British Rule in India to the French One in Algeria Essay Example for Free

British Rule in India to the French One in Algeria Essay Critically Compare the British Rule in India to the French one in Algeria. Throughout the nineteenth century, the rivalling countries of Britain and France were both looking to expand into different continents and build a successful empire. There are many reasons for this thirst for expansion, including economic growth and territorial gains. According to Gildea the emergence of non-European countries such as United States and Japan as great powers fuelled the nationalistic appetite for the extension of borders and influence. The British rule in India; later coined the ‘British Raj’, began in 1858 and although coming under much strain in periods throughout, lasted until 1947 when they were finally given their independence. The French rule in Algeria spanned from 1830 to 1962 following the conclusion of the Algerian War and the signing of the Evian agreements. It is clear when examining both the rules of Great Britain in India and France in Algeria that there were significant differences in the ways the two countries were ran. The French used military might to control the population and quell any uprisings; one instigator of such revolts was Abd al-Kader. These heavy handed tactics seemed to be less successful when compared to how the British reacted to Indian violence. Great Britain decided to grant concessions when faced by fierce opposition limiting the amount turmoil and essentially making it easier to diplomatically push western ideas upon them. France’s colonisation of Algeria was not the first time that they had tried to expand their borders and compete on a world stage with the other world powers, infact before looking to Africa France had the second largest empire in the world, second only to Great Britain. In 1605 France had secured a territory in what is now Nova Scotia in Canada. Throughout the 17th century they had been highly successful in adding much of the North American continent, also the West Indies. However after a string of conflicts such the ‘Seven Years War (1756-1763)’ and the Napoleonic Wars (1803-1815) the other world powers had been successful in annexing these territories from France. The end of what has been labelled the ‘First French Empire’ was now coming to an end. In 1830 during a meeting between the French ambassador and the Algerian Dey regarding loans and trade the Dey struck the French ambassador with a fly whip. This act is said to be the final trigger cause which lead to the French occupation. However it is a wider known fact that there was a distinct lack of political support for the new monarchy and this act of war would help stir up national pride and increase confidence. Whilst appearing on the front of it a petty reason for declaring war on a country and occupying it for 132 years, there are other motives behind the bold political decision to initiate a ‘Second French Empire’. Algeria was seen to be of high strategic significance as it offered a springboard into the rest of Africa, including such nations as Tunisia, Libya and Niger. Gildea agrees with this argument noting â€Å"Algeria, which it [France] occupied in 1830, was the cornerstone of her Mediterranean and African ambitions†. Therefore, by occupying Algeria and furthermore Congo and Niger in 1880 they had secured themselves once more as a successful Empire capable of competing in the world stage. In 1869 the Suez Canal was officially opened for traffic, this narrow strip of water dissecting what is now Saudi Arabia on one side and Egypt, Sudan, Ethiopia and Somalia, offered a significantly faster shipping route into the East. It also eradicated the need for trading ships to visit the perilous coastline of Cape Horn in South Africa where piracy was rife. This vital water passage was also utilised by the British in order to transport good to India. The East India Trading Company was founded in 1600 with the purpose of travelling to Asia in search of previously unsourced trading links. They operated under the authority of the British crown and even controlled a military force. They were responsible for directly trying to impose Western beliefs and cultures on India much too soon in the occupation and too forcefully. This lead to a largely hostile reception and in 1857 there was a large scale rebellion. The British had been religiously insensitive towards both the Hindu and Muslim populations. The British had issued new gunpowder cartridges which were believed to be greased using cow or pig fat. This practice would have been unacceptable by both the Hindu and Muslim sepoys, however it wasn’t just the Bengal Army who wished to be rid of the British; the Indian aristocracy had lost vast amounts of power and influence. Officials such as Sir Thomas Munro could see little use in â€Å"a parasitic land owning class† commenting