Admission Seeking Interviews Essay Example for Free

Admission Seeking Interviews Essay There are several reasons why a person would consider and actually go through with committing fraud. It could be due to a perceived pressure, for example financial problems, abuses like drugs or alcohol, pressure from superiors, or simply because the individual is a disgruntled employee who thinks the company â€Å"owes them†. Or the reason could be they want to increase their lifestyle like â€Å"keeping up with the Joneses†. Other pressures could come from superiors who coerce employees to go along with the fraud or lose their jobs. Fraudsters rationalize their misdeeds with thoughts like; they will replace the stolen asset in the near future before anyone notices, or maybe the boss is doing it so why can’t I? Higher level employees like the CEO may rationalize that stock prices will be higher if they manipulate the financial statements, after all who they are hurting? It all comes out in the wash, right? Creative accounting is all it takes and adjustments could be made in the future to remedy this year’s fraud. Individuals who do a fraudulent act typically have the opportunity to commit the fraud. It could be because of shoddy internal controls; even with good internal controls a determined person could find a way to override them. A CEO or manager may think they are high enough on the totem pole that no one would question their antics. Once a fraud has been discovered or reported the fraud examiner must do his/her homework. They must secure data and documents to determine if a fraud has actually happened. Once all the evidence has been gathered about the crime and the subjects background has been determined the fraud examiner sets up an appointment which could be a planned or spontaneous event. He/she would interview the interviewee using a variety of techniques and executing objectivity, fairness and professionalism at all times. The subject who thinks the interviewer is out to help them and does ot judge their misdeeds would be more forthcoming with information so it is important that the interviewer thanks the person periodically offers breaks and concessions lie coffee or a drink. Once it has been determined that the subject was involved through investigation and preliminary interviews the examiner would sympathize with the subject stating such things as â€Å"anyone would do that in your position†. It is important that they establish a rationalization and motive for the fraud. The fraud examiner could produce other witness’ statements to try to get the subject to reveal their motive. Once the motive or rationalization is uncovered it would be important to discover how the act took place. What opportunities did the subject have to commit the crime? Examples could be poor internal controls, management that was lax, or the fraudster was capable of outsmarting his superiors. There are many recommended methods to have a successful interview. Each case is unique and has to be handled in a different way, but the outcome is pretty much the same. The purpose to an admission seeking interview is to determine how it was done, opportunity, why it was done, rationalization, and finally what made the person do it, perceived pressure. In closing, people are complex and unique in their make-up; there is no mold or template that determines who will commit a fraud or why they may do it. Not all people that have pressures for example sole providers of a struggling family, or can rationalize a reason, or have the opportunity will commit a fraudulent act. Basically we all have to live our lives under a certain code of conduct. People who deviate from the honest worker lack morals in my opinion. It is up to the examiner to uncover the truth. The fraud triangle is a helpful tool that gives a standard of the typical fraudster. Classifying potential pressures, opportunities, or probable rationalizations and by using the techniques of a successful interviewer one should net the desired result in determining if the subject is indeed guilty or just being set up by the whistleblower for whatever reason.

Self awareness in persons with brain injury

Self awareness in persons with brain injury Acquired brain injury (ABI) is a major medical issue which can affect anyone regardless of class, race, ethnicity, gender, or age. It can be defined as damage to the brain, which occurs after birth and is not related to a congenital or a degenerative disease. These impairments may be temporary or permanent and cause partial functional disability or psychosocial maladjustment (Brain Injury Association, 2009). People who have sustained an acquired brain injury are not easily pinpointed in society due to the lack of external symptomology, and therefore ABI is usually referred to as the hidden disability. This title, named accordingly, is due to the extensive damage to their cognitive and social functioning and less to do with their physical appearance, which in many cases remained unchanged. So what causes ABI, and who can be affected by it? This type of injury can occur due to a series of incidents, and anyone can be affected by it. Some possible incidents include a road traffic accident, a fall, an assault, a stroke which causes damage to the brain, complications during brain surgery, tumours, viral infections, or lack of oxygen to the brain (a possible result of a heart attack, hypoxia, or anoxia). ABI can be split into two types traumatic and non-traumatic. A traumatic brain injury can occur due to a closed or open injury. The more common type, closed injury, occurs when the brain is bounced around in the skull due to a blow to the head, such as the impact from a road traffic accident. What this impact results in is damage to the brain tissue. An open injury, on the other hand, occurs when an object such as a bullet, fractures the skull and enters the brain (Headway, 2009). This type of injury is less common and usually damages a specific part of the brain, therefor e resulting in specific problems. The other type, non-traumatic injury, is simply one that does not occur as a result of a trauma, such as a stroke or a tumour. Prevalence of ABI is unknown within Ireland, however Headway (2009), an Irish organisation specialising in brain injury rehabilitation, accumulated ABI data from various countries and applied this to an Irish population in order to estimate the prevalence. With this information they suggested that between 9,000 and 11,000 people sustain a traumatic brain injury each year in Ireland. They estimated that there are approximately 30,000 people in Ireland between the ages of 16-65 with long term problems following trauma to the brain, and that the 15-29 year old group are three times more likely to sustain a brain injury than any other group. Another Irish study, OBrien Phillips (1994), recorded individual patient details for all head injury admissions to the Neurosurgical Unit at Beaumont Hospital, Dublin. They estimated a prevalence of head injury among patients in Ireland to be approximately 13,441 per year, which is just slightly higher than Headways (2009) estimation. Results from t he 225 patients they studied portrayed that road traffic accidents accounted for 48% of injuries sustained (the largest proportion), and falls accounted for 36%. The researchers also found that between 1987 and 1993 there were 3,154 people killed and 64,971 injured on Irish roads. Alcohol consumption prior to the injury was also found in 31% of cases. In a larger study, Tagliaferri et al. (2006) attempted to locate the prevalence rate of brain injury, this time in Europe. They claimed that the absence of prevalence data hampers the full assessment of medical treatment and rehabilitation needs (p. 265) and that prevalence studies in Europe are essential, and should be undertaken extensively. With this in mind they suggest that brain injury patients will increase by 775,500 each year in the EU, and that 6,246,400 people are alive with some degree of TBI [traumatic brain injury] (p. 260). Thus we can conclude from these studies that Ireland has a prevalence rate of ABI from about 9,000 to 13,5000, a slight impingement upon Europes figures, but a worryingly high statistic for Ireland alone. There are three levels of brain injury, which indicate the severity of the neurological injury mild, moderate, and severe brain injury. To qualify for a mild brain injury, one must score between 13 15 on the Glascow Coma Scale, which records the conscious state of a person. This type of brain injury can occur due to a brief loss of consciousness, and the patient may present himself or herself as confused, and suffering from a concussion. Symptoms that occur within this severity of brain injury are predominantly headaches, fatigue, irritability, sensitivity to noise