Development Theories after Second World War

Development Theories after Second World War Introduction Economic growth is a narrow concept that involves an increase in the nation’s output observed using the increment in resources. On the contrary, economic development encompasses the normative aspect of growth. This aspect involves the measurement of people’s morality.Advertising We will write a custom essay sample on Development Theories after Second World War specifically for you for only $16.05 $11/page Learn More According to Todaro and Smith, economic development is the increase that a given society realizes in terms of living standards, self-esteem and freedom from oppression (67). In order to measure development, economists have come up with the human development index that captures all sectors of the society. Unlike the economic growth, development takes into consideration the informal sectors of the economy. Many people have tried to explain the level of economic development that a country or society can undergo. Different people including Keynes put original theories of development forward and they were applied in the economic growth and development up to World War II. The theories originated from the classical school of thought. In their argument, they postulated that economic development occurs due to investments in capital and labor. Capital can be used to generate resources used in economic development. Stages of Growth Model of Rostow Immediately after the Second World War, the world was filled with cold war experienced n the 1950s and 1960s. In the course of this period, Rostow’s stage of growth model was uncovered. The model that was put forward by the American economic historian Walt Rostow postulated that the transition that an economy undergoes from underdevelopment to development occurs in phases. The phases of development as described by Rostow range from the traditional society, pre-condition to take off, take off, the drive to maturity and the probably the phase of high mass cons umption. This theory further argues that countries perceived and ranked as developed have undergone all stages successfully to their current phase in which they consume products massively (Potter 86). Harrod-Domar Model This theory postulates that capital goods wear out in the course of their use and have to be replaced savings. The summarized from of the model indicates that the rate at which an economy grows is determined by two factors that are the rate of savings in the economy and the capital-output ratio of a country.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The main findings of this model are that in order for an economy to grow and attain the level of development, the country must invest in its physical capital using funds from savings. Consequently, the rate of growth and development could be measured by the level of savings and investment in physical capital in th e country. Despite the contributions of this theory to understanding development, it has been criticized that increased savings and investment in capital for development are necessary conditions for development, but not sufficient reasons. Based on this criticism, other theories have been developed (Eicher 51). The Lewis Theory This theory was first put forward in the mid 1950s but was later modified to become the Two-Sector model. The theory divides the economy into two sectors that are the subsistence rural sector and the urban sector. The rural sector is characterized by high supply of labor while the urban sector is characterized by surplus of capital. Productivity occurs through the interaction of capital and labor, hence the production function. The theory postulates that a country can realize development through increased investment in physical capital found in urban areas while the surplus labor is transferred from the rural sector to work in the urban sectors. In spite of i ts contributions, the theory assumes zero marginal productivity in the agricultural sector with the acquired revenue being re-invested in the urban sector, which is not proved by empirical evidence (Allen and Thomas 121). The Solow Growth Model There is a close link between economic growth and development as sustainable economic growth results into economic development. Despite the contribution that the classical and traditional theories of development contributed to the discipline, modern theories put forward some interesting revelations. One of the modern theories of development is the Solow Growth model. This theory has included changes in technology into the model of growth and development. Therefore, it postulates that development is a factor of capital, labor and technological advances (North 210).Advertising We will write a custom essay sample on Development Theories after Second World War specifically for you for only $16.05 $11/page Learn More Acco rding to Potter, the Solow model incorporates the importance of knowledge and technology into the model of development (109). Therefore, the production function assumes constant returns to scale. It can be deduced from the model that long-term growth of an economy requires application of knowledge and technology and not only labor and capital. From this survey, it is evident that the theories of development have changed over time beginning from the Second World War. While earlier theories only considered capital and labor, neo-classical development theories factored in technology in the achievement of economic growth and development. In addition, earlier theories insisted in investment in physical capital using savings as major factors for development. However, later theories have emphasized the importance of investing in knowledge and technology apart from capital as necessary and sufficient development conditions. Allen, Tim and Thomas, Allan. Poverty and Development into the 21s t century. Oxford: Oxford University Press. 2000. Print. Eicher, Staatz. International Agricultural Development. 3rd edn. Baltimore: The Johns Hopkins University Press. 1998. Print. North, Douglas. Structure and Change in Economic History. London: W.W Norton Company. 1981. Print.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Potter, Robert, et al. Geographies of Development, An introduction to Developments Stuides. 3rd ed. Harlow: Pearson, Prentice Hall. 2008. Print. Todaro, Michael and Smith, Stephen. Economic Development. 10th edn. Addison-Wesley. 2009. Print.