on how preferential methods of governance would be village communities as â€Å"it fitted better with the europeanized and more efficient type of administration that had been built up during the nineteenth century† The British leant many lessons from the 1857 Rebellion, and as subsequently the British Raj was created. This is a far more sympathetic approach t o ruling over India. No longer did the British Government and the East India Trading Company underestimate the need to be culturally aware. This issue of religion and culture provides a distinction between the British methods in the India and the French methods in Algeria. In comparison the French continually used military force to repress uprisings. Abd al-Kader, as previously mentioned was an instigator of such uprisings, however after the French Army swelled in size it became possible for them to employ ‘scorched-earth’ tactics, ferociously supressing the local population, consequently al-Kader was forced to surrender in 1847 . In the late 19th Century France began emigrating large numbers of Europeans into Algeria, â€Å"By 1881 there were 300,000 Europeans (Half of them French) in an area of 2.5 million Arabs.†Another example of France trying to reduce Islamic culture comes from after the Second World War. Charles de Gaulle; the leader of the French provisional government offered to grant French citizenship to certain Algerian Muslims, however in doing so they would essential renounce their faith and religion. In India Britain used a ‘divide and rule’ policy in order to retain peace. Akhtar Sandhu suggests â€Å"the British adopted the policy to maintain harmony and peace. They valued unity and tranquillity in the British India.† These are the act of a â€Å"conqueror who decides to stay and rule†. It is clear that the British way of integrating Western culture within Indian society was more successful than the equivalent process involving the French in Algeria. This can be seen from the fact that within the upper classes of Indian society a new elite was being born. These people had respected professions, such as â€Å"lawyers, doctors, teachers, journalists and businessmen†, they had â€Å"established a Western life-style using the English language and English schools† Outside the upper class Great Britain had introduced Western technology to help improve the livelihood of the population. The introduction of railways and the improvement of irrigation methods had improved both industrial and agricultural efficiency. In Algeria the French also brought about Western civilisation to some extent, creating schools and building cities as well as constructing hospitals, however they spent 162 years with almost constant violence. Their eagerness to us military force to resolve issues lead to resentment from many Algerian nationals. In Conclusion, there were a number of similarities when looking at the resistance of the colonial occupation in both Algeria and India, however what differed is the reactions of the occupying country’s and how they learnt from their mistakes. The British at first tried to force Western ideals against the Hindu and Muslim Indians. However they quickly learnt that countering their revolts with over aggressive military action was counter-intuitive to their cause. Instead they began to offer concessions in order to appease the nationals. The policy of divide and rule ensured there would be minimal friction between the multiplicities of religious beliefs. In contrast the French confronted violent upheaval with similarly vicious tactics such as the policy of ‘scorched-earth’ instead of pacifying the African ideals. However, both the French and British Empires did to differing extents manage to integrate Western technologies such as railways and modern irrigation methods. In addition both occupations were valuable building blocks in which to expand their empires; France into Africa and Great Britain into Asia. Bibliography -Carter., M, From the East India Company to the Suez Canal, (Duke, 2004), pp. 667-668 -French Colonial Empires, http://www.thelatinlibrary.com/imperialism/notes/frenchempire.html, (Accessed 10th January 2012) -Gildea., R, Barricades and Borders: Europe 1800 – 1914, Third Edition (Oxford, 2003) pp. 337 -Gildea., R, Barricade and Borders: Europe 1800-1914, Third Edition, (Oxford, 2003), pp. 338 -Jones., J, Algerian Independence, http://courses.wcupa.edu/jones/his312/lectures/algeria.htm, (accessed 8th January 2012) -Pritchard., J.S, In search of Empire: the French in the Americas, 1670-1730, (Cambridge, 2004) Sandhu., A.H Reality of ‘Divide and Rule’ in British India, Pakistan Journal of History and Culture, Vol.XXX, No.1, 2009 -Thompson, E and Garratt., E.T, History of British rule in India, Volume 2, (Cambridge,1999), pp. 426 -Tanford., L.S, Countries and their Culture: Algeria, http://www.everyculture.com/A-Bo/Algeria.html#b, (accessed 14th January 2012)

