Religion and Human Experience Essay Example for Free

Religion and piece Experience EssayHinduism thunder mug be traced back to ancient Aryan civilizations virtually four thousand years ago and is based on polytheism with various forms of rituals. Upanishads are documented texts which came about after probing the religion and finding shipway of bring home the baconing spiritual insight from within and for life in general. Brahman is one who sees the divine as macrocosm one in all aspects and the Atman which is the soul reflects the juncture amidst diversity and reveals the Brahman in his true self. Maya on the other hand camouflages the truth of unity in mythical and magical shroud. Karma which is related to rebirth is hard put while Moksha is seen as freedom from and beyond all human aspects. The Bhagvad Gita brings out the practical elements of the religion in everyday life through four paths which can be practised together or separately to achieve spiritual satisfaction. The Hindu religion revolves around temples, rituals , polytheism and numerous festivals.Though many may religion a particular god or goddess they believe in all gods as being one in different forms. Priests and gurus are revered and looked up to as spiritual leaders. Animals are given importance as they are believed to be in the image of god this reflects in several gods having animal features. symbolization is the basis brought out through art and sculpture. This rich culture of India has appealed to many around the world especially the yoga and meditations which have influenced people from every background. Religion and mankind Experience 4 JainismThis religion is as ancient as Buddhism with Mahavir as the central figure and whose teachings are similar to Buddha, preaching abstinence and meditation to unwrap peace and ultimate freedom. This religion does not believe in gods creation or being blessed by a Divinity, sort of they believe in an everlasting universe full of life and pain as in humans. Though humans are considered s pecial and can attain spirituality through compassion and knowledge of the inner self. The basic of Jainism is Ahimsa of which non violence is the most important descended by other virtues.Like most religions Jains honour 24 saints otherwise known as Tirthankaras who are looked up to and followed for their great accomplishments. Purification is part of being a Jain and life is considered a step in the path to eternal liberation from the human body through a life of good virtue and selflessness. Jainism teaches that to gain spiritual fulfilment one has to follow the path of strict non violence. It has five branches Digambaras, Shvetambaras, Sthanakavasis and Terapanthis. SikhismThis is a fifteenth century Indian religion with a background of Hindu Muslim conflict. The founder is Guru Nanak who believed in monotheism and ace of matinee idol. He professed that even though there may be many forms and perception God is one whom he called True name . His teaching was that God had no im age and that he was beyond human insight while being the ultimate source of love, wisdom and righteousness. He taught social Religion and Human Experience 5 conscientiousness as part of the religion and the Sikh temples which are called Gurudwaras were open to all.The Sikhs follow and honor ten gurus, the first of whom was Nanak and the last being Gobind Singh who is the permanent guru and is said to have the soul of Nanak himself. Guru Gobind Singh was the founder of the military group called the Khalsa which followed five basic practices religiously. Today these five practices is what distinguishes the Sikhs from the rest, these include uncut hair and beard, Kangha a wooden comb, Kirpan which is a sword, Kachhera the under short which represents the readiness for battle at all times and Kara which is a steel wrist band representing the unity of Sikhs.This society stands out for its independence and strong unity which is their strength. Adi Granth is the holy book of the Sikhs and has verses and hymns written by the gurus themselves. This community has several festivals marking important events in the history of the Sikh religion. Religion and Human Experience 6References Molloy Michael. 2008. Experiencing the Worlds Religions, 4th Edition. Retrieved on June 7th, 2009 from http//highered. mcgraw-hill. com/sites/0073535648/student_view0/

Effects of Early Marriage Essay Example for Free

Effects of Early Marriage EssayMark and Jane got get hitched with eight years ago. They have two young children. Their initial love and attraction has turned into constant bickering and argument. They now realize how different they are from for each one different. Every interchange seems to be a battle and is affecting every aspect of their lives. They wonder what happened to the love and affection they felt towards each other at the beginning of their relationship.They have been arguing virtually money, and how to spend it. Mark thinks his hard work is not appreciated. Jane feels overburdened with taking care of the children, her part-time work and taking care of the most of household duties. They each feel the other is not contributing enough.They do not want to give up on their uniting, and have heard that mediation finish be effective in working through the practical problems they face. They hope by learning to appreciate each others efforts their love for each other w ill start to grow a make headway. They have tried individual therapy, marital counseling, and group therapy, without results.The first few years of a marriage are a very intense period of adjustment. Its very common for the couple to learn differences about each other and encounter extreme bouts of negativity that they never imagined possible. A newly married couple (and any married couple, for that matter) should try anything at their disposal. Sometimes marriage counseling does not work. It does not mean that the marriage is over or that the counseling was insufficient or even that marriage counseling may not work at a future time. Couples request to try different things at different times in order to break the log jam of disillusionment.Marital Mediation or other skipper support may help break the impasse. The mediator will explain to Mark and Jane that, just like a new hobby, learning how to be married is a learnable skill. The mediator will teach them conflict resolution skil ls that they can begin to practice at home. Things can improve at home, and Mark and Jane can continue to work on (and enjoy) their marriage. They might even try counseling again (perhaps with a different therapist), and may find that they are ready to gain insight from it.

