Eveline by James Joyce

Essay 2 Leaving the only â€Å"home† that one has ever known can be very emotional, especially when you hold so many memories and have established a routine of life in that home. Many say â€Å"live life to the fullest,† yet they come up with excuse after excuse that holds them from leaving. They feel as if they can’t make this decision on their own. Trying to find the meaning of life and making attempts to discover the reason why they were put on this Earth is hard enough. Every day one lives new experiences that we hope will one day lead us to our destined future.Yet, for so many, not knowing where to begin keeps them from moving forward. Reminiscing on the memories created in our home; thinking about how much those memories have faded, and will eventually disappears if they are to leave that home. Being attached to the environment that one is used to or the routine of life holds one back from what the future could hold. Even when given the key to escape, think ing too hard makes one doubt their ability to adapt to a new environment. â€Å"What if’s? † and breaking that routine of life gives one fear of failure, not â€Å"making it† once leaving the environment.Feeling stuck in trying to find meaning of life makes it easier to come up with excuses to stay in the routine in which one is accustomed to. This is true because it is what happened to Eve line in â€Å"Eve line† by James Joyce from Ireland during the early 20th century. No matter how many times Eve line sits and thinks about moving forward, and living new experiences, she was stuck in her past and thinking about it so much does not let her move on and travel to break out of her routine and bad habits. Joyce does an excellent job illustrating Eveline’s decision making process with language and symbols throughout the short story.He begins by telling us where Eve line is sitting in her home â€Å"at the window watching the evening invade the avenue † as she smells the â€Å"odor of dusty cretonne† letting readers know that it was a particular aroma that he had to describe. As she is looking out she begins to reminisce on the memories that she still has of the big open field where all the children of the avenue used to go out and play when she was younger. Joyce choice of character names for those children’s families (the Devines, the Water, and the Dunnes) helps the reader picture them as very friendly neighbors who Eve line almost saw as family.The name â€Å"Eve line† is another clear symbol that the author makes in the story comparing the main character to â€Å"Eve† from the â€Å"Adam and Eve’s† biblical story where â€Å"Eve† is confronted by the serpent or â€Å"Satan† just like Eve line was always confronted by her father out in the field or the â€Å"Garden of Eden† as the biblical story goes. Eve line believed that her father â€Å"wasn’t so bad then† and that she used to be â€Å"happy† then but now everything was different. Joyce reminds the reader many times that Eveline’s mother isn’t alive any more, letting the reader know that Eve line still lamented this loss so much.One of the â€Å"Dunn’s† had also passed now and â€Å"the Waters† had moved back to England. She didn’t want to be another person who just left her â€Å"home† full of those memories of the past. Joyce repeats the word â€Å"Home! † and emphasizes it using an exclamation point as if Eve line was reminding herself that it was the only home she knew. Eve line reminisces on the smallest details of her home, like â€Å"the objects she had dusted once a week for so many years† and the â€Å"yellowing photograph hung on the wall† which her used to always pass and quotes his exact words â€Å"†He is in Melbourne now. † The picture was above the broken harmonium and beside the â€Å"print of the promises made to Blessed Margaret Mary Alacoque. † Margaret Mary Alacoque is a Saint of the Roman Catholic Church who was very popular in Ireland during the early 20th century. The broken harmonium is another symbol that Joyce uses to connect the reader to the â€Å"broken† environment of her home and of Ireland in general. With all the memories Eve line holds of her home she had still â€Å"consented with Frank to leave with him and leave it all behind. Eve line begins to really doubt her self.Her mind is spinning and not knowing if her decision was wise. She would break her routine of working hard at home and at work. She was only 19; she begins thinking about what everyone else would say about her. She imagined everyone at her job would think she â€Å"had run off with a fellow† and would stir up all kind of lies and rumors. Still undecided Eve line begins to build a fantasy of â€Å"Buenos Ayres† which is where Fran k has promised to take her. She imagines being a married woman, treated with respect and not the way she was treated at home by the father.Joyce makes it clear to the reader that Eve line is terrified of her father, he would still â€Å"threaten her and say he would do it for her dead mother’s sake. † Eve line has no one to make her feel safe from him. Ernest her brother was dead, and her other brother Harry was in â€Å"the church decorating business† and was never home. She had too much responsibility in her home and no one to help her with it all. Her father never helped out with money and the â€Å"[children] left to her charge did not make her life any easier.With all this she still didn’t find it a â€Å"wholly undesirable life† writes Joyce indicating that Eve line is still hesitant of leaving with Frank. Joyce describes Frank as a â€Å"very kind, manly, open hearted† guy who Eve line saw as the only person who could protect her fro m her father. He tells her they will go on the â€Å"night-boat† and that she will be â€Å"his wife† in â€Å"Buenos Ayres† where â€Å"he already had a home waiting for her. † Joyce shows how naive Eve line is being about Frank. She had met him not too long ago and had gone out with him a couple times.He had given her a nickname, Poppens, and met her outside of work every evening. Frank had many â€Å"tales† about the places he had sailed to all around the world and explains how he had â€Å"fallen on his feet to Buenos Ayres. † Although Eve line didn’t see any of Franks flaws Joyce does use language to prove that Franks intention’s with Eve line may not have been good one’s considering that during that time Buenos Aires, Argentina was well known for its sexual trafficking. Her father finds out about the relationship and forbid Eve line to keep seeing Frank calling him a â€Å"sailor Chap. Joyce brings the reader back to the present and gives more excuses for Eve line not to leave her home. She held two letters on her lap, one to Harry and one to her father, she noticed her father becoming old and thought that he would probably miss her, she reminisced on the moments which her father was nice. Joyce illustrates Eve line still sitting on the couch, having just moments left to make her decision. She the odor of â€Å"dusty cretonne† returns and she begins to â€Å"hear a street organ play† just as she did the night of her mother’s death and the promise that she had made to her mother.She promised her mother to â€Å"keep the home together as long as she could. † Most of all it reminded her of the life her mother had lived, â€Å"that life of commonplace sacrifices closing in on final craziness. † She wanted to break that cycle that her mother had. She wants to escape that life and believe that â€Å"Frank would save her [,] give her life, perhaps love, too. â₠¬  Joyce exposes to the reader that Eve line is aware that Frank doesn’t love her and if she leaves with him there is a chance that things do not work out between them.Upon arriving to the station Eve line looks around examining everything around her. She is still isn’t sure if she is getting on that boat. †She prayed to God to direct her† she wanted to know what she â€Å"was her duty. † At that moment the boat blew â€Å"a long mournful whistle. † Eveline’s decision is determined by of the â€Å"mournful sound. † She thinks about â€Å"tomorrow† how she would break out of her routine if she leaves with Frank. Eve line chooses to stay home. â€Å"Her eyes give [Frank] no sign of love, farewell or recognition†

Reader’s Interest in The Crucible Essay

The Crucible takes place in Salem, a small town in seventeenth century Massachusetts, where religion, fear and hysteria ultimately lead to the famous witchcraft trials in 1692. At the time The Crucible was produced, Senator Joseph McCarthy was in power as the chairman of the House Un-American Activities Committee. Due to relative events and the paranoid hunting of pro-communists, The Crucible is seen to be a metaphor for the McCarthy era. Throughout The Crucible, Miller employs several techniques and writing styles to create tension and suspense and to stimulate the audience’s interest. The most important reason why The Crucible retains the interest of the audience is because the plot maintains a slow burning, yet consistent pace. Act one is a prime example of how information is released gradually and atmospherically. The very start of the play leaves us oblivious to what has happened, with Parris praying over his inert daughter. This is a great method to grab the audience’s attention immediately as we are in the dark right from the start, and naturally are curious about what has happened. As the act progresses, patches of information are revealed, but the uncertainty and contradiction present engages the audience as they are forced to decipher for themselves the truth; at one point Abigail is denying all charges profusely: ‘We did dance, uncle, and when you leaped out of the bush so suddenly, Betty was frightened and then she fainted. And there’s the whole of it. ‘ However, later, as other charges are brought about, she concedes to them. This way the story keeps momentum as well as suspense. Act 2 employs the same technique to maintain tension when Mary Warren comes home and the information in reference to the court is informed to us. Acts 3 and 4 stay true to this structure and a good example is in act 4 when John Proctor is undecided over his confession, whether or not to sign it- ‘No, it is not the same! What others say and what I sign to is not the same! ‘ The audience is on tenterhooks, hoping he will sign (or perhaps not, in some cases). Another main element to The Crucible, which engrosses the audience, is the technique of dramatic irony. In The Crucible’s case, dramatic irony is where the audience is aware of something in the play that not all of the characters are. In The Crucible the dramatic irony is that we know that there is no witchcraft, and that Abigail and her friends are pretending, but most of the other characters believe it, or at least take advantage of it. Some of the characters must be left ignorant in order to form a basis to the theme of hysteria and madness, but the idea of dramatic irony is so that it creates the ironic and incredulous situations, and involves the audience more proactively as they know what is going on. In act 1 we think that the girls’ lies will be dismissed as they seem to us so ridiculous, but in Act 2 the true impact of the situation starts to take shape as information of arrests and trials is revealed. By Act 3 the original accusations have manifested into sheer madness which we, as the audience, can see, but the characters cannot. Act 4 does not utilize the tool quite as much as by then Abigail and her peers have unofficially been exposed. The dramatic irony concerning the presence of witchcraft helps to emphasise the theme of hysterical behaviour which, in that respect, has a larger impact on the audience and produces more interesting scenarios from the audience’s 0point of view. Another example of dramatic irony is during Act 3 when Elizabeth Proctor is asked to explain to the court her reasons for dismissing Abigail as her servant, unaware that John had just admitted his affair with her. This scene is perhaps the tensest in the entire play as the fate of Salem rested on Elizabeth confirming that Proctor was an adulterer. However, she lies and tells the court Proctor was not a lecher, not wanting to get him into trouble. ‘Excellency, it is a natural lie to tell’ This is said by Reverend Hale as he too is trying to stop this insanity, and the audience is also frustrated with the situation. Which is one of the key emotions that dramatic irony provokes to sustain the audience’s attention- frustration. Our hopes that the situation will be resolved and our almost angry views to some of the characters ignorance involves us in the plot and helps to share what John Proctor and some of the other characters must be feeling. In order to maintain the suspense and atmosphere in-between acts, Miller makes sure to end the first 3 acts with suspense and cliff-hangers and Act 4 with a big finale. In the ultimate scenes of Act 1, the tension created throughout the start of the play reaches its climax with Abigail and the other Girls accusing various Salem citizens of witchcraft to relieve themselves of attention. Miller has chosen a fantastic way to draw the Act to an unmistakeable close but still retaining the interest of the reader; it draws the events of the night together, satisfying the reader in one element, but has at the same time unleashed a larger and more complex crisis upon Salem, rousing the inquisitive eagerness experienced right from the very start of the play. Act 2 also ends dramatically with Elizabeth’s arrest after Abigail utilizes Mary’s poppet to frame Elizabeth. As in Act 1, it draws the night’s events to a satisfying climax with Elizabeth’s arrest, but also leaves the reader expectant of Act 3’s events with Proctor and Mary planning to expose Abigail. ‘My wife will never die for me! I will bring your guts into your mouth but that goodness will not die for me! ‘ This powerful sentence from Proctor gives the audience hope for Elizabeth and, at the same time, makes sure the audience knows that dramatic events are yet to come. Additional to suspense-filled endings, Miller employs the use of time lapses in-between acts in order to maintain the pace. Between both Acts 1 and 2, and Acts 3 and 4, there is a significant time jump. This way it stops the plot from appearing too dragged out and makes sure that the suspense doesn’t die down so the audience’s interest is still at its peak.

