Persuasive Essay On Hunting - 939 Words

Hunting Hunting has been around since earth began. Early humans and animals hunted for a way of survival. Hunting is one of the unique ways to get exercise as well. Depending on the state you live in you may have to get a state license(s) in forward to hunt. Hunting is one of the few ways to keep animals away from unwanted areas, also it’s one of the ways to keep their population down. Many people like hunting since it’s fun to do and you learn how to survive in the wild. One of the pros of hunting is when you get your hunt licenses and you buy hunting equipment it helps purchase land for animals. If an animal is injured or starving you help them by killing them so they don’t have to suffer. The meat of the animal is usually eaten by†¦show more content†¦After completing and passing the course they must go and buy a hunting license. Federal laws prohibit the killing of migrating game. Just like pros, there are cons to hunting as well. Common animals can suffer from hunting. Mother bears are often shot while taking care of their cubs. When the mother dies the cub has little to no chance of surviving since it will be much harder to get food, and it will be easier for them to get killed by a predator. Several states allow hunters to hunt bears when they just got out of hibernation. This is unfair since the bears just woke up and are gonna get kill. There have been plenty of people who hunted wolves and bears and just left them on the ground to be eaten by birds. Sometimes the hunter will just take their pelts and leave the rest. The hunter is wasting meat they could have sold or have eaten themselves. Over Hunting can cause a species to go extinct or become endangered. Hunting can be dangerous, but if you involve alcohol then hunting can be way more dangerous. Lots of people have turned hunting into a sport which isn’t right. Like Trophy hunting it is wrong, especially if you hunt for rare and/or exotic animals. People should n’t hunt just for fun, hunting should be done to get food to eat. Not every animal you shoot once will die with that one bullet, this causes a lot of pain to the animal. Sometimes they will run away and hide. Also, some predators will attack back, like bears. Hunters prefer to hunt for the strongestShow MoreRelatedPersuasive Essay On Hunting1573 Words   |  7 Pagesmay say hunting is cruel and barbaric, have they ever thought about the upsides to be gained from hunting? While this is a topic that can be argued viciously back and forth, I believe hunters win the argument. Deer hunting keeps the population down, protects farmers’ crops, boosts economic sales, betters a person’s mental health, and teaches lifelong lessons on respect. These are just a few of the amazing benefits that can be gained from hunting. To further my knowledge on deer hunting and its usesRead MorePersuasive Essay On Hunting795 Words   |  4 PagesHunting is what humans do daily in order to survive and it also keeps nature sustainable. But overhunting can hurt this balance and cause a chain of negative reactions that affect the entire planet. This has been an ongoing debate on whether hunting is sustainable or hurtful towards the environment. One can compare Aldo Leopold’s â€Å"Thinking Like a Mountain† and Rick Bass’ â€Å"Why I Hunt† to determine if hunting today is a safe practice. Aldo Leopold describes hunting as something dark and terrible. HeRead MorePersuasive Essay About Hunting1923 Words   |  8 Pagesâ€Å"Hunting as a family is by no means a new tradition. In fact, it used to be one of several traditional American family values(Staff).† Meals from Nature Anybody feel like voluntarily waking up at the crack of dawn just to sit in the middle of the woods in a blind and probably see nothing for hours on end? Wait, what if I add that it’ll be in the middle of winter so the temperature will not only be freezing, but you’ll also have a frost bite approved wind slapping at your face? No takers? I figuredRead MorePersuasive Essay About Hunting1905 Words   |  8 Pagesfigured that would be the response. You’d be surprised though, because when I was around five or six years old freezing temperatures and being stranded in the woods sounded like paradise, especially with my best friend, my Dad, was right there with me. Hunting is a normal, almost expected hobby of individuals from the South. Fathers will bring their sons, daughters, and wives along to a large plot of land and appreciate the beauty of the trees and the woodland creatures they’ve immersed themselves in. EquippedRead MorePersuasive Essay On Animal Bear Hunting1224 Words   |  5 PagesNotwithstanding, not only pets in animal shelters die every year, but also animals hunted in their natural habitats. The bear population seems threatened by a hunting season once again. It is not the first time that these species are endangered due to hunting. After a long time of recovering, the government is debating whether to legalize bear hunting or not. Moreover, the turtle population in Miami also seems threatened. Reckless drivers in rural areas have been killing turtles in their natural habitatsRead More Organization is Crucial When Making a Sound Argument Essay example1114 Words   |  5 PagesOrganization is Crucial When Making a Sou nd Argument The development of animal rights organizations in the past century has made hunting a heated topic for debate. Modernization has left the primitive form of hunting and gathering behind as an obsolete form of human survival. With this occurrence one would think that hunting would lose its popularity, but this statement couldn’t be farther from the truth. It has developed more as a sport and participation is still widespread throughoutRead MoreThe Lottery Essay870 Words   |  4 PagesBelieving in a passion can be persuasive to others. If one has a passion for something, there is an uncontrollable emotion about it. Everyone in the world is different, if it was not that way, the world would not go around. Someone may have a passion for something that another person can not stand. In â€Å"The Lottery,† there was a negative passion for people getting stoned. The emotions of others that did not get stoned were horrific for the one getting stoned to death. The fathe r in â€Å"Without TitleRead MoreWilliam Golding s Lord Of The Flies937 Words   |  4 Pagesto behave at home. Even after most of the boys, with jack in the lead, decided hunting and having fun was more important than anything, Ralph realized how important it was too sick by the rules he as chief had made. After Jack took a big group hunting and they let the fire go out Ralph tells them â€Å"I was chief, and you were going to do what I said. You talk.† â€Å"But you can’t even build huts then you go off hunting and let the fire out-â€Å", â€Å"There was a ship that passed.† (71) This shows Ralphs moralRead MorePersuasive Essay : Gun Control798 Words   |  4 PagesPersuasive Essay Did you know that in the United States almost 100,000 people are shot or killed with a gun in one year? 10,527 people die a year in handgun related incidents in the United States. This number, by far, outweighs the number of gun related deaths in countries such as Sweden, Great Britain, and Japan, which number 13, 22, and 87, respectively. What is the reason for such drastic differences in numbers? Sweden, Great Britain, and Japan are all countries that have stricter gun controlRead More‘the Absence of a Written Constitution ... Enables Constitutional Change to Be Brought About Within the United Kingdom with the Minimum of Constitutional Formality.’885 Words   |  4 PagesWorkshop 1: Preparatory Activities Activity 1 (essay plan re-done) ‘The absence of a written constitution ... enables constitutional change to be brought about within the United Kingdom with the minimum of constitutional formality.’ Consider the sources of the UK constitution and the methods by which it may be changed. Do you agree with Barnett’s views? The UK’s unwritten constitution, formed of Acts of Parliament [AoP], Royal Prerogative [RP], Constitutional Convention [CC] and Case

What goes up, must come down Try me. free essay sample

When I was 8 years old, I thought I was the stealthiest child who ever lived- climbing up the winding, extended braches of the plum tree in my backyard, doing flips and seeing the world go upside down and back again on the bars on the playground, and flying over the smooth ground on my bicycle were all things I could do with perpetual grace and balance. I constantly felt as if I were soaring whenever I wasn’t touching the floor, it was something I always felt very sure of. Though I was fairly clumsy when I was actually on the ground, tripping and making a quick recovery became an artful skill that did not bother me at all. It was on a perfect sunny day that I was riding my bike and decided to challenge my father to a race around our cul-de-sac and back to our house at the end of the street. We will write a custom essay sample on What goes up, must come down? Try me. or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As the race began I felt on top of the world on my mountain bike, the world rushing past me as a blur too fast for me to notice the details anywhere except for the end of the road where my eyes were focused and I would soon be turning. However, there at the end was something I would have never expected, a BMW Beamer- perfect and pristine- directly in my path. At that point I had the option to continue straight into that beautiful automobile or veer right and crash into a brick wall. I opted for the wall. As soon as my front tire crashed into the wall my body was propelled forward and my head slammed directly into the brick right before the rest of my body crumpled to the ground. With scraped elbows and knees bleeding, I slowly stood on my feet and rose from the ground, rubbing my throbbing head. Every part of me ached, but I didn’t want to stay on the ground; it was not an option; I needed to get up. Head pulsing, I denied my dad’s pleading offers to carry me and walke d home. The moment I crashed my bicycle my confidence struck a low blow, yet I faced what seemed painful in order to get what I needed. I could have let my dad carry me and taken the easy way out, but I wanted to persevere through the struggle and reach the end because of my own efforts, not someone else completely carrying me. Just as it was my own two feet that carried me back to my house that day, it is my hard work that has carried me through school and will continue to propel me through college. Even after I hit the brick walls in life, I have made a personal promise to myself to get off the ground where it would be easier- and less painful- to lie, and instead, I will continue my journey with the same assurance that eventually I will reach the end goal.