Is Virtue Knowledge Or Teachable Philosophy Essay

Is Virtue Knowledge Or Teachable Philosophy EssayPlato presents Socrates views on the question whether virtue is knowledge and whether it rouse be taught in some(prenominal) dialogues, most nonably in Meno. In this dialogue, Socrates makes many different arguments on the subject of virtue. These arguments include how virtue is defined and whether or not people can acquire it. He examines the personal manners that virtue can be attained whether or not oneness is born being sinless, whether virtue can be taught or it is an different factor for virtues people demand. In this essay I will focus on the question of whether virtue can be taught. Platos suffice is that virtue cannot be taught. In this essay I will suggest that Plato could have framed the questions a bit differently, which would have probably given him a different answer. In particular I will argue that Plato index have done better to ask whether virtue could be learned preferably of asking whether virtue can be tau ght.The Meno begins with Meno asking Socrates whether virtue can be taught. The argument accordingly is drifted then to another question, what is knowledge. therefore Meno proposed an interesting paradox one can never find out anything new either one knows it already, in which case there is no need to find it out, or else one does not, and in that case there is no blottos of recognizing it when found (Plato 1997, 80d-e.). In other words if one does not already know what arte (virtue) is, he cant even search for it, because if he does not know what it is already, then even h he searches, he wont be able to know when one has found it. Socrates suggests a way to solve this dilemma which is based on the Pythagorean view of the immortal soul. According to that notion, the soul, after the physical body dies, is reincarnated and thus never destroyed. If one can never acquire any new knowledge and at the same time it is demonstrable we are always learning new things, then it is be con cluded that learning must be a matter of recollection of past biography experiences and knowledge. In other words there is no such thing as get a lineing, exactly only remembering.In the Meno he demonstrated with a schoolboyish slave boy who apparently didnt have any knowledge of geometry. By asking the young boy questions he managed to show that the boy had knowledge of authentic mathematical theorems.Meno asks again his original question, that is whether one can be taught virtue, or one gets virtue by nature or in some other way. Socrates consents to proceed but argues that they need a common ground due to the fact that neither of them can say at this point what virtue is. Then Meno is made agree that if virtue is not knowledge then it cannot be taught, and if a knowledge then it can be taught. He points out that one can teach something only if one knows what it is that he is teaching. Someone who does not know himself how to drive a car seems unlikely to be able to teach som eone else how to. Socrates and Meno much agree that there is no one that truly knows what is meant by virtue and because of this reason cannot be taught.According to Socrates, If virtue could be taught, we should be able to know not only those who teach it but also those who learn from them, which in truth we cannot easily do (Plato 1997, 96c). Socrates claims that teachers for horsemanship, medicine, etc. exist and everybody recognizes these as genuine teachers, whereas people dont agree about whether the Sophists really do teach virtue. Socrates goes one to speak of Thucydides, who had two sons, neither of which was considered to be virtuous. However, it is said that Thucydides educated his children in many different disciplines, but it seems that he could not find a teacher of virtue even though he found teachers for other aspects of liveness he found valuable. He could not teach it himself either, even though he himself was known to be virtuous. Therefore it seems virtue cannot be a fig of knowledge. In order for something to be knowledge, someone must be able to teach it to others. Socrates concludes that virtue cannot be taught and that there is no means or system by which virtue can be acquired. Virtue is simply shown as coming to us, whenever it comes, by divine dispensation (reference?)In my view, if Plato had framed the questions somewhat differently, he big businessman have gotten a different answer. That is Plato could have better asked whether virtue could be learned rather of asking whether virtue can be taught. What I mean to say is that asking whether one can be taught something entails that the relationship of a student and a teacher, whereas asking whether something can be learned implies only that there is a student (whose life experiences might be said to be a teacher.) For example, to ask whether I was taught geometry is to ask whether a teacher taught me geometry. Whereas to ask whether I learned geometry is simply to ask whether I l earned it, whether or not I was taught it by a geometry teacher or learned geometry myself either from (lets say) a book or by some other means.Learning can come in various forms. In order to learn something, one does not require a teacher in the strict sense. For instance, learning can be achieved from studying people who have virtue and yet the latter whitethorn not be aware that they are studied. So a man may be learning virtue, and his teachers may be virtuous, even though the teachers might not even be alive. another(prenominal) form of learning is experience. Virtue may be learned through personal experience. In this example, the teacher would be both life experiences and the reflective nature of the learner. There is still another form of learning. A man can learn, even if he cannot offer an comment of how he learned or of what he exactly knows. For instance, after someone has been through a particular problem in his life, he can then detect that a relative of his is going t hrough the same problem. And although he can know it, he cannot give an explanation of how he recognized it. Another example is that of the musicians or painters who have learned their craft and are able to perform well, but find it almost im likely to give an explanation of what they have learned.So the question whether virtue can be taught is a much different, and narrower, than whether virtue can be learned. Plato is right in suggesting that virtue cannot be taught. I believe that we all know or have heard of people who recite rules of virtue (such us be compassionate or be honest,) but find it impossible to put them into practice. Certainly in this sense virtue cannot be taught. A mentioned above, having the ability to be virtuous is like having the ability to be musical, which is to some extent instinctual. So, for example, it could be argued that knowing when, for example, to offer help to a friend when he needs it, is a matter of instinct or judgment. completely of this means that although virtue may not be taught, this is not to say that virtue cant be learned. Plato suggests the notion that virtue is inborn. Certainly this is to some degree true. There are some people with an exceptional capacity for virtues like compassion, etc. since they were born. Yet others look as if they are born with little to no moral conscience, which seems to be necessary for virtue to exist. However what this means is just that the foundation of virtue is inborn, not that it cant be learned.In the same way that we comprehend the fact that one can be preached how to be virtuous but fail to be virtuous in practice, the converse is also possible people can refine the ways they understand virtue, they may become more virtuous by reflective practice, and their views of how to act in a virtuous way changes significantly as they grow up. In my view, if Plato put his questions in a different way (that is if he had asked whether virtue can be learned, instead of whether virtue can be taught) he might have found a much more affirmative answer.Bibliography

Working with Children with Special Educational Needs