Nursing informatics Research Paper Example | Topics and Well Written Essays - 1500 words

Nursing informatics - Research Paper Example With computerized maintenance management systems, Tran & Taylor (2009) argues that healthcare professionals from different health care settings can retrieve patient information without the need to inquire from the patient. The systems save time for clinicians and other health care providers in retrieving patient information, providing accurate information about the patient, and providing effective care based on the past medical records. They also increase productivity in that health professionals can easily access the patient records and further provide quality care that aligns with the patient medical record. Computerized maintenance management systems monitor patient well being and improve safety and quality health care. They also improve communication in health care providers across the globe without the need to walk miles. Through internet, most health care professionals can interact with others across health care sites and as a result, exchange information on how to improve a ce rtain patient’s well-being. ... For instance, nursing involvement in the planning play a significant role of minimizing the overall health cost, thus reducing mistakes and improving health efficiency. Still, nursing involvement in the implementation of the systems help to record and retrieve patient information. By investing in health care technology, communication and coordination in health care improves. Health care providers also increase in their accountability to patients. They save time used when retrieving and recording patient information. With technology in mind, health professionals have been in a better position to compile patient medical information and access it at ease when required. In most cases, health professionals use electronic methods to compile information such as patient’s medical diagnosis, insurance information, prescription, and the effects of the treatment. With this information, a health professional can easily comprehend the patient’s progress over a span of time. Still, c ompiling patient information enables other health professionals to comprehend medical background of the patient despite not being familiar with the patient. The use of handheld devices by the nursing staff The use of handheld devices and computers by nurses can boost speed and competence of nursing documentation. Electronic handheld devices are importance resource tools for nurses. It allows nurses to gather information on various subjects such as drug lists and medical references. Most handheld devices such as Personal Digital Assistants (PDA) boost the quality of nursing care in the hospital setting. The PDAs is a handheld device capable of sending and receiving data, accessing the internet, and storing books with quality information. This tool increases the quality of

Ethical Dilemmas in Social Work Case Study Example | Topics and Well Written Essays - 2250 words

Ethical Dilemmas in Social Work - Case Study Example With the advent of HIV and Aids, social workers, particularly in developing countries have had to rearrange themselves to deal with the needs of an ever increasing population of people with Aids. Social workers have attended to needs of oppressed people, people with extreme mental retardations, and those living in abject poverty. Social workers uphold social change and social justice on behalf of individuals, groups, families, and communities. The practice of social work is sensitive to ethnic and cultural diversity as it seeks to strive to end society's vices such as oppression, discrimination, poverty and other forms of social injustices. Their intervention may be in the form of community organization, direct practice, consultation, supervision, advocacy, administration, social and political action, education, policy development and implementation, and research and evaluation (NASW code of ethics, 2008). In trying to enhance the people's capacity to address their own needs, social workers are faced with a variety of ethical dilemmas. Let's consider a situation where a couple has the down-syndrome disease but still want to have a sexual relationship that will lead to marriage. Such a scenario may be of particular interest to the practice of social work as it entails some multiplier effects which beg for serious ethical answers. The serious ethical dilemma ... ical dilemma that any social worker may experience in such a scenario is whether to let the couple go on with their plans to get married and have their own children. As I have already discussed, it is the duty of a social worker to facilitate the capability of people to address their own problems. But such a relationship will definitely lead to more problems for the couple as the children born out of the relationship will very likely have the Down-Syndrome disease as well as other complicated health problems which will negatively impact on their developmental abilities (Should retarded people marry, 2006). This therefore means that the chances of the children leading a normal and fruitful life will be seriously compromised. This explains the relevance of such a dilemma to social work. In social work, ethical decision making involves a process. In such an instance where a couple with Down-Syndrome disease wants to have children, simple answers may not be available to resolve the complex ethical issues that such a decision may entail. That is where the National Association of Social Workers code comes into play. The ethical dilemma here is if it is right to allow the couple to go ahead and reproduce children when in fact they know that these children will be severely handicapped and will be a burden to society. Importance of the ethical dilemma to a social worker. The ethical dilemma is of particular importance since it will directly affect the social worker's area of operation. In such a scenario, it is the role of the social worker to be an educator, mediator, negotiator, and facilitator for the couple to enlighten them and empower them with proper information so that they can make proper conclusions about their state and shelf any plans to bear children (Hick,

The Rise of Jews in Hollywood Essay Example | Topics and Well Written Essays - 2750 words

The Rise of Jews in Hollywood - Essay Example This essay will also evaluate the impact of the Jews in Hollywood by talking about Jewish film studio owners, producers, directors, actors and actresses. The Hollywood District is located in Los Angeles, California in the United States. Its cultural identity and frame presents Hollywood as a historical center for movie stars and studios. The term Hollywood is currently used to refer to the American cinema since much of the entertainment industry has diffused to the surrounding locations. Jews inhabited the United States of America early in the 17th century. However, they were denied the ability to own offices and perform actively in societal affairs. Despite this condition, more Jews are still immigrating to the United States in search of greener pastures. Research shows that a vast majority of the Jews globally are situated in the United States and several other parts of Israel. Therefore, most individuals claimed that the Jews were in control of Hollywood. In retort to this opinion , the Americans were truly upset by this point of view considering the entertainment industry in their midst. Only a mere 22% of the Americans believed that the television and movie industries were run by the Jews, compared to over 50% of the people who supported the idea in the late 60s. This reveals how America has gotten dumb; hence, the Jews are totally taking over the entertainment industry in Hollywood (Stein, par. 1). According to an ad adapted from the New York Times, the Screen Actors Guild contract that was signed by top executives in the entertainment industries proved that the most of them were Jewish. Such included the President of News Corp, the chairman of Paramount Pictures, Chief Executive and chairman of Walt Disney Company, the chairman of Sony Pictures, CBS Corp’s Chief Executive, and the Chief Executive of NBC Universal. This reveals that the Jewish have substantially taken over the entertainment industry in Hollywood (Stein par. 2). In addition, the Amer ican society has established strong enmity between them and the Jews. The enemies of the Jews repeatedly point out that the movie industry of America is in the hands of the Jewish community. The Jewish immigrants from Europe are the ones who run and organize movie studios in this country. They are the ones who founded the movie studios and also involved studio productions as part of their business ventures in the United States (Falk, par. 1). The Jewish moguls in the entertainment industry combined ideas in order to develop films that portray the American culture and the exploitation of the poor individuals in the society by the rich. Likewise, the Jews also invented the musicals, talking films, and Technicolor. These inventions heightened the movie industry for a period of 40 years (1920-1960). The movie producers tried to come up with excellent and imaginable ideas based on movie scripts. However, their imaginative capacity in the movie production did not linger around Jewish them es even during the 2nd World War that left most of their families persecuted in Europe. This was quite shameful to the Jewish movie tycoons considering that they sympathized with Native Americans and the Aborigines of Australia, but, completely forgot about their fellow Jews (Falk par. 5). The Jewish studio bosses were not the only individuals from the Jewish society who were in the entertainm

