buy custom Automotive Industry essay

buy custom Automotive Industry essay Toyota is one of the fastest growing companies and has been ranked as second largest automotive company with a lot of opportunities at its disposal. Toyota has a very good reputation being the manufacture of vehicles which are environment friendly. This is due to adaption of brand new technologies, which have been developed by the company and which has led to the increase in the demand for hybrid vehicles like Prius. There are numerous opportunities for Toyota in the urban youth market. This is because the launch of the Aygo, which targeted the youth market and the DJ culture, has made the company to have a competitive advantage in the automotive industry. The vehicle is considered to be a unique convertible for a narrow segment. This is not beneficial for its margins which are very low and which makes branding to be extremely difficult. The company is being favored by the depreciation of the dollar which has a very positive impact on the increasing sales within the US. It is a great opportunity for the company since it significantly helps in the reduction of the production costs. This reduction in production costs can lead to the increase in the profit margins of the company if it is properly used. Toyota Company faces quite a number of threats which can affect its business operations. Product recalls in Toyota company have become a major threat to the company in the competitive automotive industry where the company had to recall faulty cars either because of faulty gas pedals or faulty suspension systems. This recall of the faulty cars has caused the loss of customers and damage to company's reputation since no customer is willing to purchase faulty vehicles. Competition in the automotive industry is very high and has been noted to increase each day because it has no limitations to new entrants into the market. The increasing competitiveness of the automotive industry has posed a very great threat to the company. Therefore for the company to be able to survive in the competitive industry it is important to come up with good strategies which can sustain the competitive advantage of the company (LeBeau, 2010). The increase in global fuel price is another threa that Toyota company is facing. It is because of its negative effects on the demand and sales of the fuel guzzlers since consumers often reject them purchasing the vehicles which are fuel efficient. This has caused an economic slowdown, since it is a problem which is affecting the whole world and all the automotive companies (Mankiw, 2004). The tightening of emission standards and environmental laws also impose a great threat to the company. Emission of pollutant waste is very costly and this can affect operations of the company since the relocation of companys operations to areas, where these regulations require low is very costly (LeBeau, 2010). Toyota is an automotive company which operates in a global automotive industry. For the company to be able to compose a strategy which is very successful, it is necessary to be able to come up with practices which are accountable in the global automotive environment. In order for Toyota to be able to meet these environmental requirements, it has come up with hybrid cars which is a new form of technology highly dependent on the economical, social, regulatory and environmental factors. The company adapted the dominance of the internal combustion engine on the basis of the social and technological forces. The adaption of hybrid cars by executives of Toyota Company, like other previous decisions and actions, was mainly determined in the social context (Phillip Fazleena, 2011). This adaption of hybrid vehicles was a very good strategic move by the executives of the Toyota company. It was a great success because the introduction of the Prius by Toyota instigated the use of hybrid technologies by other companies as well. The continuous increase in prices increases awareness about the environmental contingencies. These hybrid cars are very friendly to the environment since they produce less pollution and the demand for them is very high, which is a great opportunity for the company. I think Toyota should take a great advantage of all the opportunities that the company has. The opportunities give it a chance to become a very well established brand in the market niche. The executives of Toyota should come up with strategies which are aimed at maximizing all the opportunities of the company and make them part of the strengths. This can give a sustainable competitive advantage and ensure the survival of the company in the competitive environment through the reduction of threats to the company (Cullen, 2010). Toyota should recognize all the opportunities which are available and grasp them as soon as they arise. These opportunities often arise from the competition, the government, technology, and even the market. Through this, it is possible to build on the companys strengths and profitability. Threats, which the company is facing can affect the normal operations if they are not addressed by leaders, who are the main decision makers. What the company can do to address these threats is to adapt new technologies and new production modes. The company should come up with new strategies which are aimed at the production of fuel-efficient cars since the demand for them is still very high. This is a very big opportunity for the company. The company should also try to come up with modes of production, which are less pollutant and also try to recycle the wastes and make a good use of them (LeBeau, 2010). What I have learned is that threats and opportunities are usually a part of the SWOT analysis (strengths, weaknesses, threats, and opportunities) of a company and conducting the analysis of a company or business is essential to the decision making process. This is because it enables the leaders to come up with good strategies for the improvement of the company and its future endeavors. The opportunities to a company are usually the advantages, which are external and in most cases, they accrue to the company depending on all the stakeholders and economy. The threats to a company usually affect the company due to its direct involvement with other key players in the same industry which may pose a great risk for the company in the competitive industry. This identification of opportunities and threats of a company is very useful in helping a business to summarize and clarify major key issues which face it. It also helps the business to set its aims and objectives which is very helpful to maximize companys strengths. It can also help the business to come up with new strategies, and spot new business opportunities to fully use them. Buy custom Automotive Industry essay

Alice Paul & Womens Equality essays

Alice Paul & Women's Equality essays Alice Paul was born on January 11,1885, in Moorestown, New Jersey. Her father, who died when Alice was sixteen, was a businessman, banker, and property owner. The Pauls lived in the small Quaker community of Moorestown. One of the beliefs of the Quakers was equality of the sexes. As a young girl, Alice attended the Quaker suffrage Alice Pauls' father left them enough money so she could attend the exclusive Swarthmore College in Pennsylvania. She graduated in 1905 as a biology major, but after discovering politics in her senior year, she went on to attend the New York School of Philanthropy. She majored in sociology, and spent all of her spare time working for the In 1907, Paul earned a master's degree in sociolgy. She went to England to continue her work toward her doctorate degree. She was begin- ning to realize that she couldn't change the situation by social work alone, but needed to change the actual laws. Women had no voice in either England or America to change any law. The suffrage movement was different in England than in the States. British suffragists had begun wild women protests in 1905. They would sneak into male political meetings, and disrupt the meetings by shouting questions, wave with the Women's Social and Political Union, she was warned of possible imprisonment. This threat did not prevent her from sneaking into political events. She was arrested ten times in England, three of which ended in prison time. While in prison, she continued to protest the government's refusal to let women vote or speak publicly, by not eating. She was force-fed for four weeks. She returned to America in 1910, where she continued her studies and her suffrage work. ...