operative with Children with Special educational of necessityAlison CarrChildren with Disabilities or Specific RequirementsToday, mainstream schoolhouses break numerous fryren with particularised educational unavoidably or disabilities. For some sequence it has been enshrined in our domestic law that sisterren with such inevitably should not be discriminated once morest and have the right-hand(a) to be treated fairly. either electric shaver has the right to an inclusive education.The Legal and Regulatory RequirementsThe coupled Nations Convention on the Rights of the Child applies to each(prenominal) nipperren and sets out basic entitlements and rights for exemplificationArticle 12 the views of the fry should be vexn into account. A coarse with The United Nations Convention on the Rights of Persons with a Disability, the Conventions withal set out specific rights for disabled children belowscoring promoting equality of manipulation and more specific everyy, A rticle 24- Education guides that children with disabilities ar entitled to be educated within an inclusive educational system, receive reinforcement accommodating mortal requirements to urge an efficacious education and so to maximise academic and social development.Article 7 specifies that the best interests of the child must(prenominal)(prenominal) be a primary devotion and Article 9 requires that children with disabilities have equal entre, without barriers, within a school to the physical purlieu including dialogue, info and technology.The various rights and entitlements under these conventions underpin our domestic jurisprudence in the areas of additional educational withdraws. The most recent legislation is the Children and Family round 2014 (the 2014 prompt) which places schools under a duty to make arrangements for stakeing children with medical conditions and in meeting this duty schools must have regard to the statutory guidance Supporting Pupils at S chool with Medical Conditions. Further to this at that place is additional provision in relation to children with a disability defined under The Equality Act 2010 a physical and mental impairment that has a substantial long term and negative effect on your ability to do normal daily motionivities. The relevant part of this Act is that schools must have reasonable adjustments in place to prevent children with disabilities cosmos treated differently or at a disadvant eon to early(a)(a) children. Further children with disabilities must not be victimised, chafe or discriminated once morest.The 2014 Act also introduces Education, Health and Care Plans. These plans have come into place in September 2014 and pass on make a statutory judicial captureing of that childs special educational pauperisations then also communicating with the relevant health and social care teams to bring all the in haveation together into one plan. The difference between a disceptation and an Educatio n, Health and Care plan are overall family centred, gathering information from all go involved at the bit of referral. The aim is to help improve outcomes and this go forth replace Statements of Special Educational Needs. Children who currently already have a statement will go done the transition process to achieve an Education, Health and Care Plan.Inclusive Practice It is our duty to children with disabilities and special educational needs who are placed in a mainstream educational reach to fulfil a positive developing experience in an inclusive practice.Where the Special Educational Needs Code of Practice (June 2014) focuses on inclusive practice, it states that the government in the United Kingdom have a commitment to inclusive education of disabled children and juvenile people, progressively removing barriers to study and the participation of pupils in mainstream education. For settings to come after in achieving this, adults will need to work together well as a team to undertake appropriate education and care for such children.It is heavy for children with a disability or special educational needs that they are trustn the very(prenominal) expectations to succeed as their peers. This will encourage and develop social skills to enable positive confidence and transition into adulthood. at that placefore leaders of educational settings must undertake the m stop training and collaborate the right support aiming towards success to the full including all children with disabilities and special educational needs in mainstream schools.Settings will need to take into account extra-curricular activities, school visits and trips.It is through this inclusive ethos that all children feel secure and able to contribute and in this steering stereotypical views are challenged and pupils lot learn to view differences in early(a)s in a positive way. OFSTED Report 2003Partnership with Parents and Other Professionals.The Childrens Act 2014 aims to en origin al the welfare of the child is paramount having a greater focus on parental involvement.Subsequently the Childrens Act 2014 states each local authority is responsible in setting out a local propose available to Early Years settings and schools for families to access easy-to- discover information with options available to help support children who are disabled or have special educational needs and their families who need additional help. This provision will include transport services and lei certainly facilities. If parents or carers basisnot access the internet for both reason this must be available in another format. Inevitably the goal is to ask the child and their family what assistance they feel that they need and receive feedback on their local go so this endure then improve even further.Within the local offer parents and children will receive a greater choice and control over their support in their provisions and home life, this includes personal budgets.Parent forums se t up in local areas are a great way for discussing contacts and communicating with other parents who may be in similar situations.Early Years professionals, Teachers along with the provisions Special Educational Needs Co-ordinator and in some disciplines any other professionals involved must take part in structured conversations with each child and their parents. Individual Pupil Profiles and Individual Educational Plans must be write by all parties with participation and involvement in all areas of the profiles and plans.Parents give the sack play a great if not essential role at all stages of their childs education helping immensely in improving achievement. Parents can aid a learning community and help by positively engaging their child with staff and peers. Parents will then begin to understand the role they play in their childs learning and development. There will undoubtedly be hurdles but with an excellent inclusive practice with a strong professional team in place, barr iers will be resolved. These hurdles from parents contributing to and who are which supporting their childs education may consist of a high level of educational aspirations for their child in which case settings need to ensure practical obstacles and professional attitudes are addressed alongside measures to support parents goals.Every local authority must guarantee that everyone is involved in discussions and any decisions which support provision and learning for the individual child.The ultimate result in an inclusive practice is for a best and positive outcome, making sure the childs and familys needs are met and for the child to prepare for adulthood.Existing PracticeEvery existing educational practice should have a designated instructor holding the role of Special Educational Needs Co-ordinator (SENco). This teacher should be trained in this area to be able to manage and support specific children and the staff team.It is vital that all teachers throughout the school and suppor t staff have valuable training in all special educational needs areas. This training should be of a high quality and where necessary staff may have personalised training for each individual child to be able to achieve the best positive outcome for that child with their specific needs.Each practice should be concentrating on four areas of development parley and interactionCognition and learningSocial, Emotional and mental health intemperateiesSensory and/or PhysicalThese areas should then transfer into regular assessments for each individual child. at once a potential special educational need is identified, schools should take action to remove barriers to learning and confide effective special education provision in place. This SEN support should take the form of a four part cycle- assess, plan, do, review. This is kn give birth as the graduated approach excite Code of Practice 2014 0-25yrs Chapter 6- Schools.All teachers educating a child with a disability or a special educationa l need should have termly meetings with the parents and the Special Educational Needs Co-ordinator to discuss their childs individual educational plan making sure positive targets are being met for the child. Also a meeting with the child present at current points throughout their academic year to discuss their Pupil Profile to make sure everything is up to date and that the child is gifted in their learning.Ofsted will need to see evidence of individual pupil progress in every school from children with special educational needs. Clearly showing positive outcomes graduating into ongoing effective monitoring and finally evaluation of their special educational needs support.When adapting an educational practice for a visually afflicted child considering the surrounding environment for that child will be main priority. Around the classroom setting staff need to consider lighting, colour/tone and contrast. When the individual child moves between retinue will a dark room going into a light room or light room going into dark room make the child? Will signage around the room need to be adequate?Risk assessments will need to be carried out underlining the physical environment for example stairs, steps, fixtures and gotings.Most educational settings now have interactive white boards. Seating authoritys for individual children will need to be taken into account.In relation to adapting the setting, the position of the teachers chair is very important this should not be in front of an outside window as this will cause the teacher to endure shadow like for the child. When the child is navigating around the environment edges need to be highlighted and activity areas need to be well defined. Movement around the setting needs to flow clearly and effectively.Staff need to be aware of how adapting the environment will affect other children. Personal, social and educational development issues can be shared during circle times with every child included in the setting. driveing tools such as braille books, Load 2 Learn reading books and treasure chests which focus on sensory learning will help