Worldview Paper – Secular Humanist Worldview

The Secular Worldview is a religious worldview in which â€Å"man is the measure† — mankind is the ultimate norm by which truth and values are to be determined. According to Secular Humanism, all reality and life center upon human beings. In fact, we act as God. The Secular Worldview is a comprehensive view of the world from a materialistic, naturalistic standpoint. Therefore, the Secular Humanist sees no place for the supernatural or immaterial. â€Å"There is no place in the Humanist worldview for either immortality or God in the valid meanings of those terms. Humanism contends that instead of the gods creating the cosmos, the cosmos, in the individualized form of human beings giving rein to their imagination, created the gods. † Secular Humanists believe that there is no God, that science and the scientific process have made God obsolete. Humanists believe that only matter – things we can touch, feel, prove, or study – exists and has always existed. Man is only matter (no soul or spirit). No supernatural explanation is needed for the existence of this matter. Naturalism says that only matter exists , things you can touch, feel, and study. The Humanist trusts the scientific method as the only sure way of knowing anything, so if something cannot be observed, tested, and experimented on, it doesn’t exist. Since you can’t observe God, hell, the human mind or spirit, or conduct experiments on them they can’t, and don’t exist. Since the Secular Worldview rejects the existence of God, human beings get to decide on standards and values. Humanists believe that science, reason, and historical experience are sufficient guides for figuring out what is right or wrong in any situation. These standards will not always be the same, as each person has a different background and reasoning. Therefore, the standards and values – ethics – are relative. The Humanist Manifesto II states, â€Å"We affirm that moral values derive their source from human experience. Ethics is autonomous and situational, needing not theological or ideological sanction. Ethics stems from human need and interest. † The theory of Neo-Darwinism purports that natural selection acts on genetic variations within individuals in populations and that mutations (especially random copying errors in DNA) provide the main source of these variations. Because positive mutations seem to be rare, Neo-Darwinism contends that evolution will be a slow, gradual process. Without naturalistic evolution, there is no Secular Worldview. Anything else would demand a Creator, which would mean that man is not the source of all things. Secular Humanists believe that science has proven the theory of evolution to the extent that it is no longer a theory but a scientific fact. According to this â€Å"fact,† man is the most highly evolved of all creatures, and is now responsible for directing and aiding the evolutionary process

Prison culture

Encounter and Synthesis You will conduct an in-depth, I-hour interview with an individual or married couple from your selected cultural group to develop an understanding of the cultural factors that helped shape that individual's (or couple's) cultural identity. A variety of Issues may be explored in the Interview. The knowledge you gained from Parts 1 and 2, as well as your sense of the person/couple you Interview, will gulled you in how personal you can get with your questions. Cultural groups and Individuals ray on how private they are. SE their feedback regarding what areas you can probe. If the person is very open, go deeper. If not, then respect that cultural boundary and ask yourself why this boundary is there. Issues that you may wish to explore during the interview include, but are not limited to, the following: 1. Early childhood experiences and parental values 2. Earliest memories of recognizing membership in a culturally different group 3. The role of religion/spiritualit y 4. Immigration experiences 5. Similarities/differences between couples' interactions in the U. S. Compared to in he person's original culture 6.School experiences as a member of a cultural minority 7. Experiences with subtle racism or discrimination 8. Experiences with overt racism or discrimination 9. Ways the person/couple chose his/her/their career(s) or made career choices 10. The experience of being culturally different 1 1 . Attitudes about the â€Å"majority culture 12. Extent of desire to assimilate majority cultural attitudes, values, and lifestyles 13. Feelings of oppression 14. Feelings of anger toward majority culture 15. From the person's/couple's own cultural background, are there any racist attitudes toward or stereotyping of individuals from other particular cultures? 6. Strengths identified from the person's/couple's cultural background that help him/ her/them cope with living in the U. S. Once your Interview Is done, you will answer the questions below. Read all the questions before you begin so you will not repeat yourself. First person may be used in your answers. While this is not a regular academic paper (since it can be in outline form, consists of answering questions, and can be in first persons you must observe correct and current PAP style (1†³ margins, h† indents of paragraphs, everything bubble-spaced, correct citation style if used, etc. ).

Confidentiality Notes

Ethical theories and principles that are related to confidentiality are- confidentiality is one of the most basic principles in health care practice and it is the most long-standing ethical dictum in health care codes of ethics. It is the practice of keeping harmful, shameful, or embarrassing patient information within proper bounds. The right to privacy gives legal standing to this ethical principle. ). a reliable test for who among team members should be given certain types of information is need to know basis.It is necessary for one to adequately perform ones specific job responsibilities- meaning that by giving the information does it provide the adequate caring response that is required for the patient) Immediate aims of confidentiality are to: 1. Facilitate the sharing of sensitive information with the goal of helping the patient 2. Exclude unauthorized people from such information 3. Discern need to know information from mere interest when deciding what to share.Confidentialit y serves as one cornerstone for the solid foundation of a trusting health professional-patient relationship that should be built AMA principles of medical ethics states that:- a physician shall respect the rights of patients, of colleagues and of other health professionals and shall safeguard patient confidences within the constrains of the law. This provides a conflict when a physician knows that some secret may be harmful for the patient and yet are bound to keep it.Breaking Confidence- Legal exceptions to the standard of practice that confidences must be kept, except with the patient’s consent or at the patient’s request to break it include * An emergency in which keeping the confidence will harm the patient * Patient is incompetent or incapacitated and a third party needs to be informed for decision making for the patient * Third parties are at a risk for harm (eg. Sexually transmitted diseases, child or other abuses) * Request for commitment or hospitalization of a psychiatrically ill patient * A serious risk that any others may be harmed (a terrorist threat) Eventually breaking of confidence always enlists at least one harm and for health professionals it is to minimize the harm 6 step process in confidentiality situations 1. Step 1- Gather relevant information- 2. Step 2 &3- identify the type of ethical problem and the ethics approach to analyze it 3. Step 4- Explore the practical alternatives 4. Step5- Complete the action 5. Step 6- Evaluate the process and outcomeEthical principles or elements that support confidentiality are * Beneficence * Nonmaleficence or fidelity * Right to autonomy Key character trait is trustworthiness kindness, compassion, and courage to help with the challenging situations. Patient care information systems (PCIS)- is a computerized systems of record of patients that are permanently kept in an electronic form Health information managers- (also known as the gatekeepers of medical records) are key members of the he alth care team.Their primary role is the responsibility for designing and maintaining the system that facilitates the collection, use and dissemination of health and medical information. They ensure that the medical records are correct and kept in privacy and are only given to the health professionals that have the right to see them. They ensure that the records are not abused or released to unauthorized persons. Medical record is an extremely useful document for the health professionals * Can be found both in paper and electronic form They are systematic accounts of a patient’s encounter with a health provider * They serve as a repository of information * Generated by and contributed to by many providers in various health delivery settings * EHR- Electronic health record is an electronic record of patient health information, they often include patient demographics, progress notes, problems, medications, relevant social history, medical history, vital signs, laboratory data a nd diagnostic reports guidelines that are applicable when recording patient information 1. Questionable information should be clearly labeled as questionable 2. True information that is not relevant to should not be recorded 3. All information should be handled among health professionals with regard for the privacy and dignity of patients Confidentiality finally comes down to each professional being vigilant about the flow of patient information, guided by the goal of using information to help the patient.Patient privacy- Health Insurance Portability and Accountability Act (HIPAA) of 1996 * This act imposed considerable new constraints on the use and disclosure of a patient’s personal clinical information * Major goal of HIPAA is to ensure that an individual’s health information is properly protected while allowing the glow of information needed to promote high-quality care * This set of regulations are called the New Federal Medical Privacy Rule- basic intent is to co ntrol the use or disclosure of â€Å"protected health information† * One area that this rule strongly affects is the handling of information for purposes of research.It has also been interpreted to mean that information about patients (including family members) cannot be released * A â€Å"covered entity† is defined as a health plan, data processing company, health care professional, or hospital The Health Information Technology for Economic and Clinical Health Act- * Parts of this act expanded and strengthened the privacy laws that protect patient health information originally outlined under HIPAA. Provides additional provisions regarding privacy and security breaches, reporting of breaches, accounting of disclosures, restrictions of disclosures for sales and marketing purposes, and monetary penalties associates with HIPAA violations.

Song of solomon Essay Example | Topics and Well Written Essays - 500 words

Song of solomon - Essay Example Thirdly, guitar is fatherless, motherless and homeless while milkman has both parents and is from a good home. Finally milkman is into women and partying while the guitar is into racial equality campaign and politics. Guitar is different from milkman in various ways not only in upbringing but also in his outlook of life. We see when milkman found guitar at the barbershop listening to a story about a black man trampled to death by the whites. Guitar is shaken and wants to protest while milkman is not bothered. Therefore, guitar having had a rough life of poverty and experienced racial discrimination at its worst is determined to speak up. Milkman starts drifting from guitar because their reasoning is changing since he wants to party with women instead of a campaigning. Moreover, milkman thinks about money and business and owning property, guitar thinks about bettering the lives of black people. Guitars life experiences have shaped him to be a more patient man with humility and empathy for his fellow brothers. His poverty has made him to want a better life for his fellow black people. He has no interest in partying and women while his brothers are being discriminated upon. He has no interest in owning property and mistreating his fellow brothers and not caring like his friend milkman. In page 153, guitar tells milkman, ‘†¦cards are stacked up against us†¦ stay alive and in the game, makes us do funny things†¦things that make us hurt one another†¦don’t carry it inside†¦try to understand†¦ just forget it†¦ keep yourself strong†¦Ã¢â‚¬â„¢ ((Morrison,153). Q2. What kind of person is Milkman at the beginning of the novel? What makes him tick? What are his attitudes? What evidence in the text do you see of such attitudes? In what ways does he differ from his father? Is he similar in any way? Milkman is a man who does not believe in class difference in the society that is why he befriends

Customer Service-Gathering Customer Information-discussion Personal Statement

Customer Service-Gathering Customer Information-discussion - Personal Statement Example The form includes information from your name to financials and a number of other questions demonstrating your likes and dislikes. Then there are â€Å"Enquiries and Complaints† where companies keep record of customer enquires which can be about a specific product or service. â€Å"Customer Reward Programs† is another smart technique of getting customer information by offering them tempting rewards like discounts, promotions, cash backs and reward points. Another way of acquiring information is â€Å"Customer Feedback Surveys† which is of one most used method. From ethical point of view, gathering customer’s personal information is wrong to some extent. We should not forget that people do have the right to privacy according to law but if they are deliberately providing their information to the companies then all the blame cannot be imposed on companies. On the company’s part, they should not collect private information to the extent where customer feels insecure and the worst part is that companies who are gathering data just don’t keep it to themselves; it is usually leaked or sold to other companies specifically in the banking sector. At times companies also track your personal life associated to marital and monetary aspects. In my opinion there should be a limit to invade customer’s personal life and also customers should be careful while providing extensive information about themselves for the sake of rewards which might have unforeseen

