School Based Management And School Changes Education Essay

School Based Management And School Changes Education Essay Abstract For more than three decades, School-Based Management (SBM) has become a global movement towards the quality of education. The ultimate goal of implementing SBM was to enhance quality of education in general and more particularly for better school improvement and increased student achievement. This article addresses the views of school stakeholders in exploring the association between SBM policy and school changes. The paper is on the basis of mixed-methods research design, combining quantitative and qualitative dimensions of research. The quantitative research design was applied through an empirical survey between February and June 2012, involving 318 respondents from 18 urban and sub-urban schools of Ngada, Flores, Indonesia. In addition to the survey, personal in-depth interviews and focus group discussions were conducted, followed by documentary analyses. Keywords School-based management, school changes, Indonesia, Flores Introduction For more than three decades, School-Based Management (SBM) has become a global movement towards the quality of education. The ultimate goal of implementing SBM was to enhance quality of education in general and more particularly for better school improvements and student achievements. Research in the last twenty years affirm how SBM policy and programs have been evident to be effective for the improvement of schools and student learning outcomes (Bandur Gamage, 2009; Bergman, 1992; Brown Cooper, 2000; Caldwell, 2005; Dempster, 2000; Gamage, 2006, 1998; Kuehn, 1996; Odden Wohlstetter, 1995; ONeil, 1995; Sharpe, 1996). Several studies have also consistently revealed a positive association between higher parental and/or community involvement and improved student achievement resulting from implementing effective SBM (Blank, 2004; Gamage, 1994; Sheldon Voorhis, 2004; Williams, Harold, Robertson, Southworth, 1997). For instance, on the basis of research conducted in the Victorian state schools system, involving 75 interviews, Gamage (1998: 313) found that healthier teaching and learning environments as well as improvement of student achievement could be achieved by the fact that the parents and teachers who are the closest to the students have formed a partnership and both parties are represented in the governing body with accountability. Similarly, Sheldon and Voorhis (2004: 127) affirm that many researchers have supported the idea of how community and parental involvement can improve schools and the quality of education that the children achieved as well as the academic achievement of students. Several researchers also found how school-based management is associated with partnership in school decision-makings (Bandur, 2012; Blank, 2004; Gamage, 1998). For instance, Blank (2004: 62) asserts that schools can promote improvements in student learning by building relationships between schools and diverse community entities. He then clarifies that building partnerships that link school, family, and community is intimately connected to student achievement because linking schools and community resources leads to providing services and support that address various needs of the students. Partnership can also provide learning opportunities that enhance young peoples social, emotional, and physical development as well as academic skills. School changes in this article are related to: (1) how SBM policy has changed the absolute authority figure of school principals for school decision-makings; (2) how SBM policy encourage higher participation of parents and other school communities in schools; (3) how SBM policy change the fashion of financial management in schools; (4) how SBM policy create partnership in decision-making processes; and (5) how SBM has led to better teaching and learning environments. In the study, the general research questions were formulated as what are the results of implementing SBM policies and programs in schools as perceived by the school stakeholders? What is School-Based Management? School-Based Management (SBM) is a generic term in a response to change the centralistic and bureaucratic fashions of public school system toward more decentralized and democratic model. The term was born in mid-1960s in Australia after a public debate at the Australian National University, Canberra to choose a model of public school system that serve better students. Under the SBM scheme, power and authority in decision-making are shifted from governments to individual schools for better school improvement and increased student achievement. Later, the reform has appeared worldwide under various terms site-based management, site-based decision making, school-based decision making, school-based governance, shared decision making, and even school-based initiatives. However, even though these terms represent the widespread education reform agenda, they vary slightly in meaning, particularly to the extent whether authority and responsibility are devolved to school councils or whether th e councils are mandatory or not by laws and regulations. In this sense, similar to the SBM reforms in Chicago, USA and Victoria, Australia, Indonesian SBM model is mandatory, which means that all Indonesian public schools are compulsorily implementing SBM policy and programs on the basis of Law 20/2003 on National Education System and Government Regulation No.66/2010. Based on research conducted in Victoria, the ACT and NSW, and other countries, Gamage (1996: 65) defines SBM as a pragmatic approach to a formal alteration of the bureaucratic model of school administration with a more democratic structure. It identifies the individual school as the primary unit of improvement relying on the redistribution of decision-making authority through which improvements in a school are stimulated and sustained. In this context, the focus on facilitating improvements in the individual school as the key to successful educational reform strategies has a good deal of public appeal and other research support (Gamage Zajda, 2005; Gamage, 2003; Whitty, Power Halpin, 1998; Cheng, 1996; Odden Wohlstetter, 1995). Marburger (1991: 25-26) considers SBM as an approach in which decisions that are traditionally made by a superintendent are now being made by the school council comprising of the principal, teachers, parents, citizens, and the students. Likewise, Anderson (2006: 223) defines SBM as the shifting of decision-making authority from the district office to individual schools. Many scholars also affirm that the movement towards SBM is often assumed as the approach to serve students better by improving the school practices in meeting the diverse expectations of the stakeholders in a changing environment towards increasing student performance and achievements (Cheng Mok, 2007; Anderson, 2006; Caldwell, 2005; Gamage Zajda, 2005; Gamage Sooksomchitra, 2004; Muijs and Harris, et. al, 2004; Sheldon Voorhis, 2004; Blank, 2004; Gamage, 1998, 1994). Gamage (1996: 21-22) has proposed a revised theory of SBM based on twenty years of experience in the Australian SBM systems. In the revised theory, he has devised seven assumptions, on which to base a more realistic application of SBM. The first assumption is that a school council shall consist of all relevant stakeholders such as the principal or the head teacher and the representatives of staff (both teaching and non-teaching), parents, local community, and in the case of secondary schools, students. The representatives of the staff, parents, and students are expected to be elected by the relevant constituencies, whereas the community representatives are to be nominated by the other elected members and the school leader. The second assumption is that the devolution or transfer of both authority and responsibility needs to be affected by a legislative enactment. This approach will transform the former advisory body to a democratic governing body. The third assumption is the heavy reliance on the voluntary participation of the parents, community, and student representatives in the process of policy formulation in governing the school. It is believed that the school stakeholders are motivated and dedicated to developing quality schools because of the genuine transfer of authority and responsibility. The fourth assumption is that the lay councilors, with appropriate induction and training, will acquire sufficient knowledge to function as equal partners. The knowledge and experience of the lay-members who come from fields other than education are relevant and useful to the educational enterprise in order that the needs of contemporary schools are met. The fifth assumption is that because of de-zoning, the schools need to function in an interesting and effective mode that can improve the image of the school in a similar way to the business reputation of a private/public enterprise. Such an image will help attract high levels of school enrolments. The sixth assumption is that SBM would be cost effective because the ownership of the policies and higher levels of commitment leads to minimization of costs and better utilization of limited resources. More resources would also be available as a result of minimizing the size of the educational bureaucracy, as well as drawing on previously untapped resources from the school community. The last assumption is that stricter control needs to be enforced by the centre to ensure accountability for the finances placed at the disposal of the school in conformity with the Ministerial/Departmental Guidelines relating to the operation of school councils. The principal is made accountable to the governing body and through it to the states education authorities, as well as to the school community. Submissions of regular progress reports to the governing body and annual reports to other relevant authorities and the school community are required. Decentralization and SBM in Indonesia Prior to the implementation of School-Based Management (SBM) in Indonesia, its system of education was highly centralized. Bjork (2003: 193) affirms that by the end of the twentieth century, Indonesia was among the most highly centralized nations in the world. However, the real transformation with the concept of decentralization commenced in May 1998, when there was a radical political movement towards decentralization (Aspinall Fealy, 2003; Bangay, 2005; Bjork, 2006; Guess, 2005; Raihani, 2007). In terms of successful movements towards decentralization, Guess (2005: 220) claims that the Indonesian big bang devolution program has been described as one of the fastest and most comprehensive decentralization initiatives ever attempted by any country in the region. The decentralized system led to the implementation of educational decentralization through School-Based Management (SBM) which has been considered as a milestone in developing a better quality of national education (Departemen Pendidikan Nasional, 2004, 2002). For