support and encourage positive fun education.Some visually impaired children may suffer with behavioural issues, this may need extra staff support and training and will need to be regularly monitored.Other reservations in an educational setting to consider will be the childs personal care, school assemblies, school trips, physical education lessons including sports day and hand over times both in the morning and after school pick up time.With all special educational needs children in that location needs to be a contingency plan in place, in regards to a visually impaired child for example this may involve their glasses getting apropos broken.When staff are assessing each individual childs progress they need to ensure the child has the correct resources for their target level making sure activities are not too easy or too challenging which may result in a b arrier towards that childs learning or participation.ConclusionIn conclusion to this, inclusion is essential for each and every child under the special educational needs umbrella and we must adopted this ethos by working closely with parents to help support their childs education and collaborating with all other professionals involved. workings together and having a fictile supportive team is the key to achieving an inclusive education for all children.Unfortunately in some cases lack of knowledge and training from early years practitioners and teachers is one of the main barriers to inclusion. The special educational needs umbrella has helped professionals understand that training and support for children with disabilities and special educational needs is vital for every individual childs positive progress and to reach their full potential in an inclusive mainstream school.Finally underpinning the United Nations Convention Rights of the Child and the Childrens Act 2014 working wi th teaching strategies which are presently being used in mainstream schools can be fitted to assist pupils with disabilities and special educational needs whence creating an inclusive practice throughout the school.Alison CarrType textWorking with Children with Special Educational NeedsWorking with Children with Special Educational NeedsJoanne BoydenThere are a phone number of regulations and requirements in place to protect children with special educational needs or disabilities. It was originally believed that children with needs should be sent to a special school and indeed choice for parents and children was very limited. However, with the implementation of laws and regulations this has very much changed, with children with needs attending mainstream schools of their parents and their choice wherever this is possible. The onus is very much on the setting being adapted for the child quite than the child being unable to fit in with the mainstream setting.The laws regarding ch ildren start with the Education Act 1970 which saw the transfer of the responsibility to educate children with special needs from the health service to the local authority. As a result of this special schools were built. Around this time the medical pretence of disability was much used. This model labelled the child as somehow having a fault. The focus was very much on what the child could not do rather than their skills and aptitudes. This model focused on the perceived need for segregation hence the need for separate special facilities. Opinion suggests this model puts a great deal of disquiet and stress upon the parents of the child and limits the choices and opportunities they can give the child.The Warnock report looked into SEN and from this report a number of suggestions were consequently made. Suggestions looked at how the child could access the curriculum and how to adapt the environment to meet the needs of the child thus enabling them to do this.The Education ACT 1981 took a lot of its claims from the Warnock report and gave power to the parents. It also outlined in detail the legal responsibilities of the LEA.The Education reform Act 1988 saw the introduction of the National Curriculum. This ensured consistency of teaching across schools. However this could still be adapted to meet the needs of children with SEN and Disabilities.The Childrens Act 1989 states that the needs and wishes of the child are paramount and should be considered when at all possible in all decision making processes. This again gives more power to children with SEN in where and how they are educated.The Education Act 1993 brought about the need for specific guidance on the identification of children with SEN. The SENCo was introduced and again gives more power to the parents and in a way gave them a interpretive program through the SENco.The disability discrimination Act 1995 brought in such laws as it being illegal to discriminate against disabled people in relation to em ployment housing etc.It could be argued that the most important law of all regarding children with disabilities or specific requirements is the SEN code of practice 2001. This is the Act that gives the power to the child and their parents. Most importantly this act gave rise to the law that children with SEN have the right to a mainstream education. There was an immense focus on inclusive practise and the adaption of the environment to fit the child and not the other way around as previous. This act fully encompasses the social model of disability. This act gives upmost power to the parent to choose where their child is educated and how.The Act is embodied by seven key principles. The first-year is that the knowledge of parents should be taken into account in all decisions. They do after all know their own child and their individual needs fall in than anyone else. The second states that the focus should be on what the child can do not what they cannot. The third principle states t hat parents feelings and emotions should be supported. The fourth and again these are very much linked, states that parents should be fully involved with all decisions. The fifth principle states that parents know what is best for their child. The sixth principle shows that parents may also suffer disability and this should be supported and understood. Finally the seventh principle, states that meetings should be arranged in good time and at times suitable for the parents. Parents may have other siblings to look after or they may be juggling employment and childcare. They cannot always be there for a meeting at a time suitable for the setting. This should be considered when all meetings are being set. The act fully highlights the need for positive and close relationships with parents aswell as empowerment for the child.The act states the importance of early identification and close monitoring of all intervention and support through the use of documents such as IEPs. The act also giv e guidance on the levels of support through school action and school action plus and indicates who is responsible and at what levels of the support process.In summary there are a number of regulations and laws that support children and their families with SEN and disability all of which should be protective(predicate)ly adhered to when working with the children and their family. The outcome if the laws are followed correctly should be a happy fulfilled child reaching their full potential with happy parents. This would abide by the principle of every child matters ensuring that all children whatever their needs are inclined support to fulfil their goals.It is extremely important to work inclusively with children with disabilities or specific requirements. Firstly this would adhere to the SEN code of conduct which explores the need to work inclusively. Inclusions involves tone for ways of helping children to join in who would tradtionally be excluded from settings or activities pg 312 Childrens care learning and development. It can also be described as a process of identifying, understanding and breaking down barriers to participation and belonging pg 312 as above.It is important to note that it is the environment that should be adapted rather than trying to fit the child to the environment. This may mean things such as having activities laid out on table tops rather than on the floor, giving extra time for dressing for PE etc. The areas that need to be addressed depend very much on the need of the child. No matter what that need the child has the same rights to be given the same opportunities as a child without needs. In fact most children have needs in some areas and working under every child matters, environments and opportunities should be differentiated for all children so that all can reach their full potential. One example of inclusion would be a child who has a physical need. Rather than simply saying they cannot participate in PE, they may need extra time to dress/undress. It is important to grant the child to do as much for themselves as they possibly can. If they require help they should be asked if they want help first. Also the activity it egotism should be looked at. If it is a ball game can it be adapted to include the child. A child that is not allowed to participate fully as the others can soon become frustrated and segragated from their fellow pupils. This would be following the medical model rather than fully embracing the social model of disability. Allowing children with needs to fully participate also teaches the other children a valuable lesson of acceptance of difference and tolerance. It aids to promote acceptance in the school community as a whole. Often