Alexander the Great and the Battle of Gaugamela Essay Example

Alexander the Great and the Battle of Gaugamela Paper King Alexander at only 25 years old, his reputation already one of greatness had led his men into Asia. To his soldiers, their invasion of Persia was to fight back after half a century of devastation brought onto Greece during the Persian wars between 499 and 448 BC. Alexander’s private desire, however, was to cast a shadow on the large Persian empire by winning all its lands and bringing it under his rule. Gaugamela, named after the village it was fought by, was the decisive battle in the struggle between Alexander III and Darius II for the Persian Empire. The battle occurred in 331 BC, this battle was one of importance as it shows a significant amount of Alexander’s tactical and military genius while including examples of his great leadership skills with his men. Mesopotamia was an abundant region between the rivers, Euphrates and Tigris, dominated by Darius more than a century earlier. The major city in this region was Babylon and was located south where Darius anticipated Alexander would lead his troops. Instead Alexander headed north in the direction of the Tigris River basically there was more food for the horses, the heat was less intense and it would also tempt Darius away from the widespread plains surrounding Babylon. Darius needed vast, flat, obstacle free areas for his chariots and cavalry to be allowed to fight effectively. Alexander knew this, hence the reason he wanted to force Darius northward where the ground would be less favourable to him. This was just one instance that shows a factor that contributed to Alexander’s triumph in the battle. We will write a custom essay sample on Alexander the Great and the Battle of Gaugamela specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Alexander the Great and the Battle of Gaugamela specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Alexander the Great and the Battle of Gaugamela specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Therefore Darius moved north and encamped near the village of Gaugamela while Alexander camped a few kilometers away. Alexander managed to capture some Persian soldiers and discovered where Darius’ location was so he could observe the activities of his rival. Unlike previous battles, Darius had found a suitable battlefield and was unwilling to give this one up. The ground here was flat, perfect for chariots. Darius made it even flatter by ordering the terrain plowed, leveled, removed stones, shrubs and filled in potholes so the area would be ideal for chariots and cavalry. Alexander in turn had also prepared himself for the battle. From his captured and interrogated Persian soldiers he had gathered information that helped him reconstruct the Persian army allowing him to work his movements against Darius’. After seeing that Alexander’s Army was outnumbered five Persians to every one Macedonian Parmenio advised against an instant attack. Alexander approved this suggestion as he was anxious about the superior Persian cavalry and wanted more time to think of how to outmaneuver Darius and the Persians. Alexander permitted his men a decent meal and sleep, while only a few kilometers away Darius kept his men on standby all night long. This, Arrian believed to be a major mistake, ultimately causing Darius’ defeat since the next day Alexander’s men were well rested whereas Darius’ were exhausted. Giving his men rest and food also shows how Alexander was a responsible leader and furthermore he would have respect from his men for doing so. Not rushing into a battle unprepared also shows this excellent leadership and by planning carefully would have allowed more men be spared from death. Alexander knew that the only way to triumph over the gigantic Persian army was through clever strategies so he thought about the difficult conditions over night while his men rested, he came up with a series of orders for his men. He ordered the Agrianians near his cavalry and specifically told them to bring the chariots and elephants to a halt, the chariots may be made of tough material but the drivers were only human just like the elephants were only animals, they could still be injured and stopped. In the centre were the phalanx and the Greek cavalry. A second line of infantry was following them, Alexander ordered them all to turn around and fight the enemy if they became surrounded as there was a high chance of this considering the size of the Persian army. The infantry were all told to break ranks and create corridors for the chariots and elephants to pass directly through hoping that no infantry would be injured, this meant that then the infantry could then quickly press forward before the elephants and chariots would have a chance to turn around and come back. The arrangements ended up being parallel to that of the battle of Issus. However, realizing that the Persian cavalry was moderately powerful, Alexander reinforced his wings and ordered them to lengthen if there was any risk of being out-flanked. These well designed decisions would have made a huge impact on the final outcome of the battle, this shows Alexander’s ability to adapt his tactics to suit different situations and develop ways to overcome problems that may occur. The battle turned out better than it possibly could have for Alexander, as we can see his well thought out plan coincided with the actual events of the battle and all went as he had pre-determined. Alexander initially ordered his right wing cavalry to advance on an angle, as always, to the right. Consequently forcing the Persian cavalry further left to pursue them, thus