these reasons, on the basis of Law No.25/2000 on National Development Planning (2000-2004), the Indonesian Ministry of National Education, appointed a Komisi Nasional Pendidikan (KNP) or Commission of National Education in February 2001. The KNP worked until December 2001 with responsibilities, among others, to: (1) formulate policy recommendations to have a better quality education; (2) provide inputs to government about educational decentralization. It was expected that the work of this Commission would become a basis from which to comprehensively reform Indonesian education. One of the recommendations of the KNP was to develop educational councils at district level and school councils at school level. Thus, developing educational and school councils was one of the educational decentralization policies, aimed at devolving power and authority from central government to schools, resulting in improvement of democratic principles, community participation, equity, as well as accommodation of diverse local interests and needs (Departemen Pendidikan Nasional, 2001: 26). It was believed that local communities are the ones who will understand their own problems and needs better and decided to provide them greater roles and responsibilities in terms of operational decision making on national education policies. For this purpose, the central government embarked on the formation of education councils and school councils in each district of Western Sumatera, Bali, and Eastern Java. On the basis of these trials, the councils were considered strategic in coping with improving the Indonesian national education. Then, Government issued a set of guidelines in relation to the implementation of SBM in 2002 and later revised in 2004 in order to provide mandatory corporate governing body type school councils described as follows: This concrete one-sidedness requires to be channeled politically to become collective action placed by Educational Council located in the district/city and School Council at the level of educational unit (Departemen Pendidikan Nasional, 2002: 1). Further, the Education Act 20/2003 on National Education System strengthened the formation of school councils. In accordance with the involvement of local communities in achieving better quality education, Article 56 of the Act provides that the community members are required to participate in improving the quality of education. In this case, the educational council and school council represent the community, as stated: Community shall take part in the quality improvement of educational services, which include planning, monitoring, and evaluation of educational programs through the Educational Council and School Council (Education Act 20/2003, Article, 56). The Act defines a school council as an independent body established to provide advice, directions and support for personnel, facilities and equipment, and monitoring of a school (Article 56). On the basis of the Act, Government regulated power and authority vested in the school councils, as well as characteristics and formation, membership and structure of a school council. It is clear that authority is devolved to school councils and the councils are empowered to create better quality education in their schools. How SBM Change Schools Currently, SBM has been evident to be effective for the improvement of schools and student learning outcomes (Bandur Gamage, 2009; Bergman, 1992; Brown Cooper, 2000; Caldwell, 2005; Dempster, 2000; Gamage, 2006, 1998; Kuehn, 1996; Odden Wohlstetter, 1995; ONeil, 1995; Sharpe, 1996). More particularly, Odden and Wohlstetter (1995: 32) identified the conditions that promote improved school performance through SBM. They discovered that school stakeholders in the schools in which SBM has been effectively implemented to improve school performance have the authority over budget, personnel, and curriculum. These successful schools implementing SBM have used their new power and authority to introduce changes that directly affect teaching and learning practices. They also found other conditions, including (1) professional development and training opportunities to strengthen teaching, management, and problem-solving skills of teachers and other stakeholders; (2) adequate information to make informed decisions about student performance, parent and community satisfaction, and school resources; and (3) systematic and creative in communicating with parents and the community. Several studies have also consistently revealed a positive association between higher parental and/or community involvement and improved student achievements resulting from implementing effective SBM (Blank, 2004; Gamage, 1994; Sheldon Voorhis, 2004; Williams, Harold, Robertson, Southworth, 1997). For instance, on the basis of research conducted in the Victorian state schools system, involving 75 interviews, Gamage (1998: 313) reports that healthier teaching and learning environments as well as improvements of student achievements could be achieved by the fact that the parents and teachers who are the closest to the students have formed a partnership and both parties are represented in the governing body with accountability. Similarly, Sheldon and Voorhis (2004: 127) affirm that many researchers have supported the idea of how community and parental involvement can improve schools and the quality of education that the children achieved as well as the academic achievements of student s. Several researchers also found how school-based management is associated with partnership (Bandur, 2012; Blank, 2004; Gamage, 1998). For instance, Blank (2004: 62) asserts that schools can promote improvements in student learning by building relationships between schools and diverse community entities. He then clarifies that building partnerships that link school, family, and community is intimately connected to student achievements because linking schools and community resources leads to providing services and support that address various needs of the students. Partnership can also provide learning opportunities that enhance young peoples social, emotional, and physical development as well as academic skills. Research Design and Methods The research design employed in this study was the mixed-methods design. The design has advantages to attain valid and reliable research outcomes as well as to provide specific techniques and strategies by which the researchers are guided in data collection procedures and data analyses (Creswell, 2005; Creswell Clark, 2007). More particularly, this study employed the concurrent triangulation strategy, which primarily aims at using separate quantitative and qualitative research as a means to offset the weaknesses inherent within one method with the strengths of the other method. In this context, the quantitative and qualitative data collection is concurrent, happening in one phase of the research study. The strategy integrates the results of the two methods during the interpretation phase. In the data collection phase of this study, the empirical survey was conducted concurrently with in-depth interviews, focus group discussions, and documentary analyses. As the primary goal of condu cting interviews was to seek clarifications and deeper understanding on the issues emerged in the empirical surveys, the results of quantitative data analysis and qualitative data analysis were combined. Research method is more specific than research design. Research methods are techniques of data collection and analysis, such as a quantitative standardized instrument or a qualitative theme analysis of text data (Creswell, 2005; Creswell Clark, 2007). In this study, the term mixed-methods research means to the research design which has philosophical assumptions to guide the direction of the data collection and analyses. As methods of inquiry, it focuses on collecting, analyzing, and mixing both quantitative and qualitative data in a single study. For the purpose of quantitative data collection, questionnaire was employed for obtaining close items and scale items related to the objectives of the study. The close items allow the respondents to choose from two or more fixed alternatives, for example, the dichotomous items which provide two alternatives only: yes or no, while the scale is a set of items to which the respondents respond by indicating degrees of agreement or disagreement (Burns, 1994, p. 349). The questionnaire of the study consisted of two major parts. The first main part is about the demographic information of respondents for the purposes of providing descriptive statistics, including: school location, gender of respondents, ages of respondents and their position in schools. The second part is about respondents perspective on the results of implementing School-Based Management (SBM) policy and programs; general functions of communication in schools; the importance of communication for school improvements and student achievements; communication networks in schools; and styles and strategies of communication of school leaders within the SBM framework. For the purposes of qualitative data collection, in-depth interviews and focus group discussions (FGDs) were used to obtain open-ended information. These techniques of data collection were useful for providing better insight of the research problems. For this reason, the researcher the researcher set up two major steps. The first step dealt wit selected the key informants. Accordingly, fourteen key informants (principals and school council presidents) in seven schools were interviewed personally face to face. In addition, FGDs with seven groups of teachers in the schools were conducted. All interviews were recorded in the digital-tape recording and note-books for checking validity and reliability. Validity and Reliability of the Item Scales Several statisticians (Brace, Kemp, Snelgar, 2006; Manning Munro, 2006) affirm that the Principal Component Analysis (PCA) is a type of Factor Analysis which is used to explore the possibility of a factor structure underlying the variables. In particular, Manning and Munro (2006) explain the usefulness of PCA to measure the validity of variables. In the context of quantitative research, validity is simply defined as the degree to which it measures what it claims to measure (Manning Munro, 2006; Wiersma Jurs, 2005; Pallant, 2005; Best Kahn, 1998). The results of Principal Component Analysis demonstrate that the factor loadings of all scale items were ranged from .72 to .97 and the Kaiser-Meyer-Olkin (KMO) of Sampling Adequacy was statistically significant (Bartletts Test of Sphericity, p = .000) and ranged from .64 to .87. These results clearly indicate a good factorability (Brace, Kemp, Snelgar, 2006, p. 318). Reliability in quantitative research refers to the consistency of the methods, conditions, and results (Manning Munro, 2006; Wiersma Kurs, 2005; Pallant, 2005; Best Kahn, 1998). There are three common ways of testing reliability in quantitative research, namely, test-retest