when looking at inclusion it can be the views and attitudes of the adults that can be the actual barrier to inclusion. The child involved may be capable of far more than the adult believes if they were given the chance to do so. It is important wherever possi ble to include the child in whatever the class is involved in rather than taking them away for specific individual work. Before long a well meaning adult can take the child away from legion(predicate) activities they are fully capable of taking away their right to inclusion in that task.The relationship between parent and setting cannot be underestimated. At the end of the day parents are the ones who know the child best and are therefore in the best position to say what is best for the child. They are the experts on their own child regardless of their need or disability. They can provide insight into how the child behaves at home and also if there have been any changes in the child they can often provide answers as to why this may be. The relationship between setting and parent can often be touchy and views can vary significantly as to what is best for the child. However the relationship should be one of compromise and trust.Again working closely with parents and involving them i n all decision making processes is key and in fact necessary to adhere to the SEN code of conduct. It is not always an easy relationship to maintain in a positive way but it is crucial to do this. Parents may be upset and angry and may not wish their child to be labelled. In some circumstances they may deny that their child has any needs and wish them to be treated in exactly the same way as the other children when this may not always be suitable or possible. Parents may suffer disabilities themselves and this must be taken into consideration when working closely with parents.Not only is the relationship with parents key to providing the best environment for the child but also good clear relationships with other professionals is key. This may take the form of speech and language experts, educational psychologists, health workers, social workers. It is imperative that this relationship is both clear and a two way relationship for the pull ahead of the child. In many instance the set ting may simply not have the expertness as to what is best for the child and the professionals eg speech and language can offer valuable resource and knowledge.Practitioners must wherever possible strive to adapt their environment to meet the needs of the child with disabilities. This does very much depend upon what those specific needs are. For example if the child has a visual impairment care must be taken to remove any tripping hazards. Also if changes to the environment are made the child should be made aware of them. Specific instruction should be given if for example the room has to be evacuated quickly does the child knows the procedure to follow? Any areas that the child has to frequent regularly should be easily assessable to the child for example their coat peg should be at the end of the row, their lunch box easy to access. The other children within the class should be taught to be aware of the room, chairs should be tucked in, toys should be removed from the floor. When considering the childs needs for example with reading the work do paper actvitities need to be enlarged/ coloured in a specific way? Depending on the severity of the need can books be made available in Braille, can audio books be used? The toys and games of the classroom should be looked at, is there a requirement for electronic speaking toys. Any items used should be made part of the normal day for all children where possible to avoid any kind of segregation. The teacher should be aware to verbalise any key activities such as playtimes, lunchtimes etc. All the children in the class should be promote to use some of the aids to promote empathy and regard within the class and also to normalise any intervention material. For example visual aids could be used by all the children in certain lessons. Any equipment needed to support the child should be purchased and this is where it may be beneficial to apply the expertise of the experts. For example a practioners initial reaction may be t o say the child should be given alternative activities during PE sessions. However this may not need to be the case as with appropriate equipment such as balls that make a noise, they could fully participate along with their peers.Often it is the views and beliefs of the people involved in the teaching of the child that have to be changed and certainly not the child themselves. With a little creativity most daily activities can be adapted and differentiated to meet the varying and sometimes challenging needs of children.Therefore to conclude, there are many acts that govern how children with needs are educated and with careful consideration of both parents and the child these can be successfully followed. Through inclusive practice and good communication the needs of the child and wishes of the parent can be successfully met.ReferencesBurnham Louise, (2008), The Teaching Assistants Handbook, Essex, Heinemann.Beith Kate (2008), Childrens care learning and Development, Essex, Heineman n.Special Educational Needs code of Practise,http//webarchive.nationalarchives.gov.uk/Convention on the rights of persons with disabilitieshttp//www.un.org/disabilities/convention/conventionfull.shtmlWorking with Children with Special Educational NeedsWorking with Children with Special Educational NeedsThe Legal and Regulatory requirements that are in place for children with disabilities.Legal and regulatory requirements are in place to help children with disabilities or special educational needs against discrimination. The specific laws and regulations in place are The Equality Act (2010), Special Educational Needs and Disability Code of Practice (SEND)(2014), The United Nations Convention on the rights of the child (UNCRC) and The united Nations Convention on the rights of Persons with Disabilities.The main principle of the Equality Act (2010) is to ensure children with disabilities or special educational needs have access to public settings and services. Therefore reasonable adju stments must be made to enable this to give-up the ghost such as changes in the environment.The SEND code of practice (2014) promotes the value of an individuals needs. The main principle being the child has their needs met as well as having access to the core provision available to their peers. Children with (SEND) should be given full access to education in an appropriate delivered curriculum, to enable them to reach their full potential. The United Nations Convention on The Rights of persons with Disabilities ensures disabled people enjoy human rights as a non-disabled person would. The code of practice states that parents must be included in any decisions or support given to a child and where appropriate the childs views should be sought. It outlines measures that can be taken to reduce barriers and promote the rights of disabled children so these children can participate equally with other children. They ensure the childs best interests are in consideration and they are given chance to express their own views and opinions. The United Nations Convention on the Rights of the Child (UNCRC) is a generic document that gives children rights regardless of their individual needs and circumstances. It highlights the importance of the voice of the child, their individual needs, adapting the environment so they can learn, play and rest and to give them the rights to all of the 54 articles.Why it is important to work inclusively with children with disabilities.It is important that practitioners work inclusively with children with special educational needs or disabilities so these children are given the same amount of opportunities as children without special educational needs or disabilities. They have the right to be educated in mainstream schools with other children. It is statutory that all childrens needs are recognized and met.All children are individuals and unique therefore they will have specific strengths and weaknesses. Practitioners have the responsibilit y to provide a non-discriminated environment, and to accommodate all childrens strengths and weaknesses, which will be facilitated in the curriculum and planning through differentiation.A child with special educational needs, or a disability, needs to feel welcome in a setting and to feel at go and not to feel different to others. Its important to make the child feel confident. This can be achieved by promoting a childs egotism esteem by including them with decisions regarding their interests and by allowing children to try new things and to encourage them to try again using lots of praise.Practitioners are responsible to plan and set up activities based on the childs interests and hobbies in order to make the child feel at ease and confident.Children with individual needs may require activities or environments to be adapted to meet their needs. Therefore practitioners need to plan with consideration and knowledge of all the childs specific needs. Activities which may be too diffi cult or too simple should be adapted to meet the childs level of understanding or be age related to meet their needs. However it is still important that these children are still challenged and stretched to reach their full potential. Practitioners and senco can work together to create individual educational plans (I.E.P). Individual