My Philosophy of Nursing essayEssay Writing Service

My Philosophy of Nursing essayEssay Writing Service My Philosophy of Nursing essay My Philosophy of Nursing essayPhilosophy of nursing stands for a set of ideas that are related to the field of nursing practice. Actually, nursing science is closely connected with human society; therefore, those people who are involved in this profession should take into consideration â€Å"how society defines the values and beliefs within the field of nursing† (Stewart, 2014, p.90).   My professional philosophy of nursing reflects my values and beliefs which are interdependent of our society. I can compare my feelings of how I feel now upon graduation vs. how I felt in the beginning of school. I have learned much about the nature of nursing philosophy and can effectively use this portion of knowledge in my nursing practice. This knowledge is essential to my development process.Now I can easily identify the nature of nursing practice and its role in our society. I realize that a professional nurse should have enough knowledge on a wide range of aspects linked to the field o f nursing, including â€Å"nursing metaphysics, nursing epistemology, nursing ethics, history of philosophy of nursing, and nursing methods of philosophical research† (Beck, 2012, p. 23). The study of nursing experience plays an important role in the development of nursing science, contributing to positive treatment outcomes and patient satisfaction. I have got the proper skills to critically examine the human health nursing experience. Now I can identify the role of nursing philosophical inquiry, which involves various aspects of nursing study, including â€Å"critical analysis, reflection, interpretation; conceptual, ethical analysis; nursing historical analysis,† and other aspects (Beck, 2012, p. 23). Frankly speaking, I felt confused about the nature of nursing philosophy at the beginning of my school. I had problems with identification and application of the proper nursing models. I failed to assess the role of a nursing research and evidence-based practice. Howev er, my feelings of how I feel now upon graduation have become more adequate and positive than I felt in the beginning of school.My philosophy of important features a nurse manager should encompass includes the following moral principles: dignity to human life; appreciation of one’s autonomy; honesty, loyalty and justice; and ethical responsibility (Stewart, 2014; Beck, 2012). I believe that a nurse manager should develop the proper skills and abilities that will help him/her to make correct moral and ethical decisions. Ethics should be consistently studied by a nurse manager because it affects a wide range of individual factors, including one’s culture, one’s values and beliefs, as well as political, economic, social and legal influences (Stewart, 2014; Beck, 2012).   In other words, a nurse manager should be a role model for other people, having a positive impact on the lives of all people.Generally speaking, my philosophy of nursing is based on the establish ed ethical principles linked to nursing profession. As a nurse manager I will be able to promote worker satisfaction and motivation. Now I can use my own personal nursing philosophy that will help me to succeed in my nursing career. I can avoid confusion about what nursing standards are, particularly in relation to nursing guidelines, protocols, and other issues related to practice standards. My nursing practice should address the needs of our society and the health care.

Analysis of North and South by Elisabeth Gaskell Essays

Analysis of North and South by Elisabeth Gaskell Essays Analysis of North and South by Elisabeth Gaskell Essay Analysis of North and South by Elisabeth Gaskell Essay Galleys novel comes to term with the loss of an idealized rural past, and the ascendancy of the urban. The book has It all: class conflict, policy, religion, womans right, society. Through the story of Margaret Hale, the middle-class Ethernet who moves to the northern industrial town of Milton, Seashell skillfully explores issues of class and gender in the conflict between Margaritas ready sympathy with the workers and her growing attraction to the charismatic mill owner, John Thornton. Although we have quite a few themes to examine In the Victorian age. The working class people, north and south division, class and gender issues will be elaborated especially. It was In Queen Victorians reign that merchants, manufacturers and bankers started to gain political power, and began to exert pressure on the legislative body, he Parliament. We can understand the gravity of the situation through some professional information. Furthermore, Many of the established landed elite not only prospered through the effects of general economic expansion on their estates, which generated buoyant incomes and capital appreciation that were welcome financial sustenance in keeping up their position, but also themselves formed part of the leading edge of economic development by undertaking or encouraging the building of docks, harbors, railways, mines, or housing estates. They did not, therefore, present a blankly hostile OFF or Allen race to ten capitals entrepreneurs, even IT no memoir AT ten relocate would have cared to be classed as a businessman (153). The condition of working and middle class people can be learned from both novels like Galleys and other books examining that time. As Rutgers states in his book; Working class people could make upward or downward movement within their class only. Movement from working class to middle class was almost impossible. Again, the social mobility depended on education. For many working class families, however, education was a luxury. The system of that time is also stated by Mr.. Thornton and Mr.. Hale when they all sit including Margaret; Mr.. Hale states Is there a necessity for calling it a battle between the two classed? And Mr.. Thornton answers It is true ; and I believe it to be as much a necessity as that prudent wisdom and good conduct are always opposed to, and doing battle with, ignorance and improvidence. It is one of the greatest beauties of our system, that a working-man may raise himself into the power and position of a master by his exertions and behavior ; that, in fact, every one who rules himself to decency and variety of conduct and attention to his duties, comes over to our ranks ; it may not be always as a master, but as an overlooked, a cashier, a book keeper, a clerk, one on the side of authority and order'(96). Another theme to argue is gender in North and South In recent years, psychologists and historians have been exploring gender and its effect both men and masculinity should be approached as femininity is. We can see clear examples of this issue in the novel. Mr.. Thornton states that I take it that gentleman is a term that only describes a person in his legislation to others ; but when we speak of him as a man, we consider him not merely with regard to his fellow-men, but in relation to himself-to life-to time-to eternity. A castaway, lonely as Robinson Crusoe- a prisoner immured in a dungeon for life-nay, even a saint in Pathos, has his endurance, his strength, his faith, best described by being spoken of as a man I am rather weary of this word gentlemanly, which seems to me to be often inappropriately used, and often, too, with such exaggerated distortion of meaning, while the full simplicity of the noun man, and the adjective manly, is unacknowledged?that I am induced to class it with the cant of the day (194). And as Ginger S. Frost states in her book Courtship, Class and Gender in Victorian England men were expected to be brave, facing the consequences of their actions. For one thing, men were cowardly to refuse go through with bargain (42). And in the same book she says probably the most interesting insight into masculinity from breach-of-promise cases was the courts reaction to male sexuality. Once a man had sex with a woman, he was responsible for her. In this way the action undermined the harsh Victorian strictures on female chastity (44). We can say that the possible marriage between John and Margaret could be affected by all the gender and social Issues. The last theme we will examine is the north and south divide, while analyzing the social, intellectual and artistic developments in Victorian Britain, we must mainly think of the Industrial Revolution, the economic factors and the rise of the middle classes which radically altered the means of production, the politics, the customs, and culture. In a conversation between Mr.. Higgins and Margaret, she states; You must not go to South said Margaret, for all that. You could not stand You would not bear the dullness of the life; you dont know what it is; it would eat you away like rust. Those that have live there all their lives are used to soaking in the stagnant water. They labor on from day to day, in the great solitude of steaming fields-never speaking of lifting up their poor, bent, downcast heads. The hard spade- work robs their brain of life; the sameness of their toil deadens their imagination; hey dont care to meet to talk over thoughts and speculations, even the weakest, wildest kind, after their work is done; they go home brutishly tired, poor creatures! Caring for nothing but food and rest. You could not stir them up any companionship, which you get in a town as plentiful as the air you breathe, whether it be good or bad (364). In the novel, John works hard to earn the respect of his workers and tries to comprehend the life conditions. This is probably a good idea because Karl Adamant states in his book As the inner city grew more congested, the homes of the manufacturers and merchants, no longer used as places of business, migrated up the hillsides in order to escape the filth disease and noise of the city(103). Consequently, we can say that Elizabeth Seashell combines the themes of that time brilliantly and renders the issues visible for all trying to figure out Victorian Era. Primary Source: Seashell, Clincher Elizabeth. North and South. Oxford University: Chapman and Hall, 1855. Secondary Sources: Frost, Ginger Suzanne.