Issue on Public Administration; Social Equity

Introduction Social equity is one of the critical issues in the contemporary public administration practices. The level of development in every country is determined by the level of equity in all aspects in the society. The higher the economic gap among the people the lower is the country in terms of development.Advertising We will write a custom report sample on Issue on Public Administration; Social Equity specifically for you for only $16.05 $11/page Learn More On the other hand, the smaller the gap among the people the higher is the level of development. Therefore, the issue of equity has a significant implication in public administration. In order to realize equity, the public administrators play a significant role in ensuring that all this has been realized. This is more so in the current situation where the gap between the poor and the rich is increasing with time. Most of the resources are ending up on the hands of few rich while the majority rem ains extremely poor. In the contemporary world, the public administrators have a significant contribution in promoting a fairer, equitable, and more just system. This is despite of the many issues they have to settle. However, the issue of social equity still remains a problem. According to Pickett (2011), people are becoming less equal in terms of economic, social, and political aspects of life. There are large differences in the society. There is therefore need to have a clear analysis in order to understand and be able to come up with appropriate recommendations. Application of the Social Equity In the present-day world, social equity is viewed as one of the primary purposes of the public administration. This entails the efficiency in organisation as well as the management of public services. It involves equitable distribution in management of public services. In order to promote equity in the country, it is always necessary to practice fairness in its management and while delive ring its services (Inter-American Development Bank 2000). It is always important to observe closely any potential inequities of the social equity (Inter-American Development Bank, 2000). In order to be able to make correct inferences, it is always necessary to look beyond the differences in individual inclination. Equity is characterized by the condition where the administrators are not indifferent to the stated conditions. In order to be able to realize equity in every economy, economic and social inequalities need to be rearranged in such a way that they provide the greatest advantage to the least advantaged in the society (Svara and Johnson, 2011). In order to achieve this, it is always advisable to prepare policy proposals in an effort to suppress both social and economic difficulties in the society. The social administrators are also expected to deal with the issue of discrimination in an effort to further reduce these gaps. Kinds of InequalitiesAdvertising Looking for rep ort on public administration? Let's see if we can help you! Get your first paper with 15% OFF Learn More One of the main types of inequalities is simple equity. The individual equality is composed of one class of equals, where one relationship of equality exists among them (Inter-American Development Bank, 2000). There are several cases where this kind of equality can be realized. A good example of this can be the principle of one man one vote. This is where every person has equal rights and none is above the other. Contributions from each person are considered. This mechanism maintains the equality among the people. The other form of equity is segmented equality. This kind of equality can clearly be seen especially where there is high level of labor division. For instance, the farmers are taxed in a different way from the business people. Similarly, wage earners are taxed differently in a certain way depending on the income levels. In order to promote equity among the peop le, all persons from the same category must be taxed equally. This promotes equity among the people. However, this is based on the assumption that all the people are in the same category. For instance, all the farmers are assumed to be equal. On the other hand, segmented equality suffers from the fact that there is inequality that exists between different segments. It is however necessary to come up with measures to reduce these differences. For instance, the higher income segment can be taxed higher than the lower income segment. Again, this will help in minimizing the difference between various groups. This segmentation is of great importance to the policy makers because most of the public services are provided through these segments. The other type of equality is the block equality. This is the type of equality that calls for parity between different groups (Inter-American Development Bank, 2000). However, the use of racism to define the blocks threatens the level of equity in th e society. This is because it tends to bring about discrimination. In an effort to deal with the problems of inequality in the economy, the public administrators are usually faced by several challenges. This is because the exercise always has the losers and the winners. For instance, the individuals with more resources in the society will lose while those who don’t have will gain. However, the losers in this case are more advantaged. Nonetheless, it is always necessary to take into consideration the protection test. In order to facilitate equity across the country, it is always advisable to ensure that there is fairness, equitable, and just management in all the institutions serving the government in one way or another. All services provided in these institutions must be providing in a way that promotes equity. The policy implementation must also be directed in such a way that it promotes justice, fairness, and equity in all aspects in the society.Advertising We will wri te a custom report sample on Issue on Public Administration; Social Equity specifically for you for only $16.05 $11/page Learn More Social Equity in Government Service Another ground where there are critical issues on social equity is on the government services. Government services play a pivotal role in promoting equity among the people. This is because they have a significant implication on the well being of individuals. Past studies have identified a number of cases where the government services have been unequally distributed. These include the municipal services like paved streets, gutters among others. Such services may be distributed in a discriminatory manner such that they don’t reflect the social equity. For instance, these services were directed towards the white section while the blacks were left behind in poor conditions. A good example of such discrimination was seen at Shaw. At this region, only the white section enjoyed good municipal services like paved streets (Frederickson, 2005). The other section occupied by the black never enjoyed equal services. This discrimination violated the 14th Amendment, which promised equal protection of the law. However, the court rejected this claim arguing that this form of distribution is municipal administration’s business and that it can be resolved at the ballot box (Frederickson, 2005). Through this kind of discrimination, inequalities are increased in the society. This problem was however resolved after which there was more equity in government services. Another issue of inequity in the provision of the government services can be seen in the education sector. In US, desegregation of public schools following Brown V. Board of Education has resulted in varied and creative ways to define and achieve equality† (Frederickson, 2005). One of the ways that has been applied in an effort to achieve equity in education is busing. Through busing, students are able to acces s schools far away from their residential areas. This has significantly helped in bringing about social block equity in the society. Equity in education has also been promoted through funding. For instance, the states have used the equalization formula where more funds are geared towards funding of education in the poor districts. This equalization procedure played a major role in bridging the gap between the poor and the rich districts.Advertising Looking for report on public administration? Let's see if we can help you! Get your first paper with 15% OFF Learn More Over the past decade, questions have been raised on whether the existing separate but equal schooling system reflected inequality or whether it was unconstitutional. This raised major concerns on whether state departments for education can manage to eliminate the existing segregation. The school system was separated based on races. The Court of Appeal in the United States made a significant effort in elimination of the racial based school systems. For instance, it ruled that the school officials had an affirmative role to bring about an integrated school system under the 14th amendment (Svara and Johnson, 2011). Such integration was aimed at bringing about equity by elimination of the system of having Negro schools on one hand and the white schools on the other. In order to eliminate this dual schooling system, it required the authorities to facilitate integration of facilities, activities, and the students. This will help in elimination of the previous dual system. One of the main factors that intensified racial segregation in schools was segregation of residential areas in the United States. This resulted in segregation in schools as a result of segregated neighborhoods. Despite of these efforts, that were put to bring about equity among the people, there still remain some signs of inequality. This can be demonstrated through various aspects in the prevailing systems. For instance, the suburban schools districts around Kansas are dominated by white students (Svara and Johnson, 2011). On the other hand, most of the all-Black schools are still dominated by black teachers and students. This means that there are still some aspects of inequity remaining in the community. These minor aspects have significantly led to differences among the people in the society and must be rectified. There was a number of competing views that threatened the efforts of realizing equity in the society. One of the main areas where people varied was on the definition of the term equity . It is important to note that everybody’s vote is equal to the other in this case. In addition, principle of democracy is that the majority vote wins. This point raised a critical issue because it is difficult for the majority to vote away minority’s constitutional rights to equal schooling (Svara and Johnson, 2011). This threatens the efforts geared towards the achievement of equality in schools. Employment and Social Equity The field of employment is one of the main areas through which the government can have a significant influence on the level of wealth. Consequently, it has a significant role in promoting social equity. This can be both nonpublic and public. The main issue here is the identification of those who should be employed as well as the criteria on which the selection process will be based. The Civil Rights Act of 1964 as amended and the Equal Employment Act of 1972 were designed to guarantee equal access to public and private employment (Frederickson, 2 005). In Other words, this act played a significant role in promoting