or light, balance and memory problems, nausea, decreased speed of thinking, depression, and mood swings. A moderate traumatic brain injury can be diagnosed when the patient scores a 9 12 on the Glascow Coma Scale. This injury occurs when there is a loss of consciousness that lasts from a few minutes to a few hours, and confusion lasts from days to weeks. Patients in this category usually make a good recovery with treatm ent. The last level of brain injury is severe brain injury, and this occurs when there is a prolonged unconscious state or coma that lasts days, weeks, or months. This category can be categorized into subgroups of coma, vegetative state, persistent vegetative state, minimally responsive state, akinetic mutism, and locked-in syndrome. (Brain Injury Association, 2009). There are many changes and consequences that affect a person after they have suffered from an acquired brain injury, whether mild, moderate, or severe. These changes may be temporary, improving in time, or permanent, dictating the way they live the rest of their lives. Not only do the changes affect the victim, but they also affect the victims support system (i.e. their surrounding family and community). Each brain injury is unique and subject to change, and depending on the severity of the injury, a patient will witness cognitive changes shifts in the ability to think and learn, affecting memory, concentration, flexibility, communication, insight, and responses. Physical changes will also be apparent in the form of fatigue, headaches, chronic pain, visual and hearing problems, and sexual function. Behavioural changes may include impulsivity, irritability, inappropriate behaviour, self-centredness, depression, lack of initiative, and sexual behaviour. Challenging Behaviour As stated earlier, most people who have a head injury are left with a change in the form of their emotional or behavioural pattern. This is inevitable as the brain is the seat and control centre of all our emotions and behaviour (Powell, 1994, p.96). With this in mind, challenging behaviour alone has become synonymous with ABI as one of the main behavioural deficits that occur following injury. The literature of ABI has accentuated that challenging behaviour presents the most significant behavioural disturbance within this diagnosis, and can pose serious problems for their recovery, their family, and also their community. Kelly et al. (2008) provided evidence that challenging behaviours have often been associated with risks such as family disintegration, loss of accommodation, reduced access to rehabilitation or community facilities and legal charges (p.457). Results of their study indicated that 94% of the patients they studied showed broad behavioural disturbance, with 60% engaging in four or more behaviour problems (p.463). However, due to convergent opinions on what constitutes a challenging behaviour, defining such behaviour has become difficult. However, Headway Ireland (2009) have made one such attempt to define challenging behaviour: any behaviour, or lack of behaviour of such intensity, frequency and/or duration that has the potential to cause distress or harm to clients/carers/staff or one which creates feelings of discomfort, powerlessness, frustration, fear or anxiety. It is also behaviour, which delays or limits access to ordinary community facilities and is outside socially acceptable norms. As mentioned earlier, types of behavioural problems that may occur following an acquired brain injury include agitation, depression, anxiety, self-centredness, withdrawal, physical aggression, increased/decreased libido, impulsivity, self harm, restlessness, paranoia, and many others. As each brain injury is unique, some patients may suffer with some symptoms, whereas others may not. Each person is entirely unique, with severities and symptoms being completely individual. So why exactly do patients suffering from an ABI present with challenging behaviours? Powell (1994) suggests that there seems to be four main reasons why these challenging behaviours exist: (a) direct neurological damage; (b) exaggeration of previous personality; (c) the stresses of adjustment; and (d) the environment the person lives in (p.97). With regards to direct neurological damage, the challenging behaviour results directly from the damage done to the certain area of the brain. Many of the challenging behaviours stem from damage done to the frontal lobes, which are important for the regulation of emotions, motivation, sexual libido, self-control and self-awareness. Following a brain injury, the patients existing personality traits, tendencies, and problems may be exaggerated, it is as if the controls or brakes which modify and regulate the personality have been loosened, and traits and mannerisms become distorted and exaggerated (p.97). It is highly important for the professio nals working along side the patient to be aware of the patients previous personality when attempting to understand their challenging behaviour. Thirdly, stress of adjustment can also be a major contributor to the challenging behaviour that persists in patients with ABI. Finding out that one can no longer do the simple things in life anymore, such as play their favourite sport or instrument, can be extremely frustrating and stressful for the patient. It is more likely that under these extreme conditions of stress that one would become more angry and irritable, and become more preoccupied with their problems than before. Finally, the social and physical environment can also contribute to the onset of behavioural problems. The social environment relates to the natural supports surrounding the patient such as family, friends, neighbours, and professional staff, whereas the physical environment depicts the patients setting, whether its an institutional setting or a family home. Taking in to consideration both the social and physical environment, if the person suffering from ABI is not understood, and communication and support is poor, then their behaviour is likely to deteriorate as a result. It is crucial for the patient to be in the correct environment to reap the best opportunities possible. How others respond to the challenging behaviour of a person with an ABI plays a crucial role in the rehabilitation process, as well as the quality of life of family and friends surrounding the patient. Of concern is the setting in which the patient is located these behaviours can endure and worsen over time, particularly in unstructured settings where there is often little control over the environmental contingencies that govern behaviour (Kelly et al., 2006). Alderman (2001) has stated how behaviour modification programmes can create profound changes within the neurorehabilitation setting. There exists an amalgamation of research conducted in this area with some very mentionable results. Watson et al. (2000) conducted a case study on patient, JH, who had sustained a brain injury as a result of a gunshot wound, and developed severe behavioural problems. A differential reinforcement of low rates of responding (DRL) intervention was devised for 85 weeks, which allowed JH the opportunity to gain stars at the end of the day if he had absolved from aggressive behaviour to a created limit. This treatment resulted in JHs level of Clopixol being reduced from three times a day, down to two without any side effects on his challenging behaviour. DRL has demonstrated the effectiveness in reducing both the frequency and severity of aggressive behaviour 10 years after a very severe TBI had been sustained (p.1011). Other studies stress different approaches to treatment of challenging behaviours, such as remedial behaviour therapy approaches, or Rothwell et al. (1999) who suggest the main emphasis in treating challenging behaviours should be upon behavioural assessment as it engenders an empathic understanding of what is often offensive behaviour, which helps reduce the stress experienced by the people affected by the behaviour and leads to respectful, individualized and holistic interventions (p.530). Self-Awareness As mentioned earlier, challenging behaviour is synonymous with ABI, however deficits in self-awareness have also been well established in the literature to be evident in patients with brain injury. Impaired self-awareness poses great challenges for rehabilitation, and also for the safety of the patient suffering from the ABI. Self-awareness can be defined as the capacity to perceive the self in relatively objective terms while maintaining a sense of subjectivity (Prigtano Schacter, 1991, p. 13). The ability to think subjectively and objectively of ourselves, and to adjust our behaviours accordingly, are abilities that are often overlooked, but are none-the-less crucial for daily living, and integration into society. These skills are commonly impaired following a brain injury, as both are constructs associated with executive functions and related to frontal-executive systems dysfunction (Goverover et al. 2007, p. 913). Oddy et al. (1985) undertook a study in a bid to portray the implications of a decreased level of self-awareness (specifically behavioural limitations) after traumatic brain injury. The researchers asked patients and their surrounding families to describe the behavioural problems that prevailed seven years following the brain injuries occurrence. The results noted that patients tended to underestimate their problems in comparison to their families reports. For example, 53% of patients noted that memory problems were the most common long term difficulty, whereas 79% of the families noted memory problems as significant sequelae. Also, patients failed to report two problems that the families reported. 