Writing assignment 2 Essay Example | Topics and Well Written Essays - 1500 words

Writing assignment 2 - Essay Example ferent", Apple has been able to convince its present and potential consumers of its product superiority in the technological industry through advertising. Basing primarily on television and internet advertising apple has been able to persuade a majority of personal electronics consumers of the need, simplicity and product superiority in their products (Dooley, 2007). Apple’s television advertising kick-started in 1984 towards the launch of the Macintosh computer, and it was dubbed ‘1984’. The advertisement hyped the Macintosh computer while promising 1984 not to be the same again after using the Macintosh computer. With 85% of the European population being active Television users, the use of televised commercial advertising was very effective until late 2000’s. The use of celebrities in their advertising has been so instrumental in creating brand awareness. In the European, as well as other markets different local celebrities, were used with the same original theme and music. The latest in television advertising was â€Å"I am a PC, and I am a Mac† that started off in 2006 and ended towards 2010 (Forker& Ward, 1993). After the end of television advertising, Apple shifted its focus to internet advertising through videos uploaded online to its website, YouTube plus other captivating slogans on social media. This was as a result of the digital migration where more than 50% of the world population became active internet users by 2009.With the increase in social media uses over the past few years; Apple has gone social too by creating dynamic pages and setting sales promotions and brand awareness whilst actively engaging its customers. Their internet advertising move has received some criticism over unethical interruptions, but this cannot be equalled to the increased sales revenue both online and in vendor shops. The internet has enabled it to provide an active customer support globally as well as create potential customers (Moriety et al., 2012). The latest

Learning Style Essay Example | Topics and Well Written Essays - 750 words - 1

Learning Style - Essay Example There are, however, those that have admitted that if they want to be at time annoying they may stay in a mode that is different from the person that they are working with (Van, 2007). For example, when asking for evidence in an argument they might ask for written evidence clearly knowing that the other person often likes to use oral information. A multimodal learning preference can be described as a preferred way of learning new information or material that incorporates several different and diverse styles of learning. The different modes of learning that are combined in multimodal are visual and auditory. It is imperative to understand that one is a unique learner, and there is no one that learns exactly as another (PavicÃŒÅ'icÃŒ , 2008). However, there exist a lot of benefits in discovering one’s learning style. First all in academic matters, it often gives on a head start and maximizes one’s learning potential. Secondly, it helps one to succeed in college, or university as one is able to understand how he or she learns best. Further, one is allowed to learn more by overcoming the limitations of poor instructors as well as reduce the stress and frustration that is often accompanied by one not fully realizing his or her learning style. When it comes to teaching it is imperative for a tutor to understand the different learning styles of his or her student. The tutors must realize that all the students have different learning styles that are unique and for this reason they should be treated as such. If the tutor understands the different learning styles of the students, he or she might become an effective tutor because information will be released easily. Research often suggests that each person often tends to adopt a particular approach when studying (Van, 2007). My preferred learning style is multimodal; this is because this learning style is a combination of all the learning styles. It involves auditory, and visual.

Career Development Coursework Example | Topics and Well Written Essays - 2000 words

Career Development - Coursework Example Consequently, in order to develop high level of educational accomplishments amongst students, it is fundamental that one start by building stronger self-efficacy for the scholar early enough. Thus, self-efficacy is much imperative topic amongst the educators and psychologists as studies have established, self-efficacy to have an impact on psychological states to motivation to behavior. Individuals can be persuaded to believe and consider that they have the capabilities and skills to succeed. When an individual says something encouraging and positive to another person will help one to attain a goal The most important action plant towards self-efficacy personal development is mastery experiences; the most effectual means of developing strong sense of self-efficacy is by mastery experiences. Performing a task successfully strengthens our sense of self-efficacy. Conversely, failing to sufficiently deal with duties or confront may weaken and undermine self-efficacy. Therefore repeated carrying out of an activities in business for instance auditing, it will help in grasping all the essential details required in auditing, hence mastering of experience. The next action plan self-efficacy personal development is social modeling. With keen observation of what others performing the tasks and duties, I will be able to perform it later. Therefore, social modeling is achieved by witnessing other individuals successfully finishing a job or task. Observing individual accomplishing something by continued endeavor raises observers attitude and beliefs that they can also have the capacity to master similar activities to thrive. With social modeling, it boosts one’s self esteem to carry out the tasks that has been observed. Similarly, when the other party performing the tasks made a mistake, one can correct from the mistake observed and perform much better. The third action plan for self-efficacy

HIS 135 Entire Course Essay Example for Free

HIS 135 Entire Course Essay In this archive file of HIS 135 Entire Course you will find the next documents:HIS-135-Assignment-Cold-War-Ideology-and-Policies. docHIS-135-Assignment-The-Vietnam-War. docHIS-135-Capstone-CheckPoint-End-of-the-Cold-War. docHIS-135-CheckPoint-Comparing-KennedyG History General History ASHFORD HIS 204 American History Since 1865 If dragging yourself out of bed at 6:00 am is impossible, dont torture yourself with 7:00 am classes. Most schools offer classes in a wide range of time slots. Take advantage of the classes later in the day and in the evening if you arent a morning person. You will be more likely to go and will get more out of the course. In this archive file of HIS 135 Entire Course you will find the next documents:HIS-135-Assignment-Cold-War-Ideology-and-Policies. docHIS-135-Assignment-The-Vietnam-War. docHIS-135-Capstone-CheckPoint-End-of-the-Cold-War. docHIS-135-CheckPoint-Comparing-KennedyG History General History ASHFORD HIS 204 American History Since 1865 If dragging yourself out of bed at 6:00 am is impossible, dont torture yourself with 7:00 am classes. Most schools offer classes in a wide range of time slots. Take advantage of the classes later in the day and in the evening if you arent a morning person. You will be more likely to go and will get more out of the course. In this archive file of HIS 135 Entire Course you will find the next documents:HIS-135-Assignment-Cold-War-Ideology-and-Policies. docHIS-135-Assignment-The-Vietnam-War. docHIS-135-Capstone-CheckPoint-End-of-the-Cold-War. docHIS-135-CheckPoint-Comparing-KennedyG History General History ASHFORD HIS 204 American History Since 1865 If dragging yourself out of bed at 6:00 am is impossible, dont torture yourself with 7:00 am classes. Most schools offer classes in a wide range of time slots. Take advantage of the classes later in the day a Follow the link Now for full guide https://bitly. com/1wySlYb If dragging yourself out of bed at 6:00 am is impossible, dont torture yourself with 7:00 am classes. Most schools offer classes in a wide range of time slots. Take advantage of the classes later in the day and in the evening if you arent a morning person. You will be more likely to go and will get more out of the course. History General History ASHFORD HIS 204 American History Since 1865.

Planimetric Maps Essay Example for Free

Planimetric Maps Essay A planimetric map presents only the horizontal positions for the features represented. It is distinguished from a topographic map by the omission of relief, normally represented by contour lines. Sometimes, it is called a line map. Topographic Map. A topographic map portrays terrain features in a measurable way, as well as the horizontal positions of the features represented. The vertical positions, or relief, are normally represented by contour lines on military topographic maps. On maps showing relief, the elevations and contours are measured from a specific vertical datum plane, usually mean sea level. Photomap. A photomap is a reproduction of an aerial photograph upon which grid lines, marginal data, place names, route numbers, important elevations, boundaries, and approximate scale and direction have been added. Joint Operations Graphics. Joint operations graphics are based on the format of standard 1:250,000 medium-scale military topographic maps, but they contain additional information needed in joint air-ground operations. Along the north and east edges of the graphic, detail is extended beyond the standard map sheet to provide overlap with adjacent sheets. These maps are produced both in ground and air formats. Each version is identified in the lower margin as either joint operations graphic (air) or joint operations graphic (ground). The topographic information is identical on both, but the ground version shows elevations and contour in meters and the air version shows them in feet. Layer (elevation) tinting and relief shading are added as an aid to interpolating relief. Both versions emphasize airlanding facilities (shown in purple), but the air version has additional symbols to identify aids and obstructions to air navigation. Photomosaic. A photomosaic is an assembly of aerial photographs that is commonly called a mosaic in topographic usage. Mosaics are useful when time does not permit the compilation of a more accurate map. The accuracy of a mosaic depends on the method employed in its preparation and may vary from simply a good pictorial effect of the ground to that of a planimetric map. Terrain Model. A terrain model is a scale model of the terrain showing features, and in large-scale models showing industrial and cultural shapes. It provides a means for visualizing the terrain for planning or indoctrination purposes and for briefing on assault landings. Military City Map. A military city map is a topographic map (usually at 1:12,550 scale, sometimes up to 1:5,000), showing the details of a city. It delineates streets and shows street names, important buildings, and other elements of the urban landscape important to navigation and military operations in urban terrain. The scale of a military city map depends on the importance and size of the city, density of detail, and available intelligence information. Special Maps. Special maps are for special purposes such as trafficability, communications, and assault maps. They are usually in the form of an overprint in the scales smaller than 1:100,000 but larger than 1:1,000,000. A special purpose map is one that has been designed or modified to give information not covered on a standard map. The wide range of subjects that could be covered under the heading of special purpose maps prohibits, within the scope of this manual, more than a brief mention of a few important ones. Some of the subjects covered are: * Terrain features. * Drainage characteristics. * Vegetation. * Climate. * Coasts and landing beaches. * Roads and bridges. * Railroads. * Airfields. * Urban areas. * Electric power. * Fuels. * Surface water resources. * Ground water resources. * Natural construction materials. * Cross-country movements. * Suitability for airfield construction. * Airborne operations. If military maps are not available, use substitute maps. The substitute maps can range from foreign military or commercial maps to field sketches. The NGA can provide black and white reproductions of many foreign maps and can produce its own maps based upon intelligence. Foreign Maps. Foreign maps have been compiled by nations other than our own. When they must be used, the marginal information and grids are changed to conform to our standards, if time permits. The scales may differ from our maps, but they do express the ratio of map distance to ground distance and can be used in the same way. The legend must be used since the map symbols almost always differ from ours. Because the accuracy of foreign maps varies considerably, they are usually evaluated in regard to established accuracy standards before they are issued to our troops. Atlases. Atlases are collections of maps of regions, countries, continents, or the world. Such maps are accurate only to a degree and can be used for general information only. Geographic Maps. Geographic maps provide an overall idea of the mapped area in relation to climate, population, relief, vegetation, and hydrography. They also show the general location of major urban areas. Tourist Road Maps. Tourist road maps are maps of a region in which the main means of transportation and areas of interest are shown. Some of these maps show secondary networks of roads, historic sites, museums, and beaches in detail. They may contain road and time distance between points. The scale should be carefully considered when using these maps. City/Utility Maps. City/utility maps are maps of urban areas showing streets, water ducts, electricity and telephone lines, and sewers. Field Sketches. Field sketches are preliminary drawings of an area or piece of terrain. Aerial Photographs. Aerial photographs can be used as map supplements or substitutes to help you analyze the terrain, plan your route, or guide your movement.