equality in employment. It provided equal opportunities to every person qualified for a particular position despite of their differences in other aspects. For instance, both children from the poor and rich families were given equal chances provided they had the required qualifications. This has significantly helped in reducing the gap between the rich and the poor. It is also advisable for the concerned parties to adhere to the laws in order to promote fair measurement of the talent, ability, and skills in order to determine who gets the job (Frederickson, 2005). Employers are also discouraged by the law from engaging in discriminatory practices while recruiting employees. For instance, favoring candidates because they are either white or black violates this law. In ensuring equity in employment, the affirmative laws have played a pivotal role where the court has the major responsibility of interpreting them. For instance, it has ensured equity in employment for minorities, non-minorities as well as both the gender. However, it is predicted that the values of social equity may fall in the process of shifting towards a new balance in terms of employment which is more inclined towards efficiency level. Several efforts have been applied in an effort to ensure that there is equity among the people, both minorities and non minorities. One of this can be seen through contracting. Back in the year 1977, in the Public Works Employment Act, the government proposed that 10 percent of all the public works must be reserved for the firms that were owned by the minorities in the United States. This was fully settled by 1980 and was being applied by them. Again, this promoted equity among the people. It protected the minorities from bias that may deny them opportunities. Before then, contracts were mostly awarded to the non-minorities. As a result, only the firms that were owned by the non-minorities were progressing while these owned by the minorities continued to fall. As a result, the gap between the minorities and the non-minorities continued to increase. The implementation of this act played a significant role in solving the problem of racial discrimination, which was prevailing by then. â€Å"Today, by upholding this race-conscious remedy, the Court accords Congress the authority to undertake the task of moving our society toward a state of meaningful equality of opportunity, not an abstract version of equality in which the effects of past discrimination would be forever into our social fabric† (Frederickson, 2005). Although this effort led to suppression of racial discrimination, it was opposed on the ground that it denied individuals the equal protection of the law. The difference in the views was as a result of differences in the issue of what is to be equal. Different people have come up with differing approach, the fact which has led to disagreement on this proposal . Some argued that this Act just ensure block equity while it rarely emphasized on individual equity. The opposing groups here based their argument on whether block equity is better than individual equity. Later, the 10 percent set aside by the provisions of the Federal Public Works Employment act in 1977 was interested to 30 percent by the U.S Supreme Court for the minority construction firms on contracts in the city of Richmond (Frederickson, 2005). This move was received negatively by being regarded as impediment for the affirmative action programs of other states and municipalities. This was seen to be denying the whites an equal protection law. Although the proposed arrangement brought equity in the society, it was argued that the law used inequality in the means of achieving this (Svara and Johnson, 2011). The Role of Public Administrators in Promoting Equity The public administrators play a pivotal role in promoting equity in the society. By shaping the work of governance in their respective positions, the public administrators are able to promote equity in public administration. By practicing good judgment in their services, the public administrators abide with the raw that promotes equality in the society. The public administrators also have the duty to partner with the elected leaders in ensuring that there is equity in every service provided (Svara and Johnson, 2011). The public administrators also interact with various individuals including the citizens and giving the elected officials advice and contributing by giving the recommendations on policy. Promoting Equality in Distribution and Access of the Available Services Another way through which the public administrators can promote equity in the country is through distribution and access. That is, to ensure that all services and benefits are equally available to every person in the community. As already noted, the distribution of the resources must be in such a way that the poor get more than the rich. Such allocation will help in bridging the gap between the rich and the poor in the society. It is also necessary to ensure that the distribution and access of the existing programs and policies closely goes with the intended purpose (Vitez 2011). For instance, in case there is a certain service to be provided to everyone, then this service should be equally available to all the people. In other words, every qualified individual in the society must have equal rights to access a certain service. For example, there should be no favor, discrimination or any other kind of bias that may significantly affect the ability of a certain fraction of the group from accessing the services. In some cases, there are some requirements that determine the eligibility for a certain service. In such case, it is always advisable to measure that every eligible person is able to access the service. The legal procedures should be applied to include those who are in between the two extremes. For instan ce, in case there is a certain allowance given to those people living below a certain income level, it is advisable to consider those at the boundary. While formulating the new policies and guidelines, it is advisable to ensure that only those policies that promote equality and compensatory redistribution are passed (Vitez, 2011). Any cases of previous discrimination must also be rectified to ensure that similar mistakes do not take place in the future. This will however be determined by the nature of the problem being addressed. Any possible barriers that may prevent the people with fewer resources from accessing an essential service must be eliminated. Such barriers include access fees to certain services. Such barriers tend to open the door for those with higher resources while blocking access for those with fewer resources. In case there must be access fee, this should only be in less important services and should be proportionate. While formulating the redistribution policies, it is necessary for the public administrators to consider the rule of law. The policies must also be directed in such a way that they promote maximum utilization of the available resources. Promoting Equity in the Process of Providing Services The public administrators also have a responsibility of promoting quality services to all the people. The process of providing services must be designed in such a way that it promotes equality in terms of quality in distribution of services. For instance, certain groups should not be given better services than the others. Discriminatory allocation will only contribute to increasing the gap among the people in the society. The administration of the services must reflect acceptable standards. This should be reflected in all groups in the community. The intended outcome in this case is to realize equal level of outcome among different people in terms of economic and social conditions (Svara and James, 2004). It also seeks to eliminate the differe nces between the less disadvantaged and richer individuals in the society. The public administrators must also consider the importance of individual’s behaviors on the outcomes and how they may impact or pose constraints on certain areas. This can clearly be demonstrated through the case of education. Poverty levels can significantly affect the level of performance in students. Students from the poor families are more likely to perform poorly than those from families with more resources. It is the role of the public administrators to carry out the appropriate investigations to determine the causes of various disparities among the people. This will help them in coming up with appropriate measures in order to overcome these differences. It is necessary for the public admionistrators to recognize the acceptable level of inequality and the degree to which it should intervene to rectify such inequalities (Vitez, 2011). The policy making process is one of the most important aspects that have a significant role in permuting equity in any country. Every person or group of persons must be given an opportunity to give their views concerning the most appropriate public policies and the service delivery. There must be appropriate efforts to involve all the citizens in policy formulation and also providing the feedback appropriately in order to promote equity in provision of social services. Recommendations Procedural Fairness Procedural fairness is one of the most important aspects of operations through which the public administrators can promote equity in the society. In order to achieve this, there must be due process. This ensures that every person is given an opportunity to access fairness and justice in all aspects. It ensures that every person is given an opportunity to be heard and notified about the proceedings in any issue touching them. Procedural fairness also implies that all the people are exposed to equal human rights in spite of the differences in th eir personal characteristics. In case any deviations from these arrangements arise, then correction measures must be taken instantly. It is also important to not that the world is dynamic in the social, economic, and political aspects. It is therefore necessary to ensure that the new and existing practices are re-examined to ensure that there is no any group that is denied procedural fairness. Similarly, management as well as the service delivery must also be examined to ensure that every group of persons can easily access procedural fairness in the society. In case there is any behaviour detected to cause any form of unfairness, it is always advisable to take appropriate corrective measures to prevent any adverse impact in the society. Progressive Taxation Progressive taxation is another way through which social equity can be promoted. Through taxation, the public policy makers can significantly affect the distribution of resources. Progressive taxation is a kind of taxation where the public administrators impose tax proportionally. The government imposes relatively higher tax rate on the wealthy individuals in the society. The more the income one has the more tax they are supposed to pay to the government. This form of taxation plays a role of reducing the tax burden for the less disadvantaged people in the community. This taxation can significantly help in bridging the poor and the rich in the community. Since the progressive tax increases as the level increases, it has a significant role in promoting equality in the society. It leaves the highest burden to the high income class in the community. Therefore, this kind of taxation