Four functions of management case study Example | Topics and Well Written Essays - 1000 words - 1

Four functions of management - Case Study Example The management skills, which accrue to a business’s success that you did not put into consideration, include controlling, planning, organizing, and directing skills that accrue to a successful business. According to your business statistics, you employed Lisa and entrusted her with all the business operations. Irrespective of you two being friends for a long time, you should not have trusted her with all the directive orders. She would report to work, wash the office and tidy up then start her daily chores. This was a lot for her and what she had not expected. She had to check all the tax forms and serve all the customers. For a business to be successful and achieve the goals and objectives, it should ensure a proper channel of communication between the workers (Richman 2012). Lisa had confidence that she was doing the right thing even after adding the three new employees. You should have controlled all of them since you are the senior manager. You should have given your orders to the employees in case of any changes, which should have been directly, or indirectly through According to Directive Path Theory, a business leader should give freedom to his/his employees for them to realize their job expectations. In reference to the theory, your management should do a follow up on employees’ tasks to ensure that they achieve the required job standards and set goals. Remarkably, members of the management are required to involve the subordinate staff in the process of making strategic decisions. You should have involved your employees in decision-making processes that would have helped produce effective workplace union. Employees can also motivated by awarding them accordingly after excellent progress in their work. Awards can be through issuing of presents and souvenir just as you did in your case. Additionally, you did not put your supervisions skills into consideration hence led to your employees taking advantage of the situation. As for Lisa’s

Qualitative research- keyword Essay Example | Topics and Well Written Essays - 250 words

Qualitative research- keyword - Essay Example Data refers to information that has been organized into forms that can be manipulated and processed to produce desirable results (Andrews & Herzberg, 2008). In learning, data processing entails the analysis of the organized values to produce meaningful results. Data sets are usually present in typical scientific research exercises aimed at establishing relationships between different variables. Data is also applicable in the context of arts. In my period as an English student, I encountered various situations where I was required to handle some situations involving data organization and manipulation. Learning, especially the concepts of library skills involved acquisition of data concerning books from the library shelves. English also involves the aspect of interpreting information presented in tables or charts. In these cases, I had to become conversant with the aspects of data processing and presenting research information from literature and other art issues in academics (Andrews & Herzberg, 2008). Based on the qualitative research concept of grounded theory, I developed a theory which says that data organization and interpretation facilitates the learning English language. I developed this hypothesis through the ideal procedures involved in grounded theory of qualitative research (David, 2007). Data enables the employment of mathematical skills and information interpretation skills into developing meanings for situations. Data processing and organization awakens the techniques of information analysis. In this context, I started by appraising the role of data is developing meaningful information. Upon recognition of the importance, I devised a standard of gauging the significance of each role in the learning process. I categorized these significances into related groups and established the relationship between these groups and the efforts