Commanding officer Personal Statement Example | Topics and Well Written Essays - 1750 words

Commanding officer - Personal Statement Example As a commanding officer of the 103rd precinct, I am responsible for crime within the district. This 103rd precinct refers to a multi-cultural command around the area. The neighborhoods in these areas comprise of Hollis Park Gardens, downtown Jamaica Business District, Lakewood, Jamaica and Hollis. As a commanding officer of this area, I am responsible for all the crimes that take place within these neighborhoods. In addition, I also shoulder the responsibility of the quality of life within these societies, community affairs, and the level of crime within the community, which is at an all time high. As the new commanding officer of this 103rd precinct, have come up with a number of solid measures that will enable me to control the levels of crimes within these regions, as well as, ensure that the community is a safe and peaceful place to reside, with reigning peace and safety (Addington and Lynch 280). The level of crime within my precinct is very alarming to the extent that some old folks are contemplating moving out of the neighborhoods to safer regions. The region has a wide variety of crimes, which include felony assaults, auto theft and carjacking, burglaries and robberies, street mugging, and rape cases are very common in the area. In addition to these petty crimes, the region also has hardened gangsters who conduct daylight robbery, and fail to consider the quality of lives that they take away in the course of their theft or robbery escapades. All these criminal activities make the region an unsafe place to reside, as well as, a poor place for investments or any other business activity (Eterno and Silverman 66). My responsibilities as the commanding officer of this region are to reduce to a manageable level the rate of crime in the region, as well as, make the region conducive for both habitation and business investments purposes. The first way of reducing these crimes is to analyze the reason and cause behind each criminal activity. Research from crime s tats of the region provides that the main reason why the region has a high level of crime is the lack of proper policing activities in the region. The area has a low ratio of police to citizens. The recommended ratio of police to citizens in this region is three police officers for every VIP, and one police officer for every 750 commoners. However, the current statistics of police to the public provide two police officers for every VIP and one police officer for one thousand five hundred common citizens (Kalinich, Klofas and Stojkovic 45). I intend to increase these ratios of police to the public to the recommended levels. Having the right numbers of police patrolling the region will lead to a considerable reduction of crime in the region. Furthermore, the police we have in the region, the lesser the levels of crime as criminals will feel afraid to perpetrate their criminal activities around a law-enforcing officer. In addition, the public will also feel protected and secure to carr y on their day-to-day activities because of the assured security provided by police patrolling in their neighborhoods. These police department will station posts at strategic points in the region, with special considerations of regions that have high rates of crimes such as ghettos, shanties and slum regions. These officers will also conduct 24/7 patrols across the entire region in order to apprehend criminals who might be robbing or stealing, as well as, maintain general security of the area (Sutton and Trueman 14). The next step of reducing crime in my region will be to introduce a community-policing program. This is a program, which will initiate a unique relationship, as well as, a cooperation pact, between the police department and the public. Through this policy, I intend to bring the police closer to the public and foster a close-knit relationship between these two centers of the community. The resultant effect will be the creation of confidence, trust and loyalty between the two parties involved. As such, it will be

Marketing, Advertising and Public Relations Practice Essay

Marketing, Advertising and Public Relations Practice - Essay Example However, Boyd and Fales (1983), defined reflective practice as being the general process of exploring and internally examining a particular issue of concern, this process is usually seen to be triggered by an experience that results in one seeking to attempt and clarify new meaning to self and thereafter changing their own conceptual perspective. Some of my Strength and Weaknesses that would Appeal / not Appeal to a Potential Employer Based on My work This Semester During my studies this semester, I had the pleasure of discovering and developing a set of new attributes that will prove to be of innumerable benefit to my work life and would be quite appealing to a potential employer. Some of these benefits include: My Innate Ability to work under intense pressure while requiring little to almost no Supervision During my studies this semester, I found that I was able to sufficiently work on my own self without having any supervision. This ability came to the fore when circumstances nece ssitated that I spend a considerable amount of time away from school. I was worried about some upcoming examinations and took it upon myself to ensure that I sufficiently studied and performed a number of various exercises that would help me to perform well in the examination. Upon returning to school, I was able to write my paper very well and post very good results. This ability could prove very useful to my employers as I would be able to effectively perform my work duties without requiring any supervision. My ability to keep a level head while facing intense work pressure would also be of benefit to any employer (Greene, 2012). My Leadership Skills Growing up in a midsized family with a number of siblings, I have always had ample opportunity to gradually develop my leadership skills. This skills have further been honed as a result of my engagement in a number of club activities where I have been elected to several leadership positions. I have also had the opportunity of being in volved in a number of academic group works that have required me to rally and encourage my team members towards striving to complete our assigns. I have always been able to effectively do this resulting in very good results. As such I feel that my leadership skills would prove to be an invaluable asset to any potential employer (2008). My Time Management Skills and Punctual Nature I have always been very punctual since my early childhood after I chanced to learn the values that are found to commonly be associated with punctuality the hard way. During my early childhood, I used to frequently exhibit signs of tardiness, this used to land me into a lot of trouble but despite my parents encouraging me to rectify this negative attribute before it got out of hand, I did not try to correct it. However, when I was nearly 10 years of age and schools were almost closing for the Christmas break, the accumulated number of days I had been late for school as a result of missing the bus caused me to receive poor comments from my teacher who attributed this aspect of my being to my low grades. On receiving my report card, my disappointed parents grounded me for the entire holiday and did not buy me the Christmas gift of a bicycle that I had for long been eying. Meanwhile my other siblings received