can be of great significance in promoting equality in the society. Through progressive taxation, income is shifted from the rich to the poor. This reduces the gap between the two groups hence promoting equality among the people. Progressive taxation protects the poor group in the society from tax burdens. In relation to this, it is proposed that the wealthier people should pay more for the services provided by the government. This will promote equity in the society by shifting income from the rich to the poor. From this discussion, it is clear that social equity is of great importance to the society. However, recent statistics indicates that the gap among the people is enlarging with time. It is therefore necessary to come up with the necessary measures that can promote equality in the society. There are several ways through which the public administrators can increase the level of equality in the community. In order to realize equity effectively in the community, there is need to teach the issues of equity and diversity management to the public administrators. Despite the adverse effects impacted by inequality on the society, very few people are aware of the increasing level of inequity among the people in the society. There is need to have campaigns on the adverse impacts that inequality can have on the soci ety. People must be able to access statistics demonstrating how intensified the gap among the people has prevailed in the society. Such kind of sensitization is of great importance in promoting understanding of the inequality issues in the society. The political parties must also be committed at formulation of the policies that can have a significant impact of reducing inequality among the people. This ensures that there are minimal differences among the rich and the poor in the society. Significance of Promoting Social Equity In many countries of the world, the issue of the social equality is highly upheld by many stakeholders. However, achieving this has been one of the major challenges in many nations. The idea that all men were created equally has contributed in reduction of the differences between the rich and the poor (Gutierrez, 2003). In order to understand the importance of the social equality, it is always necessary to have a connection between the living standards and the well being in a particular society. Social equity promotes the standards of living and the well being in the society. As already noted, social equity promotes the wealth in a country. When the level of health and development in a certain country is high, then the average level of the living standards of the citizens increases significantly. Consequently, this leads to the improvement in life expectancy levels. The people are also generally happy because the level of disparities is high. However, it is important that the level of happiness will increase up to a particular point. After a certain level of average income, there will be no marginal increase in well being or happiness as a result of an increase in the level of income (Rosenbloom and Carroll, 1990). This is because the importance of the material things on the well being reduces as the level of income increases. At this point, the main factor necessary is the psychological influences that affect the level of happiness. Pre vious studies have indicated that there are a number of social evils associated with inequality (Blas and Kurup, 2010). For instance, there is a higher rate of imprisonment and more violence in the countries where there is high level of inequalities. As noted previously, inequalities lead to an increase in differences between the people in society. This increases the level of poverty among the people because the resources will be ending on the hands of marginal people in the society while the majorities are left in poverty. When the level of poverty in the society is high, the rate of crime tends to be high (Gooden and Meyers, 2004). Past research has also revealed that the rate of teenage births is high in the countries where there are high levels of inequality (Accius, 2008). Similarly, this is as a result of poverty. Most poor parents are unable to educate their children and therefore they are forced to drop out of school at a very young age. Consequently, they are forced to get married at a very early age. Due to poverty, teenagers may engage themselves in sexual activities as a way of earning a living. This may also lead to high rates of teenager birth. Social equity also promotes the social mobility. This implies that it is easier for the poor to move out of poverty in a country where there is equity. On the other hand, there is no social mobility in economies where there is no equity in distribution of resources. The level of well being is relatively higher in the countries where there is a high level of equity. This is because the living standards are higher and every family is able to access at least the basic goods. Therefore, there is low likelihood of starvation or malnutrition. Psychological problems are also minimal since people do not suffer from extreme poverty. Consequently, there is high life expectancy. Child mortality is also minimal in countries where there is a higher level of equity. By promoting equality in the country, the administrato rs are able to deal with the increasing differences between the ideal and reality of equality. This helps in reducing the gap between the rich and the poor. It is necessary to consider equity in all aspects of the society’s operations. It is also important to ensure that equity is practiced in all activities in which the members of the society are engaged in. For instance, there is need to have equity in the treatment of all the people from different races. In connection to this, the top management is required to ensure equity at all levels. Conclusion From the above discussion, it is evident that the public administrators have a significant role to play in promoting equality in the society. They have the responsibility of formulation of the policies that leads to reduction of the gap between those with more resources and those with fewer resources. This is because inequity has an impact of increasing disparities in the society. Equity can be maximized by reducing discriminat ion in provision of the public services and facilities as well as the employment opportunities. References List Accius, J. (2008). Toward a Demographic Divide? Equity, race, and Social Security. U.S.A.: ProQuest. Blas, E. and Kurup, A. (2010). Equity, Social Determinants and Public Health Programmes. World Health Organization. Frederickson, G. (2005), The state of social equity in American public administration. National Civic Review, Vol. 94, pp. 31–38. Gooden, S., and Meyers, S. (2004). Social Equity in Public Affairs Education. Journal of Public Affairs Education 10: 91-97. Gutierrez, R. (2003). Social Equity and the Funding of Community Policing. New York: LFB Scholarly Publishing LLC. Inter-American Development Bank. (2000). Social Protection for Equity and Growth. New York: IDB. Pickett, K. (2011). The Benefits of Equality. Web. Rosenbloom, D., and Carroll, J. (1990). Toward Constitutional Competence: A Casebook for Public Administrators. Englewood Cliffs, NJ: Prentice Hall. Svara, J., and James, B. (2004). Filling in the Skeletal Pillar: Addressing Social Equity in Introductory Courses in Public Administration. Journal of Public Affairs Education 10: 99-109. Svara, J., and Johnson, N. (2011). Justice for All: Promoting Social Equity in Public Administration. New York: M.E. Sharpe. Vitez, O. (2011). What Is a Progressive Tax System? Web. This report on Issue on Public Administration; Social Equity was written and submitted by user Kenley Acevedo to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Physical Education for Special Needs Students

Physical Education for Special Needs Students The Individuals with Disabilities Education Act (IDEA)  states that physical education is a required service for children and youth between the ages of 3 and 21 who qualify for special education services because of a specific disability or developmental delay. The term special education refers to specially designed instruction, at no cost to the parents (FAPE), to meet the unique needs of a child with a disability, including instruction conducted in the classroom and instruction in physical education. The specially-designed program will be outlined in the childs Individual Education Program/Plan (IEP). Therefore, physical education services, specially designed if necessary, must be made available to every child with a disability receiving FAPE. Physical education for a special needs child will develop: Fundamental motor skills and patternsSkills in aquatics and danceIndividual and group games and sports (including intramural and lifetime sports) One of the fundamental concepts in the IDEA, Least Restrictive Environment, is designed to ensure that students with disabilities receive as much instruction and as much general education curriculum with their typical peers as possible. Physical education teachers will need to adapt instructional strategies and activity areas to meet the needs of students with IEPs.   Physical Education Adaptions for Students with IEPs Adaptations may include narrowing the expectations of students according to their needs.  The demand for performance and participation will naturally be adapted to the students ability to participate. The childs special educator will consult with the physical education teacher and classroom support staff to decide if the physical education program requires mild, moderate or limited participation. Remember that you will be adapting, modifying, and changing the activity and or equipment to meet the needs of the special needs students. Adaptations may also include larger balls, bats, assistance, using different body parts, or providing more rest time. The goal should be for the child to benefit from the physical education instruction by experiencing success and learning physical activities that will build the foundation for life-long physical activity.   In some cases, a special instructor with special training may participate with the general education physical educator.  Adaptive P.E. needs to be designated as an SDI (specially designed instruction, or service) in the IEP, and the adaptive P.E. teacher will also evaluate the student and the students needs.  Those specific needs will be addressed in IEP goals as well as SDIs, so the specific needs of the child are addressed.   Suggestions for Physical Education Teachers Consult with parents and specialized support staff.Do not require students to do activities they are not capable of.Dont have student selections for teams and games that will leave the special needs child the last to be selected.Whenever possible, create tasks that the child with a handicap is capable of performing, this helps self-respect.There are a wealth of resources online and with associations concerned with exceptional children. Search out these resources. Remember, When Working Towards Inclusion,  Consider: How can I change this activity to suit the student?How can I adapt this activity?How can I modify this activity?How will I assess the physical activity?Can I involve a teachers assistant or parent volunteer?How will I ensure the rest of the class involves the student with a handicap? Think in terms of action, time, assistance, equipment, boundaries, distance, etc.