The Concept Of Inclusive Education Education Essay

The Concept Of Inclusive Education Education Essay The commitment of IE was made by the governmental and institutional agreement of Salamanca in 1994. After a few years, EFA and the Millennium Development Goal of universal primary education were also adopted as the global education agenda to be achieved by 2015. After fifteen years getting the agreement of Salamanca, the UNCRPD recognizes a right to education for people with disabilities. So the global commitment of IE has strengthened between Salamanca and the CRPD. By the Article 24 of the UN CRPD stated that all state parties shall enable persons with disabilities to learn life and social development skills to facilitate their full and equal participation in education and as members of the community. To this end, States Parties shall take appropriate measures, including: Facilitating the learning of Braille, alternative script, augmentative and alternative modes, means and formats of communication and orientation and mobility skills, and facilitating peer support and mentoring; Facilitating the learning of sign language and the promotion of the linguistic identity of the deaf community; Ensuring that the education of persons, and in particular children, who are blind, deaf or deaf-blind, is delivered in the most appropriate languages and modes and means of communication for the individual, and in environments which maximize academic and social development. In order to help ensure the realization of this right, States Parties shall take appropriate measures to employ teachers, including teachers with disabilities, who are qualified in sign language and/or Braille, and to train professionals and staff who work at all levels of education. Such training shall incorporate disability awareness and the use of appropriate augmentative and alternative modes, means and formats of communication, educational techniques and materials to support PWDs. Also the right to an education without discrimination is stated in the UDHR (1948) and CRC (1989).   The Convention on the Rights of the Child specifically declares the rights of CWDs to enjoy a full and decent life in conditions that promote self-reliance, and facilitate the childs active participation in the community. Moreover, Rule 6 of the UNs Standard Rules on the Equalization of Opportunities for PWDs (UN, 1993) provides for equal rights for children and adults with disabilities and for the provision of an integrated school setting.  Ã‚   Myanmar is undertaking the ASEAN Decade for PWDs, Bali Declaration on the Enhancement of the Role and Participation of the PWDs in ASEAN Community, BIWAKO Millennium Framework, and BIWAKO plus Five in close collaboration with regional countries. Policy development on Education for people with disabilities in Myanmar Myanmar Child law for especially for education Myanmar Child Law was enacted in July 1993 in order to implement the rights of the child recognized in the CRC. The Article 20 of that Child Law stated that (a) every child shall have the opportunities of acquiring education and the right to acquire free basic education (primary level) at state schools. Also the Ministry of Education shall have an objective of implementing the system of free and compulsory primary education; lay down and carry out measures as may be necessary for regular attendance at schools and the reduction of untimely drop-out rates and make arrangements for literacy of children who are unable for various reasons to attend schools opened by the States to become literate. Article 22 stipulates that every child shall have the right of access to literature contributes to his or her all-round development and to acquire knowledge. According to Article 18, a mentally or physically disabled child (i) has the right to acquire basic education (primary level) or vocational education at the special schools established by the DSW or by a voluntary social worker or by a non-governmental organization and (ii) has the right to obtain special care and assistance from the State. Myanmar basic education law The basic education law was promulgated in 1973 and amended in 1989. The aim of the governments education policy is to create an education system that can generate a learning society capable of facing the challenges of the knowledge age (MOE, 2007). According to the Basic Education Law (1973), the main objective of basic education especially for children with disabilities is to enable every citizen of the Union of Myanmar to become a physical or mental worker well equipped with a basic education, good health and moral character. The National Constitution of 1974 specified that every citizen shall have the right to education and shall be given basic education which the state prescribes by law as compulsory. By the principle of compulsory education, the only five years, from grade 1 to 5, covers free education for all children. Primary education is organized with two levels; kindergarten level from grade 1 to 3, and upper primarily for grades 4 and 5. Also, the new Constitution of 2008 fulfilled with the educational policy for every citizen; (a) has the right to education; (b) shall be given basic education which the Union prescribes by law as compulsory; and (c) have the right to conduct scientific research explore science, work with creativity and write to develop the arts and conduct research freely other branches of culture. According to the education policy of 1989, MOE is organized with nine main departments such as Basic Education I, II, and III; Educational Planning and Training; Higher Education (Lower and Upper Myanmar); Myanmar Board of Examinations; Myanmar Education Research Bureau (MERB); and Myanmar Language Commission. The departments Basic Education I, II, and III are implementing the basic education policy. Special education is under the authority of DSW. In the decision making process at all levels of MOE, the decision making committee is set up by the Minister, two Deputy Ministers, Director General and Chairperson of the departments. The decisions of this committee are implemented by those responsible departments of all levels. Based on the Dakar EFA Framework for Global Action and the Millennium Development Goals, Myanmar has formulated national EFA Goals as Myanmars needs and context through a participatory process involving the UN organizations, various Ministries and I/LNGOs. The four concerned areas for achieving the goal of EFA in Myanmar are access to and quality of basic education, early childhood development, non-formal education, and education management and information system. To implement the goal of EFA, MOE uses six main strategies especially for developing and expanding Child Friendly Schools and making more accessible in basic education for all children with disabilities. Through the EFA National Action Plan (EFA-NAP), therefore, the Ministry of Education has established an inclusive education framework in accordance with international standards and goals that addresses EFA goals directly. The latest curriculum for primary was revised since 1998 for having a more balanced rather than emphasizing only academic subjects. The school principals and teachers are the main task of monitoring and evaluating on the impact of curriculum for childrens development. Life skills was made mandatory for inclusion at the primary level as a separate core curriculum in 1998 and at secondary level as a separate co-curriculum in 2001. Contents, teaching-learning methods and hours have been carefully specified for primary and secondary school curricula. Inclusive education policy In the past decade, there has been significant traditional progress to ensure CWDs who have access in mainstream schools. However, with culture and knowledge barriers from some school principals and teachers, the journey towards fully inclusive education has only just begun. A clear understanding of the meaning of IE in the Myanmar context, it has a clear definition in all policy statements along with references to international normative instruments.   In addition, the current implementation processes of IE are following the guidelines of the EFA framework.   IE policy acts on both the national and local level.   At the national level, the government is implementing with a new policy of inclusive education, while at the local level schools and the community are participating in the process of capacity building, and resource mobilization for those children with disabilities.  The national policy on IE is grounded in international legislation and policy.   Implementation of IE policy in Myanmar This research focuses on the primary and lower secondary level students with disabilities for the purpose to address the educational needs of CWDs in Myanmar. The political and social context is discussed in terms of international policy on reforms and initiatives, especially the Salamanca Statement that agreed to ensure a basic education for all children, including CWDs. The Salamanca Framework for Action (1994) was a significant milestone in the education for CWDs: The Statement defines and recommends the mode of service delivery of timing and intervention that linked to inclusive practices. National-level policy and laws as they relate to CWDs are briefly described in service delivery, and increase awareness about the educational opportunities for them. Myanmar is now implementing 6 sectors for PWDs across the nation such as Enhancing Education Standard, Improving Vocational Trainings and Job Opportunities, Promoting Health Care Service, Enhancing Reintegration into the Society, Upgrading Capacity Building and Morale, and Providing Social Needs. Moreover, the government tries to make the concerted efforts harmoniously for the quality of life of PWDs at pleasant. According to the guidance of the EFA-NAP, the following activities are being implemented: Providing primary school textbooks worth over 1835.51 million kyats in free of charges for over 5 million primary students to initiate free, compulsory primary education; Preparing the programs for scholarships and stipends which will be implemented starting from 2012-13AY in basic and higher education sectors; and Enacting the private school registration law and developing rules and regulations in coordination with concerned departments to contribute the education services by the private sector. For improving the quality of school education, monitoring and supervision mechanism has been strengthened since 2006-07 AY by focusing on the teaching and learning process. Basic education schools were classified by 5 levels (A, B, C, D, E) based on applying the following monitoring and supervision criteria- (a) Accomplishment of the school principal; (b) Level of school attendance; (c) Implementation of monthly lesson plans; (d) Students achievements; (e) Use of teaching aids, facilities laboratories; (f) Cultivating morale and ethics; (g) Capacity of teaching staff; (h) Adequate classrooms and furniture; (i) School sanitation and tidiness; (j) Adequate teaching aids and multimedia facilities; (k) Greening of a school campus; and (l) Good physical setting of schools. Myanmar has been making progress in the education sector to fulfill MDG 2: Achieve universal primary education with the target of ensuring that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling: however the dropout rate still high in secondary school level. A total of 92 governments including Myanmar and 25 international organizations reaffirmed commitment to the goals of Education for All (EFA), recognizing the necessity and urgency of providing an education for children and youth with special needs within the regular education system. By the official data on net enrollment in primary schools was 84.6% in 2010 (MOE, 2010, EFA in Myanmar) and the gender discrimination has mostly been removed from basic education enrollment. However, the net enrollment rates in secondary and tertiary education are very low. The quality of education at all levels remains a serious concern. At the present, MOE is making special arrangements for the disabled and other excluded children to attend formal schools and to continue their education receiving special care and attention. In Myanmar, IE programs were formulated to accommodate for all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions. These programs include all vulnerable children such as CWDs; children form mobile families, orphans, street children, and other disadvantaged children. No.25 Basic Education Primary School (Yangon) is the best witness of MOE in implementing IE. A new multi-pronged strategy for the capacity building in Teacher Education can promote the progressive adoption of effective teaching and learning methodologies for all CWDs at all levels. MOE and other partners strengthen educational management for the Basic Education Sector Plan that supports the Governments education service delivery to meet commodities needs at the school level. IE is a programme that creates opportunities for CWDs to pursue education together with non-disabled children in mainstreaming schools. It can bring about the educational opportunities for them. Nowadays, CWDs who have completed their primary education through special schools are now able to continue their education in mainstreaming schools by keeping abreast with other non-disabled children. IE According to the statistics data from MOE in 2011 showed that, there were 801 disable children in mainstreaming schools, 1450 children in special schools for the blind and the deaf, 30 disable students in universities and colleges and 6 disable students in master degree courses in 2010-11 AY. The government policy was developed and practiced with policy reform to fill the gap in legal and policy development. As par hearing from the media, the advocacy for helping disabled issue more and more in Myanmar. The government policy and legal change occur on resetting criteria for definition of PWDs. Out of nine criteria (international norms), some implementation processes of IE use four criteria to define the PWDs. To be more specific about educational opportunities for CWDs, the government agrees to provide all children (including all regardless of physical condition) equal opportunity to learn basic education. In the actual situation, there has a gap between policy and practice. The concept of IE means welcoming all children, without discrimination, in formal schools. Indeed, it is a focus on creating environments responsive to the differing developmental capacities, needs, and potentials of all children. Inclusion means a shift in services from simply trying to fit the child into normal settings; it is a supplemental support for their disabilities on special needs and promoting the childs overall development in an optimal setting. It calls for respect of difference and diversity of individual characteristics and needs. This has to include a consideration of overall organization, curriculum and classroom practice, support for learning and staff development. The governments and stakeholders  perceptions on inclusive education IE is under the umbrella of EFA. Myanmar has an IE policy, which most of CWDs have an opportunity to join mainstream schools but obviously limited to those with mild disability because of the lack of capacity, skills and knowledge as well as infrastructure for the teachers and schools. The government ratified EFA goal at UN organization. It is over ambitious and hardly meet its goal due to poverty that causing low income for all poor families. It is more positive as regard to authority inclusive education in the future since the new government has practiced its openness policy and more transparent with people. IE policy in Myanmar strongly based up on last three