Skilled Nursing Facility Assignment Example | Topics and Well Written Essays - 750 words

Skilled Nursing Facility - Assignment Example The company has advanced research and development process that helps them manufacture high quality and standard products that meet the basic compliance needs. The Company needs to bring its focus into the core areas of strategic planning that requires the involvement of the consumers and citizens at large as the stakeholders. Such core areas include the companys involvement in Corporate Social Responsibility (CSR), Innovation, and Research and Development. These areas are regarded as very important to the consumers and the citizens as a whole since they affect them directly. Corporate Social Responsibility of any company is usually meant to benefit the society around where the business operates. However, it becomes of no use, and sometimes irrelevant, when a company involves in an activity to help the community in something that they do not need. The activity to help the community, courtesy of the Company, should focus on an area in the community that the people have much interest in. For this reason, it is important to involve the people of the community as the stakeholders right from the stage of choosing the project, to be sure that yo u make the right choice. When this is not done, sometimes the company initiative to the community becomes mismanaged or even abandoned as they were not consulted during the initiation of the project. Secondly, when Alcon is carrying out its research and development to improve its products, there is a greater need to involve the consumers as the stakeholders. This will help in finding out which major problems the consumers face when using the products of the company. In case there are any, the development of new products should take such into consideration (Alcon, Products, 2015). Research and development of new products should also address the major upcoming challenges facing the consumers. The company can only know such challenges when the consumers are considered as major stakeholders since it is them who

Treaty of Versailles,Communism in Russia,Fascism,World War II,Cold War Case Study

Treaty of Versailles,Communism in Russia,Fascism,World War II,Cold War - Case Study Example As the paper declares communism in Russia came into place following the abolition of Serfdom in the 1861, Serfdom was a kind of slavery in which all the peasant were tied to a piece of farmland. The peasant are allowed to use the farm for the purpose of providing for the families and themselves but at the same time are forced to comply with their masters needs and requirements in all manner of sense which included military services. Abolition of Serfdom let to the mass migration into the cities leading to the neglect of agricultural as many people moved to the city. In the cities, they got involved in working for the factories during the industrial revolution in Russia. This group of people was exploited in terms f long working hors with law wages since they had formal association. This led to poverty epidemic and people became open to the communism idea, the situation was also accentuated by the fact that Russia had lost to Japan in 1905 in the Russo-Japanese war, the two situations made it possible for Russia to accept communism as a way of governance.This study outlines that  Fascism was a way of believing that one race is better than the other is and these were manifested in Italy and Germany. In this regard, fascism in Italy and Germany were characterized with the following beliefs.  The impact of fascism in the two countries led to the execution of masses that were considered lesser race.