Management Information Systems at Wal-mart Essay

Management Information Systems at Wal-mart - Essay Example The intention of this study is Wal-mart as the largest retail company in the world that has been on the top of Fortune’s 500 list for several years. It is also the largest employer in the world. Wal-mart deals in general merchandise as well as specialized product lines such as pharmacy, tire and lube express and photo processing. Wal-mart sells high quality branded products to its customers at the lowest prices. Wal-mart achieves this seemingly contradictory combination right using advanced management information systems. In addition, it makes special long term contracts with big suppliers and removes middlemen. The basic idea behind Wal-mart’s business is discount merchandising that is keeping margins low by selling at a large discount but improving the top-line by selling a very large volume of products. In realizing Wal-mart’s corporate strategies in practice, management information systems have played the most significant role. Wal-mart’s supply chain is considered the best in the world due to a very efficient use of information technology. This is the company’s core competency. Wal-mart has been a pioneer of many supply chain management practices based on advanced information systems. The use of RFID (Radio Frequency Identification) is the biggest and most recent of these. The following sections discuss the use of management information systems used by Wal-mart and the strategic advantages derived by the company as a result of them. 3. Wal-mart’s Inventory Management System Wal-mart uses an inventory management system called Retail Link. This system allows the suppliers to have a look at the number of products of each type at the shelves in each retail store of Wal-mart at any given time. In addition, the system gives information about the sales rate for any period say an hour, a day, a week or a year. The suppliers also get real time information about the time of the day their products sell, the accompanying produ cts which it sells and other details. All this information helps the supplier companies in efficient inventory management. In many cases, Wal-mart leaves the stock decisions entirely to the supplier companies. This saves considerable costs in administration. The inventory risks such as stock-outs are hence transferred to the suppliers. This leads to a significant cost reduction (PriceWaterHouseCoopers, 2010). 4. Channel Partnership with big companies through information systems Wal-mart has forged several strategic partnerships with major supplier companies. These partnerships have been facilitated by modern information systems and flawless execution. A prominent case study is the strategic partnership between Wal-mart and Procter & Gamble. Both the companies are major players in their sectors. They have developed a common supply chain information sharing channel to better co-ordinate the supply chain activities. What began as a data sharing activity slowly permeated through strateg ic, operational and tactical levels in the two organizations. For achieving their objectives, Wal-mart and P&G together came up with a data highway that allowed the companies to share information on sales at all stores, types and time of sale, shelf information and so on. This drove down costs of both companies and increase customer satisfaction. The conceptual diagram for the data highway is shown in Figure 1.4.1. Figure 1.4.1: Channel Partnership Data Highway between Wal-mart and P&G Source: Grean, Michael; Shaw, Michael J. Supply Chain Integration through Information Sharing: Channel partnership between Wal-mart and Procter & Gamble In this approach, Wal-mart used scanners inside its retail stores to study their own business. The observations were critically analyzed. P&G used consumer buying patterns and compared it with the customer information available from market research or other activities. All the information collected and analyzed by the two companies was collected. This led to

Is the development of oilsands essential to Canadas future prosperity Assignment

Is the development of oilsands essential to Canadas future prosperity Give Pros and Cons - Assignment Example Oil sand is a composition of many substances including water, soil, sand and bitumen. The bitumen is the thick and vicious oil. For bitumen to gain importance, it must be subjected into a series of treatments (Alberta Energy 4). The Alberta’s oil sands are of immense importance to both Canada and the rest of the globe as it supplies energy is not only more stable than other energy sources, but also reliable. Alberta’s oil sands utilize the most advanced form of technology in the extraction of oil, in addition to being the most developed in the whole world. Alberta’s oil has very many uses. Some of the uses include use of oil in driving cars, manufacturing of cosmetics, bubble gums and other substances like toothpastes. Researchers and developers have estimated that Alberta’s oil sand deposits will sustain Canada for a period of over a hundred and fifty years. However, with the current rate of extraction of oil at Alberta, the period of sustainability may fall below the 150 years. Even with the high rates of extraction, it is estimated that only a portion of about 20% has been extracted and the rest, 80% is yet to be extracted because of the huge depth the oil lays (Albertas Oil S ands Economic Benefits, pars. 2-3, 4). The major method of oil extraction at Alberta oil sands is through steam injection. The steam is exerted to liquefy the bitumen, and water has to be pumped in to mix with melted bitumen, to facilitate it to flow the surface, from the underground. During the separation process, bitumen is obtained and the rest of the mixture is poured away. It is estimated that 75% of bitumen is obtained, and 25% is lost to waste during the separation process (Albertas Oil Sands Economic Benefits, pars. 2 & 3, 4). Alberta’s oil sands are a great source of future prosperity to Canada. Oil is a major driver of a country’s economy. It is evident that all oil producing

Global warming caurse genetic changes Research Paper

Global warming caurse genetic changes - Research Paper Example These changed seasonal relations are explicable totally as temperature-responsive reactions (McDonald, 2). Climate changes on diverse geographic scales and timescales. Climatic changes monitored over a few decades associates with alterations in living populations and species. Some speculative grounds for anticipating types of climate-driven changes in species and populations that we observe nowadays to play out as hastened speciation over the timeline of thousands or millions of years exist (Barnosky& Kraatz, 3). Global warming is moving at a quicker rate at more northerly latitudes, which is leading to less cold stress caused by extreme winter and longer growing seasons. Species of animals have been enlarging their range toward the limits and populations have been developing, migrating or reproducing earlier over the past 40 years. Phenotypic plasticity or the capability of characters to change their behavior, morphology or physiology in response to modified ecological circumstances have attributed to these developments and changes (Connor, 2). Many species are changing to the lengthened growing season caused by the slight rise in standard global temperatures over the past century. Seeds are sprouting, birds migrating and frogs regenerating earlier. All of these however are not lasting genetic transformations but changes in individual behavior (Nature.com, 1). Numerous studies have indicated connections between climate drifts over the past 50 years or so and changes in population density, in the geographic variety of species or in other parameters that affect the number of offspring produced. Such effects have been monitored in different mammals such as moose, deer, African antelope, bighorn sheep, caribou, musk oxen and foxes. Therefore, it appears likely that climatic changes influence how animals are distributed on

How healthful is fish, really Can we balance mercury and omega 3 fats Essay

How healthful is fish, really Can we balance mercury and omega 3 fats - Essay Example In this respect, the level of pollution and its harmful effects on human beings as a function of the fish and seafood that we eat has perhaps been understood for a longer period of time than has the plethora of positive health effects that omega 3 can portend. Therefore, this brief analysis will consider the pros and cons of eating fish as a determinant of maintaining one’s overall health. However, rather than being a paper that is concentric on a deep and complex understanding of medical statistics and figures, the essay will seek to lay out a logical rubric, supported by medical evidence, for the reasons why the health benefits of eating omega 3 fatty acids far outweighs the overall risks of poisonous/cancerous substances that may or may not be found to a lesser or greater degree within the body of the fish or shellfish itself. In this way, it has long been understood that many types of fish and seafood act as a type of biological filtration system for the natural environmen t (Oken 1718). In this way, some (but notably not all) types of fish and/or seafood have what can only be described as unnaturally high levels of heavy metals and other types of potentially poisonous materials that have been collected in their bodies due to the types of food that is ingested as well as certain key environmental determinants. As such, as researchers have begun to understand the manner in which these creatures collect high concentrations of heavy metals and other types of potentially damaging poisons within their bodies (Rosenberg 8). Accordingly, in order to understand the ways that this effect the human being, a high number of studies have been conducted that have sought to measure and quantify and project the level to which these toxins have exhibited or will possibly exhibit in the future a negative health impact on those who regularly incorporate fish or shellfish into their diet (Marona 55). The end result of the majority of these studies have indicated that alt hough the heavy metals, to include mercury, PCBs (polychlorinated biphenyls) and others, can have the effect of increasing one’s overall risk of developing a type of cancer, the overall statistical incidence of the increase in cancer rate is so miniscule as to not warrant a cessation of eating fish/shellfish so as to avoid the negative health consequences that are exhibited by the existence of mercury/PCBs etc (Foran 15). Such an understanding is of course at odds with some members of the medical science community that continue to put forward the idea that the existence of key poisons and heavy metals within these fish/shellfish as a function of health risk are not always exhibited within the short time span that some of these studies have taken into account (Olson 133). Naturally, when comparing the net positive of eating fish/shellfish as compared to the net health risks associated with the potential ingestion of various concentrated heavy metals and poisons, one must consi der the fact that reduction of risk with regards to the what omega 3 fatty acids provide with respect to heart health is greatly more statistically significant than the increased of risk of certain types of cancer associated with the ingestion of certain impurities. Such an important distinction is useful to note due to

Arthur Conan-Doyles Sherlock Holmes and the Modern-Day Interpretations Research Paper

Arthur Conan-Doyles Sherlock Holmes and the Modern-Day Interpretations - Research Paper Example Perhaps no character in literary history is more beloved than Sherlock Holmes. Known for his powers of deduction, Holmes is able to solve crimes with precision by using these immense powers. Holmes is also considerably charismatic. In the American version of Holmes, called Elementary, Holmes is a recovering drug addict, and Watson his sober companion. They both live in New York City in this version, in the modern day. In the BBC version, called simply Sherlock, the characters are more traditional, in that they are both men, but, they, too, are in the modern day – modern day London. There are many differences between the modern adaptations and the novel version of Sherlock Holmes. The two adaptations are considerably different from one another as well. It is not just that Watson is a woman in the American version, and that Sherlock and Watson are in modern day London in the BBC version. It is the overall tone and feel of the characters – Sherlock is very different in all three versions, and Watson is as well. Sherlock knows considerably more in the modern adaptations than he does in the novel version. There is an erotic subtext in both the American version and the BBC version, although, in the American version, the erotic subtext is more â€Å"acceptable† as the characters are of the opposite sex from one another. Drug abuse is handled differently in all three versions as well. What is clear is that, while all three versions, and all other versions of Sherlock Holmes, are different from one another, they all have a charismatic Holmes at the center, which is why they all are successful in their own right.