Project management risk management Essay Example | Topics and Well Written Essays - 1250 words

Project management risk management - Essay Example Risk can be defined as the possibility of loss. Risk arises due to the inability to achieve objectives within defined cost, schedule and technical constraints. Risk has two components, one the possibility of not achieving a particular outcome, and the second is the result of failure to achieve the outcome. The former is the probability of risk and the later is the loss. Risk management is a set of action that help the managers plan to deal with uncertain occurrences. It is through risk management managers assess risk and manage to reduce it to an acceptable level. The key idea in risk management is not to wait passively for a risk to materialize and become a problem. The objective of risk management is to ensure that for each perceived risk we know well in advance how to tackle it. The process of risk management begins during the analysis phase and the actual process of managing risks continues throughout. Risk management is a dynamic process because it deals with the activities that are yet to happen. Risk management has two fold agenda. First deciding actions for preventing risk from happening and second deciding actions for tackling risk that materialize. Therefore risk management is all about preempting a risk, coming up with a plan for resolving the risk and finally executing the plan. Risk identification: In this step manager gathers information about the potential risks in the project. The project manager plans the strategies for avoiding risks or controlling them. They discuss availability of technology, manpower, prevailing environment and the project related factors. The manager picks up the thread from these and creates a risk log. After risk log is prepared, the project manager calls a meeting within the team and technical experts to discuss the risk log and the mitigation plans. One of the effective ways of identifying risks is using a questionnaire to list out risks. Risk analysis: It consists of three steps i.e. Risk probability, Risk impact and Risk factor. After identifying the risks the manager needs to analyze the risks. Uncertainty and loss are the two characteristics of risk. The uncertainty factor in risk means that the unknown event may or may not happen. While analyzing risk manager needs to quantify the level of uncertainty and the degree of loss. Based on this, manger plans schedules and costs. During analysis, information on risk is converted into information on decision-making. There are various tasks involved in risk analysis; initially the task in risk analysis phase is to describe the risk. The risk can be product related, process related, organization related, client related or infrastructure related, secondly the manager quantifies the probability of occurrence of risk and thirdly the risks are rated depending on their probability of occurrence. Based on the probability of risk the manager identifies the impact of risk on cost, schedule, and quantity, which needs to be calculated and graded. Each risk is prioritized relative to other risks. The manager can prioritize risks based on the probability and impact of risks. High impact risks with moderate to high probability will catch the attention first. Risk Mitigation: Risk mitigation is the best possible approach adopted by the manager to avoid risks from occurring. The probability of

HRD Research Paper Example | Topics and Well Written Essays - 1250 words

HRD - Research Paper Example This paper seeks to provide a synthesis of academic/scholarly literature written on work-life initiative, and give a literature review on the work-life initiative. This paper will focus on eldercare as a work-life initiative. Traditionally, elderly care is a responsibility of members of a family, and is provided in the homes of the extended family. However, in modern states, care for the elderly is provided by charitable institutions or state. This is due to the decreasing size of families, geographical dispersion of families, greater life expectancy, and tendency of women to work outside homes and access to education. Various countries provide differing forms of elderly care, rapidly changing. This is because there are various regional differences regarding taking care of the elderly. It has been noted that globally that elderly care consume majority of health expenditures compared to other age groups. Increasing large proportion of the elderly has also been accounted for globally ( Petterson, Donnersvard, Lagerstrom & Toomingas, 2006). In most of the western countries, facilities of elderly care are within residential family care homes, continuing care retirement communities, nursing homes, and freestanding assisted living facilities. These facilities have supervisory and support staff that provide board and room, rehabilitation services, and personal care in a family environment. Evidence shows that eldercare programs are a care service that provides free, confidential assistance to senior citizens: the elderly. The programs offer a wide range of services including informative lectures and workshops; confidential, free counseling, assessment, consultation, and referral to both long distance and local facilities; and periodic group meetings with caregiver support (Denton, 2012). There are different benefits of eldercare initiatives depending on different countries. However, in most western nations, senior citizens receive social security and eldercare benefits . Social security and Medicare are long term benefits that the elderly receive. Receiving such benefits often begin at 65 and continue until death. This is a long time approach paid out in many years (Ansah, Matchar, Love, Malhotra, Chan & Eberlein, 2013). Eldercare services are normally paid for by the working class. Money is taken out of every paycheck until the retirement age when such people begin to receive money every month to survive on. Senior citizens make the majority of those receiving social security. This is termed as elder care benefit and benefits people who live up to the qualified age to receive it. Long term eldercare is a relief to the population of senior citizens as it lasts for years of receiving monthly payment to live on. However, government has a way to ensure beneficiaries qualify for the benefits (Ansah, Matchar, Love, Malhotra, Chan & Eberlein, 2013). Apart from social security, there are other long term benefits that come with the eldercare program. Prog rams like Medicare and Medicaid are available to the elderly at the age of retirement. These two programs supplement the eldercare program with accessible and affordable health programs, and limited co-pay. The programs help the elderly with all sorts of care they require so as to live and keep their places of living without

Learning Disabilities Essay Example for Free

Learning Disabilities Essay Puzzling is the term teachers use to describe students with learning disabilities.   They tell us that these students look entirely normal, seem intelligent, carry on intelligent conversations – that they don’t appear to any different than other students. Yet these students have difficulty doing certain tasks – not all- in school.   Some have difficulty reading; others perform poorly in spelling; still others make frequent mistakes in math.   Teachers in many schools tell us that these students are very hard to teach – that they simply do not learn in the same ways or as easily as others their age.    They tell us that these students have special needs and are not easy to teach in large classes in which most other students perform reasonably well.   They tell us that modifying instruction so that these students can profit from teaching is an intricate process. Because of the heterogeneous nature of this group of children, the concept of specific learning disabilities has been hard to define or describe in few sentence or by a numerical score such as an IQ or by a decibel loss. Furthermore, because the field has been of interest to educators, psychologists, psychiatrists, neurophysiologists, pediatricians, ophthalmologists, optometrists, speech pathologists, and others, the problem has been viewed in each of those disciplines from different perspectives. Hence there is really the need for several definitions for learning disabilities and thus we can conclude that its definition is defined in â€Å"case to case† basis. Definition of Learning Disabilities Historically, the following terms were used to name children with Learning disabilities: ââ€"   perceptually handicapped ââ€"   brain injured ââ€"   neurologically impaired Then, there came two broad aspects of concern in defining and or identifying those children: biological etiology- â€Å"minimal brain dysfunction†, psychoneurological learning disorders. behavior – â€Å" developmental disparity in psychological processes†, developmental imbalance† The definition of learning disabilities in an educational term has derived its heritage from: ââ€"   neurology ââ€"   psychology ââ€"   speech pathology ââ€"   ophthalmology ââ€"  Ã‚   remedial reading      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Wiederholt (1984) has traced the history of Learning disability and has delineated three dimensions of disorders namely: (1) disorders of the spoken language studied primarily by neurologists and ophthalmologists such as; ââ€"   Samuel Kirk developed a test, the Illinois Test of Psycholinguistic Abilities, for use in describing language functioning and developing remedial programs. disorders of written language represented mostly by psychologists, speech pathologists, and educators such as; ââ€"   Grace Fernald established a clinic at UCLA where she perfected remedial reading and spelling techniques. disorders of perceptual and motor behaviors studied mostly by a number of disciplines such as; ââ€"   Goldstein, Werner and Strauss as pioneers of the field which listed the following behavioral characteristics that differentiated between those with and those without brain injuries: excessive motor activity, hyperactivity, awkwardness and consistently poor motor performance, erratic behavior, poor organization, high distractibility and faulty perceptions (like reversals) and ââ€"   Samuel Orton was a neurologist who believed that lack of cerebral dominance was a cause of language disorders. (In normal individual either the left or right side of the brain has dominance in controlling specific functions.) ââ€"  Ã‚  Ã‚   Cruickshank focused his efforts on the study of brain-injured children, specifically children with cerebral palsy. ââ€"   Getman, Marianne Frostig, Newell Kephart, and Ray Barsch focused on the correlation of perceptual disorders and developed remedial procedures ranging from optometric eye exercises, tracing and copying patterns, and differentiating figure from background in a puzzle, to making angels in the snow.