Free Essays on Steven King Essay

In Stephen King’s exposition â€Å"Why We Crave Horror Movies†, he discloses why individuals go to blood and gore movies. Watching thrillers is a way that numerous individuals show they are not reluctant to endure a couple of hours of a similar killing and threatening seen on nightly news reports. Ruler guarantees that the very demonstration of review these movies desensitizes us. Blood and gore movies are additionally a decent method to â€Å"re-set up our sentiments of normality†. In the wake of review vicious films, individuals state to themselves â€Å"I am happy that I’m normal†. The feelings and dread of individuals should be practiced and kept an eye on a customary bases. As indicated by King, the blood and gore film is â€Å"†¦ horribleness unchained, our most noticeably terrible senses let free, our nastiest dreams realized†¦ and everything occurs, fittingly enough, in the dark.† I concur with Stephen King when he says that blood and gore flicks resemble riding crazy rides. During center and secondary schools, my companions and I frequented many amusement parks. We immediately decided to go on rides which were considered the most unnerving. We sat in the front to get the greatest rush from a ride. The size and speed of these rides had no effect on us, since we were after the elation we knew these rides would give. Individuals go to watch blood and gore movies not on the grounds that it’s startling but since its invigoration gives us a surge. Stephen King underscores that blood and gore movies push individuals to an exceptional drive in their feelings. Another genuine case of this is taking. The ascent in adrenaline that is given from taking is staggering. Realizing that one can take something - regardless of whether they have the cash to pay for it - and pull off it is an enormous drive for individuals. Taking is something that is evil and can frequently help individuals to remember their youth. For instance, taking a treat from the treat container when they were five after their mom previously revealed to them they couldn't have one. Lord makes numerous admirable sentiments in his exposition. Thrillers are intended to be wellsprings of entert... Free Essays on Steven King Essay Free Essays on Steven King Essay In Stephen King’s exposition â€Å"Why We Crave Horror Movies†, he discloses why individuals go to blood and gore movies. Watching blood and gore movies is a way that numerous individuals show they are not reluctant to endure a couple of hours of a similar killing and threatening seen on nightly news reports. Ruler asserts that the very demonstration of review these movies desensitizes us. Blood and gore movies are likewise a decent method to â€Å"re-set up our sentiments of normality†. In the wake of survey savage motion pictures, individuals state to themselves â€Å"I am happy that I’m normal†. The feelings and dread of individuals should be practiced and minded a standard bases. As per King, the blood and gore flick is â€Å"†¦ horribleness unchained, our most exceedingly terrible senses let free, our nastiest dreams realized†¦ and everything occurs, fittingly enough, in the dark.† I concur with Stephen King when he says that blood and gore flicks resemble riding crazy rides. During center and secondary schools, my companions and I frequented many amusement parks. We immediately decided to go on rides which were considered the most alarming. We sat in the front to get the greatest rush from a ride. The size and speed of these rides had no effect on us, since we were after the thrill we knew these rides would give. Individuals go to watch blood and gore movies not on the grounds that it’s terrifying but since its elation gives us a surge. Stephen King accentuates that blood and gore movies push individuals to an extraordinary drive in their feelings. Another genuine case of this is taking. The ascent in adrenaline that is given from taking is mind blowing. Realizing that one can take something - regardless of whether they have the cash to pay for it - and pull off it is an enormous drive for individuals. Taking is something that is exceptionally evil and can frequently help individuals to remember their adolescence. For instance, taking a treat from the treat container when they were five after their mom previously disclosed to them they couldn't have one. Lord makes numerous admirable sentiments in his paper. Blood and gore films are intended to be wellsprings of entert...

hour

7 Online and Flexible Jobs For College Students That Pay $15/hour It tends to be extremely hard to hold down a vocation and go to class full-time all simultaneously. To make it work, you frequently need an occupation with more adaptability. That’s where online employments prove to be useful they’re flexible and the hours can typically fit in around your homework plan. Likewise, on the off chance that you need some isolation following quite a while of classes and mingling, the majority of these are done all by your friendless the ideal gig for self observers! Furthermore, reward:  plenty of them pay more than $15 every hour. Really great arrangement for something you can do in your night robe, right?Here are a couple of incredible instances of online occupations for school students.1. Web based life ManagerThink Facebook and Twitter are only for friendliness and fun? Why not utilize the aptitudes you were given as an individual from your age to make some money as a rep for an organization hoping to increase some online traction?You c an associate with organizations you love, assist them with increasing a web based life following, and make anyplace somewhere in the range of $15 and $40 every hour. Try to concentrate your pitch and system on the stages you know and love best. You’ll have the best thoughts and be progressively appealing as a hire.2. Online TutorWhy trouble meeting your tutees face to face? Start your own web based mentoring gig, charging $20+ every hour working with individual undergrads, or secondary school or self-taught understudies. Consider coaching in non-scholastic territories too any of your diversions and extracurriculars are reasonable game! Violin or sewing by Skype, anybody? Give showcasing your administrations a shot destinations like Wyzant or Tutor.com. Offer an online course you make through Skillshare or Udemy.3. Information EntryData section doesn’t must be done in an office setting from 9-5; it should effortlessly be possible on the web. For gigs, attempt locales li ke VirtualBee, Clickworker, DionData, SolutionsoDesk, Elance, Amazon Mechanical Turk, iFreelance, Craigslist (scan for your city occupations web/information plan or jobsadmin/office). The compensation isn’t such incredible, yet you likewise don’t need a lot of understanding to get a lot of gigs to string together.4. Virtual AssistantBe somebody’s secretary, yet never need to give them some espresso! You can undoubtedly sort out timetables, plan gatherings, and orchestrate food conveyance without having to genuinely be in someone’s office. Check these destinations for circumstances: oDesk, Elance, Guru, iFreelance, and Craigslist. This will feel progressively like a customary 9-5 occupation, yet you can be at home while you do it, and you can as a rule work in your own hours.5. Rounding Out SurveysYou can really bring in cash by taking reviews on the web. You’ll need to do a great deal of them, yet it’s absolutely conceivable. Attempt Pinecon e Research, Survey Spot, iPoll, or My Points as a beginning. What's more, recollect you’ll need to fit the fitting segment for each study and there’ll be various types.6. GenealogistGet paid to examine different people’s family trees and charge a ton-anyplace somewhere in the range of $70 and $700, and take on as meager or as much work as possible handle. On the off chance that you like to look into, this gig is for you.7. TranscriptionGet settled up to $25 every hour or more to decipher sound. It’s dull work, and frequently cumbersome, and requires a fastidious tender loving care yet it fits incredible around your scholarly timetable. What's more, what’s more, you’ll presumably become familiar with a bundle about the arbitrary points you’re translating. It’s like getting paid to listen in!

An Ambulance Practice Example

An Ambulance Practice Example An Ambulance Practice â€" Essay Example > Because of Population increase and the attendant raise in need for emergency health care, ambulance systems should be energised to meet more rigorous challenges of the 21rst century. This paper seeks to illuminate on reasons why the emergency drill exercise needs more prominence in modern ambulance systems. IntroductionMan by nature is a remorseful creature. This is manifest very well at times of disaster. Man has a tendency to help out even when the victim is a complete stranger. The first people that respond in times of an emergency, apart from individuals within the vicinity of the aftermath are the guys in an ambulance. Almost every city and hospital in the world has an ambulance. Emergencies elicit had-hog responses that are normally full of confusion, fear and sometimes phobia. It is not uncommon for casualties to be lost as a result of people fearing to take part. Or even if they wanted to, and knew what they wanted to do, they feel helpless because of shock and disbelieve. There is an innate human nature that can be a powerful force that needs to be nurtured and triggered at exactly the right time in times when disaster strikes. This is the remorseful and compassionate feeling to help a fellow human being in times of distress. The outward manifestation of this innate expression can be polished to perfection through rigorous drilling exercises. Involving oneself in this situation can actually become one’s second nature; it should be an instinctive feeling, much like an alarm bell. This is the pre-amble that lead to the development of the ambulance system. Current occurrences in the world strongly suggest that ambulance systems are going to be of more importance than ever before in history. Population growth and ambulance systems Population growth is a function of society. It brings with it desired and undesired effects in equal measure. Congestion in urban societies has greatly compromised on safety preparedness and response. Ambulance systems hav e not really been accorded the respect it deserves in modern society. There seems to be an inherent feeling in our society setup that ambulances are just a 'by the way’. Most people have not really known or cared to know about what is going on in there in the ambulance service departments. I believe there is no other time in history than now that emergency service fronted by the ambulance system should be given due recognition. What do ambulance departments do? More often than not, an ambulance refers to a vehicle that is used to transport a sick person or persons to a place of medical attention. It is normally occasioned by an occurrence of an accident, natural calamity bomb explosion or sudden illness. Ambulance situations arise because of emergencies requiring urgent attention to save a life. In most cases, there are at least five sections in an ordinary ambulance service. These are clinical development, field operations, data and finance department, corporate service and dis aster units. The operations departments of most ambulance services are the key to their success. It is like the front office in an organisation. If this department is weak, all the other arms will surfer as well. There is no point in a having a system that is lame and cannot deliver when most needed. In times of disaster such as an accident, earthquake, fire or a bomb blast, moving victims quickly and efficiently to points of medical attention is of unparalled significance. That is why investing in rigorous training is crucial. Because disasters are impromptu, and not expected, we need to anticipate them by drilling ourselves for it.