reliability, split-half reliability, and coefficient (Munning Munro, 2006; Pallant, 2005). The test-retest approach is applied when a researcher tests the same set of people on two different occasions and the scores from the first test is correlated with the scores from the second test. In the split-half reliability, a researcher administers questionnaires only once and split the items used to create composite variable into two equivalent halves, followed by creating two composite variables from these two sets and correlate them. For the purpose of this study, the coefficient alpha (also known as Cronbachs alpha) was applied. The values of coefficient alpha above .70 are considered to represent acceptable reliability, above .80 good reliability, and above .90 to represent excellent reliability. The values of coefficient alpha of this instrument ranged from .82 to .95, indicating good and excellent reliability (Manning Munro, 2006, p.25). Results and Discussions Demographic Information In the study, several variables in relation to demographic information were analyzed for providing the general background of respondents. These include location, genders, qualification of formal education, positions in schools, and ages of respondents. The majority of respondents (57%) were located in district town schools of Ngada, while 43% of them were from village schools located in Golewa Sub-district area. Then, the majority of respondents (53%) were male, while 47% of them were female. Meanwhile, most of respondents (39%) graduated from bachelor degrees, while 36% of them graduated from diploma educational institutions. Meanwhile, 25% of respondents had the high school teacher training education or senior high school. The biggest percentage (38%) of respondents in the empirical survey was parents, followed by teachers and school council members (26% and 24% respectively). Other respondents were administrative staff (9%) and principals in seven schools (2%). Most of the respondents (40%, N=318) were between 41 and 50 years old. Twenty-six of them were between 31 and 40 years old, while small percentages of respondents were between 51-60 and 20-30 years old (20% and 14% respectively). Opinion on the Current Practice of SBM Policy In Indonesia, the policy in decentralized education system through School-Based Management (SBM) was actually the initiatives made by the Central government in Jakarta. Fortunately, the initiative was strongly supported by international donor agencies. In Flores, Australian Agency for International Development (AusAID) provided assistance for school stakeholders in the areas of SBM policies and programs, including the devolution of authority and responsibility from governments to school councils in terms of building new schools, building renovation, library, school text books, school curriculum, school development planning, monitoring anf evaluation, school operational grants, as well as how joyful teaching and learning is linked to active participation of the whole school community members. An analysis was made in this study to find out the overall impression of school stakeholders on the current implementation of SBM policies and programs. As shown in Table 1, all respondents in th e empirical survey perceived the implementation of School-Based Management (SBM) either adequate (5%), good (46%) or excellent (48%). This implies that SBM policies and programs in these schools were applicable. Table 1 Opinion on the current practice of SBM Valid Item Frequency Valid Percent Unsatisfactory Adequate Good Excellent 0 17 147 154 0 5.3 46.2 48.4 Total 318 100.0 An effort was also made to find out whether there was statistically significant difference in terms of the school stakeholders opinion in terms of the implementation of SBM. As presented in Table 2, there was no statistically significant difference (Chi-sq =59, N = 318, p = .74) with the 96% of respondents who are working in schools (teachers, administrative staff and school principals) who either stated good or excellent on the implementation of SBM, compared with 94% of respondents (school council members and parents) who stated the same. Table 2 Opinion on the implementation of SBM by position of respondents in school NewPosition * Opinion on the Implementation of SBM Crosstabulation Opinion on the Implementation of SBM Total Adequate Good Excellent New Position 1* Count 5 56 60 121 % within NewPosition 4.1% 46.3% 49.6% 100.0% 2** Count 12 91 94 197 % within NewPosition 6.1% 46.2% 47.7% 100.0% Total Count 17 147 154 318 % within NewPosition 5.3% 46.2% 48.4% 100.0% * = Teacher, administrative staff, principal ** = School council members and parents Chi-Square Tests Value df Asymp. Sig. (2-sided) Pearson Chi-Square .593a 2 .744 Likelihood Ratio .612 2 .736 Linear-by-Linear Association .311 1 .577 N of Valid Cases 318 0 cells (.0%) have expected count less than 5. The minimum expected count is 6.47. How SBM Change the Authority on School Decision-Makings Since the implementation of SBM, authority in decision-making is vested from governments to school level decision-makers. For this purpose, each Indonesian school has established school councils for decision-making processes. In this research, it was necessary to find out how the school stakeholders considered the authority in decision-making after the implementation of SBM. Table 3 SBM and decision-making authority in school Valid Item Frequency Valid Percent Disagree Agree Strongly Agree 18 166 134 5.7 52.2 42.1 Total 318 100.0 Table 3 shows that the vast majority (94%) of respondents in the empirical survey either agreed (52%) or strongly agreed with the statement: School-Based Management has resulted in the provision of wider authority in school for decision-making. This result implies that as perceived by the respondents, authority for decision-making has been vested in school level since the implementation of SBM. In the history of Indonesian education system prior to the implementation of SBM, school principals were the authority figures in school decision-makings. They worked very closely to the district government officials in relation to the arrangements of new school buildings, school renovation, and even school textbooks for children. In such a practice, parents and other school community members never involved in decision-making processes. These practices were in line with Education Law No.2/1989 on National Education System and Government Regulation No.28/1990. It was regulated that central government has the authority in regard with curriculum, textbooks, school facilities, deployment, and development of staff, while authority in relation to new school buildings and renovations are in the hands of district governments (Article 9, Government Regulation 28/1990). In contrast, under SBM scheme, authority in these areas is not solely vested in school principal, but to the school councils. This requires principals to distribute the authority to school council members. The central government decided on the structure and composition of the councils to represent school communities. However, each school itself was given the authority to decide the size of the council based on their school size. Thus, each school has to elect a school council with a minimum of nine members depending on the size of the school. The membership of a school council should comprise of principal and the representatives of teachers, students, parents, school foundations, local governments, and community. The community representatives should consist of: (1) public figures, (2) educational experts; (3) industries or businesses; (4) professional organization of teachers; representatives of alumni; and (5) representatives of students. Apart from electing and/or nominating a maxi mum of three representatives only from teachers, school foundations, and Advisory Body for the Village Governance (Badan Pertimbangan Desa/BPD), there is no limitation of the total number elected from the representatives of the community members. Opinion on How SBM Creates Higher Participation of School Stakeholders An effort was then made to seek the nature of participation of school stakeholders in school decision-makings as perceived by the school stakeholders. Table 4 SBM and higher participation in school Valid Item Frequency Valid Percent Agree Strongly Agree 196 122 61.6 38.4 Total 318 100.0 Table 4 shows that all respondents (100%) stated either agree (62%) or strongly agree (38%) with the statement: SBM implementation has resulted in increased participation if all stakeholders in school. The result indicates how SBM policy in schools has crea

Divorce - Cause and Effect :: Cause and Effect

Divorce Cause and Effect In today’s society, divorce is more the norm than ever before. Forty percent of all marriages end in divorce. Divorce defined by Webster is the action or an instance of legally dissolving a marriage [1]. Divorce itself is both a cause and an effect. Some of the causes of divorce include the lack of money, sexual indiscretion and the ease of getting a divorce. These are some of the most common causes of divorce. Further, the effects of a divorce seem insurmountable when comparing the grief it causes on both parties. This paper will describe some of the causes and effects of a divorce. Many people cite money as a cause of divorce. In fact, the statistics of a survey conducted by Citibank on divorce in the United States suggested that more than fifty percent of divorced couples cited money problems as the cause of their divorce [2]. I believe that money has a role in society and in marriage. However, the lack of money does cause discord between a married couple. This can be referred to as financial incompatibility, which is based on the views that each partner has of the partnership of marriage from a financial viewpoint [2]. Further, he/she should also think about the effects of divorce on their financial situation. Also, they should know that divorce does not solve financial problems. Instead, the divorce must be paid for and the divorced couple must now set up two households instead of one. Further, This is a classic example of why divorce is not necessary and sex indiscretion is. Sexually indiscretion is the second leading cause of divorce. Sexually indiscretion should never happen if you truly love your mate. When you commit sexual indiscretion you’re sending out a signal that you mate is not enough for you. In doing this you break a bond between you and your mate. The effect of sexual discretion is diverse stating. This will lead to a lack of trust between both parties involved. This particular bond once broken can not be mended in most cases. However, when sexually indiscretion is committed a divorce is inevitable. Once a divorce is inevitable due to sexual indiscretion it is easierly attained. In the opinion of some, the no-fault divorce laws have led to the increased rate of divorce. The increase is contributed to the inexpensiveness of getting a divorce, because of the no-fault laws.