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Today, there are various provinces in Canada that have established programs for learning disabilities which was instituted for example by ââ€"   The Ontario Ministry of Education ââ€"   Saskatchewan Department of Education ââ€"   Halifax Board of Education and ââ€"   Quebec Ministry of Education But the most widely used definitions is the one incorporated by the Learning Disabilities Association of Canada or LDAC (2002) which state that, the term â€Å"Learning Disabilities refer to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency. Learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to: language processing; phonological processing; visual spatial processing; processing speed; memory and attention; and executive functions (e.g. planning and decision-making)†. Further, LDAC mentioned that learning disabilities range in severity and may interfere with the acquisition and use of one or more of the following: oral language (e.g. listening, speaking, understanding); reading (e.g. decoding, phonetic knowledge, word recognition, comprehension); written language (e.g. spelling and written expression); and mathematics (e.g. computation, problem solving). Further, the U.S. Department of Education regulation further states that a student has a specific learning disability if: the student does not achieve at the proper age and ability levels in one or more of several specific areas when provided with appropriate learning experiences; the student has a severe discrepancy between achievement and intellectual ability in one or more of these seven areas: (a) oral expression, (b) listening comprehension, (c) written expression, (d) basic reading skill, (e) reading comprehension, (f) mathematics calculation, and (g) mathematics reasoning. To summarize, all these definitions of learning disabilities, it includes the following major concepts: The individual has a disorder in one or more of the basic psychological processes.   Ã‚  Ã‚   (These processes refer to intrinsic prerequisite abilities, such as memory, auditory   Ã‚  Ã‚  Ã‚   perception, visual perception, oral language, and thinking.) The individual has difficulty in learning, specifically, in speaking, listening, writing, reading (word-recognition skills and comprehension), and mathematics (calculation and reasoning.) The problem is not primarily due to other causes, such as visual or hearing impairments; motor handicaps; mental retardation; emotional disturbance; or economic, environmental, or cultural disadvantage. A severe discrepancy exists between the student’s apparent potential for learning and   Ã‚  Ã‚  Ã‚   his or her low level of achievement.   In other words, there is evidence of   Ã‚  Ã‚  Ã‚   underachievement.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The various definitions of learning disabilities have several elements in common: neurological dysfunction uneven growth pattern difficulty in academic and learning tasks discrepancy between potential and achievement exclusion of other causes Identification of Learning Disabilities In identifying individuals with learning disabilities, the following common characteristics must be observed: ââ€"   Disorders of attention: Hyperactivity, distractibility, poor concentration ability, short attention span; ââ€"   Poor motor abilities: Poor fine and gross motor coordination, general awkwardness and clumsiness, spatial problems; ââ€"   Perceptual and information processing problems: Difficulty in discrimination of auditory and visual stimuli, auditory and visual closure, and sequencing; ââ€"   Oral language difficulties: Problems in listening, speaking, vocabulary, and linguistic competencies; ââ€"   Failure to develop and mobilize cognitive strategies for learning: Lack of organization, active learning set, metacognitive functions; ââ€"   Reading difficulties: Problems in decoding, basic reading skills, and reading comprehension; ââ€"   Written language difficulties: Problems in spelling, handwriting, and written composition; ââ€"   Mathematics difficulties: Difficulty in quantitative thinking, arithmetic, time, space, and calculation facts; and ââ€"   Inappropriate social behavior: Problems in social skills deficits, emotional problems, and establishing social relationships. There are also other practical classification schemes that are useful: (1) the academic learning disabilities ( reading, arithmetic, handwriting, spelling, and written expression) (2) the developmental learning disabilities: ( attention, memory, perceptual skills, thinking skills, and oral language skills) A somewhat more systematic way to look at characteristics of students with learning disabilities is to look at those factors referenced in screening devices.   The following outline reflects the types of difficulties often observed in learning disabled students: (1) significantly different classroom behaviors difficulty in beginning or finishing tasks difficulty in organizing inconsistent in behavior difficulty in peer relationships (2) significantly below-average performance in auditory comprehension and listening difficulty in following directions difficulty in comprehending or following class discussions inability to retain information received aurally difficulty in understanding or comprehending word meanings (3) significantly below-average performance in spoken language use of incomplete sentences or unusual number of grammatical errors use of immature or improper vocabulary or very limited vocabulary difficulty in recalling words for use in self-expression difficulty relating isolated facts, scattered ideas difficulty in relating ideas in logical sequence (4) significant academic problems difficulty in reading fluency difficulty in associating numbers with symbols incorrect ordering of letters in spelling confusion of manuscript and cursive writing avoidance of reading confusion of math concepts – addition, multiplication (5) orientation difficulties poor time concept, no grasp of meaning of time difficulty in â€Å"navigating† around building or school grounds poor understanding of relationships (big, little, far, close, under, on, near) inability to learn directions (north, south, left, right) motor disabilities or significant underdevelopment for age poor coordination very poor balance awkward, poorly developed manipulative or manual dexterity lack of rhythm in movements III. Intervention for Learning Disabilities. This knowledge of the characteristics of learning disabled students is one basis for intervention. Thus, we have seen that children with learning disabilities compose quite a diverse group.   It should be no surprise then to find that the teaching and strategies approaches designed to help those children are also quite a diverse. But it is possible to cluster the various approaches into three broad educational strategies: task training, in which the emphasis is on the sequencing and simplication of the task to be learned. ââ€"   Ysseldyke and Salvia (1984) have advanced tow theoretical models namely: (a) analyzing the child’s abilities and disabilities and (b) analyzing the task and the direct training of the terminal behavior or task. This view is supported by behavioral analysts who advocate (1) finding out what the child can and cannot do in a particular skill, (2) determining whether or not the child has the behaviors needed to succeed in the task, (3) defining the goals in observable terms, and (4) organizing a systemic remedial program using reinforcement techniques. The applied behavior analysts do not infer processes or abilities that underlie difficulties but rely solely on the child’s interactional history and the current behavior and environmental situation.   They feel that their approach, which is task oriented and observable, is the most parsimonious approach, and to some it is the only approach needed. ability or process training, in which the focus is on the remediation and simplification of the task to be learned. Quay (1983) discussed the relative efficacy of ability or process training.   He stated that three approaches to remediation have evolved: (1) remediating a disability so that learning will be facilitated at a later date, (2) training and ability or process for its own sake, and (3) direct training of the task.   He concludes that the direct instruction method (task training) should be tried first and then discarded in favor of other methods if direct instruction is not successful. ability – or process-task training, in which the first two approaches are combined and integrated into one remedial program. Raschke and Young (1986) support this approach.   They compared the behavior – analysis model with the diagnostic-prescriptive model. They state that neither approach alone has the answer and propose what they call a dialectic-teaching approach into one system. Essentially the model assesses the abilities and disabilities of the children (intraindividual diffences), makes task analyses of the skills to be learned, and prescribes remediation in the functions and skills to be developed. This dialectic system they maintain â€Å"permits the teacher to assess, program, instruct, and evaluate the child’s psycholinguistic characteristics in the same system as his skill competencies and consequential variables†. Hence, the task of developing a definition of learning disabilities proved to be a formidable challenge.   Indeed, defining this population is considered such an overwhelming task that some have likened learning disabilities to Justice Potter Stewart’s comment on pornography: impossible to define, â€Å"but I know it when I see it.† Thus, defining learning disabilities in a way acceptable to all has continued as a debatable issue since the inception of the field.   Although a number of definitions have been generated and used over the years, each has been judged by some to have some shortcomings.  Ã‚   There are many types of disabilities, each of which may require a unique diagnosis and a unique remedial method. POSITION PAPER   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The definitions of learning disabilities are numerous and so varied that it is difficult to present taxonomy or even a specific list of these different definitions.   The definition of learning disabilities is a problem in much of the nations throughout the world. This problem first came out when some parents in the United States became concerned because their children who were not learning in school were rejected from special education since they were not mentally retarded, deaf or blind, or otherwise handicapped.   