years experiences not only for officers and teachers from MOE in Yangon Division but also other divisions and other stakeholders such as DSW, other I/LNGOs those who work in inclusive livelihood programs so that they can include disabled people in their development activities. Understanding the concept and philosophy of IE is a vital need for the sustainability and success of the project. After implementing the awareness raising activities on this issue especially for CWDs and their parents, the effectiveness of understanding disability and inclusive education concept correctly and it is very encouraging. It is one of essential program in the country and will need to promote amongst other disability related organizations. IE policy for PWDs has been implemented by its own strategies. It was not seen as an active engagement in formal basic education. The goal is set based on its definition for PWDs. This means that IE policy, itself, needs to be redefined to reach its goal. So far, the current policy and goal work hand in hand. The effectiveness and quality of outcome is not up to the mark due to the governments poor budget allocation in the Education Sector. The effectiveness of IE at this stage seems not only at the government schools, also next to the special schools such as blind school or deaf schools to take students from special schools to arrange exams etc. So there needs to have a wider understanding of IE, whereby every school needs to prepare to accept CWDs to provide the same opportunities like other children. And also need a dedicated education department on this. The strategies of inclusive development and mainstreaming everything for PWDs will be very costly and never finish. There has no objection but they need a lot of support. The only problem is prioritization. The departmental structure for the dedicated handle affairs for CWDs needs either at mainstream schools or at special schools and needs to incorporate training components for teachers. This has not been done yet a lot. Participation by PWDs in the policy formulation and implementation processes, there needs to go a long way for the current Myanmar condition. The governments perspective IE for PWDs; Myanmar has signed ratified the UNCRPD on 7th December 2011 IE has been already in the discussion pilot phase in collaboration with concern I/LNGOs Inclusion is a new concept for Myanmar, where only 12% of I/LNGO are inclusive of PWDs, where inclusive is commonly mistaken with Automatic Beneficiary and part of beneficiaries rather than inclusion as a process. For ensuring that significant progress is achieved so that all school-age children have access to and complete free and compulsory basic education of good quality, the completion of basic education by all CWDs is the basis form of achieving Universal Basic Education. Nonetheless, the provision of schooling and policies determining how education opportunities are distributed across priority target groups in Myanmar clearly will have far reaching effects on opportunities for productive work. The status and education level of women and girls can exert particularly strong inter-generational effects, and are thus crucial for reducing poverty. Following concerted efforts by the Government, I/LNGOs and communities, the primary school intake rate has increased sharply during the EFA period, although the dropout rate after finishing the primary level remains high. Quality assurance in basic education is especially important, because low quality can lead to low access if CWDs and their familie s do not see the impact of enrollment in low-quality schools. Most of the I/LNGOs do not take part in the position of formulation and implementation process on basic education for CWDs, where mainly focus on the Rights of PWDs and promote equal rights and inclusion through involvement of Law Drafting and Social Policy development. As I/LNGOs, they can only include all children out of school in the process of giving second chance of learning basic education. In dealing with government line department, they have not yet involved in the formulation process. Implementing processes of IE by I/LNGOs TLMI is involving a little part in this area of IE implementation processes. They only conduct trainings for teachers on disability issues, the importance of CWDs to get the opportunity to attend schools like any other children and providing some barrier free arrangement in selected schools. TLMI is working with the parents of CWDs to convince to send the formal school and on the other hand they also try to engage with school principals to accept and pay attention for those children. Also they proposed the education need of PWDs in the Draft disabled law, advocate the decision makers and teacher, and we are working together with U Tin Nyo, retired DG from MOE who is very interested in IE for CWDs. Eden initiated the project of IE implementing in formal schools and the plan for barrier free renovation such as walkways, seat toilet and one handrail that fixed in the toilet. In that project, 80 IE students were gathered at Eden Centre for CWDs. Also Eden celebrated the township level awareness meeting for introducing to the teachers for successfully implemented IE policy. It means that the principals and teachers from 21 schools are introducing IE awareness about IE at their schools. Therefore, IE process can only succeed through strong collaboration and cooperation amongst all shareholders especially from the government site and the donor site as well. Eden is cooperating with DSW and MOE. According to their advice, they held workshops and trainings for awareness raising workshop with DSW and MOE and shared awareness about IE and disability issue to other I/LNGOs staff, local authorities, other stakeholders and teachers from mainstream schools. EDEN organizes a series of mobile training courses throughout Myanmar aimed at helping improve the lives of disabled people which focus on activities such as CBR, IE and disability development. Through the help of DSW and Department of Basic Education No.(1), (2) and (3), awareness training not only about IE but also the Social Model of Disability was conducted in mainstream schools. PWDs in Yangon have more chances to access this information with help from NGOs and DSW, but those living in rural areas having difficulties due to inconvenient transportation and lack of mobility, U Hta Oke said. Im pleased about the growing number of people working in the field, but most of them are using a charity approach, which involves giving food, money, tools and other necessities, he said. Not many are using a life-based approach, which means providing training so they can stand on their own feet. Moreover, for the educational status of children with hearing/ seeing/ intellectual disabilities in Myanmar is inadequate and behind-the-times. There is only the DSW has one project on sign language especially for people with hearing disability. There is no standard educational practice. Teachers learn by copying the methods of older teachers. The Mary Chapman School in Yangon uses the philosophy Total Communication that is method has been a widely adopted language policy in deaf education from the 1970s. But this philosophy is out-dated. Graduation rates are very low. In Yangon Division, only 14 students with hearing disability have passed high school and only six have graduated from university until 2011-2012 academic years. According to the UN CRPD agreement emphasizes bi-lingual/bi-cultural education for people with hearing disability. Also, Braille e-mail and Internet have been developed and utilized in the training school for persons with visual impairments since 2006. In general, the technical for education and training initiatives are not new to Myanmar. As a result of some recent educational developments and reforms, it is new to some teachers and learners both in curriculum and methods of delivery. One of the most important concerns in the Myanmar educational sector is how CWDs can be provided with opportunities to take responsibility for their learning throughout the concepts of community involvement and technical assistance to achieve a sustainable future. Special schools which are supported IE for CWDs Myanmar has a policy of IE, which means disabled students, including those who are blind, are allowed to attend classes in mainstream schools. Despite the policy, mainstream schools are not properly equipped to cater for students with disabilities which mean that most CWDs are forced to attend special schools. There are challenges to implementing the policy, since schools lack the required resources and facilities. Myanmar Christian Fellowship of the Blind (MCFB) was founded on 4th August, 1975, to upgrade the basic level of education afforded to blind people in order to increase opportunities of leading independent in life styles. That foundation encourages beneficiaries in education specific to their needs including vocational training, as well as a focus on how to cope as a blind parent and job placements. The MCFB accepts children aged five and above and enrolls a similar method to the government mainstreaming schools. At that school, students can learn from grade 1 to 5 and then they can continue their secondary education in formal school. That school charges Kyats 15,000 a year for day students and Kyats 40,000-50,000 for boarding students, which covers accommodation, meals and tuition fees. However, there are over 700 blind and visually impaired students receive a formal or vocational education. The schools should be equipped with teaching materials in Braille, and teachers who know how to teach the blind by using Braille, said Mr. Thein Lwin, the general secretary of MCFB. Also the principal of the Kyeemyintdaing School for the Blind said that the school accepts children from age six to 16, who are taught to the fourth standard. After they finished the primary education, they are sent to a formal school to continue their secondary education. The school and provides has both day students and boarders with free of charges for all fees of food and accommodation. The school can accept 200 students for one academic year. Mary Chapman School for the Deaf accepts children from the ages of five to 18. At that school, children can learn regular curriculum that is taught in formal schools together with speech reading, finger spelling and sign language. Moreover, children at that school over 10-year of aged are taught reading, writing and arithmetic and vocational training such as tailoring, knitting, book binding, bag-making, cooking and massage. The school fee is Kyats 6,000 per month including meals for students. The School for Disabled Children in Mayangone Township in Yangon is operated by the DSW. That school accepts both physically and mentally disabled children between the ages of six to 18 and teaches the standard curriculum up to the fourth standard. It has developed a special curriculum for children with a learning disability that take into account the extent of their disability and their capacity to learn. The current admission fee is Kyats 10,000 for one academic year. Problems of accessibility to education faced by PWDs The government runs the IE as the national level education development plan, however, there is a lack of educational assistive materials such as Braille books, Braille writing frames and syllabuses, qualitative/standard papers for writing in Braille, assistive devices for mathematical teaching or learning, and sign language interpreters. For these reasons and because of the lack of skilled teachers, the IE systems benefits have not been realized. Learning through the restricted environment has also been one the most critical issues of educational opportunities for PWDs that needs to be addressed in order to create equality and equitable education in Myanmar. The current education system does not suit for PWDs in rural area, specifically in promoting the education standard of CWDs. In fact, there are several factors that influence over the education opportunity for CWDs. In addition, the researcher tries to explore what are those factors, challenges, and obstacles in pursuing education in the community. The following data are contributed by the PWDs and community representatives during the field research. Towards the attainment of MDGs, many challenges still remain with regard to special focus which is required on hard-to-reach areas. A need of advocacy with more focus on duty bearer is a strategy to make sure of the long term commitment. The policy needs to be rewritten with a better understanding of authorities, duty bearers and duty holders. Moreover, the accessible services for PWDs in Myanmar is very little, only those who live in cities could access to those services and even then they need to get to such places where by need a lot of barriers to overcome to get there and money factor is another big barrier. In 2008, there are only 100 Physiotherapists appointed in hospitals under ministry of health. According to the First Myanmar National Disability Survey 2010 showed that there were only 50% of PWDs in Myanmar never attended school, out of which 66.5% enrolled in primary schools, 22.2% in secondary schools. Some kind of problems concerned with CWDs. A large percentage of those who do attend mainstream schools soon drop-out because of unfriendly attitudes and environments in educational settings. They often encounter negative treatment from their peers who are not sensitized to disability issues. Most teachers and school principals are not familiar with the idea of including. In Myanmar, one of the Southeast Asia countries, most of the people are still discriminate and exclude the CWDs traditionally. They believe money can make CWDs to be happy. Its not right. In special schools, there have IE projects for all CWDs. It can only the way to make in those childrens lives to be valuable. While the enrollment rate increase almost 100% every year at school opening seasons, there is alarming about 40-50% dropping out before they completed in their primary education so one could imagine for students with disabilities. There is little help for schooling opportunities for students with disabilities with the current situation because of the low awareness about the disability issue, wrong traditional believes and practice, less accessible resources (Brielle, sign language, teaching aids, Buildings, etc.), Low prioritization and no special law and regulation to protect them. Among the four types of disabilities, accessibility for physical disability, blind and deaf disability may be about 3. For people with intellectual disability is 0.05. The vast majority of CWDs never attended school and that a large percentage of the ones who do attend mainstream schools soon drop out due to inaccessible school infrastructure, lack of learning scopes, improper learning process and unfriendly school environment. But amongst the children that are not in any form of educational setups, a large majority shows a keen interest to acquire education. CWDs may have many of the problems that affect children at risk. The difficulties and problems are not because of their impairments but because of several barriers around their environments. During this field research, the researcher notified that there is an absence of reliable and consistent data on the educational status of children according to their disabilities. This makes it difficult for educators, policy-makers and programmers to understand the nature of the problem, and identify possible solutions. Moreover, the current teaching methods are not addressing to the individual needs of students with disabilities by lacking training and experience of teachers in teaching and handling them. Currently, the education o

