-stupid little thing. Had to be burning alive, wearing black from head to toe.† A spasm rocked through my body; I found myself off the floor, cringing against the back wall of my cell. My hands flew up instinctively to protect my face. I heard a hiss echo through the small space, and only after it faded did I realize it was mine. â€Å"What was that?† Ian asked, his voice shocked. I peeked through my fingers to see both of their faces leaning through the hole toward me. Ian's was black, but part of Jared's was lit, his features hard as stone. I wanted to be still, invisible, but tremors I couldn't control were shaking violently down my spine. Jared leaned away and came back with the lamp in his hands. â€Å"Look at its eyes,† Ian muttered. â€Å"It's frightened.† I could see both their expressions now, but I looked only at Jared. His gaze was tightly focused on me, calculating. I guessed he was thinking through what Ian had said, looking for the trigger to my behavior. My body wouldn't stop shaking. She'll never give up, Melanie moaned. I know, I know, I moaned back. When had our distaste turned to fear? My stomach knotted and heaved. Why couldn't she just let me be dead like the rest of them had? When I was dead, would she hunt me still? â€Å"Who is the Seeker in black?† Jared suddenly barked at me. My lips trembled, but I didn't answer. Silence was safest. â€Å"I know you can talk,† Jared growled. â€Å"You talk to Jeb and Jamie. And now you're going to talk to me.† He climbed into the mouth of the cave, huffing with surprise at how tightly he had to fold himself to manage it. The low ceiling forced him to kneel, and that didn't make him happy. I could see he'd rather stand over me. I had nowhere to run. I was already wedged into the deepest corner. The cave barely had room for the two of us. I could feel his breath on my skin. â€Å"Tell me what you know,† he ordered.

Catcher In The Rye Essay Example for Free (#4)

Catcher In The Rye Essay A journey is more than a physical movement from one place to another. All journeys no matter how arduous entail setbacks and barriers that must be met. In doing so the traveller experiences a more significant inner journey of self growth. This is evident in the journey from adolescence to adulthood during which setbacks and barriers may entail a loss of innocence. J. D Salinger’s novel the Catcher in the rye explores this concept through various literary techniques. ( thesis) Loss of innocence as a major issue within the concept of a rites of passage is explored by J. D Salinger through the protagonist Holden Caulfield. His journey appears to be one self destructive act after another. This adult world into which Holden is forced into disturbs him profoundly. In his view, the adults who dwell this world, seem to be filled with phoniness, pretence and social compromise. He finds it almost intolerable to communicate with most adults and peers. This is prevalent throughout the book when he constantly brings up the question of what happens to the ducks in winter. The adults’ response to this recurring question is of contemn and expectation to know the answer, therefore never giving him an adequate explanation. This clearly demonstrates how his innocent mind conflicts with this phony adult world, and his response, is to rebel against this whole society. â€Å" quote† Holden expresses his rebellion through his inability to progress in life and his hatred of people. It is really only in children that he sees the true simplicity of honesty- and that is his escape from this adult phony world. Salinger portrays the transition from adolescence to adulthood as a quest for self identity and self discovery. For Holden however, his journey is a bombardment of obstacles in his search for connection with others, thus highlighting the angst of growing up. Holden finally breaks down with the constant disappointments and let downs he encounters. â€Å"quote ans technique† From his fight with Stradlater to Maurice’s exploitation of a prostitute, to Mr Antolini’s behaviour, Holden just cannot handle any more letdowns so his odyssey is one of loneliness and cynicism. An example of this is when Holden abruptly gives Sally an ultimatum to leave their current lives behind and build a future without the promise of stability. Sally’s refusal to this proposal results in Holden lashing out at her hence elucidating Holden’s naivety. And, just like a kid, he thinks that everyone is to blame except for him. The inability to meet setbacks and barriers and accept a loss of innocence within the jouney from adolescence to adulthood will inevitably lead to ones downfall. The deliberate irony is that Holden strives to act as a grown up but constantly acts like a child is seen in his provocation of his peers and his irrational thinking. â€Å"quote † The title of the book, â€Å"Catcher in the Rye,† is more than just a pretty ditty. It is Holden’s dream to be the catcher in the rye, thus save little children from falling off the cliff into adulthood. â€Å"Anyway, I keep picturing all these little kids playing some game in this big field of rye and all. Thousands of little kids, and nobody’s around–nobody big, I mean–except me. And I’m standing on the edge of some crazy cliff. What I have to do, I have to catch everybody if they start to go over the cliff–I mean if they’re running and they don’t look where they’re going. I have to come out from somewhere and catch them. That’s all I’d do all day. I’d just be the catcher in the rye and all. I know it’s crazy, but that’s the only thing I’d really like to be. † Holden is adamant on playing the adult role of protecting children and their innocence that gets lost in the adult phony world. He envisions protecting and shielding children from the evils of society, when he himself is one who is in a state of conflict between adolescence and adulthood. However, it is through the telling of his story that Holden eventually gains control of his disturbed past. His search for self identity and discovery can be seen as a search for tolerance, acceptance and understanding- something that he finally experiences in the final scene with Phoebe riding the carrousel. When he see’s Phoebe on the carrousel, he accepts that he is not a child anymore indicating that he is perhaps more accepting of change. Towards the end, Holden has found some wisdom when he claims to â€Å"sort of miss everyone. † There was some light for him at the end of the tunnel- and that light is hope and acceptance that he doesn’t live in such an evil world that he made out to be. Holden wants desperately to protect this idealistic life but perhaps he realises at the end that it is not possible and that maturity is a means of accepting what life throws at one. How he deals with obstacles along the way conveys Holden’s journey from adolescence into adulthood. Catcher In The Rye. (2016, Dec 15). We have essays on the following topics that may be of interest to you

Why Have the Euro and the European Central Bank Been So Successful Essay

Why Have the Euro and the European Central Bank Been So Successful - Essay Example The researcher states that the population of the EU zone is slightly higher than the United States. So that, as a currency Euro is important for the development of the global economy. The use of Euro as a common currency by the member states of European Union (EU) will help in eliminating currency risks, transaction costs and narrow the interest spread in the member countries. The European Central bank (ECB) was created as an independent institution for the establishment of a common monetary policy. The researcher states that as a single European currency, Euro has succeeded in breaking barriers between people, markets and companies. It also saved Europe from the credit crisis that originated in US in 2007-08 that later spread worldwide. The success of Euro is evident from the strengthened political connections and turnaround of economic fortunes. It has acquired the second position after U.S. dollar in its use and position in the capital and international money market. For a currenc y circulating in the market for just four years, it is a remarkable achievement. The success of Euro can be attributed to the benefits derived from it some of which are mentioned in the study, such as boost in cross border trade, that is the main benefit of using Euro as a currency and improved planning and investment that was done to gain benefits in worldwide markets. The researcher then concluds that Euro has all the factors that are needed in a competitor of dollar but it still lacks the political power.