moving away from the specially cleared area Darius had so carefully arranged for them. To counteract these actions Darius ordered his men to stop moving to the left and head directly forward to attack Alexander’s right wing as intended. This arrangement worked well for Alexander as he postponed a rather dominant attack to his right wing and would have confused Darius’ cavalry who needed to aim to break through Alexander’s right wing and get behind his troops as to fight them from the back. Darius then launched the elephants and chariots against the phalanx but Alexander had foreseen this problem and all his men followed their detailed instructions. The Agrianians stopped the majority of the chariots and elephants before they even reached the phalanx. The rest caused many of the infantry to panic but because of their training and discipline they followed Alexander’s orders and broke ranks at precisely the right moment allowing the elephants and chariots to pass through corridors made for them so the attack failed miserably as it caused very minimal damage. If Alexander had not thought of this intelligent tactic then the elephants and chariots would certainly have caused great destruction to the phalanx. But his simple yet ingenious plan worked brilliantly, saving them from possible defeat. Darius, after seeing this failure, saw that he was not on the winning side and desperately ordered a general offence where his whole line advanced. Darius also quickly ordered his very strong right wing cavalry, led by Mazaeus, to attack Alexander’s left wing cavalry, under the command of Parmenio. The Persian cavalry was significantly superior to that of Alexander’s; hence Parmenio was under a great deal of pressure. Alexander put a lot of trust in to Parmenio and he obviously believed he could deal with the pressure or he would not have placed him in the situation. Darius was still intent on using his cavalry on his left wing to attempt to get through Alexander’s right wing to encircle him, so he sent his Indian cavalry to help attack the right wing. However, this created a gap in the Persian line, to the left of the centre. This was the moment Alexander had been waiting for, he and his companions advanced for Darius. They were held up by the Persian horse guard and the Greek mercenaries, preventing them from reaching Darius who was standing in his chariot. Darius decided the battle was lost and fled with his entire left wing following close behind. Darius’ left wing and center were still intact, and both parties would have had most likely equal chances if he could secure the gap in the left of the center, and pull together his right wing again. The result of the battle might have been entirely different if the Persians had a more firm, determined and brave king. But Alexander knew that a gap would eventually appear and in his brave charge he managed to frighten Darius into backing down, although Alexander would have wanted to catch his rival instead of allowing him to escape. Parmenio on the left wing was being brutally beaten by Mazaeus and the Persians, who at this point had no idea that Darius had gone. Some of the Persian right wing had even gotten through the Macedonian line and reached the baggage animals and Macedonian camp where Arrian states there was fierce fighting ‘for the Persians boldly attacked men who were mainly unarmed and had not expected that anyone would cut their way through the double phalanx and force their way up to them’. Yet, as instructed the second line of infantry turned around and caught them in the camp, attacking from the rear they forced the Persians to retreat back the way they came. Alexander anticipated the problem of the Persians getting in behind, unusually as it is he provided a solution not to prevent the problem but solve it if it occurred. He knew it would be difficult to stop them getting in behind but coming up with such a plan was really very resourceful and tactful, thus insuring his victory in the battle. In the meantime, although Alexander wanted to pursue his rival Darius, Parmenio was in great peril and sent a message to Alexander requesting help. As Arrian states ‘When the king received this information, he refrained from further pursuit’ and Alexander alongside his companions quickly headed to help his left wing. But, on the way, they bumped into the Persian right wing, who in turn were trying to escape from the Macedonian camp. Here there was a terrible fight and many companions’ lives were lost but nevertheless Alexander prevailed and rushed to the aid of Parmenio. Though, by this time, Parmenio and the left wing did not need his help any more. Mazaeus, after hearing of Darius’ flight, hastily led his men away from the battle and was pursued by the Thessalians. Alexander showed remarkable leadership skills in this stage of the battle as he put aside his own wants for the needs of his men. Alexander considered the victory at Gaugamela to be one of significance in the fight over the Persian Empire, as Darius’ army was crushed, Alexander now had control of the heart of Asia and so he proclaimed himself ‘king of Asia’. This statement, before the whole Macedonian army, would have had huge propaganda worth to Alexander making him appear very impressive to his people. Throughout the battle Alexander proved himself to be worthy of his title; Alexander the Great. This particular battle illuminated Alexander’s tactical brilliance, strength and genius because he won purely through intellectual strategies. Considering the size of Darius’ army and the outcome of the battle Alexander shows that there is some truth to the saying that brains beat brawn.