Views of Swami Vivekananda in the Field of Education. Essays

Views of Swami Vivekananda in the Field of Education. Essays Views of Swami Vivekananda in the Field of Education. Essay Views of Swami Vivekananda in the Field of Education. Essay Swami Vivekananda realizes that mankind is passing through a crisis. The tremendous emphasis on the scientific and mechanical ways of life is fast reducing man to the status of a machine. Moral and religious values are being undermined. The fundamental principles of civilization are being ignored. Conflicts of ideals, manners and habits are pervading the atmosphere. Disregard for everything old is the fashion of the day. Vivekananda seeks the solutions of all these social and global evils through education. With this end in view, he feels the dire need of awakening man to his spiritual self wherein, he thinks, lies the very purpose of education. Swami Vivekananda (1863 – 1902), a great thinker and reformer of India, embraces education, which for him signifies ‘man-making’, as the very mission of his life. In this writing, which purports to expound and analyze Vivekananda’s views on education, an endeavor has been made to focus on the basic theme of his philosophy, viz. the spiritual unity of the universe. Whether it concerns the goal or aim of education, or its method of approach or its component parts, all his thoughts, we shall observe, stem from this dormant theme of his philosophy which has its moorings in Vedanta. A sculptor has a clear idea about what he wants to shape out of the marble block; similarly, a painter knows what he is going to paint. Vivekananda points out that the defect of the present-day education is that it has no definite goal to pursue. A teacher, he says, has no clear idea about the goal of his teaching. Swamiji attempts to establish, through his words and deeds, that the end of all education is man making. He prepares the scheme of this man-making education in the light of his over-all philosophy of Vedanta. According to Vedanta, the essence of man lies in his soul, which he possesses in addition to his body and mind. In true with this philosophy, Swamiji defines education as ‘the manifestation of the perfection already in man. ’ The aim of education is to manifest in our lives the perfection, which is the very nature of our inner self. This perfection is the realization of the infinite power which resides in everything and every-where-existence, consciousness and bliss (satchidananda). After understanding the essential nature of this perfection, we should identify it with our inner self. For achieving this, one will have to eliminate one’s ego, ignorance and all other false identification, which stand in the way. Meditation, fortified by moral purity and passion for truth, helps man to leave behind the body, the senses, the ego and all other non-self elements, which are perishable. He thus realizes his immortal divine self, which is of the nature of infinite existence, infinite knowledge and infinite bliss. At this stage, man becomes aware of his self as identical with all other selves of the universe, i. e. different selves as manifestations of the same self. We have to remember that basis of Swamiji’s philosophy is Adwaita which preaches unity in diversity. Therefore, man making for him means a harmonious development of the body, mind and soul. Hence education, in Vivekananda’s sense, enables one to comprehend one’s self within as the self everywhere. The essential unity of the entire universe is realized through education. Accordingly, man making for Swamiji stands for rousing mans to the awareness of his true self. However, education thus signified does not point towards the development of the soul in isolation from body and mind. He often quotes the Upanishad dictum ‘nayamatma balahinena labhyah’; i. e. the self cannot be realized by the physically weak. In his scheme of education, Swamiji lays great stress on physical health because a sound mind resides in a sound body. According to Swamiji, the mind of the students has to be controlled and trained through meditation, concentration and practice of ethical purity. All success in any line of work, he emphasizes, is the result of the power of concentration. However, along with physical culture, he harps on the need of paying special attention to the culture of the mind. By way of illustration, he mentions that the chemist in the laboratory concentrates all the powers of his mind and brings them into one focus-the elements to be analyzed-and finds out their secrets. Concentration, which necessarily implies detachment from other things, constitutes a part of Brahmacharya, which is one of the guiding mottos of his scheme of education. Brahmacharya, in a nutshell, stands for the practice of self-control for securing harmony of the impulses. To quote him: ‘Education is not the amount of information that is put into your brain and runs riot there undigested, all your life. ’ By his philosophy of education, Swamiji thus brings it home that education is not a mere accumulation of information but a comprehensive training for life. Education for him means that process by which character is formed, strength of mind is increased, and intellect is sharpened, as a result of which one can stand on one’s own feet. Having analyzed the goal or objective of education, the next question that naturally arises is about the method of imparting education. According to him, knowledge is inherent in every man’s soul. Here again, we note the Vedantic foundation of Swamiji’s theory. To drive his point home, he refers to the growth of a plant. Just as in the case of a plant, one cannot do anything more than supplying it with water, air and manure while it grows from within its own nature, so is the case with a human child. What we mean when we say that a man ‘knows’ is only what he ‘discovers’ by taking the cover off his own soul. Consequently, he draws our attention to the fact that the task of the teacher is only to help the child to manifest its knowledge by removing the obstacles in its way. In his words: ‘Thus Vedanta says that within man is all