Machine Manicure for Women Essay Example | Topics and Well Written Essays - 1500 words

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Great Wall Motor - Coursework Example In India, the automotive industry is a critical part of the economy. In 2013, one of the industry’s most powerful competitors, Audi, achieved a growth of 11% compared to 2012 (Business Today 2014). More specifically, during 2013 Audi in India managed to sell 10,002 cars breaching the limit of 10,000 sales on an annual basis, a limit that no firm has managed to pass up today, except from Audi (Business Today 2014). This achievement denotes the perspectives not just of Audi but also of all firms operating in the automotive industry of India. These perspectives should be taken into consideration by foreign investors who seek for profitable emerging markets but also by foreign automotive firms that are interested in entering the specific industry of India. The sales of top auto manufacturers in India are presented in the graph in Figure 1 below. A standardization of the level of sales between August 2012 and August 2013 is clear, a fact showing a delay in the industry’s gro wth for the same period. The performance of Indian automotive industry from Jan 2012 up to May 2013 is presented in the graph in Figure 2. In the particular graph the overall performance of the specific industry for the above period is presented, i.e. sales are not categorized by auto manufacturer. An important cWallenge that automotive firms in India have to face is the following: inflation in India is at high levels, with trends for a further increase; this fact has led to the increase of production costs in all industries, including the automotive sector. (Choudhury 2013). At the same time, due to the Weak Rupee, producers in all industries are not able to increase prices since such practice would further reduce their customer base (Choudhury 2013). Great Wall Motor would also have to face the specific cWallenge in case that it would enter the Indian

Inclusion of Children in South Korea Essay Example | Topics and Well Written Essays - 4000 words

Inclusion of Children in South Korea - Essay Example Special education is focused on providing education to children or individuals with special needs. In the past, Koreans used to have a negative opinion towards people with disabilities. (Americans with Disabilities Act, Ohio State University) They used to think that having a family member who has disabilities is something to be ashamed of. (Kim and Kang) For them, disability was a problem that was for the individual to overcome for himself, all by himself. Over the years, with a number of developments in Korea's legislation that have provisions for the rights of the disabled, this negative concept has made a 180-degree turn. With this very positive development, and their keen interest in how to improve their education system, Koreans are very much intent to leave no stones unturned. For children who have minor disabilities, the Korean education system has embraced inclusive education. Inclusive education is defined as system of education or a school system wherein all children, regardless of their abilities or disabilities are all considered active components of the school community. Inclusive education aims to provide an academic environment where all students are given equal opportunities and therefore leaves little or no room for discrimination. (Kim) Students who have minor disabilities are recommended to attend regular schools. ... (Kim) B. Vulnerable Children defined A vulnerable child, in general, is defined as a child 18 years old and below who lost their parents or guardians. This could be a permanent situation, as there are those who lost both parents through death, and some were temporarily displaced because of certain unfortunate events and are in need of care. (Smart, 2003) In general, this includes orphans, street children, children who have certain medical conditions, children with certain disabilities and others. (Unicef, n.d.) C. Bronfenbrenner's Ecological Model Urie Bronfenbrenner is considered as one of the world's leaders in the study of developmental psychology (Wikipedia, 2006). One of his most significant contributions is the development of the Ecological Systems Theory. Urie Bronfenbrenner's ecological theory discusses the major factors that affect a child's development. According to his concept, relationships and environment play a major role in a child's development. As child matures, the more knowledge, culture and values he acquires from his education, cultural heritage, parents and peers. His interactions in his affinities and his environment form in him a set of what he considers "norms'. A child's needs vary as he goes through the cycle of life. These transitions that he will encounter will slowly reveal how his influences affect the development of his personality as he deals with them head on. Bronfenbrenner has identified four levels of systems that make up the Ecological Systems. These are the microsystem, mesosystem, exosystem, macrosystem and chronosystem. These so-called systems are actually environments and situations that have a great influence in a person's development. (The Ontario Institute for Studies in Education of

Marketing paper Essay Example | Topics and Well Written Essays - 1000 words - 1

Marketing paper - Essay Example r constrÐ °ints - technicÐ °l (economic) Ð °nd ethicÐ °l (sociÐ °l) - creÐ °te the trÐ °nsÐ °ctions or flows which resolve mÐ °rket sepÐ °rÐ °tions Ð °nd result in exchÐ °nge Ð °nd consumption (BÐ °rtles). My concept of mÐ °rketing is close to the definition by CIM thÐ °t looks not only Ð °t identifying customer needs, but Ð °lso sÐ °tisfying them (short-term) Ð °nd Ð °nticipÐ °ting them in the future (long-term retention). In its most generic form, I define mÐ °rketing Ð °s mÐ °rketing seen Ð °s relÐ °tionships, networks Ð °nd interÐ °ction or mÐ °rketing bÐ °sed on interÐ °ction within Ð ° network of relÐ °tionships. In the broÐ °dest sense of mÐ °rketing, Ð °ll mÐ °nÐ °gement, the whole society, Ð °nd even life itself, form networks of relÐ °tionships within which we interÐ °ct in our roles of business executives, employees, consumers, citizens Ð °nd humÐ °n beings. CollÐ °borÐ °tion. The core contribution from mÐ °rketing is its emphÐ °sis on collÐ °borÐ °tion. In Ð ° nÐ °rrow sense it comprises the collÐ °borÐ °tion between customer Ð °nd supplier. This hÐ °s Ð °lwÐ °ys been Ð ° prÐ °cticÐ °l necessity for services Ð °nd for the development, production, mÐ °rketing Ð °nd purchÐ °sing of complex products in business mÐ °rketing. Its prÐ °ctice, however, is often unprofessionÐ °l Ð °nd guided by legÐ °l-bureÐ °ucrÐ °tic vÐ °lues Ð °nd lÐ °ck of empÐ °thy. Its introduction in theory Ð °nd educÐ °tion is long overdue. TodÐ °y, severÐ °l sources independent of relÐ °tionship mÐ °rketing stress collÐ °borÐ °tion. CollÐ °borÐ °tion is the very reÐ °son for forming Ð °n orgÐ °nizÐ °tion; you collÐ °borÐ °te inside Ð °nd compete outside. In totÐ °l relÐ °tionship mÐ °rketing you both collÐ °borÐ °te Ð °nd compete, inside Ð °s well Ð °s outside the orgÐ °nizÐ °tion. Long relÐ °tionships. Ð  series of studies clÐ °im thÐ °t the longer the relÐ °tionship with Ð ° customer, the higher the profit will be. This is primÐ °rily due to two effects of customer loyÐ °lty: reduced mÐ °rketing costs when fewer customers defect; Ð °nd increÐ °sed ‘customer shÐ °re’ or ‘shÐ °re of

Activities Problem(s) c16 2,7,14,and 21, c17 7 and 25 Essay

Activities Problem(s) c16 2,7,14,and 21, c17 7 and 25 - Essay Example If you did quit, you expect you could find a new job paying $85,000 per year, but you would be unemployed for 3 months while you search for it. Marpor Industries has no debt and expects to generate free cash flows of $16 million each year. Marpor believes that if it permanently increases its level of debt to $40 million, the risk of financial distress may cause it to lose some customers and receive less favorable terms from its suppliers. As a result, Marpor’s expected free cash flows with debt will be only $15 million per year. Suppose Marpor’s tax rate is 35%, the risk-free rate is 5%, the expected return of the market is 15%, and the beta of Marpor’s free cash flows is 1.10 (with or without leverage). You own your own firm, and you want to raise $30 million to fund an expansion. Currently, you own 100% of the firm’s equity, and the firm has no debt. To raise the $30 million solely through equity, you will need to sell two-thirds of the firm. However, you would prefer to maintain at least a 50% equity stake in the firm to retain control. Natsam Corporation has $250 million of excess cash. The firm has no debt and 500 million shares outstanding with a current market price of $15 per share. Natsam’s board has decided to pay out this cash as a one-time dividend. d. Suppose Raviv retained the cash so that it would not need to raise new funds from outside investors for an expansion it has planned for next year. If it did raise new funds, it would have to pay issuance fees. How much does Raviv need to save in issuance fees to make retaining the cash beneficial for its investors? (Assume fees can be expensed for corporate tax

