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. To summarize, economical growth only represents the net value earned ——————————————– [ 1 ]. Terry Mc Gee – The Spatiality of Urbanization, The Policy Challenges of Mega-Urban and Desakota Regions of Southeast Asia- Published by Penerbit Lestari, Univeriti Kebangsaan Malaysia, Selangor Darul Ehsan, 2009. 2 ]. The Hypothesis of the Mobility Transition Author(s): Wilbur Zelinsky Reviewed work(s): Source: Geographical Review, Vol. 61, No. 2 (Apr. , 1971), pp. 219-249 Published by: American Geographical Society Stable URL: http://www. jstor. org/stable/213996 [ 3 ]. Migration and split households: a comparison of sole, couple, and family migrants in Beijing, China C Cindy Fan, Mingjie Sun, Environment and Planning A 2011, volume 43, pages 2164 ^ 2185 [ 4 ]. William Petersen: A General Typology of Migration, Amer. Sociol. Rev. , Vol. 23, 1958, pp. 246-266. [ 5 ]. Devasahayam makes a compelling study of these processes hrough the lens of remittances. Making Remittances Work in Southeast Asia By Theresa W. Devasahayam in http://www. iseas. edu. sg/documents/publication/ISEAS%20Perspective_09nov12. pdf [ 6 ]. https://www. cia. gov/library/publications/the-world-factbook/wfbExt/region_eas. html [ 8 ]. http://www. census. gov. ph/content/2010-census-population-and-housing-reveals-philippine-population-9234-million [ 9 ]. Flieg er, W. 1995. The Philippine population: 1980-90. Paper prepared for Conference on Population, Development and Environment, Program on Population, East- West Center, Honolulu, Hawaii, U.S. A. [ 10 ]. http://www. nscb. gov. ph/pressreleases/2004/30Jan04_urban. asp [ 11 ]. The Book [ 12 ]. Hugo, G. (1999), Demographic Perspectives on Urban Development in Asia at the Turn of the Century, in: Brotchie, J. , Newton, P. , Hall, P. and Dickey, J. (eds. ), East West Perspective on 21st Century Urban Development, Alder- shot, UK: Ashgate. [ 13 ]. World Bank Statistics [ 14 ]. Nakanishi (1996), Comparative Study of Informal Labour Markets in the Urbanisation Process: The Philippines and Thailand, The Developing Economies, 34(4): 470-96. [ 15 ]. Knight, J. and Song, L. 2002, 2nd ed. ), The Rural-Urban Divide – Eco- nomic Disparities and Interactions in China, Oxford: Oxford University Press. [ 16 ]. World Bank [ 17 ]. World Bank [ 18 ]. Source Needed [ 19 ]. http://www. irinnews. org/Rep ort/89348/PHILIPPINES-Slum-populations-brace-for-storm-season [ 20 ]. according to Marife M. Ballesteros. [ 21 ]. World Bank [ 22 ]. http://www. epdc. org/sites/default/files/documents/Philippines_coreusaid. pdf [ 23 ]. SCB Insight 2010, Looking beyond Bangkok: The urban consumer and urbanization in thailand) by SBS Economic intelligence sector [ 24 ]. ttp://urbantimes. co/2012/08/the-outcomes-of-rapid-urbanization-in-thailand/ [ 25 ]. SCB Insight 2010, Looking beyond Bangkok: The urban consumer and urbanization in thailand) by SBS Economic intelligence sector [ 26 ]. http://www. scb. co. th/eic/doc/en/insight/SCB%20Insight%20Dec%202010%20Eng. pdf [ 27 ]. http://archive. unu. edu/unupress/unupbooks/uu11ee/uu11ee0z. htm [ 28 ]. http://archive. unu. edu/unupress/unupbooks/uu11ee/uu11ee0z. htm [ 29 ]. Economic Development and rural-urban Disparities in Thailand by Prasert Yamklinfung*, Southeast Asian Studies vol 25, no. , page 342 [ 30 ]. http://archive. unu. edu/unupress/unupbooks/uu 11ee/uu11ee0z. htm [ 31 ]. http://www. bbc. co. uk/news/magazine-19716687 [ 32 ]. Rural – Urban mobility in Thailand: A decision-making approach by Theodore D. Fuller, Paul Lightfoot and Peerasit Kamnuansilpa [ 33 ]. Rural – Urban mobility in Thailand: A decision-making approach by Theodore D. Fuller, Paul Lightfoot and Peerasit Kamnuansilpa [ 34 ]. http://econstor. eu/bitstream/10419/48316/1/4_amare. pdf (page 7) [ 35 ]. http://econstor. eu/bitstream/10419/48316/1/4_amare. pdf (Page 17)

Key Features Of Islamic Banking Business In Malaysia Finance Essay - Free Essay Example

Sample details Pages: 8 Words: 2290 Downloads: 9 Date added: 2017/06/26 Category Finance Essay Type Narrative essay Did you like this example? Since Malaysia was prepared for independence in 1950s, the government in Malaysia adopted the idea of establishing an Islamic financial institution as response to the wishes of Malaysian Muslim people, Muslim population in Malaysia are majority so they want their money to be saved so that they can visit Makah in Saudi Arabia (hajj trip).After Malaysias independent took place. The Government established the Pilgrims Administration and Funds (Tabung Hajj) and put all regulations requirement to make it more attractive to Muslim population in Malaysia, most Malays whose want to go for Hajj gave their savings to Tabung Hajj fund, in the behalf of Malays savers Tabung Hajj invested collective money in various sectors such as real estate, industry, and agriculture. This idea