40% of the families noted that the patient behaved in a much more childlike manner, and also that the patients refused to admit to their difficulties. This study brought to light the issue of self-awareness impairment. We have so far spoken of self awareness deficits and its prevalence within people who have ABI, but what exactly are the implications of such a deficit? It is widely suggested that an increased impairment of self-awareness is associated with increased problems in most other areas of the patients life. For example, Larn et al. (1998) studied that ABI patients with poor self-awareness show less compliance and participation during treatment in rehabilitation. Malec Degiorgio (2002) found that ABI patients with decreased level of self-awareness are considerably more at risk of being referred for more intensive rehabilitation. Malec et al. (2000) found that such patients require longer lengths of stay in rehabilitation; Sherer et al. (2003) found that patients are more likely to be associated with a poorer functional status at time of discharge from rehabilitation. Ezrachi et al. (1991) found that deficits in a patients level of self-awareness is foretelling of a low rate of return to em ployment following a brain injury. And finally, Ergh et al. (2002) found that a high level of impairment of self-awareness with the ABI patient is reflective of higher distress among caregivers (as cited in High, 2005). With regards to treatment of impaired self-awareness in individuals with ABI, there is a vast range of methods which have been studied. Crosson et al. (1989) have shown that group therapy programmes can be beneficial in increasing intellectual awareness. Zhou et al. (1996) studied three adult males who were trained in knowledge of ABI residuals using a game format to present training information (p. 1). Results suggested that all participants increased their knowledge relating to areas of behaviour, emotion, cognition, communication, physical, and sensory residuals. Many studies have exemplified the role of observation and feedback to improve individuals level of self-awareness. For example, Schlund (1999) undertook a case study of a 21-year-old male who was a TBI survivor and was 5 years post-injury. Results of this study showed that report-performance measurement, feedback and review, positively altered the patients awareness deficit. However, observation and feedback are not witho ut its faults as Bieman-Copland Dywan (2000) point out. Their study suggested that direct feedback becomes confrontational and can lead to agitation among patients with severe brain injury. This study highlights the need for each treatment to be individualised to ensure the best possible outcomes of treatment. Fleming et al. (2006) evaluated the usefulness of an individualised occupation-based approach for participants dealing with ABI, specifically with regards to the level of self-awareness and emotional status. The unique focus of the program was the use of meaningful occupations to provide the individuals with experiential feedback of their current level of ability through the use of self-monitoring and supportive therapist feedback (p. 51). The results supported the use of this type of therapy in increasing self-awareness, and that occupational performance may be highly important in increasing the self-awareness of people with ABI. Finally, Goverover et al. (2007) conducted a randomised controlled study on the self-awareness treatment model, stipulated upon Toglia and Kirks model (2000). Their study provided evidence for experiencing different tasks and everyday activities for enhancing self-awareness and self-regulation. Although treatment of impaired self-awareness is crucial for the patients full recovery, it has been studied that increasing the level of self-awareness in ABI patients can also have some negative consequences. Fleming Strong (1995) suggested that the belief that increased self-awareness is essential for positive outcomes in rehabilitation and needs to undergo further investigation, as a literature review suggests that the development of self-awareness can be associated with emotional distress in the individual (p. 55). This study further exemplifies the necessity to create individual treatment plans when in rehabilitation. Interventions With technology constantly advancing in the medical sector, it is evident that sustaining a brain injury no longer suggests a death sentence. With this in consideration, the emphasis has shifted towards rehabilitation of those who have sustained such an injury in order to help them attain the best quality of life possible. Many interventions have been conducted and researched for improving self-awareness, and also for managing challenging behaviours, which directly improve the life of the patient. There are limited studies focusing on the effectiveness of interventions in reducing self-awareness deficits, and whether these interventions contribute to positive outcomes in rehabilitation. However, in a literature review, Lucas Fleming (2005) suggest that interventions in self-awareness can be broken into two categories restorative/facilitatory, or compensatory. Within the restorative/facilitatory category, education, direct feedback, and experiential feedback [are] the most frequently recommended (p.163), with others such as behavioural therapy, psychotherapy and rating of task performance also being recommended. Education relates to ensuring the patient understands his or her injury and the impairments that this injury brings. This can be delivered through a variety of ways such as group therapy, visual aids, and support groups. Direct feedback following a task performance can be used to facilitate intellectual, emergency, and anticipatory awareness (p.164), whereas experient ial feedback allows the patient to go through difficulty in a real-life situation and is useful in emergent and anticipatory awareness (p.164). Compensatory strategies then As noted earlier, challenging behaviours and problematic social interaction have been liked to individuals with brain injury, which result in an amelioration of difficulties in areas such as family life, integration into the community and employment, to name but a few. Applied Behaviour Analysis (ABA) works with environmental stimuli that impede on the challenging behaviour, and it is behavioral [sic] research in the field of brain injury rehabilitation [that] is an effective means of identifying techniques for reducing challenging behaviours and improving adaptive skills (Selznick Gurdin, Huber Cochran, 2005, p.15). This research is extensive and incorporates many different behavioural interventions, all of which have been proven to be successful. Within schools and residential programs, intervention procedures have been undertaken to reduce challenging behaviours that disrupt academic behaviour. Feeney Ylvisaker (1995) incorporated antecedent treatment using graphic organizers, curing, plan-do-review routines, and inclusion of the participant in decision-making. This treatment reduced the intensity and frequency of aggressive behaviour evident in three males with TBI. Gardner, Bird, Maguire, Carrario, Abenaim (2003) also reduced challenging behaviours using antecedent control procedures, however their success was due to interspersal and fading techniques. Selznick Savage (2000) examined self-monitoring methods for individuals who had sustained a brain injury. These methods proved to be effective for increasing attending, academic responding, and task accuracy as well as for improving social skills with individuals with behaviour disorders, mental retardation, and learning disabilities (p.243 ). This study found that on-tas k behaviour increased to 89 100% for three boys with brain injury when these self monitoring procedures were undertaken. Consequence-based interventions have also been studied extensively