The Badja Essay Example for Free

The Badja Essay Introduction: The Badjao – which literally means fisherfolk or simply fishermen – is a group of indigenous people that are usually referred to as â€Å"Sea Gypsies,† making use of small wooden boats known locally as â€Å"vinta.† In their houseboats, also known as â€Å"Lepa† and â€Å"Pelang,† they usually carry all their belongings and valuables as they travel from one place to another. According to Dr. Pendatun I. Talib, Secretary General and Founder of the National Sama-Badjao Movement, Inc., and currently director of the Bureau of Fisheries and Aquatic Resources-Regional Fisheries Training Center in the Zamboanga Peninsula, the children of the Badjao people feel more at home whenever they are aboard their vintas because of their ties with the sea – having been at the sea. Objectives: To know the Badjao’s way of living To know how they live in their current places To know their basic daily routine, traditions, beliefs, and practices Hypothesis: If I would continue my research about the badjao’s, then I would know their way of living. Significance of Study: If I would continue my research and studies about this, it would: Change not only my way but also other people’s way of treating the badjao people. Change my first impression on ethnic groups like the badjaos. Let me know the way how they live and how they kept alive their culture. Let me know the traditions, routines, practices, and beliefs of the badjao people. Conceptual Framework: Definition of Terms: Badjao in its origin simply means Man of the Seas â€Å"Vinta†, small wooden boats known locally. â€Å"Lepa† and â€Å"Pelang,† other term for houseboats. The patadjung/tadjong has many uses. Among the Badjao it is large enough to fit any person and is worn by both men and women as a skirt or gown tucked at the chest level.It can serve as putung (headcover), waistband, sash, blanket, hammock, shoulder bag, cradle, pouch, hood, or pillow. A simpay (band) forms the front opening and extends to the back from a small collar. The gallang (bracelet) is the most popular ornament. Lampblack is used to outline a rectangle on her forehead and this is emphasized by yellow ginger juice. The leleng is sung for any occasion, by anyone of any age. It is also sung for special occasions like weddings, haircuts, or circumcisions. Binoa is similarly chanted as the leleng. Igal or pangalay, performed by the female, is the basic traditional dance movement. Pag-Omboh – A ritual that traces its origin to the Pre-Islamic times, it is observed by the people who believe that performing it is necessary to ensure a sense of well being and to preserve the harmony between the material and spirit worlds. This practice is usually done when illness/death strikes the family. This misfortune is seen as a sign of the patient having offended or displeased a spirit; Pag-Jinn – It is an opportunity for the faith healers and shamans to commune with the spirit to help sustain and enhance their healing powers. It captures the depth of animism that is an integral part of the belief system of the people; Pag-Diwata – it is characterized by intense and frenetic ritual dancing to the tune of the Agong and Kulintang; Pag Tulak Balah – It is a water ritual of symbolic cleansing; Pagtimbang and Paggunting – The child is placed on a weighing scale traditionally made of a wooden pole with Patadjong, wherein ritual goods equal to his or her weight are placed. While the Paggunting is traditionally held to coincide with the Maulidin-Nabi, the day when the Holy Prophet Muhammad was born; Pag Tammat – One way to achieve this is through the Pangadji series of tutorials with the local guru or imam, who inculcates the importance of the Holy Qu’ran into the life of the learner; Pagkawin – A wedding begins with the Magpahanda, the formal presentation of a marriage proposal with a request for parental consent. The Mahal (dowry) is brought to the bride’s house. The marriage is solemnized with witnesses with duwa’a (prayer), hutbah nika (counseling), and ends with â€Å"pagbatal,† or when the groom touches the forehead of the bride with his thumb; System of Pag Kubol – The body is bathed amid prayers, it is then shrouded with a new white cloth followed by the Sambahayang Mayat (prayer) to be led by an Imam. Pagkubol must take place within 24 hours of death; Putikaan – Consulting the Putikaan for the auspicious time to set out for any activity or voyages ensures success; and, Hinang-Hinang (Barang) – An Spiritual Act that causes harm to other people using some needle materials, scissors, and egg, or maybe using some other objects.

A Comparison Between Death of a Naturalist and Digging Essay examples -

A Comparison Between Death of a Naturalist and Digging For GCSE course work we have to compare two poems from a foreign culture. The two poems we picked were both by the popular Irish poem ‘Seamus Heaney.’ The two poems we’re looking at ‘Death of a Naturalist’ and ‘Digging’ could be seen as autobiographical. ‘Death of a Naturalist’ is basically about a young boy who had a keenness for nature, which has disintegrated throughout a summer. ‘Digging’ is about the poet remembering his childhood, he writes about about digging as though it is patriotic of his family. He talks about fore fathers and how he will continue this tradition, not by digging on a farm but with his pen, writing. Although with seemingly different storylines, the poems actually start off quite similarly; with both poems taking you back you a specific time in the poets’ childhood. In ‘Digging’ the poet is remembering other people in his life, like his grandfather and father but with ‘Death of a Naturalist’ his memories are all introspective. In both poems the original plot is elaborated upon with ‘Death of a Naturalist’ taking a negative line and ‘Digging’ turning positive. In ‘Death of a Naturalist’ the poem is split into two stanzas; this separates the poets’ opinion in two, full of enthusiasm in one ‘I would fill jam pots full of†¦Ã¢â‚¬ ¦Ã¢â‚¬â„¢ To the lack of enthusiasm in the second ‘I sickened, turned, and ran’ ‘Digging’ is split into many stanza’s of seemingly almost random length, nut when you look closer you see that they get longer when the poem read to better things, for example the poet get most enthusiastic when he remembers his grandfather this is reflected in the fact that this stanza is by far the longest at eight lines. .. ...athered there for vengeance’ There are examples of onomatopoeia in both poems although it isn’t used at length in either. I noticed ‘slap’ is used in both poems, both in descriptions of mud or dirt sentences, showing the link in the poets’ language. Overall I enjoyed both poems though I did prefer ‘Digging’ as I like the way the poet flicked back and forth through time. I could also visualise this poem more, like a film, which I liked. I also like the cast use of alliteration which made the poem kind of roll off your tongue. There is also a really good use of onomatopoeia in the poem in the second stanza. ‘Under my window a clean rasping sound’ This sentence really draws you into the poem and you can almost hear the rasping as the shovel sinks into the ground. To sum up, all of these factors and more are the reason as to why I prefer ‘Digging’