Civic Punishment or Private Revenge Case Study Example | Topics and Well Written Essays - 2500 words

Civic Punishment or Private Revenge - Case Study Example A presentation of the fragmented accusations of Euphiletus' accusers will be offered in order to clarify some of the rhetorical strategies that Euphiletus' utilizes in his defense speech. Finally, some concluding remarks on how adultery, crimes of passion and homicide were understood then and now. There is some evidence to suggest that the ethical internals of Euphiletus' defense were intended to generate sympathy among the judges (Herman 407). By presenting himself as deceived husband and victim, Euphiletus is attempting minimally to provide an emotional basis for his desire to kill Eratosthenes. This is important for if Euphiletus wanted to portray himself as an Athenian gentleman whose moral composition represented the mainstream of Hellenistic society, then his act represents the logical consequence of a man whose wife has been caught in flagrante delicto with another man. If it was the case that such an act could not have been conscionable under such conditions then the Euphiletus' strategy would be counterproductive as his demeanor would be interpreted as the manifestation of a morally eccentric minority. However, it is not to suggest that Euphiletus wished to portray himself as a jealous husband fueled with righteous and murderous rage. Rather, at every step as will be shown later he presents himself a mediated actor of the law, merely the hand of the law rather than its head or heart. In fact, he wishes to show that Eratosthenes was not murdered but executed by him and was only done so by him on mere coincidence that it was his wife with whom Eratosthenes had slept (Harris 365). Thus, Euphiletus wishes to draw out the tensions inherent in two antithetical codes of conduct: 1) an older, de-centralized, tribal one in which honor and vengeance played integral roles and 2) a more evolved centralized code of conduct in which democratically endorsed values were mutually agreed upon and enforced communally (Herman 408). By engendering a feeling of vengeance while simultaneously negating its causative role in this act, Euphiletus paradoxical strategy gives a path in which the Athenian judges can acquit Euphiletus on the grounds that the act was one of civic punishment while concomitantly acknowledging the obvious vengeful passions that were aroused duri ng the incident itself. He begins by laying out the task before him, which is to convince the jury that Eratosthenes' killing was prompted by the debauchery of his wife via seduction and the disgrace tendered therein and for no other reason, " that this was the one and only enmity between him and me; that I have not acted thus for the sake of money" (Lamb 1.4). It is important that money or other enmity do not prefigure in any manner for Euphiletus' case, as that would have invalidated the laws for which the type of justified homicide he wished to claim happened. If indeed money or other enmity figured in this case, as his accusers had apparently tried to impute, it would simply be premeditated murder in

Postgraduate Degree Statement of Purpose Essay Example for Free

Postgraduate Degree Statement of Purpose Essay Why I want to pursue Masters in Entrepreneurship and Innovation at Swinburne University I decided to pursue a master’s degree to strengthen my path in entrepreneurship and to eventually become a successful social entrepreneur. I started out my career as a graphic designer, despite my achievements in work I always feel an urge to start my own business and serve the community at large. On that account I started a new beginning for myself, first by teaching at a university and volunteering for social works. Second, with a partner I established a small independent coffee shop serving as a creative community hub and promoting homegrown coffee. I discover that I love the new activities that I’m doing. While acknowledging an even bigger aspiration to be a social entrepreneur, I became aware that it takes more than guts, street savvies and accounting books to actually run a business smoothly. My decision to get this degree abroad is because I believe to be a future leader in any field one needs to have a broad mind and to be exposed with various culture and way of thinking. I choose Australia not only because of its close ties with Indonesia, but also the people’s friendliness and multiculturalism. I was delighted to find out the Swinburne has the exact program that is suitable for my needs with, and I was more thrilled to know the Master of Entrepreneurship and Innovation has a social entrepreneurship stream option. I am confident that getting an Masters of Entrepreneurship and Innovation will not only increase my skills and potential in business, but also give me an edge for me to set up new ventures in social entrepreneurship. I hope you will give me the privilege to continue my studies at your institution.

Solid Lipid Nanoparticles of Clobetasol for Psoriasis

Solid Lipid Nanoparticles of Clobetasol for Psoriasis Formulation and Evaluation of Solid Lipid Nanoparticles of Clobetasol for Topical Treatment of Psoriasis CHAPTER 4 Methodology 4. METHODOLOGY MATERIALS USED: Table 5: LIST OF CHEMICALS USED WITH SUPPLIERS Table 6: LIST OF EUIPMENTS USED WITH SUPPLIERS Physicochemical study on the drug: Melting point determination Melting point is the temperature at which the pure liquid and solid exist in equilibrium. In practice it is taken as equilibrium mixture at an external pressure of 1 atmosphere; this is sometimes known as normal melting point. The Thiel’s tube method of melting point determination liquid paraffin was used in present study. UV spectrum UV scanning was done for pure drug from 200-400 nm in the dilution medium of methanol and in the dilution medium of phosphate buffer pH 7.4 Standard calibration curves of Clobetasol: Reagents Methanol Phosphate Buffer pH 7.4 114,115 Medium- Methanol  116 50 mg accurately weighed CP was dissolved in the methanol and volume was made up to 50ml with methanol [Stock 1]. From stock 1, different dilutions were prepared in the concentration range of 5, 10, 15, 20 and 25 µ g/ml using methanol as dilution medium. The absorbance of these solutions was measured against blank as methanol in UV spectrophotometer at 240 nm. Medium- Phosphate buffer pH 7.4 solution 50 mg accurately weighed CP was dissolved in the methanol and volume was made up to 100ml with methanol [Stock 1]. From stock 1, different dilutions were prepared in the concentration range of 5, 10, 15, 20, 25, 30 µ g/ml using Phosphate buffer pH 7.4 solution. The absorbance of these solutions was measured against Phosphate buffer pH 7.4 solution as blank in UV spectrophotometer at 239 nm. Compatibility studies of drug and polymers: FTIR spectra of pure clobetasol, physical mixtures, and SLN formulations are carried out to determine if there was any interaction between the drug and the other formulation components117. Since IR is related to covalent bonds, the spectra can provide detailed information about the structure of molecular compounds. In order to establish this  point, comparisons were made between the spectrum of the substances and pure compound. The Preformulation study was carried out prior to the development of the dosage forms. The compatibility of the drug and the excipients used were determined by IR spectrometer Shimadzu 8400 series. The spectra of formulations were compared with that of pure drug in order to ascertain for any possible interaction between polymer and drug. Preliminary studies: Initially, SLN was prepared by solvent injection method by using clobetasol (drug), carnauba wax and beeswax as lipid phase, cetyl alcohol and lecithin soya as surfactants. Tween 20 as co surfactant phase and finally distilled water to make up the volume. Where in this method, both liquid phase and lipid phase were heated to 70-75oC. When lipid phase was heated to desired temperature drug was dispersed in it and added to aqueous phase under the magnetic stirrer for 30mins. The lipid phase is added in to aquoes phase by drop wise using syringe. Thus SLNs were formed due to rapid crystallization of oil droplets and precipitation. This respective formulation design is shown in table 7. But the formed SLN was not dried and unstable. Therefore lipid extrusion method was used to prepare various formulations with different concentrations of lipid in an effort to optimize the formulations for the particle size ranging in nano scale. Table 7: Formulation design for solvent injection method The lipid extrusion method was adopted to prepare SLN. At 25mg of CP is kept constant in all formulation. Initially, the drug with different lipids tried with different concentration constant speed. The SLN were evaluated for particle size. The composition of formulation is shown in table. Formulation design:11,17,18 Procedure for preparation of SLN by lipid extrusion technique: Lipid extrusion is carried out at temperatures above the melting point of the lipid and is similar to the homogenization of an emulsion. A pre-emulsion of the drug loaded lipid melt and the aqueous emulsifier phase (same temperature) is obtained by high-shear mixing device (like Polytron PT 1600E homogenizer). High pressure homogenization of the pre-emulsion is done above the lipid melting point. Usually, lower particle sizes are obtained at higher processing temperatures because of lowered viscosity of the lipid phase. Fig 11: Schematic representation of SLN preparation by lipid extrusion Table 8: Formulation design for lipid extrusion method Table 9: Formulation design with stirring speed and duration of rotation using Polytron pt 1600E for Formulation F EVALUTION OF SLN: Physical Evaluations: Visual appearance pH: The pH of SLN formulations were measured using pH paper. Rheological studies Rheological properties (study of deformation and flow of matter) are required in various pharmaceutical areas. It helps to monitor the effect of vehicles consistency on release of drug from the preparations and subsequent percutaneous absorption. Also it is important from the manufacturing point of view. Viscosity measurements were carried out using a Brookfield viscometer (T – bar spindle). The formulation of SLN was kept in 100ml beaker and dial readings was noted at 3, 5, 6, 10, 12, 20, 30, 50 and 60 rpm. The speed was then successively lowered and the corresponding dial readings were noted. Particle Size Analysis118: The particle size should be less than 1000 nm in nanoparticles. It can be analyzed by using Malvern particle size analyzer. Particles in the size range of colloids display constant random thermal motion which is known as Brownian motion. This motion causes the intensity of light scattered by the particles to vary with time. The larger the particle slower their motion and hence the smaller the variation in intensity of light scattered. Photon correlation spectroscopy uses the rate of change in the intensity to determine the size distribution of particles. The zetasizer has a correlator with 64 channels. Each of this channel measures changes in light fluctuation over a defined time span. The time span is known as the sample time or delay time the correlator measures the light intensity by counting photons. For a very short time period the changes in light intensities will be very small as the particles had very little time to move. The position of the particles can be statistically defined as being highly correlated, Contrast to this with a long sample time, particles will have moved randomly from their initial positions. Therefore the particles can be described statistically as not being correlated. Zeta potential measurement Zeta potential of the SLNs were measured by malveren zetasizer. The zetasizer mainly consist of laser which is used to provide a light source to illuminate the particles within the sample. For zetapotential measurements this light splits to provide an incident and reference beam. The incident laser beam passes through the centre of the sample cell, and the scattered light at an angle of about 130 is detected. when an electric field is applied to the cell, any particles moving through the measurement volume will cause the intensity of light detected to fluctuate with a frequency proportional to the particle speed and this information is passed to the digital signal possessor and then to a computer. Zetasizer software produces a frequency spectrum from which the electrophoretic mobility hence the zeta potential  is calculated. Scanning Electron Microscopy (SEM): Surface morphology of the specimen will be determined by using a scanning electron microscope. Procedure: The samples are dried thoroughly in vaccum desicator before mounting on brass specimen studies, using double sided adhesive tape. Gold-palladium alloy of 120 °A Knees was coated on the sample sputter coating unit (Model E5 100 Polaron U.K) in Argon at ambient of 8-10 with plasma voltage about 20mA. The sputtering was done for nearly 5 minutes to obtain uniform coating on the sample to enable good quality SEM images. The SEM was operated at low accelerating voltage of about 15KV with load current about 80mA.The condenser lens position was maintained betwee 4.4-5.1. The objective lens aperture has a diameter of 240 microns and working distance WD=39mm. Drug content119: The drug equivalent to 10 mg of formulation was taken and dissolved in small quantity of methanol. Then the formulation is warmed on the water bath so that the drug present in the formulation was completely dissolved. Then the solution was filtered through Whattman filter paper in 25 ml. volumetric flask and volume was made up to the mark by methanol to give concentration of 1000 ÃŽ ¼g/ml. for Clobetasol. Then 1 ml. was pipetted out in 100 ml. volumetric flask to give concentration of 10ÃŽ ¼g/ml and then absorbance was measured at 240 nm. In-vitro release studies114,115,120: In Franz diffusion cell, 6 gm. of sample was kept in donor compartment. The entire surface of cellophane membrane was in contact with the receptor compartment containing 50 ml of phosphate buffer pH 7.4. The receptor compartment was continuously stirred using the magnetic stirrer. The temperature was maintained 35 °C. The study was carried out for 24 hrs and the sample was withdrawn at 30 minute time interval and same volume was replaced with free phosphate buffer. The content of clobetasol from withdrawn sample was measured after suitable dilution. Stability studies: Whenever a new formulation is developed, it is very essential to establish that the therapeutic activity of the drug has not undergone any change. To conform this, the selected formulations were subjected to stability studies. Generally, the observation of the rate at which the product degrades under normal room temperature requires long time. To avoid this undesirable delay, the principles of the accelerated stability studies are adopted. The International Conference of Harmonization guidelines titled â€Å"stability testing for drug substance and product† describes the stability tests requirements for drug registration applications in the European Union, Japan and United States of America. Table 10: International climatic zones and climatic conditions Table 11: General stability testing consideration Study