Assessment in Special Education Essay Example for Free

Assessment in Special Education Essay Abstract Sometimes the general education program alone is not able to meet the needs of a child with disabilities, and he/she may be able to receive special education services. The evaluation process can be a very difficult task when trying to identify if the child qualifies for special education, schools often have a pre-referral intervention process. The most prominent approached used today is the â€Å"response-to-Intervention† or RTI. Special Education teachers face many challenges when trying to meet the needs of special needs students in their classrooms. Methods of evaluation are a big concern and challenge for educators of special needs students today. In addition, meeting everyone’s needs is a difficult task to accomplish because of students’ diverse abilities in the classroom. This research paper will explore the different methods of assessment in special education programs and the best practices to help this children achieve their potential in an appropriate setting. Testing and assessment is an ongoing process with children in special education programs. Some of these assessments include, developmental assessments, screening tests, individual intelligence tests, individual academic achievement tests, adaptive behavior scales, behavior rating scales, curriculum-based assessments, end-of-grade, end-of-course, and alternate assessments. Comprehensive assessment of individual students requires the use of multiple data sources. These sources may also include standardized tests, informal measures, observations, student self-reports, parent reports, and progress monitoring data from response-to-intervention (RTI) approaches (NJCLD, 2005). The main purpose of a comprehensive assessment in the special education field is to accurately identify the strengths and needs of the students to help them be successful during their school years and there after. Legislation has played a big role in the shift towards functional assessment. The Individuals with Disabilities Education Act is also known as the Education for All Handicapped Children Act has played a big role in this matter. The IDEA legislation â€Å"needed to assure that students with disabilities receive free appropriate public education (FAPE) and the related services and support the need to achieve† (Jeffords 1). IDEA was created to make sure that disabled children are receiving fair and equal education and support. This act has several parts to it which include providing grants, funds early intervention services, and supports research and professional development programs. The No Child Left Behind Act: Impact on the Assessment of Special Education Student. After the No Child Left Behind Act (NCLB) moved into our schools there is a great deal of controversy that questions whether the act implemented by President George W. Bush is helping or hurting an already suffering school system. There are many dimensions of the NCLB act that have been questioned over the past decade; the fair assessment of students with disabilities is one of them. As the National Center for Fair Open Testing (NCFOT) reported, the public relations aspect of this act is strong. Prior to the Individuals with Disability Education Act of 1997 (IDEA) students in special education were exempt from participating in the statewide testing. However, the IDEA advocated that all students including those with special learning difficulties should be able to participate in testing. (Cahalan, 2003). Legislative Overview of Laws Protecting Special Education Students On January 8, 2002, President George W. Bush signed the NCLB act. In this act the federal government was for the first time in the history of the Department of Education putting an act into effect that would penalize schools that failed to meet adequate yearly progress (AYP). The AYP is a measuring system in which the federal government will look at the progress of the local government and school systems to decide whether or not that school, along with its teachers and students, has progressed and provided a high-quality education (Goldhaber, 2002). Through the NCLB act schools are held accountable for failing test scores and failure to improve their class average from one year to the next. The longer the school fails to meet required scores, the more the school will be held accountable, and the greater the consequence. For instance, a school that is unable to make their desired AYP and has not improved a significant amount within five years will then be subject to reconstruction. This reconstruction could include the government completely taking over the school and hiring new teachers and  teacher staff, leaving many teachers and staff unemployed (Goldhaber, 2002). Teachers and students in the special education department do have some laws however that helps them make testing less stressful. The Rehabilitation Act of 1973 required that accommodations must be made for students with learning disabilities in order to be able to participate in the assessment (Cahalan, 2003). However, this leaves the question of what can be used as accommodations. Accommodations could include things such as test schedules and setting of the test, along with the format of the presentation. Also used to help the special education students and teachers is the individualized education plan (IEP). The Individuals with Disabilities Educational Act (IDEA) of 1991 would set into effect the idea of an IEP. An IEP is a plan that is set by a group of individuals that work closely with the student to design the educational format that is most appropriate for him/her (Cahalan, 2003). This does not take into account the type of disorder the student has but simply the student themselves. The individualized attention that is given with this plan provides the student with the correct instruction needed to be successful in education. These groups of individuals include the teacher, parent, school psychologist and anyone else that is closely related to the education of this student. The IEP members are, in most states, responsible in deciding which accommodations are important for each individual student (Cahalan, 2003). They, however, are not a part of deciding what accommodations will be provided for each student during the NCLB assessment. The laws described here were all implemented with the same goal in mind; to protect special education students and be sure their quality of education is the same as all other students. However some of these laws, including the NCLB, must be altered in order to truly give special needs students the education and assessment they deserve. Best Practices in Assessment of Special Education Students Students in special education programs should be included in the statewide assessments, as the IDEA of 1997 states. The IDEA also states that accommodations should be made to be sure that the student is able to fully understand the materials they are asked (Cahalan, 2003). There are four categories of test accommodations, presentation, response, timing, and  setting (Cahalan, 2003). Presentation is simply visual aids that help the student fully understand the context. These do not alter the questions of the test; they simply make it accessible for the students. Presentation accommodations include Braille, large-print, sign language interpreter, or reducing the number of questions per page (Cahalan, 2003). These simple accommodations make test taking less stressful, and therefore the material is better understandable by the student. However, no state has reported using them in their statewide assessments since the inception of the NCLB. In a study of over one thousand students it was found that using a video presentation to help understand the test showed a significant increase in their achievement (Cahalan, 2003). So why is the educational department not using these modifications that help so much? Another form of accommodation used in special education testing is response. It may be as simple as giving an oral response instead of a written one or it may mean that the test is dictated to the student by a recorder. These accommodations in no way alters the response that is given or received, it is still the same question being asked. Results have shown that by providing a reader special education students showed a significant improvement in their test score (Cahalan, 2003). The last two accommodations are setting and timing. The timing could include any extra time needed, breaks during the exam, or spreading the testing out through a few days instead of taking it all in one day. And the final accommodation is setting, which could include special furniture, lighting, or an individualized testing area (Cahalan, 2003). Even though there was no evidence to prove that setting and timing are important accommodations, it is well known that many special education students are tested in private rooms with more time. These accommodations should be accessible for special education students that need them to better their test taking skills. However, many states do not allow such accommodations to be made due to the misconceived conception that they change the contents of the test when in actuality they do not in any way alter the questions asked. BEST PRACTICES IN ASSESSMENT HANDOUT †¢Create a shared mission and goals statement that reflects an emphasis on student learning. †¢Focus on collaboration and teamwork. Faculty members must agree on assessment goals for planning to be meaningful. They may have to rise to a higher level of collaboration than may have been traditionally practiced in most departments. Collaboration within the department, across departments, and with higher administration will facilitate the best outcomes from assessment planning. All constituents must recognize that assessment skills must be developed and that colleagues can assist each other by sharing practices and strategies. †¢Clarify the purpose of assessment. Assessment can serve dual purposes: Assessment can promote student learning or provide evidence for accountability requirements through an evaluation of strengths and weaknesses. Wherever possible, students should experience a direct, positive benefit from their participation in assessment activities. †¢Identify clear, measurable, and developmental student learning †¢OUTCOMES. Explicit identification of learning expectations facilitates the departments coherence about their GOALS. Sharing those expectations explicitly with students can provide an effective learning scaffold on which students can build their experiences and render effective performance. †¢Use multiple MEASURES and sources consistent with resources. Effective assessment planning can only occur when properly supported with appropriate time, money, and recognition for good work. The expansiveness of the assessment plan will depend on those resources. As resources permit, additional MEASURES can be added to planning. These MEASURES address variations in learning style, differences in types of learning, and interests from varied stakeholders. †¢Implement continuous assessment with clear, manageable timelines. Better assessment practice involves spreading out assessment activity throughout the year and across years rather than conducting a marathon short-term assessment effort in a single year. Projecting a schedule of regular formal reviews can facilitate appropriate interim activity. †¢Help students succeed on assessment tasks. Students will fare best in assessment activities when faculty make expectations explicit, provide detailed instructions, and offer samples or models of successful performance. They will benefit most with opportunities to practice prior to assessment and when given detailed feedback about the quality of their performance. †¢Interpret and use assessment results appropriately. Assessment should be a stimulus for growth, renewal, and improvement, not an action that generates data to ensure positive outcomes. Linking funding to assessment outcomes may encourage artificial results. Assessment data should not be used for personnel decisions. If cross-institution comparisons are inevitable, care should be taken