knowledge even in a boy it is so and it requires only an awakening and that much is the work of a teacher. ’ Vivekananda’s method of education resembles the heuristic method of the modern educationists. In this system, the teacher invokes the spirit of inquiry in the pupil who is supposed to find out things for himself under the bias-free guidance of the teacher. Swamiji lays a lot of emphasis on the environment at home and school for the proper growth of the child. The parents as well as the teachers should inspire the child by the way they live their lives. Swamiji recommends the old institution of gurukula (living with the preceptor) and similar systems for the purpose. In such systems, the students can have the ideal character of the teacher constantly before them, which serves as the role model to follow. Although Swamiji is of the opinion that mother tongue is the right medium for social or mass education, he prescribes the learning of English and Sanskrit also. While English is necessary for mastering Western science and technology, Sanskrit leads one into the depths of our vast store of classics. The implication is that if language does not remain the privilege of a small class of people, social unity will march forward unhampered. According to Swamiji, the culture values of the country should form an integral part of the curriculum of education. Vivekananda, in his scheme of education, meticulously includes all those studies, which are necessary for the all-around development of the body, mind and soul of the individual. These studies can be brought under the broad heads of physical culture, aesthetics, classics, language, religion, science and technology. The culture of India has its roots in her spiritual values. The time-tested values are to be imbibed in the thoughts and lives of the students through the study of the classics like Ramayana, Mahabharata, Gita, Vedas and Upanishads. This will keep the perennial flow of our spiritual values into the world culture. Education, according to Swamiji, remains incomplete without the teaching of aesthetics or fine arts. He cites Japan as an example of how the combination of art and utility can make a nation great. He reminds us time and again that religion does not consist in dogmas or creeds or any set of rituals. However, by religion, he does not mean any particular kind of it but its essential character, which is the realization of the divinity already in man. Swamiji reiterates that religion is the innermost core of education. All impulses, thoughts and actions which lead one towards this goal are naturally ennobling and harmonizing, and are ethical and moral in the truest sense. It is in this context that Swamiji’s idea of religion, as the basis of education should be understood. We note that in his interpretation, religion and education share the identity of purpose. Swamiji believes that if education with its religious core can invigorate man’s faith in his divine nature and the infinite potentialities of the human soul, it is sure to help man become strong, yet tolerant and sympathetic. It will also help man to extend his love and good will beyond the communal, national and racial barriers. Vivekananda, in his plan for the regeneration of India, repeatedly presses the need for the eradication of poverty, unemployment and ignorance. Hence in Swamiji’s view, for the development of a balanced nation, we have to combine the dynamism and scientific attitude of the West with the spirituality of our country. The entire educational program should be so planned that it equips the youth to contribute to the material progress of the country as well as to maintaining the supreme worth of India’s spiritual heritage. He observes that although men and women are equally competent in academic matters, yet women have a special aptitude and competence for studies relating to home and family. Hence he recommends the introduction of subjects like sewing, nursing, domestic science, culinary art, etc which were not parts of education at his time. Another important aspect of Swamiji’s scheme of education is women’s education. He realizes that it if the women of our country get the right type of education, then they will be able to solve their own problems in their own way. The main objective of his scheme of female education is to make them strong, fear-less, and conscious of their chastity and dignity. To refer to his own words: â€Å"Traveling through many cities of Europe and observing in them the comforts and education of even the poor people, there was brought to my mind the state of our own poor people and I used to shed tears. When made the difference? â€Å"Education† was the answer I got. † The exposition and analysis of Vivekananda’s scheme of education brings to light its constructive, practical and comprehensive character. He realizes that it is only through education that the uplift of masses is possible. He strives to harmonize the traditional values of India with the new values brought through the progress of science and technology. He states it emphatically that if society is to be reformed, education has to reach everyone-high and low, because individuals are the very constituents of society. The sense of dignity rises in man when he becomes conscious of his inner spirit, and that is the very purpose of education. It is in the transformation of man through moral and spiritual education that he finds the solution for all social evils. Founding education on the firm ground of our own philosophy and culture, he shows the best of remedies for today’s social and global illness. Through his scheme of education, he tries to materialize the moral and spiritual welfare and upliftment of humanity, irrespective of caste, creed, nationality or time. However, Swami Vivekananda’s scheme of education, through which he wanted to build up a strong nation that will lead the world towards peace and harmony, is still a far cry. It is high time that we give serious thought to his philosophy of education and remembers his call to every-body-‘Arise, awake, and stop not till the goal is reached. ’ PRASUN KANJILAL.