Free Essay on Nathaniel Hawthornes The Scarlet Letter - The Message :: Scarlet Letter essays

The Message of The Scarlet Letter Nathaniel Hawthorne, a critically acclaimed American writer of the 19th century, was born in Salem, Massachusetts in 1804. The novelist's book, The Scarlet Letter, is supposedly his best work, and universally considered a literary classic. Concerned with sin and consequences of dealing with it, Hawthorne's work relates to his own personal sense of shame about his ancestor's persecuting roles in the 17th century Salem Witch Trials. By indirectly dealing with his sense of guilt through fictional circumstances, he shows his viewpoint as being highly critical of the Puritans while teaching a strong moral lesson in the process. Graduating in the middle of his class from Bowdain College in 1825, he went on to write a variety of long stories, short stories, and articles. Generally his writings contained powerful symbolic and psychological aspects of "the effects of pride, guilt, sin, and secrecy" (Encarta, 1997). Although many moral lessons are dealt with in the book, the most significant thesis Hawthorne proved was salvation can only be earned by being open about and true to what you are. Using excellent characterization, description and expression he develops his thesis by showing the consequences of hiding sin, like Arthur Dimmesdale, and of publicly acknowleding it, like Hester Prynne. Through Hester's daily struggle with her public punishment to wear a scarlet letter A on her clothing to remind her and everyone in the Puritan community of her adultery, she learns how to cope with and triumph over her sin against humanity. On the other hand, Reverand Arthur Dimmesdale, Hester's equally guilty partner in the crime, refuses within himself to publicly confess his sin until the end of the novel, whereas shortly after he dies. Thus, Hawthorne summarizes the delayed importance of being truthful about oneself in his quote, "Be true! Be true! Show freely to the world, if not your worst, yet some trait whereby the worst may be inferred, (236)!" The authors overall presentation is very clear because to the emphasis of his main point of truth setting people free. It drags the reader into the action and enables them to live with the characters, at the same time as teaching a valuable lesson in dealing with life's obstacles. The style of his writing is very symbolic, descriptive, and detailed. He creates very vivid images of the story through elaborate adjectives.

Experiencing Cyberspace :: web internet

Experiencing Cyberspace 1.   Ã‚  Ã‚  Ã‚  Ã‚  If a survey were being done on how people experience cyberspace, one would immediately notice that no two answers would be the same. Experiencing cyberspace is something that is different for every individual. I myself experience cyberspace psychologically, I experience it in my mind. There have been many attempts at trying to define the abstruse term, but up to date, no one has pinned the tail on the donkey. There cannot be one solid definition for a word that possesses so many meanings. I personally associate the word cyberspace with the idea of being able to travel to distant places without ever leaving my chair. Obviously, I know that there is no possible way of visiting different places or countries via my home computer, but in my mind, when I see the location that I am connected to, it feel as though a part of me is there. The best part is that I can switch from scenario to scenario without having to travel any ground. I do not feel a sense of distance or location, except when it takes a prolonged amount of time to connect to a host. When I travel from place to place (site to site), I do not cover any known physical distances, but instead I cover visual distance. Just as many people do, I refer to the places that I visit as virtual worlds. I like calling them this because I never actually get to see the reality of the "world". I only get to see it electronically and digitally. The feeling that I experience while in cyberspace is knowing that I possess the power to visit any where I want. When I click one of the buttons on the mouse, or what I refer to as a transporter, I feel as though all the power in the world rests at the end of my fingertips. I am in my own sort of fantasy land. Once I land in a desired location, or website, I have the opportunity to click on pictures and words that take me to new worlds. These pictures and words have the power to make my virtual tour even more pleasing by introducing me to new and exciting things. People have referred to experiences in cyberspace, experiences such as mine, as a basic extension of the mind. I definitely agree with this statement. I believe that it takes imagination and creativity to experience all of the things that cyberspace has to offer. With all the colors, strange text and mind-boggling graphics, cyberspace is something that everyone must experience on their own.