in this area and prove to have significant positive results. Peck, Potoczny-Gray, and Luiselli (1999) used instructional motor activities when a 15 year old boy with ABI showed signs of stereotypy in the classroom. This intervention reduced stereotypy and maintained its reduction when treatment was faded. Within the rehabilitation area, there has been extensive research depicting behavioural procedures that reduce challenging behaviour. Hegel (1988) implemented a token economy system to an 18 year old boy with a brain injury during therapy session in order to reduce his disruptive vocalizations and his noncompliance. As a result of the token economy system, his vocalizations decreased and his achieved goals increased. On a similar note, Silver et al. (1994) used a monetary reward system on a 12 year old girl with an anoxic brain injury. This was incorporated in a bid to improve her performance of morning tasks. She was reinforced with one penny for each step that she correctly completed. Reinforcement was gradually faded, and by the end of the intervention her verbal cues and physical assistance had decreased by 70 92%. Differential reinforcement of alternative behaviour (DRA) has also been proven to be successful in reducing challenging behaviour. Slifer et al. (1993) used this tech nique with extinction, response cost, and a token economy, to reduce disruptive behaviour. In most cases, DRA reduced disruptive behaviour and also increased compliance. From examining these studies, it suggests that various reinforcement procedures may facilitate more efficient therapeutic goal attainment and subsequent home and community reintegration (Gurdin et al. 2005, p.12). Purpose of current study The purpose of the current study was to investigate the prevalence of self-awareness and challenging behaviours in persons with acquired brain injury, intervention types, and success ratings. This study will incorporate a sample of Irish patients who have ABI, which is presently absence in the research conducted to date. It will also provide information on what intervention types are most regularly used among persons with ABI, and the success ratings of such intervention types.

Indian air force

Indian air force CHAPTER I INTRODUCTION Indian Air Force is undergoing a major shift in the field of technology and information warfare which requires the steady infusion of new technology and modernization and replacement of equipment. However, material superiority alone is not sufficient. Of greater importance is the development of doctrine, organizations, training and education, leaders and people that effectively take advantage of the technology. While fancy gadgets are nice, technology will not achieve full spectrum dominance without knowledgeable people. Professional continuing education can bridge that gap. In the bilateral exercises with the air forces of USA, UK, FRANCE, SOUTH AFRICA, SINGAPORE and RUSSIA, our men and machines put up outstanding performances making the world take notice of our exceptional professionalism. Besides exercises, the contribution of IAF detachments in peace keeping operations too has been exemplary[ii]. At the same time, IAF is undergoing unprecedented historical changes. From being a sub- continental force, it is transforming itself to become a force having continental reach and effect. We are acquiring state of the art equipment and technology and are linking ourselves with space. The modernization process includes acquisition of AWACS, additional Air to Air Refuellers, Aerostats and high technology aircraft and precision weapon system[iii]. All this is planned to be achieved by year 2022. Obviously, the technological environment surrounding military members will be very different than the one today[iv]. A full-fledged war is unlikely[v]. The expected nature of conflict could be asymmetric warfare. The military conflicts that do occur will probably be limited in terms of objective, area, force utilization and time; but the perpetrators and the responders will both use the military only as one part of a closely integrated multidimensional effort[vi]. Civil and military interaction would be inescapable. Psychological warfare (PSYOPS) and effective utilization of the media would be the indelible ingredients of the coercion process[vii]. All this would require the officers to handle a large amount of information which would be time consuming and tiring both physically and mentally. They would be required to understand the political, economic, diplomatic, technical and military environment. Most of the operations would be joint and a cyber war would add another challenge. Therefore, there is today a need to evolve an effective Professional Military Education (PME) program to develop future Aerospace leaders who are able to quickly understand the complexities of the prevailing situation and appropriately apply the highly potent capabilities of Aerospace power to achieve the desired results most cost effectively. METHODOLOGY STATEMENT OF THE PROBLEM This paper focuses on Professional Military Education (PME) requirements of the officer cadre in view of the transformation of the Indian Air Force by 2030. HYPOTHESIS India is likely to grow ten times bigger by the year 2050[viii]. In consonance with the emergence of an economically strong and technologically advanced India, its role in global affairs is likely to increase further. The young officers would get more exposure in working along with air forces of the other countries. They may be required to project Indias views on complex issues in international fora. This would require them to possess greater cognitive skills and better cultural awareness of international politics in general and of South Asia in particular. With the technology advancement in the inventory of the IAF there would be a requirement of exploiting technology to its maximum effect. Also, the large scale data base of information would pose difficulties to the officer in decision making. While hardware is important, it is converted into capabilities by people. Aerospace power requires highly-skilled and impeccably trained personnel. Also, in aviation, optimum performance usua lly lies close to safety margins, which brings in the concern of costs both in human and material terms. Attracting quality youth, training and retaining them is another of IAFs challenges. Inculcating qualities of leadership and innovativeness and ushering in meritocracy and productivity are important on our agenda. However, the expanding civil aviation sector exerts a huge pull on this resource and we are doing our best to blend personal aspirations with organisational compulsions. We need Government support to make this happen. Updating of skills is an associated challenge, for which international exposure has been very useful. But in the long run we might need an Air University. Again, if our manning is adequate, we would be able to send our people on sabbaticals of higher learning. As the hardware changes, new capacities and capabilities are generated that sometimes radically alter the way we do business. And it is hard to do things differently with the old processes, interfac es and organisational structures. Keeping pace and adapting to the changes, as an organisation, is another challenge. JUSTIFICATION OF THE STUDY India will emerge as a major regional power in the early 21st century and IAF organisations capabilities will, to a significant degree influence the outcome of future wars in our region[ix]. No other profession demand more of a human being, than the military profession[x]. It is noteworthy that, despite the responsibilities attached to the man in uniform, very little has been written about the kind of education that he undergoes. While IAFs vision 2020 gives the force structure in the future battlefield scenarios it neither talks about how the IAF would be providing PME to the future leaders nor the infrastructural requirements to meet the demands. Today, we stand astride a transitional period, as the machine age moves into the information age[xi].New technologies are increasing our military capability almost daily which has resulted in exponential increase in the complexity of the modern battlefield. The challenges before us place an enormous intellectual demand upon our military professionals[xii]. In our urgency to adopt technological transformation, we are neglecting the human side of the equation. We have plans to advance our weapon technologies, but a similar commitment is not seen to advance our officers understanding of the art of warfare. The complexity of the modern battlefield requires a deeper understanding of the operational art of war for which we need to push the joint professional military education system to meet that need. It must give students the intellectual