Biases Against Other Cultures

Life places us in a complex web of relationships with other people. Like what Marilynn Brewer, at one point in her article, said of this natural phenomenon, our humanness arises out of these relationships in the course of social interaction. Moreover, our humanness must be sustained through social interaction, and fairly constantly so. Group boundaries are not physical barriers, but rather discontinuities in the flow of social interaction. To one degree or another, a group’s boundaries encapsulate people in a social membrane so that the focus and flow of their actions are internally contained. Some boundaries are based on territorial location, such as neighborhoods, communities, and nation-states. Others rest on social distinctions, such as ethnic group or religious, political, occupational, language, kin, and socio-economic class memberships. When applied to interpersonal and intercultural setting, this social interaction generally generates prejudicial relationships among the several groups. Primarily, I was having a sense that my cultural group is superior to members of the culturally different groups, a feeling that the culturally different groups members are by nature different and alien, a sense that we have a proprietary claim to privilege, power, and prestige, and even a fear and suspicion that members of the culturally different groups have design on our benefits. In this respect, prejudice frequently reflects a sense of group membership or position. Indeed, it is not only the groups to which we immediately belong that have a powerful influence upon us. Often the same holds true for groups to which we do not belong. Indeed, in daily conversation, I recognize the distinction between my cultural group and those of others’ in our use of the personal pronouns we and they. For instance, because my friend and I have been comrades for quite a long time, we tend to mutually agree on many things including our perceptions towards religious matters. This is apart from the fact that we are both Christians. We also believe that Muslims have bias against women. As we reviewed some ins and outs, we reckon how the Qur’an gave women protection than traditional Arab law but did not ever have equality with men. Whereas Muslim men could be family-oriented, it only differs with Christians in that they are such in every family they have among many others. They could be protective of their families as the Qur’an only permits polygamy when the man is responsible enough to fulfill his responsibilities. But my friend and I believe Muslims and Christians, men or women, are educated. A number of Muslim women, particularly in the upper classes, are well educated and become known as artists, writers, and supporters of the arts. Nonetheless, we believe they are still sexists from a spiritual point of view as the Qur’an states that â€Å"men have authority over women because Allah has made the one superior to the other.† This makes their sect patriarchal in nature as much as Christians’ is. Because of these biases, sometimes I tend to prevent outsiders from entering our group’s sphere, and they keep insiders within that sphere so they do not entertain rival possibilities for social interaction. At times we experience feelings of indifference, disgust, competition, and even outright conflict when we think about or have dealings with other cultural groups’ members. Such social differentiation may have these grounds for conflict between us and the other culturally different groups: moral superiority, perceived threat, common goals, common values and social comparison, and power politics. Conflict intensifies ethnocentric sentiments and may lead to inter-group strife. Since we would like to view ourselves as being members in good standing within a certain group, or we aspire to such membership, we take on the group’s norms and values. We cultivate its lifestyles, political attitudes, musical tastes, food preferences, sexual practices, and drug-using behaviors. We establish for ourselves a comparison point against which we judge and evaluate our physical attractiveness, intelligence, health, ranking, and standard of living. This makes my ethnocentric view quite negative rendering people to take on social units with which we compare ourselves to emphasize the differences between ourselves and others. For the most part, the attitudes people evolve toward out-groups tend to reflect their perceptions of the relationships they have with the groups. Where the relations between two groups are viewed as competitive, negative attitudes (like prejudice) will be generated toward the out-group. Still, whereas competition had heightened awareness of group boundaries, the pursuit of common goals led to a lessening of out-group hostilities and the lowering of intergroup barriers to cooperation. Upon making substantial research myself, I learned that to avoid direct conflict between my primary group and the other cultural groups, we are introduced to the concept of â€Å"concentric loyalties.† When our membership group does not match our reference group, we may experience feelings of relative deprivation or discontent associated with the gap between what we have and what we believe we should have. Feelings of relative deprivation often contribute to social alienation and provide fertile conditions for collective behavior and revolutionary social movements. The concentric loyalties then may also contain clues to processes of social change especially a perception change towards inter-group phenomenon. On a personal note, we can only manage the dynamics of the Christian-Muslim differences by employing effective learning strategies to resolve conflict among people whose cultural backgrounds and values differ. In the school setting, for instance, there could be training sessions and group discussions to understand the historical distrust affecting present-day interactions. If my friend and I have good neighbors among Muslims, others may not do as they could be misjudging others’ action based on their learned expectations. Reference Brewer, Marilynn. (1999). â€Å"The Psychology of Prejudice: Ingroup Love or Outgroup Hate?† Journal of Social Issue, Vol. 5, No. 3.

The 5th Wave Review

They had one goal. To wipe out all humans and take over our planet. The first wave that came through was an EMP that fried any electronic equipment. All the planes flying in the air crashed, all the cars driving stopped. the whole world came to a standstill. This took out about half a million people. The second wave took out all the coastal cities and the people who live there when they dropped a huge slab of metal onto one of the largest faults on the planet, causing massive earthquakes and huge tsunamis. The third: an avian virus that wipes out 99 percent of the remaining population.The fourth: involving â€Å"Silencers,† humans who were implanted years ago with an â€Å"alien† gene while still in their mothers' wombs. These Silencers look and seem human, yet are actually programmed to kill any remaining humans. The 5th Wave by Rick Yancey takes the first person perspective of Cassie, one of the last remaining humans on earth. As she resists the aliens who try in ever y way to kill her, she loses her entire family. Suddenly, she is shot by a Silencer and is trapped beneath a car, bleeding to death.Evan Walker, the Silencer who shot her then finds her, first trying to kill her, but then revealing himself to be one of the few aliens who originally voted to not use violence against the human inhabitants. He overcomes the alien’s consciousness and helps protect and heal her as she struggles to find her little brother, Sammy. Cassie has two goals: to stay alive, and to rescue Sammy, who has been sent to what is supposedly a refugee camp, but which actually is a paramilitary program where he will be taught to kill.The advice I would give the main character is to stay low, stay hidden, and take out the government one at a time. The oppressive government is the aliens who faked being military leaders and other positions in power in order to take power over the now nearly extinct Homo sapiens. The type of government depicted in the 5th Wave is simi lar to a dictatorship. The aliens killed anyone they didn’t like and anyone who tried to oppose or resist them. Humans were tricked into thinking they were at a refugee camp, but they had just actually became permanent citizens of the alien’s regime.To leave the camp is basically suicide, because as a â€Å"citizen†, you have to have a chip embedded under the skin in order for the aliens to track where you are at all times and to exterminate you is necessary. So, if you leave the camp, they will hunt you down and kill you. People live in terror because they know that they can be killed at any time. There are almost no supplies or resources left on Earth, which deprives any remaining human of essential supplies, food, weapons, and water. Another example is how the aliens kill anyone that they see that is not part of their little city.Anyone who realised what was going on and tried to rebel was also executed. (Pg. 130-131) The aliens are the new leaders of the ear th. Cassie is one of the main characters in the novel. She is not a member of the aliens’ society on Earth, so she is constantly being stalked and shot at while she scavenges around looking for essential supplies and her brother all while trying to stay hidden and alert. They try to kill her on sight, but she escapes every time. Another example at the end of the novel, Evan leaves her, Ben, and Sammy to sacrifice himself by blowing up the whole compound where the â€Å"refuge† was.She was insistent on him escaping with her and the group but finally gave in when he kept wanting to. (Pg. 443-444) Cassie’s actions impact this society very little in the beginning, but at the end, she helps destroys the whole alien compound on earth. Cassie's actions resulted in both positive and negative consequences. The warning given by the author is to not trust anybody. In the novel, Cassie emptied an entire clip into a soldier, killing him because she thought that he was holdin g a gun, but he was actually holding a crucifix.She didn’t trust him, but in the end, she didn’t regret her decision because she knew he was in a better place than the now alien-infested Earth. The difference between the Others and a human are impossible to tell, because they possess the human body and the mind. The citizens will eventually have to overpower and take over the government if they are to survive, as the aliens are wanting to rid Earth of all humans in order to take over. (Pg. 223) The advice I would give the protagonist is to help other people more and to not be as selfish.Another warning is to never travel by yourself, as bad thing may happen to you. The warnings apply to everyone. In conclusion, if aliens take over the world, don’t panic. They may be friendly. However, if they turn out to be evil, be like Cassie and rip out your M16 or a brick or whatever you have on them. In The 5th Wave, Cassie represents humanity’s resistance, one of th e last humans to survive on earth. Don’t trust anyone, as the author says. A lesson that is to be learned from this novel is to never underestimate someone who looks and acts of a person who is like you, they may have an upper advantage.