of such fund represented a foundation stone for establishing Islamic financial institutions in Malaysia. After about twenty years of establishing Pilgrim Hajj Fund the Government had been establis hing an Islamic Bank in response to a resolution that was proposed by participants in a seminar held in the National University of Malaysia. The legality of establishment of Islamic financial institution in Malaysia depended on the Islamic Bank Act (IBA) which was issued in 1983 Bank Negara Malaysia is given powers to control Islamic financial Institutions. The Government Act 1983 also was issued to give the Government of Malaysia the right to issue Government Investment Certificates (Governments Securities issued in accordance with shariah principles), the reasoning behind issuing these securities is to enable Islamic banks to invest its funds as well as to meet its liquidity needs. Bank Islamic Malaysia Berhad (BIMB) was consider the first Islamic bank starts commerce operation in 1july 1983, which has a network of 180 branches and 1,200 labour work other Islamic banks was follow suite (BIMB) such as Bank Muamalat Malaysia Berhad (BMMB). Manwar iqbal Philip (2004) It is pretty obvious that knowing of the financial market structure in any economy is most importance, particularly to policy maker, investors, and researchers whose know the significant role that financial institutions play in economy due to their competitive advantages which will lead them to economies of scale and scope. The bank system in Malaysia contains the central bank (Bank Negara Malaysia), bank institution and non bank institution. The number of commercial banks operated in Malaysia in 2007 was 22 commercial banks, (9 domestic commercial bank, 13 foreign banks) whereas investment and merchant banks was 14 , Islamic banks 11. Other players in Malaysian financial sector include: 7 financial companies, 1 universal broker, 41 insurance companies, 7 reinsurance companies, and 8 takaful operators. The banking industry sector has a dominant proportion accounting for around 70% of the total assets of Malaysian financial system, typically banking sector are largest mobilize of deposit. As exam ple the banking sector raise in 2005 about 83% of the total deposits of whole financial system in Malaysia and owned around 67% of the total assets of financial system. Like many countries in Asia, Malaysia was affected by the 1997 financial crisis which showed the weakness of Malaysian financial system. As response to this crisis as well as an attempt to reform and make bank industry invulnerable, rationalization of finance companies and commercial banking was invented in 1998 to protect, developed and allow merger take place in banking industry. Approximately Ten domestic banks have been merged into banking group such as Afflin Bank Berhad Group, Alliance Bank Berhad Group, and Arab-Malaysia Bank BHD Group. Foreign bank is a financial institution evolved in banking services like take deposit and make lending, in a country other than the country where it is headquarted Foreign banks have been in Malaysia since colonial periods like HSBC Bank and Standard Chartered Bank, almos t all foreign banks operating in Malaysia pared back their operation during the Asia financial crisis 1997 . In order to persuade reforms in financial institution system which would expected to lead to more competition among domestic banks the Government welcomed foreign banks that wish to perform in Malaysia , soon foreign banks were responding to enter Malaysian banking market aiming to achieve high profits in that emergent market. The share of foreign banks in Malaysian market was very poor 18% in 1998. To attain high retain foreign banks were forced to innovate new product such as phone and internet banking so that can compete with domestic banks and guarantee survive as City Bank Malaysia did that by exploiting their global marketing, technological, and managerial expertise. It is obvious that foreign banks played major role in Malaysian financial market by providing funds to individuals, investors and companies, it is also contributed in increasing competition and development in this sector. Both domestic and foreign commercial banks involved in retail and wholesale banking services, it is important to notice that domestic and foreign commercial banks are the only financial institution in Malaysian financial market that can take demand deposits, the huge more or less minor finance firms. On the other hand it offer installment credit to investors or client as well as to small companies with funding rise basically from account deposit such as investment, savings, and current accounts. Financial banking system in Malaysia is a dual banking system, and it is the first country in the world that has a full-fledged Islamic banking system that is performing along side with