Mughal Inspiration: Art Forms Increasing Culture

After the Mughals arrived in India, a great cultural growth occurred in many different forms of art, such as music, visual art, architecture, and literature. India was already a country with many different cultural aspects, but the Mughals, of Turkish-Mongolian descent, expanded the realm of art even further. This Mughal art and architecture was considered an Indo-Islamic-Persian style, which combined different aspects of Islamic and Persian art with indigenous Indian art. This style thrived during the Mughal Empire from approximately 1526-1857 A. D. The monarchs of the Mughal dynasty encouraged art in areas such as literature and painting and created many great buildings and gardens that are still a great display of beauty today. The presence of the Mughals in India added to Indians’ cultural life through the beautiful and rich forms of art such as architecture, painting, literature, and music that they introduced to the subcontinent. First, the Mughals made many great contributions in architecture. The mausoleums, mosques, palaces, and cities that the Mughals created were very rich and intricate. In the words of A. L Basham, â€Å"The Mughal period was one of great splendour, and has left its mark on India in the form of many lovely buildings, wherein Islamic and Hindu motifs often blended in perfect unity. † The most noticeable contribution that the Mughals made in art was architecture, because they left so many great mausoleums, mosques, and palaces. Perhaps the most famous piece of architecture even in the worl d today is the Taj Mahal, which is a mausoleum that was built by the Mughal monarch Shah Jahan to entomb his third wife’s remains after she died in childbirth. Construction on this beautiful structure began in around 1632 and was completed in the year 1653. This structure was built mainly of marble, and it includes many tranquil gardens and canals. It is an Islamic structure, but it still was a â€Å"symbol of beauty and excellence for all Indians regardless of religious or sectarian affiliation. † Although this structure was built for an Islamic woman and was influenced by the Islamic style, people from all backgrounds and religions appreciated it for its beauty and symbol of eternal love. The first three Mughal emperors, Babur, Hamayun, and Akbar, each used the Iranian Timurid style of combining marble and red sandstone in the structures that they built. For example, Akbar, the third monarch of the Mughal Empire, built a new capital city called Fatehpur Sikri, which sat on a rocky plateau and overlooked a lake. A royal mosque with a palace was set to the west with the residential town area residing below. The city was gated with a grand entrance made of the red sandstone, and a lofty flight of steps were climbed to reach the city. There was also a marble tomb for Salim Chishti inside the city. Chishti was a Sufi mystic who told Akbar that he would eventually have three sons. The tomb was made of marble, and consisted of geometric shapes and inscribed verses from the Quran. The design of the inscribed verses was considered an abstract form of Islam. This shows the influence that Islam had on the tomb, and therefore on the rest of the citizens who saw this mausoleum in their city every day. Other Mughal monarchs made their mark on Indian architecture as well. Jahangir and his wife Nur Jahan built tombs for Akbar, his father, at Sikandra and for her father at Agra, respectively. These tombs both incorporated the marble theme that the Mughal emperors before them had started. Overall, the Mughals devoted most of their greatest efforts to burial places for their loved ones. They also developed many fortress-like palaces with intricate details. For example, many of the rooms and corridors in these palaces were shielded from the outside by jalis, or latticework windows. They contained â€Å"mirror rooms†, wall alcoves, small waterways to provide air conditioning, and many statues and sculptures. Many intricate details were used in not only the palaces but also all of the structures that the Mughal monarchs built. The architecture of the Mughals added a very noticeable elegance and beauty to the Indian subcontinent. Another example of a form of art that enriched Indian culture with the arrival of the Mughals was painting. Mughal paintings were and still are very treasured Indian art. Generally, the paintings that the artists created from that time had a realistic yet imaginative style to them. Annemarie Schimmel stated in her book on the Mughal Empire that Mughal style â€Å"developed from the interaction between the refined Persian style and the strong, lively version of the Hindu artists. † There was a naturalistic style in these paintings, which was not seen in Iranian tradition or in early indigenous paintings of India. Some believe that it may have been both Akbar’s interest in realism and the European prints that arrived at court that influenced the artists to create this style and use naturalistic colors. The second monarch of the Mughal dynasty was Humayun, who was very intrigued by paintings. If an exotic bird flew into his tent, he caught it and ordered his artists to paint it. This shows his love and passion for painting, even if it was just of a small bird. Akbar, the third emperor, seemed to be the most enthused of all the Mughal emperors about paintings. He encouraged artists to paint and to show him their work; if he enjoyed it, he would give them rewards. Sometimes, he would even honor the especially talented artists with titles or positions close to the throne. In some of the paintings of Akbar’s time, Islamic attitudes towards the representations of living things were considered. Akbar had stated that the reason that the paintings of living things were somewhat imaginative was because the artists could not make anything individualistic, because every arm looks the same and every body looks the same. Therefore, they put their own spin on whatever they were painting, making it unique and abstract. Akbar also believed that painting deepened faith in God, while many others believed it to be blasphemous. The Mughals also showed interest in allegorical themes. They had paintings of Christ, the Last Supper, St. John, and other religious allegories that were not affiliated with their own religion. The reason for their possession of this artwork, though, was nothing more than curiosity. The fact that the Mughal emperors were willing to have paintings of Christian descent shows that they appreciated any and all forms of paintings that they came across, and it added to the diversity of the artwork that they had and broadened their cultural life. The Mughals greatly enjoyed paintings and made this form of art a part of their daily lives by having their own artists with them at all times and by rewarding those who showed them their creations. The Mughals’ arrival also influenced of other forms of art such as literature, music, and even textiles. The first emperor, Babur, and all of his descendents shared a love of fine books. They also thought that calligraphy was very important too; it was not just the contents of books that mattered; they appreciated the calligraphy as well. Akbar was supposedly illiterate, but he worked around this by having people read to him and having scribes take his dictation. His library contained over 24,000 books, of a variety of subjects. Much of his library had books of important Sufi writings, which showed his devotion to his Islamic religion. Also, because Akbar was tolerant of various religions outside of Islam, his library contained translations of Hindu texts. The great variety in these books show the appreciation they had for all kinds of books, no matter what they were about. Each of the emperors were also interested in textiles, but especially Akbar. He appreciated fine-quality velvets, silks and cottons. In each of the Mughal monarchs’ palaces, tombs, and tents, there were fine carpets that were used to cover the floors. They appreciated anything fine and beautiful that they could use to decorate their homes. Lastly, the Mughals brought a unique twist on the music of that time period in India. During the Mughals time period, Indian Classical music arose as two different traditions. There was the north Indian Hindustani and the south Indian Carnatic, which arose mainly because of the Islamic influence. The Hindustani tradition was a mixture of traditional Indian music and aspects of Persian performances. Many new musical forms and instruments formed under the Mughal rule. While some of these musical forms began to form a few centuries before the Mughals arrived, they reached their pinnacle under the rule of the Mughals. The Indian Carnatic music, on the other hand, focused more on the vocal portions of the music and less on the instruments. Most of the Carnatic compositions were written to be sung and performed in a singing style with less focus on the instruments. Each of these forms of Indian classical music, Hindustani and Carnatic, were from Hindu origins. This music helped to evolve Hinduism and allowed its people to practice their religion in a different way. In a more negative light, though, Aurangzeb, perhaps one of the least flexible rulers of the Mughal empire, allowed only strict interpretations of Islam, therefore barring music. This caused music to be driven underground and caused the performers of music to become social outcasts. Overall, though, the Mughal Empire had more lenient rulers that allowed music to flow through India and influence people in a positive light. The Indians were able to expand their musical preferences and appreciate newer forms of music. Directly following the arrival of the Mughals, a great increase in Indian culture occurred through various forms of art such as architecture, painting, literature, and music. Although the Mughals were descended from warriors, they had a great eye for beauty and displayed their love for art through the pieces of work that they contributed to their empire. The great cultural varieties that the Indian people were exposed to by the Mughals allowed their already rich and diverse culture to have even more variety. With art to join them, both Hindus and Muslims were able to live together in harmony during most of this time period. This is also due to the rulers who allowed it, of course, but with these new ways to express art it allowed the Indian people to be united regardless of their religious views and backgrounds. People were influenced to share their own artwork and their cultural diversity expanded even further. Because of the Mughals presence in India beginning from the sixteenth century, Indians’ cultural life was broadened through the beautiful and rich forms of art like architecture, painting, literature, and music that the Mughals brought to them.