The History of Rock and Roll Essay - 2144 Words

Rock and roll has developed a long way throughout the years from a dance craze in the 1950s to a political and cultural landscape that is recognized worldwide. Rock and roll has come to define the roots of teenage rebellion, people who dont follow the norms, and have disrespect for authority. The style of rock and roll itself is a melting pot of music, a combination of sounds that include jazz, country, blues, ragtime, gospel, swing, classical, and ethnic music. It can be a simple variation of three chords to a complex chromatic scale combination. It can convey emotions such as love, hate, fear, lust, sadness, joy, disillusion, or a strong sense of reality. Many things can be said about rock but the fact is that it is the most widely†¦show more content†¦The Grateful Dead fused country, blues, jazz, and bluegrass on electric instruments and held acid tests where LSD was given to thousands of people and a concert was held all day. Janis Joplin was also a major part of the psy chedelic era. Blues also heavily influenced Janis, who greatly admired the female blues singer Odetta (Kallen 65). Janis is most remembered for her heavily emotional voice in songs such as Piece of My Heart and Ball and Chain where she sang with her face contorted, sometimes stamping her feet, clutching the microphone with one hand, and a whiskey bottle with the other. Of all the artists of the psychedelic era, Jimi Hendrix was the most influential. Jimi took inspiration from the soulful guitar of blues players and developed his own style from it. Jimi was left-handed and played his Stratocaster guitar upside down while creating unearthly sounds that humbled other guitarists of the time. Hendrix was unknown until playing at the Monterey Pop Festival in 1967 where he played an amazing array of songs and then lit his guitar on fire at the end of the show (DeCurtis 133). Although Jimi seemed like a very wild and unpredictable person on stage he was actually a focused musician, that par t of Jimis personality is explained in this quote by Ernie Isley: The best musicians are very observant. They hold their arms wide, willing to embrace suggestions; they study their craft, and Jimi certainly did all that. (Lanham 102) But asShow MoreRelatedThe History Of Rock And Roll1028 Words   |  5 PagesMU1133 The History of Rock and Roll Instructor: Dr. Barry E. Kopetz Heavy Metal is a genre of music that is defined by Dictonary.com as an â€Å"aggressive and heavily amplified rock music, commonly performed by groups that wear spectacular or bizarre costumes†. Another definition listed is; â€Å"a type of rock music characterized by a strong beat and amplified instrumental effects, sometimes with violent, or nihilistic lyrics† By definition we see heavy metal is an aggressive style of rock music thatRead MoreEssay The History of Rock and Roll1033 Words   |  5 PagesRock music has come a long way since its development in the early 20th century. The genre, defined â€Å"as a merger between rhythmblues and country† (Scaruffi, The History of Rock Music:1955-1966), started out more as an underground market, but ended up becoming a significant aspect of American popular music history. Rock-n-Roll music produce many legendary artists who will for ever be known as innovators of the genre. Elvis Presley and Chuck Berry were some of the many artists in Rock-n-Roll who willRead More The History of Rock and Roll Essay2089 Words   |  9 Pages Rock and roll has developed a long way throughout the years from a dance craze in the 1950’s to a political and cultural landscape that is recognized worldwide. Rock and roll has come to define the roots of teenage rebellion, people who don’t follow the norms, and have disrespect for authority. The style of rock and roll itself is a melting pot of music, a combination of sounds that include jazz, country, blues, ragtime, gospel, swing, classical, and ethnic music. It can be a simple variationRead MoreEssay on The History and Development of Rock and Roll2016 Words   |  9 PagesHistory of Rock and Roll Loud, soothing, meaningful, and deep, rock music has many characteristics. These characteristics are ones that rock music fans appreciate. But, many people have different preferences of music, such as pop, rap, country, and other genres. Although there are several types of music, most modern music comes back to the foundation of rock and roll. Many artists have been influenced by the heart-wrenching power of rock music. Most people that enjoy rock music do not knowRead MoreEssay about History Of Rock And Roll1330 Words   |  6 Pages History of Rock and Roll   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  INTRODUCTION Rock and Roll started after the year 1955 with its roots being in Blues, Gospel, and Jazz. This influenced vocal music, which was popular with the African American population. Hep Harmony which added rhythm and harmony was sung by groups such as The Mills Brothers and the Ink Spots.   Ã‚  Ã‚  Ã‚  Ã‚  Small Swing Bands or Jump Bands featured saxophone soloists and repeated phrases. These city style blues featured singers such as JoeRead MoreThe History of Songs in Rock and Roll Essay570 Words   |  3 PagesJackson 5 sang it first. It got me thinking about this class and how I catch myself thinking about the history of songs whenever I hear them on the radio or in a movie. When I first started reading, the chapters in the textbook I was confused about how and why certain song are considered rock and roll. It is easy for me to understand why Led Zeppelin’s â€Å"Whole Lotta Love† is classified as rock and roll. The 2-bar blues derived riff from the guitar in the beginning draws you into the song. Then theyRead MoreThe History of Rock and Roll: Copyright Not Included2811 Words   |  12 PagesPeter Clark Professor James Smethurst AFROAM 151 December 5, 2012 The History Of Rock and Roll: Copyright Not Included The history of black America is one filled with exploitation and abuse. Time and time again we see the â€Å"cultural rape† of the black community. Whether it be style, lingo, or music white culture has been â€Å"borrowing† from black culture since the early history of the United States. It is so obvious it almost passes unnoticed. For example the handshake has largely been replacedRead MoreSarah Wager : History Of Rock And Roll1505 Words   |  7 PagesSarah Wager History of Rock and Roll Research Paper Jimi Hendrix, born as Johnny Allen Hendrix, is one of the most legendary guitarists in rock music. As the Rolling Stones puts it Jimi is â€Å" one of the biggest culture figures of the 60s† (Kemp). He has been and still is a major influence on guitarists and other musicians. Of course, like many famous musicians, he had to work his way to the top being a sideman for a bit. Hendrix was born November 27th, 1942 in Seattle, Washington. He was bornRead MoreRock And Roll Is Important Throughout The History2272 Words   |  10 PagesRock and roll is so important throughout the history, which always contributes to the story of music, the public, and the society. It is an indispensable part of music, in which countless famous artists and bands shine repeatedly. The trace of rock and roll is easily found everywhere in different types of music, like hip-pop. It has allowed artists to speak on political issues and influence government. For normal people, sometimes rock and roll is like a window, through which people can noticeRead MoreHistory Of Rock And Roll By Berkley Shofner Essay1934 Words   |  8 PagesThe History of Rock and Roll – By Berkley Shofner Rock and roll is a genre of popular music that originated and evolved in the United States during the late 1940s and early 1950s, primarily from a combination of predominantly African-American genres such as blues, boogie woogie, jump blues, jazz, and gospel music, together with Western swing and country music. Though elements of rock and roll can be heard in blues records from the 1920s and in country records of the 1930s, the genre did not acquire

Lewis Carroll A Brief Biography - 785 Words

Lewis Carroll Lewis Carroll was born on January 27, 1832 in Daresbury, England. His real name is Charles Lutwidge Dodgson, but is known by his pseudonym Lewis Carroll. His mother was Frances Jane Lutwidge and Father was Charles Dodgson and he had a grandfather named Charles Dodgson who was an Army Captain. Lewis Carroll’s father was the Bishop of Elphin. He was the eldest son and third child in a family of seven girls and four boys. In 1846 his education began at a rugby school in Warwickshire, England, boys’ boarding school. On January 24, 1851 his college was interrupted to enroll at Christ church college Oxford University, two days after he is informed that his mother died of brain inflammation. In 1852 Lewis is named a student of Christ church. An Oxford studentship, like a fellowship, awards outstanding scholars. His studentship lasted 46 years until his death. In 1854 he graduates from Oxford University. In 1855 Henry Liddel becomes dean effecting Carroll both per sonal and professional. (Lewis Carroll Timeline. Shmoop. N.p., n.d. Web. 05 Dec. 2013.) Lewis Carroll’s influences were influenced by children, but more specifically Alice Liddell, the daughter of the dean of Oxford. Wrote the Alice stories for her and hence the name Alice. Interested in children, not specifically boys, influenced his writing. His mathematical background may have influenced his writing. Logical deposition, abnormal eating, dual personality, sleeping difficulties, the Victorian style, andShow MoreRelatedSalman Rushdies Haroun and the Sea of Stories Essay1155 Words   |  5 Pagesopportunity to overtake it (146). If the world did not neglect the fact that the Koran is also a story, perhaps there wouldn’t be such a fundamentalist movement surrounding it. Rushdie’s admiration of both the Beatles and Lewis Carroll are evident in the novel. Carroll wrote a poem titled, â€Å"The Walrus and The Carpenter† which inspired John Lennon to write, â€Å"I am the Walrus.† This poem was a criticism of fanatic religious followers, which is a major theme in a Haroun and the Sea of Stories (Shaw)Read MoreImpact Of Rock Roll On American Youth1990 Words   |  8 Pagesincluding the â€Å"Masters of War†, to accuse the arms businessman; â€Å"Only a Pawn in Their Game† was a song in support of the civil rights movement that was the reminiscent of Medgar Evers who was killed by the 3K party; â€Å"The Lonesome Death of Hattie Carroll† was a song as complaint about black girl Heidi; and â€Å"The Times They Are A-Changin † was a classic piece that reminded people of the American social system. The impact of these protest songs was far-reaching, it reflected the theme of the times,Read MoreThe Stud io System Essay14396 Words   |  58 PagesKing Kong, Astaire and Rogers musicals Universal --------- * Known For: Horror and melodrama * In Charge: Carl Laemmle, then various others * Directors: James Whale, Todd Browning, Karl Freund, John Stahl, Lewis Milestone * Actresses: Deanna Durbin * Actors: Boris Karloff, Bela Lugosi * Typical Films: Frankenstein, Dracula, All Quiet on the Western Front, Imitation of Life Columbia -------- * Known For: FrankRead MoreAnnotated Bibliography: Plagiarism39529 Words   |  158 Pagesacademics, plagiarism, university practice and responsibilities Academic plagiarism the act of academics taking others ideas or words and presenting them as their own without attribution is unfortunately more prevalent than previously thought (see Lewis et al., 2011). Moreover, as these and other authors report, academic plagiarism even when discovered, often goes unsanctioned (Bartlett and Smallwood, 2004; Kock, 1999). This situation Corresponding author: Belinda Luke, QUT, GPO Box 2434, BrisbaneRead MoreLangston Hughes Research Paper25309 Words   |  102 Pagesnineteen in 1855 when men tried to kidnap her and sell her as a slave. Her first husband, Lewis Leary, was killed in 1859 at Harpers Ferry, West Virginia, during John Browns raid on the federal arsenal. Throughout Mary Langstons life, she treasured Lewiss bullet-riddled shawl, an emblem of his martyrdom. She often covered young Langston with it as he slept on her daybed. Mary Langstons first husband, Lewis Leary, had participated in John Browns raid against the U.S. arsenal at Harpers FerryRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesand Pan-Islam under British Surveillance, 1865–1926† (M.A. thesis, Georgia State University, 2007), 79. 33. J. William Leasure and Robert A. Lewis, â€Å"Internal Migration in Russia in the Late Nineteenth Century,† Slavic Review 27, no. 3 (1968): 375–394; J. William Leasure and Rob- WORLD MIGRATION IN THE LONG TWENTIETH CENTURY †¢ 49 ert A. Lewis, â€Å"Internal Migration in the USSR: 1897–1926,† Demography 4, no. 2 (1967): 479–496. 34. Annemarie Steidl, Engelbert Stockhammer, and HermannRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesed. p. cm. Includes indexes. ISBN-13: 978-0-13-283487-2 ISBN-10: 0-13-283487-1 1. Organizational behavior. I. Judge, Tim. II. Title. HD58.7.R62 2012 658.3—dc23 2011038674 10 9 8 7 6 5 4 3 2 1 ISBN 10: 0-13-283487-1 ISBN 13: 978-0-13-283487-2 Brief Contents Preface xxii 1 2 Introduction 1 What Is Organizational Behavior? 3 The Individual 2 3 4 5 6 7 8 Diversity in Organizations 39 Attitudes and Job Satisfaction 69 Emotions and Moods 97 Personality and Values 131 Perception andRead MoreLogical Reasoning189930 Words   |  760 Pagesis agreed that the signal comes from an intelligent source and contains the message which says, when translated into English, Can you hear us? Describe yourself and where you are located. The continuously repeating message also includes a very brief description of the other civilization, indicating that they are a hydrocarbon-based life form that lives on two planets around a central star. Their signal gave no indication they know we exist. You, a leading government official, have been asked