Ozone hole Essay Example | Topics and Well Written Essays - 1000 words - 1

Ozone hole - Essay Example This layer does absorb 97 percent to 99 percent of the high-frequency ultraviolet light of the sun which can be possibly destructive to the life on earth. More that 90 percent of the ozone within the earth’s atmosphere is existing here â€Å"comparatively high† meaning several parts/million- considerably higher than concentrations within the lower atmosphere, however, still lesser compared to the key atmospheric components. Its location is approximately 15 to 35 km above the surface of the earth in the hemispheres lower portion (Charles, 2014). This thickness varies geographically as well as seasonally. As mentioned earlier, prevents disastrous destruction of the life on earth through absorption of the harmful incoming sun’s ultraviolet (UV) potion hence minimizing this light’s amount that reaches the surface of the earth (Paul, 2009). Such natural sunlight buffering is quite advantageous since the ultraviolet light of high energy is capable of penetrating uppermost skin layers.as a result, cells might end up damaged which is explained through sunburn as well as more threateningly, genetic material which resides within every cell (DNA or deoxyribonucleic acid) destruction. Damage of some DNA within skin cells by such ultraviolet light is associated with certain cancers development. Observation of the ozone hall has for a long time been done with great seriousness. Images of satellite offer observers the ozone’s every day images over Antarctic region (Enviromental Protection Agency, 2010). The winter population of humans of the Antarctic comprise of researchers in several hundreds. These researchers get protection from the UV light which has increased from warm winter clothing, hence the ozone layer health effect concerns are minimal. The ozone hole’s existence as well as its increased size through 1990s up till 2006, the time when this hole was ever largest recorded, has come to be a great concern for researchers who study human activity