Solvong the Education Equation

Josh Irish English 101 6 March, 2013 Solving the Education Equation ?The myth of education in America works like a broken function box; what we are putting in is not coming out complete, thus leaving an unsolved equation. This unsolved equation is the education system in America, which continuously crams numbers into the function, without yielding any results. This myth America has constructed has been debated by many, benefited few, and has encompassed us all. It was created by the culmination of false goals by a system that does not cater to society as a whole or been proven successful.The original mission statements of public education in a democracy set out by Horace Mann were to â€Å"Equalize all conditions of men, in order to balance the wheel of the social machinery† (Mann 116). I believe that the America’s current public education system is not fulfilling these goals set for all citizens of this nation. ?There are numerous projected goals of American education that have been set out, in writing, by the trusted officials of America’s government. These goals are aimed at creating a thriving society occupied by well rounded individual citizens.In Horace Mann’s address to the Massachusetts board of education he states, â€Å"It may be safely affirmed that the common school, improved and energized as it can easily be, may become the most effective and benignant of all forces of civilization† (Mann 117). Mann was suggesting that education can be very adaptable, suiting all facets of society to be the sole beneficiary creating good citizens. I believe that his vision was and is still true if America follows his advice, creating a system more adaptable around its constituents.I believe the main goals of education in a democracy should include individual empowerment, creating honest citizens, equal opportunity for success, and political knowledge of your government. In regards to political knowledge, Michael Moore in idiot nat ion states, â€Å"A nation that goes out of its way to remain ignorant and stupid, is not one that should be running the world – at least not until its citizens can locate Kosovo(or any other country it has bombed) on the map† (Moore 129). This shows just about how little Americans seem to know about their own government’s practices and decision making.The apathetic attitude many Americans have towards politics as well shows disregard for their own well being, since the government’s decisions will inevitably affect them. regarding success, John Gatto states that â€Å" We have been taught in this country to think of success as synonymous to, or at least dependent upon schooling, but historically that isn’t true in either an intellectual or a financial sense† (Gatto 150). This alludes to the common phrase money doesn’t buy happiness, in comparison to â€Å"schooling† not automatically bringing â€Å"success†.This is the m ain myth of our education system, which falsely advertises the transition of schooling into success. ?With every projected goal the government has for education, there are just as many ways our democracy is not fulfilling them. For starters, schools are massively overcrowded with an increasing student to teacher ratio, creating less interaction and communication between the two. On top of this problem, teachers are being highly underpaid although they must work harder trying to account for the larger amount of students.These problems stem from the fact that our education system is not adequately funded and resources are hard to come by. Michael Moore states the hypocritical nature of political funding in Idiot Nation when he says â€Å"The ultimate irony is that the very politicians who refuse to fund education in America are the same ones that go ballistic over how kids have fallen behind the Japanese, Germans, and just about every country with running water and an economy not bas ed on the sale of Chiclets† (Moore 138).Another problem we face is the current system being designed to merely push students along until the end, whether they are ready or not, based on George bush’s No Child Left Behind initiative. John Gatto reveals a solution to this in Against School when he states â€Å"If we wanted we could easily jettison the old, stupid structures and help kids take an education, rather than merely receive schooling. we could encourage the best qualities of youthfulness simply by being more flexible†¦ and giving each student what autonomy he or she needs in order to take a risk every now and then† (Gatto 149).The clearest problem we can see in education system is the separation of social classes within schools. schools are clearly still a separate and still unequal institution when you examine the differences between working class, middle class, affluent, and elite schools in America. Each of these levels of schools has a hidden curr iculum of work designed for that specific social class’s educational upbringing. Working class schools follow steps of procedure, involving mechanical behavior, with little decision or choice making. In Middle class schools, work is getting the right answer.Therefore one must follow directions to get the right answers, and accumulate right answers to get a good grade. In affluent schools, students work independently with creative activity, and are asked to express ideas and concepts. This also involves individual thought and expression rather than listening to others. Lastly, elite schools develop ones analytical, intellectual powers by work that challenges both reason and logic through problems. All these levels of curriculum between schools correspond to students’ future â€Å"designation† or career path in society’s workplace.Jean Anyon describes this complex in Social Class and the Hidden Curriculum of Work when she says â€Å"Public schools in compl ex industrial societies like our own make available different types of educational experience and curriculum knowledge to students in different social classes† (Anyon 170). The hidden curriculum of schools in our public education system is clearly a problem and the biggest obstacle to creating equal opportunities for all students in America. ?Education creates empowerment. In theory, yes, this statement is true.However in the current state of education in America, this is false advertisement when you include the obstacles such as overcrowded schools, incompetent teachers, outdated information sources and hidden curriculum in schools. In order to make that statement more than a myth we need to become aware of the industrial complex that our government has made public education into and start changing the system. We as a nation must demand adequate funding for schools, relevant information sources and diminish class from being intertwined with our education.We live in a thriving , complex society that has become an idiot nation due to our passivity and apathetic attitude towards education. We must wake up and take back the very foundation of the American dream, our education. Once our nation achieves this we will solve the equation of the education system and function properly as a country. Works Cited Anyo, Jean. â€Å"Social Class and the Hidden Curriculum of Work. † Rereading America: Cultural Contexts for Critical Thinking and Writing. 8th ed. Boston: Bedford of St. Martin's, 1992. 70. Print. Gatto, John. â€Å"Against School. † Rereading America: Cultural Contexts for Critical Thinking and Writing. 8th ed. Boston: Bedford of St. Martin's, 1992. 149. Print. Gatto, John. â€Å"Against School. † Rereading America: Cultural Contexts for Critical Thinking and Writing. 8th ed. Boston: Bedford of St. Martin's, 1992. 150. Print. Mann, Horace. â€Å"Report of the Massachusetts Board of Education. † Rereading America: Cultural Context s for Critical Thinking and Writing. 8th ed. Boston: Bedford of St. Martin's, 1992. 116.Print. Mann, Horace. â€Å"Report of the Massachusetts Board of Education. † Rereading America: Cultural Contexts for Critical Thinking and Writing. 8th ed. Boston: Bedford of St. Martin's, 1992. 117. Print. Moore, Michael. â€Å"Idiot Nation. † Rereading America: Cultural Contexts for Critical Thinking and Writing. 8th ed. Boston: Bedford of St. Martin's, 1992. 129. Print. Moore, Michael. â€Å"Idiot Nation. † Rereading America: Cultural Contexts for Critical Thinking and Writing. 8th ed. Boston: Bedford of St. Martin's, 1992. 138. Print.