Understanding The Russian Sphere Of Influence Politics Essay

Understanding The Russian Sphere Of Influence Politics Essay The aim of this chapter is to bring out the elements behind Russias quest to maintain a sphere of influence around itself. In doing this, one should not just look at present Russian politics and recent attempts by Russia to restore its former sphere of influence. One has to look briefly into the history of Russia from the time of the Tsars and during the Communist regime. The Tsars had always desired to create a sphere of influence which would act as a belt of protection for Russia. One has to look at Russias geography to understand this key element in Russian foreign policymaking throughout the centuries. In 1991, the Soviet Union collapsed and Russia lost various regions which were the ex-Soviet Republics. Since then, Russia has retreated progressively. NATO expanded eastward in Europe since 1994 causing Russia to be suspicious and resentful. After the September 11 attacks, the USA established military bases in Central Asian countries to support its military operations against the Taliban and Al Qaeda in Afghanistan and initially Russian President Vladimir Putin gave his support, though he would resent long-term American military presence in what Russia perceives its sphere of influence. In the Far East, Russia faces a rapidly rising China as a potential superpower. So, it is understandable that Russian foreign policymakers have to counterbalance all these factors. Russia is not just a European power but also an Asian power. All these factors contribute to the multivector characteristic in Russian foreign policymaking. One must not forget that Russia also has its economic interests i n the Central Asian region and not just military and political interests. The setting-up of the Eurasian Economic Community (EurAsEC) and the Collective Security Treaty Organisation (CSTO) show how Russia is trying to adapt to its loss of empire. One must not forget that the collapse of the Soviet Union took place twenty years ago and that Russia is still going through what is called its imperial syndrome. This chapter has the aim of demonstrating the change and continuity in Russian foreign policy through its history to the present day. 2.1 The Tsarist roots When Russia began to expand as an empire, the Tsars always had the intention to use to newly conquered lands as belts of protection around Russia. This can be traced back to the time of Ivan III, also known as Ivan the Great. He started by what historian call the collecting of the Russian lands which was followed by wars with Poland in the West (Donaldson and Nogee, pg 18). Ivan IV, known as Ivan the Terrible, conquered lands from the Tatars and Russia reached the Caspian Sea (Donaldson and Nogee, pg 19). In 1613, Mikhail Romanov was elected Tsar, hence starting the 304-year Romanov dynasty. Under his reign and his sons reign, Russia fought eight wars with Poland and it retook Kiev, which had the capital city of the first Russian state, the Kievan Rus (Donaldson and Nogee, pg 19). So, in this time frame, one can see Muscovy expanding its territory and sphere of influence. The ascension of Peter I, known as Peter the Great and his subsequent reign (1689-1725) had a lasting effect on Russian foreign policy. He is known for his secularization and modernization of the Russian Empire along European lines (Hosking, pg 76). He too focused on expanding Russian territory and had one of his first successes when he captured the fort of Azov from the Turks, thus giving Russia access to the Black Sea (Hosking, pg 76). He then proceeded to war with Sweden and the victories he attained there such as the capture of the river Neva in 1703, Narva and Dorpat in 1704, gave Russia access to the Baltic (Freeze, pg 114). The Treaty of Nystad with Sweden in 1721 crowned Russias achievements in the Baltic and Sweden lost its place as a European great power to Russia (Donaldson and Nogee, pg 20). With these conquests, Peter the Great brought Russia closer to Europe as he had always desired and Russian foreign policy took a new dimension from then on. In 1689, there was the Nerchinsk Treaty between the Russian Empire and China where the two powers agreed to divide their spheres of influence which led to China keeping Mongolia under its dominion and Russia keeping land north of the Amur river (Donaldson and Nogee, pg 20). After the death of Peter the Great, there was the Kyakhta where Russia and China agreed to set up formal diplomatic relations and paved the way for trade between the two powers (Donaldson and Nogee, pg 20). Under Catherine the Great, Russia continued to expand its territory and this is seen in the partitions of Poland which brought Belarus (White Russia), Lithuania and Western Ukraine under the Russian realm (Donaldson and Nogee, pg 20). Russias military forays southwards resulted in two wars with Turkey and these culminated in the treaties of Kutchuk Kainardji (1774) and the Treaty of Jassy (1792) which gave Russia control of the north Black sea coastline from Azov to Odessa (Donaldson and Nogee, pg 20). After the victory against Napoleon in 1815 and the Congress, Russias Tsar Alexander I was able to demonstrate Russian power to Europe (Donaldson and Nogee, pg 21) and Russia added Finland and lands in the south and Central Asia to its dominion. Nicholas Is reign (1825-1855) saw Russia turning its attention on the Ottoman Empire which was referred to as the sick man of Europe and this is seen in the Russian ambition to take Constantinople and get naval access to the Mediterranean Sea and the base at Sevastopol (Donaldson and Nogee, pg 21). However, one can see the role of ideology behind Russias expansionism such using the protection of Orthodox Christians in the Ottoman Empire to justify its wars with Turkey, which one of them resulted in the independence of Greece (Donaldson and Nogee, pg 21). In the second half of the 19th century, Russia began looking eastwards again and started to violate the Treaty of Nerchinsk by penetrating deeper into Chinas territory. In 1860, Vladivostok was founded and in 1860, the two powers signed the Treaty of Peking where Russias new gains in the Amur region (legalized since 1858) were consolidated and China and Russia agreed on the new border along the Ussuri river (Donaldson and Nogee, pg 24). In Central Asia, Russia took Tashkent in Uzbekistan in 1865 and Merv in Turkmenistan in 1884 (Donaldson and Nogee, pg 24). To reassure Britain that it was not going to pursue its conquests south to India, Russia signed an agreement with Britain that it was going to limit itself to northern borders of Afghanistan (Donaldson and Nogee, pg 24). One must not exclude the ideology of Pan-Slavism from Russian foreign policymaking during the time of the Tsars which had considered Moscow as the Third Rome and the Tsar as the protector of all Orthodox Christians (Donaldson and Nogee, pg 25). This led to tensions with the Ottoman Empire resulting in a war in 1878. In the early twentieth century, Russia had tension with Japan over territories in the Far East and this culminated in a Russo-Japanese war in 1904-1905, which to Russias humiliation, Japan won (Donaldson and Nogee, pg 27). So, Russias ambitions in the Far East were limited to the northern part of Manchuria, the northern half of Sakhalin island and had to accept Koreas incorporation in the Japanese sphere of influence (Donaldson and Nogee, pg 27). What was the motivation behind the Tsars aim of expanding their realm? Robert H. Donaldson and Joseph L. Nogee give a variety of reasons. The geography of Eurasia may be one of the explanations for Tsarist Russia to acquire all those land to create a protective barrier around itself. Russia also wanted ice-free harbours which led to its ambitions to take harbours in the Black Sea and the Baltic as well as Pusan in modern South Korea culminating in the war with Japan in 1904-1905 (Donaldson and Nogee, pg 29). The autocratic ideology of the Tsarist system is also listed as a reason. The Tsars expressed their autocratic character by pushing for conquering of new lands and military expeditions (Donaldson and Nogee, pg 30). Even Henry Kissinger, in his book, Diplomacy, agrees with the view that Tsarist autocracy led Russia to behave in that way in the international relations of the time (Kissinger, pg 140) 2.2 Continuity under the USSR The continuity with the Tsars thinking was most clear under Joseph Stalins rule. In August 1939, the Soviet Union and Nazi Germany signed an agreement known as the Molotov-Ribbentrop Pact where they agreed to share Eastern Europe between their spheres of influence. Through the Molotov-Ribbentrop pact, Russia regained those lands such as Eastern Poland, the Baltic states, Bessarabia and northern Bukovina (Kenez, pg 135). The motivation to expand Russias territory could not be clearer. In October1944, there was the Percentage Agreement between British Prime Minister Winston Churchill and Soviet leader Joseph Stalin to divide spheres of influences of their states in Eastern Europe (Dunbabin, pg 87). The element of continuity with the Tsars thinking of expansionism is clear. After the Second World War, the USSR did not make it a secret that it wanted to keep Eastern Europe under its orbit as well as export its Communist ideology throughout the world. The USSR was using the banner of Communism and proletarian internationalism to spread its influence around the globe. The West responded by the enactment of the Truman Doctrine which had the intention of containment (Best, Hanhimaki, Maiolo, Schulze, pg 220). In June 1947, the European Recovery Program, better known as the Marshall Plan was launched in order to help Europe recover and stem the tide of Communism (Best, Hanhimaki, Maiolo, Schulze, pg 222). This was part of the containment policy. On the 4th of April 1949, the North Atlantic Treaty Organisation (NATO) was set up to challenge Soviet hegemony (Best, Hanhimaki, Maiolo, Schulze, pg 223-224). The Soviet response was to create the Council of Mutual Economic Assistance, COMECON in 1949 to create sociaist planned economies in Eastern Europe (Best, Hanh imaki, Maiolo, Schulze, pg 219). In 1948, the USSR expelled Yugoslavia of Jozip Broz Tito because Tito did not want to have Stalin dictating to him how to govern the country (Best, Hanhimaki, Maiolo, Schulze, pg 219). In May 1955, the USSR set up the Warsaw Pact as a response to NATO as Soviet leader Nikita Khrushchev said we wanted to make an impression on the West (Dunbabin, pg 221). In 1956, Hungary under Imre Nagy rebelled because it did not want to remain under Soviet domination and left the Warsaw and the Soviets response was to send tanks to crush the uprising (McCauley, pg 340). In 1968, Czechoslavakia, under the leadership of Alexander Dubcek, attempted to create socialism with a human face, unlike the rigid Soviet communism which is known as the Prague Spring. Soviet leader Leonid Brezhnev was alarmed by this since he feared it could spread and create a domino effect and the USSR would lose its sphere of influence in East-Central Europe. The USSR tried to exert pressure on Dubcek (Dunbabin, pg 568) but when it saw that it was not enough, it launched a military invasion on 20th August 1968 to crush the Prague Spring and remove Dubcek from power (Dunbabin, pg 569). This showed that the Sov iet Union feared that different interpretations of Marxism among its satellites would lead to collapse of Communism and lose its strategic sphere of influence. Due to the upheavals that took place, the Brezhnev leadership came up with the Brezhnev Doctrine which claimed that it was the sole right of the USSR and the Warsaw Pact to take action against socialist countries which deviated from Soviet Communism (Best, Hanhimaki, Maiolo, Schulze, pg 274). The message the USSR sent to the rest of the world was that it will not tolerate any changes to the political-economic system it had created in East Europe, its sphere of influence. This was because it felt highly threatened by those changes. The West gave its response in the Helsinki Final Act in 1975 where it accepted the Soviet sphere of influence in Eastern Europe but the USSR agreed to accept the human rights basket, which would have serious consequences for the USSR in the 1980s (Dunbabin, pg 571). 2.3 Post-Communist Russia and Sphere of Influence Thinking in Current Russian Foreign Policy At the collapse of the Soviet Union, many former Soviet Republics which were also part of the Tsarist Empire became independent. Russia had lost those lands which had provided a belt of protection for Russia for centuries. After the collapse of the Soviet Union in 1991and up to the late 1990s, the newly constituted Russia began to use the term near abroad for its former Soviet republics (Donaldson and Nogee, pg 163). In this part, the setting up of the Commonwealth of Independent States (CIS), Eurasian Economic Community (EurAsEC), Collective Security Treaty Organisation (CSTO) and Russias participation in the Shanghai Cooperation Organization (SCO) and their usefulness to Russia in maintaining its sphere of influence will be analyzed. This part aims to put under focus Russias aims and aspirations behind the setup of these organisations. The interests Russia has in keeping Central Asian states, Ukraine, Belarus and other ex-Soviet states will be analyzed. Russia has and still claims that it uses multilateralism to achieve its aims of maintaining its sphere of influence and checking other powers such as China in the East. To analyze this in more detail, the focus will be on Russias behavior both in the institutions it is part of and leads and its behavior towards the smaller ex-Soviet republics. Russias activities in the CSTO and SCO will also be analyzed as well as its successes and failures in preserving its sphere of influence. 