Concepts And Definitions Of Disability Essay Example for Free

Concepts And Definitions Of Disability Essay The contemporary conception of disability proposed in the WHO International Classification of Functioning, Disability and Health (ICF) views disability as an umbrella term for impairments, activity limitations and participation restrictions. Disability is the interaction between individuals with a health condition (e.g. cerebral palsy, Down syndrome or depression) and personal and environmental factors (e.g. negative attitudes, inaccessible transportation, or limited social supports). Long ago there was great confusion over the meaning of terms such as impairment, handicap, or disability. Then, in 1980, the WHO provided great service by offering a clear way of thinking about it all in a little book called International Classification of Impairments, Disabilities and Handicaps. All these terms refer to the consequences of disease, but consider the consequences at different levels. The disease produces some form of pathology, and then the individual may become aware of this: they experience symptoms. Later, the performance or behaviour of the person may be affected, and because of this the person may suffer consequences such as being unable to work. In this general scenario, Impairment was defined as any loss or abnormality of psychological, physiological, or anatomical structure or function. Impairment is a deviation from normal organ function; it may be visible or invisible (screening tests generally seek to identify impairments). Disability was defined as any restriction or lack (resulting from an impairment) of ability to perform an activity in the manner or within the range considered normal for a human being. Impairment does not necessarily lead to a disability, for the impairment may be corrected. I am, for example, wearing eye glasses, but do not perceive that any disability arises from my impaired vision. A disability refers to the function of the individual (rather than of an organ, as with impairment). In turn, Handicap was defined as a disadvantage for a given individual, resulting from impairment or a disability that limits or prevents the fulfillment of a role that is normal (depending on age, sex, and social and cultural factors) for that individual. Handicap considers the persons participation in their social context. For example, if there is a wheel-chair access ramp at work, a disabled person may not be handicapped in coming to work there. Here are some examples: Impairment Speech production; Disability Speaking clearly enough to be understood; Handicap Communication I Hearing; D Understanding; H Communication I Vision; D Seeing; H Orientation I Motor control, balance, joint stiffness; D Dressing, feeding, walking; H Independence, mobility I Affective, cognitive limitations; D Behaving, interacting, supporting; H Social interaction, reasonableness Here is a diagram that suggests possible parallels between the impairment, disability handicap triad, and the disease, illness and sickness triad. (The squiggly arrows are intended to indicate a rough correspondence) Patients do not come to their physicians to find out what ICD code they have, they come to get help for what is bothering them. A Positive Perspective? Quality of Life and the International Classification of Function The focus on disability takes a somewhat negative approach to health, perhaps not unreasonable since doctors are supposed to cure diseases. But starting in the 1980s clinicians began to set goals to achieve when the disease could not be cured, beyong merely controlling symptoms. The notion of Quality of Life gained prominence as a way to emphasize a positive perspective on health health as a capacity to function and to live, even if the patient has a chronic condition. A central aim of care was to enhance the quality of the patients function, and hence their ability to life as normal a life as possible, even if the disorder could not be cured. This notion was a further extension of handicap, covering maintenance of normal function, but adding psychological well-being and, if possible, positive feelings of engagement. Measurements of quality of life extend the disability focus beyond the ability to perform activities of daily living to include a broad range of functioning (work, home, play) and also the persons feelings of satisfaction and well-being. This is necessarily a qualitative and subjective concept, judged by the patient in terms of the extent to which they are able to do the things they wish to do. In this medical context, quality of life is distinct from wealth or possessions, and to amke this clear you may see the term health-related quality of life. Reflecting these evolving ideas, the WHO revised its  Impairment, Disability and Handicap triad in 2001, re-naming it the International Classification of Function (ICF). This classification system provides codes for the complete range of functional states; codes cover body structures and functions, impairments, activities and participation in society. The ICF also considers contextual factors that may influence activity levels, so function is viewed as an interaction between health conditions (a disease or injury) and the context in which the person lives (both physical environment and cultural norms relevant to the disease). It establishes a common language for describing functional states that can be used in comparing across diseases and countries. The ICF therefore uses positive language, so that activity and participation replace disability and handicap. The ICF is described on the WHO web site. Impairment, Disability and Handicap Sheena L. Carter, Ph.D. The words â€Å"impairment,† â€Å"disability,† and â€Å"handicap,† are often used interchangeably. They have very different meanings, however. The differences in meaning are important for understanding the effects of neurological injury on development. The most commonly cited definitions are those provided by the World Health Organization (1980) in The International Classification of Impairments, Disabilities, and Handicaps: Impairment: any loss or abnormality of psychological, physiological or anatomical structure or function. Disability: any restriction or lack (resulting from an impairment) of ability to perform an activity in the manner or within the range considered normal for a human being. Handicap: a disadvantage for a given individual that limits or prevents the fulfillment of a role that is normal As traditionally used, impairment refers to a problem with a structure or  organ of the body; disability is a functional limitation with regard to a particular activity; and handicap refers to a disadvantage in filling a role in life relative to a peer group. Examples to illustrate the differences among the terms impairment, disability, and handicap. 1. CP example: David is a 4-yr.-old who has a form of cerebral palsy (CP) called spastic diplegia. Davids CP causes his legs to be stiff, tight, and difficult to move. He cannot stand or walk. Impairment: The inability to move the legs easily at the joints and inability to bear weight on the feet is an impairment. Without orthotics and surgery to release abnormally contracted muscles, Davids level of impairment may increase as imbalanced muscle contraction over a period of time can cause hip dislocation and deformed bone growth. No treatment may be currently available to lessen Davids impairment. Disability: Davids inability to walk is a disability. His level of disability can be improved with physical therapy and special equipment. For example, if he learns to use a walker, with braces, his level of disability will improve considerably. Handicap: Davids cerebral palsy is handicapping to the extent that it prevents him from fulfilling a normal role at home, in preschool, and in the community. His level of handicap has been only very mild in the early years as he has been well-supported to be able to play with other children, interact normally with family members and participate fully in family and community activities. As he gets older, his handicap will increase where certain sports and physical activities are considered normal activities for children of the same age. He has little handicap in his preschool classroom, though he needs some assistance to move about the classroom and from one activity to another outside the classroom. Appropriate services and equipment can reduce the extent to which cerebral palsy prevents David from fulfilling a normal role in the home, school and community as he grows. 2. LD example: Cindy is an 8-year-old who has extreme difficulty with reading (severe dyslexia). She has good vision and hearing and scores well on tests of intelligence. She went to an excellent preschool and several different special reading programs have been tried since early in kindergarten. Impairment: While no brain injury or malformation has been identified, some impairment is presumed to exist in how Cindys brain puts together visual and auditory information. The impairment may be inability to associate sounds with symbols, for example. Disability: In Cindys case, the inability to read is a disability. The disability can probably be improved by trying different teaching methods and using those that seem most effective with Cindy. If the impairment can be explained, it may be possible to dramatically improve the disability by using a method of teaching that does not require skills that are impaired (That is, if the difficulty involves learning sounds for letters, a sight-reading approach can improve her level of disability). Handicap: Cindy already experiences a handicap as compared with other children in her class at school, and she may fail third grade. Her condition will become more handicapping as she gets older if an effective approach is not found to improve her reading or to teach her to compensate for her reading difficulties. Even if the level of disability stays severe (that is, she never learns to read well), this will be less handicapping if she learns to tape lectures and read books on audiotapes. Using such approaches, even in elementary school, can prevent her reading disability from interfering with her progress in other academic areas (increasing her handicap). Gale Encyclopedia of Education: History of Special Education Top Home Library History, Politics Society Education Encyclopedia Special education, as its name suggests, is a specialized branch of education. Claiming lineage to such persons as Jean-Marc-Gaspard Itard (1775 1838), the physician who tamed the wild boy of Aveyron, and Anne Sullivan Macy (1866 1936), the teacher who worked miracles with Helen Keller, special educators teach those students who have physical, cognitive, language, learning, sensory, and/or emotional abilities that deviate from those of the general population. Special educators provide instruction specifically tailored to meet individualized needs, making education available to students who otherwise would have limited access to education. In 2001, special education in the United States was serving over five million students. Although federally mandated special education is relatively new in the United States, students with disabilities have been present in every era and in every society. Historical records have consistently documented the most severe disabilities those that transcend task and setting. Itards description of the wild boy of Aveyron documents a variety of behaviors consistent with both mental retardation and behavioral disorders. Nineteenth-century reports of deviant behavior describe conditions that could easily be interpreted as severe mental retardation, autism, or schizophrenia. Milder forms of disability became apparent only after the advent of universal public education. When literacy became a goal for all children, teachers began observing disabilities specific to task and setting that is, less severe disabilities. After decades of research and legislation, special education now provides services to students with varying degrees and forms of disabilities, including mental retardation, emotional disturbance, learning disabilities, speech-language (communication) disabilities, impaired hearing and deafness, low vision and blindness, autism, traumatic brain injury, other health impairments, and severe and multiple disabilities. Development of the Field of Special Education At its inception in the early nineteenth century, leaders of social change set out to cure many ills of society. Physicians and clergy, including Itard, Edouard O. Seguin (1812 1880), Samuel Gridley Howe (1801 1876), and Thomas Hopkins Gallaudet (1787 1851), wanted to ameliorate the neglectful, often abusive treatment of individuals with disabilities. A rich  literature describes the treatment provided to individuals with disabilities in the 1800s: They were often confined in jails and almshouses without decent food, clothing, personal hygiene, and exercise. During much of the nineteenth century, and early in the twentieth, professionals believed individuals with disabilities were best treated in residential facilities in rural environments. Advocates of these institutions argued that environmental conditions such as urban poverty and vices induced behavioral problems. Reformers such as Dorothea Dix (1802 1887) prevailed upon state governments to provide funds for bigger and mo re specialized institutions. These facilities focused more on a particular disability, such as mental retardation, then known as feeble-mindedness or idiocy; mental illness, then labeled insanity or madness; sensory impairment such as deafness or blindness; and behavioral disorders such as criminality and juvenile delinquency. Children who were judged to be delinquent or aggressive, but not insane, were sent to houses ofrefuge or reform schools, whereas children and adults judged to be mad were admitted to psychiatric hospitals. Dix and her followers believed that institutionalization of individuals with disabilities would end their abuse (confinement without treatment in jails and poorhouses) and provide effective treatment. Moral treatment was the dominant approach of the early nineteenth century in psychiatric hospitals, the aim being cure. Moral treatment employed methods analogous to todays occupational therapy, systematic instruction, and positive reinforcement. Evidence suggests this approach was humane and effective in some cases, but the treatment was generally abandoned by the late nineteenth century, due largely to the failure of moral therapists to train others in their techniques and the rise of the belief that mental illness was always a result of brain disease. By the end of the nineteenth c entury, pessimism about cure and emphasis on physiological causes led to a change in orientation that would later bring about the warehouse-like institutions that have become a symbol for abuse and neglect of societys most vulnerable citizens. The practice of moral treatment was replaced by the belief that most disabilities were incurable. This led to keeping individuals with disabilities ininstitutions both for their own protection and for the betterment of society. Although the transformation took many years, by the end of the nineteenth century the size of institutions had increased so  dramatically that the goal of rehabilitation was no longer possible. Institutions became instruments for permanent segregation. Many special education professionals became critics of institutions. Howe, one of the first to argue for in stitutions for people with disabilities, began advocating placing out residents into families. Unfortunately this practice became a logistical and pragmatic problem before it could become a viable alternative to institutionalization. At the close of the nineteenth century, state governments established juvenile courts and social welfare programs, including foster homes, for children and adolescents. The child study movement became prominent in the early twentieth century. Using the approach pioneered by G. Stanley Hall (1844 1924; considered the founder of child psychology), researchers attempted to study child development scientifically in relation to education and in so doing established a place for psychology within public schools. In 1931, the Bradley Home, the first psychiatric hospital for children in the United States, was established in East Providence, Rhode Island. The treatment offered in this hospital, as well as most of the other hospitals of the early twentieth century, was psychodynamic. Psychodynamic ideas fanned interest in the diagnosis and classification of disabili ties. In 1951 the first institution for research on exceptional children opened at the University of Illinois and began what was to become the newest focus of the field of special education: the slow learner and, eventually, what we know today as learning disability. The Development of Special Education in Institutions and Schools Although Itard failed to normalize Victor, the wild boy of Averyon, he did produce dramatic changes in Victors behavior through education. Modern special education practices can be traced to Itard, and his work marks the beginning of widespread attempts to instruct students with disabilities. In 1817 the first special education school in the United States, the American Asylum for the Education and Instruction of the Deaf and Dumb (now called the American School for the Deaf), was established in Hartford, Connecticut, by Gallaudet. By the middle of the nineteenth century, special educational programs were being provided in many asylums. Education was a prominent part of moral therapy. By the close of the nineteenth century, special classes within regular public schools had been launched in major cities. These special classes were initially established for immigrant students who were  not proficient in English and stude nts who had mild mental retardation or behavioral disorders. Descriptions of these children included terms such as steamer children, backward, truant, and incorrigible. Procedures for identifying defectives were included in the Worlds Fair of 1904. By the 1920s special classes for students judged unsuitable for regular classes had become common in major cities. In 1840 Rhode Island passed a law mandating compulsory education for children, but not all states had compulsory education until 1918. With compulsory schooling and the swelling tide of anti-institution sentiment in the twentieth century, many children with disabilities were moved out of institutional settings and into public schools. However, by the mid-twentieth century children with disabilities were still often excluded from public schools and kept at home if not institutionalized. In order to respond to the new population of students with special needs entering schools, school officials created still more special classes in public schools. The number of special classes and compleme ntary support services (assistance given to teachers in managing behavior and learning problems) increased dramatically after World War II. During the early 1900s there was also an increased attention to mental health and a consequent interest in establishing child guidance clinics. By 1930 child guidance clinics and counseling services were relatively common features of major cities, and by 1950 special education had become an identifiable part of urban public education in nearly every school district. By 1960 special educators were instructing their students in a continuum of settings that included hospital schools for those with the most severe disabilities, specialized day schools for students with severe disabilities who were able to live at home, and special classes in regular public schools for students whose disabilities could be managed in small groups. During this period special educators also began to take on the role of consultant, assisting other teachers in instructing students with disabilities. Thus, by 1970 the field of special education was offering a variety of educational placements to students with varying disabilities and needs; however, public schools were not yet required to educate all students regardless of their disabilities. During the middle decades of the twentieth century, instruction of children with disabilities often was based on process training which involves attempts to improve childrens academic  performance by teaching them cognitive or motor processes, such as perceptualmotor skills, visual memory, auditory memory, or auditory-vocal processing. These are ancient ideas that found twentieth-century proponents. Process training enthusiasts taught children various perceptual skills (e.g., identifying different sounds or objects by touch) or perceptual motor skills (e.g., balancing) with the notion that fluency in these skills would generalize to reading, writing, arithmetic, and other basic academic tasks. After many years of research, however, such training was shown not to be effective in improving academic skills. Many of these same ideas were recycled in the late twentieth century as learning styles, multiple intelligences, and other notions that the underlying process of learning varies with gender, ethnicity, or other physiological differences. None of these theories has found much support in reliable research, although direct instruction, mnemonic (memory) devices, and a few other instructional strategies have been supported reliably by research. The History of Legislation in Special Education Although many contend that special education was born with the passage of the Education for All Handicapped Children Act (EAHCA) in 1975, it is clear that special educators were beginning to respond to the needs of children with disabilities in public schools nearly a century earlier. It is also clear that EAHCA did not spring from a vacuum. This landmark law naturally evolved from events in both special education and the larger society and came about in large part due to the work of grass roots organizations composed of both parents and professionals. These groups dated back to the 1870s, when the American Association of Instructors of the Blind and the American Association on Mental Deficiency (the latter is now the American Association on Mental Retardation) were formed. In 1922 the Council for Exceptional Children, now the major professional organization of special educators, was organized. In the 1930s and 1940s parent groups began to band together on a national level. These groups worked to make changes in their own communities and, consequently, set the stage for changes on a national level. Two of the most influential parent advocacy groups were the National Association for Retarded Citizens (now ARC/USA), organized in 1950, and the Association for Children with Learning Disabilities, organized in 1963. Throughout the first  half of the twentieth century, advocacy groups were securing local ordinances that would protect and serve individuals with disabilities in their communities. For example, in 1930, in Peoria, Illinois, the first white cane ordinance gave individuals with blindness the right-of-way when crossing the street. By mid-century all states had legislation providing for education of students with disabilities. However, legislation was still noncompulsory. In the late 1950s federal money was allocated for educating children with disabilities and for the training of special educators. Thus the federal government became formally involved in research and in training special education professionals, but limited its involvement to these functions until the 1970s. In 1971, this support was reinforced and extended to the state level when the Pennsylvania Association for Retarded Children (PARC) filed a class action suit against their Commonwealth. This suit, resolved by consent agreement, specified that all children age six through twenty-one were to be provided free public education in the least restrictive alternative (LRA, which would later become the least restrictive environment [LRE] clause in EAHCA). In 1973 the Rehabilitation Act prohibited discriminatory practices in programs receiving federal financial assistance but imposed no affirmative obligations with respect to special education. In 1975 the legal action begun under the Kennedy and Johnson administrations resulted in EAHCA, which was signed into law by President Gerald Ford. EAHCA reached full implementation in 1977 and required school districts to provide free and appropriate education to all of their students with disabilities. In return for federal funding, each state was to ensure that students with disabilities received non-discriminatory testing, evaluation, and placement; the right to due process; education in the least restrictive environment; and a fre e and appropriate education. The centerpiece of this public law (known since 1990 as the Individuals with Disabilities Education Act, or IDEA) was, and is, a free appropriate public education (FAPE). To ensure FAPE, the law mandated that each student receiving special education receive an Individualized Education Program (IEP). Under EAHCA, students with identified disabilities were to receive FAPE and an IEP that included relevant instructional goals and objectives, specifications as to length of school year, determination of the most appropriate educational placement, and descriptions of criteria to be used  in evaluation and measurement. The IEP was designed to ensure that all students with disabilities received educational programs specific to their unique needs. Thus, the education of students with disabilities became federally controlled. In the 1982 case of Board of Education of the Hendrick Hudson Central School District v. Rowley, the U.S. Supreme Court clarified the level of services to be afforded students with special needs and ruled that special education services need only provide some educational benefit to students public schools were not required to maximize the educational progress of students with disabilities. In so doing the Supreme Court further defined what was meant by a free and appropriate education. In 1990 EAHCA was amended to include a change to person-first language, replacing the term handicapped student with student with disabilities. The 1990 amendments also added new classification categories for students with autism and traumatic brain injury and transition plans within IEPs for students age fourteen or older. In 1997, IDEA was reauthorized under President Clinton and amended to require the inclusion of students with disabilities in statewide and districtwide assessments, measurable IEP goals and objectives, and functional behavioral assessment and behavior intervention plans for students with emotional or behavioral needs. Because IDEA is amended and reauthorized every few years, it is impossible to predict the future of this law. It is possible that it will be repealed or altered dramatically by a future Congress. The special education story, both past and future, can be written in many different ways.