Quaid E Azam- an Architect of Pakistan

Submitted to: Sir Superman Submitted by: James Bond Degree ‘34’ Syndicate ‘CIA’ Date: 21-03-2013 CONTENTS Chapter 1 * Background * Quaid’s early life * Education Chapter 2 * Politics * Membership of Congress * Hindu-Muslim Unity * Devotion to Muslim League * Leadership of Muslims Chapter 3 * Thought of Separate Homeland * Pakistan Resolution * Gandhi-Quaid meetings * Views about Quaid Chapter 4 * Defending Policy of Quaid Chapter 5 * Formation of Federal Cabinet * Constitutional Problems * Establishment of Capital * Provincial Government Establishment of Administrative Headquarters * Foreign Affairs * Education Policy CONCLUSION BIBLIOGRAPHY REFERENCES 1) Syed Shamsul Hassan ed. , Correspondence of Quaid-i-Azam M. A. Jinnahand other papers, Shamsul Hassan collection, Organizational Matters, Vol. I (1936-1947) 2) Akbar S. Ahmed, Jinnah, Pakistan and Islamic Identity, (Karachi: Oxford University press, 1997) 3) Prof. Khurshid Ahmed, Islamic Ideology (Ka rachi: Karachi university,2002). 4) Quaid’s speech at university stadium Lahore, 30 october 1947 5) Syed Hussain Imam â€Å"Sterling qualities of Quaid†. ) Ahmad Khan Yusufi, Speeches, statements and messages of Quaid-e-Azam. 7) Rajmohan Gandhi, Eight Lives: A Study of the Hindu-Muslim Encounter (Albany, NY: State University of New York Press, 1986) 8) Wikipedia the free Encyclopedia. 9) www. national heritage . government. pk 10) â€Å"Quaid-i-Azam Muhammad Ali Jinnah†. Government of Pakistan Website. 11) â€Å"Quaid-e-As is Mohammad Ali Jinnah†. The Jinnah Society. 12) â€Å"Jinnah: South Asia's greatest ever leader†. 13) BBC's Poll for South Asia's greatest ever leader. 14) â€Å"The Father of Pakistan†.The Most Influential Asians of the Century by TIME. 15) â€Å"Muhammad Ali Jinnah (1876–1948)†. Story of Pakistan. 16) â€Å"Jinnah's speech to the Constituent Assembly of Pakistan†. 11 August 1947. 17) â€Å"Jinnah's Thought at a Glance†. Yes Pakistan. com. 18) â€Å"Mohammed Ali Jinnah (1876–1948)†. Harappa. com. 19) â€Å"Pictures of Quaid (Album)†. Urdu Point. 20) â€Å"South Asia's Clarence Darrow†. Chow. 21) â€Å"I Remember Jinnah†. Daily Dawn (newspaper). 22) â€Å"1947 – August†. Chronicles Of Pakistan ACKNOWLEDGE This research paper is dedicated to all those martyres who worked the reation of a separate home land for Muslims. They helped Quaid-e-As am in this great mission and gave sacrifices for our independence . They face many problems and hardships for the independence of Muslims in the subcontinent. I would like to thank James Bond for assigning this topic to me. It was truly an enlightening experience for me to do research on this topic. I would also like to thank my respected teacher Iron Man for guiding me and providing me with more than enough knowledge on this topic.The research was mainly done using the help of computers and internet therefore the bibliography section may look a little empty at first. But once one gets to visit these internet sites he is marveled by the amount of data provided on the respective topic. So hats off to all those people who are spending their precious time to run these enlightening websites. Without these the worth of internet would be much less in the context of knowledge. The main objective of this research paper is to highlights the efforts of the Quaid-e-As am Muhammad Ali Jinnah in the creation of Pakistan.His role in the formation of Pakistan and in the initial administration of Pakistan after independence because he handled all the problems of Pakistan when there were only few people who knew about administrative problems. ————————————————- INTRODUCTION Quaid-e-As am as an architect of Pakistan Some revisionist people criticize Pakistan and few even go so far as to question the integrity of Quaid-e-As am in demanding a separate homeland for the Muslims of Hindustan.This modern disease has even spread to those who live in the West but have Pakistani roots. It is however interesting that all these critical people studied in Pakistani schools, travelled on Pakistani passports and have families in that country. Painting a realistic image of Pakistan in our young people's minds is the only way they can hope to have a sense of belonging to the country and the elderly generation has a duty to provide a great deal in helping such parents and families living abroad whose roots are still fastened firmly with this land. Coming back to he topic, it is very difficult to add something new or something that is not known about him. Yet the paradox is that the younger generation has to be reminded of his contribution to the history of Muslims of the Subcontinent What I want to share with you about Quaid, is not only the information from history b ooks, magazines and films, but also what was told to me by my father and those who saw the Quaid, worked for the cause of Pakistan and saw the creation of Pakistan. Pakistan’s story is so much linked with the life of the Quaid –e-As am that one cannot be told without the other.So who was this great man, who with the help of his type writer and an adoring sister created the largest country for Muslims in the world in a span of few years. In his biography of titled â€Å"Jinnah of Pakistan†, the American historian, Stanley Wilbert, makes the following observation that so accurately describes the legacy of Quaid and his footprint on history: â€Å"Few individuals significantly alter the course of history. Fewer still modify the map of the world. Hardly anyone can be credited with creating a nation-state. Muhammad Ali Jinnah did all three. During his lifetime, he brought the wisdom to walk in the path of honor, the courage to follow his convictions, and an abiding compassion for others. He enriched us all by the nobility of his spirit. ————————————————- ————————————————- CHAP # 1 Quaid’s Early life Background According to Sarojini Naidu, a famous Congress politician, close friend and follower of Gandhi but also author of Quaid’s first biography, Quaid’s ancestors were Hindu Rajput who converted to Islam.Jinnah's family belonged to the Ismailia Kahoka branch of Shi'a Islam. Early Education He studied at several schools at the Sind Madras a-tool-Islam in Karachi; briefly at the Goal Das Ten Primary School in Bombay; and finally at the Christian Missionary Society High School in Karachi, where, at age sixteen, he passed the matriculation examination other University of Bombay. Higher Education in England In 1892, at the age of only 16, he sailed to England to study and in 3 years, at age 19, he became the youngest Indian to be called to the bar in England.During his student years in England, Jinnah came under the influence of 19th-century British liberalism, and his education included exposure to the idea of the democratic nation and progressive politics. But later as an Indian intellectual and political authority, Jinnah would find his commitment to the Western ideal of the nation-state and the reality of Indian society of many religions, cultures and ethnic groups difficult to reconcile during his later political career. In 1896 he returned to India and settled in Bombay. He built a House in Malabar Hill, later known as Jinnah House. HeBecame a successful lawyer, gaining particular fame For his skilled handling. His reputation as a skilled lawyer Prompted Indian leader Bal Gangadhar Tikal to hire him as defense counsel for his sedition trial in 1905. Quaid argued that it was not s edition for an Indian to demand freedom and self-government in his own country. ————————————————- ————————————————- ————————————————- ————————————————- ————————————————- ————————————————- ———————————————— — ———————————————- ————————————————- ————————————————- ————————————————- ————————————————- ————————————————- ————————————————- CHAP # 2 Introduction to Politics Membership of Congress Soon after his return to India, he joi ned the Indian National Congress, which was the largest political organization in India.Like most of the Congress at the time, Jinnah did not favor outright independence, considering British influences on education, law, culture and industry as beneficial to India. Quaid had initially avoided joining the All India Muslim League, founded in 1906 because he regarded it as too religiously oriented. However he decided to provide leadership to the Muslim minority. Hindu-Muslim Unity ; Joining Muslim League His efforts to work for all Indians was so much respected that he was called; Ambassador of Hindu-Muslim Unity. Eventually, he joined the Muslim League in 1913 and became the President at the 1916 session in Luck now.Jinnah was the architect of the 1916 Luck now Pact between the Congress and the League, bringing them together on most issues regarding self-government and presenting a united front to the British. Jinnah broke with the Congress in 1920 when the Congress leader, Mohandas G andhi, launched a law violating Non-Cooperation Movement against the British, which a temperamentally law abiding barrister Jinnah disapproved of. One Western journalist asked Quaid, why he never went to jail while all Congress leaders like Gandhi, Nehru, Patel and Baldev Singh have been in many times in prison.Quaid replies: â€Å"I am a parliamentarian. Prison is for criminals†. In 1924 Quaid, officially reorganized the Muslim League and Devoted the next seven years attempting to bring about Unity among various ranks of Muslims and to develop Rational formula to effect a Hindu Muslim settlement, Which he considered the pre-condition for Indian freedom. This task was very difficult and was frustrated in the start. Balder Singh â€Å"He once remarked that every time, I put my hand in the pocket, I find forged coins, refereeing to disunity and internal fight among Muslim leaders†.Even if he was working tirelessly to unite Muslims in Hindustan, he attended several unity conferences between Congress and Muslim league. He wrote the â€Å"Delhi Muslim Proposals in 1927†, pleaded for the incorporation of the basic Muslim demands in the Nehru report, and formulated the â€Å"Fourteen Points† Furthermore, in 1927, Quaid entered negotiations with Muslim and Hindu leaders on the issue of a future constitution, during the struggle against the all-British Simon Commission. The Muslim League wanted separate electorates while the Nehru Report favored joint electorates.Quaid personally opposed separate electorates, but accepted the decision of his party. He then drafted compromises and put forth demands that he thought would satisfy both. These became known as the 14 points of Mr. Jinnah. However, they were rejected by the Congress and other political parties. The British government called 2 Round Table Conferences in London to let Hindustani leaders to work out their differences, but talks failed. Quaid was so disillusioned by the breakdown of ta lks, that in 1931 he relocated to London in order to practice in the Privy Council Bar. Devotion to Muslim LeagueThat was a dark time for Muslims in India. But luckily, prominent Muslim leaders like Allama Iqbal, the Aga Khan and Chaudhary Rah mat Ali made efforts to convince Quaid to return from London to India and take charge of a now-reunited Muslim League. In 1934 Quaid returned and began to re-organize the party, being closely assisted by Liquate Ali Khan, who would act as his right-hand man. In the 1937 elections to the Central Legislative Assembly, the League emerged as a competent party, capturing a significant number of seats under the Muslim electorate, but lost in the Muslim-majority Punjab, Sind and the North-West Frontier Province.After the election success, Quaid offered an alliance with the Congress – both bodies would face the British together, but the Congress had to share power, accept separate electorates and the League as the representative of India's Musl ims. That was a proof of Quaid was willing to go a long way to have an independent united Hindustan where Hindus and Muslims would be equal partners. The latter two terms were unacceptable to the Congress, which had its own national Muslim leaders and membership and adhered to One India.Even as Quaid held talks with Congress president Rajendra Prasad, Congress leaders suspected that Quaid would use his position as a lever for exaggerated demands and obstruct government, and demanded that the League merge with the Congress. The talks failed, and while Quaid declared the resignation of all legislators from provincial and central offices in 1938 as a â€Å"Day of Deliverance† from Hindu domination, some historians assert that he remained hopeful for an agreement. But it was becoming clearer to Quaid and his associates that may be Congress was interested in such solution.Gandhi often said to Quaid; â€Å"Let the British leave. Afterward, we can figure out a solution. † In one of his famous letters, Quaid asked Gandhi to be more precise as to how the power would be distributed. Gandhi replied; â€Å"My dear Jinnah, I cannot answer your questions because my inner light is not working†. Quaid wrote back; †To hell with your inner light. Why do not you admit that you have no answer to what I am asking†? ————————————————- CHAP # 3 The Idea of Pakistan By the way, a wish for a separate homeland for Muslims of Hindustan was in the air for some time.In a speech to the Muslim League in 1930, Llama Irbil raised the idea of an independent state for Muslims in â€Å"Northwest India†. Chaudhary Rah mat Ali published a pamphlet in 1933 advocating a state called â€Å"Pakistan†. Thought of Separate Homeland Following the failure to work with the Congress, Quaid, who had embraced separate electorates and the exclusive right of the Muslim League to represent Muslims, was converted to the idea that Muslims needed a