to ensure comparisons across comparable institutions (benchmarking). †¢Evaluate your assessment practices. Results from assessment activity should be evaluated to address their reliability, validity, and utility. Poor student performance can reflect limited learning or an ill-designed assessment process. Examining how effectively the assessment strategy meets departmental needs is a critical step in the evolution of the department plan. (Retrieved from www. caspercollege. edu/assessment/downloads/best_practices. pdf) The Effect of NCLB Assessments on Special Education Programs When the Department of Education was asked how they intend to insure that special education students will not be forced to take tests that are above their intelligence level under the NCLB act, they could not give a real solution. They simply said that there are accommodations available, and if the student’s disability is severe to the point that the accommodations will not help, there are alternate tests they can take (Education Week, 2003). However, the problem with this is that there is no clear definition as to who is able to receive these accommodations and who is able to receive the alternate assessment. Who decides this? And how handicapped must a student be in order to receive an alternate assessment? Even though special education students are not at the same intelligence level as their peers they are still placed in the same test group as them. The NCLB act does not include in its AYP percentage the failing percentage rate of special education students in each given population. Therefore, teachers and school administration are trying to make up for the percentage loss in special education departments. Some teachers are now, for the first time, being held accountable for failing test scores. This, in effect, causes teachers to alter their curriculum and teach to the test? (Goldhaber, 2002). By teaching to the test students are missing out on important curriculum information that may be overlooked completely or presented in short educational lecture in the middle of teaching test taking skills and other information that may be found on the assessments. Possible Improvement to the Assessment and Accountability. To improve the NCLB act we must first know what is wrong with the act. While the idea of leaving no child behind in education is a good plan, there are still a few loop holes that the president’s act needs to clear up. The students that are placed in the special education setting are usually there because they have a disability or are below average in their cognitive abilities. In order to be fair to these students the government must be sure that they have the same quality education as all other students, but the government must also realize that the curriculum of the material they are learning may in some cases be drastically different. With this knowledge, it must then be known that to accurately and fairly assess special education students the assessments must be built with the correct accommodations. In order for this to happen, those who design the tests must develop an exam that meets the needs of the student, and not the needs of the disorder. In other words, do not test a student as an autistic child but first look at their individual advantages and disadvantages according to each test taking skill. Some students may simply need more time, while others will need more time along with a person to read to them and interpret some larger word usage. It is all based on the student’s individual needs (Cahalan, 2003). In other words the decisions of the accommodations should be made by people that know the student on a personal level, and know what accommodations are present in their current education setting. As stated before, with some assessments the IEP will meet to determine what accommodations will be made for the students in that assessment, However, this is not the case in the NCLB assessments; but it should be. Those who are teaching and raising the child should be a part of the process of determining how the child is assessed and what accommodations are necessary (Washington, 2003). It is important for the education of future special education students that the Department of Education take into consideration the possible reforms that were suggested by many local government and teachers surrounding them. Improvements can be made to the assessment of special education, and should be made to be sure that all students are receiving a fair and adequate education. Disproportionate identification of minorities in some special education categories: When speaking of the learning disabled, minorities, one must consider some dimensions to the issue of assessment within a particularly specialized light. This special population reflects both the learning disabled (LD) and the minority that they belong to. This is largely the case within a practical context, although as the literature points out, pre-considerations must be afforded for minority students. To begin with, it is important to look at the many variables that exist within the aforementioned components. These components include English as a Second Language (ESL), socioeconomic level and finally the impact this has on teaching the learning disabled in a classroom setting and more specifically when employing the assistance of a translator. Curriculum-based assessment is hampered with some biases that can affect these students (Dolson, 1984). A childs race and ethnicity significantly influence the childs probability of being misidentified, misclassified, and inappropriately placed in special education programs. Research shows the relationship between race and ethnicity and other variables for students placement in special education classes. Variables such as language, poverty, assessment practices, systemic issues, and professional development opportunities for teachers have been cited as factors that play a role in disproportionate representation (emstac. org). Children from culturally and linguistically diverse backgrounds should be able to receive an excellent and appropriate education. Some students are not included in special education programs, even though they have a disability that is affecting their ability to learn and they need special education help. Some CLD populations are also significantly under-represented in programs for the gifted and/or talented. In these instances, CLD groups are considered under-represented because the proportion of students from certain ethnic or racial groups who receive special services are significantly less than the number of these same students in the overall school population (U. S. Department of Education, 2004). Facts: †¢ Hispanics are under-identified within certain disability categories compared to their White peers (U. S. Department of Education, 2006). †¢ Asian/Pacific Islander students are actually less likely to be identified for special education services than other CLD populations (NABE, 2002). There are a number of possible action steps school personnel can take to ensure that individual assessments are conducted in a culturally responsive and nondiscriminatory manner (Klotz Canter 2006). Recommendations include: †¢Allowing more time. Assessments of students from diverse backgrounds require more time to gather important background information and allow for alternative and flexible procedures. †¢Gathering extensive background information. To provide a context for the evaluation, conduct a review of all available background information including: school attendance, family structure, household changes and moves, and medical, developmental, and educational histories. †¢Utilizing student progress monitoring data from Response-to-Intervention (RtI) or problem-solving processes. Data generated from a process that determines if the child responds to scientific evidence-based interventions should be included in a comprehensive evaluation. The National Research Council on Minority Representation in Special Education recommended the use of data from a systematic problem-solving process measuring the student’s response to high quality interventions (National Research Council, 2002, pp. 7-8). †¢Addressing the role of language. Determining the need for and conducting dual language assessments are essential steps in an evaluation process. This includes determining the student’s language history (i. e. , ages that the student spoke and heard various languages), dominance (i. e. , greatest language proficiency), and preference (i. e. , the language the student prefers to speak). †¢ Using nonverbal and alternative assessment strategies. When assessing students from CLD backgrounds, use standardized nonverbal cognitive and translated tests (when available in the target language). Additional assessment techniques, including curriculum-based assessments, test-teach-test strategies and in-direct sources of data, such as teacher and parent reports, portfolios, work samples, teacher/student checklists, informal interviews and observations, and classroom test scores are also helpful in completing an accurate, comprehensive evaluation (NEA, 2007). Bibliography Bush, President George W. (December 3, 2004). Bipartisan Special Education Reform Bill. Retrieved from http://www. ed. gov/news/newsletters/extracredit/ 2004/12/1203. html Cahalan, C. Morgan, D. L. (2003). Review of state policy for high stakes testing of students with disabilities on high school exit exams. Educational Testing Service. Department of Education. (2003). Title I ? Improving the Academic Achievement of the Disadvantaged; Proposed Rule. (34 CFR Part 200). Washington, DC: U. S. Government Printing Office. Dolson, David P. (1985). The Effect of Spanish Home Language Use on the Scholastic Performance of Hispanic Pupils. Journal of Multilingual and Multicultural Development, V. 6, No. 2,50. Fair Test. (2005). The National Center for Fair Open Testing. Retrieved from http://www. fairtest. org on October 12, 2011 Goldhaber, D. (2002). What might go wrong with the accountability measures of the? No Child Left Behind Act? The Urban Institute. IDEA Partnership. http://www. ideapartnership. org Klot z, M. B. Canter, A. (2006). Culturally Competent Assessment and Consultation. Retrieved October 2011 from: http://www.naspcenter. org/principals/Culturally%20Competent%20Assessment%20and%20Consultation%20NASSP. pdf. Improving accountability for limited English proficient and special education students under the No Child Left Behind Act. (2003). Washington Area School Study Council. National Association of School Psychology. (2007). The Truth in Labeling: Disproportionality Special Education. Retrieved from www. nea. org/books on October 15, 2011. National Joint Committee on Learning Disabilities. (2001a). Issues in learning disabilities: Assessment and diagnosis. In Collective perspectives on issues affecting learning disabilities (2nd ed. , pp. 55–61). Austin, TX: Pro-Ed. (Original work published 1987) National Joint Committee on Learning Disabilities. (2005). Responsiveness to intervention and learning disabilities. Available from www. ldonline. org/njcld. National Joint Committee on Learning Disabilities. (2007). The documentation disconnect for students with learning disabilities: Improving access to postsecondary disability services. Available from www. ldonline. org/njcld National Center for Culturally Responsive Educational Systems. (Fall 2005). Cultural considerations and challenges in response-to-intervention models. An NCCRESt position statement. Retrieved October 2011 From http://www. nccrest. org/PDFs/rti. pdf? v_document_name=Culturally%20Responsive%20RTI. No educator left behind: Testing special education students. (2003). Retrieved October 15, 2011, from http://www. education-world. com/a_issues/NELB/NELB025. shtml Olson, L. (2004). Data show schools making progress on federal goals. Education Week, 24, 24-28. Retrieved from http://www. edweek. org Tomes, H. Ph. D. (2004). In public interest: Are we really leaving no child behind? American Psychologist, 35, 31-35. Retrieved from www. apa. org on October 15, 2011 U. S. Department of Education. (2004). Twenty-fourth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.