educational plans are not required within the SEND but practitioners must make record of the provisions put in place. It is important to have in place specific resources to meet their needs to be able to complete activities. The child should never be made to feel inadequate or unable to access activities set, as this would impact and effect their self esteem. A child with a disability should be able to have access in all areas of their setting. Adaptations should be made, for example, ramps at entrances, ground floor classroom use and furniture layout changed to give access.The benefits of working in partnership with parents and other professionals.Worki ng in partnership with the parents/carers of a child with special educational needs or disabilities is very important and is good practice. Most parents/carers know their child best. Unless in situations where the parent has a disability themselves. The parents/carers also have the most understanding and experiences of the child. The parents/carers can give professionals information that is important to give the child the support they need. The parents need to feel supported and comfortable to discuss their childs needs. The parents/carers feelings need to be taken into account as they may find it steamy or stressfull to talk about their childs additional needs. The parents of a child with additional needs may also have some additional needs, they may find talking about their childs needs difficult to understand and may need support with this. Therefore it is important for practitioners to be aware of this point and provide these parents with home support such as Action for Childre n to explain certain terminology that they will understand. The parents/carers views and contributions help professionals to work more effectively to meet the childs needs. Parents/carers need to be given as much knowledge as possible about their childs entitlements within the SEND framework. They should be given time and support to understand and complete any documentation or procedures. This will ensure an effective two way communication process and will deliver a robust support package for the child. Everyone involved should clearly understand the aims and goals for the child. Behavior and progress needs to be report to parents so they feel included. Parents may need support with their childs well-being and behavior at home so settings should offer them family learning sessions that may be available. A good relationship with parents is vital so they can work closely with professionals for the best of the child and their needs. A child may be experiencing a good or challenging day and so effective communication in sharing this information will be of great benefit to the child and practitioner knowing what best support to deliver that day. The working partnership between other professionals and the school/setting and the parents/carers is important so everyone can have a good understanding of the childs needs and the best ways to give them what they need. For example speech and language therapists may set activities and work for practitioners and parents to delight out to help the child. This is the same for physio therapists, health visitor, peadiatricians and social workers. They play important roles for the child. Multi agency work is so vital. All professionals working with a child and the family must understand and be fully aware of each others roles, goals and strategies. A childs education, health, development and well-being are interlinked and impact on each other. Regular reviews amongst multi agencies must take place in a timely manner to ensure al l those are made accountable for their input, to discuss any improvements or deterioration in a childs development and to move the child on further. Children with disabilities are vulnerable and all those working with them must ensure they are unploughed safe from harm, neglect and abuse. Regular reviews and close working together will highlight any signs of potential concern and early strategies can be put into place to ensue the best for the child.Describe how practitioners can adapt their existing practice to support children with disabilities.Practitioners must be aware of their legal duties underlined in legislation, understand how their role fits into this and to carry this out on a daily basis. Practitioners must make others aware of their duties to include children with disabilities and challenge and negative remarks or practice.Resources must be readily available to adapt activities for individual children. Childrens interests, ability and safety must be met when planning their education. A child should be willing and ardent to participate in an exciting and appropriate activity to best support their learning and achievements. Resources must be easily accessable to the child to promote their independence and self esteem that they can do things for them selves and can achieve. A range of real resources should be available to choose. Practitioners must be aware if a child has difficulties in making choices and being independent. If so a visual timetable and providing two choices will be of better support. A child with sensory difficulties may find it difficult in a large classroom and may benefit from a smaller and quieter environment. Health and safety must be a priority so a child cannot injure themselves or others when moving around the classroom. Here it is important that the layout of a room, storage of resources and their location is kept the same so a child can learn where things belong. Children experiencing emotional and behavioural difficult ies will require a sensitive adult and an environment that allows them to express their feelings be it positive or negative and still feel valued. A child may need support during crisis and therefore an area to go that is safe from causing themselves or other harm. They may need support in choosing an activity, visual aids such as photographs at activities or holding up real objects may be useful.It is essential that records are kept and observations are recorded of additional support and activities that are put in place as extra help for children with disabilities. This can be in the form of an Individual Educational Plan, which details specific targets and timescales for professionals to work on with a child. Plans of how professionals are going to achieve those targets e.g. what resources will be used, what activities, who will be involved, for how long and how often and notes on how it went and observations on a child accessing and using the resources and their learning and deve lopment all should be recorded as evidence and used as support in moving the child on further. A successful record keeping system needs to be established in settings that works for them and the individual child and that parents and other professionals can add to regularly such as half termly and can understand.

Operation Management In British Museum And London Zoo Tourism Essay

Operation Management In British Museum And capital of the United Kingdom menagerie Tourism EssayBritish Museum is one of the largest and most comprehensive museums in the world which was found in 1753 in capital of the United Kingdom. The collections exhibited there were collected all over the world from the origins of human being to present day. By visiting those fantastic objects, people will fol moo out a historical and cultural journey. As the guardianship cited below from the museum website, British Museum is much than a non-profit making institution, it is a coarse treasure belongs to all mankind.The Aim of the British Museum (the Museum) is to hold for the benefit and education of worldly concern a collection representative of world cultures (the Collection), and ensure that the Collection is housed in safety, conserved, curated, researched and exhibited1.-British Museum Governance Policies and PrinciplesLondon zoo is also a famous attraction in London opened to public since 1828 which is two years after since The Zoological Society of London has been found. Over 720 different species of animal exhibited here, it is a place non just for visiting, it is a playground in which you displace interact with animals and get better known of their living.The main purpose of this essay is to find out the parity and difference of transaction methods between two organizations. Therefore, the operation procedure of British Museum will be illustrated at first, which will be generally indentified done several(prenominal) aspects, such as layout and 4Vs. Afterwards, the necessary comparison and contrast will be analysed between British Museum and the given case London Zoo. And or so recommendations will be given in the end.Facilities of British MuseumIn order to study the operation system in British Museum, the facilities used in the Museum will be illustrated in the following. Further more(prenominal), the analysis will be taken specifically and try to fi nd out the deficiencyit needs to improve.2.1 Operations management in non-for-profit organizationAs the obligation mentioned in introduction, British Museum is a trust funding organization which is gratis(p) to the public, so generally speaking it is a non-profit making organization. However, the Museum makes the profit in some certain ways, such as recruiting the members and selling the souvenirs in the shop. To make it simple and clear, in the following research, British Museum will only be considered as an organization which only provides