2.3.1 What are Russias interests and motivations, and how does it view itself and the countries surrounding it? The best way to start the subject is to look into Russias interests. Historically, the ex-Soviet republics were part of the USSR and before the October Revolution of 1917. It is not restricted to this reason though. Russia has economic interests as well as competing new powers for influence. This is most felt in the Central Asian region. For Russian political analyst Dmitri Trenin, this is sphere of interest rather than sphere of influence, as he points out in his article in The Washington Quarterly. Trenin outlines three types of interests that Russia has the ex-Soviet states. The first includes the military and security reasons, secondly, Russias economic interests and thirdly, the cultural aspect. Regarding Russias security and military interests, Trenin mentions the CSTO as a way for Russia to maintain its influence and dominance in most of the ex-Soviet republics and also to combat Islamic extremist movements (The Washington Quarterly, October 2009). Trenin goes on to refer to t he fact Russia would like the CSTO to on the same level with NATO and that this would create the new European security architecture thus leading to the legitimization of the primacy of Russia in its former Imperial and Soviet subjects (The Washington Quarterly, October 2009). Trenin maintains that Russias intention is halt US and NATO encroachment in its perceived zone of responsibility and he refers to the August 2008 war with Georgia. By taking a heavy-handed attitude towards Georgia, Trenin suggests, Russia was sending a clear message to NATO that it would accept anymore intrusion in the ex-Soviet space (The Washington Quarterly, October 2009). So, the real reason behind the war was Mikhail Saakashvilis explicit intention to get NATO membership for Georgia. Russia also thinks that the USA is using democracy encouragement in order to draw the ex-Soviet states away from Russias influence (The Washington Quarterly, October 2009). The second reason, the economic interests of Russia, also cannot be ignored. Russia has millions of foreign workers who come from the CIS member states, a factor which gives Russia an upper hand in dealing with its neighbours (The Washington Quarterly, October 2009). Another important economic factor is energy. The ex-Soviet states around the Caspian Sea are rich in energy resources and Russian energy companies such as Gazprom, the Russian state-owned gas corporation, would like to be the ones that have control over these resources especially oil and natural gas (The Washington Quarterly, October 2009). Russia has also worked towards economic integration in Eurasia and this is seen in the Eurasian Economic Community (EurAsEC) and Russia has made no secret of its wish to have a customs union with Kazakhstan and Belarus (The Washington Quarterly, October 2009). So Russia also uses economic means to preserve its influence and its interests. In the aftermath of the 2008 economic crisis, Russia has forked out billions in funds to help the economies of the former Soviet Republics to recover (The Washington Quarterly). Thirdly, there is the cultural aspect. Dmitri Trenin makes a reference towards the presence of millions of Russian inhabitants in post-Soviet countries and how the Kremlin tries to use the case of Russian minorities for its political advantage. This has been listed as one of the objectives of Russian foreign policy in the Russian Foreign Policy Concept of 2008 signed by President Dmitri Medvedev (Ministry of Foreign Affairs of the Russian Federation, 12th July 2008). This objective of Russia protecting ethnic Russians in the neighboring countries has also one been one of the first objectives of Vladimir Putin since he first came to power as Russian President in 2000, as outlined by Ingmar Oldberg in his article for the Swedish Institute of International Affairs (The Swedish Institute of International Affairs, 2010). Russia has been taking advantage of its cultural predominance to use the Russian minoriti es in the neighboring countries to preserve its influence and has used many methods to try to achieve its objective such as the media, issuing of passports and backing pro-Russian political parties in these states (The Swedish Institute of International Affairs, 2010). One has to appreciate the fact that Russian culture, especially the language is a very strong factor. 2.3.2 Organisations which Russia uses as part of its objective of preserving its sphere of influence In this section, the focus is on organisations such as the Commonwealth of Independent States (CIS), Collective Security Treaty Organisation (CSTO), Eurasian Economic Community (EurAsEC) and Shanghai Cooperation Organisation (SCO). The aim of this part of the chapter is to give a short history of each of these organisations and more importantly, Russias role in them and what Russia hopes to achieve by being active in these organisations. Is Russia using these organisations as a new way to portray itself as upholding the principles of multilateralism while at the same times keeping the post-Soviet republics under its influence? Does Russia behave as an equal partner or is it the dominant member due to its military strength? The best way to answer these questions is to analyse these organisations and Russias role in them. 2.3.2.1 Commonwealth of Independent States The Commonwealth of Independent States (CIS) was born out of the aftermath of the collapse of the Soviet Union. After the Soviet Union collapsed, 15 newly independent states emerged. Russia wanted to use the CIS in order for it to be able to maintain its influence in the newly independent states (Nogee and Donaldson, pg 165). It wanted to create The Baltic states kept away from joining and Georgia left the organisation after its August 2008 war with Russia. Ukraine, which in the early 1990s was under the leadership of Leonid Kravchuk did not want much integration in the CIS in order to preserve Ukraines independence (Donaldson and Nogee, pg 166). As a sign of continuity with the Tsarist and Soviet foreign policy thinking, Russia placed huge importance to the CIS as way of protecting itself with friendly countries, and this was mentioned in the 1993 Russian Foreign Policy Concept (Wilson Rowe and Torjesen, pg 154). With the establishment of the CIS, Russia was aiming for a common econ omic space, a common market, co-ordinated customs policies, cooperation in the environmental protection, developing communication and transport systems and combating organized crime (Wilson Rowe and Torjesen, pg 154). Much of these ambitions aims were not achieved and in 2005, President Vladimir Putin himself complained that the CIS did not achieve what Russia envisioned a decade earlier (Wilson Rowe and Torjesen, pg 154). Stina Torjesen, in a contribution to the book The Multilateral Dimension of Russian Foreign Policy, lists some reasons why Russia did not achieve as much as it hoped for in the 1990s regarding the CIS and CIS integration. Torjesen mentions reasons such as that coordination was not executed well, that when it came to implementing policies, Russia was either slow or didnt implement them at all, causing the other partners to be irritated, Russia in the 1990s was going through economic hardship which led to difficulty in implementing proposals and that Russias behavio r was still zero-sum instead of being a multilateral partner (Wilson Rowe and Torjesen, pg 155). Russia still sought to be the dominating party and sought primacy over other partners. So Russia deserves part of the blame for the failure to achieve the earlier objectives behind the creation of the CIS. Lilia Shevtsova, in her book Lonely Power, believes that Russia does not treat its neighbours as equals and cares about its primacy (Shevtsova, pg 90). Shevtsova makes a reference to a speech by President Dmitry Medvedev at the Council of Foreign Relations where the Russian President stated that Russia had a sphere of privileged interests (Shevtsova, pg 89). There were attempts by some post-Soviet republics to try to lessen their dependence on Russia and this is seen in organisations they set up such as GU(U)AM (Mankoff, pg 247). This consisted of Georgia, Ukraine, Uzbekistan (which left the organisation), Azerbaijan and Moldova. GUAM as organisation was first set up in October 1997 (Tsygankov, pg 126). Uzbekistan left the organisation in May 2005 (Wilson Rowe and Torjesen, pg 173). After the summit in Kiev on 23rd May 2006, GUAM had a new name: Organisation for Democracy and Economic Development GUAM (Organisation for Democracy and Economic Development GUAM). The August 2008 war with Georgia also spoke volumes about Russias efforts to preserve its sphere of influence. Moreover in May 2009, Russia sent in extra 1,800 troops into Abkhazia and South Ossetia which inflamed suspicions in the West that Russia was up to its tricks again, that pursuing its domination of its neighbours as well as punishing Georgia for the pro-Western path it had taken (The Jamestown Foundation, 6th May 2009). After all, President Medvedev had made no secret of Russia wanting to be responsible for what he described as Russias privileged sphere of influence (The New York Times, 31st August 2008). US Secretary of State Hillary Clinton and US President Barack Obama did not agree with Dmitry Medvedevs position (OpenDemocracy, 20th April 2009). Russias cutting of the gas supply due to a crisis with Ukraine was interpreted as Russia using its energy resources to punish those countries which took positions against Russia such as Ukrainian President Viktor Yushchenko, claims which Russia denied and Russia counter-attacked by claiming it was a quarrel over payments (Valdai Club, 13th January 2009). Lately, Russia has had problems over gas with Belaruss President Alexander Lukashenko but analysts claim that Russia uses its position of energy supplier to bend its neighbours to its will. This was the case with Belarus in June 2010 since Russia had been very irritated with Lukashenkos lack of recognition of Abkhazia and South Ossetia as independent states and retaliated by banning milk from Belarus (The Economist, 24th June 2010). 2.3.2.2 Collective Security Treaty Organisation The Collective Security Treaty Organisation (CSTO) is the military organisation Russia uses in order to maintain its influence in the post-Soviet states. One has to remember that out of all the former Soviet states, Russia is the most militarily and economically powerful and these factors do give it primacy in the CSTO. From the beginning, Russia intended that the CSTO will be used to create protection and security for Russia by having an organisation which included the former Soviet states (Wilson Rowe and Torjesen, pg 182). Before the CSTO was established in 2002, there was an agreement, the Collective Security Treaty (CST), signed in May 1992 at Tashkent by Russia, Armenia and the former Central Asian Soviet republics but Turkmenistan remained out (Wilson Rowe and Torjesen, pg 183). After the fall of the USSR, Russia and the former Soviet states began discussing how to have a single military space under the CIS (Wilson Rowe and Torjesen, pg 183). So the CST, and later the CSTO, was to work under the CIS. The objective of a creating one military structure was not achieved because each state chose to have its national army but the CST helped to bring the new states armies to cooperate when a threat emerged (Wilson Rowe and Torjesen, pg 183). Throughout the 1990s, there were discussions on what type of military organisation the CST members national armies were going to set up (Wilson Rowe and Torjesen, pg 183). The discussions were between whether there should be a decision-making structure similar to the one of NATO, which the majority of CST members wanted, or having a hierarchical structure, as Russia and Uzbekistan wanted (Wilson Rowe and Torjesen, pg 183-184). In the end a mixture of both was chosen. One can remark that the fact that Russia wanted a hierarchical structure tells much about what its role in the CST was going to be. It sought to be the leader and not an equal with the other partners. By the mid-1990s, the CST had been successful in dealing with many challenges and Russia, through its military advantage, played a central role in helping Central Asian states to safeguard their borders and training their armies (Wilson Rowe and Torjesen, pg 184). But there was still no proper organisation of a supranational nature and this was seen in the civil war in Tajikistan in 1992, when the CST members did not work together and Russia and Uzbekistan helped the Tajik government (Wilson Rowe and Torjesen, pg 184). In 1993, peacekeeping troops from CST and CIS states Russia, Kazak hstan, Uzbekistan and Kyrgyzstan did come to Tajikistan aid, but Russia was the dominant partner and its actions, such as supporting militarily the Tajik government of the day, were not multilateral (Wilson Rowe and Torjesen, pg 185). In this incident, one can see Russia acting as the dominant partner and this is something which the other states took note of. So Russia had some part of the blame for the failure to develop a fully-fledged multilateral military organisation. Its actions contradicted its objective of collective action. The maintenance of its sphere of influence was what mattered most. However, in the late 1990s, there was military cooperation between the CST members which was led by Russia such as military exercises in 1999 and 2000 (Wilson Rowe and Torjesen, pg 185). In October 2000, the CST members proceeded to cooperate on the issue of terrorism and this culminated in an agreement in Bishkek between Russia, Kazakhstan, Kyrgyzstan and Tajikistan to create an anti-terrorist center where they could share intelligence on terrorists (Wilson Rowe and Torjesen, pg 185). On May 25th 2001, cooperation increased and this led to the creation of the Rapid Deployment Forces to deal with security in the region (Eurasianet, 25th May 2001). This increase in cooperation led to the creation of the Collective Security Treaty Organisation (CSTO) in May 2002 with Russia, Kazakhstan, Tajikistan, Kyrgyzstan, Belarus and Armenia being the members (Wilson Rowe and Torjesen, pg 185). In October 2002, the Charter of the CSTO was signed and it came into effect from the 18th September 2003 (CSTO Official Website). In 2003, Russia began to improve on the already existing facilities at the airbase at Kant in Kyrgyzstan, and in 2006 added more personnel at the base (Mankoff, pg 268). After the 2005 Tulip revolution, the USA had to pay $200,000,000 yearly to keep its airbase at Manas while Russia did not have pay any rent, though it did provide military hardware to Kyrgyzstan (Mankoff, pg 268). In August 2008, after the war with Georgia, Russia asked the CSTO members to recognize South Ossetia (The Times, 30th August 2008) after China and four Central Asian countries had refused to recognize South Ossetia. This is another proof of how Russia wants to use the CSTO to be on par with NATO and trying to stop NATO from encroaching in its neighbourhood. In 2009, the Kyrgyz government announced to the USA that it was going to close down Manas airbase and this was soon after Russia promised more than $2 billion in aid to Kyrgyzstan on condition that the Kyrgyz government tells the US to leave the Manas Airbase (San Francisco Chronicle, 22nd February 2009). The Russia aim to keep Kyrgyzstan under its sphere of influence could not be clearer. On February 4th 2009, at a CSTO summit in Moscow, Russia and the other member states set up the Collective Rapid Reaction Force (CRRF) and it must be pointed out that Russia was once again the dominant player because it had the greater military power and it provided all the weapons, as Aleksei Malashenko from the Carnegie Endowment for International Peace (Moscow) argued (Radio Free Europe Radio Liberty, 4th February 2009). This shows again how Russia uses the CSTO for its central objective of maintaining its sphere of influence. It claims that the CSTO is there to fight terrorism but Russia uses the war on terrorism to make the CSTO one of its foreign policy tools. In fact, one can see this when in the same summit, Uzbekistan demanded special concessions for itself as a condition to join the CSTO (RIA Novosti, 4th February 2009). In May 2010, Belarus decided to contribute over 2,000 personnel to the CRRF after its ratification of the Moscow agreement (RIA Novosti, 26th May 2010). Si nce then, the CRRF members have practiced military exercises in October 2010 (RIA Novosti, 22nd October 2010). However, there were some disappointments and the latest one has been during the political upheaval in Kyrgyzstan when President Kurmanbek Bakiyev was overthrown. Russia did not send peacekeeping troops as Medvedev said that Russia and the CSTO would not participate in Kyrgyzstans domestic unrest (Global Post, 15th June 2010). Russia caused disappointment by its behavior because it showed a lack of consistency and did not act with its CSTO partners to send a peacekeeping mission to Kyrgyzstan. This shows that Russia uses organisations such as the CSTO to give an image that it is working multilaterally with its partners, but in reality it does the opposite. 2.3.2.3 Using economic means to protect interests and maintain sphere of influence The Eurasian Economic Community (EurAsEC) Russia does not only create military organisations to preserve its sphere of influence, but it also uses economic means. Since the collapse of the USSR, Russia has tried hard to create customs union and foster economic integration in the CIS and recently it seems to have had some successes. Russia wants to follow the example of European integration and apply it to the CIS. The Eurasian Economic Community (EurAsEC) is Russias tool to achieve this objective. Some of the objectives behind creating the CIS were to create a common economic space and a common market and deepening cooperat