what we ought to eat :: essays research papers

Christine Cuomo spoke about many interesting topics on what we ought to eat. She presented a very good argument on how eating meet is what we should no be eating and that rather more healthier foods such as fruits and vegetables are better for us in several ways and for many reasons. Christine is an ethics professor at the University of Cincinnati and during here presentation she made arguments that were somewhat controversial about what people ought to eat and what they shouldn’t ought to eat; and why. Even though some of here argument were controversial she seemed to put her perspective in very understandable ways that even those against her position would still enjoy hearing what she has to say. She is a vegetarian but is not one to force the idea on you, and she still eats cheese and drink milk. She talks about how animals are slaughtered for food and its not fair to them. She presents an argument on how butchers treat animals horribly and even though they are a source fo r our food they is no reason for animal brutality. During the presentation there was a picture of a high pile of pigs slaughtered. The picture was quite grossum and didn’t need much words to tell the story. Animals are just treated very violently as if they have no type of feeling for pain. This is not right. Personally I would like to see animals treated better before they are slaughtered because they have feelings of pain just as we do. I wish more people, including myself, can have the will power to stop eating meet to send a message to their butchers and factories that are displaying such animal brutality.   Ã‚  Ã‚  Ã‚  Ã‚  Being a vegetarian is tuff, especially if your from a nonvegeatarian family. However, Christine made her argument not only how meatless foods are good, but how simply eating less is a good start. Its hard to ask someone to top eating meet but it’s a nice gesture to try to eat less. Eating less helps, less animals will be needed to food and maybe a message will be sent to those who practice brutal ways on animals. One interesting point was that animal eat a lot. And its better for the world to have them dead then alive and eating more. This is not a right way to think. Animals were put on this earth by the same supreme being that put us on this earth.