Tips for Effective Teacher to Teacher Communication

Tips for Effective Teacher to Teacher Communication Effective teacher to teacher communication is vitally essential to your success as a teacher. Regular collaboration and team planning sessions are extremely valuable. Engaging in these practices has a positive impact on teacher effectiveness. Education is a highly difficult concept for those outside the field to understand. Having peers that you can collaborate with and lean on during tough times is essential. If you find yourself in isolation and/or always having a conflict with your peers, then there is a reasonable chance that you may need to make some changes yourself. What to Avoid When Talking to Fellow Faculty Here are seven things to avoid when trying to build positive relationships with faculty and staff members at school. Do not talk about or discuss your co-workers with your students.  It undermines the authority of that teacher and additionally taints your credibility.Do not engage in conversation or discuss your co-workers with a parent. Doing so is unprofessional at best and will create significant problems.Do not talk about or discuss your co-worker with other co-workers. It creates an atmosphere of divisiveness, mistrust, and animosity.Do not isolate yourself on a regular basis.  It is not a healthy practice.  It serves as a hindrance to your overall growth as a teacher.Avoid being confrontational or combative.  Be professional.  You may disagree with someone engaging them inappropriately is juvenile at best which undermines your role as a teacher.Avoid starting, spreading, or discussing gossip and hearsay about parents, students, and/or co-workers. Gossip has no place in a school and will create long-term problems.Avoid being critical of your co-workers.  Build them up, encourage th em, offer constructive criticism, but never criticize how they do things. It will do more harm than good. How to Build Positive Relationships With Staff Members Here are eleven things to keep in mind when trying to build positive relationships with faculty and staff members at school. Encourage and show kindness and humility. Never let an opportunity to show kindness or encouragement to others to pass. Praise exemplary work, regardless of the person that did it. Sometimes you can turn even the most hardened of your fellow workers into real softies once they realize that you are not afraid to compliment them or give encouraging words, despite how they may perceive you ordinarily. At the same time, when giving criticism, do it helpfully and gently, never spitefully. Show concern for anothers feelings and well being. You will benefit immensely from even the smallest kindness shown.Be happy. Every day you go to work, you need to make a choice to be happy. Making a choice to be happy on a day to day basis will make people around you more comfortable on a day to day basis. Don’t dwell on negatives and maintain a positive attitude.Refuse to engage in gossip or hearsay. Dont allow gossip to rule your life. In the workplace, morale is vitally essential. Gossip will tear apart a staff faster than anything else. Do not engage in it and nip it in the bud when it is presented to you. Let the water roll off your back. Don’t let negative things said about you get under your skin. Know who you are and believe in yourself. Most people that talk negatively about other people do so out of ignorance. Let your actions determine how others see you, and they will not believe the negative things said.Collaborate with your peers – Collaboration is vitally essential among teachers. Don’t be afraid to offer constructive criticism and advice with a take it or leave it approach. Also of equal importance, don’t be afraid to ask questions or to ask for help in your classroom. Too many teachers think this is a weakness when it is truly a strength. Finally, master teachers share ideas with others. This profession is truly about what is best for the students. If you have a brilliant idea that you believe in, then share it with those around you.Watch what you say to people. How you say something counts for just as much as what you say. Tone does matter. Whe n confronted with a difficult situation, always say less than you think. Holding your tongue in a difficult situation will make it easier for you in the long run because it will create confidence among others in your ability to handle a similar situation. If you make a promise, you better be prepared to keep it. If you intend to make promises, you had better be prepared to keep them, no matter what the cost. You will lose the respect of your peers quicker than it took you to gain it by breaking promises. When you tell someone that you intend to do something, it is your responsibility to see to it that you follow through.Learn about others’ outside interests. Find a common interest that you have with others (e.g. grandchildren, sports, movies, etc.) and spark a conversation. Having a caring attitude will build trust and confidence in others. When others are joyful, rejoice with them; when troubled or in mourning, be sympathetic. Make sure each person around you knows that you value them and know that they are important.Be open-minded. Do not get into arguments. Discuss things with people rather than argue. Being combative or disagreeable is likely to put others off. If you don’t agree with something, think your response t hrough and don’t be argumentative or judgmental in what you say. Understand that some peoples’ feelings are hurt easier than others. Humor can bring people together, but it can also tear people apart. Before you tease or joke with a person, make sure you know how they are going to take it. Everyone is different in this aspect. Take into account another persons feelings before you poke fun.Don’t worry about accolades. Do your best. Its the best you can do. Let others see your work ethic, and you will be able to take pride and pleasure in a job well done.

