Human Factors in Aviation Safety Essay Example | Topics and Well Written Essays - 2500 words

Human Factors in Aviation Safety - Essay Example At the time, it received high-profile attention from the media, which covered the incident on live television (JetBlue plane, 2005; JetBlue passengers, 2005; JetBlue Airways, 2006). The purpose of this paper is to explore the human factor as it relates to this mishap. The pilot and crew are the first to become the focus of any airline mishap. Other human factors involve maintenance, traffic control and aircraft design. As noted by Wikipedia, "the ability of the flight crew to maintain situational awareness is a critical human factor in air safety" (Air Safety, 2006). A broad definition of situational awareness in flight is observing everything that happens in the immediate area and determining its importance in a complex environment. Initiation of a pilot checklist in 1937 and the relatively new concept of situational awareness have contributed to aircraft safety. Even so, pilot error is considered the most common factor of aviation crashes. Although it is often a factor in midair collisions, additional causes might be due to adverse weather conditions. Crew resource management (CRM) training is another recent effort to reduce pilot error. Terrorism has been added to the human factor list following 9/11/1001, which involved four different commerc ial aircraft (Air Safety, 2006). In the case of the 2005 JetBlue mishap, ... In fact, Robert Boser, editor of Aviation Safety.com, commended the pilot, Captain Scott Burke, who managed to stop the plane in the middle of the 12,000-foot runway at LAX without having the nose break off. The only damage to the plane was in the front wheel area and no one was injured. Because of sparks and smoke, Burke asked if there was any fire visible, but did not receive an answer from the tower. He therefore used air stairs to disembark the passengers for safety reasons (Boser, 2005). This was his response to an emergency in progress, but was there some way he could have known the problem existed before takeoff What Were the Contributing Factors What were the human factors involved in this incident and how well was the emergency handled In addition, why did it happen at all In the case of pilot error, possible factors that could be involved are alcohol use, nicotine addiction withdrawal, error in copying air traffic control clearances, or mental illness. In the JetBlue incident, the pilot and crew were exonerated of any blame and in fact were lauded. Other factors include oversights in aircraft maintenance, mistakes in air traffic control, or weaknesses in aircraft or equipment design. One question in the relatively short history of JetBlue Airlines is whether such a problem has occurred before. And if it has, what was the cause and what human factors were involved JetBlue has only been in business for six years and offers low fares and extra incentives such as live television, leather seats and wireless Internet, which are not available on other popular low-cost airlines such as Southwest. Because of the passengers' ability to watch CNN on the airline's DirectTV hook up, however, with televisions at every seat, they were able to follow the