Riordan Manufacturing Company: Review and Analysis

Riordan Manufacturing Company: Review and Analysis Jennah Es-Sudan, Monica Malcom, Annie Willis and Yeong Yoo University Of Phoenix BUS/430 December 1, 2009 Riordan Manufacturing Company Review and Analysis The focus of this paper is to analysis the regulatory measures of Riordan Manufacturing. Riordan Manufacturing, Inc. is an industry leader in the field of plastic injection molding. With state-of-the art design capabilities, creating innovative plastic designs that have earned international acclaim. Attention to detail, extreme precision and enthusiastic quality control are the hallmarks of Riordan Manufacturing. With facilities in San Jose, California, Albany, Georgia, Pontiac, Michigan and Hangzhou, China, Riordan has the capacity to fulfill unique needs. Riordan Manufacturing is wholly owned by Riordan Industries, a Fortune 1000 enterprise. The company decided to closed their plant in Michigan and open it in China. Opening this business in another country has advantages. Our team will also discuss unfair import laws, Foreign Corrupt Practices Act of 1977, Patents, trademarks, and intellectual property, and environmental regulation and how they relate to doing business in China. Unfair Import Laws The government has assertively imposed our anti-dumping laws to fight unfair Chinese trade. † alleged Commerce Secretary Carlos M. Gutierrez. â€Å"China’s economy has developed to the point that we can add another trade remedy tool, such as the countervailing duty law. The China of today is not the China of years ago. Just as China has evolved, so has the range of our tools to make sure Americans are treated fairly. By acting on the petition filed last October, the United States today is signifying its continued pledge to leveling the playing field for American manufacturers, workers and farmers. Foreign Corrupt Practice Act (FCPA of 1977) Congress enacted the Foreign Corrupt Practices Act (â€Å"FCPA† or â€Å"the Act†) in 1977 in reaction to the Watergate scandal. Widespread media coverage of unreported crusade assistance and potentially unlawful payments to strange officials encouraged the Securities and Exchange Commission (â€Å"SEC†) to begin an investigation. The SEC's investigation eventually exposed that more than 400 U. S. companies had paid bribes to foreign governments and politicians, totaling more than $300 million. An FCPA violation requires that action be taken with a corrupt intent. Corrupt means an evil motive of purpose, and intent to wrongfully influence the recipient of the payment or offer to misuse his official position or to influence someone else to do so. The act does not require the corrupt act to be a success; it just means that an attempt was made to influence an alien bureaucrat. China has made great efforts to combat essentials of bribery—through endorsement and enforcement of strict anti-bribery laws and penalties—it still remains a cause of concern in the China business market. For example, in 2005, 11,071 members of the Communist Party of China (â€Å"CPC†) were disqualified from the party as reprimanded for dishonesty. In addition, Chinese magistrates dealt with 120,000 cases of misappropriation, corruption, and negligence of duty over the past five years. Given the size and magnitude of China's market, these issues also cause alarm for U. S. companies doing business in China. Chinese and other overseas companies may make unlawful expenses in China with restricted risks, U. S. ompanies doing business in China may feel marketable stress to disobey the Act to avoid finding themselves at a aggressive difficulty to companies that are not subject to the same laws or similar enforcement. For this reason, U. S. companies operating in China need a solid FCPA compliance program to avoid action for FCPA violations and to avoid becoming knotted in China's domestic corruption and bribery laws. Patents, Trademarks, and Intellectual Property Companies try to cap ture the markets by issuing licensing permits for intellectual properties to increase profits for their business. These intellectual properties included patents and trademarks. Unfortunately, nations are still struggling to adopt a consistent international legal system that governs the intellectual property. They often have restrictions which includes geographical/and field use limitations and customer restriction. The Paris Convention is a guarantee that in each signatory country, foreign trademark and patent application from other signatory countries will receive the same treatment. According to United States Patent and Trademark Offices (2009) a patent for an invention is the grant of a property right to the inventor. There were problems and drawbacks with this particular agreement so in 1970 the patent cooperation Treaty was adopted. This particular agreement addresses the centralized utility patent application process (Schaffer, Agusti, & Earle, 2009). A trademark is a word, phrase, symbol or design, or a combination of words, phrases, symbols or designs, that identifies and distinguishes the source of the goods of one party from those of others United States Patent and Trademark (2009). Riordan Manufacturing makes plastic products in the United States and decided to move the plant that makes Pontiac products to China. This was a way to produce goods cheaper than in the United States and enter the market international. When making this move into the international market Riordan Manufacturing has trademarks on their plastic bottles and other plastic products that the Paris Convention would cover. Environmental Regulations Environmental regulations are guidelines that are in place to govern how matters that effect human life and environment handle. WTO rules a nation can require foreign producers to comply with environmental standards that are required by domestic firms (Schaffer, Agusti, & Earle, 2009). Riordan Manufacturing had to make sure that when moving their company from Michigan to China that the environmental regulations are followed. China has been working with great determination in recent years to develop, implement, and enforce a solid environmental law framework. Chinese officials face critical challenges in effectively implementing the laws, clarifying the roles of their national and provincial governments, and strengthening the operation of their legal system EPA- China Environmental Initiative (2009). Having a manufacturing company Riordan had to make sure that the plant that was being built was welcome in China and it adhered to the regulation guidelines. Riordan also had to follow the pollution regulation and the energy regulation. Production of their products was welcome and they learned the environmental regulation to take their business to China. Political Risks of Operating a MFG Company in China China has been one of desirable areas that any international companies would want to expand their business to. Its evolving economy, huge manufacturing base, enormous supply of natural resources are dangerously attractive, yet the expansion to this developing country comes with risks. The political risks in China Riordan Company should consider is that China is increasingly pressuring foreign investors to transfer technology to local producers, which could erode the patent protections and competitiveness of investors. Next fact that Riordan should consider is that as they focus on shifting growth from exports to domestic consumption, China’s leaders may withdraw tax benefits for foreign investors. Infrastructure bottlenecks and strong upward pressures on government-controlled electricity and fuel prices also create considerable uncertainty around manufacturing efficiency and operating expenses. Our initial decision to locate our China operations in Hangzhou was driven largely by the fact that our Chinese partners already had facilities there that should be able to handle all regulations and political surroundings. As a join venture partner, Riordan Company should understand sporadic fuel shortages and worsening urban gridlock inject ambiguity into forecasts for domestic auto demand growth. In short, low-cost manufacturing and vast potential domestic demand is offset by uncertainty in regulatory and infrastructure capacity. This makes China a potentially higher-risk, higher-reward investment destination. Riordan Company executive management also should outline framework for understanding how local political and market dynamics affect foreign ventures. China holds tremendous promise as a manufacturing centre and market, but management should remember are social, regulatory and energy issues around the next curve in the road. Political-risk analysis should have been processed to contemplate not just broad, easily observable trends but also the nuances of society and the quirks of personality that can affect a venture’s success. For Riordan Company to be successful in join venture in Hangzhou China Riordan must obtain professionally prepared political risk analysis giving current assessments and forecasts of future stability. They can also seek consulting firms, insurance industry reports, reports of U. S. government agencies, and informal discussions with experienced international bankers nd shipping company representatives. Outline of the Possibilities for Foreign Investment and Securities A company that operates in a foreign country has to comply with the laws of that country. As a rule international business causes great pressures for U. S. business managers. A projected high profit margin weighs little if local law prevents repatriation of profits to the foreign investor’s home jurisdict ion. Riordan Manufacturing made the decision to expand internationally for the following reasons. China attempts to encourage investments from foreign residents. The following are among the reasons that foreign investors are attracted to China: †¢ Extremely low labor costs. †¢ A tremendous buyers' market in China itself with a population of 1. 3 billion. †¢ An expectation of a sharp increase in the buying power of Chinese residents, a fact that is influenced by the annual GDP of over 8% per annum and the low rates of inflation. †¢ In recent years, Chinese laws concerning foreign investments have been significantly eased. The total FDI in China for 2006 totaled 63 billion dollars. Conclusion From the beginning of the nineties and particularly from 2001, when China joined the WTO, until the present, the attitude to foreign investment in China has changed, among other matters, foreign investors are permitted to form companies that are 100% owned by foreign capital. Sales to the local market are permitted and foreign investment is also allowed in sectors other than industry and hi-tech, such as banking, insurance, financial services, etc. As a result of joining the WTO, China is expected to standardize specific benefits that were previously granted only to overseas investors or only to Chinese companies. As a general rule, industries in China that are open to foreign investments are divided into 3 categories, an encouraged investment, a restricted investment and a prohibited investment. Foreign investors cannot invest in projects that are connected with the military and defense industries in China. There are also restrictions on 100% control of foreign investors over transport, the automobile industry and power stations. Benefits that China grants to foreign investors are not given in the form of grants. Most benefits are in the form of a tax benefit, including value added tax, customs and income tax benefits in putting the mphasis on an investment in a Special Economic Zone (SEZ) or in special sectors and areas. The benefits granted are as previously approved according to the nature of the foreign investment. There are 5 SEZ's in China in the south of the country, the main tax benefits are: corporate tax of 15%. A benefit of â€Å"2 + 3 years â€Å"which means an exemption from ta x for the first two years and tax at the rate of 12. 5% for the next three years. Pudong Zone (Shanghai) In the Pudong zone there are 5 development zones specializing in hi-tech, financial services, agriculture and more. The benefits are similar to those granted to investors in an SEZ. References Schaffer, R. , Agusti, F. ,& Earle, B. (2009, 2005). International Business Law and Its Environment (7th Ed. ). Mason, Ohio: South-Western, Cengage Learning. World Wide- Tax& Finance (2009). China Foreign Investment Incentives. Retrieved December 1, 2009, from www. worlwide-tax. com/china/chi_invest. asp United States Patent and Trademark Office 2009. Definitions. Retrieved on November 30, 2009 from www. uspto. gov/ EPA- China Environment Law Initiative November 2009. Retrieved on November 30, 2009 from www. epa. gov/ogc/china/initiative_home. htm