Innovations and Inventions for the Hearing Impaired

Innovations and Inventions for the Hearing Impaired No one person invented sign language; it evolved worldwide in a natural fashion, much the way any language evolved. We can name a few people as the innovators of specific signing manuals. Each language (English, French, German, etc) developed their own respective sign languages at different times. American sign language (ASL) is closely related to French sign language. In 1620, the first book on sign language that contained the manual alphabet was published by Juan Pablo de Bonet.In 1755, Abbe Charles Michel de L’Epee of Paris founded the first free school for deaf people, he used a system of gestures, hand signs, and fingerspelling.In 1778, Samuel Heinicke of Leipzig, Germany founded a public school for deaf people, where he taught speech and speechreading.In 1817, Laurent Clerc and Thomas Hopkins Gallaudet founded Americas first school for deaf people, in Hartford, Connecticut.In 1864, Gallaudet College, in Washington, D.C was founded, the only liberal arts college for deaf people in the world. TTY or TDD Telecommunications TDD stands for Telecommunications Device for the Deaf.  It is a method of coupling Tele-Typewriters to telephones. Deaf orthodontist Doctor James C Marsters of Pasadena, California shipped a teletype machine to deaf physicist Robert Weitbrecht in Redwood City, California and requested a way to attach it to the telephone system so that phone communication could take place. The TTY was first developed by Robert Weitbrecht, a deaf physicist. He was also a ham radio operator, familiar with the way hams used teleprinters to communicate over the air. Hearing Aids Hearing aids in their various forms have provided needed amplification of sound for many persons experiencing hearing loss. Since hearing loss is one of the oldest of the known disabilities, attempts to amplify sound go back several centuries. It is unclear who invented the first electric hearing aid, it may have been the Akoulathon, invented in 1898 by Miller Reese Hutchinson and made and sold (1901) by the Akouphone Company of Alabama for $400. A device called the carbon transmitter was needed in both the early telephone and the early electric hearing aid. This transmitter was first commercially available in 1898 and was used to electrically amplify sound. In the 1920s, the carbon transmitter was replaced by the vacuum tube, and later by a transistor. Transistors allowed electric hearing aids to become small and efficient. Cochlear Implants The cochlear implant is a prosthetic replacement for the inner ear or cochlea. The cochlear implant is surgically implanted in the skull behind the ear and electronically stimulates the nerve of hearing with small wires touching the cochlea. External parts of the device include a microphone, a speech processor (for converting sounds into electrical impulses), connecting cables, and a battery. Unlike a hearing aid, which just makes sounds louder, this invention selects information in the speech signal and then produces a pattern of electrical pulses in the patients ear. It is impossible to make sounds completely natural because a limited amount of electrodes are replacing the function of tens of thousands of hair cells in a normally hearing ear. The implant has evolved over the years and many different teams and individual researchers have contributed to its invention and improvement. In 1957, Djourno and Eyries of France, William House of the House Ear Institute in Los Angeles, Blair Simmons of Stanford University, and Robin Michelson of the University of California, San Francisco, all created and implanted single-channel cochlear devices in human volunteers. In the early 1970s, research teams led by William House of the House Ear Institute in Los Angeles; Graeme Clark of the University of Melbourne, Australia; Blair Simmons and Robert White of Stanford University; Donald Eddington of the University of Utah; and Michael Merzenich of the University of California, San Francisco, begin work on developing multi-electrode cochlear implants with 24 channels. In 1977, Adam Kissiah a NASA engineer with no medical background designed a cochlear implant that is widely used today. In 1991, Blake Wilson greatly improved the implants by sending signals to the electrodes sequentially instead of simultaneously - this increased clarity of sound.