traditional banking system. The number of banks operating in Malaysia is 11 Islamic banks and about 8 Takaful operators, Islamic banks has been increasing gradually over time, in the year 2000 Islamic banking industry was growing very fast achieving an average rate of growth of around 19% p er annum of the total assets of banking system as whole, this average rate reached to about RM94.6 billion which amounted 10.5% of the total Islamic banking system share in total assets of Malaysian banking system in 2004. Whereas the market proportion of deposits and funds of Islamic banking sector was 11.2% and 11.3% respectively of the total banking industry deposits and funds, so the Bank Negara Malaysia took measures and other procedures to deregulate the Islamic banking sector so as to encourage competition and achieve the growth opportunities and enhance efficiency in Islamic banking. To do so, the government enacted three new full-fledge Islamic bank licenses to international banks especially foreign Middle East banks. Kuwait Finance House, AL-Rajhi Banking and Investment Corporation and Consortium, and Qatar Islamic Banks, were operating in Malaysia as the first full-fledge foreign Islamic bank. Fadzlan Sufian, Muhamed-Zulkhibri Abdul Majid (2007) In modern economy banks are play crucial role in channeling products and services for society that is it can raise funds from those who have surplus funds (savers) as deposits, and then lend it to those who have shortage funds (entrepreneurs, companies). In fact bank offers full array of products and services like chequing facilities, money transfer, letter of credit, ATMs and telephone banking etc. Islamic banks mostly do the same functions that conventional banks do with few differences in the modes they used and other religious issue. On the one hand, conventional banks are basically grounded on the borrower lender relationship between depositors and banks and borrowers and the bank, interest rate is rewarded for taking risk or alternative opportunity cost, in a word conventional banks are based on interest-based activity and their operation and performance is also based on manmade principle. On the other hand, Islamic banks are a system that performs in accordance with shariah principles (Islamic law) the framework of Islamic banks has been set up on the basis of risk profit sharing between the lender of funds and borrower of funds. Like conventional banks, Islamic banks objective is to maximize profit but that can be subject to shariah control, the obvious characteristic of Islamic banking system is the prohibition of riba (usury or interest). As mentioned above conventional banks system is characterized by depending on interest rate in providing their products and services on both assets and liabilities side of their balance sheet, as interest rate is completely prohibited in Islamic low, Islamic banks have to find an alternative ways to perform and to raise finance and transfer it to entrepreneurs such as mudarbah, murabaha, salam, and musharakah. Malaysias Islamic system has been developed for long time. The issuance of Islamic banking act in 1983 opened wide doors for Islamic banks to be established in Malaysia, as well as deregulation of Islamic banking sector encour aged Islamic financial institution to inter Malaysias financial market. Abdul Gafoor. (1995). Malaysias Islamic banking system has been grown very rabidly, it is enhanced by healthy environment that encouraged product innovation, Many foreign financial institution, a full array of Islamic financial instruments, a good infrastructure of financial system, regulation and other factors resulting in presence of Islamic banks in Malaysia and make the hub for Islamic financial institution products and services. Islamic banks in Malaysia provide various kinds of financial products and services such as subprime or mortgages and other complicated financial products and services, Arab Malaysia Bank is the first Islamic bank in Malaysia issuing credit card, and non interest visa card, there is also Islamic capital market in Malaysia which is developed by a group of Islamic banks to offer securities and sukuk (interest free bonds). Furthermore, Malaysian banks recently provide not less than 1 00 of Islamic banking products and services which use different types of Islamic financial modes such as Mudarabah (profit sharing), Musharakah (partnership), Murabahah, Bai Bithaman Ajil. Ijarah (leasing), Qard Hassan, Salam, and Istisnaa, side-by-side the Islamic interbank trade market. Due to high pressure from other international financial centers like London, Hong Kong, Singapore, and Dubai international financial center, Malaysia enacted rules and regulations to let Islamic Sukuk issuance in international currencies in order to win to be the main Islamic financial hub in the word. Malaysia has a dual financial