separate state to protect their rights. He came to believe that Muslims and Hindus were distinct nations, with unbridgeable differences—a view later known as â€Å"the Two Nation Theory†.Quaid declared that a united India would lead to the marginalization of Muslims, and eventually civil war between Hindus and Muslims. This change of view may have occurred through his correspondence with Allama Iqbal, who was close to him. Pakistan resolution In the session in Lahore in 1940, the Pakistan resolution was adopted as the main goal of the Muslim League. The resolution was rejected outright by the Congress, and criticized by many Muslim leaders like Maulana Abu Kalama Azad, Khan Abdul Gaffer Khan, Side Abdul Al Muddy and the Jamaal-e-Islamic.On 26 July 1943, Quaid was stabbed and wounded by a member of the extremist Chasers in an attempted assassination. During the mission of British minister Stafford Cripps, Jinnah demanded parity between the number of Congress and League ministers, the League's exclusive right to appoint Muslims and a right for Muslim-majority provinces to secede, leading to the breakdown of talks. When it became clear to both British and Congress party that Quaid and Muslim League would not budge from its demand, they made a common front against him. Gandhi-Quaid meetingsIn 1944 Gandhi held talks fourteen times with Quaid in Bombay, about a united front— while talks failed, Gandhi's overtures to Jinnah increased as a last ditch effort to avoid the partition of Hindustan. But League was becoming very representative of all Muslims. The League's influence increased in the Punjab after the death of Unionist leader Sikandar Hayat Khan in 1942. In the 1946 elections for the Constituent Assembly of India, the Congress won most of the elected seats, while the League won a large majority of Muslim electorate seats. Interim Government portfolios were announced on 25 October 1946.Muslim Leaguers were sworn in on 26 October 1946. The League entered the interim government, but Quaid refrained from accepting office for himself. This was credited as a major victory for Quaid, as the League entered government having rejected both plans, and was allowed to appoint an equal number of ministers despite being the minority party. The coalition was unable to work, resulting in a rising feeling within the Congress that independence of Pakistan was the only way of avoiding political chaos and possible civil war. Different views about QuaidSome revisionist historians like H M Serve and Ayesha Jalap assert that Quaid never wanted partition of India. It was actually the outcome of the Congress leaders being unwilling to share power with the Muslim League. It is asserted that Quaid only used the Pakistan demand as a method to mobilize support to obtain significant political rights for Muslims. Whatever the case may be, looking at the poor s ituation of Indian Muslims today and their second class status, Pakistanis should be grateful that Quaid gave up the idea of a united India after the British departure and insisted that Muslims in Hindustan should have their own homeland.Quaid has gained the admiration of major Indian nationalist politicians like Leal Krishna Advani whose comments praising Jinnah caused uproar in his own Bharatiya Janta Party Jessant Singh likewise praised Jinnah for standing up to the Indian National Congress and the British. Everyone from Mount baton, Gandhi, and Nehru down to ordinary persons, friend and foe all agreed that during his lifetime, he brought the wisdom to walk in the path of honor, the courage to follow his convictions, and an abiding compassion for others. He enriched us all by the nobility of his spirit.In his book â€Å"Verdict on India† (1944), Beverley Nichols, the British author and journalist has a chapter; Dialogue with a Giant. This is about his meeting with Quaid. H e wrote; â€Å"Mr. Jinnah is in a position of unique strategic importance. He can sway the battle this way or that as he chooses. His 100 million Muslims will march to the left, to the right, to the front, to the rear at his bidding and at nobody else’s. If Gandhi goes, there is Nehru or Raj opal or Paten or a dozen others. But if Jinnah goes, who is there? † CHAP # 4 Jinnah's Vision for Pakistan Defending Policy of QuaidIn 1937, Quaid defended his ideology of equality in his speech to the All-India Muslim League in Luck now where he stated, â€Å"Settlement can only be achieved between equals. † He also had a rebuttal to Nehru's statement which argued that the only two parties that mattered in India were the British Raj and INC. † Jinnah stated that the Muslim League was the third and â€Å"equal partner† within Indian politics. Quaid gave a precise definition of the term ‘Pakistan' in 1941 at Lahore in which he stated: â€Å"Some confusion prevails in the minds of some individuals in regard to the use of the word ‘Pakistan'.This word has become synonymous with the Lahore resolution owing to the fact that it is a convenient and compendious method of describing it. Whilst giving an interview to American press representatives in July 1942, when asked by one of the journalists whether the Muslims were a nation or not, Quaid replied: â€Å"We are a nation with our own distinctive culture and civilization, language and literature, art and architecture, names and nomenclature, sense of values and proportion, legal laws and moral codes, customs and calendar, history and traditions, aptitudes and ambitions, in short, we have our own distinctive outlook on life and of life.By all cannons of international law we are a nation. † A controversy has raged in Pakistan about whether Jinnah wanted Pakistan to be a secular state or an Islamic state. His views as expressed in his policy speech on 11 August 1947 said: â€Å" I think we should keep that in front of us as our ideal and you will find that in course of time Hindus would cease to be Hindus and Muslims would cease to be Muslims, not in the religious sense, because that is the personal faith of each individual, but in the political sense as citizens of the State†.Jinnah, 11August 1947 – presiding over the constituent assembly. Quaid wanted a secular state, but with Islamic principles. The reason is that a true Islamic state is not a theocratic state â€Å"Pakistan is not going to be a theocratic State to be ruled by priests with a divine mission. We have many non-Muslims – Hindus, Christians, and Parses – but they are all Pakistanis. They will enjoy the same rights and privileges as any other citizens and will play their rightful part in the affairs of Pakistan†.Broadcast talk to the people of the United States of America on Pakistan recorded February 1948 Inaugurating the assembly on 11 August 1947, Quaid spo ke of an inclusive and pluralist democracy promising equal rights for all citizens regardless of religion, caste or creed. This address is a cause of much debate in Pakistan as, on its basis, many claim that Jinnah wanted a secular state while supporters of Islamic Pakistan assert that this speech is being taken out of context when compared to other speeches by him.On 11 October 1947, in an address to Civil, Naval, Military and Air Force Officers of Pakistan Government, Karachi, he said: â€Å"We should have a State in which we could live and breathe as free men and which we could develop according to our own lights and culture and where principles of Islamic social justice could find free play†. On 21 February 1948, in an address to the officers and men of the 5th Heavy and 6thLight Regiments in Mali, Karachi, he said: â€Å"You have to stand guard over the development and maintenance of Islamic democracy, Islamic social justice and the equality of manhood in your own nativ e soil.With faith, discipline and selfless devotion to duty, there is nothing worthwhile that you cannot achieve†. CHAP # 5 Quaid-e-As am as a Governor General On 14th August 1947, Quaid-e-As am Mohammad Ali Jinnah became the 1st Governor General. He remained Governor General for thirteen months. During this period, he solved many important national issues. Some of them are mentioned as under: Formation of Federal Cabinet As soon as the Quaid-e-As am took an immediate action and nominated members of the Federal Cabinet to run the Government affairs smoothly. Liquate Ali Khan was elected as the Prime Minister.Other members of the cabinet were also nominated. This first cabinet of Pakistan took oath on 15th August 1947. Members of the Cabinet 1. Vardar Abdul Rib Nester (Transports) 2. Raja Ghazanfer Ali Khan (Agriculture) 3. Fazal-ur-Rehman (Education) 4. I. I Chundrigar (Industry) 5. Glulam Mohammad (Finance) 6. Jogander Nath Mandala (Law) 7. Sir Afar Ulla Khan Adjani (Affair) Constitutional Problems The Act of 1935 was amended and enforced in the country as there was no constitution available of the newly born state. Thus this great achievement was done under the administrative leadership of the Quaid-e-As am.Establishment of Capital Karachi was made Capital of Pakistan. Provincial Government Quaid-e-As an elected Chief Minister and Governor. Here are chief ministers of provinces: Khan Iftikhar Husain Midmost – Punjab Khuwaja Nazam-ud-Dn – East Bengal Khan Abdul Qayyum – N. W. F. P Mohammad AyeChurro – Sind Chief Commissioner (British) – Baluchistan Administrative Head Quarters For the administrative reformation, a committee was set up and Chaudhary Mohammad Aye was made the Secretary General. Civil Services were re-organized and Civil Services Academy was constituted. The Secretariat was established.Moreover, Head-quarters for Army, Navy and Air Force were set up. An ammunition factory was also set up. Attention to For eign Affairs Realizing the sensitivity of foreign affairs, Quaid-e-As am paid his utmost attention to the Foreign Policy. He developed healthy relations with the neighboring and developed countries that were the main objective of the Foreign Policy. Membership of UNO After independence, Quaid-e-As am paid immediate attention for acquiring membership of the United Nations Organization (UNO). On 30th September 1947, Pakistan became the member of the UNO. This all, was done under the dynamic leadership of Quaid-e-As am.Implementation of Education Policy Education plays an important role in the development of a country. It improves living standard of a nation and development. Education sector also needed attention at the time of independence. For this purpose, he held the first Educational Conference in 1947. He wished that every citizen of Pakistan should serve his nation with honesty and national spirit. He made nation with honesty and national spirit. He made acquisition of scientifi c and technological education compulsory for the students. Quaid-e-As am did a lot to improve education policy of the country. In the Service of PakistanQuaid-e-As am served his country till his death. Despite his bad health, he kept on going through the important files. He succumbed to deadly disease of consumption. First Cabinet of Pakistan First cabinet of Pakistan was also elected by Quaid-e-As am. He took of it. Liquate Ali Khan was first Prime Minister of Pakistan. CONCLUSION In the conclusion I would like to say that Quaid was great leader and a true Muslim and he was a real architect of Pakistan. He was great leader and he proved it by the creation of Pakistan and he is guiding star for the generation to come and he is role model for generation to come.Limitations First of all I am thankful to Allah Almighty who enabled me to make this assignment. It is wisely said that one feels no pains after he has been successful in doing a work. But I would like to mention some as they are asked. I live in hired hostel where internet is not available. Therefore, I faced many difficulties in gathering data. Moreover, I do not have my own computer so I had to work on my roommate’s computer or on the lab computer. I had much burden of studies of other subjects. So, I could not give as much concentration to this assignment.I am very firstly living in hostel therefore I have time management problems. I also do not possess very vast general knowledge. Bibliography * Syed Shamsul Hassan ed. , Correspondence of Quaid-i-Azam M. A. Jinnahand other papers, Shamsul Hassan collection, Organizational Matters, Vol. I (1936-1947) * Akbar S. Ahmed, Jinnah, Pakistan and Islamic Identity, (Karachi: Oxford University press, 1997) * Ahmad Khan Yusufi, Speeches, statements and messages of Quaid-e-Azam. * BBC's Poll for South Asia's greatest ever leader. * â€Å"1947 – August†. Chronicles Of Pakistan. * â€Å"I Remember Jinnah†. Daily Dawn (newspaper).  "Jinnah's speech to the Constituent Assembly of Pakistan†. 11 August 1947. * â€Å"Jinnah's Thought at a Glance†. Yes Pakistan. com. * â€Å"Jinnah: South Asia's greatest ever leader†. * â€Å"Muhammad Ali Jinnah (1876–1948)†. Story of Pakistan. * â€Å"Mohammed Ali Jinnah (1876–1948)†. Harappa. com. * Prof. Khurshid Ahmed, Islamic Ideology (Karachi: Karachi university,2002). * â€Å"Pictures of Quaid (Album)†. Urdu Point. * Quaid’s speech at university stadium Lahore, 30 october 1947. * â€Å"Quaid-i-Azam Muhammad Ali Jinnah†. Government of Pakistan Website. * â€Å"Quaid-e-As is Mohammad Ali Jinnah†. The Jinnah Society. Rajmohan Gandhi, Eight Lives: A Study of the Hindu-Muslim Encounter (Albany, NY: State University of New York Press, 1986). * Syed Hussain Imam â€Å"Sterling qualities of Quaid†. * â€Å"South Asia's Clarence Darrow†. Chow. * â€Å"The Father of Pakistan†. The Most Inf luential Asians of the Century by TIME. * Wikipedia the free Encyclopedia. * www. national heritage . government. pk ————————————————- ————————————————- THE END†¦ ————————————————- ————————————————- ————————————————-