Philosophy - Feminism, Moralism, and pornography Essay

Philosophy - Feminism, Moralism, and pornography - Essay Example It is this attitude along with a lack of understanding about human sexuality (admittedly women’s too) that give birth to the new definition of pornography. Had she gained some knowledge about activities like tit torture as depicted in Kama Sutra, she would have thought twice before reaching such a new definition. While stressing on the sadistic attitude of the male-dominated society, it is painful to note the total ignorance the scholar shows towards the element of masochism inherent in women. The scholar is against pornography because of three major reasons. Firstly, it promotes violence against women. Secondly, it provides a totally wrong picture about female sexuality, and thirdly, it promotes male-centeredness (234). It seems that the work goes seriously defective in the fact that it does not give any attention to the impact of explicit sexual content on children. In other words, the scholar is of the opinion that as far as females are not tortured in the portrayal, the material does not have to be considered pornography. Here, she fails to acknowledge the fact that in order to arouse sexual feeling in people including the immature ones, it is not necessary to include bondage or torture. Thus by defining only sexual content with violence as pornography, Longino has provided a totally defective view of pornography. Also, the scholar is alarmed by the fact that pornography has secured its own place in the mainstream media. In the opinion of Longino, this overwhelming acceptance of pornography by the mainstream society and media shows the desire of the male-dominated society to subject females to such activities like rape, bondage, and torture for its own sexual gratification. That means the creation of a society where psychological and physical violence against women is accepted as part of the social culture (234). Admittedly, the scholar is rather unaware about the content of sadism in males as propounded by various thinkers including Freud and