Types of Organizational Structures

Question 2 Would it be wrong of Rushton as a Group Managing Director of the organization to ask Walter about his health? Defend your answer by applying to moral principles. In the Kant’s Ethics, the Rushton is not wrong to ask Walter about his health, because Kant’s Ethics is saying a person doing their duty, means that person is right no relationship with the what result. Example Rushton as a Group Managing Director of the organization, this is his duty to ask for Walter about his health.Another, Rushton also is not wrong to ask Walter about his health, because in Utilitarianism Ethics is a theory in  normative ethics  holding that the proper course of action is the one that maximizes utility, specifically defined as maximizing happiness and reducing suffering. Simple said that it is the greatest happiness of the greatest number that is the measure of right and wrong.In this case Rushton is asking for Walter about his health, this will make the Walter unhappy, but in the most of Walter’s colleagues will happy , because they can be relieved in their working place. In conclusion, Rushton it not wrong to ask Walter about his health. Question 4 In what way, should the company address the problem of public fear and prejudice when employee with AIDS has direct contact with customers? In that way, the company should provide more relevant about AIDS information to customers.People simply touching someone with AIDS or being in contact with them do not transfer the disease. If there was contact between open or exposed flesh then that's a different story. AIDS will transfer the disease just has only a few ways, example during sexual contact, as a result of injection drug use and as a result of an occupational exposure. So the company can talk about AIDS transfer disease information to customers. This way can make customers know about AIDS knowledge and also can save customer’s worry.Another way, the company can transfer AIDS patients to ot her less direct contact with customers’ departments. An example of this case, the company can transferred Walter from senior operation manager into other departments such as financial departments, production department or quality control department does a manager. These departments are not directly in contact with customers. In these ways, the company can continue to employ talents and also can prevent customer’s fear and prejudice.