History Of Bilingual Court Cases Report

History Of Bilingual Court Cases Report This report is a critical summary of research conducted on three legal cases pertaining to bilingual education in U.S. Public Schools. This paper will include a complete description and analysis of Lau et. al vs. Nichols (1974), Castaneda v. Pickard case (1981), and LULAC vs. Florida Department of Education (1990). The objective is to focus on the adequacy and implications of these cases on the rights of English Language Learners (ELL) to receive a Free Appropriate Public Education (FAPE). The findings will consider both primary legal findings and secondary information from professional journals to explain how knowledge of each of these cases may help teachers better meet the need and requirements of mainstreamed (ELL) students. The basis for current provisions to assure the rights of bilingual or limited English proficiency students in public education starts with the Civil Rights Act of 1964. Several Supreme Court opinions, case law precedents, and legislation provide the legal background, which directly influences national school district policy and reaches into the classroom to insure English language learners receive an equitable public education appropriate to their linguistic and academic needs. The three cases presented here are legal milestones that display the continuing efforts toward school district policy and to achieve good teaching practices in the classroom to accommodate limited English proficiency students right to a free appropriate public education. Lau et al. vs. Nichols et al. is a lawsuit filed on behalf of Chinese American students in 1970 against the San Francisco Unified School Board. A lower court judgment and resultant appeals placed the case before the Supreme Court in December 1973. The U.S. Supreme Court Case Lau v. Nichols, 414 U.S. 563, (1974) was the consequence of a lack of English language instruction provided to approximately 1,800 students of Chinese ancestry who did not read, speak, write, or comprehend English in the San Francisco Unified School District. The passing of the Civil Rights Act of 1964 and the Bilingual Education Act of 1968 provided the plaintiffs in Lau vs. Nichols with inspiration to pursue their rights to a quality education. In the legal case, defendants (the San Francisco Unified School District) argued that education is not a right. There was nothing in the Constitution that mentioned education as a basic right for all citizens. Individual states chose to establish schools to provide the basic needs of all citizens, and in this case, the Chinese-speaking children clearly needed special help. Even so, the defendants argued that the students had no Constitutional right to demand that the school district provide a remedy for their problem (McPherson, 2000, p. 64). Citing the Fourteenth Amendment clause, the attorney for the defendant, Burk Delventhal, pointed out that the provisions did not require the state to solve these problems all at once. State lawmakers, in their view, had already done a lot to solve problems for non-English-speaking children. The San Francisco Unified School District had complied within state guidelines as best they could in order to provide services to those in need. Edward Steinman (attorney for the plaintiffs) stated during oral arguments (Lau v. Nichols case summary and oral arguments, 1973) that approximately 1,800 of the 3,000 cited plaintiffs in the class action law suit received no English as a Second Language courses, and only a small number received a 40-minute a day pull-out instructional period. Additionally, a report from the San Francisco Unified School District illustrated how officials were acutely aware of the students lack of access to a quality education and its negative effects. In 1974, Chief Justice William O. Douglas wrote the official opinion; that identical education does not constitute equal education under the Civil Rights Act. School districts must take affirmative steps to overcome educational barriers faced by non-English speakers (Lyons, 1992, p. 8). The ruling set a clear precedent for school districts with a large percentage of non-English speakers, such as San Francisco Unified which counted 83% of its students as non-English speaking in 1974 (Wang, 1975). A well-structured English Language Learner (ELL) plan has to be a whole-school and district-wide initiative created by a multidisciplinary team involving ELL teachers, general education teachers, staff, special education teachers, and other language specialists. The multiple connections between the Lau v. Nichols case and teaching and learning also affect the way curricula is designed to gradually integrate ELL students into the regular school program. In 1975, following the Lau ruling, the Department of Health, Education, and Welfare (HEW) published policies for schools to address Limited English Proficiency (LEP) students, and the Federal Office for Civil Rights (OCR) was in charge of overseeing the Lau resolution. The OCR gave instructions to school districts about how students would qualify to receive help learning the English language, what specific measurements to take in order to help them, and the type of training teachers should have. In 1978, this ruling was tested in the case of Castaneda vs. Pickard when a parent (Roy Castaneda), of two Mexican-American students, filed against the Raymondville Independent School District (RISD), in Texas. Mr. Castaneda indicated the school district was in fact discriminating against his children because his children were placed in a group of classrooms based on criteria that was ethnically and racially discriminating. The claim was that RISD had failed to establish policy for bilingual education programs that would help his children overcome an English language barrier, and thus, as students, they could not compete with native English language speakers in the classroom. The Lau v. Nichols Case (1974) was cited as a requirement for school districts in this country to take the necessary actions in order to provide students the ability to overcome the English educational barriers. The Castaneda argument was that there was not real way to measure if the Raymondville Independent Sch ool Districts approach would overcome the English proficiency barrier. On August 17, 1978, a lower federal court initially ruled in favor of the Raymondville Independent School District citing that, in respect to the Castaneda vs. Pickard arguments, the Castaneda childrens constitutional or statutory rights were not violated. Mr. Castaneda felt the Federal Court made a mistake and filed for an appeal. In 1981, the United States Court of Appeals for the Fifth Circuit agreed and ruled in favor of the Castanedas case. As a result, the precedent established a three-part assessment to hold bbilingual education programs responsible and to gauge how they were following the spirit of the ESEA guidelines. The criterion parts must demonstrate that a program has; a practice grounded in sound educational theory; effective implementation of an appropriate program or practice; and results or assurance that the program is working through an evaluation and subsequent program modification to meet this requirement. This Castaneda ruling, along with the Supreme Court decision Lau v. Nichols (1974) and the Office of Civil Rights (OCR) Lau Remedies, reaffirmed the rights of English Language Learners to accessible public schooling that is adequate to their needs. These guidelines require an appropriate public program and comprehensible academic studies be held to the three level assessments to insure it is developed properly to accommodate the students English proficiency level needs. Such a program has to be aligned to state and local standards as required by statute. In League of United Latin American Citizens (LULAC) et al. vs. State Board of Education (August 1990), the court examines the ongoing efforts of the Florida Department of Education (FDOE) to meet both the letter and spirit of a 1990 Consent Decree between the League of United Latin American Citizens (LULAC) and the Florida Department of Education. On August 14, 1990, a Florida Consent Decree established that Limited English Proficiency (LEP) students receive equal access to programming which is appropriate to his or her level of English proficiency, academic achievement, and special needs (United States District Court for the Southern District of Florida. 