Living Life Free Essays

string(57) " messages during class will be asked to leave the class\." [pic] ENC 1101 – 1591 English Composition Semester: Spring 2013 Instructor: Ms. Nancy Fletcher Campus: Sanford/Lake Mary Building: UP Room: 3205 English Office phone: 407-708-2060 Email: FletcherN@seminolestate. edu Days: Monday evening Hours: 6:30 – 9:15pm Credit hours: 3 Prerequisite: College Prep reading and writing requirements must be fulfilled Textbooks: Lunsford, Everything’s An Argument with Readings, 5th ed. We will write a custom essay sample on Living Life or any similar topic only for you Order Now Kirszner Mandell, The Brief Wadsworth Handbook, 7th ed. Tensen, Research Strategies for a Digital Age, 4th ed. Course Description: This is a course in the process of expository writing. Students will read essays and compose papers that are unified, organized, logically developed and supported, clearly stated, and well- focused. Research techniques are introduced and incorporated into at least one composition. This course partially satisfies the writing requirement—6,000 words (S. B. E. 6A-10. 30). Students must pass the core assignments with a ‘C’ or better. Course Objectives: Upon completion of this course, the student will be able to †¢ demonstrate competence in written standard English usage, punctuation, sentence structure, paragraphing, and other fundamentals of writing †¢ develop effective essays determined by purpose and audience †¢ demonstrate awareness of writing as a dynamic process ith rough drafts, substantive revisions, proofreading, and editing †¢ recognize, incorporate, and combine pa tterns of exposition/rhetorical modes †¢ use critical and original thinking in course assignments †¢ employ field and library research in the creation of at least one essay, and document using parenthetic MLA format †¢ employ the use of computers for word processing and/or researching all essays Core Assignments: In order to pass ENC1101, students must pass all core assignments with a grade equivalent to a ‘C’ or better. Two in-class timed writings patterned after the CLAST essay †¢ An expository essay. †¢ An argumentative essay. †¢ A library research project on a subject assigned by the instructor (minimum 5 pages) that demonstrates: researching, note-taking drafting; producing a works cited page (5-entry minimum); documenting research using MLA style; formatting using MLA style; editing and proofreading ENC1101 Documentation Exam – score is not included in final grade. Students are required to pass the ENC 1101 Documentation Exam with a score of 70% or higher, or they will be required to retake the exam in the Make-Up Testing Center before receiving a final grade for the course. College Plagiarism Statement: As a member of the Seminole State College community, a student is expected to be honest in all of his or her academic coursework and activities. Academic dishonesty such as cheating of any kind on examinations, course assignments, or projects; plagiarism, representation; and the unauthorized possession of examinations or other course-related materials is prohibited. Plagiarism is unacceptable to the College community. Academic work submitted by students is assumed to be the result of their own thought, research, or self-expression. When students borrow ides, wording, or organization from another source, they are expected to acknowledge that fact in an appropriate manner. Plagiarism is the deliberate use and appropriation of another’s work without identifying the source and trying to pass off such work as the student’s own. Any student who fails to give full credit for ideas or materials taken from another has plagiarized. Any student who shares his or her work for the purpose of cheating on class assignments or tests or who helps another to cheat or plagiarize is subject to the same penalties as the student who commits the act. When cheating or plagiarism has occurred, the instructor may take academic actions ranging from denial of credit for or assigning a grade of ‘F’ for the course. The student may also be subject to further sanctions such as disciplinary probation, suspension, or dismissal from the college. Attendance: check College Catalog online. To summarize: any student who misses more than 10% of the classes can be withdrawn from the course without notice. Requests for an excused absence made after the fact must document an emergency that the student could not anticipate or prevent. Late arrivals (more than 5 minutes) are recorded as an absence and will not be overlooked, since they disrupt the learning process of the other students. Students who leave before the end of the class will be marked absent for that class. A student who has to be absent because of jury duty or court-mandated appearance needs to contact the instructor in advance of the absence in order that a plan for making up work missed can be made. When observance of religious holidays of students’ religious faith interferes with attendance in class, students are required to notify the instructor in advance of such absences. Students are held responsible for material covered during their absences, with reasonable time provided to complete make-up assignments. Seminole State College believes that regular attendance in the classroom is necessary for student success in college. Throughout the semester, quizzes are given to evaluate the student’s understanding of class material and enhance the student’s grade. Because these quizzes are given in an attempt to encourage attendance, no make-up tests are given regardless of the reason for the student’s absence. Withdrawals: The last day to withdraw from class is March 19, 2013. After that date, the student will be given a grade for the course. Grades: All assignments will be evaluated on the basis of a numerical scale 100 – 90A 89 – 80B 79 – 70C 69 – 60D 59 – 0F Your final grade will be determined as follows: In class CORE essay #110% In class CORE essay #210% Memoir CORE essay10% Argumentative CORE essay15% Research CORE essay25% Final Exam5% Group Projects5% Class Participation5% Quizzes10% Blogs5% Class Policies: This course will be presented on Sakai, an online course management system. All written assignments are subject to review by turnitin. com, a plagiarism evaluator. Students will be allowed one opportunity per assignment to revise and resubmit failing CORE assignments except in cases of intentional plagiarism. All resubmissions are due 1 week (7 days) from the due date of the original essay. All out of class assignments submitted by the student must be typed. Any student found to be texting or answering cell phone messages during class will be asked to leave the class. You read "Living Life" in category "Papers" Repeated instances of audible signals from such devices that occur during class are disruptive of the learning process and will be grounds for expulsion of the student from the class for the day that the infraction occurs. No laptop computers in the classroom unless the instructor gives special permission. Seminole State College believes that regular attendance in the classroom is necessary for student success in college. Throughout the semester, quizzes are given to evaluate the student’s understanding of class material and enhance the student’s grade. Because these quizzes are given in an attempt to encourage attendance, no make-up tests are given regardless of the reason for the student’s absence. Should emergency conditions (storms, flooding, etc. ) occur, please contact the College – not the instructor – to see if classes have been cancelled. Calendar This is a tentative schedule that may be changed by the instructor 1/7 Class Discussion Welcome to the class! Reading of the syllabus Sakai introduction MLA formatting for essays Diagnostic essay Memoir CORE essay assigned – Sakai – Module 1 Homework to be completed for the next class Complete the Sakai tutorial Send me an email from your school email account – go to http://www. seminolestate. edu/livemail/ The library can help you if you can’t unlock your account Read Wadsworth page 3 – 7 Purpose Audience and 57 – 65 Paragraphs and 72 – 75 Introductions and Conclusions Read Tensen 5 – 17 Topics and 169 – 175 MLA formatting for essays Choose a topic for the Memoir CORE essay Read â€Å"Writing dialogue† in Sakai Module 1 ——————————————————————————————————– 1/14 Class Discussion Memoir CORE essay topics approved Purpose Audience Unity Coherence Examples of Student Memoirs – Sakai – Module 1 Introductions and Conclusions Writing and using dialogue effectively Blogging Homework to be completed for the next class Read Wadsworth 23 – 24 Topics and 48 – 52 Titles Editing Read Writing Dialogue Punctuating Dialogue Sakai – Module 1 Read In class CORE Essay Hints – Sakai – Module 4 In class CORE essay #1 will be given in the next class. Laptops are encouraged but not required for the next class Don’t forget to blog! ———————————————————————————————————— 1/21 Martin Luther King day – School closed ************************************************************************ 1/28 Class Discussion Blog #1 due in Sakai Group fiction project assigned Group meetings Picking a Title Editing your essay Academic Success Center Smarthinking In class Essay Hints In Class CORE Essay #1 today Homework to be completed for the next class Submit your Memoir in Assignments in Sakai by midnight 2/4 Read Developing a Thesis – Module 2 – Sakai Read Topic Sentences – Module 2 – Sakai Read Wadsworth 211 – 219 Plagiarism Practice the Overall Exam Review in ENC 1101 Documentation Tool – under Tests Quizzes – Sakai Don’t forget to blog! ———————————————————————————————————— 2/4 Class Discussion Review of submission process – Sakai – Assignments Memoir CORE essay due in Sakai – Assignments Argumentative CORE essay assigned Plagiarism Researching databases – demonstration Thesis statements Topic sentences Homework to be completed for the next class Read Wadsworth 32 Outline and 90 Opposing Argument Read Acknowledging the Opposing Argument – Sakai Module 2 Write a thesis statement for your essay – counts as a quiz grade – must be submitted in Sakai by midnight on 2/10 – bring a copy to class Everything’s an Argument 32 – 35, also 53 – 67 Ethos 69 – 93 Logos 39 – 50 Pathos Practice the Overall Exam Review in ENC 1101 Documentation Tool – under Tests Quizzes – Sakai Don’t forget to blog! ———————————————————————————————————— 2/11 Class Discussion Blog # 2 due in Sakai Thesis Workshop Ethos, pathos, logos Recognizing the opposition Group 1 Fiction Project/Presentation due in Sakai – Wiki by class time Homework to be completed for the next class Laptops are encouraged but not required for the next class Review Hints for in class essays Read Introductions and Conclusions Sakai – Module 2 Read Everything’s an Argument 32 – 35 Write a paragraph recognizing the opposition – quiz grade – must be submitted in Sakai by midnight on 2/17 – bring a copy to class Write a pathos paragraph for your essay – quiz grade – must be submitted in Sakai by midnight on 2/17 – bring a copy to class Practice the Overall Exam Review in ENC 1101 Documentation Tool – under Tests Quizzes – Sakai Don’t forget to blog! ———————————————————————————————————— 2/18 Class Discussion In Class CORE essay #2 today Recognizing the Opposition Workshop Pathos Workshop Introductions and conclusions Outlining the essay Homework to be completed for the next class Don’t forget to blog! Write an introduction for your essay – quiz grade – must be submitted in Sakai by midnight on 2/24 – bring a copy to class Write a conclusion for your essay – quiz grade – must be submitted in Sakai by midnight on 2/24 – bring a copy to class Practice the Overall Exam Review in ENC 1101 Documentation Tool – under Tests Quizzes – Sakai ———————————————————————————————————— 2/25 Class Discussion Blog #3 due Introduction Workshop Conclusion Workshop Group 2 Fiction Project/Presentation due in Sakai – Wiki by classtime Researching databases – Reprise Turnitin. com Homework to be completed for the next class Read Everything’s an Argument 172 – 205 Practice the Overall Exam Review in ENC 1101 Documentation Tool – under Tests Quizzes – Sakai Don’t forget to blog! ———————————————————————————————————— 3/3 – 3/9 Spring Break – college closed ************************************************************************ 3/11 Class Discussion Blog #4 due Classic, Rogerian and Toulmin Arguments Group 3 Fiction Project/Presentation due in Sakai – Wiki by class time Homework to be completed for the next class MLA Documentation Exam next class – open book – bring a pencil Practice the Overall Exam Review in ENC 1101 Documentation Tool – under Tests Quizzes – Sakai Laptops are recommended but not required for the next class ———————————————————————————————————— 3/18 Class Discussion Library day – grade conferences available Make up in class CORE essays today MLA Documentation Exam – open book – bring a pencil Homework to be completed for the next class Create a works cited for your argumentative essay and bring to class Prepare presentation of your group’s argument Don’t forget to blog! ———————————————————————————————————— 3/19 Last day to withdraw from class ———————————————————————————————————— 3/25 Class Discussion Works Cited Workshop Blog #5 due Group 4 Fiction Project/Presentation due in Sakai – Wiki by class time Homework to be completed for the next class Argumentative CORE essay due 4/1 in Sakai – Assignments Don’t forget to blog! ———————————————————————————————————— 4/1 Class Discussion Argumentative CORE Essay due in Sakai – Assignments Research CORE Essay Assigned Homework to be completed for the next class Write a thesis statement for your essay – counts as quiz grade – must be submitted in Sakai by midnight on 4/7 – bring a copy to class Don’t forget to blog! —————————————————————————— ———â €”—————– 4/8 Class Discussion Thesis Workshop for the Research CORE Essay Outlining your Essay Blog #6 due Group 5 Fiction Project/Presentation due in Sakai – Wiki by classtime Homework to be completed for the next class Write an outline for your essay – counts as quiz grade – must be submitted in Sakai by midnight on 4/14 Read Help With Annotated Bibliography – Sakai – Module 3 Read Tensen 81 – 88 Read Summary – Module 3 – Sakai Don’t forget to blog! ———————————————————————————————————— 4/15 Class Discussion Outline Workshop Annotated Bibliography Summarizing – in class quiz Evaluating resources Primary and secondary resources – interviews Homework to be completed for the next class Write your Annotated Bibliography and submit in Sakai by midnight on 4/22 – quiz grade Read Wadsworth 154 – 163 Read Tensen 103 – 111 Don’t forget to blog! ———————————————————————————————————— 4/22 Class Discussion Group Research Project Annotated Bibliography Workshop Research CORE Essay due in Sakai – Assignments Blog #7 Review for the final exam How to cite Living Life, Papers