Heimlich Maneuver Essay Example | Topics and Well Written Essays - 500 words

Heimlich Maneuver - Essay Example A rescuer should apply Heimlich maneuver only when he notices that the choking person is not able to talk or cough, is holding on to his throat which could signal difficulty in breathing or when the victim’s lips turn blue indicating that he is unable to breathe. As a general rule, one has to contact 911 before the emergency method is given just in case further treatment is needed. After observing any of the aforementioned signs, explain to the victim that you are going to help him clear his airway by applying the Heimlich maneuver. The rescuer then helps the victim on his feet and move behind him making a fist with one hand and placing it on the victim’s belly button and anchoring it with the other hand. He should make five quick upward thrusts, in a J-like movement to allow air to push the obstruction from the airway. Check to see if the obstruction is dislodged, if not, repeat the process. When the victim coughs, stop the procedure because this would indicate that the victim is able to breathe. In case the blockage is not removed and the victim losses consciousness, help the victim down to the floor carefully and let him lie down on prone position, that is, his back on the floor. The rescuer should continue to attempt dislodging the obstruction until professional help arrives. He should let air move up to the victim’s windpipe to get the foreign object out of the airway.

Discussion 9- economics-tactics for competitors Assignment

Discussion 9- economics-tactics for competitors - Assignment Example Large scale entry-deterrence is evident in the airline industry (McGuigan, Moyer, & Harris, 2008). Some entry-deterring strategies include capacity expansion, limiting prices and predatory pricing. Incumbents in the airline industry adjust their prices to neutralize the threat of entry in the airline bsiness. Adjusting prices limits contestability in the market. Incumbents can charge low prices before entry, charge low prices to push new firms out of business and shape expectations of new firms towards competition. Competition from southwest airlines and other firms results in the reduction of fares in the airline industry. The approach of limiting prices is to deter new firms from entering the market. Entry of firms such as southwest and people express forces incumbent firms to develop entry-deterring strategies in order to reduce competition. The incumbents decide whether to adjust prices or enter the business with large scale carriers. In order for new firms to successfully enter the market, they need to analyze entry conditions into the market before making their decisions. Before starting business new firms must understand the extent of entry barriers, consequences of ent ry barriers and develop counter measures to these

The Metamorphosis- Gregor's Sarcasm and Irony Essay

The Metamorphosis- Gregor's Sarcasm and Irony - Essay Example He despised his boss, but in spite of that he imagined staying in his job for a long time, in order that he may pay the debts that his parents had incurred towards the boss. In a way he was working for his parents and for his sister, and is that not the mark of a good man, to be self-sacrificial? Yet viewed another way, one can make a case for reading the text from the perspective of how sarcasm and irony can be a means to understand what is happening in the story, given the fantastic nature of the change that happened to Gregor, and given the way Gregor seemed to have reacted to the whole change not so much with a sense of shock and horror but more with a kind of surreal acceptance. The same goes for his family. The rest of the paper examines these lines of thinking as they relate to understanding Gregor from the lens of irony and sarcasm (Kafka). An argument can be made for instance to view Gregor’s thoughts about his job in the light of its sarcastic and ironic overtones. He hates his job, but has to keep it because his parents owe his boss a lot of money. Sure he is the breadwinner, but does not that come with Gregor resenting his work, and secretly resenting the life that he is living? When he says, for instance, that he has maybe five or six years left before he can fully pay his parents’ debts, does not that sound like he is being sarcastic? From experience, if you hate your job, even a day can seem like an eternity. Six years on the other hand, is sheer torture, in comparison to which maybe turning into an insect is more acceptable? Is this why he turned into an insect in the first place, as a kind of wish fulfillment and a way out of his dreary existence? Taking a step back, is not there something ironic and sarcastic in the way Gregor reacted to the fact that he had turned into an insect? One moment, he was shivering at the sight of his body, his legs, the white spots where he itched, and the next

International Marketing Strategy Essay Example | Topics and Well Written Essays - 2000 words - 1

International Marketing Strategy - Essay Example The company whose headquarters are in Switzerland has embraced an international marketing program partly because its local market is too small to address its projections (Nestle.com, 2014). Nevertheless, the program has had associations with different matters. There was a boycott that was started in the 80s against the marketing of the infant formula that is manufactured by the company in the developing countries and has progressed from time to time (Multinationalmonitor.org, 1987). In the present times, the company has had to deal with issues associated with its growth through acquisitions. This paper will evaluate Nestles international marketing strategy with specific emphasis on the strategies it uses in Europe. The present set up of Nestle was established in the early 1900 when a company that has American owners and was based in Switzerland merged its operations with a company of Swiss origins (http://www.nestle.com.eg, 2014). Initially, the American company had been employing canning technology to process milk while the Swiss company had employed technology that had fruitfully marketed infant formula (Wilkins, 2004, p. 27). The company adopted the Swiss name and started a run of acquisitions as well as a global expansion program. The initial expansions, including in to the United States, took place as the First World War progressed (Encyclopedia.com, 1999). Even though the company was largely unaffected by the war particularly because of the neutrality of Switzerland, its main markets as well as sources of milk were heavily affected (Referenceforbusiness.com, 2014). This made the owners of the company to look for diversification so that they could make sure the company could survive this and other shakeups that may be faced in the market. After the war ended, the company continued its global expansion, creating new categories of products through acquisition as

Particle Size and Shape Measurements of Soot Using Image Analysis Lab Report

Particle Size and Shape Measurements of Soot Using Image Analysis - Lab Report Example The shapes of the particles were not purely rounded. The soot image had slightly larger particles having an area of approximately 8.6 cm squared. The solidity of the particles was found to be relatively high for the soot images that was swelling. Introduction. In industrial sectors, accurate and quick analysis of particle size distribution is of great importance. In many cases, the surface growth of the soot has been seen to be more dominant that the soot mass yield. A number of operations of mineral processing rely on the distribution of sizes and measurements that are key in bettering the efficiencies of the industrial sectors (Megaridis 14). A significant number of industrial processes of soot are mostly established through the distribution of the sizes of particles in their industrial processes. To characterize the soot growth rate, the theoretical model assessment is the surface area of the soot. For instance, the growth of the mass of soot normally comes before the abstraction of hydrogen establishing a radical surface site in the acetylene preparation. In these processes, the rate of mass addition relies on the total area of the surface and the amount of reactive surfaces. A substantial number of parameter that identify soot’s growth rate can be measured in an optical manner such as the fraction volume of the soot, temperature, and velocity. Such measurements are beneficial due to their non-intrusive nature, and the fact they occur in real time. The optical measurement of the size of the particle can facilitate the soot mass growth measurement and the rates of oxidation per surface area. A number of studies conducted on this field have determined the size of the soot particles using different methods like the electron transmission microscopy, time intensive and intrusive processes, and thermophoretic soot sampled micrograph among other methods. So far, there is no study that has used image analysis to determine the shape and size of soot particles . In this respect, a study was set to investigate the particle size and shape measurements of soot using image analysis. Theory. A digital image is made up of different pixel that are normally assigned a specific value. In the digital vision, the process of segmentation can be referred to as a partitioning process of the digital image into several segments (Harris 3). In this respect, the segmentation objective is normally to change or simplify the image representation into an easier an meaningful image for analysis. One of the simplest methods in image analysis is thresholding. Beginning with a grayscale image, binary images can be obtained through thresh holding. Binary images can be defined as digital images having only two pixel values (Sunderland 7). In many situations the two categories of colours used in binary imaging involve black and white. In this process, the shape descriptors of particles from the analysis of the image are normally determined through the use of values t hat are measured for the area, major, perimeter, and minor axis parameters. These values are normally given out through the image analyzer and can be identified as a critical tool in the particles classification of shape (Howard 1107). The calculation of the particles’s shape can be given by equation 1. C = 4pi* [Area/ Perimeter2]....................