1990). The plaintiffs (several groups active in the civil rights/educational community) charged that the State Board of Education had not met the requirements under federal and state law to provide LEP students with equal and comprehensible instruction. On September 10, 2003, the State Board of Education and LULAC signed an agreement, a negotiated modification to the 1990 Consent Decree. The Stipulated Agreement, signed by U.S. District Court Judge Federico Moreno is currently active in all of Floridas school districts. The Stipulated Agreement does not diminish any options for English for speakers of other languages (ESOL) endorsement or coverage in the 1990 Consent Decree. However, it does expand some of the original provisions. First, it provides an additional option through which a certified teacher may obtain ESOL coverage. Second, the amendment requires training, including post-certification hours, for all persons holding administrative and guidance counselor positions. Last, the new 2003 amendment allows the plaintiffs to secure access to the ESOL teacher test in addition, provide input that becomes part of the tests design. According to the Consent Decree, each student must have access to programming appropriate to his or her level of English proficiency, academic achievement, and special needs (United States District Court for the Southern District of Florida. 1990). In order to monitor this directive, each district must submit an LEP plan to the Florida Department of Education (FDOE). The Consent Decree does not mandate a specific methodology for ESOL instruction, but instead permits flexibility to local needs and demographics. The state stipulates that LEP students must receive ESOL instruction in E nglish, however, and that they must have ESOL or home language instruction for reading, mathematics, science, social studies, and computer literacy. In addition to a plan for the district, each student must have an individual Limited English Proficiency Student Plan on file. This document includes information on the date of identification, assessment data, and goals for exiting ESOL programs. Each student is also assigned an LEP Committee composed of the students home teacher, an ESOL teacher, an administrator, in addition, a guidance counselor, or a social worker, if appropriate. Parents are invited to attend committee meetings. LEP committees are generally convened when a pupil is having difficulties, is eligible for reclassification, or is ready to participate in state assessments. Furthermore, each school must form an LEP Parent Leadership Council. According to the Decree, this parental representative body has an active participation in all decision-making processes that impact instruction and issues (United States District Court for the Southern District of Florida. 1990). The LULAC vs. Florida Consent Decree requires each Limited English Proficient (LEP) pupil to receive equal access to programming which is appropriate to his or her level of English proficiency, academic achievement, and special needs (Lopà ©z, A. October 8, 2004). An amendment in 2003 requires an expansion of some of the original provisions. First, it provides an additional option through which a certified teacher may obtain ESOL coverage and specific levels of teacher training, including post-certification hours, for all persons holding administrative and guidance counselor positions. The amendment also allows the plaintiffs to secure access to the ESOL teacher test and provide input that becomes part of the tests design. The Consent Decree does not mandate a specific methodology for English Speakers of Other Languages (ESOL) instruction, but instead permits flexibility to local needs and demographics. The state stipulates that LEP students must receive ESOL instruction in English, however, and that they must have ESOL or home language instruction for reading, mathematics, science, social studies, and computer literacy. In addition to a plan for the district, each student must have an LEP Student Plan on file. As part of the Elementary and Secondary Education Act (ESEA) reauthorizations, a large part of Title 1 funding is now redirected by the legislation to be dedicated to a whole school program, which did improve the overall quality of education services. (Hanna 2005). The Lau remedies were to be withdrawn in 1981. Legislators attempted additional efforts to transform ESEA in the 1983 and 1989 reauthorizations under the Reagan and George H.W. Bush administrations. These republican admin ­istrations led a major campaign against bilingual education and were in favor of a back to basics education. The Bilingual Education Act, as amended in 1988, was an effort to re-define education programs with more specific goals, to provide for support centers, and to address capacity-building efforts. In 1993, democrats, lead by the Clinton administration, began a new education reform direction with the early development of standards-based reform through bills like Goals 2000. In 1994, under the Impro ving Amer ­icas Schools Act, the Bilingual Edu ­cation Act was reauthorized. This reauthorization rewrote ESEA with the idea that every state would create a standards-based system applicable to all students, including those who qualified under Title I (Hanna, 2005). For the first time, bilin ­gual education was considered a resource to help immigrants become fluent English speakers, and a po ­tential asset to improve the countrys prospects. A wave of anti-bilingualism policies reached its peak with George W. Bushs No Child Left Behind Act (NCLB) in 2002. The law, which was a another reauthorization of the Elementary and Secondary Education Act (ESEA), did not officially ban bilingual programs, but it imposed a high-stakes testing system that promoted the adoption and implementation of English-only in ­struction. Title VII, also known as the Bilingual Education Act, was eliminated as part of a larger school reform measure (Crawford, 2002). As such, the references to bilingual education in the previous ESEA documentation were redefined as English Language Learners in the new leg ­islation. The educational rights of school-age English language learners then are the new concerns of these cases and its series of legislative acts and court decisions. Jim Cummins, a noted Pedagogy author, published his thoughts as educational policies created at the national level are negotiated at the state and local school district levels as supports are provided to schools, teachers, and their students. In this way, federal policies affect classroom practice in the micro-interactions that occur between teachers and students (Cummins, 2001). The impact of the many legal cases on teachers meeting the needs and requirements of mainstreamed ELL students appears to result from a combination of policies influenced by immediate social, political, and economic factors. Officially, the United States does not have a national language policy which would directs a specific language practice in public schools, however, individual States have passed language policy legislation which places English ove r other languages. The national direction is on Civil Rights and any appropriate public program for comprehensible academic studies has to be developed to accommodate the students English proficiency level needs. State and local school districts are tasked by stature to align public education programs. Building an Equal Access Plan may generate misunderstandings in the classroom and community local levels based on funding and district training. A policy approved by a local school board will take time to construct so that steps for implementing a sound program can occur when needed. A newly arrived student could be waiting for several weeks under that scenario. A consequence of that approach is inaccessibility to appropriate instruction. A policy reflects a school districts intent to comply with the spirit and provisions of law. It also assures that, because it is policy, no teacher or administrator may veto provisions of that policy. It is possible for provisions in policy to become dated or ineffective. Sometimes improved approaches to instruction merit piloting or implementation. Under these circumstances, schools are advised to revise their policy, consistent with the provisions of statute, and to seek school board approval for the newly revised policy or additions to policy. A teachers creativity and excellence will service the classroom student and should not be limited or compromised by policy.