Euthanasia And Physician Assisted Suicide - 918 Words

On September 9th, the state assembly in California approved the End of Life Option Act, which allows terminally ill patients to end their lives with the assistance of a physician. According to the legislature, patients who seek assisted-death must only have six months to live and are required to submit a written request as well as two oral requests at least 15 days apart. (Reilly). While Gov. Jerry Brown still has yet to approve this new law, the act has shed light on the topic of euthanasia/physician-assisted suicide. With the pending status of the law, the question remains on whether or not the act should be passed and if so should the US take initiative and begin to legalize assisted-death in other states. Currently, euthanasia is illegal in every state; however, physician-assisted suicide is legal in Oregon, Washington, Vermont New Mexico, and Montana (article). Given its rather controversial nature, the issue of legalizing assisted-death has divided certain stakeholders on each side of the issue and contains strong proponents and opponents for this ethical and legal debate. Obviously, the proponents and opponents of legalizing euthanasia/assisted-suicide are fighting for what they believe is right. On the side of the proponents, they believe that patient’s should have the freedom to end their own life if they choose. They believe in the right-to-die and that everyone should have the ability to choose what they do with their own body. Contrasting this viewpoint, theShow MoreRelatedEuthanasia And Physician Assisted Suicide865 Words   |  4 Pagessubject for people; add in the idea of assisted suicides and there’s an uproar in society. Euthanasia or physician assisted suicide is a very controversial topic in our society today. Physician assisted suicide by definition is â€Å"suicide by a patient facilitated by means (as a drug prescription) or information (as an indication of a lethal dosage) provided by a physician aware of the patient†™s intent (Merriam-Webster). There are two modes of looking at assisted suicides; either it’s seen as an absurd immoralRead MoreEuthanasia Or Physician Assisted Suicide961 Words   |  4 PagesEuthanasia or physician assisted suicide, is the painless killing of a patient, suffering from a painful or incurable disease, like cancer, or alzheimer s, the practice is illegal in most countries, including the United States, although in the United States, it is a state decision, the only state in the United States that it is legal in is Oregon. Oregon passed the Death with Dignity Act in 1994, making euthanasia legal for chronically ill patients, the only caveat is that the doctor is allowedRead MoreEuthanasia, And Physician Assisted Suicide863 Words   |  4 Pagesare: euthanasia, and physician assisted suicide. Internationally, assisted suicide is a doctor prescribing drugs that end life. The patient is responsible for taking them. Euthanasia is the medication administered by doctors. Today, four countries have laws that allow euthanasia. (Ellis and Bronwyn) A few have laws for physician assisted suicide, and several countries have no laws against suicide. (Humphry) The United States of America have recently added a 5th state to offer assisted suicideRead MorePhysician Assisted Suicide And Euthanasia Essay1039 Words   |  5 PagesPhysician Assisted Suicide Is physician assisted suicide ethical? Physician assisted suicide is an up and coming ethical question that examines a person’s right to their own death. Many people support physician assisted suicide, citing that it can save a lot of pain and suffering. Others claim that the concept of physician assisted suicide is a slippery slope. A slippery slope in the sense that if society accepts euthanasia as a rightful death for the terminally ill, they will potentially acceptRead MoreEuthanasia And Physician Assisted Suicide1629 Words   |  7 Pagesproblems, assisted suicide creates options to reduce the amount of suffering the patient must enduring. Dying with dignity could be beneficial for not only the person who is dying, but also the person’s family and loved ones. This option, however, is often viewed as unethical and immoral throughout society. Physician-assisted suicide offers an option for those with health issues but poses various ethical and social issues. Assisted death is practiced in two different ways: euthanasia and physician-assistedRead MorePhysician Assisted Suicide And Euthanasia Essay1806 Words   |  8 PagesPuett WRIT 1401 12/06/16 Physician Assisted Suicide Beginning in the 1970s, terminally ill patients were given the right to refuse life-sustaining treatment to end their own life, a process commonly referred to as euthanasia. They would be taken off life support, and death would be allowed to take its natural course. This idea was controversial at first, but now a bigger issue has taken its place. Many patients claim that they reserve the right to physician assisted suicide—killing oneself with meansRead MoreEuthanasia And Physician Assisted Suicide997 Words   |  4 PagesEuthanasia and Physician Assisted Suicide: The Right to Die with Dignity (The Legalization, At Risk Groups, and Rebuttal) The possible legalization of voluntary euthanasia and physician assisted suicide brings concerns in regards to how well it will be accepted. There are contradictions that exists between government and church when it comes to the morals and values placed on human life. Although, society has concerns in regards to at risk community groups and the type of treatment availableRead MoreEuthanasia And Physician Assisted Suicide1504 Words   |  7 Pageslegalizing euthanasia and physician-assisted suicide, we would provide â€Å"vulnerable† patients with better overall protection and health care, give patients (who are excruciatingly suffering and have no chance of recovery) the option to end their lives before they ever needed to go through such an ordeal and giving them peace of mind, and spare the families of the patients the emotional pain of watching their loved one slowly and painfully passing away. For these reasons, I believe that euthanasia and Physician-AssistedRead More Euthanasia And Physician Assisted Suicide1249 Words   |  5 Pagesview euthanasia and physician-assisted suicide not as murder or suicide, but rather a release from the pain that holds down and a quicker, less painful way to get to the end that will happen anyways. Euthanasia is becoming much more of a hot topic in the news, both here at home in the US, as well as on the global stage with the new Prime Minister of Canada pushing for a law that would allow nationwide physician assisted death. As of now only a few states have legalized physician-assisted suicideRead MorePhysician Assisted Suicide Or Euthanasia1597 Words   |  7 PagesPhysician assisted suicide or euthanasia should be a right granted to all citizens who are suffering from a degenerative, painful, or fatal condition that would cause them to be unable to enjoy their lives as healthy people do. The right to die with dignity is a fundamental issue that is debated in the spiritual side of everyone. Some of us may have known someone close to them who has seen or gone through an ordeal as watching someone take their last breath. No one should suffer in pain or have their

Uniqlo Written Proposal - 1688 Words

