Mergers In Communication Industry Essays - Verizon Communications

Mergers In Communication Industry ?Governments should discourage mergers in the communication industry.? Our group will be disagreeing with this statement through out the project. We will be using texts and examples in order to support our ideas. Also we will be using reasoning and common sense in some cases. Our group believes the most important mergers in the communication industry are the telecommunication companies'. Bell Atlantic and GTE are the two big mergers in the industry and are a good example for our case. This merge has brought benefits to workers, consumers and communities. The Communications Workers of America (CWA) represents 630,000 workers who are also consumers of telecommunications services. The majority of CWA members are employed in the telecommunications industry, including 72,000 employees at Bell Atlantic and 25,000 employees at GTE. CWA is the leading union in the information age whose members are responsible for building, maintaining, and servicing customers on the information highway. CWA seeks to ensure that the new information world brings benefits to all consumers, workers, and communities. CWA urges the Commission to approve the Bell Atlantic and GTE merger because it will benefit both consumers and workers. CWA believes the merger is in the public interest for five reasons. First, it advances the pro-competitive goals of the 1996 Telecommunications Act (the 1996 Act) in local exchange markets for all consumer markets. Bell Atlantic and GTE have committed to enter 21 markets out-of-region within 18 months after the merger. Second, the proposed merger advances the 1996 Act's goal to speed deployment of advanced telecommunications networks to all Americans. The merger will provide Bell Atlantic and GTE with the scale and scope necessary to accelerate in-region and out-of-region investment in advanced data networks. Third, the merger is consistent with the 1996 Act's goal to advance and to preserve affordable, quality service to all Americans. Fourth, the merger will stimulate the growth of high-quality new jobs as a result of the new investment that the merged company wi ll create in entering new markets as well as in deploying new technologies and services. Finally, the merger will enhance competition in the wireless and international markets. Bibliography Appendices: www.economist.com/display/Story.ctm?Story_ID=169850 http://nic.cpuc.ca.gov/news/2000/000302_gte_bellalt_merger.htm www.ncs.gov/n5_hp/Customer_Service/XAffairs/NewService/2000-058.htm www.zdnet.com/zdnn/stories/news/0,4586,2588453,00.html American History

Bertolt Brecht The Caucasian Chalk Circle essays

Bertolt Brecht The Caucasian Chalk Circle essays BERTOLT BRECHT THE CAUCASIAN CHALK CIRCLE Bertolt Brecht (1898-1956) a non-conformist German playwright, was the most important single influence in the development of epic theatre. His political beliefs and experiences were his motivation to try to change the world through drama. Through the theatre he created he made people realise the wrong doings of the society in which they lived. Brecht was a pacifist and, therefore, wrote a number of plays with strong political messages to intellectually stimulate and politically motivate his audiences. Brechts plays were originally rejected by the society in which he lived because they were unconventional and against the ideological beliefs that his society embraced. In his work, Brecht explored themes related to war, ownership, sacrifice, the notion of justice and the theme of the inequalities produced by superior people in power over the inferior lower class. He challenged societys opinion of the oppressed. Brecht tried to teach his audiences not to accept the world as they found it. He also tried to teach his actors the same thing. ... above all s/he [actor of Brechtian theatre] must be aware of the theme with which the play is concerned. Brechts The Caucasian Chalk Circle is set in the time of a civil war. It contains two parallel stories. One centers around AZDAK, a drunken peasant, who is put into the powerful role of judge. The other deals with a peasant named Grusha who saves an abandoned child and claims it as her own. The two stories unite to conclude the play. AZDAK must decide whether the child should be under the custody of his natural mother a wealthy, upper-class woman who abandoned him, or Grusha, who saved him from certain death. The attached extract from The Caucasian Chalk Circle clearly demonstrates and exemplifies the Brechtian style, showing evidence of al...

Children with Traumatic Brain Injury Term Paper

Children with Traumatic Brain Injury - Term Paper Example TBI refers to brain injuries that are caused by external physical forces and not brain injuries that result during childbirth or those that are congenital and degenerative (Ponsford, Draper &Schonberger, 2008). In actual fact, TBI may occur in several ways for instance when the head hits an object, when the head comes into contact with force or when there is movement inside the skull. This results in the development of two types of TBI first being the closed head injury (CHI) which refers to brain damage that is not caused by exterior force and the damages are not visible. The other is open head injury (OHI) which is caused by the impact of external force resulting in the development of visible head injuries for instance swelling. Unfortunately, a child that sustains a brain injury may look fine at the moment but later in life, especially in the adolescent stage exhibit intense behavioral and cognitive problems. This implies that TBI causes children to have lifelong disabilities incl uding cognitive, perceptual, memory, abstract thinking, psychosocial behavior, speech, language, attention, judgment, information processing, sensory, physical functions and problem-solving impairments (Saatman, Duhaime & Workshop Scientific Team and Advisory Panel Members, 2008). These disabilities are manifested in an array of characteristics depending on the location and extent of brain injury. They may also be permanent or temporary in nature where they can either cause total or partial psychosocial adjustment or functional disabilities. For instance, students with cognitive impairments suffer from long or short-term memory deficits thus remembering things and facts become quite difficult. Such students also suffer from impaired concentration and limited attention span. Therefore, they cannot engage in any activity for a long period of time even concentrating in class becomes difficult. Moreover, these students suffer from impaired perception where sequencing, judgment, and plan ning pose a serious problem. In addition, such children gravely suffer from communication problems which inhibit both their writing and reading skills. This is as a result of damage that occurs in the frontal lobes of the brain (Aimaretti & Ghigo, 2007). TBI also manifests behavioral and emotional characteristics which include mood swings, lowered self-esteem, self-centeredness, fatigue, anxiety, depression, restlessness and nosedived motivation. They are also unable to control their emotions as at times they may excessively cry or laugh. As a result, they can neither self-monitor nor relate well with others. This arises because of damage that occurs in the limbic system in the brain. On the other hand, the physical impairment characteristics include sensory impairments as well as vision, speech and hearing problems. Conversely, the students may suffer from constant headaches, paralysis or paresis of either or both sides, lack of proper balance, gait impairments, spasticity of muscl es and seizure disorders. They also lack effective coordination especially the fine motor coordination. These physical characteristics arise due to an imbalance that affects the brain equilibrium. This is because of the development of the midline shift syndrome which further affects the weight, posture and drift posture of patients with TBI. As a result, the patients do not see a straight horizon or wall they see them as tilted (Parikh, Koch & Narayan, 2007).