Security Enhanced Linux (Selinux) Essay Example for Free

Security Enhanced Linux (Selinux) Essay Security Enhanced Linux (Selinux), Chroot Jail, and Iptables Three of the most important types of Linux security technologies are Security Enhanced Linux (SELinux), chroot jail, and iptables. This security measures aide in the subversion of theft and malicious activity. We will discuss these items in depth to address who created them and for what reason. Along with how these technologies changed the operating system to enforce security, and the types of threats that these security systems are design to eliminate. Security Enhanced Linux was released in December of 2000 from the National Security Agency (NSA), under the GNU general public license. SELinux is not a Linux distribution; it is a set of kernel modifications and tools that can be added to a variety of Linux distributions. SELinux is currently a part of Fedora Core, and it is supported by Red Hat. Incarnations of SELinux packages are also available for Debian, SuSe, and Gentoo. Security-enhanced Linux is a set of patches to the Linux kernel and some utilities to incorporate a strong, flexible Mandatory Access Control (MAC). The Chroot system call was introduced during the development of Version 7 Unix in 1979, and added by Bill Joy on 18 March 1982, a year and a half before 4.2BSD was released in order to test its installation and build system. A chroot on a UNIX based operating systems, like Linux, is an operation that changes the apparent root directory for the current running process and its children. A program that is run in such a modified environment cannot name or access files outside the designated directory tree. On a web server, it is very useful for the security of shared hosting accounts. Without a chroot jail a user with limited file permissions can navigate to the top level directories. Although that user does not have permission to make changes, they can invade the files and access information. An important use of chroot is it’s utilization within virtual environments. In a Virtual Private Server, the user has a complete operating system within a chroot directory. This user has root privileges for his or her own account, but can’t access higher directories or be aware of their existence. Virtualization is great for test environment that can be set up in the chroot for software that might be too risky to deploy on a production system. Virtual environments are often used for compatibility issues. Legacy software or software using a different interface must sometimes be run in a chroot because their supporting libraries or files may otherwise clash with those of the host system. Also chroot is often used for recovery purposes. A chroot can be used to move back into a damaged environment after bootstrapping from an alternate root file system. Elevated Privileges in iptables are required for operation, and root user must be used or iptables will not function. With most Linux systems, iptables is installed as /usr/sbin/iptables and documented in its man page, which can be opened using man iptables. There is a set of user interface tools that can be used to manage your system’s security profile in a more user friendly manner. The user interface firewall management tools include Bastille, and GUI tools with like KDE’s Guard dog. There are Linux distributions whose main purpose is to provide a GUI front end to iptables with a variety of configurations. Iptables allows the system administrator to define tables containing chains of rules for the treatment of packets. Each table is associated with a different style of packet processing. Packets are processed by sequentially traversing the rules in chains. A rule in a chain can cause a goto or jump to another chain, and this can be repeated to whatever level of nesting is desired and every network packet arriving at or leaving from the computer traverses at least one chain. Where I found the information at http://www.termpaperwarehouse.com/essay-on/Security-Enhanced-Linux-Selinux-Chroot-Jail/105441 Linux Security Technologies Selinux Chroot Jail Iptables Term Paper