Introduction to Business Written Proposal Introduction: This report is about Uniqlo’s competitive environment using Michael Porter’s Five Force Model. Uniqlo is a Japanese company which engages in designing casual wear clothes, manufacturing clothes and retailing clothes. Uniqlo in Hong Kong has established a profitable business constantly recording extremely high sales on a per store basis. Uniqlo offers fashionable and high quality clothing at reasonable prices, and was seized as an opportunity to establish a brand position domestically and internationally. 1. Existing Rivalry 1.1 Number of direct competitors: Gap, Bossini, Zara, Giordano, and Hamp;M are the direct competitors of Uniqlo. As the numbers of direct competitors†¦show more content†¦The clothes are fashionable, designs are innovative and unique. Also Hamp;M’s clothing style is European-style and it is selling the latest trends. Thirdly, Uniqlo’s clothes quality is not as good as its competitors because its suppliers are manly from China and as China is a developing country with the technology factor lacking behind. The cloth supplies are not of good quality. Whereas, Uniqlo‘s competitor GAP’s clothes are better. Because GAP brand’s Clothes are of good quality. Gap’s suppliers are from advanced countries like U.S.A and UK. Finally, Uniqlo is not using online shopping method. This causes Unilqlo having fewer sales. However Hamp;M and GAP have online shopping, which attract customers who purchase products online due to their busy life. Substitutability is higher because of this factor when customers couldn’t buy products of Uniqlo online they will choose another companies to buy from which are selling online. From these, we can see that Uniqlo have large number of substitutes, therefore, the substitutability is high. 4. Bargaining power of customers 4.1 Number of customers Uniqlo have gained profit by expanding its business in Asian countries. Each individual Asian nation continued to generate double-digit growth in same-store sales. From increasing sales, we can see that Uniqlo have many customers. And their bargaining power is strong, as their demand for Uniqlo products is increasing. 4.2 DominantShow MoreRelatedDebonairs Pizza Product-Market Expansion Growth Strategies27204 Words   |  109 PagesAssessments, for examinations The complaint will be logged. The complaint will then be investigated and a final response will be provided to the complainant within 30 days. A proposal, remedy or redress will be included in the response. Where the complainant is not satisfied with either the investigation or the outcome, a further written complaint may be made to the Registrar: Academic. The Registrar: Academic will respond within 30 days following further investigation. 6.5.3 Appeals (Refer to Appendix

The Imporatnce of Weather in Wuthering Heights - 470 Words

The Imporatnce of Weather in Wuthering Heights In Wuthering Heights, Emily Brontà « makes use of atmospheric conditions to emphasize events and highlight the mood of the characters in the story. The Yorkshire moors are known for their harsh beauty and sometimes desolate landscape. This theme of a rough countryside filled with hidden beauties and seasonal storms fits well into the storyline of Wuthering Heights. The title of the novel and the name of the Earnshaws dwelling is used by Emily Brontà «s to project the overall mood of the book. She herself writes that the word Wuthering [is] a significant provincial adjective, descriptive of the atmospheric tumult to which†¦show more content†¦When Nelly begins to tell the story of the two neighbouring households, she describes Old Mr. Earnshaw setting out to Liverpool on a fine summer morning (p.34). Yet, when Old Mr. Earnshaw dies she relates that A high wind blustered round the house, and roared in the chimney; it sounded wild and stormy (p. 41). Emily Brontà « often uses the weather to accentuate the personality traits and moods of the characters throughout the novel. The countrysides sometimes savage weather compares well to Heathcliffs temperament. Heathcliff disapears for days on end into this desolate landscape and seems to be most at home when wandering about in the moors. He is quick to fly into a rage, like a winter storm beating at Wuthering Heights with wind and hail. Heathcliffs storms of rage often abate, but they can fly into full force without care for anything or anyone around him like the force of mother nature on the moors. Like a winter storm, Heathcliffs strength cannot remain with him forever. At the end of the novel, Heathcliffs rage has abated, and he has lost the will to render any more harm, with his death a stormy period in the history of the Earnshaws and the Lintons has passed. The final pages of this novel leave the reader with a

North Korea’s Nuclear Program Samples †MyAssignmenthelp.com

Question: Discuss about the North Koreas Nuclear Program. Answer: Introduction North Korea has been causing serious threats to the rest of the world with their nuclear weapons. The conflict is not only between South Korea and USA but also with other western countries and the concerns of other countries like China, Japan and Russia are also associated with it so powerful countries cannot make any move like they did with Iraq (Boyle, 2017). North Korea has already announced to the world that they possess multiple nuclear weapons. Non-Proliferation of Nuclear Weapons Treaty North Korea demands USA to sign the peace treaty that should pronounce that USA will not attack North Korea and also they demand compensation as they are not selling nuclear weapons to other countries (Chanlett-Avery Rinehart, 2014). North Korea is too concerned for their self defense and they have promised to the world to continue making the nuclear weapons and holds USA as the primary enemy. On the other hand USA demands North Korea should stop making and exporting nuclear weapons and should join the Non-Proliferation of Nuclear Weapons Treaty again (Gleeson, 2016). China will not allow and support any USA military action against North Korea and South Korea is in fear that another Korean war might bring severe damage for both the countries. Currently North Korea is trying to export nuclear weapons to other enemy countries of USA like Iran (Haines, 2016). USA and Japan are struggling to stop North Koreas illegal exporting. Hostile relationship with most countries Korea has always been in a hostile relationship with other countries, especially with USA and South Korea. Though their nuclear weapon has been making much noise now, but the country has been experimenting and creating chemical, biological and nuclear weapons since its independence. North Korea had signed the Non-Proliferation of Nuclear Weapons Treaty (NPT) in 1985 but when the International Atomic Energy Agency wanted to inspect their atomic waste North Korea threatened to quit the treaty (Nikitin, 2013). In the 1994 Geneva USA-DPRK agreement North Koreas promised to abandon the nuclear testing was shattered with their enriched Uranium production (Seo, 2015). Failure of Six Party Talks The Six Party Talks was involved USA, China, South Korea, Japan, Russia and North Korea proved to be futile and North Korea continued its nuclear testing (Bajoria Xu, 2013). In 2002 American President George W. Bush marked North Korea as an evil nation planning for mass destruction by acquiring nuclear weapons along with Iraq and Iran (Lee, 2017). As a result North Korea withdrew its membership from NPT and in 2003 the country announces it has active nuclear weapons. North Koreas successful testing of the nuclear program worried the United Nations and they demanded immediate suspension of the program. In the Six Party Talk in Beijing North Korea refused to allow any monitoring by international inspectors in the potential nuclear experiment sites. In 2013 under the leadership of Kim Jong Un the nation conducted nuclear test for the third time (Kim, 2015). Last year North Korea successfully tested a hydrogen bomb and on September 3rd of this month it has tested another nuclear weapon for the sixth time (Ye Hee Lee, 2017). More severe than World War II A group of monitoring inspectors examined the reaction of the testing and concluded that the strength of the bomb that North Korea has tested is twelve times than the Little boy of 1945 (Berkowitz Steckelberg, 2017). Most thinkers and politicians see believe that USA and Northeast Asia cannot fully be secured until the communist dictatorship of Kim Jong Un stops producing nuclear weapons. At the World War II the Japanese nuclear bombing by the United States shocked every global citizen with its mass destruction (Walker, 2016). After the nuclear bombing in Hiroshima and Nagasaki the world has not experienced any nuclear bombing but North Korea is demonstrating the power to repeat the damage with is progressing nuclear experimentation and successful testing. Highly powerful arsenal After discussing the gradual development of North Koreas nuclear testing it can be said that North Koreas threat to the global security is getting worse every day. It was reported that by 2015 North Korea had fissile element capable of producing more than 20 missiles (Aljazeera.com, 2016). The nation has increased its capacity in alarming quantity in last few years and still continues. The director general of IAEA Yukiya Amano published a report in 2017 stating that the Uranium plant in Yongbyon has been doubled in size by the North Korean