Exercise Addiction Essay Example for Free

Exercise Addiction Essay Exercise is important for the overall health and wellbeing of all people. People engage in physical activity for a variety of reasons. For some, being healthy is their only reason for exercising; for others, it may be to build more muscle, or gain endurance. â€Å"Exercise involves planned, structured, repetitive bodily movement done to improve or maintain physical fitness. † Exercise should always be beneficial; however excessive exercise can lead to harmful outcomes, and in come cases exercise can become an addiction. Exercise addiction has many of the same characteristics seen drug addiction such as: tolerance withdrawal, lack of control, intention effects, time, reduction in other activities, and continuance. Researchers have developed conceptually sound diagnostic criteria for exercise dependence, but have yet to determine a suitably convincing mechanism for its onset. In order to determine what type of interventions would be effective for treating or overcoming exercise addiction, researchers must first have an understanding of what causes the addiction. Understanding what psychological and physiological mechanisms are present in exercise addiction can help researchers to develop an intervention that will address all factors that nurture the addiction. The purpose of this study is to examine existing literature on the underlying mechanisms that could be responsible for the onset of exercise addiction in individuals in order to determine what types of intervention are needed to effectively treat exercise addiction. The study will include interviews to assess exercise addiction. Theoretical background In 1977, psychiatrist George L.  Engel released an article, The Need for a New Medical Model: A Challenge for Biomedicine, in which he proposed the Biopsychosocial Model, or BPSM. 1 â€Å"The Biopsychosocial Model is a method of understanding health and illness through biological, psychological, and social factors. † 2 Prior to Engel’s model, the Medical Model was the primary approach to medicine. The Medical Model focused on finding a single specific cause of illness to cure the disease, not the person as a whole. In The Need for a New Medical Model, Engel outlined weaknesses of the Medical Model. Engel addressed the Medical Model as a reductionist approach to medicine. 3 The Medical Model suggested that all diseases could be reduced to a single underlying â€Å"measurable biological variable† and treated without consideration of the other factors that may be related to the onset of the disease or illness. 1 (p 319) According to Engel: †¦a medical model must also take into account the patient, the social context in which he lives, and the complementary system devised by society to deal with the disruptive effects of illness, that is, the physician role and the health care system. This requires the Biopsychosocial model. (p324) According to the Medical Model, health can be equated to an absence of disease. Engel argued that the biological factors found in the medical model are not sufficient to provide a full understanding of disease. The Medical Model neglected to take into consideration individuals who feel well and are diagnosed with a disease, as well as individuals who are free of disease but feel sick. Engel proposed, â€Å"a biopsychosocial model which includes the patient as well as the illness would encompass both circumstances. † 1(p324) The BPSM explains disease through biological, psychological, and social factors. The BPSM can be understood by examining the components of the model. 4 The biological component â€Å"plays a key role is the BPSM. † 2 This component of the BPSM explains disease in relation to physiological causes such as pathogens or disorder in the functioning of the individual’s body. 5 A plausible biological mechanism of exercise addiction is the beta-endorphin hypothesis. â€Å"Aerobic exercise is known to stimulate the release of beta endorphin and other endogenous opioid peptides that appear to exert analgesic effects and may also produce addictive behaviors. Endorphins can block stress and create feeling of euphoria in an individual. Individuals who exercise excessively will be more receptive to endorphins and could potentially develop a tolerance for the hormone. Once the individual has developed a tolerance for the beta-endorphins, he or she will need to exercise longer and harder to achieve the same effects as before tolerance. This leads to the individual engaging in addictive behaviors that can also be explained as psychological process. 7 The psychological component of the BPSM explains disease as a manifestation of the individual’s thoughts, emotions, and behaviors. â€Å"Psychological dependence causes an individual to feel they need a substance to feel good. † 2 Negative thinking, low self-esteem, personality disorder such as perfectionism, etc. , could cause the addictive behavior. For example, an individual who does not cope well with stress may form a behavioral habit of exercise in order to feel good; they are addicted to exercise because of its mood-boosting biological effects. â€Å"In a philosophical sense, the biopsychosocial model states that the workings of the body can affect the mind, and the workings of the mind can affect the body.   However, biological and psychological factors alone are still not sufficient to completely explain exercise addiction in individuals. 2 The sociological component of the BPSM explains how social factors such as culture or socioeconomic status can be an underlying cause of illness. The behavior of an individual can be closely related to the culture and peer groups to which they belong. An individual may become addicted to exercise because of pressures of social norms. For example, an individual may have developed an addiction to exercise as a result of peer pressures to be thin. Significance of Proposed Research  The biopsychosocial model can be used to conceptualize exercise addiction. It is important to study the BPSM because further research is needed to determine the etiology and effective treatment for exercise addiction. To successfully treat or overcome an addiction, the individual must address each component that contributes to the overall behavior. The significance of this study will be to improve understanding of exercise addiction using the biopsychosocial model, determine the types of intervention needed to treat exercise addiction, and develop, as well as, test a multicomponent clinical strategy for treating the addiction. Proposed Methods The study will involve the evaluation of the biopsychosocial model in relation to exercise addiction. The targeted population for this study includes the following: individuals who are physically active and individuals who are classified as addicted to exercise. In order to ensure an efficient sample will be chosen, the target population will consist of 100 individuals. The sampling technique that will be used is a survey type of research, the Exercise Addiction Inventory. The EAI will include questions such as â€Å"When I exercise do I feel guilty† and â€Å"Is exercise the most important thing of my life? † (8) From this research, a sample from the target population will be selected. The sample will include 10 males and 10 females who are classified as addictive exercisers, as well as 10 males and 10 females who are non-addictive exercisers. Individuals who are classified as addicted to exercise will be submitted and additional questionnaire that will identify whether the individual has evidence of physiological dependence or no physiological dependence. Conclusion Exercise addiction is a disorder that has many underlying and contributing factors. Previous research did not provide sound information on the mechanisms of exercise dependence. The biopsychosocial model approach to addiction can be used to formulate an intervention for individuals who are diagnosed with exercise addiction. In order to treat an exercise addiction all components of the individual and the disease should be addressed.