Improving Math and Science Scores in Middle School Essay

Math and Science are two subjects which most students at any level approach with trepidation and intense dislike, however, both subjects are integral to cognitive thinking. Not only will these subjects provide skills that will help students think more clearly, but students will be academically successful throughout their school career, enjoy wider career choices and earn more money after graduation. Therefore, establishing a strong foundation in these subjects is integral to future academic and career success. However, studying these subjects in middle school is even more difficult. Studies have shown that the transition for a student from elementary school to middle school is academically and psychologically difficult. According to Maurice Elias in an article entitled, â€Å"Middle School Transition: It’s Harder Than You Think†, many former elementary school students are not well prepared for the demands of middle school. They need explicit instruction, coaching, and support with regard to organizing time and resources for homework; responding to work that is more challenging and requires more effort; understanding and addressing the varying expectations of teachers in different subject areas; and accomplishing such basic tasks as taking notes and taking tests (Elias, 2001). Unfortunately, this same sentiment resonates today with the New York City Public School system, specifically, middle schools located in low income areas. The New York City Public School System is struggling with mathematics achievement in the grades beyond elementary school. Over 30% of the city’s elementary and middle school students score at the lowest level of the state mathematics test and only 34% of all students pass that test. The mathematics â€Å"problem† seems connected to the third major trend in the data, the low performance of middle and junior high schools in the city. In both Mathematics and English Language Arts, the city’s middle and junior high schools seem to be the weakest link in the system (Domanico, 2002). Recently, the math state scores were released further underscoring the middle school â€Å"math problem† that exists. Results showed that while 75. 3% of students at the elementary level passed successfully only 38. 9% of grade eight students passed (Andreatta, 2006, 11). As such, the intent of this study, based on the aforementioned information, is to evaluate and make recommendations with regard to middle school students in a particular school who have been struggling with both subjects. This study will focus on a middle school, IS 166- George Gershwin School—located in East New York. The decision to choose IS 166 was dependent on a few factors among which included the fact that the district within which it is located is considered a â€Å"virtual educational dead zone† by a Civic Report drafted by the Manhattan Institute for Policy Research (Domanico, 2002). Additionally, after reviewing the New York City Department of Education’s website—which provides an overwhelming amount of information on every public school in the city as well as their progress over recent years in the core subjects—it was found that of the schools within the 19th School District—primarily East New York, IS 166 is one of the worst performing schools. The school’s poor academic performance is further exacerbated by the outstanding grades displayed by another school in the 19th School District such as IS 409—East New York Family Academy and outside of the district another school MS 114, located in District 2 (Manhattan), whose grades superseded the city’s level as well as the state’s level. The graphs below illustrate how IS 166 performed poorly in the last 2 years on the state Math and Science exams comparatively to other schools, specifically IS 409 in the same district as well other schools in other districts. The last two graphs will show the difference with a higher performing school such as IS 409 and therefore will confirm why this study is going to be conducted. IS 166- George Gershwin School Math and Science Grades Source: New York Department of Education (Division of Assessment and Accountability—School Report Cards 2005). Definition of the Levels on which the scores for both subjects are based: Level 4—These students exceed the standards and are moving toward high performance on the Regents examination. Level 3—These students meet the standards and, with continued steady growth, should pass the Regents examination. Level 2—These students need extra help to meet the standards and pass the Regents examination. Level 1—These students have serious academic deficiencies. Source: New York Department of Education (Division of Assessment and Accountability—School Report Cards 2005). The aforementioned graphs showed how poorly IS 166 has performed in the last two years in both Math and Science. In Math, the number of students performing at Levels 3 and 4 has decreased from 22. 2% in 2004 and 17. 5% in 2005. The number of students tested for Level 3 was only 60 and for Level 4 only 3 of 361 total students. The remaining students, as displayed on the right hand side of the graph, are still at a Level 1 which as noted by the above definition means that they are in grave need of assistance. Therefore, for the purposes of the study, the target population will be defined as â€Å"in need† students. Although there has been a slight increase in Science, the results are still less than desirable when compared with other schools in the district and the City. As seen in the graph, only 14% of the students passed at Levels 3 and 4 in 2004 and by 2005, only 18% were able to pass at the same levels. Therefore, if IS 166 continues on this trajectory, it will continue to be labeled an underperforming school that graduates below average students incapable of performing the basic tasks in both subjects. The goal of the evaluation study is to thoroughly review the problems that exist and hopefully get the school to achieve grades similar to IS 409-East New York Family Academy sometime in the near future as is reflected in the following graphs. IS 409- East New York Family Academy Math and Science Grades Source: New York Department of Education (Division of Assessment and Accountability—School Report Cards 2005). As noted in the above graphs, IS 409 is performing extremely well at Levels 3 and 4 and has outperformed schools in both math and science in the district (which is truly exceptional given the neighborhood and its history) as well as other City schools. Very few students if any are far below the standard in both subjects. Moreover, as noted before, other schools such as MS 114 and IS 289 located in District 2 have maintained exceptional scores over the two year period. For 2004 and 2005, MS 114 scored 88% and 81% consecutively in Math and 97% and 91% in Science. IS 289 also scored high grades-for both years in Math, the school displayed 83% and 73% when compared to other schools in the district and city and in Science, they scored 87% and 82%. Other schools in other districts from Queens and Staten Island have also demonstrated solid scores. This makes designing a program even more of a priority in light of the above referenced comparisons. The study will not focus on the students at all levels in the middle schools but specifically, the eighth grade students destined for high school who have yet to grasp the necessary skills needed to succeed and have been the center of test score analysis over the years. These eighth grade students will be approximately 14 years old but depending on factors such as repeating a grade or special needs, the age may vary from 14-16 years old. As noted before, they will be identified as â€Å"in need† students and the study will attempt to identify the worst performing students by looking not only at grades but possibly contributing factors such as income, special needs, and possible crime involvement. The improvement of Math and Science scores is a gargantuan task which requires a major overall of the school at all levels, however, to begin the following services are needed and they are but not limited to: ?Offering training sessions for the math and science teachers. The difference between not only IS 409 and other schools in District 