Some the schemes used to solve Latin America Debt Crisis of the 1980s Essay - 1

Some the schemes used to solve Latin America Debt Crisis of the 1980s can be use to the current EU Crisis - Essay Example The Baker plan and the Brady plan can solve the present economic crisis in Europe because they focus on growth of the economy. Countries in Latin America succeeded in solving their debt crisis in 1980s using the two schemes. According to research by economists in Europe, the Brady plan is more effective because it emphasizes on debt reduction. In Mexico, investors’ debts were cleared using the guidelines of the plan (Habermas & Ciaran 107). Interestingly, the Brady plan and the Baker plan are approaches that America use when handling financial crisis for the developing countries. The two plans advocate for sound economic policies when enhancing growth. According to Habermas, & Ciaran (14), the strategy should target least developed economies. The Baker plan identified the countries that needed aid before formulating policies that restructure the economy. This is an indication that European countries should classify their economies before coming up with corrective measures. According to the plan, extending governments should extend the maturity period for loans for countries such as Greece. This will cushion the citizens from crisis. Member countries in the European Union will have to restructure their financial system to improve the economy. The plan equally advocates for intervention by the IMF in aiding ailing economies. IMF should increase lending to commercial banks. Additionally, developed countries should voluntarily reduce debts for ailing economies. The EU government should seek support from Asian economies in creating a balance. For example, the government can encourage the swapping of bonds with creditors from China. This is preferable in the case of Greece. According to Habermas, & Ciaran (2), Latin America received support from Japan in averting their financial crisis. Although the strategy worked in Latin America, it is difficult to estimate the magnitude of a crisis using

Intermediate Microeconomics Essay Example | Topics and Well Written Essays - 750 words - 1

Intermediate Microeconomics - Essay Example es alike : all declared bankruptcy and the State had to infuse millions of $s into the economy in the form of economic stimulus to keep the economy from completely crunching. "This collapse in housing value is sucking in all borrowers," said Mark Zandi, chief economist at Moodys Economy.com. The New York Times quotes â€Å"Like subprime mortgages, many prime loans made in the United States in recent years allowed borrowers to pay less initially and face higher adjustable payments a few years later. As long as home prices were rising, these borrowers could refinance their loans or sell their properties to pay off their mortgages. But now, with prices falling and lenders clamping down, homeowners with solid credit are starting to come under the same financial stress as those with subprime credit.† An article in the WSJ [2007] speaks about the sub prime crisis and its analysis by the Journal., â€Å"To examine the surge in subprime lending, the Wall Street Journal analyzed more than 250 million records on mortgage applications and originations filed by lenders under the federal Home Mortgage Disclosure Act. Subprime mortgages were initially aimed at lower-income consumers with spotty credit. But the data contradict the conventional wisdom that subprime borrowers are overwhelmingly low-income residents of inner cities. Although the concentration of high-rate loans is higher in poorer communities, the numbers show that high-rate lending also rose sharply in middle-class and wealthier communities†. According to the same article, even in 2006, when the housing market was weakening, some lenders were still willing to make riskier loans. The analysis of loan data by The Wall Street Journal indicates that from 2004 to 2006, when residential property prices were at their peak i n many parts of the country, more than 2,500 banks, thrifts, credit unions and mortgage companies made a combined $1.5 trillion in high-interest-rate loans.†This article describes how the subprime

Tax on Tobacco in the UK Coursework Example | Topics and Well Written Essays - 1000 words

Tax on Tobacco in the UK - Coursework Example Tobacco tax in the UK has increased over the years, data collected from the tobacco manufacturers association (2009) shows that in 1990 the amount of tax per 20 cigarettes amounted to 1.2 pounds while in 2009 the tax had increased to 4.34, the following chart summarises taxes over the years: The above chart shows an increase in the level of tax per 20 cigarettes for the period 1990 to 2009. However according to the ACT on tobacco and health state that despite this increase in taxes, tobacco taxes are only adjusted in line with the rate of inflation and therefore have no major effect on tobacco consumption. Tobacco taxes are imposed for various reasons, these taxes are imposed in order to reduce tobacco use in the economy and therefore improve public health. However, the price elasticity of tobacco is an important factor to consider when imposing the tax in order to determine whether the price increase will reduce consumption to the desired level. Price elasticity of demand refers to the decline in demand when the prices are increased, the price elasticity value identifies the sensitivity of demand to a price change, price elasticity value of negative one means that a 4% increase in price will increase reduce demand by 4%, a value greater than negative one example -0.05 means that the demand is price inelastic while a value less than negative one example -4 means that we have relative elasticity, the following diagram demonstrates the nature of these demand curves that are inelastic, unitary and elastic. (Gregory Mankiw, 2002) From the above diagrams, it is evident that in diagram one a price increase by one from price 1 to price 2 will reduce demand by one unit from quantity 2 to quantity 1, the price elasticity value here will be -1 and, therefore we have unitary elasticity.

The Work of one Christian Relief Agency Essay Example for Free

The Work of one Christian Relief Agency Essay Christian Aid is an organisation that supplies aid to those in need. It is generally considered to have been the first missionary agency to support indigenous mission boards in countries all over the world. It all began in 1945 when Bob Finley was asked to speak at a rally of Youth for Christ in a Chicago stadium. His testimony was so fresh, unique and powerful that the 25,000 people in the stadium interrupted him several times with spontaneous applause. His words were broadcasted all over the continent and he was sent to speak at rallies throughout the U. S. and Canada. Along with his close friend, Billy Graham, they were enlisted as field evangelists with the Youth for Christ and spoke at youth rallies, churches, public schools, seminaries, colleges and Bible institutes. Between 1948 and 1950 Bob Finley traveled the East China, Korea and Asia preaching the word and lead Korea in the spiritual awakening that took place there in early 1950. Bob Finley returned to America determined to arouse the churches about the need for reform in foreign missions. He said the best way to plant a Christian witness in closed countries was to reach people who were away from home. Then when they would go back to serve Christ in their homelands; get behind them with financial assistance. Following the presentation of his honorary doctors degree, in 1953 he started International Students, Inc. to reach foreign students all over the U.S. and Canada. In 1972 the headquarters of ISI was moved to Colorado Springs, while the AID (Assisting Indigenous Developments) division was spun off as Christian Aid and remained in Washington D.C. with Bob Finley as the President. A competent staff was assembled to travel all over the world searching out indigenous ministries in every country, especially those that were closed to missionaries from America. Christian Aid grew and grew, with a number of new buildings built in co-ordination with the agency. They had a new headquarters with a conference center and more offices. It continued making contact with indigenous missionary groups in closed countries all over the world. Bob Finleys goal was to have a part in planting a witness for the name of our Lord Jesus Christ among every unreached people group on earth. Christian Aid is governed and staffed by evangelistic, Bible believing, born again Christians who uphold the fundamental doctrines of historic evangelical Christianity. The work of Christian Aid is felt in over 60 countries where they try to fulfill its aims of helping people in the long-term. This is achieved in various ways. The first is to raise money that is needed in order to help these people. They gain an income of around 48 Million Pounds a year, which they can use. This is done throughout the whole year where churches may hold collections or some sort of fund raising events where donations go to charity. A considerable amount of this money is collected during one particular week, annually. This is called Christian Aid Week. In 1995, 8.6 Million Pounds was raised in this one-week. Christian Aid has two main policies of donations. They give Emergency Aid and Long Term Aid. Emergency Aid 10% to 15% of their money is when people are in need of some sort of aid, straight away. For example, if there has been a natural disaster, or an influx of refugees to a country then they are in need of emergency aid in order for them to survive. We can see the work of Christian Aid in the Caribbean Sea islands where a 140mile-per-hour Hurricane battered the islands, leaving 20 dead and numerous others in desperate need of attention and shelter. Christian Aid went to the islands to help the suffering people get their lives back on track. Long Term Aid is when Christian Aid helps to set up funds in communities to help them in the future. This is done through churches and community centers. We can see this in place in Bangladesh where Christian Aid workers have been living there to help administer drugs to the people in need of it. They get their money to do this by Christian Aid and have helped many hundreds of people. Bob Finley has now completed 53 years of ministry as an evangelist, pastor, missionary, Bible teacher and Christian statesman. During these years he has traveled over four million miles and preached face to face to more than 20 million people. Additional millions have heard his message through radio, TV, films and videos. His published articles have touched thousands of lives and played a major role in changing the methodology and direction of Christian missions throughout the world. His influence and financial support has been used of God to further the cause of Christ among more than 2000 tongues, tribes and nations. Christian Aid continues to reach out to those who are in the remotest countries and have not heard of our Lord Jesus Christ. They continue to help other struggling ministries to preach the word of our Lord.