Positive Depiction of Communism in Buffy the Vampire Slayer TV Series E

Red Revised In a recent article concerning the political movement behind followers of Garabandal, journalist Barry Hanratty reports â€Å"to speak of communism today almost seems anachronistic† (Hanratty). Communism today does seem to be an oxymoron. The United States’ Cold War politics have trapped communism in a different century and attached to this word those negative feelings once associated with foreign Communist powers. Americans have now forgotten the actual definition of communism, relying solely on the propaganda fed to America during its wars against communist nations and particularly Joseph McCarthy’s time in Congress. However, some individuals in America are moving past the propaganda and looking at communism at the root of its definition, seeing it - not as a totalitarian form of government, but rather as a system which distributes all property of a community equally among community members, making social class nonexistent and all individuals share equal economic status. Fran Rubel Kuzui proved to be one of those individuals by directing the television series Buffy the Vampire Slayer which shows communism as something positive rather than threatening. The episode that exemplifies this most is â€Å"Normal Again.† In this episode, Kuzui uses the two realities Buffy finds herself in to contrast communism with capitalism, showing not only a preference to communism, but also that it has a place in a new generation. Each form of the two economic systems are established in their respective realities through camera angles. In the reality where Buffy is a vampire slayer, the camera shoots everything at a level angle. When her friends help Buffy up off the bench in the graveyard, the camera follows Buffy in a way that... ...ording to his need. Our nation’s history with communism has clouded this economic philosophy, thereby preventing the youth of the United States to weigh communism fairly. â€Å"Normal Again† gives a new generation a new perspective. This episode opened up the possibility that the capitalism that rules America may be just as constricting and frustrating as a mental institution; that the only escape may be the equality-centered community communism offers. Works Cited Page Hanratty, Barry. â€Å"Garabandal’s Prophecy about Communism.† The Workers of Our Lady. Bishop Roman Danylak. 27 Oct. 2007 . Trbic, Boris. â€Å"Dark is the Night.† Australian Screen Education 41 (2006): 34-8. Whedon, Joss, prod. â€Å"Normal Again.† Buffy the Vampire Slayer: The Complete Sixth Season on DVD. Twentieth Century Fox, 2004.