Buteyko Breathing for Bronchial Asthma

Buteyko Breathing for Bronchial Asthma Lung disease is any pathology that occurs in the lung components and causes the lungs not to function properly and this may lead to serious problems that may cause death. They are considered the third killing factor worldwide. Lung diseases include emphysema , bronchitis, bronchial asthma, pulmonary failure, pneumonia, tuberculosis and pulmonary embolism. These diseases have the following signs and symptoms which are coughing, dyspnea, short breaths, noisy breath sound, fever, chest pain , and using accessory muscle of the neck which include scalene, upper trapezium and sternocleidmastoid muscles. The common causes of these lung diseases are smoking, infections, and genetics factors (Simon, 2000). Treatment of lung disease includes medications like corticosteroid, bronchodilators, antibiotics, and physical therapy that will give patients breathing exercises. One of the most common chronic obstructive disease, is bronchial asthma. Bronchial asthma is the fifth reason for hospitalized worldwide. Physiotherapists used to treat bronchial asthma patients who have hyperventilation symptoms using breathing exercises known as buteyko breathing technique (BBT) in additional to bronchial asthma therapy. (Bishop, 2007) Background Professor Konstantin Buteyko was a Russian physiologist (1932-2003) , who gave his name to a treatment for bronchial asthma patients. The whole idea started in 1960s when he came with the idea that shallow breathing is going to help patients who suffer from hyperventilation like bronchial asthma and stenocardia. He suggested that hyperventilation lead to decrease the amount of blood that is going to alveoli and low- level of CO2 lead to bronchoconstriction which increase hyperventilation. (Bishop, 2007) Literature Review Robert L. and other on 2007 tried to evaluate the efficiency of a non à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬pharmacological intervention Buteyko Breathing Technique (BBT) in patients with asthma with their corticosteroid medication consumption. The design of the study was a randomized control trail of buteyko technique involving 182 subject divided into group of adult with asthma their age ranged from 18-50 years old. While the control group was trained by physiotherapy for relaxation breathing technique. The main results measures by level of asthma control, defined by composite score based on Canadian asthma consensus reported 6 months after completion of intervention. The consequences show that both groups had related enhancement and a high amount with asthma control six months after accomplishment of the intervention. In the Buteyko group the degree with asthma control increased from 40% to 79% percent and in the control group from 44% to 72%. The main conclusion that six month after completion of t he intervention, a large majority of subject in each group shown control of their asthma with the additional benefits of lessening in inhaled corticosteroid use in buteyko group.(Robert, 2007) McHugh on 2003 made a study to evaluate the impact of buteyko breathing technique (BBT) on medication consumption in asthma patients. The method used is a blinded randomized control trail comparing BBT with medication control . It was directed over 38 people with asthma aged between 18-70 years. Members were followed for six months. Medication use and tempts of ventilator function were recorded. The results exhibited that BBT group shown a lessening in inhaled steroid use of 50% only and beta-agonist use 85% after six month from intervention. In the control group there was no significant outcomes. The main conclusion that BBT is a safe and effective for asthma controlling for it is sign and symptoms. BBT has clinical and potential pharm-economics benefits that must have advance studies.(McHugh, 2003) Cooper and his colleges in 2003 completed a study to compare the effect of two breathing exercises which they are buteyko and pranayma which is a yoga breathing method for bronchial asthma patients. This study involve 90 grown-ups who complain of asthma and control it by using medications. They were divided into three groups First group follow buteyko breathing technique ,the second group use a pranayma which is a yoga technique and the last group were the placebo group. Result measure used are symptoms score level , bronchial hyper reaction, medication used, forced expiratory volume before and after buteyko technique. The results showed that ( p=0.003) were the mean for buteyko group and bronchodilator uses have been lessened by two puffs/day after 6 month of practicing buteyko technique while there was no change in the mean in the other two groups. There wasnt difference in the forced expiratory volume or even volume to reduce inhaled corticosteroids. The main conclusion that BBT c an recover symptoms and lessen bronchodilator use but doesnt seem to change bronchial responsiveness or lung function in patients with asthma.(Cooper, 2003) Anatomy of Respiratory System When we breathe air it go through nose to the lower respiratory tract. The advantage of nose breathing is that when air passes through the nose it will be moisturizer, heated and cleaned from any dust. After that air moves to larynx to go into trachea. Trachea is a sensitive structure because if any cold or dry air go into it , this will cause coughing and wheezing as normal interaction to these irritation .After that air moves from the trachea to the lung through the bronchi which are entered in each lung (Figure 1). The lungs are the most important part of human respiratory system. The right lung is divided into three lobes m while the left lung is divided into two lobes. Both lungs are protected by the chest wall. In the lung small air sacs known as alveoli . Then the gases exchanged from the alveoli to the blood stream through small blood vessels known as capillaries. On the other hand , the body waste CO2 returns to the capillaries to be exhaled during breathing. Healthy bronchi al tubes make rapid gases exchange to maintain unchanged level of O2 and CO2 in the blood stream. The outer surface of bronchi is surrounded with smooth muscles that contract , relax in smooth rapid way in each breath. This process will maintain the required amount of air that is needed to go into lung tissues for normal gases exchange. This process of contraction and relaxation of muscles in controlled by sympathetic and parasympathetic of nerves system.(Gerard J,2005) What is Bronchial Asthma? One of the most common chronic obstructive pulmonary diseases (COPD) is bronchial asthma. Bronchial asthma is a chronic inflammation of lung airways that leads to swelling and narrowing of them. The results of this narrowing is difficulty in breathing. The narrowing of airways may be total or partial and can be reversed with treatments. Bronchial asthma is one of the most common diseases , it affect one in every 15 adults in United states of America. It is known to cause physiologically reversible or total obstruction or narrowing to air . Pathologically this will increase thickening of airways because of inflammation and bronchoconstriction. Also narrowing of airways maybe due to swelling which is caused by immune response to allergic materials. (Gerard J,2005) Causes of Bronchial Asthma The main cause of bronchial asthma is inflammation of lung airways that is increased by the increase of irritable stimulations such as dust, vapor, humid weather, cold air, smoke , air pollutions, and fumes.(Gerard J, 2005) Signs and Symptoms of Bronchial Asthma Bronchial asthma have major sign and symptoms that are diverse depending on the severity of the disease. These signs and symptoms include wheezing that is defined as a whistling , hissing sound when exhaling air. Prolonged Coughing, that is usually at night not as good as at early morning, and may occur after workout or when unprotected against cold or dry air. Fast breathing is another symptom of bronchial asthma because fewer air reaches the lungs which is the reasons fast breathing to make up the insufficiency. Another symptoms is the usage of accessory muscle of neck and upper shoulder. Palpitation is another symptoms which is caused by as an asthma attack become worse the airways forceful air through the narrow airways become harder. Muscles of your trunk start to help. This is seen in motion (Figure 3) of the esophagus (2), and sucking in of the abdominal just under the breast bone (5) and among the ribs (4) with each breath leading to heart palpitation. As a response to less a ir passing through inflamed airways that will cause body to do more strength to move air and due to that heart starts to contract faster (3).( Gerard , 2005) Prevention of Bronchial Asthma Bronchial asthma can be prevented by following these strategies: Always check with medical physician for treatment plan to mange signs and symptoms for bronchial asthma . Know the trigger of asthma to be avoided such as pollen air and cold air . Always monitor their breathing type so that they can recognize early symptoms of asthma attack that include coughing, wheezing or shortness of breath. Quickly treat of bronchial asthma attack with immediate taking of medications prescribed and stopping the activity that may be the cause to trigger the attack. (Sue, 2002) Treatment of Bronchial Asthma Bronchial asthma can be treated by different types of medications like corticosteroids, bronchodilators, antibiotics, and by physical therapy. One of the important technique that help patients to control signs and symptoms of bronchial asthma is the Buteyko Breathing Technique (BBT). (Sue, 2002) What is Buteyko Breathing Technique? Buteyko technique is a breathing regulator technique to reduce minute ventilation besides inhibit hyperventilation to treat bronchial asthma as an alternative approach ,besides to the drugs used. Buteyko technique needs that breathing originates from diaphragm not mouth. The main purpose while practicing buteyko breathing style is to breath in a very controlled and shallow manner without holding in the air like your last breath, it should be a gentle rhythm of breathing in and out.(Bruton,2003) Preparation For Buteyko Breathing Technique? Before starting the Buteyko Breathing technique session the physiotherapist should first takes patient pulse per minute and ability to exhale through Forced Expiratory Spiro-meter and measure the blood pressure and check if the patient have any health problems that may be contraindicated to buteyko breathing technique. Also it is important to take full medical history of management of patient bronchial asthma that usually includes hospital admission , consultant referrals and type of medication taken and their dosage. Also check if patient take other medication for other medical conditions. Physiotherapist should also check main signs and symptoms that affecting the patients daily work as if climbing stairs that increase shortness of breath to the patient. After that physiotherapist should inform bronchial asthma patient that buteyko session can be practiced three to five times a day . Before starting buteyko breathing technique session the physiotherapist should educate patient that this technique focus on breathing from the nose, so that nose clearness exercises should be given before starting session (Figure 5). The nose clearance exercises include pinching the nose gently and then move head forward and backward. Usually starting position will be sitting on chair without armrest after that progress to lying supine and finally to make patient adapt to this technique to be practiced in all active daily living of patients life, like climbing stairs. (kellet,2005) Steps of Buteyko Breathing Technique The Procedure of Buteyko Breathing Techniques is characterized by the following steps: Step 1: Close your mouth and breathe from the nose to get all the advantages mention before of nose breathing. (Figure 6).This step may be hard to be followed in the beginning but with practice it became easier with training. Step 2 : Use diaphragm to during breathing in and out , when patients practice breathing using diaphragm they should take in consideration to eliminate using of accessory muscle of neck and upper chest . (Figure 7). Step 3: Measure control pause for bronchial asthma patient , which is the time that patient able to grasp the nose and avoid air entry until the first feel of needing to re-breath again in the same way and pattern .   ( Figure8) can be measure using stop watch. Step 4: Sit in an upright position and reduce breath for around 2 à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ 3 minutes, after that bronchial asthma patient will take short rest for 20-30 second and followed by another reduce breathing period for 3 minute followed by short rest again. Step 5: After the last short rest ,the physiotherapists check the final control pause again to check progress in amount of time patient able to hold breath. Usually in first session patient will able to increase time of control pause 2-3 seconds.(Oliver, 2009) Physiological Effects of Buteyko Breathing Technique During an asthma attack people start to panic and breath faster more than body demands. They actually over breathe because they are breathing so rapidly that causes the amount of carbon dioxide in the blood to fall too low. The body responds to that by causing the airways of the lungs to become tighter which leads to decrease inhaled air in each breathe which is shown when bronchial asthma patients trying to breathe harder. This technique will help to break this negative feedback cycle by educating bronchial asthma patients to breath in a shallow way and this will lead to decrease the amount of air that reach lung during breathing. Another benefit is increasing tolerance of body for higher levels of carbon dioxide in your blood.(Oliver,2009) Who will benefit from Buteyko Breathing Technique? Buteyko breathing technique is suitable for bronchial asthma patients and some other conditions that lead to hyperventilation such as hay fever , which is allergic and inflammation due to dust , rhinitis which is also known as stuffy nose that happen due to inflammation of inner nose parts. Buteyko breathing technique can be included also for nose congestion, panic attack, resent heart, persistent cough, bronchitis, snoring and last for COPD patients .(Oliver,2009) Contraindications for Buteyko Breathing Technique Patients with these conditions will not be able to practice BBT even if they have bronchial asthma or any other condition that lead to hyperventilation . These conditions include kidney failure specially if patient on dialysis, current organ transplant, previous brain hemorrhage, recent heart attack or stroke, cardiac peacemaker device, active stomach ulcer, pregnancy, schizophrenia, uncontrolled high blood pressure, any current cancer treatment, sickle- cell anemia and sever emphysema with heart failure. (Oliver,2009) Conclusions Asthma is a common lung disease around the world and usually patients suffer from a lot of sign and symptoms like attacks of shortness of breath, chest tightness, and coughing that may affect their quality of life so that it need pharmacological agents to control it beside non-pharmacological techniques of pulmonary rehab such as buteyko technique. Buteyko breathing technique is a complementary method that proven it is effectiveness to control breathing in hyperventilation cases such as asthma and improve their quality of life, level of exercises, and forced respiratory volume. There are five core components of the buteyko breathing technique that they are the nose breathin , relax upper muscles, use diaphragm breathing, small gentle breaths and maintain good posture. The buteyko exercises can be done 3-5 times a day and it need committed for these exercises and make lifestyle changes, to be able to use fewer medication.