tools they need to fight the next war- not the war they are fighting today. SCOPE This study addresses the PME requirements of the officer cadre in view of the emerging technological changes brought out in the organization by year 2030 as a result of Revolution in Military Affairs. OPERATIONAL DEFINITIONS PME Is intended to provide the student with three critical kinds of knowledge: the ethos, culture and core values of his or her service; the technical and tactical skills appropriate to how that service wages war; and most importantly, the wisdom and judgement to be applied in a multiplicity of situations[xiii]. Military education and training is a process which intends to establish and improve the capabilities of military personnel in their respective roles. Military education can be voluntary or compulsory duty. Before any person gets authorisation to operate technical equipment or be on the battle field, they must take a medical and often a physical test. If passed, they may begin primary training[xiv]. The military concept of Revolution in Military Affairs (RMA) is a theory about the future of warfare, often connected to technological and organizational recommendations for change in the United States military and others. Especially tied to modern information, communications, and space technology, RMA is often linked to current discussions under the label of Transformation and total systems integration in the US military[xv]. Continuum of Learning links Education, Training and Experience through an officers career to produce the right person at the right place and time to achieve AF missions[xvi]. Knowledge management is the end-to-end continuous process that describes the systematic creation, acquisition, integration, distribution, application and archiving of knowledge to drive behaviour and actions which support organisational objectives and mission accomplishment. METHOD OF DATA COLLECTION Despite being a very contemporary topic, not many books/ publications have been written on it. The data for this paper has been collected mainly from the books, periodicals, college lectures and various sites on the internet. Bibliography is placed at the end of the text. ORGANISATION OF THE DISSERTATION It is proposed to study the subject in the following manner:- Chapter 1- Introduction and Methodology. Chapter 2- Transformation of the IAF by 2030. Chapter 3- Recent Training Developments in IAF. Chapter 4- PME and Technological Challenges. Chapter 5- Concepts on Future of Air Force Education and Training. Chapter 6 Desired Traits in Future Leaders. Chapter 7- Officers Professional Military Education Policy: US Armed Forces. Chapter 8- Limitations in PME. Chapter 9- Recommendations: Educational Requirements Chapter 10- Conclusion. CHAPTER III TRANSFORMATION OF THE IAF BY 2030 Enhancing Combat Power Two eventful developments have made it easier to predict the shape of the IAF in 2030. First was the emergence of India as the new economic powerhouse; second, was the IAFs growing aspirations to transform itself from a mere sub-continental, strategic aerospace power in conformity with other leading air forces in the world[xvii]. The IAF would be required to acquire comprehensive capabilities cauterised by flexibility, quick response, mobility and transportability of all forms of national power, as well as, long reach and precision targeting firepower with minimal collateral damage. The IAF is at present struggling with a depleted strength of around 30 squadrons[xviii]. Therefore, IAF will have to embark on a modernisation plan coupled with a comprehensive inventory augmentation programme to build up its combat force to the desired levels. The aim would be to augment the squadron strength to 45 squadrons by 2030[xix]. This would amount to approximately 900 combat aircraft[xx]. In addition to this the IAF would induct large no of Heavy Lift and Medium Transport Aircraft. The helicopter fleet would induct sophisticated platforms like Apache AH-64 and the LCH. The force multipliers would include the IL-78, FRA, AWACS, AEWC aircraft. UAVs would play an important role in not only war but also in Operations Other Than War. The IACCS, AFNET and the Defence communication Network would provide large information to the user and require 24 hour monitoring. To cater for this large inventory the requirement would be of focussed logistics and the maintenance setup which again would be dominated by the technology. By 2030 new areas of expertise and specialisation may be necessary. In 2030, we may find it necessary to deploy space warriors, or hackers, instead of (or in addition to) a more traditional military force. Future Warfare The first important consideration is that all military action against the two major adversaries, China and Pakistan, would be taken under the shadow of proclaimed nuclear capabilities. Secondly, the operating environment and manoeuvre space for the armed forces will be increasingly restricted due to various factors, such as need to minimise collateral damage, legal and international issues and media glare. Last, but not the least, would be the increased relevance of technological dominance in the conduct of operations, irrespective of the level of conflict[xxi]. A typical air campaign will be executed at a very high intensity and with reduced Decision Cycles'[xxii]. All assets would be networked to such an extent, that they will provide total transparency of the battle-space, so as to dominate the operational environment, through control over the domains of Information, Space and Cyberspace. ISR assets on station would provide real time intelligence and targeting assessment that would permit switching of responses instantaneously, as the battle progresses. Such flexibility and responsiveness would be possible only by the networking of all elements on a secure and robust architecture, which will enable distribution and access to all kinds of data. Possession of these capabilities and flexibility in their employment will hold the key to success in both conventional and sub-conventional scenarios. CHAPTER IV RECENT TRAINING DEVELOPMENTS IN IAF In the year 2005, a review of training courses was carried out by Air HQ and HQ TC to overcome some of the existing limitations[xxiii]. The aim was to reduce the duration of absence of officers from the operational units, streamline the course syllabi and provide Just in Time training. It was felt that the basic learning should be carried out more by Distance Education with a short contact programme. Distance Education leverages existing technology to provide learning to wider audience at different locations and that too at low cost[xxiv]. In addition, all the courses were graded and the Grade Point Average is now linked with promotions. In the new system, instead of JCC, there is Basic Air Staff Course at AFAC for all officers with minimum 03 years service, Basic Professional Knowledge Course for all aircrew with minimum 4.5 years service, Intermediate Air Staff Course at AFAC for all officers with minimum 07 years service, QFI/FCL/TP courses between 08-11 yrs, Advance Professional Knowledge Course with minimum 9.5 years service, Advance Air Staff Course between 10-12 years and HACC between 19-21 years of service. The main benefits of the new training policy is that in a methodical manner, wider number of officers benefit from these courses, as some of them are mandatory for all officers to attend, current issues get speedier dissemination to a wider audience and knowledge bank gets continuously updated as information eventually would be available at Air Force WAN. There would be two sets of mandatory courses each year that itself will constitute two parts; the first part would be Distance Learning (DL) and the second part Contact Program (CP) at an appropriate location. The Air Force Academy shoulders the prime responsibility of initiating the leadership development program in the IAF[xxv]. The essential focus at AFA is on teaching basic flying skills, enhancing knowledge on flying related subject and air and space issues and developing physical and mental toughness. When the young officers reach the operational units, the responsibility for continuing with their leadership development process lies with the Commanding Officer/Station Commander. For the pilots, initially the officer focuses on learning how to fly an advanced ac and how to use it as weapon system. Subsequently, he is taught how to lead in air. Flying itself relates to an unknown environment and to an extent develops physical courage. Whilst they are learning advanced flying skills, they are also exposed to secondary duties that deal with administrative aspects like Adjutant, UFSIO or Oi/c messes, though in an adhoc fashion. During the formative years, there is very little structured exposure