Community education and use in University

Community education and use in University This essay discusses key approaches to learning which have importance for community education and tries to identify how one could develop the use of these during the time at university. Following wide research in academic literature a clear concept should emerge. It has two main parts; the first one, after a brief definition of learning, focuses on key approaches to learning, their strengths and weaknesses, and their importance for community education as a higher education program as well as profession. The second, more reflective part, will look at how these could be developed during my university studies. Each part is broken down into smaller units which will touch on the phenomenon of Learning, Approaches to Learning, Community Education and the Development of Approaches in Higher Education. It will look at how those are related and what is their significance for community education. As there is extensive amount of literature available on each one of these subjects this essay an introduction to these rather than than an exhaustive account. However as a result of this work a clear understanding of the position of approaches to learning within community education and the ways of their utilisation and development should emerge. Learning Even though there is lots of material available on subject of learning, it seems that this term is largely misunderstood, often used instead of the word teaching or in the narrow sense of formal education as the process through which learners acquire new knowledge and skills. There is another factor which complicates defining learning; Moon (2006) states in A handbook of reflective and experiential learning: Theory and practice that it is a lack of vocabulary that complicates this issue; some languages do not distinguish between teaching and learning, having the same word for both (e.g. Russian). (Moon, 2006, p.12) It is almost impossible to define learning without using the word itself or words like learner. However in terms of community education learning can be defined as a constant, social, interactive and constructionist process'(Burns and Sinfield, 2008, p.50) which takes place regardless of the presence of educator, it is a process in which one is gathering new ideas and information, recording them, organising them, making sense of them, remembering them, using them (Devine 1987 as cited in Burns and Sinfield, 2008, p.50) as well as deepening understanding of prior knowledge which will consequently bring a change. Therefore we should no longer assiduously acquire knowledge once and for all, but learn how to build up a continually evolving body of knowledge all through life- learn to be. (Faure et. al., 1972:vi). (Tett, 2010, p.34). Approaches to learning Biggs (1987, 1989) proposes that students seek congruence between their learning motives and strategies in a particular context. Thus an approach to learning can be understood as a process of students devising learning strategies to solve the challenges their motives have defined for them. (Wilson and Fowler, 2005, p.88) As quote suggests approaches to learning are a combination of motives for learning and strategies or methods used in the learning process. There were several studies focused on the phenomenon of students approaches to learning. The original research was carried out by Marton and Saljo in Sweden in the early 1970s, but in addition to this there were almost parallel studies by John Biggs in Australia, Entwistle in England and others around the world. As a result of these findings three approaches have been identified. These are surface approach, deep approach and achieving/ strategic approach to learning which are recognised independently by numerous researchers, although the terminology originated with Marton and Saljo (Beckwith, 1991). Students adapting the surface approach were described as ones who tend to concentrate on absorbing as much information as necessary, memorising material and not reflecting on it and see learning as something that happens to them. Biggs (1987, 1990) suggested that motivation of these students is extrinsic e.g. external conditions and pressure; where the student tries to meet given requirements and balance between working too hard and failing. This presents itself in the lack of a critical view of material, where content of learning has not been questioned and there are no connections made between learnt material and previous learning or knowledge, its purposes and structure. The student looks to simply reproduce material as evidence of learning; focusing on what appears to be the most important topic or element and does not see interconnections between these (Biggs, 1991). A consequence of this approach may be superficial learning, where the learner might have difficulty to apply what he or she learnt in different conditions or structures. This type of learning is possibly a result of low interest in the material, or perhaps because learners believe that this is the proper way of learning. It may also be the result of a state of anxiety or pressure, for example in learning for assessment situation as suggested by Moon (2004). Students who develop the deep approach to their learning are likely to be interested in the topic or material they are learning and see themselves as an active part of learning process. The motive behind their learning is to actualize interest and to gain an understanding of a particular subject; their motivation is intrinsic coming from inside (Biggs, 1990, 1991). These students relate learnt content to previous knowledge; adapt a critical view of material and question its logic and argument (Moon, 2004). They also draw connections to their own experiences, looking for practical examples as well as applications in the real world. While theorising about a subject, generalising it and drawing out hypothesis, searching for meaning and conclusions they tend to put new knowledge or deeper understanding of previous learning into the bigger picture. Their study behaviour is usually marked by wide reading, reflecting on what one reads and hears; engaging in discussion with teachers and othe r students, and the like (Biggs, 1991). Students adapting the surface approach are more able to demonstrate their understanding and creative in problem solving. In his article Learning Approach and Outcome: Some Empirical Observations, Saljo (1991) states findings of his research on approaches to learning. His experimental session started with interviews, in which participants were to describe how they experience their own learning. The point he makes is that the subjects themselves introduced this (surface and deep) kind of distinction in the interview (Saljo, 1981, p.53). The subjects whose outcome was the deep approach made it clear in all cases that in their view there were significant differences between learning as an active process and memorizing. In their view, trying to understand, comprehend, grasp the meaning and on the whole to think and reflect actively on what they hear and read was a necessary part and the true purpose to learning. They did not understand learning as mere reproduction of learnt material but as a process in which they try to relate what they read, hear or see with what they previously know and then inject meaning into what they are learning. Moon (2004, p.60) states that in the later work by Biggs in Australia and at Lancaster University another approach to learning was identified labelled the achieving approach or strategic approach. The difference between the two aforementioned approaches and the achieving approach is that the surface as well as the deep approach are more closely linked with quality of learning whereas the achieving approach focuses more on how to undertake the task with the aim of succeeding especially in an assessment situation (Biggs, 1991) and (Moon 2004). Students using the achieving approach are highly competitive, motivated by performing well and obtaining the highest grades regardless of whether or not they are interested in the learnt material. They are referred to by Biggs (1985) as model students as they are highly organised and self- disciplined, keeping clear notes, following up all suggested readings, allowing appropriate time to the task given, using time management and schedule planning skills in their learning linked to their perception of importance of the studied material. They are also likely to use one or both of the aforementioned approaches in their learning strategy, creating surface- achieving or deep- achieving approach. There seems to be plenty of evidence, says Moon (2004), that modern learners in higher education need to be strategic especially in modules where they are faced with frequent assessments. Strong lines are drawn here between surface and deep approaches to illustrate clear differences between them. However this distinction is stereotypical and therefore there are cases in which it does not demonstrate itself in practice. Memorising itself, as some studies suggest, does not mean that student has a surface approach to learning. It is often viewed as such in western culture but in Asian students it is more a question of gaining the understanding building up stage by stage Marton and Booth (as cited in Moon, 2004, p.61). Another example could be actors learning their lines and later interpreting them in the character they are playing, or students memorising new vocabulary in order to better understand foreign language. Also one student does not adopt one approach constantly. We could say that every student has his or her preferred approach but in some cases approaches students use in practice are influenced by personal and situational factors Wilson and Fowler (2010, p.88). Students might see the deep approach to learning as desirable but may be unable to use it and could slip into the surface approach if pressed by time, work load or if the environment he or she works in is too noisy for instance. The same is the case for students using predominantly the surface approach to learning, who might adapt the deep approach if the task demands it, e.g. surface approach will not be sufficient in writing reflective essays. It would therefore appear that there are many influencing factors on which approach to learning students use. As suggested earlier, learners usually use more than one approach to learning throughout their lives. However findings of the studies (try to back up with actual studies and dates) on this matter are showing evidence in favour of deep approach. Results of researches linked low performance scores to students who used the surface approach where the scores of those using the deep and achieving approaches were significantly higher. Kember and Gow (date) see encouraging students to adapt the deeper approach as the key task for higher education. (as cited in Wilson and Fowler, date.) Community Education What significance do approaches to learning have for community education? Looking at community education as a higher education course in general it is obvious that the approach to learning adopted by students will influence the study experience and its results. Therefore the chosen approach could affect individuals views on community education and its practice. Selecting the learning approach with the best results would certainly help students succeed in their chosen course and prepare for future employment. Community educations primary purpose is education within and for communities encouraging and engaging people throughout life into learning that is based on what they are interested in. (Tett, 2010, p.1). However providing services and meeting the needs merely on a surface level would not be effective. Keeping issues of individuals and communities isolated, engaging them in leisure, learning and action opportunities without considering their personal, social, economic and political needs (CeVe 1990:2 as cited by Smith) would be only a partial and temporary solution. Within this field there is a great demand for critical and reflective practice, making links between learning, development, socio-cultural, economical and political issues and thus sustaining the deep approach not only to learning but to practice as well. The work of community educators, whether their focus is on young people, adults or community capacity building will always concentrate on purposeful learning and education in communities designed to bring about change.'(Tett, 2010,p.106). And through this practice to provide the learning which will contribute to a more robust and active citizenry through enabling people to review more critically and creatively the values and workings of society and developing tolerance of diversity and difference (Tett, 2010, p.51). Practitioners whose preferred approach to learning is the deep approach have a potential to motivate individuals and communities to reflective and critical thinking about whatever situation they are in, equipping them with needed strategies to address those issues, which will help them to be more independent and active participants in society. Development of Approaches to Learning Wilson and Fowler (2005) Conclusion