The Pattern Of Development In The First Three Years Of Life

From birth to the age of 3 children progress greatly, considering they are born with only simple reflexes and are helpless and dependent on adults to feed and care for them. At birth babies are born with many actions that are done without thinking, these are called reflexes, and many of these reflexes are carried out in order to survive. To ensure a baby can feed they have a swallowing and sucking reflex. To help a baby find food they move their head to look for a nipple or teat if their cheek or mouth is touched this is called rooting.Babies have a grasping reflex by where they will automatically grab whatever is placed in their hand if it touches their palm. If there is a loud sound or bright light babies will perform their startle reflex, they will raise their arms and clench their fists. If a baby is held with their feet touching a hard surface they will perform the walking and standing reflex by making stepping movements. At 1 month babies change a great deal, they begin to sett le into a pattern and still sleep a lot of the time but they will gradually begin to stay awake for longer periods.They cry to communicate their needs and may vary their cry dependant on a particular need. At this age babies are also learning about their parents or carers and may stop when they hear their voice, they coo when they are content. They can focus at a distance of around 20 -30 cm but try to focus on the face of who is holding them. While asleep they smile fleetingly, this is usually done when they are content. At 3 months they have grown a lot in both height and weight. Some babies may now know the difference between day and night and are able to sleep through the night.They are now able to lift and turn their head and begin to notice mobiles and other objects that are around them. They are now more alert and sleep less during the day. They now know their parents voice and smile quite a lot, especially when they see a smiling face. At 6 months babies have learnt many new skills. They are very alert and will move their head to see what is happening around them. When playing with their parent or carer they will smile and squeal to express their enjoyment. They can now focus on objects and toys and explore them by using their mouth and fingers.Babies start to show that they understand a little of what is been said to them and lift arms to show that they want to be picked up. They are beginning to try and feed themselves by grabbing the spoon and should be enjoying their food. Teeth are now beginning to come through which can be painful at times. By this age babies are getting stronger and should be able to sit with support and should be able to roll over form their back to their fronts. They should now be settled into a routine and will nap and play throughout the day.At 9 months babies should now be crawling or finding other ways of getting around, they will sit and spend a lot of time playing and exploring their surroundings, babies can now pick up and handle things and begin to feed using their fingers. Their language should now be developing; their babbling is now more tuneful and long strings of sounds are put together. They can now understand some simple words such as drink or bath and may get excited when they hear them. At around 8 months they may cry when they are left with a stranger and will try their hardest to be with their parents.Around this age babies will now understand that objects and people around them do not disappear but continue to exist when they can no longer see them. This development is important and explains why at around his age babies protest and become distressed about their parents leaving the room, as they now know they are still around and are desperate to be with them, unlike before when they thought they disappeared once out of sight. At 1 year babies have developed a great deal and are now mobile, if they are not already walking they may be on the verge of learning to walk.They can stand hold ing onto furniture and may walk holding onto things around them. They can now crawl very fast and their eyesight has developed to that of an adult. Objects can now be held, touched and moved, they enjoy putting things in and out of containers as well as dropping things to see what happens to them, they will enjoy doing things like this over and over again. By now babies should be able to sit unsupported and should be able to feed themselves with their fingers and should now know what foods they like and dislike so will only eat what they like.Babies now understand more of what is being said to them and long strings of babbling is still how babies of this age communicate but now they are beginning to try and say their first words. At 18 months they can now walk and are usually referred to as a toddler, they enjoy playing with adults but are still fascinated by other children, they take an interest in what older siblings are doing too. At this age they begin to want some independence, they start to develop a mind of their own , they cry and have temper tantrums if they cannot have their own way or what they want.They may now be able to use a few words but can understand most of what adults say to them, but this does not mean that they understand the meaning of sharing and how to wait for things. Toddlers can change their mood very quickly and fidgety, which can be tiring for parents, they get upset if they are left in unfamiliar surroundings or with people they don’t know. At 2 years toddlers are now showing their individuality, they know what they want and what they want to do.They can now walk confidently as well as run and climb, they are able to pick things up. They like to be independent and get annoyed or frustrated if they cannot or are not allowed to do things for themselves, these outbursts are known as the terrible twos. They can now say around 200 words and are beginning to enjoy pretend play such as giving a teddy a pretend drink, they will pl ay with building blocks and simple jigsaw puzzles. At 2Â ½ years children are still happy to be independent and still find it hard to wait for things.Their communication skills are improving greatly and they can now put two words together, such as daddy gone, they may even manage short sentences. Their physical development is progressing and they are now determined to get things they want which could mean they put themselves in dangerous situations, such as climbing on chairs or standing on tables. They now begin to play more with other children rather than just alongside them. Pretend play and small world toys are now popular, as well as riding tricycles and climbing frames.Adult attention is still important and still enjoys cuddles and helping an adult, such as throwing paper in the rubbish bin. Been away from parents is still upsetting, unless they know who they are going to be with. At this age potty training may begin and may only take a few days to be out of nappies during th e day, for some children. At 3 years children are making a big jump in development which is linked to their language skills, instead of them showing that they are upset they are able to tell us and temper tantrums begin to happen less often.They begin to understand more of what is happening around them and understand the needs of others. They are now able to play with other children and are able to share toys with ease, other children begin to be important to them and will look forward to going to nursery. Children of this age are now generally happy to be away from parents as they now understand that they will return and are able to talk to staff who are looking after them.

Why was Hitler able to dominate Germany by 1934?