PENN Surname Meaning and Origin

PENN Surname Meaning and Origin The Penn surname has several possible meanings: a topographical  name for someone who lived near a fold or hill. From the Breton/Old English word penn, meaning hill and pen, fold.a habitational name from various places called Penn, such as Penn in Buckinghamshire and Staffordshire, England.an  occupational name for an impounder of stray animals, from the Old English penn, meaning (sheep) pen.as a German surname, Penn may have originated as a nickname for a short, stocky person, from  pien, meaning tree stump. Surname Origin: English, German Alternate Surname Spellings: PENNE, PEN Where in the World the Penn Surname Is Found While it originated in England, the Penn surname is now most prevalent in the United States, according to surname distribution data from Forebears, but most common in the British Virgin Islands, where it is the 3rd most popular surname. Around the turn of the 20th century, the Penn surname in Britain was most common, based on the percentage of the population with the surname, in Northamptonshire, England, followed by Hertfordshire, Worcestershire, Buckinghamshire, and Oxfordshire. WorldNames PublicProfiler, on the other hand, indicates the Penn surname is most frequent in the United Kingdom, especially in southern England, plus Cumbria in the north and Stirling in Scotland. It is also common in the Eferding district of Austria, especially in Freistadt and Urfahr-Umgebung. Famous People with the Last Name Penn William Penn - an  English Quaker is best known for founding the colony of Pennsylvania as a place for religious freedom in AmericaSean Penn - Academy-award winning American actorKal Penn - American film and television actor, who has also served several roles in the Obama administrationArthur Horace Penn  - member of the British royal householdHarry Penn - African-American civil rights activist and dentistRobert Penn -  African-American sailor, recipient of the Medal of Honor during the Spanish–American War Genealogy Resources for the Surname Penn The Family of William Penn, Founder of Pennsylvania, Ancestry and Descendants: A digitized copy of a book on the ancestors and descendants of Sir William Penn, published by Howard M. Jenkins in Philadelphia, Pennsylvania in  1899. Free on Internet Archive.Penn Family Genealogy: A website tracing the descendants of  John Penne,  born in 1500 in Minety, Gloucestershire, England.Penn Family Crest - Its Not What You Think: Contrary to what you may hear, there is no such thing as a Penn  family crest or coat of arms for the Penn surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male-line descendants of the person to whom the coat of arms was originally granted.FamilySearch - PENN Genealogy: Explore over 500,000 historical records and lineage-linked family trees posted for the Penn  surname and its variations on the free FamilySearch website, hosted by the Church of Jesus Christ of Latter-day Saints.PENN Surna me Family Mailing Lists: RootsWeb hosts several free mailing lists for researchers of the Penn surname. DistantCousin.com - PENN  Genealogy Family History: Explore free databases and genealogy links for the last name Penn.PENN Genealogy Forum: Search the archives for posts about Penn ancestors, or post your own Penn query.The Penn  Genealogy and Family Tree Page: Browse genealogy records and links to genealogical and historical records for individuals with the popular last name Penn from the website of Genealogy Today. References Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998.Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003.Hanks, Patrick, and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003.Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997.Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.