Employee Recognition and Reward Program Essay

Abstract I believe that a robust employee recognition program can/will increase employee satisfaction and increase the organization’s customer service rating. In the past, employees were recognized according to their section leadership. Some were recognized and others were not. Since the implementation of the group wide recognition program, I believe the employees are happier. I will verify this through an electronically administered survey, observing the customer service trends, and comparing the rate of recognition now versus recognition prior to program implementation. Reviews of the training expectations (make the experience, do it with style, and go above and beyond) will be conducted to ensure their compliance. The 375th Medical Group (MDG) â€Å"Your Medical Home for Healthcare† initiated a new employee recognition program in 2011. They implemented the program while achieving; in 2011 the 375 MDG received NCQA Recognition as Patient Centered Medical Home. In 2010 & 2011 it was named AMC Best Patient Safety Program of the Year. In 2010 it was named as AMC Best Clinic of the Year, awarded 3 year Accreditation by AAAHC, and rated excellent by Health Services Inspection. So, in order to determine if the program was successful we must first look at the background of the MDG. (Saunders, 2012) The medical group is proud to provide many services and consists of different programs as well. â€Å"The 375 MDG supports the 375th Air Mobility Wing and 31 tenant units in the global reach mission by providing, expanding, and deploying medical capability for contingency tasking. The 375 MDG trains healthcare professionals annually through four specialty training programs and sustains the readiness skills of more than 476 active duty and Air Reserve Component personnel. Additionally, the 375 MDG provides health services for more than 26,000 beneficiaries. The 375 MDG is accredited by the Accreditation Association for Ambulatory Health Care,  American Dental Association, and College of American Pathologists and has affiliations with the American Hospital Association, and American Medical Association.† (375th Medical Group, 2012) This organization was formally a hospital with emergency and inpatient services. Today the 375 MDG is a clinic with outpatient services only. With commanders coming and going every two years, all the quantum changes were taking their toll on the staff that remained behind. This was primarily your civilian staff in the world of the military. (Saunders, 2012) Method The commander1 had arrived right after an exhausting inspection, which granted the MDG a 3 year accreditation (no inspections for 3 more years). Everyone could breathe easier knowing that the inspection was done. But, wait the commander1 saw things that could be improved. She formed groups and committees. Changed/rearranged meeting names, dates and times. The new commander1 left no stone over looked except staff happiness when it came to changing the organization. The commander1 should have used Lewin’s 3 step change model. The change process would have made the change go smoother. Lewin’s Planned Change Model 3 step process is as follows: step 1) Unfreezing, prepare for the change. This is the most critical and hardest step. Step 2) Movement, implement the change. This is the easiest step. Step 3) Refreezing, reinforce the change. This step is the second most important and difficult step. This may have kept the staff from being so upset with the many changes from above without any real information about the organizations direction from the commander1 herself. A leadership survey was conducted; it identified commander1 visibility and lack of organization direction as key areas of focus. In October 2011, commander1 made some changes so that she was more visible and delivered information to the staff herself. Even though commander1 made these changes, complaints came in about staff attitude and rudeness. The patient satisfaction surveys were showing signs of unhappy followers. That is when commander1 did something about the staff’s happiness. She formed a customer service group to help with all the complaints about rude service. The patients were happy with the care they received, they were not happy with the way in which it  was being delivered. Discussion The first meeting of the group went very well. Commander1 had given clear goals; develop/implement a customer service program by 1 Jan 2012. There are five members of the group which is the average size. Groups normally go through four stages; forming – people are coming together on the team, storming – struggle for leadership role, norming – clear emergence of leader, and performing – members were focused on the task. Our group seemed as though it did these four roles in a matter of minutes. This could be because there were no less than three executive staff members in the group. The ranking member lead and we moved to performing due to the tight time schedule. The group first decided on a name for themselves. They tossed around several ideas until â€Å"375 MDG Star Council† became the official name. Then, they decided on how to replace members of the group as each member left. Commander1 had sent several members of the organization to a formal cu stomer service course, so we decide these staff members would be the replacement pool when needed. Now, we needed to figure out what the staff finds rewarding. We conducted a survey of the entire 375 MDG staff. We collected survey forms from everywhere. When we tallied the forms, it was discovered that we had received less than a third of the forms back. Plan B had been hatched; catch all of the 375 MDG staff members while they are in attendance at commander’s call. A captured audience! Without even counting the surveys, it was obvious that we had a much better collection rate. In the survey we asked only one question; what type of recognition would you like to receive and how would you like to receive it? The staff of the 375 MDG results were as follows from the highest votes to the least: a day off presented by the Group Commander, a certificate of Appreciation from the Group Commander, a written note of appreciation from their respective Squadron Commander, recognition in the weekly Commander’s blog and to be recognized by the Executive Team in front of peers. The se were the top five results of the survey the 375 MDG Star Council had to work with. The 375 MDG Star Council had to develop a set of standards which could be used as guidelines for the recognition process. They challenged themselves with the following: â€Å"To recognize those individuals who demonstrate the values and  objectives of the 375 MDG STAR program. To identify methodologies to foster a climate and atmosphere where customer focus and service permeates the organization with the ultimate goal of quality healthcare, service excellence and customer satisfaction. To understand the range of options and actions necessary to affect a cultural change in our approach to customer service.† (MDGI36-2803) â€Å"The Quality Services Office will oversee the 375 MDG STAR Customer Service awards program. Each member assigned to the 375 MDG may nominate anyone displaying outstanding customer service by completing the nomination form found on the MDG’s Enterprise Information Management (EIM) homepage. 375 MDG military and civilian employees will be recognize d under the 375 MDG STAR program. For 375 MDG contract employees, the 375 MDG STAR council will forward their nomination to the 375 MDG Contracting Services Office for entry into the Contract Tracking and Reporting (CTAR) system.† (MDGI36-2803) A set of guidelines, training, and marketing of the program needed to be developed. The 375 MDG Star Council started with the MDG acronym. The â€Å"M† stands for â€Å"Make the experience.† A positive customer hand-off would give the person you are sending the customer to information about what is needed and what has been done. It would also send a message to the customer that they are valued because they would not need to explain their situation to another person. The â€Å"D† stands for â€Å"Do it with Style.† Greet all customers with a smile as you come in contact with them. Remember the â€Å"10 foot rule†; if you come within 10 feet of a customer greet them. Take pride in yourself and your job. If you look professional and act pr ofessional then you are a professional. The â€Å"G† stands for â€Å"Go above and beyond.† When giving directions to a customer escort when possible. Stay aware and attentive to the customer’s situations such as letting them know if their provider is running late. The council then had to turn their attention to training. How do we train the entire staff of the 375 MDG? We decided to start as Kurt Lewin’s would, with his 3-step change process. (Kurt, 2012) This first stage of change involves preparing the organization to accept that change which involves breaking down the existing status quo before you can build up a new way of operating. The key to this is developing a compelling message showing why the existing way of doing things cannot continue. This is easiest to frame when you can point to declining customer satisfaction surveys: These show that things  have to change in a way that everyone can understand. To prepare the organization successfully, you need to start at its core. You need to challenge the beliefs, values, attitudes, and behaviors that currently define it. Using the analogy of a building, you must examine and be prepared to change the existing foundations as they might not support additional levels; unless this is done, the whole building may risk collapse. The transition from unfreeze to change does not happen overnight: People take time to embrace the new direction and participate proactively in the change. In order to accept the change and contribute to making the change successful, people need to understand how the changes will benefit them. Not everyone will fall in line just because the change is necessary and will benefit the company. This is a common assumption and pitfall that should be avoided. Time and communication are the keys to a successful change campaign. People need time to understand the changes and they also need to feel highly connected to the organization throughout the transition period. When you are managing change, this can require a great deal of time and effort and hands-on management is usually the best approach. When the changes are taking shape and people have embraced the new ways of working, the organization is ready to refreeze. The outward signs of the refreeze are a stable organization chart, consisten t job descriptions, and so on. The refreeze stage also needs to help people and the organization internalize or institutionalize the changes. This means making sure that the changes are used all the time; and that they are incorporated into everyday business. With a new sense of stability, employees feel confident and comfortable with the new ways of working. The rationale for creating a new sense of stability in our every changing world is often questioned. Even though change is a constant in many organizations, this refreezing stage is still important. Without it, employees get caught in a transition trap where they aren’t sure how things should be done, so nothing ever gets done to full capacity. In the absence of a new frozen state, it is very difficult to tackle the next change initiative effectively. How do you go about convincing people that something needs changing if you haven’t allowed the most recent changes to sink in? Change will be perceived as change for change’s sake, and the m otivation required to implement new changes simply won’t be there. As part of the Refreezing process, make sure that you  celebrate the success of the change this helps people to find closure, thank them for enduring a painful time, and help them believe that future change will be successful. With the unfreeze step of Kurt Lewin’s change process being the most difficult and stressful. The 375 MDG Star Council lead the way by cutting down the â€Å"way things are done† which put everyone off balance. This evoked strong reactions in the staff, and that’s exactly what needed to done. By forcing the organization to re-examine its core, the 375 MDG Star Council effectively created a crisis, which in turn can build a strong motivation to seek out a new equilibrium. Without this motivation, you won’t get the buy-in and the participation necessary to effect any meaningful change. What better way to get buy-in, than to start with the top down process. The 375 MDG Star Council trained the Executive Team, who would then in-turn preached the new concept to their respective squadrons. Each squadron commander would then gather their managers to be trained within the next two-weeks. The squadron commander would lead off the training program with their support and motivation on how important the program is to the organization. The 375 MDG Star Council then co nducted the training for the management staff. This took place within all five squadrons and their management teams. No more than a week later each manager had to go back and deliver the training to their sections and report back to the Executive Team when the training was completed and what percentage of staff was captured. To sustain the training it will be conducted during newcomers orientation and as requested by leadership or if trends dictate the need. While the training was being conducted on all levels the 375 MDG Star Council initiated the marketing campaign which transformed into the development of the wall of fame, an â€Å"I got caught† campaign which asks the question, â€Å"How do you serve our nation’s heroes and their families?† (MDGI36-2803) The 375 MDG Star Council purchased and distributed chrome plated name plates at each clinical patient check-in desk. The 375 MDG Star Council needed to develop a way to show at a glance that 375 MDG staff member was recognized for displaying outstanding customer service. A plastic blue card with the MDG logo and explanation on one side and the phrase â€Å"The 375th Medical Group is proud to serve our Nation’s Heroes and their families.† (MDGI36-2803) On the bottom of the card is â€Å"MDG STARS† each time a staff member is recognized one of the letters is  punched in the shape of a Star. This will cause our customers to ask about the card and a way for 375 MDG staff to recognize one another. What is considered worthy of a nomination? â€Å"An act that goes above and beyond the normal expectations of daily customer service actions. These actions may be towards either our internal or external customers.† (MDGI36-2803) â€Å"The individual making the nomination may send, through electronic means or in writing, the justification as to why they believe the individual warrants this award to any member of the 375 MDG Star Council. Electronic nominations are accomplished by selecting the â€Å"STAR Catcher† banner found on the MDG STAR EIM homepage. Customer service comments provided on the 375 Medical Group Customer Satisfaction Survey forms and Service Delivery Assessment (SDA) will be transferred into the MDG STAR Catcher database.† (MDGI36-2803) â€Å"All customer service submissions will be compiled monthly and validated by the 375 MDG Star Council. The 375 MDG Star Council will punch individuals’ Star badges based on valid submissions. Additionally, the council will maintain a system to track all Star punches for MDG personnel. Individuals who receive their initial punch will earn a blue Star badge holder; individuals who receive their third punch will be recognized in the weekly MDG Commander’s blog. Individuals who receive their fifth punch will receive a written note of appreciation for their respective squadron commander. Individuals who receive their seventh punch will receive a certificate from the group commander. Individuals who receive their tenth punch will earn a one day pass for military personnel and one-day time-off incentive award for civilian employees. Individuals who receive more than ten punches will Start back at third punch for recognition. For example, individuals who receive their thirteenth punch will be recognized in the weekly MDG Commander’s blog.† (MDGI36-2803) â€Å"Monthly, the 375 MDG Star Council will determine the top three customer service submissions. These top three personnel will be showcased on the Wall of Fame board and on the 375 MDG Star EIM site . In addition, they will be nominated for the Wing’s Quarterly Customer Service recognition program. Quarterly, the 375 MDG Star Council will submit three individuals for the wing’s quarterly customer service recognition program. These individuals will be selected from the three months prior nominees. Monthly, the 375 MDG Star Council will randomly identify three 375 MDG employees for the â€Å"I got caught†¦ Serving our  Nation’s Heroes and Their Families† program. Their picture and comments will be posted on the Wall of Fame and at their duty locations.† (MDGI36-2803) Results The customer satisfaction rate is extremely important for the success of any organization. The 375 MDG Star Council will use SDA, customer surveys, patient advocate contacts and secret shopper to validate the employee recognition and reward program. The organizations standard satisfaction rate is 90%. The 375 MDG commander1 wants there to be at a minimum a 90% satisfaction rate at all times; on any given day, at any given time. The top trends/issues for patients contacting the Patient Advocate are; PCM change, Information, Assistance, Communication, Kudos/Access. From this information it would appear that the program is working well. In March 2011 there were a total of 3 positive contacts, 22 negative contacts, and 9 neutral contacts for a total of 34 individuals contacting the patient advocate for assistance of some kind. These numbers have decreased from the same timeframe as last year. (Patient Advocate, 2012) Not only are the patient advocate contacts tracked, there are feedback forms around the clinic that patients can fill out, in the month of March 2012 there were a total of 136 forms filled out with 14 individuals requesting feedback. 122 forms were positive, 12 were negative, and 2 were neutral. A snapshot of the negative feedbacks were wait time at the pharmacy was too long, waiting too long for an appointment, being told the wrong appointment time and being told to reschedule. Snapshots of the positive feedbacks were prompt and professional, great and very responsive to patients needs. (Patient Advocate, 2012) Not only is the patient advocate available along with paper surveys around the clinic, there is also a contracted company that calls patients and ask ten questions about the visit you had this week. The contracted company has no information in regards to the visit or the patient’s personal information, to ensure Health Insurance Portability and Accountability Act of 1996 (HIPAA) is complied with, but they ask 10 questions on a 1 – 5 scale to get feedback about the facility and its services. Some of those questions are: How many days did you wait for an  appointment; were you satisfied with the care received, management of healthcare needs, and the provider you saw. (Patient Advocate, 2012) Customer satisfaction is very important to this organization and they ensure there are many ways available for customers to voice their concerns; whether good or bad. Communicating with your customers is vital to the success of the organization and providing quality care. This is an important aspect to maintain with all of the cutbacks when it comes to the healthcare industry. Quality care is essential to patient satisfaction and to the delivery of healthcare. There has been a major focus on the delivery of healthcare and the satisfaction of patients in the healthcare industry as a whole. The 375 MDG Star Council is still in the process of implementing the secret shopper program to assist with validation. They have made progress and will have the program in progress before the end of November 2012. The data from this program is unavailable at the time of publishing. If the data were available I would speculate that it would show a positive trend with a dip here or there. Overall, the SDA data, patient advocate data, and customer satisfaction surveys all show a positive trend toward program success. The 375 MDG now has a new commander who is very visible, and not just focused on how well the numbers say the organization is doing. The new commander wants to see what bad is being said and if it has a trend. He does like that the organization is maintaining well over the 90% standard, but what is the one or two percent who is not satisfied saying? How can you be sure about the staff and their approval or acceptance of the program? The 375 MDG employees will be surveyed by the year’s end to validate the program. The survey will be based on the Likert Scale. Likert developed the principle of measuring attitudes by asking people to respond to a series of statements about a topic, in terms of the extent to which they agree with them, and so tapping into the cognitive and affective components of attitudes. (McLeod, 2008) It will contain no more than five questions. The questions will be phrased to ascertain if the employee is aware of the program, knows how the program works, and how frequently do they utilize the  program. The information collected will then be analyzed to determine the effectiveness of the program. Once the determination is made is either for or against the program, appropriate adjustment will be made. The adjustments can range from staff education and training to changing the incentive awards presented to each Star recipient. The Employee Recognition and Reward Program started on 1 Jan 2012 as was charged by the former 375 MDG Commander1. The MDG instruction for the program is posted on the EIM site for all to view at their leisure. The star tracking system has successfully tracked over 1000 star submissions since the January 2012 kick-off. With Commander2 the customer satisfaction rates at 90% or higher the 375 MDG is meeting or exceeding its goal of the program. 2013 began as it did 3 years ago. In 2012 & 2013 we were named AMC’s Best Patient Safety Program of the Year. In 2013 we were awarded 3 year Accreditation by AAAHC, and currently pending the excellent rating by Health Services Inspection in September 2013. (Saunders, 2012) So, I believe the program to be a success, because with all the leadership changes that has taken place in the organization over the last few years. The organization would not rate as high as it does in customer satisfaction if the program was not working. In January 2013 Commander2 met with the 375 MDG Star Council to discuss the Employee Recognition Program and its current status. Commander2 gave his wish which was to have the Mystery Patient Program operational by 1 May 2013. The Star Council invited the Patient Safety Representative to assist with the development of the questionnaire. The staff was informed that the Mystery Patient Program was being developed and would be operational by 1 May 2013. The organization began its Mystery Patient Program on 1 May 2013 as commander2 wished. With only one month of data collected and reported. It is this author’s belief that the 375 MDG will see similar results over the next few months to prove the program’s success. Continued education and training of the program will help to increase the patient satisfaction rating over time.