The S. A. was, essentially, the private army of the NSDAP. During the years of endemic violence in Germany after its defeat in the First World War until 1925, and again after 1930, after the prosperity brought by the Young plan evaporated with the Wall Street Crash of October 1929, such private armies were commonplace, and indeed necessary. Many members of the S. A. had come out of the defeated German army, and were in effect mercenary thugs. The principal attraction of the S. A. to many of its members was not the political ideology of the party for which it worked (although a great many of them were probably Nazi sympathizers), but rather its pomp, regalia and display (the S. A. wore the uniform of the defeated German army, evoking patriotic spirit among both its members and the general public), which were used to great effect to boost party membership (indeed, this was one of the main aims of the S. A.) and to attract new sympathizers. The main job of the S. A. was to provide security for the Nazi party, particularly at its rallies, which could easily have been ruined with the presence of a few hardcore opposition supporters intent on causing damage to their political enemies; equally, the S. A. was designed to disrupt the meetings of opposition parties, and to attack (physically, rather than verbally) their politicians, and, particularly when the Nazis were in power, the Jews. The S. A. offered stability to its members, in a time at which unemployment was astronomically high; it also gave a sense of purpose to its more politically motivated members, who may well have felt that they were fighting for the good of the Fatherland. Indeed, the ideologies of members of the S. A. varied widely, from the nationalist conservatives in the army whose views verged on the fascist, to those with strong socialist sympathies, such as Rohm, the leader of the S. A. until the ‘Night of the Long Knives' in June 1934. b. Explain the reasons why the Wall Street Crash was important to the success of the Nazis after 1929. The main effect of the Wall Street Crash of October 1929 on the politics of Germany was the polarization of political opinion that it caused. The Crash caused the United States to recall the loans that it had made to Germany (and to other European powers, although they were less badly affected than Germany because they owed less money to the US, as Germany was being rebuilt almost entirely with US money after the war), thus causing economic chaos. A banking crisis led to a sharp drop in spending, causing businesses to go bankrupt, and thus causing mass unemployment. The people that lost out the most were the middle classes, as the very rich had enough money that they could get by easily, and the poor were mostly agricultural workers, who could survive by subsistence farming and selling their goods, which were essential to everyone. Almost all of the more enthusiastic supporters of the democratic Weimar republic also came from the middle classes, and with the collapse in their way of life caused by the Wall Street Crash and subsequent financial crisis in Germany, the government inevitably shouldered much of the blame. With most of the government's support having evaporated, people inevitably looked to alternative systems of rule – principally those at almost diametrically opposite ends of the spectrum: the nationalist ultra-conservative Nazi party, who promised to sort out the country, and the Communists and Socialists (Russia had been unaffected by the Wall Street Crash, owing to the fact that private ownership of land – and thus the mortgages upon which people in Germany had to default – was forbidden). It is worth remembering that the Nazi party was not the only party to which people turned in the times of hardship after the Wall Street Crash. While the support for Weimar universally collapsed, both the Communists and Nazis gained seats in the September 1930 Reichstag elections (although the Nazis did so in far greater quantity – their number of seats rose by 983% in the elections, as opposed to the Communists' relatively meagre forty-three percent rise). However, it is certain that this huge rise in popularity was caused, for the most part, by the middle classes deserting Weimar, and giving their support to the Nazi Party, which was, after all, far more respectable than the Communist Party. So convinced were many industrialists (notably the Thyssen and Schnitzler families) by Hitler's anti-communist promises that they gave large sums of money to the Nazi party, a fact which demonstrates the respect given to the Nazi Party by many people held in high regard. While the Wall Street Crash was a principal factor in the rise of the Nazi party, it was by no means the only one. The death in October 1929 of Gustav Stresemann, the extremely able Chancellor, struck another blow to the Weimar government, contributing to its loss of popular confidence. He was succeeded by Brunning, who imposed a rigorous economic policy of cuts, enforced by presidential decree from the aging von Hindenburg, which, although they may have been a possible solution to the economic problems of Germany, were deeply unpopular, and meant that still fewer middle class people supported the democratic system of government. His foreign policy, however, was remarkably similar to Hitler's – he talked of remilitarizing the Rhineland, and even of Anschluss with Austria. The blaming of the Communists and consequent elimination of opposition in the next elections after the Reichstag fire was also an extremely important factor in the NSDAP's gaining a majority in the Reichstag and thus eventual power, with Hitler as Chancellor. The Wall Street Crash was thus important to the rise of the Nazi party after 1929 because it resulted in an economic crisis in Germany, which precipitated a loss of confidence in the Weimar government from the middle classes. The hard times in Germany led to political polarization, and, while the Nazis were not the only beneficiaries of this, they certainly received a boost in their levels of support. However, it was not the only reason for their rise to power – the Reichstag fire and thus the elimination of opposition to the Nazi party, and before that, the death of Stresemann, both contributed to the NSDAP's rise to power.