government (Iaea.org, 2017). The Institute for Science and International Security has calculated that the Plutonium and Uranium enrichment and production is able to providing enough material for producing six nuclear weapons within 1.5 years (The Guardian, 2016). The way the North Korean Government is enhancing the enrichment facilities the production capacity will increase by 50%. However these are all estimation from distance as the country maint ains extremely high security and isolation so exact amount of nuclear strength is yet to be discovered. It is estimated that in the worst scenario, by 2024 North Korea can achieve about 100 nuclear weapons (Tobey, 2017). Therefore the threat that North Korea creates for the world right now right now will be increased by 5 times. As currently the country has limited nuclear weapons now it has limited capability but it can easily be assumed that if such amount of power the country achieves in reality, it will adapt more aggressive attitude towards the world. with more nuclear power the dictatorship of Kim Jong Un will have more authority and strength over most other countries and the threats will be more frequent and to more number of countries. Demonstration of Power This is highly potential to encourage the nuclear war within Korean Peninsula and with other western countries that North Korea sees as enemies like USA. Such attacks have already been initiated by North Korea like the North Koreas artillery attack on Yeonpyeong Island and Republic of Koreas Cheonan sinking in 2010 (Ku, 2015). With increasing nuclear weaponry Pyongyang is likely to increase such attacks in more numbers. The weapon export and delivery system capability will get increased as well by more fissile materials. The country will not require much military strength with the increased arsenal. The country is increasing its nuclear testing as it was twice in the last year but before that it was three years back. North Koreas range of ballistic missiles will be in more number as lighter, smaller weapons will be produced with more investment. North Koreas progression to more developed nuclear weapons can be seen with their capability of producing lithium 6 (Micallef, 2017). Harmful allies North Korea will also increase the sales of nuclear weapons around the world. The country has already exported various weapons to multiple countries. North Korea has sold Libya harmful missiles, plutonium reactor to Syria and trying to sell nuclear weapons to Iran (Kerr, Nikitin Hildreth, 2014). With a smaller infrastructure, creating nuclear weapon is costly compare to army capability but with larger structure the cost will be decreased. To earn trust and investments it is likely that North Korea will sell more number of nuclear weapons. The country has been testing the developed nuclear weapons at regular interval but as the speed of development has increased the chance of accidents has also increased. The risk major accidents or launching are higher with more and more experiments. The Corruption The growth in fissile material may increase the chance for nuclear theft. Though North Korea maintains strict policies but the country is one of the most corrupt countries in the world. The Transparency International ranked North Korea in the 174th in the list of corrupt nations (Sile, 2017). It has often been on news that Kim Jong Un has fires many of his defense officials because of corruption. Above that the involvement of Russia makes the security apparatus highly risky. All these are making the North Korea nuclear problem very complicated and potentially harmful for the rest of the world. Addressing danger of North Koreas Nuclear Program The threats created by the North Korean nuclear program can be addressed in various ways. From USA to UN North Korea has been offered several inducements to stop their nuclear weaponry program. North Korea managed to get money and necessary nuclear materials for years. Under the leadership of Kim Jong Un North Korea will continue making nuclear bombs as they believe it to be their ultimate survival strategy. North Korea took lesson from Iraq war where Saddam Hussein had to die before he could acquire nuclear bombs. Kim Jong Un does not want to end up like Saddam Hussein (Fish, 2017). So Kim Jong Un initiated nuclear program that is advancing fast. So far they have developed multiple nuclear weapons and launched satellites now they are trying to set the nuclear weapon at the top of the rockets and control well they can destroy a city by just pushing a button. Strategy of diplomatic self isolation Kim Jong Un has taken a strategy of diplomatic self isolation that has made his actions unpredictable for neighboring countries and USA (Snyder, 2017). Russia invited North Korea in 2015 Moscow summit but North Korea rejected to be present, above that the nation has distanced itself from China to the world media. The recent nuclear development is significantly influenced by the recent deteriorated relationship with China and Russia. It has become extremely challenging for rest of the nations and media to calculate North Koreas nuclear capability and what exactly it is planning next. The nations are forced to be engaged in miscalculation and wrong assumption which drive the threatened nations to take wrong decisions. An attack can be initiated on North Koreas nuclear facilities but this is highly risky. This initiative might actually start a new war. Wall street journal has advocated that the intercontinental ballistic missiles must be stopped (Terry, 2017). The American Democratic Pa rty has been trying to minimize the nuclear activities since the 80s. During the Korean War USA supported South Korea with nuclear weapons but after few years they had taken back their weapons from South Korea. The USA could give back the nuclear weapons to South Korea. During Cold War, American President George W. Bush withdrew the weapons. The role of USA Administration The USA administration has been addressing the North Korean nuclear issues for long. According to Mike Pence, the Vice President of the USA declared that the strategic patience can no longer be an effective strategy to handle North Koreas ever growing nuclear weaponry (Davenport, 2017). USA has been adapting newer strategies which include military action. The Australian defense minister Ms Bishop also supported and stated that Trump administration is seeking creative and new strategies to address the North Korea challenges. Administrations from various countries have expressed the similar concern that the North Korean nuclear activities are causing serious threat to the global peace through their intentional provocative behavior. The THAAD Program Donald Trump has rejected the Patience strategy developed by Barrack Obama as that has only resulted in stalemate and actually encouraged the illegal nuclear programs. South Korea and the USA collaboratively developed the Terminal High Altitude Area Defense or THAAD system that can obstruct the warheads coming from North Korea (Sankaran Fearey, 2017). The THAAD program not proves a strong alliance between the USA and South Korea but also serious challenge to North Korea. Prevention of the relationship with their allies The American Government has also demonstrated its strength through diverting a navy strike group. The way North Korea is increasing their ally forces with Iran, Libya or Syria USA is also engaged in developing allies with countries like Australia. Australian Prime Minister Malcolm Turnbull has also suggested China that it should enhance economic and diplomatic pressure over North Korea so that it can reconsider its nuclear strategies (Murphy, 2017). China acts as one of the few allies of North Korea and provides all the direct investment; the maximum of its exports is controlled by China as well. Therefore China holds the power to act as the mediator for any peace initiatives. The concerned nations find China has the decisive power so it must address the issues created by North Korea. The USA are pressurizing the Chinese banks so that they minimize their support to the North Korean elites as they are exploiting the help and making the ordinary citizens suffer. However after the Balli stic Missile test China has announced to cut their imports from North Korea. The American Government has influenced the United Nations Security Council to sanction the iron and coal export of North