Acid Rain Essay Example For Students

Acid Rain Essay Acid rain refers to all types of precipitationrain, snow, sleet, hail, fogthat is acidic in nature. Acidic means that these forms of water have a pH lower than the 5.6 average of rainwater. Acid rain kills aquatic life, trees, crops and other vegetation, damages buildings and monuments, corrodes copper and lead piping, damages such man-made things as automobiles, reduces soil fertility and can cause toxic metals to leach into underground drinking water sources. Rain is naturally acidic because carbon dioxide, found normally in the earths atmosphere, reacts with water to form carbonic acid. While pure rains acidity is pH 5.6-5.7, actual pH readings vary from place to place depending upon the type and amount of other gases present in the air, such as sulphur oxide and nitrogen oxides. The term pH refers to the free hydrogen ions (electrically charged atoms) in water and is measured on a scale from 0 to 14. Seven is considered neutral and measurements below seven are acidic while those above it are basic or alkaline. Every point on the pH scale represents a tenfold increase over the previous number. Thus, pH 4 is 10 times more acidic than pH 5 and 100 times more so than pH 6. Similarly, pH 9 is 1O times more basic than pH 8 and 100 times more basic than pH 7. The acid in acid rain comes from two kinds of air pollutants sulphur dioxide (SO2) and nitrogen oxides (NOx). These are emitted primarily from utility and smelter smokestacks and automobile, truck and bus exhausts, but they also come from burning wood. When these pollutants reach the atmosphere they combine with gaseous water in clouds and change to acidssulphuric acid and nitric acid. Then, rain and snow wash these acids from the air. Acid rain affects lakes, streams, rivers, bays, ponds and other bodies of water by increasing their acidity until fish and other aquatic creatures can no longer live. Aquatic plants grow best between pH 7.0 and 9.2 (Bourodemos). As acidity increases (pH numbers become lower), s ubmerged aquatic plants decrease and deprive waterfowl of their basic food source. At pH 6, freshwater shrimp cannot survive. At pH 5.5, bottom-dwelling bacterial decomposers begin to die and leave undecomposed leaf litter and other organic debris to collect on the bottom. This deprives planktontiny creatures that form the base of the aquatic food chainof food, so that they too disappear. Below a pH of about 4.5, all fish die. Acid rain harms more than aquatic life. It also harms vegetation. The forests of the Federal Republic of Germany and elsewhere in Western Europe, for example, are believed to be dying because of acid rain. Scientists believe that acid rain damages the protective waxy coating of leaves and allows acids to diffuse into them, which interrupts the evaporation of water and gas exchange so that the plant no longer can breathe. This stops the plants conversion of nutrients and water into a form useful for plant growth and affects crop yields. Perhaps the most important effects of acid rain on forests result from nutrient leaching, accumulation of toxic metals and the release of toxic aluminum. Nutrient leaching occurs when acid rain adds hydrogen ions to the soil which interact chemically with existing minerals. This displaces calcium, magnesium and potassium from soil particles and deprives trees of nutrition. Science Essays

Investing in TUFS

The success of a project is highly dependent on the project implementation process. Proper project implementation should discover red flags in the project and formulate methods of overcoming the problems, before the IT project goes live (Crum, 2002).Advertising We will write a custom case study sample on Investing in TUFS specifically for you for only $16.05 $11/page Learn More Incorporating the ultimate users of the project in the design and implementation of an IT project is one of the key factors that determine the success of the project. Failure to follow the right procedure in project initiation and implementation would make an IT project face many problems. This is the major issue that faces the Technical Underwriting Financial System (TUFS) of Northern Insurance. Northern Insurance implemented Technical Underwriting Financial System (TUFS) to increase the efficiency of the underwriting process. However, the software was unable to solve the problem . Northern Insurance spends vast sums of money fixing errors in TUFS. This necessitates the company to determine the source of the problem to prevent continued spending on an inefficient system. One of the major factors that led to TUFS’ current problem is failure to incorporate employees who would use the system in the design and implementation of the system. Failure to incorporate relevant employees increased employee resistance to the system. Therefore, it is vital for the company to incorporate the ultimate users of the software in the design and implementation of TUFS. In addition, the company should ensure that it trains employees on how to use the system (Kerzner, 2003). Testing is one the critical phases of an IT project implementation. A company should ensure that there is ample time for testing the IT project. Testing helps in detecting red flags in the system. Northern Insurance did not undertake sufficient tests on TUFS prior to its implementation. This led to the discovery of various problems when the company had already implemented the system. Undertaking alterations to a system when it is up and running is usually more expensive than doing the alterations during the testing phase (Martin, 2011).Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Northern Insurance needs to undertake an overhaul of TUFS to realize its real benefits. Doing minor changes to the system would not solve all the problems. It is evident that most of the problems arose during the project initiation phase. The project implementation team did not seek the views of the users of the system. In addition, the project implementation team implemented the project in a hurry to beat the deadline. This led to the abandonment of various critical aspects of the system. In making the necessary changes to the system, the IT department should incorporate the views of employees of the u nderwriting department. Employees of the underwriting department should form an integral part of the project implementation team. In addition, the company should train employees of the department on how to make maximum use of TUFS. Proper implementation of TUFS would make the company reap maximum benefits from the system. The company should measure its benefits by determining the man-hours that it would save due to use of the system (Waller, 2005). TUFS would enable underwriting managers receive underwriting reports with a click of the mouse. For Northern Insurance to reap the full benefits of TUFS, employees in the underwriting department should embrace the system. They should use the system in their daily operations (Ewusi-Mensah, 2003). Therefore, it is vital for the company to determine the level of employee acceptance of the system. References Crum, J. (2002). Using Oracle 11i. Indianapolis, IN: Que Publishing. Ewusi-Mensah, K. (2003). Software development failures: Anatomy of abandoned projects. Cambridge, MA: MIT Press. Kerzner, H. (2003). Advanced project management: Best practices on implementation. Hoboken, NJ: John Wiley Sons.Advertising We will write a custom case study sample on Investing in TUFS specifically for you for only $16.05 $11/page Learn More Martin, J.W. 2011. Unexpected consequences: Why the things we trust fail. Santa Barbara, CA: ABC-CLIO. Waller, A. (2005). IT for property people. London: Taylor Francis. This case study on Investing in TUFS was written and submitted by user Ian U. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Hizballah-Party of God essays

Hizballah-Party of God essays The truck sped down Beiruts airport road, quickly arriving outside the heavily guarded walls of its target. The driver ignored the shouted orders to stop and crashed the truck through a flimsy wooden barricade. In front of him stood a long, concrete building. The driver rammed the front of the building, came to a stop, and pressed a switch in the cab. Twenty thousand pounds of explosives detonated a few feet behind him. In an instant, tons of broken concrete and twisted steel had buried more than 200 United States Marines. The truck and its driver were blown to pieces. Within a few weeks, the United States would remove its forces from the war-torn nation of Lebanon. In the name of Ayatollah Khomeini and Hizballah, one mans suicide had forced the worlds most powerful nation into a humiliating retreat. In the late 1970s, Khomeini, an Islamic clergyman from the Middle Eastern nation of Iran, lived in exile. The government of Iran, under the rule of Shah Reza Pahlavi, had forced Khomeini to leave his homeland. From Iraq to France, Khomeini used an inexpensive tape recorder to record his fiery, revolutionary sermons. His followers smuggled the tapes into Iran, where they were copied and sold by the thousands. The Shiite Muslims in Iran revered Khomeini as their spiritual leader. The Shiites are an Islamic sect with members in many Middle Eastern countries, including Iraq and Lebanon. In Iran, the Shiites form a majority of the population. Khomeini and his Shiite followers believed in a government strictly based on the laws of Islam. Through his recorded sermons, Khomeini called on Iranians to overthrow the shah and establish an Islamic government. The shah of Iran employed a modern army and a large network of secret police to control his country. He made billions of dollars from the sale of Irans oil and also had the support of the United States. Nevertheless, anger towards his harsh r...

