Marketing across culture Essay Example | Topics and Well Written Essays - 1500 words

Marketing across culture - Essay Example Therefore, marketers need to have different marketing strategies for each and every market where it is being sold and marketed. This is the reason why Denon sells its surround sound receivers with different model numbers, features (silver, black, gold tone) as well as warranties in order to cater to the unique needs of these markets. In order to combat the problem of different needs of the markets, a lot of marketers make a specific marketing plan for a particular product and then they adjust this plan depending on the market where it is being sold in order to fulfill the needs of the customers of this market. For example, many organizations sell their products in hundreds of markets all over the world. It is impossible to make specific marketing plans and strategies for each and every market. Therefore, these marketers make a common international marketing plan and then, they make adjustments to these plans and strategies according to the specific and unique needs of the market. 2. What are the problems you are likely to encounter with the distribution of your products in: China, Japan, and India? Which country poses the biggest problem? Explain your answer. With rapid globalization, companies are now selling their products in different countries worldwide. All of these countries have different markets with unique needs and characteristics. ... Due to the communication, transport as well as regional difficulties, companies need to hire, train as well as constantly keep in contact with these agents (Selling and Distributing in China without a Legal Presence, n.p.). As far as Japan is concerned, one of the major problems is the difficulty of penetrating its cultural barriers and complex bureaucratic relationships and structures. The multi-layered distribution network in India is the biggest problems faced by marketers all over the world. It is difficult for marketers to reach a large number of customers and develop a high market share. Therefore, India is said to be the country which poses the most difficult problem for marketers as it is twice as hard to distribute products in India as it is else where. 3. Many products fulfill both a functional need as well as a social need. When deciding how much to adapt an existing product for a new foreign market, which type of need should a marketer focus on? Explain your answer. When entering a new foreign market, marketers should focus more on functional needs rather than on social needs. This is because the main reason for entering a market is to fulfill the functional needs of the customers. Functional needs are those needs which are fulfilled by the various functions of the product. After the fulfillment of the functional needs, the consumer gets socially attached with the product or service and that is when the marketer should start emphasizing on social needs. Therefore, during the initial stage the marketer should place more emphasis and focus on the functional needs. After that product’s functional needs turn into social needs, the marketer should switch his focus on it. Marketers need to determine the stage of the product lifecycle and