2 is that the teachers have more experience, education, and are less likely to be absent more than average. The training sessions will be implemented on weekends or after-school whichever is more convenient for the teachers and will be done prior to establishing an after-school program for the students. The training sessions will allow teachers from higher performing schools an opportunity to impart their techniques for achieving higher grades. ?Offering a separate informative session for the Principal, Maria Ortega, so that she is more knowledgeable on what is needed to succeed in both areas. In most cases, the principal of a school has a general idea of what is needed in most subject areas, however, if the principal is more involved, informed, and fully comprehends the nuances of the subject matter, then she will be able to make better choices in hiring and understanding the teaching of the curriculum. This is an idea which originated out of reading the case of MS 114 in District 2 which showcases a principal that has not only taught but has written Math books for children. Also, in IS 289, the principal knows each student individually and is fully acquainted with their needs. ?Offering additional services for children that may range from an after-school program to extending class hours to offering classes on the weekend. One of the schools in District 2 actually has classes that last at least 50 minutes giving students a better opportunity to absorb the material thereby performing better in exams. ?Offering programs that will incorporate the parents as well. Perhaps this will be in conjunction with the after-school program. As noted, most of the students in this district are from low income families and perhaps some of the parents are in low paying jobs or living on welfare. The parents can take advantage of the program by refreshing themselves with the basic concepts of each subject so that they may assist their children and perhaps help themselves. PROGRAM THEORY In order to address the dire academic situation at IS 166-George Gershwin School, and before implementing an after-school program, it is important to address the issue at the higher levels which means analyzing teaching techniques and more importantly, principal participation. At the Center for Civic Innovation Luncheon featuring Chancellor Joel Klein held on Thursday, October 5th at the Harvard Club, Chancellor Klein began his speech with an analogy of the leaky roof and the squeaky floor. He stated that there was a school located in uptown Harlem that had a leaky roof and a squeaky floor. One day a repair man came to repair the floor and the custodian stated that the floor cannot be fixed prior to the roof being fixed to which the repairman replied â€Å"That’s not my concern, I am just here for the floor†. The Chancellor began his speech with that story to underscore the problems with the NYC Education system. He believes that everyone wants to fix the underlying problems without addressing the issues at the surface. The Chancellor’s story may be applied to the case of IS 166 and any other school in need of improvement. Many observers and parents are often led to believe that their children are primarily the problem in achieving higher scores and possibly that their children lack the intellect to truly analyze or process the information given to them. However, it is just as important for the heads of the respective schools to be cognizant of what is needed to improve these scores and the principal is just the person to ensure this. Therefore, before implementing a program, we have recommended that Principal Maria Ortega participate in a briefing session lasting approximately one month in the summer—right after the end of the school year and before the hiring season begins—for at least 4 hours a day, three days a week. According to reports of comprehensive school reforms in Chicago and Louisiana, the schools’ academic success was primarily attributed to the principals in charge and the contributions they made throughout the reforms. In one report, it stated that â€Å"highly effective schools communicated expectations for teachers. The principal was active in working to improve teacher skills; ineffective teachers were let go. † Moreover, the principals played an important role in four areas a) selection and replacement of teachers; b) classroom monitoring and feedback; c) support for improvement of individual teachers; and d) allocating and protecting academic time (Good et al, 2005, 2207). Therefore, implementing a program or briefing session solely for Principal Ortega would help her improve in all these areas. Principals, under Chancellor Klein’s tenure, have been given more empowerment opportunities and have more responsibilities to ensure the success of their schools. IS 166 has been categorized as a Title I School In Need of Improvement (SINI) under the No Child Left Behind Act (NCLB) and as such, Principal Ortega has to work harder than ever to improve the english, math, and science scores—subjects that are integral to a student’s academic success. The program we have suggested will illustrate to Principal Ortega that math, in particular, cannot be taught in the traditional manner, that is, using rote. In fact, the National Council of Teachers of Mathematics (NCTM) advocates the development of an inquiry-based mathematics tradition. Students taught using this tradition are encouraged to explore, develop conjectures, prove, and problem solve (Manswell Butty, 2001, 20). Students are best able to absorb the material in not only math and science but other subjects if the teachers are able to present it in an interesting manner that entails connections to the outside world. Principal Ortega should also be familiarized with the requirements for the exams and then know exactly how the staff should approach student preparation. She should also ensure that with respect to math, she adheres to the recommendations Lyle V. Jones reiterated in his article entitled â€Å"Achievement Trends in Math and Science† in which it was stated: ? Only teachers who like mathematics should teach mathematics ? The chief objective of school mathematics should be to instill confidence ? Mathematics teaching must be based on both contemporary mathematics and modern pedagogy (Jones, 1988, 333). After completion of this program, and hopefully with a better understanding of what is needed to improve the scores at IS 166, the next step would be to address the teaching staff. As noted, the methodology used is integral to ensuring that the students comprehend, absorb, and analyze the information being disseminated. If they fail to process the information then they will ultimately perform poorly in the state exams and possibly continue to do so throughout high school. We recommend prior to the beginning of the academic year, and the implementation of the after-school program, that teachers, specifically, the math teachers enroll in a summer institute similar to one reported in an article entitled, â€Å"Toward a Constructivist Perspective: The Impact of a Math Teacher InService Program on Students†. The reason being is that the teaching of math more so than science requires certain techniques that are far from the traditional methods that most teachers employ. The summer institute in the report offered participating teachers intensive two-week summer institutes and weekly classroom follow-up during one academic year. Moreover, they received an opportunity to reexamine their ideas about the teaching and learning of mathematics. During the summer institutes, these teachers experienced mathematics classes in which they were encouraged to construct solutions and ideas and to communicate them to a group. They analyzed student understandings as revealed in interviews and they planned lessons which reflected their evolving ideas about mathematics learning and teaching (Simon and Schifter, 1993, 331). Teachers need to plan their lessons in such a manner as to engage the students so that they may effectively communicate their thoughts or problems with a particular issue. In fact, after completion of the summer institute, and after the teachers began using their newfound techniques, the results were noteworthy and ranged from students stating that