With reference to acid-base balance explore the role of the Essay

With reference to acid-base balance explore the role of the respiratory system in maintaining blood pH - Essay Example The instruction of acid-base equilibrium remains overseen by three critical processes, namely: buffer system, respiratory, and renal methods. The paper investigates the role of the lungs in overseeing stabilization of blood pH. Carbon dioxide (CO2) derives from typical body metabolic processes. Disturbances in the processes impacts on CO2 intensities and HCO3- are expected to produce acid-base disparities (Raymond 2010, p.244). An outstanding system through which the body exploits to direct pH entails the discharge of CO2 from the lungs. The brain adjusts the magnitude of CO2 exhaled by guiding the pace and intensity of breathing. This forces the lungs to either augment or lessen the tempo and intensity of ventilation until the appropriate quantity of carbon dioxide has been re-instituted. The magnitude of CO2 released influences the pH of the blood, which heightens as breathing, turns out to be fast, and profound (Chatterjea and Shinde 2012, p.713). In adjusting, the pace and deepne ss of breathing, the brain plus the lungs direct the blood pH. The Respiratory (Lungs) Buffer Response Usually, blood pH ranges in the region of 7.4 (slightly alkaline). In the event that pH levels drop to 7.6, then body cells are likely to cease functioning. It is obvious that blood pH levels 7.9 are lethal even if they last for a short time, which renders it essential to gain equilibrium in pH levels (Sherwood 2007, p.11). The competence of the body to handle every pH adjustment is steered by three indispensable factors, namely: the lungs, the kidneys, and buffers. In the event that a strong acid manifest, the bicarbonate-carbonic acid, which yields an overall rise of carbonic acid that dissociates into CO2 and H2O. An augmentation of H+ within the blood triggers the medulla to augment the respiratory tempo that assists CO2 eradication (Brown et al. 2011, p.323). In the event that pH stays high relative to an augmentation in HCO3-, the respiratory centre holds back, and consequent ly the respiratory tempo lessens (Raymond 2010, p.245). This enhances CO2 retention in which it becomes accessible to form carbonic acid that cushions the surplus bicarbonate. The respiratory system consequently balances the registered alterations within pH transmitted to metabolic disorders by regulating Pco2 that alters the bicarbonate carbonic acid proportion. Nonetheless, the respiratory system cannot orchestrate any loss or an augmentation of hydrogen ions. Buffers direct molecules that admit or discharge ions in order to maintain the H+ ion absorption at a certain level. Buffers facilitate to saturate up additional H+ ions with the majority buffer entailing a fusion of carbon dioxide and bicarbonate ion (HCO3). CO2 derives carbonic acid (H2CO3) when is liquefies in water and operates as an acid releasing hydrogen ions (H+) when necessitated (Lew 2010, p.31). The respiratory system pursues sustenance of appropriate blood pH, in the event that the bicarbonate/carbonic acid buffe r system fails to react quick enough to stabilize the registered pH interferences, processes such as hyper/hypoventilation can be induced to direct the amount of carbonic acid contained in the blood (Rhoades and Bell 2013, p.454). The respiratory centre reacts by varying levels of H2CO3- within the blood. Hyperventilation makes the body to breathe out and remove CO2 from the bloodstream, through the lungs. The expulsion of carbon dioxide diminishes acidity within the blood pH. The reverse method transpires in cases of hypoventilation that leads to the withholding of CO2 within the blood (Lew 2010, p.32). The CO2 becomes carbonic acid when it dwells within the blood and combines with water. In the event that