Mtv And The Madonna Phenomenon Essay -- essays research papers

MTV and The Madonna Phenomenon "Madonna's intuitive grasp on the televisual world in which we live- of the medium's possibilities for engaging spectators in diverse ways- that in part accounts for her success. She is the supreme television heroine." (E. Ann Kaplan 271) "What are the main theories which we have studied so far and how have they affected how you view television?"-This is the question which this paper is supposed to answer. Obviously there is not enough time or space in which to discuss every theory which we have touched on. As a compromise I decided to write about a topic to which almost every theory that we have discussed can be applied: MTV and the â€Å"Madonna Phenomenon†. As E. Ann Kaplan stated in her article on feminist criticism, Madonna is truly the ultimate television heroine. A discussion on contemporary popular culture and especially on media culture could never be complete without bringing up Madonna. She can be discussed in terms of feminism, ideology, hegemony and commercialism as seen in both Kaplan's as well as in John Fiske's article on British Cultural Studies. In order to properly explain how the â€Å"Madonna Phenomenon† has become such an important concept in media studies, one must look first at how influential MTV (music television) has become in the last decade. MTV addresses the â€Å"desires, fantasies, and anxieties† of young people(Kaplan 270) who have, like myself, grown up in a decade when all the traditional institutions and theories that were always respected, are being questioned. It has become the center of discussions of many young people who have grown up idolizing the figures shown on the network. MTV is a culture in itself. With it's own news, fashion and music programs it can easily be the considered the basis for the formation of thought of an entire generation. The images depicted in music videos, of androgynous stars and situations have aided in rendering the clear line between the genders rather blurry. This makes MTV an important aspect in the study of post-modern theories. Videos are often quite abstract and it is hard to figure out their true meanings. Unlike other television programming, videos are usually not made up of clear parts or scenes which produce an easily identifiable and readable image... ...nd in particular those in music videos) quite differently. I would see them,, as I had in the past as victims of the dominant ideology and the patriarchal society which we live in. Madonna proves that women can fight against the regulations which are forced onto women: that if they are sexual beings than they are nothing more than sex symbols, and that society determines how women are portrayed on television. If I could go as far as to describe Madonna in one word it would be â€Å" strong†. I not only enjoy her work but admire her ability to do what she feels like doing, even if she completely disregards society's definitions of decency. She is one of the few women in history who has never asked others to accept or like what she does. To conclude I would like to quote Madonna herself in order to demonstrate her atypical way of thinking which has brought her such undeniable success: â€Å"Poor is the man whose pleasures depend on the permission of another† -Madonna â€Å"Justify my Love†