The Knight And His Internal Conflict Essay Example for Free

The Knight And His Internal Conflict Essay The introduction of the Knight in Chaucer’s â€Å"General Prologue† of The Canterbury Tales, albeit brief, presents an interesting, enigmatic portrait of a character whose external appearance seems to provide a cover for what might be a conflicted spirit underneath. In a way, the Knight embodies the concept, to borrow from the film Billy Jack, is a â€Å"war hero who hated the war† and whose personal discipline is what keeps chinks in the armor of his psyche from degenerating. From the outset, the Knight is presented to the reader as a noble hero whose personal sense of honor is what separates him from the other pilgrims. Examine how Chaucer describes the character in the initial lines that introduce the Knight: A knight there was, and he a worthy man, Who, from the moment that he first began, To ride about the world, loved chivalry, Truth, honour, freedom and all courtesy, Full worthy was he in his liege-lords war, And therein had he ridden (none more far) The portrait that Chaucer paints here is that, in his heart, the Knight is a good person with a high sense of personal discipline and moral values. Through his entry into military service, the Knight undertakes the responsibility to fight in his â€Å"liege-lord’s war† which is essentially the conduit for the Knight’s personal, internal values of nobility to be put into action through his service in his Lord’s â€Å"noble† wars. The Knight’s forays into various wars were significant in terms of volumes and intensity. From the description that Chaucer provides, we learn that the Knight essentially found himself in the middle of a perpetual state of war as he was sent to foreign land after foreign land to conquer and pillage in the name of his Lord. In terms of his prolific involvement in numerous battles, Chaucer writes: When they were won; and on the Middle Sea At many a noble meeting chanced to be. Of mortal battles he had fought fifteen, And hed fought for our faith at Tramissene, Three times in lists, and each time slain his foe From here, the narrator is clearly defining the character to the reader as a man whose moral character far exceeds that of normal men as the Knight is presented in a highly idealized manner. This description shows the Knight as a man of action serving his Lord and, more importantly, the Knight is presented as a war hero who successfully battled infidels in a series of 15 military actions without losing his sanity. Chaucer points out that the Knight not only survived the 15 military incursions in which he was involved, but he rose to the occasion and performed with a sense of valor and honor in such a world of bloodlust. This concept of remaining noble in war shows that despite the horror and bloodlust of the wars around him, the Knight did not â€Å"crack† and loose his composure. Keep in mind, during the Crusades, the ability for the soldiers to receive food and supplies was compromised as the opposing Islamic factions repeatedly would severe supply lines in an attempt to starve the Crusaders. The result of this is that the Crusaders would routinely go berserk and raid and pillage villages for food. The fact that Chaucer presents the Knight as noble and not a victim of combat stress shows that the Knight’s moral character remained strong enough to maintain his sanity in a war zone, mainly because the Knight detached himself from the carnage of the war and reached inside to he personal code of chivalry to maintain his composure. This detachment, however, would not maintain when the Knight left the battlefield, as he The seems to struggle with the internal manifestation of unresolved feelings and guilt about the war. Per Chaucer’s description: Though so illustrious, he was very wise, And bore himself as meekly as a maid. He never yet had any vileness said, In all his life, to whatsoever wight. He was a truly perfect, gentle knight. But now, to tell you all of his array, His steeds were good, but yet he was not gay. Of simple fustian wore he a jupon, Sadly discoloured by his habergeon; Here, the narrator shows the â€Å"chinks in the armor† of the Knight’s psyche. This passage clearly demonstrates that the Knight’s disposition displays a sense of sadness and alienation. Since the Knight has been starkly drawn as a character who is inseparable with the wars he fought, then the root of the sadness must have been from his experience in the war. In terms of the Knight’s outward personality, the experiences he faced in the war greatly humbled him as the time spent in the wars has clearly disillusioned him. (â€Å"His steeds were good, yet he was not gay.†) Perhaps the reason that the Knight goes on the pilgrimage is so he can find in himself that part of his spirit and his soul that he left on the battlefield. Yes, the Knight embodies all that was noble, but at what cost? So the Knight can live a life that is consumed by the guilt he feels about his experiences on the battlefield?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Knight remains one of the most intriguing characters in all of Canterbury Tales, the reason for this is the fact that the Knight is a noble, but internally conflicted character whose motives for the pilgrimage appear to be driven by disillusionment and guilt.

The Concept Of Inclusive Education Education Essay

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

Essay --

People all around the world have dreams of opening a business by creating a service, or product that is consumed by customers. Opening a new business requires a lot of hard work, patience, and extensive planning in order to operate a successful and legal business. However, before a person attempts to open a business, they must be sure they are up for the challenge, and they must be guaranteed that they have the right tools, personality, and experience to be a successful entrepreneur. Pick a mentor that owns a business who can give you advice. They can advise you of things you never knew, or things you should be aware of. Having this kind of person can save you a lot of trouble, and encourage you on the way. When opening a business you must have motivated, strong-minded, and goal oriented people that will provide the proper effort, planning, organization, funding, and structure of the entire business. To begin, creating a business plan for your company is essential for the future of y our company, and how it intends to create revenue 3-5 years down the line. It is the most important step, and the first step of beginning your business. A business plan is an essential roadmap for business success; it is a formal statement of a set of goals for your business, the reasons they should be completed, and how you plan on reaching those goals for further success. Your business plan should contain an executive summary. An executive summary includes what you want out of your business, where you plan on taking it, and why it will be successful. Also, if you are seeking financing to get a loan, an executive summary is a great way to grab the investor’s interest. It shows the investor your intensions with your business, the structured guidelines... ..., it must be registered with the appropriate authorities in order to maintain everything legal. This process is knows as â€Å"Doing Business as† (DBA name), which is a business that is named something different than your personal name. â€Å"For example, consider this scenario: John Smith sets up a painting business. Rather than operate under his own name, John instead chooses to name his business: â€Å"John Smith Painting†. This name is considered an assumed name and John will need to register it with the appropriate local government agency.† (www.sba.gov) Not all states require registering a business under â€Å"DBA†, which is why it is imperative to conduct precise research. Generally, every business must have an Employer identification number, which is used to identify the entity of a business. In order to be assigned an (EIN), you must apply for one. One way to apply is online.