Health Disparities Assignment Example | Topics and Well Written Essays - 750 words

Health Disparities - Assignment Example There is a detail, analysis in the paper of the solution to the disparity and the people involved. The plan, implementation, track of the plan and assessment of the project is discussed in detail. The research paper then gives a conclusion on a wider scope of the whole country should the disparity go viral in the whole country. Atmore Community Hospital is well equipped with proper functioning structures and departments in Atmore (Baptist Health Care). However, the rate of increase in population and obesity in the community has presented a problem of lack of access to the hospital. Obesity is increasing in the community and most of the affected citizens cannot walk. The region is 8.4 square miles; this vast distance makes it difficult to patients to access services of the hospital quickly. The current development warrants this disparity to be eliminated with a possible solution. The lack of access to much needed health care services has made this fact a disparity that needs immediate attention and possible solutions. Atmore lies on an area of 22 km2, and the region has a high density of people totaling 922.5 people per square mile according to the last census p 2000. The population is growing daily, and most people have difficulties in accessing hospitals due to distance. The cost of treatment is expensive, and most people are unable to afford it, and wide area making it impossible to serve all people. The possible solutions include the introduction of mobile clinics to cater for the vast wide region. Implementation of affordable health care incentives, to accommodate the aged and the poor health care (Ungar). The incentive that includes controlling premiums of health insurance to affordable levels. The proposed solutions can only be achieved if they receive maximum cooperation from the leadership of Alabama State both financially and deliberation of laws. The leadership is charged with the responsibility of ensuring the medical department has enough

Reading response 12 Assignment Example | Topics and Well Written Essays - 500 words

Reading response 12 - Assignment Example 2011), quoting Selinker (1972), states that this theory was developed forty years ago and has gradually been accepted by many researchers, such that it became conned a globe approach that saw L2 learners acquire new languages. It developed from generic, impressionistic observations outside tutored environment. Han (2011) also emphasized that only about 0 – 5% of L2 learners were able to achieve foreign language proficiency. The rest were failures who became fossilized. According to Han (2011), proponents of Fossilization (as a determinant in L2 learning) also based their research on observation and interview outside the classroom environment (tutored environment). They had their targets and observed and interviewed them periodically. Unfortunately, Han (2011) states that recent research indicates that Fossilization, as a theory, is evolving. It is no longer having the global status it used to have before. Several researchers have hinted that there are several shortfalls that have made Fossilization rather a local than global approach. Studies have proved that there are several conditions that make L2 learners acquire language, namely: bio-mutations, ability, opportunity, motivation, environment, culture, time, quality and quantity of instruction, inadequacy in input and methodology of instruction, and communicative practice of the imparted knowledge. Such conditions make some learners not to be fossilized. They excel in acquiring language. Recent researchers further argue that, early researchers only used qualitative means to interpret their data. This renders fossilization weak as an approach. Perhaps they should have used both qualitative and quantitative means in a tutored environment of SL2. Furthermore, todays’ researchers such Long (1990), Abrahamson (2003) and Williams (2007), argue that fossilization may come due to inadequate and poor instruction to the learners of L2 coupled with poor methodology and learning environment. Such condition, plus