A Talk About Oral English Teaching Problems and Solutions Essay

As a result, spoken language becomes more and more important. Nowadays, almost everyone knows the importance of learning English, it is taught as a compulsory subject at elementary school, secondary school and university in China. A lot of people consider that vocabulary is the key to learning English, so they prefer to memorize words as many as possible. It is true that one cannot communicate effectively or express his ideas in both oral and written forms without a sufficient vocabulary. However, we all know that the effect of learning language is marked by the students’ communication ability. There is a phenomenon which we called â€Å"Dumb English† in China, which means a large number of students can only read and write instead of speaking. Although vocabulary is an indispensable element in learning foreign language, a more important one is how to speak that language out. However, after several years of learning, students’ spoken English is also poor. They cannot express their thoughts in English in daily life. They are afraid of communicating with native speakers in English. What’s worse. They even cannot figure out what others say in English. Why did these phenomenons happen? Three reasons are introduced. The first one is that there are still many problems existing in spoken English teaching, such as absence of English learning environment, the Grammar-Translation Methods, and teachers paying much attention to vocabulary and grammar. The second one is the subjective reason: students are afraid of speaking English. They are scared of being laughed at by others if they say something wrong. There is a saying: â€Å"Practice makes perfect. † They are lack of practice, so their spoken English is poor. The third one is the objective reason, for example, the non-English environment, the different culture between China and western countries. This paper will only focus on the problems existing in spoken English teaching in High school and suggests some teaching strategies to deal with these problems to help improve students’ spoken English and communicative competence. Theoretical Framework 1 1. 1 The requirements of the New English Curriculum Standard The overall aim of the New English Curriculum Standard is to develop students’ overall language ability. Such abilities are grounded in the development of language skills, language knowledge, affects, cultural awareness and learning strategies. Language skills contain listening, speaking, reading and writing. And the requirements of speaking skills in junior high school advocate what students can do in the speaking process as following listed: the third level requires students can tell some simple and short stories. The fourth level requires students can use simple words to describe his own or others’ experiences with the teacher’s help. And the fifth level requires students can exchange ideas and complete tasks corporately. New English Curriculum Standard,2001). It has six designing principles: Firstly, it aims for educating all students, and emphasizes quality-oriented education. Secondly, it promotes learner-centeredness, and respects individual differences.

What Not to Wear on Graduation Day

What Not to Wear on Graduation Day Deciding what to wear for graduation requires more than merely picking up your cap and gown and making sure you put on the tassel correctly. You have to choose something to wear under the academic garb, too. Theres no dress code, but you dont want to wear something thats so uncomfortable you cant enjoy yourself. What you end up wearing will ultimately depend on your personal taste and the style of the time. No matter the trend, there are a few major fashion donts that you probably want to avoid, for practical purposes, once Pomp and Circumstance starts playing. Uncomfortable Footwear If you are going to buy some new shoes for graduation, make sure you break them in before graduation day. Even if they feel comfortable at first, wear them around your room or apartment for a bit. That way, you can stretch them out and make sure they really are comfortable. Shoes that youve never worn before are the height of discomfort. True, treating yourself to a new (and cute!) pair of shoes might be the special splurge you feel you deserve after your years of hard work in school. But youll likely be on your feet most, if not all, of the day. If you want a pair of shoes to help you stand out, go for bright colors that your friends and family can see beneath your graduation gown. Comfort, however, should definitely take priority, no matter if your shoes are old or new. You dont want to be hobbling around with blistered feet on a day when you should be jumping for joy. Wrong Weather Wear Nothing is worse than clothes that are inappropriate for the weather. If youre going to be graduating when its 100 F outside, dress for the occasion. You dont want to faint from heat exhaustion  or wear something that will show sweat (youll take pictures both in and out the graduation robe, too). Be smart about what the weather is and how you need to dress. Being Underdressed or Overdressed Clothes that are too formal, or not formal enough, will make you feel out of place when you should feel relaxed. Wearing jeans to your college graduation probably isnt a smart choice, but a ball gown isnt quite right, either. Aim for business or business casual for the ceremony. That means a nice dress, nice pants, nice shirt/blouse, and nice shoes. An Outfit Thats Unflattering in Photos Be careful about clothes that wont look good in pictures. If you arent sure what style to pick, going for a classic and classy look is always wise. After all, you dont want to look back at your graduation photo and wince at your wardrobe choice. Pick something nice and professional that looks good on you, which will represent you well over the years. Anything Inappropriate or That Might Get You in Trouble Youre ready for the next step, but youre still a college student for the day. Any poor decisions you make could still lead to serious consequences with the administration. Wearing clothing with an offensive slogan or putting an offensive or inappropriate message on your graduation cap might seem amusing to you, but not to the administration. Also resist the urge to go entirely nude under your robe. After everything youve done to earn your degree, dont sabotage your chance to celebrate it.