for the pilots towards administering and leading men on ground. This deficiency stand out when they become Commanding Officers and have to perform administrative functions too[xxvi]. After few years of service, the young officer is eligible to undergo BASCO/BPKC[xxvii]. The AFAC teaches him basis aspects related to administration, AF Law, Psychology, Leadership and Airpower. CAW teaches aspects related to airpower employment to flying branch officers. At TACDE, the fighter and helicopter aircrew learn qualities of leadership in air, while undertaking FCL/FSL/HCL/MFC/SAGW courses. Subsequently, the officer undergoes ISCO/APKC. However, the training of young leaders till now deals only at the tactical level. The next step in the officers leadership development program is to undertake the Air Staff Course at DSSC, Wellington. The course exposes officers to perform effectively in Command and Staff appointments tenable by Sqn Ldrs to Group Captain ranks. After the officer has finished command of a unit, he could be detailed for Higher Air Command (HACC)/Higher Command/ Naval Higher Command Courses at College of Air Warfare / Army War College / College of Naval Warfare or for Higher defence Management Course (HDMC) at CDM. The aim of HACC is to train selected officers of the three services to occupy senior Command and Staff appointments, who will be involved in planning and conduct of operations and for command of stations. However, only selected officers undergo such courses. NDC is the last structured course on national security and strategic studies in the leadership development process[xxviii]. This is pitched at the grand strategic and strategic level to provide insight into issues related to national security and higher leadership requirements. CHAPTER V PME AND TECHNOLOGICAL CHALLENGES The new military soldiers, who use their brains, can deal with a diversity of people and cultures, who can tolerate ambiguity, take initiative, and ask questions, even to the point of questioning authority. The willingness to ask and think may be more prevalent in the US armed forces than in many businesses. As in the civilian economy, fewer people with intelligent technology can accomplish more than a lot of people with the brute-force tools of the past[xxix]. Alvin Toffler The challenge before us is to absorb new technologies and translate them into operational effectiveness. Managing this period of transition is the task before all of us and we are confident that we shall find new and innovative ways to fully exploit our new inductions[xxx] . Air Chief Marshal PV Naik Technology is one of the factors necessary to meet the capability requirements of PME 2030. Trends in technology today, in general indicate the technological fields of the future will be tremendously fertile and highly affordable[xxxi] . This would help people to connect to each other easily, access data and to train computer networks to automatically gather and analyze data based on user demands. Virtual reality is being used now as one solution to the information overload[xxxii]. Automated assistants with even greater capabilities will ensure current and relevant information tailored to his or her needs and background. The military services are actively developing artificial intelligence and expert systems to aid humans digest information and act on it[xxxiii]. For example, the systems are been developed for analysing radar signatures, labelling automatically generated situations and air-to-air encounters, planning for contingencies, diagonising maintenance problems on aircraft, playing the role of intelligent opponent in war games, developing attack strategies for complex targets, helping to detect the counter C3 countermeasures, providing advice on allocation decisions and even predicting likely locations and times of outbreaks of violence. The pace of technological improvements will continue to accelerate. Exponential change will be the norm. Increases in computing power, graphics and bandwidth will lead to advancements in visualisation, modelling, simulation and animation[xxxiv]. Therefore, our PME system must respond to the exploding technological and informational environment, evolving personnel characteristics and the fiscal constraints. Obviously, the technological environment surrounding military members will be very different than the one today[xxxv]. It will include commonplace use of artificial intelligence, intense miniaturisation, expert systems, virtual and artificial realities and automated computer assistants. Therefore PME 2030 must harness this technology to educate the entire military force. Since, the rate of change in technology and the rate of growth in available information increase every day, all the technological advances mean that by 2030, information needs will grow exponentially and the amount of new information will be astronomical. Without careful planning and information- handling skills, the decision makers of the future will be susceptible to analysis paralysis[xxxvi]. Handling Space would be another challenge in any future vision of the IAF. In his book The Next Hundred Years, George Friedman predicts the possibility of the next Great War being fought almost entirely in space. By about 2050, he suggests the US would operate huge space stations- which he calls Battlestars after the popular TV series-that would serve not only as weapon platforms but as command and control centres to manage conflicts on the Earths surface[xxxvii]. One system of satellites alone generates more than 10 quadrillion bytes of information about the Earth, equal to about 10 billion books[xxxviii] . This will pose difficulties to military analysts in determining and locating the critical information which can mean life-or-death and success-or-failure in the combat environments of 2030. The military education system must help analysts and operational units by determining which methods and technologies will be needed. CHAPTER VI CONCEPTS ON FUTURE OF AIR FORCE EDUCATION AND TRAINING We have all heard the phrase flexibility is the key to airpower. I would like to add that Knowledge- Enabled Airmen are the key to flexibility[xxxix]. Michael W. Wyne The concepts that are essential to meet the needs of the future Air Force and defines one approach to the future of education and training are[xl]:- Knowledge Management. Continuous Learning. Precision Learning. The requirement is to develop and field systems that are not just network-centric, but knowledge-centric. For the air force of the 21st century to be agile, adaptive and learning organisation it must embrace change, accept risk, cope with reverses and learn to reinvent itself constantly[xli]. To achieve this we need to transform our existing education and training system to build a future learning organisation employing new learning concepts and leveraging new technology. The future Air Force must successfully operate in and dominate not only the domains of air, space and cyberspace, but the cognitive domain as well[xlii]. The cognitive domain exists in the human mind and involves information processing. Therefore, IAF must focus its transformation efforts to achieve superiority in the cognitive domain and to achieve cognitive and learning superiority; the air force must develop a new learning culture. Future Learning Knowledge Management Knowledge management is the end-to-end continuous process that describes the systematic creation, acquisition, integration, distribution, application and archiving of knowledge to drive behaviour and actions which support organisational objectives and mission accomplishment[xliii]. Knowledge management captures both existing and newly created information and knowledge, stores it in an enterprise knowledge base through which information can be distributed, shared and accessed by the officers to support both learning when and where needed and the application of knowledge and skills to perform assigned tasks and solve problems. Officers need to be more creative and innovative to solve tomorrows problems. Therefore, access to a dynamic knowledge base will provide closer integration between training and operations. In the IAF there is a requirement of a major cultural change to become a learning organisation. Air force knowledge management system will be revolutionary, leveraging existing efforts and rapid technological advancements. The requirement is not only to train the way we fight but to fight the way we train using the same knowledge databases, networks and technologies. With the development of the AFNET, The IAF has a unique opportunity to leverage new technologies to advance the knowledge management concept. This can serve as a potential platform for the delivery of services supporting future learning systems and the distribution and application