â€Å"it’s fun to work math problems† to â€Å"I’d rather do math than any other kind of homework† to â€Å"I like to explain how I solved a problem†(Simon and Schifter, 1993, 333). Therefore, using the above referenced example, the summer institute that we propose for the math teachers will last approximately three weeks in the summer and it would begin approximately mid-August prior to the beginning of the academic year. This program would be mandated by the principal and would include veteran staff members as well new ones brought on board. Another factor that teachers have to take into consideration is the population they cater to during the academic year. IS 166 consists of predominantly black and Hispanic students residing in East New York and its surrounding environs, thereby, making them not only an â€Å"in need† group in terms of grades but an â€Å"at risk† group in terms of their backgrounds and predisposition to engage in illicit activities. Many believe teaching techniques are generic and if they are employed in one school then they may be applicable in another. However, studies have shown that minority children in low income neighborhoods require a different set of techniques employed. According to Manswell Butty, African-American children have further been identified as favoring four learning styles a) person-centered, b) affective, c) expressive, and movement oriented (Butty, 2001, 23). Therefore, teachers need to use laboratory or group exercises, discussion sessions, or instructional uses of music and the visual and dramatic arts, especially when those pedagogical techniques promote Black students’ greater academic involvement, interest, and performances (Butty, 2001, 23). However, this is not a generalization implying that all minority children respond to this technique but most will probably respond positively. Therefore, teachers must be made aware of the group of children that they are dealing with and ensure that they employ the above referenced techniques to garner success. In fact, there are Learning through Teaching in an After-School Pedagogical Laboratories (L-TAPL) in California and New Jersey, which not only offer a program for elementary students but also serves as a practice-rich professional development for urban teachers. The program aims to improve the achievement of urban students and the competence of their teachers (Foster et al, 2005, 28). According to the Foster article, numerous studies, policies, and programs have addressed the persistent problem of underachievement among poor urban students and its array of possible causes. The NCLB links teacher quality to improved student achievement, especially among low-income urban children of color. Consequently, improving teacher quality has become one of the hallmarks of current reform efforts (Foster et al, 2005, 28). These laboratories groom future urban teachers to deal with students similar to the target population at IS 166. And as such, as an alternative to our summer institute, the teachers are free to enroll in the program offered by this lab in New Jersey. Therefore, taking into account the above referenced studies, improving teacher quality is of utmost importance when taking into consideration the improvement of math and science scores. All of the above has brought us to the most important element of the study establishing an after-school program. Establishing an After-school Program-Resources Funding Under the NCLB Act, Title I schools, such as IS 166 that are listed as Schools In Need of Improvement, have failed to reach student achievement targets that have been set for every school. This means the school has failed to meet state proficiency level for all students in English Language Arts, Mathematics, Science and/or high schools graduation rate. Schools falling in the above referenced category may be eligible for Supplemental Educational Services (SES). SES include free after-school/weekend remedial help or tutoring services. The SES provision offers providers an opportunity to offer low-income children, who may be struggling in school, extra academic help and individual instruction. Through SES, innovative leaders and educators can start a new tutoring program or expand an existing one to serve more students (New York City Department of Education). However, instead of using an SES provider—which in some cases the DOE will offer contracts of over a million dollars to provide services to various schools—we will request additional funding that would have been used to acquire an SES provider to establish the after-school program by ourselves with the assistance of The After-school Corporation (TASC). TASC is renowned for establishing successful after-school programs and have no contract with the DOE and thus, are not labeled SES Providers. In addition to wanting to establish a program using solely school staff, it is important to note, that there have been several complaints about SES providers and most are being investigated either by the Special Commissioner of Investigation for the New York City School District or the Office of Special Investigation and in the best interest of the target population, we have decided to forego those providers. Therefore, the funding used from SES will be used to offer per session rates for the teachers participating in the program as well as pay for the consultant from TASC. The funding will also be used to acquire additional supplies such as the KidzMath program which is highly popular and is used around the country to get students interested in math and to improve scores. Funding will also be used to secure additional bus transportation from the Office of Pupil Transportation as well as food and refreshments for the children. Staffing and Facilities The program will be housed in the school recreation room and so there will be no need to rent a facility to do so. The program will be supervised by the TASC consultant who will preferably be someone from the community who is familiar with the target population and can easily relate to their situation. The principal and assistant principal will take turns observing the classes and ensuring that the teachers and participants are abiding by the rules. The teachers will be eighth grade math and science teachers who deal with the target population on a daily basis and who are familiar with the problems they are experiencing. Additionally, the teachers will be assisted by high school students who are well versed in the subject areas, who have been recruited from neighboring high schools and would like to add an after-school tutoring activity to their resume. Therefore, these students will not be paid but will use the after-school program as a learning experience. Participants The students participating in the program will be chosen based on their past academic performance in grades six and seven and failure to show any signs of improvement. To reiterate, this program is geared specifically for eighth grade students, ages 14-16 years old, and will begin a month into the beginning of the academic year towards the end of September early October after the students and teachers have settled in the new semester. Letters will be sent to the parents at the beginning of the academic year notifying them of their child’s progress and advising them that the program is mandatory if they are to improve and move on to high school (the letters will be followed up by phone calls). While the school has no recourse if a student fails to attend even though it has been marked mandatory, offering a voluntary program usually encourages those that are really not in need of it to participate and those that do need it usually don’t. The parents will be informed of the structure of the program and the fact that transportation will be provided so that their children will be taken home safely after the program. In fact, parents who may not be working full time or at all will be encouraged to observe or participate in another session that will help them to understand what their child needs to improve. The session, which will last as long as the tutoring session, will more than likely be conducted by the assistant principal or a math/science staff member and will give the parent an opportunity to be truly acquainted with the activities being