Sexuality Education in America Essay -- Education Sex Ed

Sexuality Education in America What do the American people as a whole want their youth to be taught about sex? That is the ongoing question that not only state and federal governments are asking, but also local school districts, churches, and parents of all aged children. In the early twentieth century, disputes focused on whether or not to teach sexuality education at all; while currently it has shifted to which method is more successful in the school curriculum. Sexuality education does not just solely include the education of the sexual act itself and the diseases associated with it, but also the way us as humans feel we are as people; how we dress, talk, move, and the way we feel towards others (Families). Sex education and sexuality education are two separate things. Sex education is a learning opportunity that helps individuals understand and prepare for intimacy in their adult lives (Baer). Whereas, sexuality education is the field of study that examines the relationship skills and knowledge, attitudes and behaviors, and the values that promote healthy relationships with one another (Baer). Of course, conservative Americans like to believe that all teens are choosing the path of abstinence. Abstinence is the choice not to be sexual with anyone in any way. However, a recent study showed that is not the case at all; with seventy-five percent of the United States teens from the ages of fifteen to nineteen are sexually active with t heir peers (Baer). That is a number that is continuing to grow; in return it is resulting in unwanted teen pregnancy and the spread of sexually transmitted diseases. Sex education is taught in most tenth graders health class curriculum. There are two main methods used for sex educ... ... that can be examined or reviewed (Wiley). A national review helped outlined a range of effective ideas that could be helpful to teachers in the classroom, they should: (Collins) Adapt dialogue to the proper age and experience of the audience. Focus on dangerous sexual behavior. Provide a strong academic foundation. Provide basic facts about the high risks of diseases. Acknowledge the social pressures by their peers and the media to have sex. Provide practice in healthy communication, and refusal skills. A program is deemed successful if it brings about one or more of the following results: delaying initiation of sexual intercourse, decreasing the frequency of unprotected intercourse, and increasing condom use (Sanderson). It is up to the American public ultimately to decide what is the best way to educate the nation's teens on sex.

Essay --

Lonnie Young III Susan Trudeau College Writing 25 November 2013 University College Program Today’s colleges are more geared towards admission requirements such as GPAs, standardized test scores, and advanced placement scores to accept students. Students are often denied for admission because their standardized test scores or grades are below the average scores. Some of the students might attend community colleges in order to transfer into the college of their choice or go to the University College Program. The University College Program at UDM is a secondary admission program. This program is for students who have not met all the university admission requirements. Students in the program must sign a contract to participate in support services the university has to offer. The contract plays an important role in the day to day life of UCP students. The contract not only includes several obligations for student in the program to obey, but also for admission into the program immediately. The reasons why the contract used are to keep students on the straight and narrow, academic dish...

Amazon PORTER’S FIVE FORCES MODEL

AMAZON. COM PORTER’S FIVE FORCES MODEL Bargaining power of suppliers The power of suppliers is medium-high. Suppliers have a medium power in the sense that much of Amazon’s own inventory could be obtained from numerous suppliers across the country or even across the globe. Suppliers have a higher power given that Amazon. com cannot compete with suppliers. Amazon. com does not run any production plants. Bargaining power of buyers The bargaining power of buyers is high. Amazon. com’s customers have the option of buying the products and services they desire on the hundreds of thousands of other retail web sites on the internet.If Amazon. com does not offer low prices to satisfy the customer then the customer will search the Internet until they find that low price. Rivalry among competing firms Despite Amazon. com is one of the first companies into the e-commerce field, rivalry is high (Barnes and Noble  , Google, Walmart, Ebay etc. ) Threats of substitute products Amazon. com has innovated their services and products along the years and the name of amazon. com is well recognized and trusted into the field, but still the threat for substitutes is high (Books can be purchased at Barnes and Noble Books, Books-A-million, and Half Price Books.Books are additionally sold at newsstands, drugstores, and discount stores. Books can also be borrowed for free at university libraries, music can also be purchased at discount retailers) Threats of new entry Threat of new entrants is low. It would be virtually impossible for a new company to reach the magnitude of inventory and status that Amazon. com maintains. Amazon. com has been in the internet marketplace for about thirteen years now- it would be extremely difficult for a start-up company in the industry to raise enough capital to even compete with Amazon. com on a lower level.