The Young Persons Development Children And Young People Essay

The Young Persons Development Children And Young People Essay Parents that are going through a marriage breakdown, divorce and separation can be stressful for all involved particularly the children/young person. They can become emotionally withdrawn and suffer a lack of confidence which can create low self esteem. Due to family upheaval, they may lose focus in their own abilities and suffer mentally. Similarly, children from single parent families may suffer from a lack of a male/female role model which can cause social stigma. Dual parents and lone parents may have to work long hours, leaving little room for direct social, emotional and intellectual support. Becoming part of a new step-family through a parent meeting a new partner can cause friction between children from each side. This could lead the child/young person to become socially and emotionally withdrawn which could increase the risk of bullying by peers. Having numerous siblings can have an impact on children causing additional needs to be met. Children may feel frustrated with lack of attention within the home and also may be required to assist with siblings needs which could cause social and emotional problems. Additionally, becoming a brother/sister to a new sibling for the first time can be stressful and having to adapt to not being an only child can be difficult at first and can create an emotional strain on the child. Being part of a social care system through neglect, physical/emotional abuse and loss of parent can prove difficult for children and although this can largely be a positive experience for many, it can also lead to problems within all areas of development particularly in relation to social and emotional areas. Having a sick parent/carer can be extremely challenging for children, their social and emotional wellbeing can be affected with having to endure possible social stigma and suffer emotionally if not supported in the correct manner. Time off from school may cause intellectual issues and additional help may be required. Family bereavement can be extremely traumatic for children even when a child/young person has been prepared. This can create emotional strain and unexpected outbursts of emotion should be expected. Socially, children may feel different from their peers who havenà ¢Ã¢â€š ¬Ã¢â€ž ¢t experienced bereavement. They may suffer intellectually due to missing school days and also concentration and behaviour may be affected when they are in school. Moving house and/or area can be difficult for children as they have to adjust to a whole new social situation with changing schools and adapting to new routines. Children may become socially introverted and display high levels of emotion. Cultural differences can affect a child/young person through English being spoken as a second language which can cause a lack of confidence at school and additional intellectual support being required. Health There can be many health aspects that affect a child/young personà ¢Ã¢â€š ¬Ã¢â€ž ¢s development. Children become extremely resilient and are often able to manage their conditions very well; however, certain aspects of their development can prove challenging throughout periods of ill health. Children may suffer from conditions such as asthma, which if not well controlled, can cause children to have extended periods of time off from school. This in turn leads to intellectual development being compromised as well as social development due to relationships not being maintained. Disability in children, whether it be physical or intellectual can be particularly difficult. A child that has a hearing impairment may suffer physically through loss of balance or socially through having to communicate in alternative ways such as sign language/makaton. A physical disability such as Cerebral Palsy can be physically challenging due to being restricted in taking part in certain activities. This can affect social situations due to these restrictions and can affect a child/young person emotionally questioning why they are different causing low self-esteem. Being diagnosed with a serious illness such as cancer as a child/young person can also prove to lead to developmental issues. All areas of development can be compromised, intellectually, through missing school and being too ill to complete set work. They may suffer physically depending on the specific illness causing them to be weak and/or in too much pain and discomfort to complete physical activities. Socially they may be too ill to interact with others and/or maintain friendships. They may also become emotionally withdrawn and find it difficult to cope with their emotions. Allergies affect many children, particularly food allergies; this in turn can lead to social problems as they may become excluded from certain situations where their allergies are not known. In contrast they may feel a certain social stigma as their allergies are highlighted, for example; when eating lunch at school, they may be required to wear a special badge which shows their allergies, causing them to feel different from their peers. They have to be more physically aware of their condition and how this can cause changes in their body and manage this accordingly. Environment Environmental factors can play a huge part in affecting a child/young personà ¢Ã¢â€š ¬Ã¢â€ž ¢s development. These can vary from cultural factors to living conditions. Children/young people from less advantaged backgrounds who live in poverty can have their development seriously compromised. They are less likely to have educational support from parents/carers which in turn creates intellectual problems for the child/young person. This is further influenced by having a lack of learning resources available such as access to computers and books. They may become disillusioned with education from an early age which sets them on a path of social and emotional turmoil. Also, they may suffer socially by not being able to participate in certain paid activities offered through school and outside school which means they interact less in physical activities. They may also feel that they cannot compete with their peers with regards to fashion trends and owning the latest technology. They might not seem to be as physically strong as their peers; parents/carers might experience difficulty in providing healthy, regular meals which can cause problems with their phy sical well-being. Their emotions can seem quite immature at times and they may well become emotionally withdrawn but also prone to emotional outbursts associated with behavioural difficulties, displaying a lack of attention.

Growth-Share Matrix

?BCG ? Growth-Share Matrix :0 :0 ? :[pic][pic][pic][pic][pic] [pic]  Ã‚  Ã‚      [pic][pic][pic][pic][pic][pic][pic][pic][pic] †¢ 2893 †¢ †¢ Top of Form [pic][pic] Bottom of Form ?BCG ? Growth-Share Matrix 1963? Bruce Henderson BCG(Boston Consulting Group; ), ;BCG , ,BCG Growth-Share Matrix? ( ), (Product Portfolio) , (Cash Flow) , (Portfolio Planning) , ;BCG ,BCG , ; ( ) , , ( ) , , Product Life Cycle? ( ) ; , , ( ) ?1 BCG [pic] 1 , , 10% HIGH? LOW ; 0-10% LOW ,10% HIGH , 20M,A 12M,? A 0. 6; 1. 0 HIGH? LOW ,1. 0-10. 0 HIGH,0. 1-1. 0 LOW? , , Cash Cow( ) , Maturity( ) , , , ; , Cash Cow , Cash Cow , , , Dog( ) ( Pet), Decline( ) , , , ; , , , Question Mark( ) , , Introduction( ) ,