Early literacy support programme

Early literacy support programme This small-scale research project focuses on The Early Literacy Support (ELS) Programme (DfES, 2007) within an urban primary school. Over the past few years there has been a large amount of investment provided by the Government to help raise childrens attainment in literacy. As a result, additional support programmes and interventions have been developed. The ELS Programme is an intervention produced by the National Strategies aimed at Year 1 children, who with additional support, should reach or exceed age related expectations in literacy. Aims This research aimed to study the ELS programme to identify how children are selected to participate in in the programme and to investigate the staff and childrens perceptions of the intervention and impacts as a result of the programme. This research examined three key questions; How is Early Literacy Support supporting childrens specific needs? What are the perceptions of teaching staff on how Early Literacy Support has impacted on childrens enjoyment, development and attainment in literacy? What are the perceptions of the children on Early Literacy Support and their enjoyment and development in literacy? Rationale I have a keen interest in literacy and am interested in learning about different ways to support children who struggle to easily acquire literacy skills within the mainstream classroom. The main reason for conducting research into this area was to enable me to gain a better awareness of literacy interventions for young children, which will ultimately increase my understanding and inform my future practice as a teacher. The class where I was on placement had a large number of children who required additional literacy support, so it seemed the ideal opportunity to further investigate the literacy interventions that children were involved in. Furthermore, although research has previously identified the positive impact of ELS and other phonics interventions, there is no documented research assessing childrens or adults views on the programme. The present research aimed to address this literature gap. Literature Review Learning to read, write and spell are among the most critically important and empowering skills that children will learn at school (Pumfrey Elliott, 1990, p. ix). Literacy skills provide the grounding for education and future life, however, a large proportion of children in the education system experience literacy difficulties. Children who struggle to acquire literacy skills are a continuing educational concern in todays modern society (Pumfrey Elliott, 1990). Browne (2009) identifies that teachers largest concern is surrounding children who fail to make progress in reading and writing. There are a wide variety of possible causes of childrens literacy difficulties, for example language delay, visual impairment, absence of books at home and general learning difficulties (Browne, 2009). It is therefore essential for teachers to assess the pupils difficulties and identify underlying causes in order to provide support that is tailored towards their individual needs. At Key Stage 1 in 2009, 84% of children achieved level 2 or above in reading and 81% of children achieved level 2 or above in writing (DfCSF, 2009). These figures remained relatively stable between 2007 and 2009. Although the majority of children are achieving age-expected levels, there is still a proportion of children who are under-achieving in literacy during their early school years. The gap between children who are struggling in literacy during their early years of schooling and their progressing peers will widen as children continue through their school life, which will have a negative impact on their self-esteem as well as educational attainment (Moore Wade, 1995; Rose, 2006). Graham (2008) states that approximately 35,000 children (6% of Year 6s) each year are leaving primary school with literacy levels below their age expected potential. Moore and Wade (1995) highlight that difficulties in literacy will also impact attainment in other areas of the curriculum, as reading and writing are crucial skills. It is therefore essential that children receive suitable, individualised support as early as possible to prevent later, exacerbated difficulties (Moore Wade, 1995; Graham, 2008). Rose (2006) argues that childrens reading and writing difficulties can be avoided through early assessment and by implementing appropriate interventions to support their individual needs. The use of early interventions can be seen as a preventative approach to avoid later difficulties (Burroughs-Lange Douetil, 2007; Savage Carless, 2008). This view has been recognised by the Government and schools are now formally required to provide focused support to children before Year 3 (Graham, 2008). Following the introduction of the National Literacy Strategy in 1998, the Government introduced additional initiatives with the aim of alleviating literacy difficulties in todays young population, in order to raise attainment (Shiel, 2003; Soler Paige-Smith, 2005; Graham, 2008). The Government instigated three waves of support to help schools plan and implement adequate provision for every child (DfES, 2007; Graham, 2008). Wave 1 describes the provision of Quality First Teaching which consists of systematic phonics and a rich language environment that all children should receive within whole-class literacy lessons. The DfES (2007) argues that good teaching is the most effective way to raise childrens achievement (p.9). Wave 2 is designed to help children who have experienced quality teaching but are still behind their peers, although they have the potential to reach age related expectations. This level of support is in addition to daily literacy lessons and usually consists of group work following a structured programme that is delivered by a teaching assistant. Wave 3 is designed for children who have Special Educational Needs and require personalised one-to-one support (DfES, 2007; Graham, 2008). A recent focus in schools has been on Wave 2 interventions, with the aim of helping children to make progress in literacy (Rose, 2006). A commonly implemented Wave 2 intervention is The Early Literacy Support (ELS) Programme (DfES, 2007) produced by the National Strategies. The approach is used for children in Year 1 (age 5-6 years) whose literacy skills are developing slower than expected during their first term in Key Stage 1 (Shiel, 2003; Graham, 2008). The children identified to participate in ELS are expected to progress to, and possibly exceed, age-related expectations following small, focused group sessions (DfES, 2007; Hatcher et al. 2006a). A teaching assistant delivers the group sessions in close collaboration with the class teacher, which is essential for successful application of the programme (DfES, 2007). The ELS programme consists of planned, systematic sessions that work alongside the Primary Literacy Strategy and incorporates aspects of Letters and Sounds (DfES, 2007). The sessions focus on supporting and developing childrens phonological skills, helping them to link sounds to graphemes, decode words and subsequently improve their reading, spelling and writing (Hatcher et al. 2006a). This is essential, as studies assessing a variety of interventions have repeatedly identified that successful literacy interventions focus on phonological knowledge as a starting point to reading and writing (Hatcher et al. 2006b; Savage Carless, 2008). Ehri et al. (2001) conducted a meta-analysis of 52 intervention studies and concluded that phonemic awareness was the most significant contributor to reading and writing development. Rose (2006) stresses that effective interventions must build upon phonic work that the children have experienced within the mainstream classroom. Furthermore, he argues th at interventions will only be successful if the work completed in the sessions is sustained and built upon back in the classroom when the intervention finishes (Rose, 2006). Research has shown that the ELS programme has positive impacts in improving childrens literacy skills, particularly reading (Burroughs-Lange Douetil, 2007). Soler and Paige-Smith (2005) documented that children who were experiencing mild difficulties in acquiring literacy skills, progressed in literacy following the ELS programme. Further evidence comes from Hatcher et al. (2006a), who evaluated the effectiveness of the ELS programme compared to another reading intervention. They found that the reading skills of 6 year olds were raised in line with their peers by the time they had finished the programme. However, in this study there was no unseen control group, so results cannot be compared to children with low literacy skills who did not engage in the programme (Hatcher et al. 2006a). On the negative side, a constraint with the ELS programme is that the sessions are delivered by teaching assistants, rather than trained teachers. Researchers have argued that children who are struggling should be taught by skilled professionals who have knowledge of how to support and improve childrens attainment (Stainthorp, 2000) However, research has consistently shown that interventions delivered by teaching assistants can be effective in improving childrens literacy attainment (Hatcher et al., 2006b; Savage Carless, 2008). Rose (2006) highlighted that successful interventions were regularly carried out by teaching assistants who worked effectively with groups of children. Evidence comes from Hatcher et al. (2006b) who assessed the effectiveness of a reading intervention and found that the majority of children had caught up with their peers by the end of the programme, although a proportion of children still required extra support. They concluded that teaching assistants are mo re than capable of successfully teaching a group intervention in order to raise attainment. Additional support comes from a longitudinal study conducted by Savage and Carless (2008). They found that the majority of pupils who had engaged in teaching assistant directed interventions in Year 1, achieved national average results at the end of Year 2. Research to date stresses the importance of early interventions and highlights the success of teaching assistant directed group sessions. However, an important consideration regarding additional support is ensuring that the type of intervention given is related to the childs specific needs in order to raise attainment (Bradley, 1990). Furthermore, although research has previously investigated the effectiveness of ELS, there is a lack of research that has examined the teachers, teaching assistants or childrens perceptions of the intervention and subsequent impacts. The present research aimed to further examine the ELS programme to address this literature gap by studying the intervention in an urban primary school, where staff had recently implemented the programme in order to raise literacy skills for a group of Year 1 children (see Appendix 1 for project plan). The research aimed to investigate: How is Early Literacy Support supporting childrens specific needs? What are the perceptions of teaching staff on how Early Literacy Support has impacted on childrens enjoyment, development and attainment in literacy? What are the perceptions of the children on Early Literacy Support and their enjoyment and development in literacy? In order to answer the above research questions, ELS sessions were observed and staff and children were interviewed. Furthermore, childrens literacy targets were obtained and their reading and writing levels were compared from before and during participation in ELS. Methodology Design This small-scale research project employed a case-study design, examining the ELS intervention within one urban primary school. Demetriou (2009) identifies that case studies enable researchers to collect and record in-depth data within a real-life context. Participants A purposive sample (Burton et al. 2009) of three Year 1 children from an urban primary school were recruited for the study as they had been selected by their class teacher to participate in the ELS programme. The sample also consisted of the Year 1 class teacher and teaching assistant who delivered the programme. Data collection methods A mixture of qualitative and quantitative data collection methods was used in this study. Mason (2006) recommends using a mixture of qualitative and quantitative research methods to enable a clear view of the data. Furthermore, Evans (2009) highlights that using different categories of participants (teachers, teaching assistants and students), alongside a range of data collection methods enables triangulation and therefore increases validity and reliability of the methods and data collected. The majority of the data collection involved qualitative research methods, in order to gain rich, detailed data regarding individuals beliefs and opinions surrounding the ELS programme (Evans, 2009). Semi-structured interviews were conducted with the class teacher, teaching assistant and three children who participated in ELS. This form of interview enables the researcher to respond to interviewees answers to gain more detailed information (Burton et al. 2009). A set of key questions were planned (Appendix 5, 6 and 7) and additional questions were asked during the interviews depending on the participants response. Open-ended questions were asked to enable participants to express their own opinions, leading to more detailed, in-depth data (Burton et al. 2009). All interviews were recorded using a dictaphone and later transcribed. Three sequential ELS sessions were directly observed, with the observer as a non-participant. Although this is a time consuming method, Burton et al. (2009) argue that observation can be one of the most powerful tools in research (p. 95) as it can yield rich, real-life data that can be essential for the research. The observations were noted using a continuous narrative and were also recorded using a dictaphone to ensure objectivity. Quantitative methods were used to examine childrens literacy targets and attainment levels. Childrens literacy levels before participating in ELS (Autumn Term 2010) were compared to levels after completing a few weeks of the programme (Spring Term 2011). This data was also compared to adults and childrens perceived improvements as a result of the programme. Data analysis Observations and interviews were transcribed and coded using the open coding method, by identifying emerging codes from the data related to the key research questions (Burton et al. 2009). The observations were transcribed and coded according to the ELS session activities that the children engaged in, such as sounds, spelling and writing sentences (Appendix 8). All interviews were transcribed and systematically coded according to themes related to the key questions, for example childrens needs, development, enjoyment and attainment (Appendix 9). Ethical considerations Before conducting the research, an ethical consideration form was completed (Appendix 2) using Bera (2004) guidelines, which was signed off by my MA Tutor. As the research was being completed in a school, the research proposal was explained to the Head Teacher and she gave informed consent for the research to be carried out in her school (Appendix 3). As the research involved children under 16 years of age, parents of the three children involved were sent a letter explaining the research and asking for their permission for their child to be interviewed and observed. All parents returned the letters signed (Appendix 4). The research was also briefly explained to the children and they were informed that they didnt have to answer any questions if they didnt want to. Interviews with both staff and children were completed at a convenient time for the participants and were kept short so as to not impact on their usual school/work routine. Interviews with children were conducted in a quiet room that children were familiar with to ensure that they were comfortable. Furthermore, observations of ELS sessions were conducted during normal timetabled sessions to minimise intrusion or distress for children. All data collected was coded to ensure confidentiality and anonymity. Once the data was transcribed and reported, all interview recordings were deleted (Bera, 2004). Results Observations of ELS sessions are shown in Appendix 8. Interview transcripts with the class teacher (CT), teaching assistant (TA) and three children (A, D, and E) are shown in Appendix 9. The three childrens writing targets are shown in Appendix 10 and their literacy levels from September 2010 to April 2011 are shown in Appendix 11. How is Early Literacy Support supporting childrens specific needs? Childrens needs During the interview, the class teacher (CT) stated that the ELS programme was implemented at the school as there was a need in Year 1, particularly to raise the levels in writing. The three children were selected to participate in ELS as they were working on a W level in literacy and they lacked confidence in reading and writing. She said they all have potential, they are beginning to use their sounds but need more input with decoding words to read and sounding out words to spellà ¢Ã¢â€š ¬Ã‚ ¦.independently they werent able to produce a sentence on their own. Furthermore, child E had a lot of time off school so was selected in order to fill the gaps in his learning that he had missed. The childrens writing targets prior to starting the programme (Table 1), were all focused towards using sounds to spell and writing a simple sentence with correct punctuation independently. The teaching assistant (TA) said she was unaware of the childrens literacy targets, but knew the children has been selected for the programme to increase their confidence in reading and writing. Table 1 Childrens writing targets. Writing Targets January 2011 Child A To use full stops and capital letters in my sentences. Child D To use a Thrass chart to help me spell. Child E To write a sentence on my own. ELS session activities During a typical ELS session, the TA stated that they look at letter sounds, apply an action to each sound, learn key words and write simple sentences using the key words. She said a lot of the sounds and words we use in the sessions are also Thrass words, and the children often recognise that. During ELS observations (Appendix 8), the majority of the activities observed were focused on sounds and spelling. Session 18 incorporated writing simple sentences using the sounds and spellings that they had learnt in the previous sessions. Children were occasionally required to read key words, however there wasnt a specific reading activity incorporated into the observed sessions. Both the CT and TA stated that the ELS programme is followed strictly and not tailored according to the childrens specific needs or individual progress. However, the CT said that a feedback and assessment procedure is currently being implemented whereby the TA records a brief summary of the sessions to pass on to t he CT. What are the perceptions of teaching staff on how Early Literacy Support has impacted on childrens enjoyment, development and attainment in literacy? Enjoyment The CT and TA both identified that the largest impact of the ELS programme has been on the childrens confidence in reading and writing, both in the ELS sessions, whole class lessons and at home, which has increased their enjoyment in the subject. CT said they now believe they can write and seem to enjoy writing. Furthermore, she stated that the children are also starting to write things at home and show them to the rest of the class, which they never used to do. Within whole class lessons, she has also observed that the children are more involved during discussions and are definitely more positive towards their work, especially child A. The majority of the children seem to enjoy their extra literacy sessions. However, the TA noted that child A sometimes seems frustrated because she is missing out on class work, but otherwise she is enthusiastic in the sessions. The CT said that the children always come back from the session with a big smile on their face, which highlights their enjoyment of the ELS sessions. Furthermore, when in the classroom, the children are now showing pride and pleasure in their literacy work. The TA stated that children come over and say look at all the work Ive done, or can you read my writing. Development During interviews, both the CT and TA were very positive regarding the impact that ELS has had on the childrens literacy skills since starting the programme in January. Children are now confidently answering questions, they are able to write sentences independently and use their sound knowledge to spell and read words. CT stated they can now write a sentence independently without getting stressed out and they are beginning to spell all the simple words correctly. She also identified that children are more focused on their class work and are able to confidently complete writing tasks independently. CT described child E who was previously not focused on his work, whereas this week when he wrote about the school trip he wrote half a page on his own, which he would never have done before. This development has also been noted by the TA during ELS sessions, with child A now willing to try any activity, child D can correctly sound out words and child E has caught up with peers after a lot o f time off. The TA stated that all children have definitely benefitted from the programme already. Attainment As shown in Table 2, all of the three childrens levels in reading and writing have increased from W levels (not yet accessing the Year 1 curriculum, so assessed against P scales) in November 2010, to at least a level 1c in April 2011 during the period that ELS was implemented. The greatest improvement has been in writing, with child A and E achieving a level 1c+. What are the perceptions of the children on Early Literacy Support and their enjoyment and development in literacy? Enjoyment During interviews with the children, it was clear that all children enjoy the ELS sessions, however child A stated that she didnt want to be in the group anymore as she doesnt think she needs to be in it. All three children stated that they enjoy sounding out letters in the sessions and described how much they enjoy helping Pip the puppet with her sounds. Child D said I like it when we talk to Pip and help her sound out letters and likewise child E stated I like sounding out letters and reading things. Writing was consistently the activity that children enjoyed the least as they found it the most difficult. However, when describing her favourite piece of writing, child A stated I enjoy writing lots of things because I know how to write now. Development When describing what the children thought they had improved at in literacy, all the children identified that they can now sound out letters to help them with their reading and writing. Child A felt that she had got better at sounding out letters and stated this was because she had been practising with the TA. She also talked about finding writing difficult in Foundation Stage and said now I just remember how to write a word and can write it down. Child D said Ive got better at my reading because I can now sound out words to help me read. I am on List 9 hotwords already. Child E stated I have got better at writing. I always make the sounds for the letters and words to help me to write. Discussion This research aimed to investigate how the ELS programme is supporting childrens needs and assess adults and childrens perceptions of the programme. Interviews, observations and obtaining childrens targets revealed that the ELS programme is at present supporting the childrens specific needs. Furthermore, overall both staff and children expressed positive opinions regarding the ELS programme. The ELS session activities focused mainly on sounds and spelling, with writing a simple sentence incorporated into some sessions. This links directly with childrens needs before starting the programme and their individual writing targets, which Bradley (1990) argues is crucial in order for an intervention to be successful. Furthermore, the phonics covered in the session was linked to Thrass, which is the phonics programme that children experience in the mainstream classroom. This is crucial, as Rose (2006) argues that it is essential for children to have continuity to enable them to transfer their skills from the classroom into the session and vice versa. Although the sessions at present are supporting childrens needs, their targets will change over time and it cannot be concluded that the sessions will continue to support their needs. The ELS programme is followed strictly, with no room for incorporating work to specifically target the childrens individual needs if they are not cove red by the programme. This is therefore in contrast to the view held by Bradley (1990). Although the programme must be followed, it might be beneficial if the TA knew the childrens targets so she could focus on those particular skills, within the planned sessions. Both the adults and childrens perceptions of the programme were very positive. The adults have seen improvements in childrens literacy skills during the past few months, particularly with the childrens confidence in all aspects of literacy. The adults stated that the children are now more confident at sounding out words and will independently complete writing tasks that previously they struggled with. The children were able to identify what they felt they had improved at, which were in line with the adults opinions of the childrens development. This increase in confidence appears to have had an impact on the childrens enjoyment in aspects of literacy, although writing was consistently their least favourite aspect. Only one child expressed her frustration with being involved in the group as she felt she was missing out on class work. The ELS sessions are timetabled for 20 minutes at the same time each day, meaning children are always missing foundation subjects as part of their topic work. Although the intervention is clearly aiding childrens development, the children are potentially missing out on crucial learning experiences within the mainstream classroom. It would be interesting to investigate whether childrens opinions of the intervention were more positive if the interventions were timetabled on a rotational basis to ensure that children were not always missing the same lessons. The adults positive opinions surrounding the impact of ELS are supported by the increase in childrens progress and attainment in literacy. The childrens attainment in both reading and writing had increased from W levels, to at least a 1c during the period that ELS was implemented. The current research therefore supports previous findings that have documented improvements in childrens literacy skills and attainment following participation in the ELS programme (Soler Paige-Smith, 2005; Hatcher et al. 2006a; Burroughs-Lange Douetil, 2007). However in this study, it cannot be concluded that increase in literacy attainment is solely attributed to the ELS programme, because other variables were not controlled. Alongside the intervention, children were also experiencing quality teaching during their whole class sessions, with reading and writing supported across the timetable. Furthermore, the school has recently implemented the Read Write Inc. phonics scheme to use during the literacy le ssons, which focuses heavily on sounds and spellings. Therefore, it may be a combination of the ELS intervention, quality first teaching and literacy phonics schemes that have led to an improvement in literacy skills and subsequently an increase in reading and writing attainment. Further, controlled studies need to be conducted to assess the specific impact that the ELS intervention has on childrens literacy skills. Additionally, the present research only assessed a snap shot of the intervention and did not assess the impact of the programme on literacy skills and attainment in the longer term. Although the research documents an increase in skills and attainment, it cannot be concluded that the programme helped children to reach or go beyond age expected levels in literacy by the end of a school year. It would be interesting to conduct longitudinal research to see whether children participating in ELS during the spring term of Year 1, achieve age-related expectations of at least a level 1b by the time they finish Year 1. Although Savage and Carless (2008) conducted a longitudinal study of ELS and assessed results at the end of Year 2, research has yet to assess childrens attainment across the whole of Year 1. The current research also supports the literature that suggests that teaching assistants can deliver interventions successfully in order to raise attainment (Hatcher et al. 2006b; Savage Carless, 2008). However, prior to starting the programme the teaching assistant received no training and simply had to deliver the programme following the session plans. She was not confident in using Thrass as she had had no phonics training. In agreement with Savage and Carless (2008), it can be argued that to further improve childrens attainment, teaching assistants who are delivering interventions need to be trained in phonics programmes and should be aware of approaches to support childrens learning. As this was a small-scale case study conducted in one urban primary school, the findings from this research cannot be generalised to other children or schools (Demetriou, 2009). Furthermore, case study designs have been criticised for being influenced by the researchers subjectivity (Demetriou, 2009). However, to overcome this issue, the present research adopted multiple research methods and recording approaches in order to ensure objectivity, which therefore increases the validity and reliability of the findings (Burton et al. 2009). A strength of the research was that observations of ELS sessions were conducted sequentially over a 3 day period in order to increase reliability and observations were noted and recorded to ensure objectivity. However, the researchers presence may have influenced the children and staffs behaviour, meaning the observed sessions may not have been a true reflection of typical intervention sessions (Wilson Fox, 2009). Furthermore, the interviews yielded hi ghly valid, in-depth data, however once again the results cannot be generalised as the answers were specific to the children and staff interviewed (Wilson Fox, 2009). Conclusion In conclusion, this small-scale study revealed the positive benefits that the ELS programme has had both on the childrens confidence and their attainment in literacy. The research has increased my understanding of literacy interventions to support childrens learning and increase their attainment. Interventions would be something I would consider implementing in my own classroom if there was a need to boost childrens literacy skills. Furthermore, I would carefully consider the timing of the interventions so as not to greatly impact of their learning in other subjects that the children may enjoy. The recent changes being proposed in the Education Bill currently going through Parliament, has led to a period of uncertainty with regards to the curriculum, National Strategies,