A Survey conducted on teachers in the United States

The entire population studied was 200 instructors with different demographic profiles. Of them 66 instructors were work forces ( 33 % ) and 134 were adult females ( 67 % ) . In footings of matrimonial position, 38 % were individual ( i.e 76 instructors ) and the remainder 124 instructors were married. Among the studied population once more, 164 instructors were professionally qualified, while the remainder 36 instructors did non have any professional preparation. Experience wise 45 % of the studied population had an experience of & lt ; 10years ( 90 instructors ) and the remainder 110 instructors had an experience of & gt ; 10 old ages. The undermentioned pie charts portray the perceptual experience of instructors in United States refering inclusive instruction. Following the order in portion I of the questionnaire, the consequences have been discussed. On being asked if they think that inclusive manner of instruction helps pupils with particular demands fare better academically, more than half of the respondents ( 65 % ) strongly agree that pupils when put in an inclusive category suites, perform academically better and their response towards inclusive instruction is greater. Another 20 % of instructors are besides positive about this perceptual experience. Therefore a huge bulk of the surveyed population are positive towards the inquiry of inclusivity as a aid for particular instruction in footings of academic betterment in pupils with particular demands. 12 % of the population was impersonal on the issue and negative positions were expressed by merely a little minority of 0.75 % who disagreed and 0.25 % who strongly objected this position. Thus the overall instructor community ‘s perceptual experience was found to be positive on this issue. On being asked if they thought that the integrating of particular needs kids into the general pupil community would impact the regular pupils in any manner, merely 8 % of the respondents agreed of which merely 5 % strongly agreed that when normal pupils are placed along with particular kids in a regular category ambiance, negatively will impact the public presentation and efficiency of normal pupils. 22 % were impersonal in their positions and felt that inclusion might or might non hold an consequence on the regular pupil community. The remainder of the 70 % of the instructors surveyed disagreed to this position of which 40 % strongly disagreed that inclusion might impact the regular pupils in any manner. Again, the instructor ‘s response for inclusion seemed to be favourable in an overall bulk. To the inquiry og whether or non endorse up support must be given to kids with particular demands in the inclusive set up to accomplish the highest degree of inclusion, 62 % of the respondents strongly believed that back up support must be given to accomplish the highest degree of inclusion. Another 23 % agreed to this position doing the entire favorable attitude to this position a bulk of 85 % . 5 % of instructors were undecided on this position and merely 10 % had negative positions. Among the 10 % merely 2 % of the instructors strongly rejected this position. On being asked if they thought that academically talented pupils will be isolated in an inclusive category apparatus, none of the instructors strongly accepted this position and merely 3 % agreed that such a possibility exists. 22 % of the instructors were open as to whether or non inclusion might insulate the academically gifted kids. A bulk og 42 % instructors strongly rejected this position of isolation of the academically gifted kids in inclusive categories while 33 % disagreed. Therefore a huge bulk of instructors 75 % think that academically talented kids will non be isolated in inclusive category suites. To the 5th inquiry as to whether the placing of kids with particular demands in regular category suites may impact the academic public presentation of chief watercourse pupils, 50 % of the learning community thought they strongly rejected this thought. Another 15 % disagreed to the thought doing a bulk of 65 % of instructors who thought that the puting kids with particular demands in regular category suites will non impact the academic public presentation of chief watercourse students.10 % of the instructors surveyed were undecided on the issue while 25 % accepted the thought of which 13 % strongly felt that puting kids with particular demands in regular category suites may impact the academic public presentation of chief watercourse pupils and another 12 % agreed. To the inquiry of whether kids with particular instruction demands will profit from inclusive instruction, 78 % of the instructors surveyed strongly accepted that kids with particular demands will profit and another 12 % agreed to the thought. Thus a sum of 90 % of the instructors thought that inclusivity benefits the kids with particular demands. Merely 9 % of the instructors had a negative position on the thought while 1 % were undecided on the issue. On being asked if they thought that kids with particular academic demands have a right to chief watercourse instruction, 72 % of the instructors strongly accepted this position and another 18 % agreed that kids with particular academic demands have a right to chief watercourse instruction. 5 % of the instructors were open as to whether or non kids with particular academic demands have a right to chief watercourse instruction. A minority og 2 % instructors strongly rejected this position of kids with particular academic demands holding a right to chief watercourse instruction while another 3 % disagreed. Therefore a huge bulk of instructors 90 % think that kids with particular academic demands have a right to chief watercourse instruction. To the last inquiry as to whether the puting kids with particular demands in regular category suites may ensue in labeling of the kids with particular demands as Wyrd, stupid or hopeless, and therefore dispute the end of inclusivity, 68 % of the learning community thought they strongly rejected this thought. Another 23 % disagreed to the thought doing a bulk of 91 % of instructors who thought that the placing of kids with particular demands in regular category suites will non ensue in labeling of the kids with particular demands as Wyrd, stupid or hopeless, and therefore dispute the end of inclusivity. 2 % of the instructors surveyed were undecided on the issue while 7 % accepted the thought of which 4 % strongly felt that puting kids with particular demands in regular category suites may ensue in labeling of the kids with particular demands as Wyrd, stupid or hopeless, and therefore dispute the end of inclusivity and another 3 % agreed.Part II:In portion II of the questionnaire, the observations of instructors from the US sing the corporate attempts between particular instruction and chief watercourse instructors in an inclusive schoolroom were studied. On being asked if they thought that particular instruction instructors and regular chief watercourse instructors must work together to learn kids with particular academic demands in inclusive category suites, 82 % of the instructors strongly accepted this position and another 12 % agreed that particular instruction instructors and regular chief watercourse instructors must work together to learn kids with particular academic demands in inclusive category suites. 1 % of the instructors were open as to whether or non particular instruction instructors and regular chief watercourse instructors must work together to learn kids with particular academic demands in inclusive category suites. A minority og 2 % instructors strongly rejected this position of kids with particular academic demands holding a right to chief watercourse instruction while another 3 % disagreed. Therefore a huge bulk of instructors 94 % think that particular instruction instructors and regular chief watercourse instr uctors must work together to learn kids with particular academic demands in inclusive category suites. The execution of inclusive instruction as a really good construct is uneffective due to expostulation from the chief watercourse category room instructors. To this inquiry as to whether the execution of inclusive instruction is uneffective due to expostulations from chief watercourse schoolroom instructors, 12 % of the learning community thought they strongly rejected this thought. Another 18 % disagreed to the thought doing a sum of 30 % of instructors who did non believe that the execution of inclusive instruction is uneffective due to expostulations from chief watercourse schoolroom instructors. 3 % of the instructors surveyed were undecided on the issue while a bulk of 67 % accepted the thought of which 39 % strongly felt that the execution of inclusive instruction is uneffective due to expostulations from chief watercourse schoolroom instructors and another 28 % agreed. To the 3rd inquiry as to whether or non chief watercourse instructors have a chief duty towards the kids with particular demands placed in their regular category suites, 58 % of the learning community thought they strongly accepted this thought. Another 20 % agreed to the thought doing a bulk of 78 % of instructors who thought that chief watercourse instructors have a chief duty towards the kids with particular demands placed in their regular category suites. 1 % of the instructors surveyed were undecided on the issue while 21 % did non prefer the thought of which 10 % strongly rejected the thought that chief watercourse instructors have a chief duty towards the kids with particular demands placed in their regular category suites and another 11 % disagreed. Questions were raised on the ideas about hard to find on who truly is responsible for pupils with particular demands during the presence of a particular instruction instructor in the regular category suites, 62 % of the instructors strongly accepted this position and another 12 % agreed that it hard to find on who truly is responsible for pupils with particular demands during the presence of a particular instruction instructor in the regular category suites and 4 % of the instructors were open as to whether or non it is hard to find on who truly is responsible for pupils with particular demands during the presence of a particular instruction instructor in the regular category suites and a minority of 10 % instructors strongly rejected this position that it is hard to find on who truly is responsible for pupils with particular demands during the presence of a particular instruction instructor in the regular category suites while a another 12 % disagreed. Therefore with a huge bulk of instructors 74 % think that hard to find on who truly is responsible for pupils with particular demands during the presence of a particular instruction instructor in the regular category suites. To the last inquiry as to whether or non a particular instruction teacher merely helps the kids with particular demands placed in the category suites, 48 % of the learning community thought they strongly accepted this thought. Another 20 % agreed to the thought doing a bulk of 68 % of instructors who thought that a particular instruction teacher merely helps the kids with particular demands placed in the category suites. 10 % of the instructors surveyed were undecided on the issue while 22 % did non prefer the thought of which 10 % strongly rejected the thought that a particular instruction teacher merely helps the kids with particular demands placed in the category suites and another 12 % disagreed.Part III:The 3rd portion of the questionnaire highlights some of the issues that need the attending of the parties involved in implementing particular instruction plans particularly with mention to inclusive manner of instruction. To the first inquiry as to whether or non chief watercourse instruction instructors possess the preparation and the accomplishments to assist the kids with particular demands placed in the clssrooms, 15 % of the learning community thought they strongly accepted this thought. Another 8 % agreed to the thought doing a minority of 23 % of instructors who thought that chief watercourse instruction instructors possess the preparation and the accomplishments to assist the kids with particular demands placed in the clssrooms. 2 % of the instructors surveyed were undecided on the issue while a bulk of 75 % did non favor the thought of which 50 % strongly rejected the thought that a chief watercourse instruction instructors possess the preparation and the accomplishments to assist the kids with particular demands placed in the clssrooms and another 25 % disagreed. On being asked if they thought that kids with particular demands required excess aid and attending in regular category suites, 87 % of the instructors strongly accepted this position and another 8 % agreed that the kids with particular demands required excess aid and attending in regular category suites. none of the instructors were open as to whether or non the kids with particular demands required excess aid and attending in regular category suites. A minority og 3 % instructors strongly rejected this position that kids with particular demands required excess aid and attending in regular category suites while another 2 % disagreed. Therefore a huge bulk of instructors 95 % think that the kids with particular demands required excess aid and attending in regular category suites. To the inquiry og whether or non kids with particular demands in the inclusive set up to perpetrate more disciplinary jobs when compared to regular pupils, 58 % of the respondents strongly believed that kids with particular demands in the inclusive set up to perpetrate more disciplinary jobs when compared to regular pupils. Another 34 % agreed to this position doing the entire favourable attitude to this position a bulk of 92 % . 4 % of instructors were undecided on this position and merely 4 % had negative positions. Among the 4 % 2 % of the instructors strongly rejected this position and the other 2 % disagreed that kids with particular demands in the inclusive set up to perpetrate more disciplinary jobs when compared to regular pupils. Main watercourse schoolroom instructors received really small aid from particular demands instructors. To this inquiry as to whether the particular instructors are of any aid to the chief watercourse schoolroom instructors, 30 % thought they strongly rejected this thought. Another 2 % disagreed to the thought doing a sum of 32 % of instructors who did non believe that the particular instructors are of any aid to the chief watercourse schoolroom instructors and with another 10 % of the instructors surveyed were undecided on the issue while a bulk of 58 % accepted the thought of which 34 % strongly felt that particular instructors are non of any aid to the chief watercourse schoolroom instructors, 24 % agreed. Last, to the inquiry as to whether resources for pupils with particular demands are limited in a chief watercourse schoolroom though inclusive instruction is of import, merely 2 % of the learning community thought they disagreed to the thought. Not surprisingly none of the interviewed instructors strongly rejected this thought that resources for pupils with particular demands are limited in a chief watercourse schoolroom. 10 % of the instructors surveyed were undecided on the issue while a bulk of 88 % accepted the thought of which 44 % strongly felt that resources for pupils with particular demands are limited in a chief watercourse schoolroom and another 44 % agreed.Table I: Teachers perceptual experiences towards inclusive instruction:The following tabular array summarizes the consequences of the questionnaire in a simpler format where the pro-inclusive thoughts are combined to give the per centums under the relevant rubric and the anti-inclusive thoughts are combined similarly to give the per centums under the relevant rubric. Those with unsure positions on the topic are besides tabulated. Part I Questions Pro-inclusive Impersonal Anti-inclusive Inclusive category suites help pupils with particular demands to execute academically better 87 % 12 % 1 % Integration of particular Students with particular demands into the regular community 70 % 22 % 8 % In order to achieve the maximal degree of inclusion, it is of import for pupils with particular demands to be portion of regular categories with back up support. 