The Sauerkraut Festival Essay -- Descriptive Essays, Observation

As I start walking south down sauerkraut enriched Main Street, I get the overwhelming feeling of claustrophobia. This particular weekend is the weekend for the Sauerkraut Festival. The street, being very crowded, has white tents set up on each side of the road with crafts to be sold. Immediately I see wicker baskets and photos that craftsmen are hoping to sell at the festival. As I continue to walk down the crowded street I catch the aroma of cinnamon. The high school wrestling team, which sells one of the non-sauerkraut products, cinnamon roasted almonds, is filling the air with a great scent, and drawing people to the seller’s booth with the scent. Across the street from them, the booth filled with crafts to commemorate firefighters is enjoying the crowd that the wrestling booth is drawing. With all of this attention to the almonds, the firefighter booth is catching some eyes and selling more than the booth would without the wrestler’s booth. As I continue to traverse down the congested street I see many more craft booths. Some of the booths are filled with hats, shirts, and an assortment of jewelry. Scents fill the air as well. The overwhelming scent of sauerkraut is very heavily in the air now. Sauerkraut hot dogs and bratwurst, as well as "kraut-burgers," which are hamburgers with sauerkraut on them, are being sold to help thicken the aroma. As I draw closer to the heart of the festival I hear music playing in the distance. I become curious and begin to try and walk a little faster. I come to the corner, sit on the stairs leading from the local bank, and listen to the band playing on the stage set up in the bank parking lot. It is an all male band with female line dancers dancing in front of the stage. The band is wea... ...estival because I am getting very annoyed at the people here. Once getting around all of the heavy traffic, I hear music again. I squeeze through the crowd, which is not moving at all, and the booths finally end. I find myself at a real traffic jam of cars, sitting on the road waiting at a red light, and one of the cars has its radio up quite loud. Then a police officer holds traffic and the massive group of people that I squeezed through all rushes across the road. I go with them and then return to my car. The trip to the festival was great, but I am not big into crafts. I would have a much greater time at the festival if the crowd was not so big; this way I can take all of the time that I need, and not have to worry about stepping on someone or running into someone. I now appreciate all of the time that the village puts into the festival. They do a great job.