Their children were called by various names such as; neurologically handicapped, brain-injured, aphasodic, dyslexic, and perceptually handicapped. In spite of its current widespread use, the term learning disability is vulnerable to misunderstanding and misuse. The condition is difficult to define operationally since the designation learning disability is an umbrella term for a variety of deviations that are not included in traditional categories of exceptional children. Also it has been confused with general learning problems that are common to some degree in most children. In addition, it has been misused to include educational retardation, which is found in slow learning children and in children who have not learned because of poor teaching or absence from school. Another vulnerability of the term comes from the difficulty in drawing an explicit line between normal and abnormal.   Some allowances must be made for biological and psychological diversity, and considerable variation in abilities is accepted as normal. So, the question now is, â€Å"If there are objections to the term learning disabilities, why use it?   Why not use some other term? Well and good, if a better term can be found.   Other terms are either too specific or too broad.   Dyslexia for example, only refers to severe reading disability and it is not the only learning disability.   Brain injury has little or no educational relevance.   Perceptual handicaps exclude children with language disorders. Hence, the label learning disability has evolved to encompass the heterogeneous group of children not fitting neatly into the traditional categories of handicapped children. And that, substantial number of children show retardation in learning to talk, do not acquire other communication skill, do not develop normal visual or auditory perception, or great difficulty in learning to read, to spell, to write, or to make arithmetic calculations. Some of them even, are not receptive to language but are not deaf, some are not able to perceive visually but are not blind, and some cannot learn by ordinary of method of instruction but are not mentally retarded. Although such children are from a heterogeneous group and fail to learn for diverse reasons, they have one thing in common: they do not perform as well in school as they could. Discussing the problem and the difficulties of names for these children, Kirk (1963) explained that sometimes classification labels block our thinking. He further stated that it is better to state that a child has not learned to read than to say the child is dyslexic. So he advised that the name should be functional.   He suggested further that since the parents were interested in service to their children, it might be preferable to use a term related to teaching or learning and that the term learning disability might be preferable over the currently used terms such as cerebral function and brain injured. The term learning disabilities were agreed by these parents and they consider it more appropriate since it implied teaching and learning and since they were interested primarily in service for their children. So, one of the major problems of definition is that a learning disability is not as obvious or homogenous as blindness or deafness. There are many types of disabilities, each of which may require a unique diagnosis and a remedial method may vary differently from another condition also termed a learning disability. It is no wonder that many students, teachers, and parents have become confused about the term learning disability and the characteristics of children so labeled. This confusion appears to be international and is illustrated by the remarks of a teacher who, in testifying to a government committee studying the subject (Learning Difficulties in Children and Adults, 1986), stated:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I find myself asking the following questions:   What does the term â€Å"learning difficulty† mean?   Does the term â€Å"learning difficulty† mean the same as â€Å"learning disability†? How about the term â€Å"dysfunction†? What does the term â€Å"minimal brain dysfunction† mean? Do they all mean the same? Certainly, all these labels are not necessary, or are they? Does labeling a child with learning problems create more problems? It all becomes a bit confusing†¦The terminology changes often, varies from state to state and from country to country. Out of these definitions, came my own definition of learning disability: Learning disability describes a result rather than the cause of the learning disability.   Therefore, the conditions we call a learning disability is defined in terms of the student’s difficulties – what he can and cannot do in school – and focuses primarily on the academic performance.   So, one cannot be labeled as learning disabled if he has not yet started formal schooling as the label learning disabled indicates that a student is having unusual learning difficulties and involves speculations to possible causes, but it specifically indicates that the primary cause cannot be a condition such as mental retardation, hearing or visual impairment, and so on. Learning disabilities should be identified in the formal school context. Thus, preschoolers should not be labeled as learning disabled as growth rates are so unpredictable at young age,   In addition, very young children who appear to have problems may be identified under a noncategorical label, such as developmentally delayed.   For many children, learning disabilities first become apparent when they enter school and fail to acquire academic skills.   The failure often occurs in reading, but also happens in mathematics, writing, or other school subjects.   Among the behaviors frequently seen in the early elementary years are inability to attend and concentrate; poor motor skills, as evidenced in the awkward handling of a pencil and in poor writing; and difficulty in learning to read.  Ã‚  Ã‚  Ã‚   In the later elementary years, as the curriculum becomes more difficult, problems may emerge in other areas, such as social studies or science.   Emotional problems also become more of an impediment after several years of repeated failure, and students become more conscious of their poor achievement in comparison with that of their peers.   For some students, social problems and inability to make and keep friends increase in importance at this age level. A radical change in schooling occurs at the secondary level, and adolescents find that learning disabilities begin to take a greater toll.   The tougher demands of the junior and senior high school curriculum and teachers, the turmoil of adolescence, and the continued academic failure may combine to intensify the learning disability.   Adolescents are also concerned about life after completing school.   They may need counseling and guidance for college, career, and vocational decisions.   To worsen the situation, a few adolescents find themselves drawn into acts of juvenile delinquency.   Because adolescents tend to be overly sensitive, some emotional, social, and self-concept problems often accompany a learning disability at his age.   Most secondary schools now have programs for adolescents with learning disabilities. Many teachers in Canada suggested that we abolish the label learning disability, and merge it with the emotionally disturbed and the educable mentally retarded and only deal with the child from an instructional point of view by defining learning tasks so that they can be taught step by step.   I strongly opposed with this suggestion.   Though maybe it is possible for the child with severe learning disability, but this approach is not sufficient to mild learning disabilities students. This is one of the greatest sources of controversy about the identification issues. The question of how much academic and learning retardation is evidenced before an individual should be identified as learning disabled.   Aside from identifying children with learning disability, it is very important to judge the extent of a child’s learning disability as either mild or severe.   Determining the level of severity is helpful in placement and in planning teaching delivery.   I strongly suggest that students with mild learning disabilities should be given different remediation from those of students who have severe learning disabilities. At this point, it is very crucial to differentiate the two cases.   Mild learning disabilities describe the problems of many students.   Students with mild learning disabilities usually have a disability in just one or two areas of learning, and although they need supportive help and special teaching, they can probably get along – at least for part of the day – in the regular classroom. So, within the regular classroom, the regular teachers should often make changes in instruction that will benefit these students. On the other hand, students with sever learning disabilities pose a very different problem and they require quite different educational services.   These students are likely to lag significantly in several areas of learning and to have concomitant social, emotional, or behavioral problems.   They need the environment of a special classroom, should contact mainly with one teacher, and should be given special services for most of the day.   Because of the intensity of their problems, the special class should be given fewer students than the regular classroom.   I suggest the 1:3 teacher to student ratio is the best to maximize and hasten the remediation process.   However, students with severe learning disabilities can gradually be mainstreamed for special subjects or activities or placed in the resource room, or even back in the regular classroom as their progress permits.   Because of these definitions; teachers, guidance councilors, and other school personnel, play the biggest role in identifying, diagnosing, remediating or treating this kind of disability within the school context.   So any teaching/service delivery should best meet the requirements needed to serve properly learning disabled students within the regular classroom.   Hence, learning disabled students should be treated or given remediation within the given school context with the greatest help of the regular classroom teacher but the guidance of the learning disabilities specialist.   So, it is implied that each school should have a learning disabilities specialist. With this, a change in the administrative arrangements for the placement for instruction of children with learning disabilities is a must.  