85 % 5 % 10 % The public presentation of chief watercourse pupils in regular categories are negatively affected by the presence of pupils with particular demands 65 % 10 % 25 % Inclusion category suites will insulate academically gifted pupils 75 % 22 % 3 % Inclusion plan in regular category suites will profit the academy pupils with particular demands. 90 % 1 % 9 % Education in chief watercourse categories is the right of the pupils with particular demands. 90 % 5 % 5 % Students with particular demands will non be labeled as ‘hopeless ‘ ‘stupid ‘ and ‘weird ‘ when placed in regular category suites 91 % 2 % 7 %Table-II: Collaboration between particular instruction and chief watercourse instructors:The following tabular array summarizes the consequences of the questionnaire Part II in a simpler format where the pro-collaborative thoughts are combined to give the per centums under the relevant rubric and the anti-collaborative thoughts are combined similarly to give the per centums under the relevant rubric. Those with unsure positions on the topic are besides tabulated. Part II Questions Pro-collaborative Impersonal Anti-collaborative Regular instructors and Particular demands instructors must work together in order to learn pupils with particular demands in inclusive category suites. 94 % 1 % 4 % Because of the expostulation from the chief watercourse schoolroom teachers the execution of Inclusive instruction is uneffective although it is a really good construct. 30 % 3 % 67 % The duty of chief watercourse category instructors towards pupils with particular demands is of at most importance. 78 % 1 % 21 % The presence of a particular instruction instructor in the regular category suites could raise troubles in finding who truly is responsible for the particular pupils 22 % 4 % 74 % Particular demands of the pupils are merely met by particular instruction instructors. 22 % 10 % 68 %Table-III: Schemes to better inclusive instructionThe following tabular array summarizes the consequences of the questionnaire Part III in a simpler format where the pro-improvement thoughts are combined to give the per centums under the relevant rubric and the anti-improvement thoughts are combined similarly to give the per centums under the relevant rubric. Those with unsure positions on the topic are besides tabulated. Part III Questions Pro-improvement Impersonal Anti-improvement Teachers of the chief watercourse schoolroom have the accomplishments and the preparation to learn and run into the demand particular demand pupils 75 % 2 % 23 % Particular needs pupils need excess aid and attending 95 % 0 % 5 % compared to the regular pupils there was more of disciplinary jobs with pupils of particular demands 92 % 4 % 4 % particular needs instructors are of really small aid to chief stream category room instructors. 58 % 10 % 32 % the resources for the pupils with particular demands in a chief watercourse category room are limited although inclusive instruction is of great of import, 88 % 10 % 2 % Testing hypothesis for inclusion instruction: The above information was analysed to prove the undermentioned hypothesis. In visible radiation of the antecedently published informations, a series of hypothesis were adapted and tested against the information obtained through this survey. The undermentioned hypotheses was tested: The hypothesis which was tested provinces that, â€Å" there is no important difference between male and female instructors in their attitudes towards the inclusion of particular need pupils in general instruction category suites † .Testing Hypothesis 1:Harmonizing to the first hypothesis we assume that, â€Å" there is no important difference between male and female instructors in their attitudes towards the inclusion of particular need pupils in general instruction category suites † . The consequence of the hypothesis is presented on table below: Among the pro-inclusive attitudes observed, the per centums of work forces and adult females who portion the same position are given in separate columns. Part I Questions Pro-inclusive Work force Womans Inclusive category suites help pupils with particular demands to execute academically better 87 % 37 % 63 % Integration of particular Students with particular demands into the regular community 70 % 22 % 78 % In order to achieve the maximal degree of inclusion, it is of import for pupils with particular demands to be portion of regular categories with back up support. 85 % 35 % 65 % The public presentation of chief watercourse pupils in regular categories are negatively affected by the presence of pupils with particular demands 65 % 25 % 75 % Inclusion category suites will insulate academically gifted pupils 75 % 22 % 78 % Inclusion plan in regular category suites will profit the academy pupils with particular demands 90 % 41 % 49 % Education in chief watercourse categories is the right of the pupils with particular demands. 90 % 45 % 55 % Students with particular demands will non be labeled as ‘hopeless ‘ ‘stupid ‘ and ‘weird ‘ when placed in regular category suites 91 % 32 % 68 % On being asked if they think that inclusive manner of instruction helps pupils with particular demands fare better academically, 85 % of instructors were positive towards the inquiry. The per centum of work forces and adult females who voted for inclusivity as a aid for particular instruction in footings of academic betterment in pupils with particular demands were 37 % work forces and 63 % adult females. As both genders are unevenly represented in the population, the per centums were controlled for based on representation. For the inquiry of whether they thought that the integrating of particular needs kids into the general pupil community would impact the regular pupils in any manner 70 % of the instructors surveyed disagreed of which 22 % were work forces while 78 % were adult females. To the inquiry of whether or non endorse up support must be given to kids with particular demands in the inclusive set up to accomplish the highest degree of inclusion, 85 % of the respondents stron gly believed that back up support must be given to accomplish the highest degree of inclusion of which 35 % were work forces and 65 % were adult females. On being asked if they thought that academically talented pupils will be isolated in an inclusive category apparatus, 75 % think that academically talented kids will non be isolated in inclusive category suites of which 22 % were work forces and 78 % were adult females. To the 5th inquiry as to whether the arrangement of kids with particular demands in regular category suites may impact the academic public presentation of chief watercourse pupils, 65 % of instructors thought that the arrangement of kids with particular demands in regular category suites will non impact the academic public presentation of chief watercourse pupils of which 25 % were work forces and 75 % were adult females. To the inquiry of whether kids with particular instruction demands will profit from inclusive instruction, 90 % of the instructors surveyed strongly accepted that kids with particular demands will profit of which 41 % were work forces and 49 % were adult females. On being asked if they thought that kids with particular academic demands have a right to chief watercourse instruction, 90 % of the instructors agreed of which 45 % were work forces and 55 % were adult females. To the last inquiry as to whether the arrangement of kids with particular demands in regular category suites may ensue in labeling of the chidren with particular demands as Wyrd, stupid or hopeless, and therefore dispute the end of inclusivity, a bulk of 91 % of instructors disagreed of which 32 % were work forces and 68 % were adult females. The consequences show that overall adult females seemed to possess more positive attitude than work forces towards inclusivity. Student ‘s t-test was performed on the values obtained and hypothesis one was proved untrue. Hence, there is considerable discrepancy between male and female instructors in their attitudes towards the inclusion of particular need pupils in general instruction category suites † . Statistical analysis of the trial consequences show that 32.37 % of positive attitude was shown by work forces towards inclusive instruction, with a standard divergence of +/-8.71 while 66.37 % was shown by adult females, with a standard divergence of +/-10.63. 2-tailed T-test was performed on the information obtained and the difference was important at 99 % assurance interval. Hence there is a important difference in the attitude of work forces and adult females towards the inclusion of particular need pupils in general instruction category suites. Part II Questions Pro-collaborative Work force Womans Regular instructors and Particular demands instructors must work together in order to learn pupils with particular demands in inclusive category suites. 94 % 46 % 54 % Because of the expostulation from the chief watercourse schoolroom teachers the execution of Inclusive instruction is uneffective although it is a really good construct. 30 % 67 % 33 % The duty of chief watercourse category instructors towards pupils with particular demands is of at most importance. 78 % 41 % 49 % The presence of a particular instruction instructor in the regular category suites could raise troubles in finding who truly is responsible for the particular pupils 22 % 74 % 26 % Particular demands of the pupils are merely met by particular instruction instructors. 22 % 90 % 10 % The consequence of gender on perceptual experiences of instructors from the US the corporate attempts between particular instruction and chief watercourse instructors in an inclusive schoolroom were studied. On being asked if they thought that particular instruction instructors and regular chief watercourse instructors must work together to learn kids with particular academic demands in inclusive category suites, 94 % of the instructors accepted this position of which 46 % were work forces and 54 % were adult females. Inclusive instruction is a good construct, but its executing is bootless due to expostulations from chief watercourse schoolroom instructors. To this inquiry as to whether the execution of inclusive instruction is uneffective due to expostulations from chief watercourse schoolroom instructors, 30 % of instructors did non believe that the execution of inclusive instruction is uneffective due to expostulations from chief watercourse schoolroom instructors of which 67 % were work forces and 33 % were adult females. To the 3rd inquiry as to whether or non chief watercourse instructors have a chief duty towards the kids with particular demands placed in their regular category suites, 78 % of instructors accepted this position of which 41 % were work forces and 49 % were adult females. On being asked if they thought that the presence of a particular instruction instructor in the regular category suites could raise troubles in finding who truly is responsible for the pupils with particular demands, 22 % of the instructors disagreed this position of which 74 % were work forces and 26 % were adult females. To the last inquiry as to whether or non a particular instruction teacher merely helps the kids with particular demands placed in the category suites, merely 34 % disagreed of which 90 % were work forces and 10 % were adult females. Statistical analysis of the trial consequences show that 63.6 % of positive attitude was shown by work forces towards inclusive instruction, with a standard divergence of +/-20.23 while 34.4 % was shown by adult females, with a standard divergence of +/-17.78. A 2-tailed T-test was performed on the information obtained and the difference was non important at 95 % assurance interval. Hence there is no notable alteration in the attitude of work forces and adult females towards collaborative attempts required towards the execution of particular instruction in a manner that helps recognize its end. Part III Questions Pro-improvement Work force Womans Teachers of the chief watercourse schoolroom have the accomplishments and the preparation to learn and run into the demand particular demand pupils 75 % 48 58 % Particular needs pupils need excess aid and attending 95 % 45 % 55 % compared to the regular pupils there was more of disciplinary jobs with pupils of particular demands 92 % 54 % 46 % Particular needs instructors are of really small aid to chief stream category room instructors. 58 % 39 % 61 % the resources for the pupils with particular demands in a chief watercourse category room are limited although inclusive instruction is of great of import, 88 % 52 % 48 % The hypothesis was tested to see the consequence of the gender of the learning module on some of the issues that needs the attending of the people involved in carry throughing inclusive particular instruction plans. To the first inquiry as to whether or non chief watercourse instruction instructors possess the preparation and the accomplishments to assist the kids with particular demands placed in the category suites, a bulk of 75 % did non prefer the thought of which 42 % were work forces and 58 % were adult females. On being asked if they thought that kids with particular demands required excess aid and attending in regular category suites, 95 % of the instructors strongly accepted this position of which 45 % were work forces and 55 % were adult females. To the inquiry og whether or non kids with particular demands in the inclusive set up to perpetrate more disciplinary jobs when compared to regular pupils, 92 % of the respondents accepted this position of which 54 % were work forces and 46 % were adult females. Particular instructors are non of any aid to the chief watercourse schoolroom instructor. To this inquiry as to whether the particular instructors are of any aid to the chief watercourse schoolroom instructor, 58 % accepted the thought of which 39 % were work forces and 51 % were adult females. Last, to the inquiry as to whether resources for pupils with particular demands are limited in a chief watercourse schoolroom though inclusive instruction is of import, a bulk of 88 % accepted the thought of which 52 % were work forces and 48 % were adult females. Statistical analysis of the trial consequences show that 46.4 % of positive attitude was shown by work forces towards inclusive instruction, with a standard divergence of +/-6.42 while 51.6 % was shown by adult females, with a standard divergence of +/-6.26. 2-tailed T-test was performed on the information obtained and the difference was non important at 95 % assurance interval. Hence there is no notable alteration in the attitude of work forces and adult females towards betterments necessary in particular instruction. Based on the survey consequences, in general, the instructors had a positive attack towards the inclusive theoretical account of instruction, a positive attack towards a collaborative attempt to assist make the ultimate end of inclusion and a positive attack towards the attempts to better the inclusive programme. Further the survey tested the hypothesis of gender prejudice in credence of the inclusive plan among instructors and found that adult females were more accepting towards the inclusion of kids with particular demands and hence the end of the plan than work forces. The information was important at the 99 % assurance interval. Interestingly work forces were more positive for collaborative attempts than they were for inclusion as a whole although the information was non important at the 95 % assurance interval. Both work forces and adult females were positive about the demand for betterments in the field and there was no important difference in their attitudes based on the tool used. Restrictions of the survey: The sample size is excessively little and therefore non representative of all the schools in the United States. The Numberss of work forces and adult females campaigners interviewed are non the same and therefore the survey might hold been more colored towards the position of adult females than work forces. Further surveies with an hypertrophied sample drawn from all the provinces are needed to make to the decisions that can be said as true to the full instruction population of the United States. This survey should besides separate instructors ‘ attitudes towards the inclusion of different types of particular instruction demands, which are thought to represent an of import parametric quantity. The information must farther be linked to attitudinal tonss that link teacher attitude to either learning effectivity or to pupil results which is yet to be explored.