serving to satisfy people by creating a good atmosphere and to promote its reputation all over the world.Layout and flow expressive styleWith 8 one thousand thousand objects housed in British Museum, the layout would be a gnomish complex. After several expansions over the centuries, it went through the changes from a normal mansion in the retiring(a) to todays 75,000 m2 scale, which equals to nine football pitches.British Museum has three news reports, which are lower floor, ground floor and velocity floor. For my observation, the main visiting area is ground and upper floors.Ground floorGround floor has four take aims from level-1 to level 2. (see figure1)When entering the building from the main entrance, two small desks stand beside the passageway which only offers the turn maps. Except for the securities, no staff can be found there. After gathering the map, I walk into the great court, and a large information desk at the right side of court, some staffs are working there for any requires. In addition, there is a special(a) service of process provided here which is a multimedia guide (audio descriptions) can provide eleven different languages, by doing this the cost of staff is much reduced and the quality of service is increased.At this level ( level 0), there is a reading room opened for special exhibitions in the centre of great court and several shops and cafes opened in the corner of great court. And ot her facilities such as toilets for man, woman, disabled and a baby changing room are on the two sides of great court.Around the great court, more than thirty galleries are opened to the public on the three sides of the ground floor. On level -1,1,2, there are also some galleries opened. And both lifts and steps are available between different levels. Visitors can choose any sequence of visit, clockwise, counter clockwise or random.Figure 1Lower floorOn this floor, there is less worth to visit on this floor, which only contains three galleries and two educational centres organized by enterprises ( see figure 2). actually few visitors reach this floor.Figure 2Upper floorThe galleries on this floor were arranged on the four sides of court (see figure 3). And the amount of board are more or less the same as ground floor, which include five themes, antediluvian Egypt on the north side of level 3, Ancient Greece and Rome on the west side, Japan culture on the north side of level 5, Eu rope on the south side and Middle easternmost on the right side.Figure 3Furthermore, as more and more precious objects will exhibit in the museum, the display is very historic for the operation management in British Museum. They even formed a policy of display to cover the layout and flow aimed to ensure all kinds of demand from customers and to make them satisfied. variety process modelInput to the processIn the operation process, there are two dress outs of inputs, one is transformed resources which are always transmuted, and the other set is transforming resources which made transformed resources (Slack el al., 2004). Applied to the operation of British Museum, transformed resource will be the customers, and transforming resource is the staff, also includes all the collections.To improve the operation performance, the museum needs to explore new collections, but more importantly, it should train the staff to enhance their professional skills in two ways, the exhibitions maint enance and customers service.Within the processIn the process, Slack el al. (2004) point out that different inputs transformed can be determining different types of process. Here the types of process will be divided into three categories respectively they are materials process which is to transform the physical products, information processing which concerned with informational properties and customer processing which heart customers are considered as major input throughout the whole process.As the above clarification, it is obvious that the British Museum belongs to customer processing, because at the beginning of transformation, each customer is fresh without any experience to the museum, but when tour ends, the physiological state of customers are equipped with basic knowledge and feeling about what they visited.Outputs from the processAfter studying the operation process, it is can be found that very few organizations produced pure product or service, in most of cases, servic es and products are merging together to enhance their disceptation in the market.Generally speaking, the output of British Museum is service, which is intangible and hard to qualify. Some organizations adopted the customer feedback mechanism to qualify the fulfilment of customers need. This kind of processing requires a high qualification to satisfied customers psychology needs.Characterizes of process 4Vs2.4.1 Analysis of 4Vs between London Zoo and British MuseumAfter identifying the outputs and inputs of British Museum, the volume, variety, variation and visibility should be analysed. Firstly, as the biggest national tourist attraction in UK, both British Museum and London Zoo have a high volume of visiting. In 2009/2010, 5.7 million people visited the British Museum. And in busy days, the visitors of London reached 4000 to 6000 per day in average. Next, the variety of service in London Zoo and British Museum is relatively high. Although a large amount of exhibitions provided b y the two organizations, visitors can choose the touring routines according to their needs and preference. There is no fixed routine. Thirdly, the variation of demand in British Museum is low due to it just experiences a small fluctuation in summer holiday compared with normal days. Conversely, customers demand of London zoo on weekends and special events will spur to 18000 per day while on Christmas Eve only 48 visitors there, so the variation of London Zoo is relatively high. Finally, visibility means customer contact which made by organizations. As the case shown that London zoo has high visibility, in such circumstance, they realise the importance to improve service and to meet customers need. Similarly, British museum usually arrange the short period tours and try to benefit visitor to fulfil their need. However, the contact between staff and visitor is non frequent here.Table 1.OrganizationVolumeVarietyVariationVisibilityLondon ZooHighHighRelatively HighHighBritish MuseumHigh HighLowMedium2.4.2 The implication of 4Vs of operationsCompared with the ideal dimensions in the four aspects, high volume, low variety, low variation in demand, and low visibility, the operation process of British Museum seems closed to the ideal model and cost less in its operation management. However, the high variation of customers demand requires London Zoo to explore what customers really want from them. And it is the point for London Zoo to keep a sustainable increase.Pros and Cons of operation process in British Museum3.1 Pros3.1.1 Specify and categorize customer demand Explorethe Museums cotton upsAs a huge amount of collections exhibited in the museum, for most visitors, it is impossible to visit all the galleries in such a short period. To give the visitors a worthy visit, the museum selected a few of most valuable objects and created several options according to different length of tour. This is providing an opportunity for visitors to explore the highlight exhibitions, then visitors can plan their own trip by those suggested routine. Thus, the satisfaction of visitors can be largely better. Meanwhile, it can also avoid the crowd in peak season and shorten the operation process.The routine suggested currently as below (Visitors can find the information at information desk)1 hr at the Museum3 hours at the MuseumObjects to see with childrenA history of the world in 100 objectsAs the four selected routines designed by British Museum, on one hand visitors will tour the museum with the purpose, the time of visiting is much saved and it also make this touring much clear and effective. On the other hand, it makes the process flow fluent and efficient.3.2 Cons3.2.1 Complex layout for the large galleriesGenerally, the collections are categorized in related to the nature and history of objects. So in British Museum, the main everlasting galleries are Ancient Egypt, Ancient Greece and Rome, Europe, Asia and Middle East, Africa and America. And some large g alleries contain two levels. The situation is when you wanted to visit the galleries completely, you have to go upstairs. If you pass through the way-out upstairs, your routine of the whole visiting will be disturbed. Otherwise, you have to go downstairs go on the visit to other galleries. Additionally, for such a layout, visitors are easily getting overturned and lost directions, because there is no any sign of direction. During the visiting, I found the division between different themes was not so clear, especially for those big galleries which contain two levels.3.2.2 Less space on the hot spot areaAnother layout problem is that it was a little bit crowed in the popular galleries such as the gallery of ancient Egypt. For my observation on that day, so many people were interested in Egypt mum and stopped to take photographs or pay a notice on particular object. In such way, it made the gallery too crowded to visit, and visitors must(prenominal) feel unsatisfied at this moment.C omparison and contrast between British Museum and London Zoo4.1 General introduction of case London ZooLondon zoo is one of the most popular animal collections in the world