of knowledge. As the culture of learning is instituted in the organisation, it would be easier to master the cognitive domain. Continuous Learning In the future wars highly skilled and educated Air warriors would be required[xliv]. The key to personal and organisational growth in the Air Force, and development of officers dealing with complex missions operating in air, space and cyberspace is continuous learning. Continuous learning focuses on the development of the officer from before commissioning through retirement and beyond. This concept is consistent with the continuum of learning. It allows the officer to individually recognise the right skills, knowledge and the aptitude they need to accomplish assigned tasks and missions. This requires a systematic and holistic approach so as to provide the right education, training and experiences at the right time. The basic principles embodied in continuous learning include[xlv] :- (a) Recruit the best and brightest candidates who can learn and operate in the future Air Force. (b) Offer effects- based learning opportunities based on learning objectives and outcomes. (c) Provide career long progression through deliberate education, training and experimental opportunities to enable officers reach their full potential. (d) Provide learning opportunities on demand. (e) Provide a push and pull system to make learning opportunities available when and where appropriate to enable a sustainable military advantage. (f) Leverage operational competence and tactical expertise through timely education, training and experience. (g) Development supported by leaders who internalise and visibly espouse the vision, values, climate, motivation and behaviours that constitute the new learning environment. Training, education and experimental learning power continuous learning[xlvi]. Therefore, it would be important to use these means to develop the appropriate combination of specialists and generalists to meet the mission requirements. Future officers would be required to perform a wide variety of functions, enabled by new technologies, new learning paradigms and robust knowledge management systems. Continuous education offer a good opportunity to reduce skill decay, keep skills current and remain informed of the latest technological changes and developments in the field. Two factors which epitomise the need for continuous learning are critical thinking and problem solving skills[xlvii]. With the process of continuous learning the critical thinking will no longer be restricted to the senior Air Force leaders. One of the most challenging skills to develop is leadership at the tactical, operational, and strategic levels. Successful application of human judgment to orchestrate mission success requires much more than force of personality. In the future, it will require a greater ability to multi-task, prioritize subordinate actions, and assimilate vast amounts of information while fostering collaboration. Some leadership scenarios must be executed in an atmosphere of maximum situational awareness, while others may impose an information-limited setting. Application of modern leadership will necessitate new methods in the way we train and educate current and future leaders. All education and training programs, including advanced operational training and Professional Military Education (PME), will adapt to the needs, skills and training proclivities of Generation Y- the Millenials. According to Mark Prensky, Millenials are considered Digital Natives because they: are all native speakers of the digital language of computers, video games and the Internet. Those of us who were not born into the digital world but have, at some later point in our lives, become fascinated by and adopted many or most aspects of the new technology are Digital Immigrants. Digital Natives are used to receiving information really fast. They like to parallel process and multi-task. They prefer their graphics before their text rather than the opposite. They prefer random access (like hypertext). They function best when networked. They thrive on instant gratification and frequent rewards. They prefer games to serious work. To address these needs, courseware that is interactive and multi-media enhanced will be available through a next generation distributed learning system that will offer live, virtual, and constructive scenarios for development of all officers. These capabilities will enhance the decision-making, communication, and negotiation skills that are critical for senior leadership. Distance learning will evolve from basic enrolment in computer and web-based courses to virtual learning environments that support online collaboration and classes taught by both live and virtual instructors. Precision Learning Precision learning delivers the appropriate education, training, or experience at the right time and place, in the right format, to generate the right effect. Precision learning relies on customised learning, mass collaboration, push and pull learning systems, distributed learning opportunities, increased use of simulated and virtual technology, and enhanced use of visualization technologies. It focuses learning on the learner[xlviii]. This would provide the officer access to the knowledge base through mobile or internet and organised by the advanced knowledge management systems. Precision learning has the potential to enrich the learning experience and increase effectiveness while reducing the cost of instruction and increasing efficiency. The delivery of training and education must be flexible and permit schedule, delivery and media formats tailored to individual needs. It will deliver customised course material based on each students ability to learn. CHAPTER VII DESIRED TRAITS IN FUTURE LEADERS Professional attainment, based upon prolonged study, and collective study at colleges, rank by rank and age by age-those are the title reeds of the commanders of future armies, and the secret of future victories[xlix]. -Winston Churchill, 1946 Having seen the variables that are likely to affect future leadership, let us examine the traits that need to be present in future leaders to overcome these uncertainties. Although these traits were required earlier too in

The Simpsons as Reflection of our Disintegrating Society Essays

The Simpsons as Reflection of our Disintegrating Society In recent years, a certain animated sitcom has caught the public's attention, evoking reactions that are both favorable and unfavorable, but hardly ever apathetic. As a brilliant, socially aware satire, Matt Groening's The Simpsons has effectively stirred different emotions from different factions of the culturally deadened American populace, and for this alone, it should be recognized as "quality programming." The Simpsons is a brutal satire of our society and our family structures yet it offers several redeeming qualities such as feminism, endurance, and most of all humor. Often, The Simpsons is truly brutal parody, hurling barbs of hostile commentary at our materialistic and gluttonous American life-style. Many in the audience might be offended by this bullying, except that it seems like harmless fun. For example, when father Homer Simpson decides he would rather sleep in on a Sunday than attend church, Groening is obviously pointing out a corruption of traditional values within the family structure. But recognizing that people don't like to be preached to, the show takes a comic approach, having God come to talk to Homer, telling him to start his own religious sect. The hedonism that Homer extols in the name of the Lord is both ludicrous and hilariously funny, and viewers who might be offended are disarmed, so that even the most conservative Republican grandmother is receptive to the comic message. Because it is a cartoon, some might scoff at The Simpsons and call it a children's show. But this cartoon is clearly meant for a mass audience, including adults: it is shown during prime time rather than on Satur... ... incompetence and corruption of contemporary education, industry, government, religion, and, ironically, even television. Yet in spite of all the disheartening social problems it portrays, The Simpsons nevertheless remains funny. Whenever a scene threatens to turn melodramatic or raise an inescapably deep issue, the moment is saved by some piece of nonsense, often an absurdly gratuitous act of violence. At a time when it seems that society is being destroyed by its own designs, it is good to be able to hold up a mirror that shows us the extent of our problems. Neither escapist nor preachy, The Simpsons provides such a satiric mirror, a metaphoric reflection of our dissolving social foundation. More than that, The Simpsons is therapeutic: to be able to laugh in the face of such problems is the ultimate catharsis.