Reverse Discrimination: The Case of Allan Bakke Essay -- History Race

Reverse Discrimination In 1973 a thirty-three year-old Caucasian male named Allan Bakke applied to and was denied admission to the University of California Medical School at Davis. In 1974 he filed another application and was once again rejected, even though his test scores were considerably higher than various minorities that were admitted under a special program. This special program specified that 16 out of 100 possible spaces for the students in the medical program were set aside solely for minorities, while the other 84 slots were for anyone who qualified, including minorities. What happened to Bakke is known as reverse discrimination. Bakke felt his rejections to be violations of the Equal Protection Clause of the 14th amendment, so he took the University of California Regents to the Superior Court of California. It was ruled that "the admissions program violated his rights under the Equal Protection Clause of the 14th Amendment"1 The clause reads as follows:"...No state shall make or enforce any l aw which shall abridge the privileges or immunities of citizens of the United States; nor without due process of the law; nor deny to any person within its jurisdiction the equal protection of the laws."2 The court ruled that race could not be a factor in admissions. However, they did not force the admittance of Bakke because the court could not know if he would have been admitted if the special admissions program for minorities did not exist. Bakke disagreed with the court on this issue and he brought it before the California Supreme Court.The California Supreme Court held that it was the University's burden to prove that Bakke would not have been admitted if the special program was not in effect. The school could not meet this requirement, and Bakke was admitted by court orde r. However, the University appealed to the Supreme Court for "certiorari", which was granted, and the order to admit Bakke was suspended pending thCourt's decision.3 The Issues and Arguments for Each Side"Bakke was the most significant civil rights case to reach the United States Supreme Court since Brown v. Board the Education of Topeka, Kansas."4 The special admissions program at Davis tried to further integrate the higher education system because merely removing the barriers, as the Brown case did, did not always work. In short, Bakke was questioning how far the Universi... ...erm, the Supreme Court will turn towards desegregation and Affirmative Action. The Freeman v. Pitts case is another recent case dealing with whether bussing is still needed to curb past discrimination.Another case that the court has accepted for this term will examine whether colleges should eliminate racial preference systems in admissions or whether quotas are still needed to further curtail the use of affirmative action. The name of this case and the specific facts, however, were unavailable at this time.9 Obviously affirmative action and reverse discrimination are still heavily debated issues. This is because they affect all people of all races and ethnicities. Conclusion Allan Bakke was denied his fourteenth amendment right to equal protection of the laws. In addition the University of California at Davis violated Title IV of the 1964 Civil Rights Act. By order of the Supreme Court Bakke was admitted and th e numerical quotas of the special admissions program were deemed unconstitutional. Justice was served to Bakke, but future generations who are not minorities may be plagued by the other half of the decision: That race may still be used as a "plus" on an application.

Infertility Essay -- Health, Reproduction, Sperm Hyperactivation

Infertility is a significant and common problem; approximately 9% of couples throughout the world are infertile with 56% of couples needing treatment (Boivin et al, 2007). Study by Mike Hull demonstrated that sperm dysfunction is the single most common cause of male infertility (Hull, 1985). This observation has been confirmed by other studies with report that dysfunctional sperm may exist against entirely normal semen analysis and conversely normal sperm function with very poor samples (oligozoospermia) (3-4 in Cris paper). Without a clear understanding at cellular and molecular level of sperm dysfunction, the only effective treatment for these cases is assisted reproductive technology (ART). It is generally accepted that diagnostic and predictive value of conventional semen analysis is very poor in predicting sperm fertilising potential of infertile couples. As result of this, numerous studies on assessing the cells’ functional competence and diagnose sperm dysfunctions have been developed over the last few years in an attempt to assess the predictive value of these tests for the outcome of in-vitro fertilisation. One of the most important parameters of sperm function is hyperactivation. For fertilisation to occur, spermatozoa must undergo capacitation either in vivo (in the female reproductive tract) or in vitro (in conditioned culture medium), which involves a sequence of membrane and metabolic changes, including transition of progressive motility to a highly irregular movement (hyperactivation). Hyperactivated motility is displayed by sperm swimming in the oviduct and has several physiological advantages, which could certainly help sperm to move effectively through different obstacles in the female reproductive tract e.g.... ...rtilisation rate was studied in prepared sperm samples that were surplus following treatment, to eliminate inter ejaculate-variation. The aims of this study were to examine (1) the incidence of Ca2+ store failure among sub fertile patients and its clinical significance in male infertility; (2) the relationship between % hyperactivation and intracellular Ca2+ level in response to Ca2+ -store mobilising agents; (3) if intracellular Ca2+ and HA are related to IVF success; (4) if hyperactivation in response to Ca2+ -store mobilising agents is biomarker to differentiate between men with normozoospermic samples and patients with severe male factor infertility; and (5) if impaired store mobilisation is stable problem in these patients or vary between ejaculates, this is achieved by recalling sub fertile patients with store malfunction to be examined further. Infertility Essay -- Health, Reproduction, Sperm Hyperactivation Infertility is a significant and common problem; approximately 9% of couples throughout the world are infertile with 56% of couples needing treatment (Boivin et al, 2007). Study by Mike Hull demonstrated that sperm dysfunction is the single most common cause of male infertility (Hull, 1985). This observation has been confirmed by other studies with report that dysfunctional sperm may exist against entirely normal semen analysis and conversely normal sperm function with very poor samples (oligozoospermia) (3-4 in Cris paper). Without a clear understanding at cellular and molecular level of sperm dysfunction, the only effective treatment for these cases is assisted reproductive technology (ART). It is generally accepted that diagnostic and predictive value of conventional semen analysis is very poor in predicting sperm fertilising potential of infertile couples. As result of this, numerous studies on assessing the cells’ functional competence and diagnose sperm dysfunctions have been developed over the last few years in an attempt to assess the predictive value of these tests for the outcome of in-vitro fertilisation. One of the most important parameters of sperm function is hyperactivation. For fertilisation to occur, spermatozoa must undergo capacitation either in vivo (in the female reproductive tract) or in vitro (in conditioned culture medium), which involves a sequence of membrane and metabolic changes, including transition of progressive motility to a highly irregular movement (hyperactivation). Hyperactivated motility is displayed by sperm swimming in the oviduct and has several physiological advantages, which could certainly help sperm to move effectively through different obstacles in the female reproductive tract e.g.... ...rtilisation rate was studied in prepared sperm samples that were surplus following treatment, to eliminate inter ejaculate-variation. The aims of this study were to examine (1) the incidence of Ca2+ store failure among sub fertile patients and its clinical significance in male infertility; (2) the relationship between % hyperactivation and intracellular Ca2+ level in response to Ca2+ -store mobilising agents; (3) if intracellular Ca2+ and HA are related to IVF success; (4) if hyperactivation in response to Ca2+ -store mobilising agents is biomarker to differentiate between men with normozoospermic samples and patients with severe male factor infertility; and (5) if impaired store mobilisation is stable problem in these patients or vary between ejaculates, this is achieved by recalling sub fertile patients with store malfunction to be examined further.