Slavery In The Abrahamic Religions Theology Religion Essay

Slavery In The Abrahamic Religions Theology Religion Essay Today we think of slavery as condemning humans to lifetime bondage, working without wages and maltreated. However, slavery seems to have been a common phenomenon in many ancient civilizations such as Babylon, Egypt, and China. Most slaves were war prisoners, kidnapped or obliged to pay for debts. They were the property of the master, with little or no rights or status. Many of them were treated cruelly even though most ancient civilizations had some laws to regulate slavery, such as the Babylonian Code of Hammurabi. This kind of slavery also existed during the lives of Moses, Jesus and the Prophet Mohammad. Most of the slaves, at that time, were prisoners of wars. They could be killed, raped and sold at any moment. The three Abrahamic religions dealt with the slavery institutions in different ways, they didnt not abolish it, but each one them regulate it in a way that goes with the norms of the society. Slavery in Islam Islam tried to solve the problem of the slaves that were in the Arabian Peninsula by encouraging people in different ways to set their slaves free. The Muslims were ordered that in reparation of some of their sins they should emancipate their slaves. As a start, and because it is harder to change a cultural habit, Islam regulated the institution of slavery and improved the treatments of the masters toward their slaves. In many verses of the Quran, it is clearly stated that all the human are the descended of one ancestor, that no one is superior to the other regardless of the race, ethnicity or the social status. The prophet Muhammed also ordered his Umma (Community) to threat the slaves and the servants as they were their brothers and to give them from what they eat and what they wear. He also ordered that the slave shouldnt be given any work beyond his capacity and if it is necessary the master must help him. This good treatment of the masters had a positive consequence on the attitudes of slaves to their masters. The slaves kept their humanity and moral dignity and become a member of their masters family.  Moreover, the slaves also enjoyed the right to keep their religion and to have a family, to earn money and to own a property. According to Islam teaching, humans are free and were born free. It is the natural and proper condition which must be considered as the norm. Therefore, to liberate a slave is one of the highest virtues. To emancipate a slave is considered equal to save its own life from the wrath in the next world. In Islam people were encouraged to enter into agreements and contracts which enabled slaves to earn or be granted their freedom at the expiry of a certain term or, most typically, on the death of the owner. At that time, there were occasions when groups of wealthy people, acting together, would buy and set free many slaves in order to obtain thereby the favor of God. Islam has commended humanity in the treatment of slaves, and encouraged their liberation. We can see from the history of many different peoples in the Islamic world that slaves quickly integrated into the main society and achieved positions of great status and power, some of them even gained their freedom. Slavery in Christianity In the early Christianity, slavery was considered as natural phenomena. In the Old Testament there is no specific condemnation of slavery. On the contrary, it does approve and regulate it and ensures that the traffic and ownership of human beings proceeds in an acceptable manner. In the New Testament, it is stated that Jesus did not express disapproval of the enslaving of people. However, in spite of some critics against Jesus claiming that he didnt abolish slavery, it undeniable that he explicitly stood against every form of injustice. The mission of Jesus was Furthermore, in the New Testament it is clearly indicated how a good Christian must treat slaves: the Christian masters must call Christian slaves brothers. It also stated that masters must how kindness, justice, and tolerance toward their slaves and that their position, as master, meant responsibility and duty. Paul, in his letters, also reminded Christians to treat their slaves as brothers and sisters. He emphasized on the justice and fairness toward slaves. Paul also asked Christians to consider them as morally responsible human beings who are also a part of the body of the Christ and asked the slaves to obey to their masters. He also explained that spiritual status is more fundamental and important than social status. Paul was not opposed to the freedom of slaves if the opportunity arose but believed that God had called people to different positions in life and they were to live out the Christian life in the position in which they were called. Slavery in Judaism At the time of the Old Testament, there were two types of slavery; the ownership of foreign captives or war prisoners and the type of contractual servitude, where an Israelite is for a certain time a slave to another Israelite, usually because he has become poor and has no other option. An Israelite, in biblical law, is guaranteed certain rights both while a slave and upon liberation. The first possible reference to slavery in the Old Testament is in Genesis where Noah cursed Canaan for the sin of his son Ham and predicted that he would be the servant of his brothers. Both the prophets Abraham and Isaac had servants; however, the first clear example of slavery is in Exodus where the Israelites were made to work as slaves. According the Exodus, the Israelites were slaves in Egypt and their situation was clearly unacceptable to God, judging by their rescue and the regulations regarding slavery in the Mosaic Law. Slavery in the Mosaic Law After the Israelites had left Egypt the acquisition of slaves were organized by the Mosaic Law which permitted them to make slaves of Jews and Non-Jews people. The law states clearly that the Jews must treat their Hebrews slaves as if they were their servants. They must also give them the possibility of their freedom in the 7th year of their service, and provide them the resources to start a new life even though they can remain a slave if they want. In the exodus it is declared that anyone who put a man to slavery against his will must be killed. Furthermore, there were many laws dealing with violence against and the slaves and the ones who ran away from their masters must be protected and not returned. The Israelites were also allowed to buy slaves from other nations and to keep them for an indefinite period as slaves, nevertheless they were included in the commonwealth of Jewish community, and they could participate in festivals and were given the Sabbath rest. In the twenty one century, slavery is considered as a violation of human rights and it is abolished by all the nations and the majority of religions. However, the texts of the Abrahamic religions( Judaism, Christianity, and Islam) refers clearly to the slavery institutions as common one and it is viewed as acceptable at that time. Indeed, all the three religions regulated the slavery, developed laws for it and organized it in a way to preserve the slaves dignity and life. This pushes us to wonder, why the Abrahamic religions that value the life of a human being didnt abolish slavery in their texts. It is clear that the three religions were born at a time where slavery was a common practice and most of the societies were against any reforms that could change their habits and cultural practices. For these reasons and according to some explanations, the three religions didnt abolish slavery at the beginning, however they were against the inhuman treatments and try to regulate in order to improve the life of the slaves and to preserve their human dignity. In Islam, slavery was at first regulated and then abolished by the time of the caliph Omar Ibn Al Khatab, however, it didnt ended the slavery in the Islamic world. In Christianity and Judaism, slavery was justified by the curse of Ham and for some Christians and Jews it is Gods will on earth. In spite of the religious regulation and abolishment, the human rights and worldwide organization, slavery still exists in the twenty-one century but in a modernize form. Some scholars claim it is neither the outcome of cultural practices nor the consequences of a certain religions. According to them, slavery is a part of the human nature that seeks to have power on another human being and to control it in order to satisfy the human ego.