Public Health Reflective Journal Health And Social Care Essay

Public Health Reflective Journal Health And Social Care Essay Our discussion last Thursday and Friday focused on the Impact of Disease on Health Care Delivery System and Health Social Care. During that time our tutor Kate gave us an activity which we will cite examples have disease affected those areas of health. Things like Financial Issues, Supply and Demands, Lack of Awareness and Knowledge, Skills Shortage and Poor compliance are the cited problems in all groups that occur in a community who are affected with any kinds of disease. We come up this idea of some reasons. Why Financial Issues? Because medicines and manpower are not free which means it needs funding to cope this problem especially when a large portion of individuals who are needed to be rendered with health services. Supply and Demands, still related to financial issues. Lack of Awareness and Knowledge, this contributes the problem because if a community is lack of awareness or knowledge about it health they are very vulnerable to illnesses or diseases. Skills Shortage this pertains to the members of health care system, it talks about how effective are they in rendering their services, are they professional and skilled to give services in an efficient and effective way Another topic we also considered last week was about case study of Philip, that study is very meaningful to us because its talks about Philips health and family problem. That case study gives us information that Health awareness is vital to a human life and we should take care of ourselves. It also gives ideas to health practitioner on how to manage a case that has crucial situation and needs immediate attention. Has this new knowledge changed my understanding? ( have I developed a whole new way of seeing things): Knowing about the topic we tackled last week enlightened my mind on the importance of caring ourselves and a community as a health practitioner. Hearing those facts make me think that we should take care ourselves in many ways like having enough knowledge in health promotion and disease prevention, regular check up to assess our health status whether we are having illness or not, having healthy habit, diet and lifestyle. On the other hand also as a health care provider it is our responsibility to provide health teaching on those individuals we know that needs it or even not because doing this promotes health and gives knowledge to them on avoiding any disease problems. In addition, we should be a role model of health to them because this is one of the effective way were they will believe our health teachings and apply it to their selves. How will I apply this knowledge and understanding in my work situation? In my situation, there are many cases where I can apply this facts and knowledge I gathered in our last weeks discussion. As we know, we can encounter different case of diseases in care homes both communicable and non-communicable disease and we are aware that were susceptible to have that diseases if we are not aware of it. Due to this point, precautions necessary to prevent getting and spread of one disease to another and we can do it by applying the things we discussed about public health in our workplace. In order to avoid ourselves and others from getting any disease we must maintain doing the basic things like hand washing after toileting/diapering, before preparing or eating food, after covering a sneeze or cough, after blowing the nose, before and after treating a sore or wound. Using of proper protective clothing as a first line of defence. 2.) Submitted: 28th of Jan. 2010 Learning a new topic leads to changes in our knowledge and understanding and should also lead to changes in ways of working. Identify any new knowledge, facts or theories that I have learnt from this weeks teaching: Last week, We discussed all the things that are related about public health and itself. I found out that public health is a very broad topic and correlates many components such as health sector, health organisations, etc. I learned that Public Health is vital in helping people to be aware about their health because it promotes good health, prolongs life and prevents society in getting any kind of diseases. It is also a gathered deed for the health of the certain population. In dissemination of all the information related to health, there are agencies that are responsible in data distribution. This agencies and sectors are the one who takes the promotion, prevention, planning, action, and implementation of all the goals in regarding health information dissemination. One of the most common agencies here in United Kingdom is the National Health Service or commonly called NHS. This agency acts as a framework of local organisations responsible for the healthcare of the community and to work with the local community to improve our populations health and well being. There are more agencies that acts or has a role like the NHS in relation to Public Health. On the other hand Health Organisation has a big role in terms of promoting people in health awareness of the community because they are the one who distribute the health information globally such as World Health Organisation. WHO is the organisation that coordinates and directs for health within the United Nations. WHO leads in providing information about global health matters. Every time there is a new case of disease they are the one that conducts the studies on it and share the information all over the globe. For example, last week we had disserted the topic about the different infectious disease ( Swine Flu, Salmonella, HIV/AIDS, Measles, Meningitis, Tuberculosis , and MRSA ) and Non-infectious Disease ( Cancer, Coronary Heart Disease, Cerebro-Vascular Accident, Obesity, Asthma ) which are the products of the studios of WHO. Without WHO we cant gain access or unknowledgeable about these diseases. Match criteria Has this new knowledge changed my understanding? (have I developed a whole new way of seeing things) The topic we discussed doesnt change my understanding about Public Health. The lesson we take up last week adds information about what I know in public health and it makes me understand that it is very important in building healthy community not only in a certain place but globally. It also reminds me that as a health practitioner, we have also the responsibility to share what we have learned about promoting health and preventing diseases. Through this way we can help achieved one of the Public Health goal, which is the Health Awareness. How will I apply this new knowledge and understanding in my work situation? Like what I have said before, we can apply this knowledge by sharing the information about public health and telling them how to prevent diseases. In my situation as an Health Care Assistant in a Care Home, I can share what I have learned by telling to all my colleagues the importance of using protective clothes whilst giving care to a service user and explaining them how to make care a service user who has infectious and non-infectious disease. INTRODUCTION In this assignment, for Part 1, I am going to cite two agencies and named their roles in Public Health in terms of identifying level of health and disease in communities. I will name also epidemiology of two diseases and investigate a chart or graphical form of its incident rate. On other hand I will show the Statistical Data of the two diseases and interpret it base on facts and my understanding. In every agency I will choose two different approaches and strategies in controlling disease and investigate its effectiveness and after that I will make surveillance on how it improves Public Health. In this activity too I need to inspect current priorities to the provision of one disease and gives example on how it relates between prevalence rate, its causes and the requirements for health and social care services. Explore In Part 2, I will do a case study on a given data or on a workplace experience. Analyse its critical factors that affects individuals health then after I am going to put its priorities and evaluate its effectiveness to individuals well being. I will proposed as well changes that can improve its health and set it in action like having implementing campaigns to encourage maximize their health. In this part, I will explain the role of 2 different agencies in identifying levels of health and disease in communities PUBLIC HEALTH It is improving and safeguarding well-being. Public Health is in charge for health safety, health enhancement and health inequalities issues in England. It is responsible moreover for shaping policy, allocating resources, co-ordinating actions and supervising progress. Diagnose and investigate health hazards and health problems in the society. Assess accessibility, effectiveness, and quality of personal and population-based health services. In addition they are the one organised community efforts in aiming prevention of disease and promotion of health. In relation of this, I select two agencies that will partake the goals of public health. There are many agencies that have important roles in the society. I chose two agencies which helps contribute health awareness and protection for any kind of diseases; it is the Department of Health (DOH) and National Health Services (NHS). I will precisely relate this two agency to the two diseases I chose which is the Meningitis and Cerebrovascular Accident. Department of Health has many roles for the society. This agency focuses on issues related to the general health of the citizenry. It also compiles statistics about health issues of their area. It assesses and assures risk management to human health from the environment properly. Promote and protect the health and wellness of the people within the society and community. Promote and protects the public health to prevent disease and illness. Provides research and information for the detection, reporting, prevention, and control of any diseases or health hazard that the department considers to be dangerous that likely affects the public health. Establish a uniform public health program throughout the community which includes continuous service, employment of qualified employees, and a basic program of disease control, vital and health statistics, sanitation, public health nursing, and other preventive heath programs necessary or desirable for the protection of public health. Gather and disseminate information on causes of injury, sickness, death, and disability and the risk factors that contribute to the causes of injury, sickness, death, and disability within the society for their awareness. Implement programs and campaigns necessary or desirable for the promotion or protection of the public health to reduce and control the disease. DOH develops strategic approaches for current health risks. Establish risk analysis framework and maintenance of risk standards. http://www.le.utah.gov/interim/2005/pdf/00000306 National Health Services is a publicly funded healthcare systems in United Kingdom, this agency focus on maintaining peoples health and well-being. This agency is responsible for delivering quality and effective health service to humanity. They also contribute fair access to everyone in relation to peoples need. They are responsible for making payments to independent primary care contractors such as GPs, dentists, opticians and pharmacists in rendering their services to all people who needs it. It provides different caring services such as Emergency Respite Care, where care is provided if an individual; are unable to fulfil your caring responsibilities due to unforeseen circumstances, such as illness.  Domiciliary Care, where somebody comes into your home and takes over some of your responsibilities for a few hours.  Day care centre, where the person you care for spends time at a centre whilst you have a few spare hours to yourself. There are more services rendered by the NHS whi ch develop societies health http://www.health.gov.au/internet/main/publishing.nsf/Content/36D1CF8D85714DBECA25720D001F6860/$File/quaat3.pdf http://www.archive.official-documents.co.uk/document/doh/newnhs/wpaper8.htm In this part, I will investigate the epidemiology of two diseases in graph format and show my understanding and interpretation of the given data: Meningitis is an infection of the meninges, protective membranes that surround the brain and spinal cord. Infection can cause the meninges  to become inflamed and swell, which can damage the nerves and brain. This can cause symptoms such as a severe headache, vomiting, high fever, stiff neck and sensitivity to light. Many people (but not all) also develop a distinctive skin rash. Symptoms can differ in young children and babies. See the symptoms section for more information. Meningitis can be caused by: bacteria, such as streptococcus pneumoniae, the bacteria also responsible for pneumonia, which usually live harmlessly in your mouth and throat, and viruses, such as the herpes simplex virus. Viral meningitis Viral meningitis is the most common and less serious type of meningitis. There are approximately 3,000 cases of viral meningitis reported in England and Wales every year, but experts believe the true number is much higher. This is because in many cases of viral meningitis the symptoms are so mild that they can often be mistaken for flu. Viral meningitis is most common in young children and babies, especially in babies less than one year old. Viral meningitis usually gets better by itself within a couple of weeks, without the need for specific treatment. Bacterial meningitis Bacterial meningitis is extremely serious and should be treated as a medical emergency. If the bacterial infection is left untreated, it can cause severe damage to the brain and infect the blood (septicaemia), leading to death. Treatment requires a transfer to an intensive care unit so the bodys functions can be supported whilst antibiotics are used to fight the infection. There are approximately 2,000 cases of bacterial meningitis in England and Wales every year. The number of cases has dropped sharply in recent years due to a successful vaccination programme that protects against many of the bacteria that can cause meningitis. The treatment for bacterial meningitis has improved greatly. Several decades ago, almost all people with bacterial meningitis would die, even if they received prompt treatment. Now deaths occur in  one in 10 cases, usually as a result of a delay in treatment. Bacterial meningitis is most common in children and babies under the age of three, and in teenagers and young people aged 15-24. The best way to prevent meningitis is to ensure that your familys vaccinations are up to date. Stroke (cerebrovascular accident) A stroke happens when the blood supply to the brain is disturbed in some way. As a result, brain cells are starved of oxygen. This causes some cells to die and leaves other cells damaged. Types of stroke Most strokes happen when a blood clot blocks one of the arteries (blood vessels) that carries blood to the brain. This type of stroke is called an ischaemic stroke. Transient ischemic attack (TIA) or mini-stroke is a short-term stroke that lasts for less than 24 hours. The