Ã‚   It is important to take note that in the past, the rapid growth of special education was in the direction of removing atypical children from the mainstream of regular classroom and placing them into special education programs. Even the regular education supported this movement which maybe because the responsibility of educating children with a variety of learning problems is transferred to the domain of special education, and that would really lighten the work load of regular teachers.  Ã‚   But that should not be the case and I do not support that movement. The trend should be reversed and all students with learning disabilities should be brought back into the regular classroom with the regular students and in the hands of the regular teacher with the help of the learning disabilities specialist.     Ã‚  A number of movements and researches support this claim. The influential movement that supports this claim is the REI or the regular education initiative led by Madeline Will, the director of special education in the U.S. Office of Special Education in 1986.   She stated that this initiative is designed to promote collaborative efforts among regular and special educators and â€Å"shared responsibility† (Will, 1986).   In this initiative, regular and special educators were encouraged to pool their talents and coordinate their efforts in planning and teaching.  Ã‚   I greatly support this initiative as the underlying premise of this concept is that student’s learning disabilities can be more successfully taught in the regular education classroom than in special education classes or resource room. By promoting the merging of special and regular education, the regular education initiative reflects a major change in the way students with learning disabilities are identified, assessed, and educated. The approach is supported by many special educators (Lloyd, Singh, Repp, 1991; Maheady Algozzine, 1991; Biklen Zollers, 1986; Greer, 1988; Reynolds, Wang Walberg, 1997).     Ã‚  A specific example is, more than fifty years ago, Samuel Kirk, in his presidential address to special educators, emphasized that all teachers (regular and special educators) have the responsibility for teaching learning disabled children.   Kirk implored that â€Å"every teacher †¦ is a teacher of learning disabled children† (Kirk, 1941).   He further wrote the following: Actually the education of exceptional children is not wholly the responsibility of any one group of teachers †¦. It is hoped that in the future all special class teachers will not only be responsible for the education of children in their classroom, but will take on the added responsibility of contributing their knowledge and special skill to the regular classroom teacher †¦ who (has0 many learning disabled children in (the) classroom. (Kirk, 1941) In 1968, Lloyd Dunn wrote an influential article about the benefits of having special educators work with regular teachers in serving learning disabled children (Dunn, 1968). Another view to change the administrative arrangement in special education is to group children with different disabilities together for instruction.   This categorical system in special education historically evolved as the field of special education developed.   Each category of disability (such as visual impairment, hearing impairment, mental retardation, orthopedic disabilities, speech disorders, emotional disturbance, and learning disabilities) became established individually over the years when there was sufficient interest in that particular area of exceptionality.   This concept emphasizes the common characteristics among students with disabilities and the common instructional methods for teaching students with various disabilities.   In this system, students with learning disabilities, behavior disorders, and mental retardation are often grouped together. Some parents and special educators are concerned that children with learning disabilities might be lost in the shuffle of this kind of placement, if such classes become a dumping ground for students with a variety of unrelated problems.   The resulting diversity of learning and behavior problems would impede teachers in helping students with learning disabilities. But this view is also opposed by a number of authors and has even provoked unusual levels of confusion, emotion, and debate within the special education community (Jehkins Pious, 2001).   Moreover, other special educators and parents, express concern regarding the regular education initiative movement and caution that more study is needed before making full-scale and far-reaching changes in procedures and policies that will affect the lives of students with learning disabilities (Lloyd et al., 1991; Journal of Learning Disabilities, 1988; Cannon, 1988; Kaufman, Gerber, Semmel, 1998; McKinney Hocutt, 1988, Lerner, 1997). But these opposing views have no substance and should be disregarded altogether.   Fuchs Fuchs (2000) have conducted research on the perceptions of and attitudes toward the regular education initiative among both regular and special educators.   These studies suggest that neither regular nor special education teachers are dissatisfied with the current special education delivery system.   In fact, the teachers favored the resource room model over the consultant model.   Many of the teachers saw no improvement in the achievement levels for either special or regular education students as a result of the regular education initiative reforms.   The success of the initiative depends on the support of regular and special teachers (Semmel, Abernathy, Butera, Lesar, 1991; Coates, 1989).   Moreover, the research prove that merely shifting the responsibility from the resource room teacher to the regular or a consultant is not enough to ensure the success of the reform. Hence, major policy changes in regular education profoundly affect students with learning disabilities.   Several recent national study commissions on the poor quality of schools serving the learning disabled students.   It is my fear that, most school’s pursuit for academic excellence standards will left behind students with learning disabilities – or they will be the losers.   Being unable to meet the educational standards set by the pursuit-of-excellence movement, some students with learning disabilities will be denied a high school diploma and thus be denied the opportunity to complete their schooling.   Further, if regular teachers are held accountable for the academic excellence of their students, they will be reluctant to accept the responsibility for hard-to-teach students.   Some special educators predict that the push for excellence may serve to widen the schism between regular and special education (Pugach Sapon-Shevin, 1997). Hence, it is my challenge to educators and healthcare professionals to undergo another education reform movement where school curriculum requirements for the learning disabled should be added to the current curriculum standards for the regular students. So in this recommendation for curriculum changes, a greater consideration should be given for the learning disabled students.   But this should be within the context of the regular education curriculum. This approach is same with the integration of regular and special education.   Some special educators also are now urging that the integration process should be taken much further – that the current special education system should be drastically restructured and that regular and special education should be merged into a single system (Kauffman Trent, 1991).   Such educators cite several reasons for changing the current system.   Special education, they maintain, is not effective when it occurs outside of the regular classroom.   In addition, the physical separation of students with disabilities is demeaning and degrades instruction.   These special educators maintain that integrated special education is more effective than separate programs. So the delivery options for teaching students with learning disabilities should also include regular classes and resource room classes.   This approach is concomitant to the observation that successful adults with disabilities have learned to function comfortably in society as it exists – an unrestricted environment composed of all people.   To promote experiences in the greater society, it must be ensured that, to the extent appropriate, students with disabilities should have experiences in school with regular (or non-special education) students. Since society includes the family, parents too should not be forgotten as an important element in the entire complex.   Parents are a vital component in the student’s education. These parents of children with learning disabilities need help in accepting their situation.   Mental health professionals should help make parents be aware that the problem must be faced both by the child and by other members of the family.   In addition to an honest acceptance of the disability, there must be recognition that improvement is often a slow process. So any approach concerning children with learning disability should establish healthy parental attitudes and ensure parent-teacher cooperation is of course, very necessary.   Parent support groups and family counseling are effective in assisting parents understand their children and their problems and in finding ways to help their children within the home.   In addition, parent-teacher conference can become a bridge between the home and school and can involve parents in the educational process. Learning disabilities is now at a crossroads, as it seems to have been throughout its thirty-year history.   Many innovative ideas are only in their beginning stages and will develop more fully in the years to come. The approach I suggested as discussed in this paper is one of those ideas.   It is very important for this approach that more students with learning disabilities are served through regular education.   In addition, there should be more collaboration between special and regular educators.   A consequence of all of these shifts is that the responsibilities of learning disabilities teachers will change to meet the new demands. References Bush, W., and Giles, M.(1979).   Aids to Psycholinguistic Teaching. Columbus,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ohio: Charles E. Merrill. Clements, S. (1986). Minimal Brain Dysfunction in Children.   Public Health   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Service Publications. Department of Health, Education, and Welfare:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Washington, D.C. 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