Middle School and High School Intervention Programs

Middle School and High School Intervention Programs Intervention has become an important tool for servicing students who struggle academically particularly in reading and/or math. School intervention programs are very popular in elementary schools, but what about middle school and high school? The truth is that the older the student is, the more difficult it becomes to get a student who is behind back on grade level. That doesn’t mean that schools shouldn’t have intervention programs in place for their middle school and high school students. However, these programs should embrace the middle school/high school culture where motivating students becomes half the battle. Motivating students will lead to improvement and growth in all areas of academics. It is important to understand that what works for one school may not work in another. Each school has its own culture shaped by many external factors. Principals and teachers need to work together to figure out what aspects of a program are applicable to their school’s unique situation. With that in mind, we explore two different middle school/high school intervention programs. They were designed to motivate students to succeed academically to give those struggling students some much needed extra assistance 8th Hour/Saturday School Premise: Most students do not want to spend extra time at school. This program is aimed at two primary groups of students: Those students are below grade level in reading and/or mathThose students who often fail to complete or turn in work This  intervention program has been designed  with several strategies to help these students. Those include: Requiring students to complete incomplete or missing assignmentsProviding extra assistance on assignmentsProviding extra time to complete assignments when a student has been absentBuilding reading and math skills so as to prepare a student for state testing The intervention program should be run by a reading specialist or certified teacher and could be held during an 8th hour, or an immediate extension of the school day running every day. Students could also participate in this intervention by serving a Saturday School. This is not intended as student discipline but as an academic aid to success. Each of the four components is broken down below: Requiring students to complete incomplete assignments or missing assignments Any student who turns in an incomplete or a zero would be required to serve an 8th hour the day that assignment was due.If they complete the assignment on that day, then they would  receive full credit for that assignment. However, if they do not complete it that day, they should continue to serve 8th hour until the assignment is complete and turned in. The student would only receive 70% credit if they do not turn it in that day. Each additional day it takes to complete an assignment would also add to the count towards a Saturday School as discussed in point four.After three missing/incomplete assignments, then the maximum a student may  score on any missing/incomplete assignment thereafter is 70%. This would penalize students who continuously fail to complete work.If a student turns in a combination of 3 incomplete and/or zeros during a half-term period, then the student would be required to serve a Saturday School. After they have served a Saturday School, it would reset, and t hey would have 3 more incomplete/zeros before they are required to serve another Saturday School. This would reset at the end of each half term. Providing students with  extra assistance on assignments Any student who needs extra help or tutoring on assignments may voluntarily come in during 8th hour to receive that help. Students should take the initiative for this. Providing extra time to complete assignments when a student has been absent If a student is absent, they would  be required to spend the day that they returned in 8th hour. This would allow extra time to get the assignments and to complete them, so there is not as much to do at home.The student would  be required to collect their assignments the morning they return. Building reading and math skills so as to prepare a student for state testing After cross referencing state testing scores and/or other assessment programs, a small group of students could be selected to be pulled in two days a week to help improve either their reading level or math level. These students would be assessed periodically to monitor their progress. Once they reach their grade level, then they would graduate out in that area. This part of the program is intended to give students skills they are missing and needing to be more successful in math and reading. Fast Friday Premise: Students like to get out of school early. This program provides an incentive for students who maintain at least a 70% in all subject areas. The Fast Friday intervention has been designed to motivate students to keep their grades above a 70% and to provide extra assistance for those students who have grades below a 70%. Fast Fridays would occur on a bi-weekly basis. On Fast Friday our daily class schedule would be shortened from the traditional school schedule to accommodate an early dismissal following lunch. This privilege would be extended only to students maintaining grades of 70% or above. Students who have only one class in which they are below a 70% would be required to stay after lunch only for a short time, during which they will receive extra assistance in the class which they are struggling. Students who have two or more classes in which they have below a 70% would be required to stay until the normal dismissal time, during which they will receive extra assistance in each class they are struggling.

Enlightens or Darknesses

Enlightens or Darknesses Valentina GjoniEng: 00404/22/03Professor: Janet OliverEnlightens or DarknessesTechnology is not the most important factor in our lives. Every one of us that emigrated from poor countries experienced a non advanced technology world. It did not nuisance us because we did not know the existence of the high quality machines or anything related with technology. The two stories describe the life of the Third World countries in different views at some points but the same on others. Norberg-Hodge and Pitroda argued about the advantages and disadvantages of the technology influences on other people lives.Based on the story "Nothing is Black, Nothing is White" Norberg-Hodge give us the view of life were everything is primitive and her opinion of people could live happier than now. The natives of the Ladakh do not have luxury. They survive the same way as many years ago "with basic comforts." ( Norberg-Hodge 195) In the winter they do not use heat.English: Sam Pitroda, Indian businessman and ch air...