system where conventional and Islamic financial system perform their works along side together, Islamic banking sector increased, and as a sequence many conventional banks in Malaysia started open windows for Islamic financial products and services, exploiting the interest free scheme which was began in 1993. There was an important event for Islamic banking system in Mal aysia that is, in 1999 Bank Muamalat Malaysia was established as a second Islamic bank, at the end of 2001 almost about 36 traditional banking institutions Islamic financial products and services in Malaysia about 14 of them are commercial banks, 10 finance companies, 5 merchant banks and 7 discount houses in addition to 2 full-fledged Islamic banks (Bank Malaysia 2001) The share market of Islamic banking system is less than the share market of conventional banking system in Malaysia in term of assets, deposits and efficiency , by the end of the year 2001 the total assets possessing by Islamic banking system was RM59 billion represent about 8.2% of the total banking system assets (RM717bllion), Islamic banking system activities is also small compared to traditional banks, which it amounted 6.5% about RM28 billion from the total of RM432 billion for the entire banking system, while the total deposit share of Islamic banking system in total deposit of banking system was RM47 billio n representing 9.5% compared to RM495 billion for the whole banking system(AbdulKader,2002). Local Islamic financial institution were facing strong competition with local non Islamic banking as well as foreign financial institutions both Islamic and non Islamic financial institutions, this competition was forced by deregulation and liberalization, which means that Islamic financial institutions will have to be more efficient , competitive and more flexible in financial markets, since foreign banks may be more efficient and they have ability to provide Islamic financial products and services to the public, conventional banks have also competitive advantage in the sense that they can adopt any business strategies that can be applied by Islamic banks and not vice versa, Malaysian central bank sketched financial sector master plan for Islamic financial institutions to be have share 20% of total market share of banking system at all in the year 2010. after 1980 Malaysia has confidentl y stepped ahead on its way to become an international Islamic financial centre, since then the Government has given financial institutions and investors who operate in Islamic finance tax incentives, with the presence of highly liquidity assets in Islamic institutions, and with the existence of increase demand of investors, Islamic products and services has became target for players and investors in Malaysia to satisfy their financial needs. There is no certain separate low of taxation that controls the Islamic financial system. All Islamic financial transactions are governing by the low of taxation of financial transactions in Malaysia, that means any profits generated by Islamic financial institution will be exposed to tax as the same as interest income in the traditional financial institutions. In its aiming to promote Islamic financial system and make Malaysia as global Islamic financial hub the Government provided many tax incentives that covered various area of Islamic finance activities to promote the issuance of Islamic sukuk outside Malaysia particularly in foreign currencies so that to bring international investors to Malaysia, income tax (Deduction for Expenditure on Issuance of Islamic Securities) Rules 2007 which offered tax deduction in the issuance of Islamic sukuk, approved by the Securities Commission Act(1993) applied to principle of musharakah, ijarahah murabahah and other Islamic financial modes or any financial principles that comply with Islamic shariah rules, agreed by the minister until year of estimation 2010. Conclusion: Malaysia is considered the heart of south east Asia, good business opportunities which exist in many sectors in Malaysia, dynamic political leaderships and stability, foreign investments, cross-cultural diversity, her transformation from agricultural economy 1970 to manufacturing economy 1990, increase local and external demands, employments and flexibility of Malaysian economy and other factors inspired Malays to developed an Islamic banking system that perform along side with the conventional banking system, the idea of establishment of Islamic banking was began in 1963 (Tabung Hajj) since that date Islamic banking was growing gradually , and it has played crucial role in Malaysian economy, Malaysian Government provide permission to non Islamic banks to offer Islamic banking products and services, it also encourage Islamic banks to issue Islamic bond (sukuk). Don’t waste time! 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