With the setting of the sun Essay -- English Literature

With the setting of the sun In F. Scott Fitzgerald's novel, The Great Gatsby, there is a constant feeling of movement and the desire to get away. Nick, Gatsby, Wilson, Tom and Daisy all move, or have the intention of moving. Not only does this movement seem to foreshadow events in the book, but it also seems to lead to the conclusion that society as a whole in the 1920's was rather unstable and was undergoing constant change. Not all the characters move in the same way, and this shows how different their backgrounds and lifestyles are. The main movement seems to be from west to east. Throughout the decades man is said to be progressing through the steps of evolution and toward the setting sun, or east to west. The characters move in opposite direction from which the sun sets, which seems significant to the physical and psychological patterns of the characters. The two main characters that movement affects are Nick and Gatsby. The movement of Nick and Gatsby in this direction shows us how their personalities and feelings change as the sun goes down. There are also the various meanings that the sun has, that seems to map out, or affect their near future. The sun foreshadows Nick and Gatsby's actions and emotions, which in turn are affected by the many representations the sun has. Jay Gatsby is a character that the sun affects in such a way that it becomes a symbol of his ability to direct his will and, when put together with his dream, this gives him a sense of purpose. Jimmie Gatz was born in a town in Minnesota. After changing his name to Jay Gatsby, he moved to West Egg, Long Island in order to start a new life revolved around impressing Daisy. Here the sun represents a psychological belief that surp... ...nd that they, "had never, all along, intended doing anything at all. But it was done now. It was too late."(139) Just as the colors begin to bloom in the dazzling night sky they fade and disappear out of sight, just as Nick moves away. The rising sun has been used to describe progress and evolution, but as the sun travels backwards, it shows people for who they really are. The light is shone hard on the characters, so much so that they have nothing to hide behind. This minor action seems to set and change the entire novel at the same time. It also fits in perfectly with the flow or plot of the book. It shows how the characters are slowly opening up to their surroundings, and how much the sun, metaphorically, affects them. Throughout the novel, the sun has shone light on certain characters to show the power and hidden creativity of the unconscious mind.