which opened in 1828 the aim of it is to house and display live animals and makes profit. In the past few decades, visitor attendance keeps high although there is a fluctuation because of zoos reconstruction and some other public reasons. But by the mid-1950s the visitor metrical composition began to decline from 2 million year by year, and by 1995/96, the budgeted level was just nine hundred thousand. The main reason is from social-economic changes including changing of living habits, maturement in car ownership, leisure preferences and inflation as well as fierce competition. Due to the decrease in visitor attendance and lack of investment in zoos developments or its image, urgent action needs to be taken to change the situation. With the support of zoos staff, a new development plan was published and adopte d in 1992 in order to improve the facilities and the service quality. Relevant surveys also need to be made in advance.Profit and not-profitThe British Museum can be regarded as a non-profit organization sponsored by the Department for Culture, Media and Sport, but it also has self-generated income through retail, international touring exhibitions, Membership, and fundraising programmes. By contract, London Zoo mainly relies on the financial profit to keep running its daily operation and maintenance and also partly relies on the public fund. To some extent, British Museum is trying to achieving a high reputation worldwide by create the most comfortable environment to visitors, however, London Zoo aims to enhance the quality of service to attract more visitors and increase the income.Defined the targeted visitorsBoth British Museum and London Zoo understand the importance to define their target visitors. Generally, the target customers of British Museum are tourist including individu als, couples and families, some specific researchers as well. After define the customer and their need, the museum provides selected touring options to normal visitors, which is a convenient service to visitors. Same as London Zoo, after specified the visitors, it is important to improve their service by knowing what their particular needs. By categories the visitors and figure out the characters of each group, organization will be easy to improve the service to meet their exact need.Quality of serviceAs my observation of British Museum, it is hard to feel the existence of service even they provide the short free tour occasionally. Except for the information desk, you can hardly find any staff for help. Compared to British Museum, London Zoo also suffers from quality problem, due to ability problem. London Zoo operated badly during peak periods because of lack of staff. As a result, the column contact with staff received the lowest score in the investigation. considerable queues, delays, lack of contact lead to problems in quality in London ZooConclusion recommendationAs the study above, although both British museum and London zoo belong to service organizations, the commercial purposes are different. However, they aim to provide the best service to achieve the success in their own business area.As the big national organizations, even though both London Zoo and British Museum are fully equipped in facilities, there are quench some operation problems in service quality and process of layout. For British Museum, in terms of layout, they may provide the visitors more comfortable environment by expanding the space in the hot spot galleries in the large galleries, the museum can display the collections all in the same level to avoid making visitors confused or lost. While in terms of service, I suggest that the staff may contact with visitors face to face more. For London Zoo, the capacity should be improved through recruiting the temporary staff during peak se ason. As the survey adopted in the case study, they have to create more contact with visitors and supply more qualified catering to increase the performance.No matter how big the organization scale is, it still has its strength and weakness. The obligation of management team is keeping perfect the operation process and continuously making profit and get a great reputation in the business area.

Colgate-Palmolive Essay -- Business, Oral Hygiene

Companies work promotional strategies to gain customers and sales. Colgate-Palmolive use different strategies to help increase their sales. While many companies do decreased advertising spending Colgate-Palmolive is one company that has increased advertising spending (Neff & York, 2008). This paper provide discuss the current promotional strategies of Colgate-Palmolive. This paper will as well discuss the integrated marketing communications (IMC) and make recommendations for the strategies used. Current Promotional StrategiesAccording to Kotler and Keller (2009) sales promotion is a key ingredient in marketing campaigns, consists of a collection of incentive tools, mostly short term, designed to stimulate quicker or greater obtain of particular products or go by consumers or the trade. Colgate-Palmolive offers several promotions to increase sales. Consumers can find coupons and special offers on the companys website. Consumers can also find sweepstakes and special pr omotions on the company website (Colgate, 2011). The company uses point of purchase displays to gain those impulse buyers. The company also provides free samples to dentists and other institutions. IMCThere are several forms of communication that companies use to sell and brand their product. The company has relied heavily on broadcast advertisements. Commercials have been their main source of advertisement and where most of the advertising budget is used. The company also uses print advertisements in magazines and newspapers. In store displays and point of purchase displays are an advertising tool that the company has used too. The company found that point of purchase displays produced a higher percentage of sales (Quelch & Laidler, 201... ... consumers are not aware of what organizations the company is involved with and the many ways the company gives back to the community. More and much consumers want to purchase items from a company that is a friend to the environment and gives back to the community. ConclusionThe company does not only focus on ripe products, but also look for innovative ways to advertise. The company has used traditional methods of advertising such as television commercials and magazine advertisements. The company also uses coupons to give customers incentives to buy their product. The companys advertising has been very successful, but could use a little improvement. Not many consumers are aware of both that the company does and offers in the community. By spreading the word on the different charities and organizations the company could gain more recognition.

Primary Dysmenorrhea Essay examples -- Health, Gynecological Problems

Primary dysmenorrhea refers to the occurrence of painful menstrual cramps of uterine stemma by a hyper secretion of endometrial prostaglandins and is a gynecological complaint.Common treatment for this problem is medical therapy such as mefenamic back breaker (NSAIDs drugs) or oral prophylactic pills which both work by reducing myometrial activity. One of useful herbal tea agents to reducing potential dysmenorrhea is fennel. In this randomized clinical trial (RCT) speculate was compared fennel drop with mefenamic acid for reducing pain of primary dysmenorrhea. Sixty college students with moderate dysmenorrhea were randomly selected and flowed up two cycle.29 Of 30 students continue the information in study group and 30 students reminded in control group. In first month no extra medications used, but in succor month in study group was taken fennel drop (25 drop every 6 hour) and they can use mefenamic acid if necessary.According to this study, it seems that fennel oil can be e ffective in reducing the severity of dysmenorrhea bur malodor and bad taste were not acceptable for most of the volunteers.Key word fennel, primary dysmenorrhea, herbal drug.Introduction Primary dysmenorrhea is one of the most common gynecological problems in Women(Marjoribanks, Proctor et al. 2003 Lefebvre, Pinsonneault et al. 2005(Harel 2006)). More than 70% of Iranian females experience painful menstruation (PANAHANDEH, Pakzad et al. 2008) .Between 50% till 80% of females reported some levels of discomfort associated with mens , and 20% report sever dysmenorrhea.(Proctor and Farquhar 2007).Primary dysmenorrhea a condition associated with ovulatory cycles, is due to myometrium contractions induced by prostaglandins in the second half of menstrual cycle. Many women e... ...romi study one of thirty case had more bleeding. Akhavan Amjadi in her investigation showed there is no significance difference amidst severity bleeding in fennel user ( Akhavan amjadi ).she showedThe essence o f fennel can be used as a safe and effective herbal drug for primary dysmenorrhea, however, it may have a lower potency than mefenamic acid in the dosages used for this study. in our cases they can use mefenamic acid when fennel drops were not effective enough and support Akhavan amjadi finding.Smith reported in one trial acupuncture reduced mestural symptom compared with Chinese herbs.(Smith, Zhu et al. 2011)Khodakrami showed both mefenamic acid and herbal drugs effectively relieved dysmenorrhea as compared with the placebo. She suggested more clinical trials are needed to establish the efficacy of fennel (Khodakrami Nahid, Fariborz et al. 2008).