Tasty Meals LtD Case Study Essay Example | Topics and Well Written Essays - 1000 words

Tasty Meals LtD Case Study - Essay Example Therefore, the profit margins of the company are high, and they owe the success of the business to the employees since the employees are the driving force of the company. Consequently, Tasty meals Ltd should increase their hourly rate wages to employees, and treat them well. The Philippines is one of the most populated countries in the Middle East and the business tends to thrive in this market. Therefore, employees have a justification to get a pay rise and respectful treatment from the authorities. 2. Should Tasty meals Ltd be held responsible for the problems caused by unhealthy junk foods and high--?calorie? Why or why not? (hint; in a free market, customers have plenty of alternatives to Tasty meals Ltd to choose from) It is the corporate social responsibility of a company or organization to ensure that it meets the requirements of its customers and deliver the appropriate services to clients. Therefore, tasty meals Ltd should be accountable for the problems caused by unhealthy junk food. In any business, the customer should come first because he or she is the heart of the business. Without a customer in place, the company is bound to fail or collapse. Therefore, the chain of restaurant should ensure that it delivers healthy foods by taking into account the health issues of its customers. Since it is widely known in the country based on its services and its products, the restaurant should ensure that it maintains its brand name by offering quality services. It should invest more in healthy foods and avoid junk, which is unhealthy. Obviously, customers have other alternatives to tasty meals but that does not justify the company providing unhealthy food to its customers. 3. Is it reasonable to demand from Tasty meals Ltd to give up a cost effective and Convenient use of disposable tableware and containers because it is considered being unfriendly to the environment? Why or why not? For a company such as tasty meals and especially in the hospitality industry, it is the prerogative of the company to ensure that it uses efficient disposable tableware. This will earn it an impeachable reputation, and it will attract many customers. In today’s world, customers are highly sensitive to the operations of a company and tend to scrutinize its social and environmental responsibility. It is, therefore, reasonable to demand cost effective and convenient use of disposable tableware and containers from the restaurant. This will ensure a healthy and safe environment from its operations. 4. Is it reasonable to demand from Tasty meals Ltd to impose its code of conduct directives to the suppliers it works with if they are involved in illegal or unethical practices? Do you agree? Why (not)? Tasty meals Ltd should ensure that it maintains its brand name by ensuring that it is involved in good and legitimate practices. Therefore, it is reasonable to make demands from the restaurant to impose its conduct directives to suppliers. This will ensure that advertising and marketing strategies gear towards creating positive awareness of the company. It must ensure that its suppliers are involved in legal and ethical practices to build on the reputation of tasty meals. The restaurant should withdraw services if it realizes that the suppliers are involved in illegal and unethical practices. 5. Overall do you consider Tasty meals Ltd complying with corporate governance principles? Can it be said that Tasty meals Ltd is an ethical and socially responsible Corporation? Tasty

Strategy-choices and change Essay Example | Topics and Well Written Essays - 2500 words

Strategy-choices and change - Essay Example The company began to face very tragic problem in 2012 since it started engaging in colossal projects that were unmanageable by its systems and processes leading to higher risks of closure (Cameron, 2015). Immediate change that occurred in late 2012 rescued the company and this included terminating the contract of the then chief executive officer among other minor amendments that took place. In the analysis of the strategic change process, Balogun and Hope Hailey’s Change Kaleidoscope model and Lewin’s Forcefield Analysis was taken into consideration as a change impact (Krogerus, 2013). Johnson’s Cultural Web model and Kotter’s 8 Change Steps model were the other two analytical tools used to analyse the internal features and measure the change in Ascension plc (TED). The model was developed to pull together and systematically arrange a wide range of related features and implementation options that require consideration during the transition. The tool is used in gestating the character of change. The model uses a comprehensive framework that captures all the significant factors as deemed by the instigator. The model discovers the features entailed in a change model; these features are categorized in rings that can spur change, inhibit change or implement change (Norland, 2006). The implementer should therefore comprehend the appropriate features of change to enable them make sound judgment in a particular context. The change kaleidoscope contains eight features: TED strategic change timeline was chosen as three years. The main change agent was Jack Warner who had a limited autonomy leadership style. Jack Warner can be identified as the enabler of change because his introduction spurred a turnover of  £160 million. One of the strategies used in implementing the much-needed change was reducing the size of staff by half. This was a strategy that was devised to maximize productivity using limited resources

Employment and Society Essay Example | Topics and Well Written Essays - 1750 words