Korea so that their export earnings get affected and Russia and China showed support (The Guardian, 2017). Humanitarian aid for North Korean Citizens USA has been taking many initiatives to address the nuclear issues and implementing various strategies to prevent them. Despite North Koreas nuclear threats USA has been sending humanitarian aid to starving North Koreans. South Korea is also taking initiatives in developing peace platform as declared by South Koreas newly elected president. Therefore an international collaboration has been taking shape in order to prevent the North Korea from misusing its nuclear power. North Koreas Denuclearization The powerful international nations are searching various methods to pressurize North Korea to become denuclearized. The developed nations should ensure Pyongyang that the sanctions that have been expanded would be relieved if North Korea initiates effective steps towards denuclearization. The international inspectors can enter in the country by rejoining the International Atomic Energy Agency which will ensure the protection for the rest of the country. Role of China in the prevention China proves to be the most significant source of economic leverage for North Korea. Current American President Donald Trump is pressurizing China to desist North Korea (Lovelace Jr, 2017). China is afraid that the fall of Kim Jong Uns regime will result in many complications for the country. The millions of refugees will turn towards China for help and the lack of a powerful competitor will lead USA to become potential threat for China. The USA and South Korea are convincing the World Bank to help the country finding out the trade options and economic opportunities that the denuclearization has to offer. This is becoming effective as the USA and South Korea has convinced the president of China Xi Jingping to enhance the sanctions on North Korea (Miller, 2017). However this can only be materialized if the military troops of the United States will not be permanently placed. They must ensure that the collaboration between the USA and South Korea will be intact after the unification. On the other hand China has been demanding for resumption of a diplomacy that is North Korea centered and figure out the processes of peaceful transformation of the country. Conclusion The nations in the Six Party Talks must should address this and make North Korea understand that the regime change would become the only option for the denuclearization. The parties must develop a pathway that is capable of diplomatic normalization, peaceful coexistence, better governance and denuclearization. USA and South Korea are identifying various levels of provocations that North Korea has been causing and developing a concrete protocol that can be implemented in the ground level and responds swiftly. The Terminal High Altitude Air Defense program jointly developed by South Korea and United States of America possesses effective defense mechanism that can counter North Koreas nuclear weaponry. References Bajoria, J., Xu, B. (2013). The Six Party Talks on North Koreas Nuclear Program.Council on foreign relations,30(9), 2013. Berkowitz, B., Steckelberg, A. (2017).Analysis | North Koreas nuclear tests by the numbers.Washington Post. Retrieved 19 September 2017, from https://www.washingtonpost.com/graphics/2017/world/north-korea-nuclear-yield/?utm_term=.b094e88b73c9 Boyle, P. (2017). United states: The real nuclear threat.Green Left Weekly, (1149), 3. Chanlett-Avery, E., Rinehart, I. E. (2014). North Korea: US Relations, Nuclear Diplomacy, and Internal Situation.Current Politics and Economics of Northern and Western Asia,23(3), 333. Davenport, K. (2017). North Korea Review Completed.Arms Control Today,47(4), 32. Fish, I. (2017).Let's stop calling North Korea 'crazy' and understand their motives | Isaac Stone Fish.the Guardian. Retrieved 19 September 2017, from https://www.theguardian.com/commentisfree/2017/apr/13/stop-calling-north-korea-crazy-understand-motives Gleeson, E. (2016). The Non-Proliferation Treaty and the Political Aspects of Nuclear Power in a Modern Context. Haines, J. R. (2016). Foreseeable, foreseen, ignored: is Iran advancing its missile program at home while offshoring its nuclear program to North Korea?.FPRI, E-Notes, https://www. fpri. org/articles/2016/01/foreseeable-foreseenignored-iran-advancing-its-missile-program-home-while-offshoring-its-nuclear-program-north-korea. IAEA and DPRK: Chronology of Key Events | IAEA. (2017).Iaea.org. Retrieved 19 September 2017, from https://www.iaea.org/newscenter/focus/dprk/chronology-of-key-events Kerr, P. K., Nikitin, M. B. D., Hildreth, S. A. (2014). Iran-North Korea-Syria ballistic missile and nuclear cooperation.Current Politics and Economics of the Middle East,5(1), 1. Kim, J. U. (2015). Inflated Hope, Unchanged Reality: China's Response to North Korea's Third Nuclear Test.Asian Perspective,39(1), 27-46. Ku, Y. (2015). Transitory or Lingering Impact? The Legacies of the Cheonan Incident in Northeast Asia.Asian Perspective,39(2), 253-276. Lee, S. (2017). The Art of the Deal for North Korea: The Unexplored Parallel between Bush and Trump Foreign Policy.International Journal of Korean Unification Studies,26(1). Lovelace Jr, D. C. (Ed.). (2017).Terrorism: Commentary on Security Documents Volume 145: The North Korean Threat. Oxford University Press. Micallef, J. (2017).North Korea's Nuclear Program: Are We Heading for a Showdown?.Military.com. Retrieved 19 September 2017, from https://www.military.com/daily-news/2017/06/05/north-koreas-nuclear-program-are-we-heading-showdown.html Miller, S. (2017).Donald Trump, Xi Jinping of China agree to maximize pressure on North Korea: White House.The Washington Times. Retrieved 19 September 2017, from https://www.washingtontimes.com/news/2017/sep/18/donald-trump-xi-jinping-china-agree-maximize-press/ Murphy, K. (2017).China should cut off North Korea oil supply, Turnbull says.the Guardian. Retrieved 19 September 2017, from https://www.theguardian.com/australia-news/2017/aug/31/china-should-cut-off-north-korea-oil-supply-says-turnbull Nikitin, M. B. (2013). North korea's nuclear weapons: Technical issues.Current Politics and Economics of Northern and Western Asia,22(3), 377. North Korea able to produce 20 nuclear bombs: experts. (2016).Aljazeera.com. Retrieved 19 September 2017, from https://www.aljazeera.com/news/2016/09/north-korea-produce-20-nuclear-bombs-experts-160914045813448.html North Korea may have more than 20 nuclear weapons, warns thinktank. (2016).The Guardian. Retrieved 19 September 2017, from https://www.theguardian.com/world/2016/jun/15/north-korea-may-have-more-than-21-nuclear-weapons-warns-thinktank Sankaran, J., Fearey, B. L. (2017). Missile defense and strategic stability: Terminal High Altitude Area Defense (THAAD) in South Korea.Contemporary Security Policy, 1-24. Seo, J. (2015). Agreements Without Commitments? The US Congress and the US-North Korea Agreed Framework, 19942002.The Korean Journal of Defense Analysis,27(1), 107-122. Sile, A. (2017).These are the world's most corrupt countries.CNBC. Retrieved 19 September 2017, from https://www.cnbc.com/2017/01/24/these-are-the-worlds-most-corrupt-countries.html Snyder, S. (2017).Addressing North Koreas Nuclear Problem.Council on Foreign Relations. Retrieved 19 September 2017, from https://www.cfr.org/report/addressing-north-koreas-nuclear-problem Terry, S. M. (2017). Hazards on the Road Ahead: The United States and the Korean Peninsula.Asia Policy,23(1), 21-28. Tobey, W. (2017).The North Korean Nuclear Threat Is Getting Worse By the Day.Foreign Policy. Retrieved 19 September 2017, from https://foreignpolicy.com/2017/04/07/the-north-korean-nuclear-threat-is-getting-worse-by-the-day/ US seeks UN ban on North Korea exports of coal, iron, lead and seafood. (2017).The Guardian. Retrieved 19 September 2017, from https://www.theguardian.com/world/2017/aug/05/us-seeks-un-ban-on-north-korea-exports-of-coal-iron-lead-and-seafood Walker, J. S. (2016).Prompt and utter destruction: Truman and the use of atomic bombs against Japan. UNC Press Books. Ye Hee Lee, M. (2017).North Koreas latest nuclear test was so powerful it reshaped the mountain above it.Washington Post. Retrieved 19 September 2017, from https://www.washingtonpost.com/news/worldviews/wp/2017/09/14/orth-koreas-latest-nuclear-test-was-so-powerful-it-reshaped-the-mountain-above-it/?utm_term=.2dc6b3592da9