Administrative Ethics – Paper 3

Administrative Ethics Paper HCS/335 December 19, 2011 Administrative Ethics Paper There are many factors that are affecting our everyday lives but none as important as the ethics of healthcare. Healthcare is one of the largest personal care services provided in our civilization today. In order to provide this type of care adequate and qualified personnel must have access to personal information both medical and at times non-medical. Preserving patient confidentiality has become more increasingly difficult to do. The desire to guard patient privacy is apparent with all the legal ramifications imposed by the federal and state laws. I will be discussing the ethical and legal issues of healthcare while stating the responsibilities and facts that could lead to solutions. According to â€Å"American Medical Association† (1995-2011), â€Å"The U. S. Constitution defines a physician’s legal obligation to their patient(s) by federal and state law, regulation, and by the court although access to patient information has become more accessible†(Council on Ethical and Judicial Affairs). In 1996 Congress enacted the Health Insurance Portability and Accountability Act. The Health Insurance Portability and Accountability Act of 1996 (HIPAA) and was recently amended under the Health Information Technology for Economic and Clinical Health Act ( â€Å"AmericanCollege of Healthcare Executives†, 2009). HIPAA was to put safety measures to shield a patient(s) health information and keep it private. In February of 2009 on the 17th, President Barak Obama authorized the American Recovery and Reinvestment Act of 2009 with the objective to support the acceptance of electronic medical records (EMR) by physicians and medical facilities. The law symbolizes a reassurance to privacy by giving them actionable remedies in an event that their personal private medical records are misused or abused (â€Å"ResourceLibrary: The CBS Interactive Business Network†, 2002). The lack of safeguards for patients and their information is a big disadvantage because physicians, medical facilities, and patient(s) have oncerns as to whether or not their information will be protected and stay private. Health information being used electronically has increased medical access as well as transmission between health data and other physicians allowing admission to all a patient’s medical information in their network if needed. The expansion of technology in the healthcare industry has helped to give better patient care to ensure healthier and more productive people I society but the challenge comes into play with respecting and honoring a patient’s confidentiality. Doctor’s have always been obligated to keep their patient’s information private by not divulging and medical or personal information exposed by the patient or ascertained by the physician while treating the patient. According to â€Å"American Medical Association† (1995-2011), † the purpose of a physician’s ethical duty to maintain patient confidentiality is to allow the patient to feel free to make a full and frank disclosure of information to the physician with the knowledge that the physician will protect the confidentiality nature of the information disclosed† (Council on Ethical and Judicial Affairs). Sustaining a patient’s medical and personal information is a legal obligation as well as the ethical sense of duty. The American College of Healthcare Executives feels that besides following HIPAA and all applicable state and federal laws, healthcare executives should also have a ethical and moral duty to respect privacy and protect the security of patients’ medical records. Doctors, nurses, and anyone that may come in contact with a patient’s records should become familiar with the laws involving the obligation to maintain confidentiality because any breach of confidentiality no matter how small can result in misappropriates, a lawsuit and/or disciplinary action. The HIPPA privacy protection in its present state is inadequate because it allows the sale of patient information to third parties without written consent even though there are consequences for it. The American Recovery Reinvestment Act has begun to stipulate some safety by making a cutoff point for use of information for promotion and fundraising and for the sale of records. According to â€Å"AmericanCollege of Healthcare Executives† (2009), â€Å"As patient advocates, executives are required to guarantee their organization acquire appropriate patient authorization to give personal information or follow the correct procedures as carefully characterized in the policies and relevant laws in such cases for when the elease of information without consent is indicated† (Health Information Confidentiality). In conclusion with all the different and new technology in society today everyone more so doctors and medical personnel are extremely cautious about relinquishing and personal patient information regardless if it is to a another doctor or family. Every physician and medical facility must make every effort to guarantee the patient’s information will remain con fidential regardless of how it is kept in a file or electronically. Technology will progress as the years get older and so will the rise on patient information being misused. Technology can improve the quality of care by all means but while it is improving care it also needs to be steps and measures taken to improve the patient’s privacy and confidentiality of their medical information. References AmericanCollege of Healthcare Executives. (2009). Retrieved from http://www. ache. org/policy/hiconf. cfm American Medical Association. (1995-2011). Retrieved from http://www. ama- assn. org/ama/pub/about-ama/our-people/ama-councils/council-ethical-judicial affairs. page ResourceLibrary: The CBS Interactive Business Network. (2002). Retrieved from http://findarticles. com/p/articles/mi_m1272/is_2689_131/ai_92691019/? tag=content;col1