Modernist Poetry: Effectiveness

Modernist Poetry: Effectiveness When it comes to opinions everyone has one. Saying that Modernist poetry has no specific structure or form and therefore means it is not as ‘effective’, is like myself saying curry is spicy, sweet and doesn’t fit in with my taste buds and therefore curry is the worst seasoning. Poetry is far too complex to reduce to a simple â€Å"effective† or â€Å"not effective† dichotomy. To object to an opinion maybe you need to understand where they are coming from.Taking a look at traditional poetry you see rhyme schemes and specific meter and other rigid aspects of form. Modernist experimented vigorously with the poetic forms, language and versification, often doing away with rhythmical sweetness and the regularity of the traditional forms. Like a teenager that never finishes high school. She is considered by society to be a failure because she never met their ideals. However, she then goes out, gets signed and now almost every one knows her name, Christina Aguilera. Also read: Platos Attack on PoetryWhatever be the structure of a modern poem, there is a hidden meaning and rhythm of course. Even, that particular structure bears significance. That beauty and meaning cannot be interpreted by traditional readers. Others, of course, prefer traditional poetry, but I do not think either is more effective than the other; they just cater to different tastes. Just like when it comes to tastes in music, some people like country others prefer rap. Just because one become before the other doesn’t make it the right one and the other wrong, it makes them different.

Definition Essay Topics Top 15 Best Essay Topics and Ideas of 2017

Definition Essay Topics Top 15 Best Essay Topics and Ideas of 2017 Definition essay explains the meaning of a word or a concept. Its just like explaining a new concept to your friend or acquaintance, with the only difference that its being done in writing. Generally, there is nothing easier than coming up with a definition essay topic all you need to do is pick a concept and try to explain it. While attempting to define or explain a concept, you need to remember that concrete (real world) concepts are a lot easier to explain than abstract ones. Conversely, abstract notions are a lot harder to explain. If you are assigned to write a definition essay, read: How to Write a Definition Essay Here is a list of free definition topics that can be used to practice a definition  essay writing. Definition Essay Topics List 1. Define the meaning of friendship, love, hatred etc. 2. Explain what buoyancy means. 3. Define the meaning of onomatopoeia, assonance, alliteration. 4. Explain the term Thatcherism. 5. Explain the term phase as it relates to homogeneous and heterogeneous mixtures. 6. Define the meaning of confidentiality. 7. Define the phenomenon of convergence. 8. Define the concept of influence peddling. 9. Define the concept of culture. 10. Define the term surface tension. 11. Is killing animals humanely? 12. Are carnivorous cannibals? 13. Is acting the same as pretending? 14. Is graffiti really art? 15. Are bananas fruit? There also exists a mix of the definition and argument essay topics. You will need to argue that something should or shouldnt be defined in a certain way. The basic formula for such argument of a definition essay is: Something is/isnt something else or X is/isnt Y. While explaining a given concept you should bear in mind that your actual explanation will vary depending on the academic level you are writing at. For example, if sixth-grade students were asked to explain what friendship is, their essay would most likely start out with Friendship is when†¦Ã¢â‚¬  or simply: It is when†¦ While this verbiage may be ok for a junior school, it is outrageously inappropriate to use it during college years. You need to take into account the level you are expected to perform at and make sure your writing matches those expectations, otherwise youre in trouble. Looking for the definition essay example? Here  are 2 sample definition essays written by our writers: Definition Essay Examples If you need any assistance writing your definition essay, please feel free to contact our support staff and they will guide you through the entire process, ensuring you have learned to cope with this kind of assignment effectively. Place an order to get an instant quote.