Insectivores - Insectivora - The Animal Encyclopedia

Insectivores - Insectivora - The Animal Encyclopedia Insectivores (Insectivora) are a group of mammals that include hedgehogs, moonrats, shrews, and moles. Insectivores are generally small mammals with nocturnal habits. There are about 365 species of insectivores alive today. Most insectivores have small eyes and ears and a long snout. Some do not have visible ear flaps but have a keen sense of hearing. They have clawed toes on each foot, and the pattern and number of their teeth are rather primitive. Some insectivores such as otter-shrews and moonrats have a long body. Moles have a more cylindrical body, and hedgehogs have a round body. Some insectivores such as tree moles and shrews are adept tree climbers. Insectivores rely more on their sense of smell, hearing, and touch than their vision and some species of shrews can navigate their environment using echolocation. The bones in the inner ear of insectivores are different than other mammals. They lack an ossified temporal bone, and the tympanic membrane is attached to a bony tympanic ring while their middle ear is closed off by surrounding bones. Insectivores live in terrestrial habitats around the world. Additionally, some species of insectivores inhabit aquatic environments while others burrow. Moles spend most of their time below ground in their tunnels they excavate. Shrews generally live above ground and build burrows for shelter and sleeping. Some species live in boggy areas where rotting vegetation, rocks, and rotting logs are common. Other species inhabit arid regions including deserts. Moles and shrews are usually active throughout the year. Hedgehogs are easily recognized by their rotund shape and spines. Their spines consist of tough keratin and serve as a defense mechanism. When threatened, hedgehogs roll into a tight ball so their spines are exposed and their face and belly are protected. Hedgehogs are mostly nocturnal. As their name implies, insectivores feed on insects and other small invertebrates such as spiders and worms. The diet of insectivores is not restricted to invertebrates and also includes a wide variety of plants and animals. Water shrews feed on small fish, amphibians, and crustaceans while hedgehogs feed on birds eggs and small vertebrates. Many species of insectivores locate their prey using their keen sense of smell or by using their sense of touch. The star-nosed mole, for example, not only has a sharp sense of smell, but it also has a nose with many small and touch-sensitive tentacles that enable it to find and capture their prey. Classification Animals Chordates Mammals Insectivores There are four living subgroups of insectivores. These include the hedgehogs, moonrats, and gymnures (Erinaceidae); the shrews (Soricidae); the moles, tree moles and desmans (Talpidae); and the solenodons (Solenodontidae). Insectivores are thought to be most closely related to bats, hoofed mammals, and carnivores. The classification of insectivores is not well understood. Insectivores have a primitive mammalian body plan and are in many ways generic in their appearance. For this reason, insectivores have been classified in several other mammal groups in the past such as the tree shrews or elephant shrews. Additionally, some adaptations insectivores exhibit are convergent with the adaptations of other groups- a fact that further confuses the proper placement of insectivores within the mammals. Previous classification schemes once placed tree shrews and elephant shrews in the insectivores, but today they are classified in their own separate orders. It is possible that other animal groups such as golden moles may be removed from the insectivores as new information comes to light. Evolution Insectivores are considered to be among the most primitive groups of mammals. Some primitive traits insectivores still exhibit include a small brain and testes that do not descend into a scrotum.

Website Content on for IT Solutions Assignment Example | Topics and Well Written Essays - 2000 words

Website Content on for IT Solutions - Assignment Example Our CIOs’ work with you like your employees to deliver best solutions. We act to in that fashion to meet your company’s goals and objectives. We are an impartial team, which do not make profits through the use of additional services by finding a supplier to be in charge of your network, providing a blueprint on the correct VoIP system. Our core objectives as CIOs is to assist you in determining an absolute IT roadmap and then in the execution of the preferred roadmap on your behave. With SANTIS you get an opportunity to â€Å"grow and expand†. This implies that you are flexible in starting with managed IT services with are of high importance to your organization, and then expand with us by in cooperating strategic business IT solutions. Many successful business companies have entrusted us with the responsibilities of managing their network systems and infrastructures e.g. servers, switches, routers and desktops etc. We offer IT services in the following areas: schools and institutions, Non profitable organization (NGOs), Financial sectors such as banks, small- sized business etc. Our company has over 8 years of experience in assisting various institutions leverage technology to boost their academic excellence. Since 1996, we have been able to provide computers and laptops services to more than 300 schools and colleges. This has helped many schools to; The Customer care team at SANTI is more than just a mere help desk. It comprises a group of dedicated employees who are responsive to the call of duty. They keep you up and running, finding solutions to difficulties you might experience in your systems quickly. We also provide personal attention and provide you with answers to your questions directly. Whenever you are faced with any difficulties, our help desk will connect you to the available support team who will

Mobile computing and wireless communication Essay

Mobile computing and wireless communication - Essay Example This exploratory approach towards making things small yet sophisticated promises much more for the future. While analyzing the evolution [2] of mobile technology, it can be safely assumed that the size and power consumption patterns are on a decline while the bandwidths available for communication will continue to increase. Such trends lead us to believe that mobile communication is bound to play an increasingly important role in everyday life through a variety of new applications often referred to as "ubiquitous or pervasive" computing. The emergence of powerful portable computing devices, along with the advances in wireless communication technologies, has made mobile computing a reality. Sensor Networks: One typical application for mobile communication is the sensor network, used for gathering information about the surroundings of the mobile equipment. Such a network consists of small integrated devices scattered over a specified area in order to collect and share information. The goal in undertaking such exercise is to discretely observe, augment, analyze or control an environment in an automated manner. Mobile networks got further enhancement with the help of wireless communication and sophisticated sensors. ... work on the basis of fixed cell based infrastructure. Coverage is provided by base stations which manage the radio resources from a central location thus integrating the services. Depending upon the area being covered by the cell, certain amount of bandwidth is allocated for mobile subscribers. These cells make use of location-based routing protocols for transfer of information packets from sources to destination. Depending upon the bandwidth allocated, an upper limit is fixed for the number of subscribers that one cell can support. Sensor networks, in particular require to support a large number of 'subscribers', resulting in an increase in density per cell. Such networks are often used for short-range temporary communication. Therefore, implementing an infrastructure supporting such a large sensor network becomes very expensive. Mobile ad hoc networks [3, 4] on the other hand allow direct communication between wireless devices operating within the nearby areas and short distances of each other. Such devices prove to be very useful in disaster prone areas. In case of disaster, whole communication infrastructure may be destroyed. In such cases the intercommunicating ability of mobile ad-hoc networks within short range proves to be very useful. For communicating between two mobile devices which are located beyond range are the method of forward messaging messages via intermediate neighbors is used. Decentralization of an ad hoc communication network also eliminates the need for a fixed infrastructure, and results in greater cost reductions. The most widespread notion of a mobile ad hoc network is a network formed without any central administration which consists of mobile nodes that use a wireless interface to send data