Urbanisation Is Sea

SE1101E Group Essay Rural-Urban migration, or â€Å"urbanization†, has led to a better life for a majority of Southeast Asians. To what extent is this true? Discuss your answer using examples from at least three different Southeast Asian societies to illustrate your points. ____ Introduction For the longest time, Singaporeans lived in a relative urban oasis – coined, praised and awarded as the ‘Garden City’. Even so, in the last 2 years, Singaporeans have experienced the stress of continued urbanization, created primarily through migration.This stress has been manifested physically as inadequate infrastructure, socially as rising xenophobia and politically as rising discontentment, leading to the long-ruling People’s Action Party to face its worst electoral performance since independence in 1965. It is this backdrop that propelled our group to comparatively examine the urbanization experiences of three of Southeast Asia’s largest countries, an d evaluate the outcomes. Firstly and most importantly, it is important to delineate the two key terms – â€Å"rural-urban migration† and â€Å"urbanization†.While â€Å"rural-urban migration† is a subset of â€Å"urbanization†, urbanization as a process is far more encompassing, as Terry McGee has noted to include the expansion and encroachment of urban regions into formerly rural areas through land-use conversion practices. For the scope of this essay, we will limit our arguments to the process of â€Å"rural-urban migration†. The process of migration is simply defined by Zelinsky as â€Å"a permanent or semipermanent change of residence†.Petersen offers a sociological perspective, defining migration as â€Å"a spatial transfer from one social unit or neighbourhood to another†. Extending these, rural-urban migration can be broadly defined as the movement of people from rural home locations to urban locations, which results in socio-economic impacts for â€Å"both the origin and destination societies†. This includes circulatory migration, where rural migrants return to their home location after a period in the urban location, and permanent relocation from the rural location to the urban location.Further to this, to achieve a manageable scope of discussion, we have elected to focus on (domestic) rural-urban migration, where the rural and urban locations are located within the same country, as opposed to the processes of transnational (and regional) rural-urban migration. In this essay, we will argue that while the process of rural-urban migration has created a better life for some, it has not necessarily created a better life for the majority of Southeast Asians especially when evaluated on a holistic level. Specifically, we will use the case studies of Indonesia, Thailand and the Philippines to support our argument.These three countries were selected as their combined populations of over 400 millio n, consist a majority 65 per cent of Southeast Asia’s 620 million people, in addition to their relative comparative congruence within the extremely diverse Southeast Asian region. Secondly, this essay strives not to be an ideological critique of the processes of â€Å"rural-urban migration† and â€Å"urbanization† but rather, serve as a comparative exposition on the impacts of rural-urban migration in Indonesia, Thailand and the Philippines and provide an objective evaluation of whether this process has created a â€Å"better life† for the â€Å"majority of Southeast Asians†.Aptly congruent, Tjitoherijanto and Hasmi describe urbanization as an expression of â€Å"people’s desire for a better life† and â€Å"must be recognized as a natural modern process by which humans attempt to improve their welfare†. The central themes of what is â€Å"a better life†, has rural-urban migration created it and for whom, form the framewo rk of our discussion. Case Study: The Philippines In our first case study, we analyze the Philippines. The state of urbanization in the Philippines is comparatively the most advanced of the three case studies, with 33 highly urbanized cities and 4 surpassing the 1 illion-population mark. While the 2010 census depicts the state of urbanization in the Philippines, it does not describe the flow of domestic rural-urban migration. From 1970 to 1990, the percentage of the Philippine population identified as â€Å"urban† surged from 36% to 52%, which further increased to 59% by 2000. Not all of this growth can be attributed to rural-urban migration. In fact, 47. 2% is actually due to reclassification of formerly rural areas as urban and natural urbanite population growth.While explicit data is sparse, Hugo provides a basis to assume that the remaining and majority 52% of this urban growth, is likely due to rural-urban migration. In tandem with rising urbanization, cursory economic i ndicators also rose. GDP increased from USD 6. 6 billion in 1960 to USD 199. 5 billion by 2010. Even with considerable population growth, GDP per capita also grew during the same period, from USD 692 to USD 1,383. Nakanishi forwards that the rural sector conditions in the Philippines, where peasants do not own their land, are â€Å"insupportable† and conditions in the city, though not the best, are an improvement.Knight and Song, who compute the Philippine’s urban-to-rural income ratio to be 2. 26, give further credence to the possibility, that perhaps, rural-urban migration might create a better economical life for rural migrants, and for all Filipinos too. These quantitative indicators are, however, quickly problematized as overly simplistic. To begin, consider the Gini coefficient, which measures the inequality of income distribution. For the Philippines, this stood at 0. 46 in 2010; the income share held by the top 10% was 36% while the income share held by the bot tom 10% was only 2%.This significantly unequal distribution of income evidences that the benefits associated with economic growth has not reached and has not benefitted a vast majority of Filipinos. Also, counterintuitively, higher income levels in urban areas do not actually lead to economic improvement on all accounts, as the Harris-Todaro model establishes. Simply put, the wage differential between the urban and rural areas (2. 26 in the case of the Philippines) compels rural populations to igrate to urban areas despite urban unemployment which further, and continually, increases unemployment, as long as urban wage levels continue to exceed that of rural areas. This thesis holds true in the Philippines context, where even as unemployment rates rose from 5% in 1980 to 11% by 2000, rural-urban migration continued to rise. This self-perpetuating cycle is particularly significant as it confirms that rural-urban migration, far from leading to a better life, actually results in the opp osite. Rising unemployment creates further problems.One is the creation of urban slums, where the poorest rural migrants generally live. In fact, from 2000 to 2006, urban slums grew at a rate of 3. 5%, faster than the urban population growth rate of 2. 3%. This evidences that rural-urban migration (which generates the majority of urban population growth) creates negative socioeconomic ripple effects, which compound with time, noting that rural-urban migration began in the 1960s in the Philippines. In Manila alone today, 35% of the 12 million population live in slums.Urban slums, which are â€Å"characterized by poor sanitation, overcrowded and crude habitation, inadequate water supply, hazardous location and insecurity of tenure†, have been recognized to lead to widespread environmental degradation. Most prominently, the lack of proper sanitation and sewerage services in slums contaminate citywide and nationwide water supplies, creating over 38 million cases of life-threateni ng diarrhea in the Philippines every year. This is despite the percentage of urban population with access to sanitation in the Philippines increasing from 69% in 1990 to 79% in 2010.This contradiction recalls Ulrich Beck’s pithy quote â€Å"smog is democratic†; that environmental impacts (linked to rural-urban migration and its ensuing employment) created by a small segment of the population can degrade the quality of life for a significant majority, in a ripple-like effect. However, ripple effects can work both ways, and in a positive sense too. One common example is that of the increased literacy rate as a result of rural-urban migration. From 1980 to 2000, the literacy rate increased from 84% to 93%. The literature is clear; generally speaking, a higher literacy ate and education level are two of the most significant positive externalities of rural-urban migration. The causation link between rural-urban migration and literacy is primarily due to the higher accessibi lity of schools in urban regions, which allow rural migrants in urban centers to more readily access schooling. This causation is however, problematic in the Philippines, where there is no wide disparity in literacy rates between rural and urban areas that would support such a causation thesis. The primary school net attendance rate in rural areas was only marginally lower at 86%, compared to 89% in urban areas.Some theorists have hypothesized that a strong historical cultural emphasis on education in the Philippines is one reason for this comparative equality in literacy rates in both urban and rural areas. Regardless, the lack of causation between rural-urban migration and literacy rates in the Philippines, further evidences that rural-urban migration, has not led to a â€Å"better life† for a significant majority of Filipinos. The discussion thus far surfaces a most important facet of the discussion – that of policy responses to rural-urban migration.It is apparent that the impacts created by the process of rural-urban migration might not be as deterministic as Harris and Todaro implied (their simplifying assumptions have been widely critiqued). It is crucial to note that the impact of the rural-urban migration process, whether positive or negative, is molded through the lens of government policy responses. In the case of the Phillipines, the indicator of increasing Gross Domestic Product (GDP) per capita, was contradicted by a highly unequal distribution of income and rising unemployment.Policy intervention is thus required to equalize this. Also, the formations of slums are not a direct result of rural-urban migration but due to inept city planning and a lack of sufficient public housing, again demonstrating the collision between policy and process as fundamental to our discussion on the impacts of rural-urban migration. In sum, one last indicator, mentioned in passing at the beginning of this case study, of increased life expectancy, exempl ifies one of the themes stated at the outset – what constitutes a better life?Does increased life expectancy constitute a â€Å"better life†, or just a longer one? Based on the evidence presented, we are inclined to think it is the latter. While Philippines represent a country in a highly urbanized state, Thailand represents one on the other spectrum. As such, our next case study will examine the rural-urban migration pattern in Thailand. When we analyze the rural-urban migration of Thailand, we can roughly translate it to the rural-urban migration to Bangkok. This is due to Bangkok’s dominance and influence in the country’s political and economical landscape.The size distribution of cities in a country roughly abides to the â€Å"rank-size rule†: The second largest city is half the size of the first largest city and the third largest city is half the size of the second. In Thailand’s case however, the second largest city is a mere 6% the si ze of Bangkok. As such, it is not an overstatement to describe Thailand as a one-city state. Thus in this case study, we will examine the urban landscape with reference to Bangkok as a comparison. Thailand’s urbanization rate is at a low 38% , significantly lower than their peers such as Indonesia (53%) and Malaysia (71%) (percentage not accurate as of 2012.Need comparison and citation). This figure has stalled since 2007, only changing by 0. 8% between 2002 and 2009. This is because Bangkok has stopped growing. In fact, it has shrank by 1% between 2007 and 2009. As of late, Thailand’s urbanization trends began shifting away from Bangkok to the peripheral provinces such as Songkhla; Nakhon Si Thammarat and Surat Thani. As such, while the top 10 cities in the vicinity of Bangkok grew collectively by 17%, a 1% decrease in Bangkok has dropped that urbanization growth to a mere 0. 8%. These reflect how this single city is able to impact the country’s economy.As such we shall analyze the impact of urbanization by using Bangkok as our case study. The growth of Bangkok brings about social and economical progress, with economical taking priority. National income statistics from the NESDB have shown that though contributing a mere 15. 8 per cent of total population in 1988, Bangkok and its vicinity generated more than 50 per cent of the gross domestic product. Socially, the Bangkok and its neighboring region has enjoyed better health care (2. 12 hospital beds per residents, compared with 0. 38 per 1,000 residents in Sri Saket, the poorest province of Thailand. and higher access to water (About 12 percent compared with 1. 2 percent in North, 1. 4 percent in the South, and 0. 9 percent in the North-east. ) While the figures reflect an improvement in the quality of life, this may not translate into an improvement for the people. There exist an overlying assumption that there would be a trickle down effect to benefit the less well off. Dr. Puey, a famo us Thai economist observed otherwise. Thailand’s pursuit of economic growth has widened the rich-poor disparity where urbanized regions in Thailand have experienced economic benefits at the expense of villages.Furthermore, it is alleged that there has been a social tension within the rural community between the few who have benefitted and the majority who have not. Critics of these distributions of wealth have blamed the monopoly of capitalism from emerging corporations in finance and banking centered in Bangkok. On October 14, 1973, a student led uprising threw the exploitation of rural villagers in the spot light, highlighting the dissent over the rich-poor divide. Furthermore, Thailand has traded a social benefit for a social problem.As Bangkok swelled as the only go-to urban destination in the 1970s, Bangkok’s infrastructure failed to expand at the same pace as its growing population. Overpopulation and congestion were frequent social issues that the government had to address. The high influx also led to pollution, and by consequence, disease. As such, it may be argued that while the urban population enjoyed better health care services, there was also a higher propensity to get sick due to more frequent interactions and mass pollutions. As such, while the face value of urbanization reveals measurable benefits, the real value actually shows a decrease.This aforementioned issue indicates a situation where rural-urban migration works too well. Bangkok grew haphazardly without an official city plan until 1992, a growth necessitated by Economic interest. Accompanied by poor city planning is its poor infrastructure of roads, leading to massive traffic jams. BBC has ranked Bangkok as having one of the top ten worst traffic jams in the world. For residents in this urban landscape, such issues have become so commonplace that they have come to accept these problems as part of their everyday lives.The process of rural-urban migration, at least until 200 7, has played the role of an instigator that negatively impacted the lives of those living in the urban landscape. Hence, rural-urban migration has its pros and cons. However, while it is important to weigh the different opportunities offered due to rural urban migration, we should also consider how these citizens perceive these opportunities offered and whether they consider themselves better off. Here lies the paradox. Both rural and urban parties perceive themselves as beneficiaries to the rural urban migration.A collection of data from six rural villages in the Nong Muun Than and Phon Muang communes revealed that villagers overwhelmingly felt that they had came up on top compared to their urban counterparts. Villages were perceived to be better in terms of standard of living, the friendliness, the working conditions and the environment to raise children although they conceded that urban areas posed a better environment to specialize. On the contrary, urban areas felt that they b enefitted from better facilities, higher pay and wider job opportunities.As such, while visible problems exist in both rural and urban states, they remain predominantly contented. This approach, however, comes with its own associated problems. It fails to recognize social identity which compels participants to be more biased towards their own home society, and it also assumes all Thais are well-informed of the opportunities and problems offered in both societies. For example, villagers in a rural area may be contented with life, but they may still be unable to comprehend the benefits urban areas provide.Their contentment hence lies in their simplicity of thought rather than the effect of rural-urban migration. As such, we turn our attention to more obvious indicators while still taking account, albeit more cautiously, people’s perception of such benefits. Recognizing the growing rural-urban divide, the 9th developmental plan of Thailand explicitly tackles such rural-urban lin kages in the country. Longitudinal studies on migration patterns conducted by the Nang Rong Project and Kanchanburi Demographic Surveillance System (KDSS) were used to evaluate emerging problems faced by Thailand.It concluded that economical pull factors were the main cause of migration towards urban areas, although their search for financial stability came with a string attached. According to the DFG Bangkok Migrant Survey, (2010), 67 percent of migrants reported an improvement in living conditions since leaving rural areas while 60 percent of migrants reported stable income. However, 70 percent of migrants do not possess a written work contract and 80 percent of respondents have no insurance at all.Most of these migrants consist of family members forced to find work in urban areas due to rural poverty and hence migration was influenced not out of choice but rather that of necessity. As such, although they travel to urban regions in search of better prospects, their nature of trave l is necessitated for survival and their trip comes with little or no social safety net. Another issue they face is not simply acquiring employment, but rather quality employment. 70 percent of migrants earn less than 300 bahts (or $8) a day.While these still represents an increase in pay as compared to their rural counterparts, they also face a higher cost of living in an urban environment and therefor tend to spend more. Hence, most migrants aimed for quality employment, but only a mere 2 percent earn around 2. 3% fall in this category. 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