Isengard Biography :: essays research papers

ISENGARD Biography Isengard was formed during October 2002 by the two guitarists Ramy Sidky and Wael Sameh †¦Their aim was to create and develop artful and innovative melodic music . After a short period of time , the bassist Abdalla , who had been jamming with the guitarist Ramy Sidky for a long time , joined the band . Then an intensive seek for a drummer and a vocalist took place by the band members until the drummer Ahmed Abdelsalam joined the band . Knowing that power metal vocalists are rare species! The vocalist Yehia Khamees joined the band after a long search for one †¦ The band was completed then , and started working on some covers for Iron Maiden , Iced Earth and Manowar (these great bands are our heroes and teachers!) . No originals were done at this period . After nearly a month , the drummer Abdelsalam left the band as he was totally uninterested in this music . The band then had to look for another drummer quickly , as we were in a stage of growth †¦During this time , Foad Ahmed was appointed as an organizer for the band . This period was a period of inactivity for the band , as the band stopped jamming and rehearsing for a long time , especially when the bassist Abdalla left the band . That period was so bad for the band and the rest of the band members (Ramy Sidky , Wael Sameh , Yehia Khamees and Foad Ahmed) started looking for a bassist and a drummer . Many bassists and drummers were tried during this period and none of them was fixed in the band line-up †¦At that time , no new covers were done and the band was in a state of inactivity and just concentrated on getting a bassist and a drummer . Continuous search took place , until the drummer Moataz Rashad , who had also been jamming with the guitarist Ramy Sidky for a long time , was added to the band . After a very short period of time , the bassist Tarek , who played in Nemesis , joined the band †¦ This created a sort of ambition and enthusiasm for the band members , which lead to intensive

Title IX and the Expansion of Educational Rights for Women :: Exploratory Essays Research Papers

Title IX and the Expansion of Educational Rights for Women Title IX legislation, passed in 1972, expanded the rights of an individual in ed ucational opportunities. It equalized academic prospects for individuals by ensuring that males and females must have equal access to educational possibilities. Title IX is traditionally attributed to the growth of athletic programs for women by demanding that programs for women are given the same amount of money and attention as men's teams. However, Title IX has dealt with a plethora of equality issues in education that have been overshadowed, for the most part, by the legislation's impressive impact on women in sports. Title IX is attributed to have an important effect on the number of women in higher education. Richard W. Riley, former U.S. Secretary of Education, asserted that, "The great untold story of success that resulted from the passage of Title IX is surely the progress that has been achieved in education. In 1971, only 18 percent of all women, compared to 26 percent of all men, had completed four or more years of college. This education gap no longer exists. Women now make up the majority of students in America's colleges and universities in addition to making up the majority of recipients of master's degrees. Indeed, the United States has become a world leader in giving women the opportunity to receive a higher education." (25 Years of Progress, The U.S. Department of Education, p.online). Many universities and colleges did not allow women entrance before the legislation (The Legislative Road to Title IX, The U.S. Department of Education, p. online). Title IX has had a huge positive outc ome on the availability of higher educational opportunities for women by making sure that women are given equal opportunities to men that help them graduate from and achieve academic success past secondary levels of schooling. This has logically resulted in an increased number of women in more specialized and higher paid jobs. Title IX is effectually changing the face of the American workplace by giving women the opportunity to learn, compete, and surpass men. Title IX also increased the opportunity of women to be free from sexual harassment in schools. It made sure that, "A high school student who was alleged ly subjected to sexual harassment and abuse by her coach-teacher could seek monetary damages against a school district under Title IX of the Education Amendments of 1972" (Wooster, "Sexual Harassment of Students under Title IX," p.

Stereotyping and Its Effects

Stereotyping, brought on by the existence of a class system, has many positive effects in John Steinbeck†s Grapes of Wrath. This class system, made up of migrants and affluent people, is present due to the fact that many of the affluent people stereotype the migrants as poor, uneducated, and easily agitated human beings. Thus, this sets a boundary between the educated individuals and migrants. At first, most migrants ignore the effects stereotyping has on them. But towards the end of their journeys to California, the migrants† rage that had been gradually building up inside lets out and the migrants take action. The effects are more positive as the migrants strive for an education, receive sympathy, and calmly deal with conflicts. Farm owners, successful businessmen, and generally all inhabitants of the Mid-West have a sense that all migrants are dumb, uneducated people in 1939. They lower wages for fruit-picking at farms which were the only jobs offered to the migrants because of their proposed lack of intelligence. But migrants do not necessarily choose not to educate themselves. Ma Joad announces to her family that she will send her two youngest children to school once they are settled. Connie, Rose of Sharon†s husband, also plans out his goals with Rose of Sharon saying, â€Å"An† he†s [Connie] gonna study at home, maybe radio, so he can git to be an expert . . . † The migrants have their mind already set on education and chose not to be ignorant all of their lives. Often in Grapes of Wrath, the affluent people stereotype the migrants as poor and penniless. As the Joads pull into the gas station, the attendant immediately asks, â€Å"Got any money?† He views the Joads as one of many poor, migrant families arriving to beg for some gas. But not all people who view migrants as poverty-stricken, hungry people see them in such a way. Mae, a waitress at one of the restaurants pities a family asking for bread and shows her compassion by letting the children have candy for much less than its worth. Instead of the anticipated let-down, the migrants receive pity from those with compassion and sympathy. Not only do affluent individuals see the migrants as uneducated and penniless, but also as easily agitated human beings. Because farm workers are afraid that these migrants may someday take over their farms, they try to make the migrants† stay more unwelcoming. â€Å"Now if there was a big fight and maybe shooting-a bunch of deputies could go in and clean out the camp,† one of the owners says to Tom and the Wallaces. Farm owners even plan to start a fight, thinking that no migrant can pass up a fight. But the migrants deal with the problem in a calm manner with no fight ever beginning. Cops swarm all over to provoke migrants so that many can be arrested and pulled off the streets. But the migrants resolve their problems so that new problems do not start. To farm owners, provoking migrants is a way to keep more migrants from stealing their land and resources but ends unsuccessfully. Stereotyping, brought on by the existence of a class system, has many positive effects in Grapes of Wrath. The migrants do intend to acquire an education, receive sympathy from the compassionate, and react intelligently to tempting situations. Steinbeck portrays society in its truest form. Even with the negative influence of the affluent people, the migrants receive just as many positive results as there are negative under such harsh circumstances.