Employment and Society - Essay Example According to the Meaning of Work Survey, there are five principal aspects of life – work, family, community, religion and leisure. Respondents asked to rank the five according to their importance to them indicated in the majority that family came first then work second. However, a good number – accounting for slightly over one-fourth of all respondents – chose work above all, even family. The perspective implicitly assumed by the Survey is that the five aspects the respondents were asked to rank were different and mutually exclusive from each other, and that their apparent meanings are the basis upon which they were ranked.Studies have shown, however, that there are multiple dimensions from which to approach the meaning of work, that explains why individuals would consider it more important than some (or all) of the other aspects of life. The meaning and context of â€Å"Work† Overell (2009) what is obvious to all – that occupational work is importa nt because joblessness is not an economically feasible option. Where remunerated work is viewed as scarce, therefore, the value of having a job rises dramatically. Other than this, however, work provides people with their self-identity, a structure to their time and activities, and a means of self-expression as much as a means to an economic end. Work is not a monolithic whole, however, but has many shades and implications. A study was conducted on three non-economic aspects of the work environment: job demands, job discretion, and job social relationships. According to Karasek (1976), a lack of discretion over the contents of a job tends to make the worker either passive in leisure and community associations or experience mental strain. On the other hand, work that is psychologically demanding does not always lead to deleterious effects, as long as the level of job discretion is not low. When job discretion is high, work that is psychologically demanding tends to make the worker mo re socially active in leisure and in community participation. In a more recent study, Knowles and Taylor (1990) identified two dimensions, each with two â€Å"poles†, that cut across work, family and leisure activities in general. For the first dimension, its positive pole involved activities viewed as challenging, creative and under the individual’s control, and were viewed as enjoyable – communicating with people, creating new business, and finding solutions – whether done at work or at home. Its negative pole involves the routine and mundane activities over which the individual exercises little control, such as completing paperwork, doing the shopping or general administration or housework, which are seen as necessary but stressful. In the second dimension, one pole involved socialization and moral obligation and included settling disputes, attending meetings, and doing things as a family. The other pole involved activities done alone, without any soci al or moral obligation, such as most leisure activities. It was found that whether the respondents chose work or home as preferable over the other, it usually involved pursuit of a lifestyle that was perceived as non-stressful, challenging, and enjoyable, and wherein they are free to exercise their freedom of choice and personal control. Frames of reference: Challenges to the traditional concept of work vs life There is a social context to work that is beside the concept of individual undertaking. In seeking to understand challenges to the traditional sexual/gender paradigm of â€Å"work-life balance† (WLB), it must be noted that a greater emphasis must be devoted to understanding the allocation of the burden of responsibilities discharged by adult members of a household, both as to size and composition. Another important consideration is the quality of recreational activity. WLB decisions take into account the normative expectations linked to gender roles, the regularities a nd patterns with which people meet these expectations, and the lifestyles and consumption habits that result

Public Policy Essay Example | Topics and Well Written Essays - 2000 words

Public Policy - Essay Example An organization called Living Well, which is funded by the National Health Service the public health system in the United Kingdom, has embraced this concept of wellness and successfully lead a great number of those suffering from HIV and AIDS through the problems resulting from the diagnoses. HIV infection care was previously managed with progressive immunosuppressant therapy, increasing ill health and the development of pre-terminal AIDS-defining infections and cancers. With the advances brought about by antiretroviral therapy since the mid 1990’s HIV infection has become a chronic condition, managed and maintained within an ability to have an elevated quality of life from those who suffered before these treatments were available. These advances have presented new challenges to those who are no longer dying of a disease but living with a chronic condition. According to the progress report developed by the United Nations General Assembly Special Session on AIDS in 2008 the United Kingdom has the United Kingdom has â€Å"a relatively low prevalence of HIV and AIDS.† (United p. 2) According to the same report as of 2006 there are 73,000 people living with HIV. This figure roughly amounts to â€Å"121 persons living with HIV per 100,000†. (United 2008 p. 2) With public healthcare available to the citizens of the United Kingdom obtaining medication and medical treatment has been accomplished with an average wait of 48 hours for a patient to obtain care. The recommended actions in the report are as follows: As the care for HIV and AIDS infected patients has been addressed in the United Kingdom, the concept of self-care has taken on a preventative aspect of the continuation of life for those working with this epidemic. These figures represent a portion of the population which must deal with a disease that has strong physical and emotional consequences. Society has designated HIV as a disease of social relevance. Those afflicted can be seen as