Escaping the Responsibility in Society :: Essays Papers

Escaping the Responsibility in Society James Joyce wrote a collection of short stories titled Dubliners. Joyce wrote these stories in the nineteen hundreds to show how people often felt during the hard time after the Famine. The characters escape from their own responsibilities in society. James Joyce uses the theme of escape throughout three stories in Dubliners, â€Å"An Encounter,† â€Å"Eveline,† and â€Å"The Dead.† In â€Å"An Encounter,† the boys escape school but have a responsibility to attend that day. As well Eveline feels that she has to escape Dublin but believes she has a duty to keep. â€Å"The Dead,† Gabriel escapes his responsibility to be there for his wife Gretta, when she is in a time of need. However, in these stories, the characters escape their responsibility. In all of the short stories, each story shows the characters escaping society with their responsibilities through their own type of work. In each story, characters strive to escape the responsibility of work or duty. For example, in â€Å"An Encounter,† Leo Dillon and a child name Mahony â€Å"planned a day’s miching† (13). This shows how they plan on getting away from the society of Dublin and escaping school. They have a responsibility to attend school that day, however, with them not being there they have to consider the fact of getting caught; there are choices and consequences in life. There responsibility is to be present at school, however, they escape society and have to deal with the consequences. Another way that the boys escape society by way of their responsibilities is when they read comic books in class. The teacher asks, â€Å"Is this what you read instead of studying your Roman History? [...] I’m surprised at boys like y ou, educated, reading such stuff† (12). They are escaping again from society, their responsibilities of school work and, the standards of expectations from their teacher. They have no desire to listen to what is going on in class but rather try to escape the society through reading their comic books. However, this escaping through responsibilities is connected to the story of â€Å"Eveline.† Eveline has made a promise to her mother and does not know if she can keep it because of her wanting to get away from society and move to Buenos Ayes with Frank.

Ibus Essay

The multiple choice questions will be conceptual, not factual. In other words, I will not be asking country specific questions and details; but will ask you to identify concepts, pick the correct characteristics/dimensions of concepts from alternatives and apply concepts to real life situations. All chapters are almost equally represented in this section. 3 descriptive/conceptual essay questions (8 to 12 points, 30 points total): This section is again conceptual. I might ask you to describe a theory or concept, identify and classify certain dimensions of cultures, or fill a table (that I provided) with missing information. If you cannot remember the terminology, you can define things in your own words (and get partial credit to the least). All chapters are fair game for this section. 1 integrative/comprehensive essay question (15 points): For this question, I will ask you to take a position on a course related issue. Obviously, there is no single right answer. You will be evaluated based on the quality and depth of your argument rather than the position you take. While you are not required to know country/marketplace specific information, don’t hesitate to use examples to support your position. To answer this question, you might need to information from more than one chapter. The exam is closed book, but you can bring a paper dictionary (non electronic). I will not be using an IBM sheet for the multiple-choice section; this means that you can use either a pen or pencil to answer the questions. You won’t be graded for grammar, spelling or your essay skills, so don’t panic about it. There is no optional question at this exam.

Culture and Politics Essay

Culture and politics: An interesting concept, the idea of culture is hard to define. What exactly is culture? How does it affect us? In J. Harry Wray’s book Sense and Nonsense: American Culture and Politics, he says culture is â€Å"a shared symbol system, linking members of a group to each other and to history, thus providing them with an identity.† What this means is that culture is how different groups respond to and interpret symbols. As examples Wray talks about a aboriginal tribe in Malaysia who believe that thunder storms are the result of human violations of the natural order of things, whereas we see thunder storms as the mixing of a hot air mass colliding with a cooler one in the presence of certain conditions. Now that I’ve tried to define culture I want to try to show its importance. By defining culture as the way a collected group of people interpret symbols one must try to give an example of these symbols. Cultural symbols are essentially anything that is thought of as unique to a group people; however, it really could be anything such as a house, car, clothes, but also street signs, telephones, television, and radio. These cultural â€Å"symbols† are everywhere and usually we aren’t even aware that they are symbols of and to our culture. Since culture is the way we interpret these symbols, it is very important to realize that these symbols will affect our culture and moreover they will affect our politics. The ways our symbols will affect our politics are that they can change our perspectives and ideas about our communities and the world around us. Symbols in culture often affect politics and how government works, an example that Wray gives is the importance of family. In the U.S. family is stressed by almost every politician seeking office, however the Family Leave Bill took years to be voted into law. This controversial bill would allow a parent of a new born to take up to sixteen weeks of leave, without pay, without worrying about being fired. In Sweden, however, there were already different options for new parents. New parents there have the options of either parent taking up to a year off, with eighty percent of pay, or they can reduce their workload to five hours over the first few  years of early childhood at full pay. It makes me wonder why, in a society that is so focused on family that it took years to pass a bill that only gives one option and only to people who work for big businesses and in Sweden there were already at least two options. Another aspect of culture and politics is through multiculturalism. We generally think of society as a melting pot, but this really doesn’t explain multiculturalism well. Wray suggests that we think of our society as a mosaic, where different tiles represent different groups of people. This is a pretty good representation, but it is hard to decide how to split people up into different tiles. As more and more people come to the U.S. they change the society and may not fit into a tile that already exists. This shows how hard it is to actually define multiculturalism. Wray also suggests that we think of society as a cooking pot. As something is added to the stew it becomes part of the stew, sometimes it can even be completely dissolved onto the stew, but it can still be tasted. One way multiculturalism affects us is that it makes us more sensitive to differing views. In a society where there are people from different cultures you have to be able to listen to and make judgments for these people. In a society like ours you have to try to do what is good for everyone and that is hard when there are many cultures mixed together. Another way culture is affected is that you have different symbols to interpret and you will have different ways of interpreting these symbols. This will cause you to be sensitive to the views of others because you don’t know how symbols will be interpreted by other people therefore you have to think about how to make your ideas universal. In the end we see that culture is very important in our society and that it is very important to politics. Culture is present everywhere and sometimes we don’t even realize how it affects us. We also see that culture is very hard to define because there are so many different ways to look at culture, you can think of culture as symbols, or the way people live, or the native art or music. Whatever you think, culture is probably one of the most important influences on politics.