Autism and Physical Therapy Help

Autism Spectrum Disorders Autism spectrum disorders are very complex neurological disorders that have baffled experts over the years. These have brought numerous questions on the actual causes but there have not been many answers. Pervasive developmental disorders are how Autism spectrums are classified and it includes Autism, Asperger syndrome, Rett syndrome, and Childhood Disintegrative Disorder. Each of these disorders has similarities in the individual’s lack of communication, socialization, and behavior. Autism was first introduced by Leo Kanner in the forties.His research is close in comparison to research conducted today. There will be signs of autism before the age of three and there are some significant deficits that help diagnose these young children. Social interaction, communication, and behavior are three deficits that are very noticeable in children with autism. You could be trying to talk to your own brother and he would be preoccupied doing something else. He w ouldn’t show any signs of comprehending what you are saying and wouldn’t even look you in the eyes while you spoke. Autism can devastate a family, there is no cure and no medicine.You could have a normal developing baby until they just seemingly start to change and show abnormal behaviors before they turn three. They can look normal on the outside but there is some unknown phenomenon that happens to their brain. Genetic and environmental causes have been tested but there is still no definite answer. Asperger’s disorder is named after Hans Asperger in 1944 when he saw significant patterns of behavior in mostly his male patients. Asperger’s disorder is similar to autism in their impairments in social interaction and behavior. But they do not have a delay in language, cognitive development, and adaptive behavior.This disorder becomes clearer in elementary school when obvious social and behavioral problems become apparent. One rare condition that can appear i n individuals is called savantism. These individuals show profound abilities that exceed what would be ordinary in most people. Another syndrome is called Rett and it is a very rare disorder of the nervous system that lead to developmental reversals especially in areas of language and hand use. Kids with this syndrome have normal development for the first five months, but have significant decelerated head growth between five and forty-eight months.It is onset prior to age four but is common to start earlier in life. Rett syndrome appears in nearly only females and can be misdiagnosed with other disorders like cerebral palsy. Some symptoms are floppy arms or legs, seizures, loss of normal sleep patterns, intellectual, and learning difficulties. The last of the Autism spectrum disorders is Childhood Disintegrative Disorder. The children with this disorder have normal development for the first couple years. They are diagnosed if they have a loss of skills in language, behavior, bowel c ontrol, and motor skills.Some other criteria’s are abnormal functioning in social interaction, communication and stereotype behaviors. There is no cure for these disorders but there is some therapy that can help. Behavioral therapy helps with social skills, self care, and can increase independent functioning. Occupational, speech, and physical therapy help the individual as well. Medications like stimulants and antidepressants are also helpful but their so exact medication for autism. But the main way to treat patients is to individualize the treatment.Having impairments in verbal and nonverbal communication would be devastating for any family. To have your child developing normally with the ability to communicate and act normal, then out of know where starts to lose those abilities. I couldn’t imagine how frustrating and sad it would be for the family to have to cope that. It’s crazy to think with all the technology in the world that someone or some organizatio n could find better treatment or even a cure. Hopefully one day there will be a cure and families around the world would be able to have normal lives with their loved ones.