Relationship between society and education Essay

RELATIONSHIP BETWEEN SOCIETY AND EDUCATION Introduction Many sociologists have observed that there is a strong relationship between education and society. This observation is borne out of the fact that it is not possible to separate or draw any line of demarcation between the two concepts. This is because of the fact that what happens to the educational system undoubtedly affects the society, the young in its own image. The components of the educational system that constitute perfectly defined facts and which have the same reality as another social fact are inter-related. They are inter-related internally, so that a given education system has unity and consistency, and also externally so that the education system reflects a society’s moral and intellectual values. Ottaway (1980) defined society as the whole range of social relationships of people living in a certain geographical territory and having a feeling of belonging to the same kind of group. In every society, whether developing or developed, complex or primitive, there is always an education system. Education systems are not the same, as no two societies are identical. Therefore, education systems differ from society to society and their aims, contents and techniques also differ from one society to another. From the foregoing, one might postulate that educational institutions are micro-societies, which mirror the entire society. This is one of the reasons why societies try to evolve education systems and  policies that would meet the needs, beliefs, attitudes and the aspirations of their people. Havighurst (1968) observed that the way to understand a society’s education system is to understand how it is related to the other basic institutions of that society, in particular the family, the church, mosque,the state, the polity and the economy. Relationship between Education and Society We have seen education in particular as a means of cultural transmission from one generation to another. The parents are the first teachers of the child and they still maintain an educative function throughout the early and formative years of a child. In most of the developing nations of the world, including Nigeria, parents are responsible for sending their children or wards to school. Since these nations are undergoing rapid socioeconomic and political changes, they witness special problems involving the appropriate education system, which will be able to produce the adequate manpower needs in all the segments of the society. . Schools are established in many societies of the world so as to instill in the pupils those skill’s which will afford them the opportunity of taking their rightful positions in the society; but this function cannot be adequately accomplished without the assistance of the home because both the home and the school perform complimentary functions in the moral and intellectual development of the child. This means that the child cannot be educated in a vacuum or in isolation. Therefore, for a child to be educated there must be interaction between him and his physical and social environment. By this we mean that education is the development of personality. It is something which goes on both inside and outside the home and in the school. In other words, education is an activity of the whole community. This means that education is used in the transmission of the cultural values. One important implication of looking at education as the transmitter of cultural values is the fact that education can be influenced by the culture of the society in which it takes place. For this reason, one may infer that for a child to be educated, he must be influenced by his environment and, in turn, be capable of influencing it. And it is only by the concept of the continuous interaction of the individual and his society that the development of personality can be properly understood. We have noted above  that education is a means through which the cultural values of a particular society are transmitted from one generation to another. Through this process, the society is able to achieve basic social conformity and ensure that its traditional values, beliefs, attitudes and aspirations are maintained and preserved. Clarks (1948) observed that a general knowledge and acceptance of the ideals and aims of our society is essential for all its citizens, and it must be achieved throug h education but in a form, which makes it compatible with freedom. So he reconciles the double purpose by saying that admittedly, the purpose of the educative society may be to make men conformable. But overmastering that must be the purpose to make men free. A society needs a stable and dynamic set of values and a ,unified purpose. It is when this is ascertained that meaningful economic, political and social programmes can be embarked upon for the overall benefits of the citizens. To be a fully developed a person in such a society, implies full and creative membership of it with powers to change it. Ottaway (1980) contended that the transmission of culture still remains a vital function, and is not to be dismissed as merely conservative in the sense of being old-fashioned. He further observed that our children are potentially the society of the future, which still belongs to the non-social community, and education in this respect can be regarded as a socialization of the young. Education depends on the total way of life of a people in a society. This suggests that the type of education provided will differ from society to society. Besides, each society has her own norms, values and her own ideal persons who stand out clearly for the youn ger generations to emulate. Since all these societies are not the same, then it means that a man is regarded as a hero in one society because of his contributions to educational development of the society may not be regarded as such in another society where education is not given priority in the scheme of their daily activities. It, therefore, implies that children have different people to emulate in different societies. It is logical to expect that the type education given in each society will change from time to time as the society changes. Many writers have argued that education is one of the causes of social change in the society, but another school of thought is of the opinion, that educational change tends to follow other social  changes, rather than initiate them. Ottaway (1980) observed that ideas of change originate in the minds of men; often in the mind of a single man. Exceptional individuals invent new techniques and propound new values for their society. These ideas arise from the impact of man o n his culture, but do not change the culture until they are shared and transmitted by a social group. In his own submission, Boocock (1972) noted that societies undergoing rapid social change or modernization have special problems in adapting the educational system to the manpower needs of the world. They often suffer shortages of persons with special kind of education in engineering and other technical fields and may have difficulty in keeping persons with valuable skills once they have completed their education. Another area of the relationship between education and society is through the arrangement of the entire society into a hierarchical order that is, through the social structure in which education plays a prominent and significant role in fixing educated individuals into social classes. Ottaway (1980) observed that education is the process of preparing people to fit into this complex social structure and to play particular social roles as members of more than one institutional group. Individuals have to learn to be fathers or mothers, school teachers or civil servants, shopkeepers or priests. They have to learn to keep the law, to understand how they are governed and to be prepared to try and change the social moves when they see that they can be improved. Education as a social phenomenon is also concerned with the preparation of the child for his future occupation in life. This is one of the main economic functions of education and this is in the interest of both the nation and the individual. Through education an individual knows the structure of the society and the different types of relationships that exist among those structures in the society. The child is taught how to perform different roles within the social structure in the society. These roles are inter-r elated. For example, the role of a father is a relational role; a father could be a son to another person. So education allows the child to perform his role adequately within the social structure in the society. In addition, the child is able to understand the network of inter-relationships among the different social institutions that make up the society. . Also of importance are the different functions that are performed by each social institution in the society. Like an individual, each institution has definite functions to perform in the society and the functions of each institution differ from one to another even though they are complimentary. Another aspect of the relationship between education and society is in the area of social interaction. Social interaction may be defined as any relation between people and groups, which changes the behaviour of the people in the group. There is a need for social interaction by the child before he could acquire the culture of his society. This interaction in the society is therefore part of the child’s education, provided that, that type of interaction brings about positive changes in the child’s behaviour in the right direction as required by the educational system. One important point here is that the child has been taking part in group interaction long before he starts to attend school and the most common among these group interactions are within the family and the peer group. These groups in which the child interact, gives him the opportunity to learn from the wider circles in the society. From his social contacts, he learns his roles in different groups and this influences his personality development. Conclusion Many sociologists have appreciated the relationship between education and society and have concluded that the two are so interrelated. That one cannot draw any line of demarcation between them. It has been observed that the educational system of any nation must be based on the needs and demands of the society, and that any educational system that fails to meet the needs, aspirations and ambitions of the society is not relevant and is bound to fail. The educational system of any nation is concerned with, the transmission of the cultural values of today to those who will live in the world of tomorrow, and contents of education must somehow strike a balance. Dubey et. al. (1984) observed that a good educational system, in all its full substance and ramifications, is related to the level of culture, industrial development, rate of urbanization, political organization, religious climate, family structure, stratification and other institutions of the total social system. Finally, education has to fulfil both the individual’s needs and those of the society and must keep pace with other sub-systems in the society, as both variables are inter-related. REFERENCES Blakemore, K. and Cooksey, B. (1981). A Sociology of Education for Africa. London: George Allen & Unwin. Boocock, S. (1972). An Introduction to the Sociology of Learning. New York: Houghton Mifflin. Clarke, F. (1948). Freedom in the Educative Society London: University Press. Dubey, D.L. et.al (1984). An Introduction to the Sociology of Nigerian