oxygen supply to the brain is quickly restored and symptoms disappear. A transient stroke needs prompt medical attention because it indicates a serious risk of a major stroke. Cerebral thrombosis is when a blood clot (thrombus) forms in an artery that supplies blood to the brain. Blood vessels that are furred up with fatty deposits (atheroma) make a blockage more likely. The clot prevents blood flowing to the brain and cells are starved of oxygen. Cerebral embolism is a blood clot that forms elsewhere in the body before travelling through the blood vessels and lodging in the brain. In the brain, it starve cells of oxygen. An irregular heartbeat or recent heart attack may make you prone to forming blood clots. Cerebral haemorrhage is when a blood vessel bursts inside the brain and bleeds (haemorrhages). With a haemorrhage, blood seeps into the brain tissue and causes extra damage. (2009) (Meningitis). Available from http://www.nhs.uk/conditions/Meningitis/Pages/Introduction.aspx. [Accessed Feb. 24, 2010] These are the graphs showing the rates of Meningitis and Cardiovascular Accident here in United Kingdom. Source: PHLS Meningococcal Reference Unit Disease Trends Group B- unvaccinated Meningococcal serogroup C Group C- vaccinated with Meningococcal serogroup C conjugate vaccine (MCC) Others Ungroup This graph table shows the effectiveness of meningococcal conjugate vaccine from 1998 2007. As we have seen in the figure, the case reduces every year especially to those who have taken the vaccine. It also shows the successful phased introduction of the meningococcal serogroup C conjugate vaccine (MCC) in 1999 into the National Immunisation Programme in the UK. This graph tells also that the immunity to Meningitis C has been identified in age groups who have not been vaccinated, as bacterium carriage rates are reduced across the population. We can see also in this table that those who didnt take meningococcal vaccine were greatly affective by Meningitis. Source: NOIDS England Wales Final Midi Report for 2005 (Table 3 Final totals for 2005 by sex and age-group) Prevalence of Bacterial Meningitis and Septicaemia by Age Group In this table, we could conclude that ages under 1-4 years old was greatly affected by meningitis as we have seen in the peaks of the graph and 0-11 months was greatly affected by the Pneumococcal and Meningococcal disease. And the same peaks in the number of notifications for the under 4 years and 15-24 age groups can also be seen with meningococcal septicaemia. Source: NOIDS England Wales Final Midi Report for 2005 (Table 3 Final totals for 2005 by sex and age-group) Prevalence of Bacterial Meningitis (without Septicaemia) by Age Group This graph shows the high number of notifications of meningococcal and pneumococcal meningitis (without septicaemia) in England and Wales. Observing this graph will note us that the cases in 2005, age group that is 1 year of age are greatly affected with Meningococcal Meningitis and Pneumococcal Meningitis and 15 to 24 years of age were averagely affected with the certain disease. It also illustrates us that among the group cases under 1 year of age gets the highest peak in having Pneumococcal disease. It is also interesting to note that the pneumococcal meningitis peaks again in the older age groups (45-64 and 65+). Top of Form Bottom of Form This graph shows all the percentages of all six categories are experiencing stroke. Figures for males are in dark gray bars and data for females are in light gray bars, with the number of patients in each age category shown above each bar. All data are patients who are experiencing stroke or CVA. As we observed in the graph the age group from 30 to This illustration shows the Incidence Rate of stroke in United States and United Kingdom. Details are articulated as person per year having stroke in 7 age categories. Individual experiencing strokes, person-years of follow-up was defined as the number of years from birth to the date for first recorded stroke. For individual without strokes, person-years of follow-up were defined as the last available follow-up date during the natural history period. Stroke incidence rates are revealed in data chart beneath the graph. As you see the data its very clear that a UK male has the highest incidence rates. UK Females, US Males and US Females are mostly like has the same incidence rate in occurrence of CVA. In this part, I will choose at least two approaches and strategies that control the incidence of one disease and analyse its effectiveness: As prevention of these diseases and to decrease its rate Department of Health and National Health Services make strategies and campaign to attain their goals. Department of Health formulate the Meningitis C Campaign the purpose of the this campaign was to immunise as many as possible of the countrys 15 million young people and children aged under the age of 18 years in as short a time as possible, immunising those most at risk of disease first. Carrying out of the programme was made according to the risk of disease-those at utmost risk being immunised first. In November 1999, National Childhood Programme introduces the routine immunisation of vaccine at the ages of two, three and four months alongside the DTP, Hib and polio vaccines and in December 1999 adolescent that ages 15 and 17 was also immunised. As a result of the campaign there are around 13 million children have immunised during the first year through the help of general practitioners, nurses, immunisation coordinators and many other health professional. This was pursuing by a widespread draw alongside programme to immunise all other children and adolescents up to the age of 18 years in 2000/2001.   After that the vaccine was made accessible to anyone up to 25 years. National Health Services contributed also a meningitis prevention program here in United Kingdom. The Campaign to promote new Vaccine against Meningitis, this program encouraged all parents to immunised their children against pneumococcal disease which is the causative agent of meningitis. General Practitioners has the big role of this campaign because they are the who will catch-up the campaign for the children ages 0 2 years who is starting their immunisations. This program was imposed by Health Minister Dr. Brian Gibbons. He states that: Immunisation is the best way to protect children from serious disease and the routine childhood programme has been extremely effective in achieving this. The changes will further improve the programme and benefit children. This new vaccine will help save lives and prevent hundreds more cases of serious illness such as meningitis and pneumonia. To maximise the defence against Meningitis C and Hib disease NHS made two changes in the routine program. The present three doses of Meningitis C vaccine will be respaced at three and four months of age with a booster shot at 12 months. Most up-to-date proof shows that the protection offered by this vaccine declines one year after vaccination. To maximise the protection in the first two years of life when the risk of infection is high, we will recommend doses at three and four months of age and a booster dose at 12 months. A booster shot of Hib vaccine will be given at 12 months. In 1992 Hib vaccine was introduced and is presently given to children at two, three and four months of age. Since 1999, there was a small but slow increase in the number of cases in older children being reported. Again, because of this Meningitis prevention program, the disease declined over time. There was a Hib booster campaign happened in 2003. This dose was given to older children to maximise their immunity. This upturned the small increase in infections that had started to occur. A booster dose of Hib vaccine is being added to the childhood immunisation programme as a routine at 12 months to extend protection against Hib disease. The new routine vaccination schedule is as follows: 2 months DTaP/IPV/Hib + pneumococcal vaccine 3 months DTaP/IPV/Hib + MenC vaccine 4 months DTaP/IPV/Hib + MenC + pneumococcal vaccine 12 months Hib/Men C 13 months MMR + pneumococcal vaccine DTaP/IPV/Hib is a single injection that protects against diphtheria, tetanus, pertussis, polio and Hib. MenC protects against meningitis C Hib/ MenC is a combined vaccine protecting against Hib and Meningitis C (2009)( Campaign to promote new Vaccine against Meningitis ) available from www.immunisation.nhs.uk. [Accessed at February 24, 2010] Due to this campaign the rate of meningococcal infection has fallen every year since, and the cases of laboratory-confirmed group C meningococcal disease across all age groups immunised has go down by 90% since the vaccine was implemented. In 2003/04, there were only 65 cases reported and 8 deaths. There was even a good effect in those who were not immunised with a reduction of about 70%, recommending that the vaccine has had a community protection effect. In fact the campaign has been so successful that meningitis C disease now accounts for less than 10% of meningococcal meningitis cases. Even though the campaign made a great success still the health officials and medical professionals need to remain cautious. (2010) ( Meningitis C Campaign) available from http://webarchive.nationalarchives.gov.uk. [Accessed at February 24, 2010] . For Cardiovascular Accident prevention, Department of Health formulated new strategies to fall its rate. They formulated the Stroke: Act F.A.S.T. awareness campaign; F.A.S.T means Face, Arm, Speech, and Time. The Stroke: Act F.A.S.T. awareness campaign aims to teach all health related professionals and the community on the signs of stroke and that prompt emergency treatment can reduce the risk of death and disability. The campaign will notify the community about F.A.S.T. to call 999. F.A.S.T is a simple examination to help people to identify the signs of stroke and be aware of the importance of fast emergency management. Campaign adverts, on Television, radio, internet and flyers, illustrate stroke spreading like fire in the brain to demonstrate that fast emergency action can limit damage and radically raise a persons probability of surviving and of avoiding long-term disability. (2010)( Stroke: Act F.A.S.T. awareness campaign ) available from http://www.dh.gov.uk/en/Publicationsandstatistics. [Accessed at February 24, 2010] If Department of Health has its campaign towards CVA, National Health Services provide also a program to lessen its incidence rate; The National Stroke Awareness Campaign. This campaign is related to F.A.S.T were NHS implemented that all paramedics should know how to assess a person using F.A.S.T before sending them to hospital. They also made a Stroke Association who will support this campaign. This kind of charity is exclusively concerned with fighting stroke towards people in all ages. The charity resources research into prevention, treatment, better methods of rehabilitation and facilitates stroke patients and their families directly through its Rehabilitation and Support Services which include Communication Support, Family and Carer Support, information services, welfare grants, publications and leaflets. In this part, I will investigate current priorities and approaches to the provision of heath services for people with one disease: Treating Meningitis is not easy thing to do because this disease has various types, viral and bacterial meningitis. There is no treatment for Viral Meningitis. The immune system, will create antibodies to annihilate the virus. Until it is known that a child has viral, not bacterial meningitis, he or she will be admitted to the hospital. But once the finding of viral meningitis is complete, antibiotics are stopped, and a child who is recuperating satisfactorily will be sent home. Simply acetaminophen must be given to lessen fevers. Clear fluids and a bland diet including preferred foods should be offered. During recovery, a child desires rest in a gloomy, quiet room. Bright lights, noise and guests may irritate a child with meningitis. Increased anxiety on the brain from build-up of fluid in the meninges is a severe problem. (2010)(Viral Meningitis) available from: http://www.healthscout.com. [Accessed at February 24, 2010) For Bacterial Meningitis may prove fatal within hours. Patients with suspected acute bacterial meningitis should be immediately admitted to the hospital and assessed for whether LP (lichen planus) is clinically safe. Antimicrobials should be given quickly. If LP is late because a CT scan is essential, antibiotic action should be started before the scan and after blood samples have been attained for culture. When the exact organism is recognized and results of susceptibilities are known, treatment can be customized accordingly. After the diagnosis has been confirmed (generally within 12-48 hours of admission to the hospital), the patients antimicrobial therapy can be modified according to the causative organism and its susceptibilities. Supportive therapy, such as fluid replacement, should be continued. Dexamethasone should be continued for Streptococcus pneumoniae, Haemophilus influenzae, and Neisseria meningitides. S pneumoniae (duration of therapy 10-14 days) Penicillin susceptible (minimum inhibitory concentration [MIC] Penicillin intermediate (MIC = 0.1-1.0 microgram/mL): cefotaxime or ceftriaxone Penicillin resistant (MIC à ¢Ã¢â‚¬ °Ã‚ ¥2.0 microgram/mL) or cephalosporin-resistant (MIC à ¢Ã¢â‚¬ °Ã‚ ¥1.0 microgram/mL): vancomycin AND cefotaxime or ceftriaxone. H influenzae (duration of therapy 10-14 days) Beta-lactamase-negative: ampicillin Beta-lactamase-positive: cefotaxime or ceftriaxone. Streptococcus agalactiae (group B streptococci) (duration of therapy 14-21 days) Gentamicin AND ampicillin or benzylpenicillin. Escherichia coli and other gram-negative Enterobacteriaceae: (duration of therapy 21-28 days) Gentamicin AND cefotaxime or ceftriaxone. Listeria monocytogenes (duration of therapy 21-28 days) Gentamicin AND ampicillin or benzylpenicillin. Staphylococcus aureus (duration of therapy depends on microbiological response of CSF and underlying illness of the patient) Methicillin susceptible: nafcillin or oxacillin Methicillin resistant: vancomycin. Staphylococcus epidermidis (duration of therapy depends on microbiological response of CSF and underlying illness of the patient) Vancomycin. Pseudomonas aeruginosa (duration of therapy 21 days) Ceftazidime and gentamicin. Enterococcus species (duration of therapy 21 days) Ampicillin and gentamicin. Acinetobacter species (duration of therapy 21 days) Gentamicin and meropenem. N meningitides (duration of therapy 5-7 days) Penicillin susceptible (MIC Penicillin intermediate (MIC = 0.1-1.0 microgram/mL): cefotaxime or ceftriaxone. (2010) (Bacterial Meningitis) available from: http://bestpractice.bmj.com. [Accessed February 24, 2010] In this part, I will explain by giving examples, the relationship between the prevalence of one disease, its causes and the requirements for health and social care services: Nowadays United Kingdom is still cautious about Meningitis even though the incidence rate is already decreasing radically. To be safe, health organisation are prioritising women and childrens health. They develop a guideline which suggest about ma