Health & Hygiene

Change in health & hygiene There has been towering change in the area of health and hygiene in rural Bangladesh. Almost all the villages have a health complex and a pharmacy nearby. People are coming out of the ignorance and consulting the doctors when necessary unlike earlier times. Health consciousness has modulated the rate of mortality especially in case of women and children. People at village are now more aware of the healthy ways of living their lives. Health campaigns by government and NGOs assisted a lot in framing up the health awareness.People at village are more concerned about taking care of the pregnant mothers and their health. Most of the families now know about the vaccination of the infants and almost all of them give effort to ensure the good health of the infants. Taking â€Å"Polio â€Å"vaccine has already been a common trend there in every year. All these resulted in a noticeable decline in mortality rate of infants and pregnant mother. Not only that, importa nce of having pure drinking water has also been realized by rural people. The campaign against arsenic in last decade has been totally worthwhile. Proper sanitation is also encouraged now.A massive change has taken place in terms of outlook. Family planning is no longer discouraged in village since villagers are moving away from orthodox religious practices that might harm. In terms of health and hygiene almost all of the changes have been in public interest till now but there are rooms for further development. Villagers do still lack good doctors and nurses. Points for presentation * Establishment of hospitals and pharmacies in rural areas * Public health awareness * More caring attitude towards pregnant mothers & infants * Awareness about family planning * Need for more skilled doctors & nurses