conducted. This program may also be helpful to them as well as some of these parents lack the basic educational skills that are necessary to obtain a job. Activities and Schedule Based on successful programs in Arkansas, the after-school program we will establish will mirror these successful programs and therefore, the program will entail classes of one and a half hours each day, Monday through Thursday between the hours of 3pm and 4:30pm. Mondays and Wednesdays will be dedicated to math and Tuesdays and Thursdays will be dedicated to science. The sessions will be divided into 40 minute periods during which the first period will be dedicated to the teacher illustrating the subject material and the second period will be dedicated to the students participating in groups and working together to complete the work presented in the first period. The students will get a ten-minute break during which they will receive refreshments. In the Camden School District in Arkansas, school officials credited the success of the after-school programs to the schools being released from the â€Å"Adequate Yearly Progress† (AYP) status under the NCLB Act (Arkansas Advocates for Children & Families, 2006). Throughout the course of the program, teachers will be encouraged not to utilize the same material or techniques used on a daily basis. The teachers will be reminded that the program is geared towards individuals who have a negative attitude toward the subjects which may be as a result of not only failure to comprehend the material but also the teacher’s emphasis on traditional methods. Therefore, the program will forego any emphasis on memorization, computation, and equation and will focus on modeling and real world problem solving. Engaging in group work, especially in math, has proven to be successful and will be the focus of the program. According to Jones, group work differs from cooperative learning in its lesser emphasis on the teacher as instructor and its greater dependence on students teaching other students. Moreover, cooperative learning procedures as dependent first on instruction by the teacher, then on practice engaged in actively by members of an established student team (often of four team members), has evidence that supports the efficacy of the approach to elevate not only achievement but also self-esteem, interpersonal effectiveness and interracial harmony (Jones, 1988, 328). Therefore, the students will work together in groups over the period of the academic year and will be exposed to hands-on experiences, games, and projects. KidzMath should really be a good stimulant and with the assistance of the teachers, the students should be motivated. Teachers will also be encouraged to maintain a weekly progress report which will ultimately be used to assess the program’s progress. Another aspect of the program would entail having the Principal establishing stronger ties with the community and getting more community leaders involved by dropping by the after-school program to give advice and encouragement to the students. Students are not only stimulated by various activities that are outside of the norm of the regular classroom but are also stimulated by role models or individuals they deem to be successful from their part of the neighborhood. According to a report done on the Chicago School Reform, the schools that experienced major changes and improvements were led by principals who were strong veteran leaders with good relationships with their local school councils and the community (Hess, Jr. , 1999, 79). Additionally, incentives can also be offered for the students in the program which will encourage their continued participation and potential success and can range from visits to museums or amusement parks if they have showed slight improvements. While these children who performed poorly are from low income families, and a reduction in poverty rates might have a salutary effect on measured school achievement, according to Lyle V. Jones, the influence of poverty on educational achievement may be ameliorated by introducing school-parent programs to improve academic conditions in the home. After reviewing nearly 3,000 investigations of productive factors in learning concludes that such programs have an outstanding record of success in promoting achievement (Jones, 1988, 327). Explanation of Logic Model. Inputs: consist of the fundamental resources—human and capital—that the program needs in order for it to achieve its goals. These resources consist of funding for per session rates for the teachers, payment for the TASC Consultant, supplies such as KidzMath, transportation, and refreshments. The most important resources needed are the children to whom the program is directed. Activities: Once the fundamental resources are in place, the schedule has been established and the techniques for teaching have been agreed upon, then the after-school program will proceed as planned throughout the academic year. The sessions will be conducted four days a week, Mondays and Wednesdays, for math and Tuesdays and Thursdays for science lasting 1. 5 hrs each period. The sessions will entail a great deal of group work and collaboration along with potential visits from community leaders and role models. Outputs: Upon implementation of the program, it is important to ascertain if the program is reaching its target population, if the services provided are being done in the manner discussed and if the population are benefiting or if they have any concerns those will be noted throughout the assessment. This will be done by conducting site visits, performing observations and conducting surveys. Outcomes: If the program is successful in achieving its goals, then the immediate goals will see the students passing their in-class tests and ultimately the state exams—which has been the focal issue with the school and the reason for the Title I status under the NCLB Act. The long-term goals include the participants of the program actually going on to high school and possibly even college. From that point onward, if students succeed in college, they may even pursue challenging careers thereby improving their socio-economic status. The reason the logic diagram is done in a cyclical manner is to demonstrate that if the program is successful and the students do improve significantly, then the school may be eligible for the same amount or a higher amount of funding which they can use to increase their resources for the input phase for the upcoming academic year. PROGRAM PROCESS Once the program has been implemented, it is important to ascertain if the services are in fact being delivered as planned and if the participants are learning with the teachers employing the new techniques as discussed. In order to do this, we will conduct an observational study as fashioned from the TASC’s site visit procedures in addition to teacher and parental surveys to see if they have noted any differences in the children participating in the program. This assessment will be done halfway throughout the semester at approximately the end of January which will also coincide with the first set of state exams (students also take these exams towards the end of the academic year-approximately June). The assessment will begin with a two-person team (my colleague and I) visiting the after-school’s program for two days a week, for a total of two weeks—one day for math and the other for science. The visit will include an interview with the principal and assistant principal (who, as noted before, would have taken turns monitoring the program).

An Update About Deforestation in Canada

An Update About Deforestation in Canada Deforestation, or the loss of forests, is progressing at a fast pace worldwide. This issue gets much attention in tropical regions where rainforests are converted to agriculture, but large swaths of boreal forests are cut each year in colder climates. Canada has long enjoyed an excellent standing in terms of environmental stewardship. That reputation is being seriously challenged as the federal government is promoting aggressive policies on fossil fuel exploitation, dropping climate change commitments, and muzzling federal scientists. What does Canada’s recent record on deforestation look like? An Important Player in the Global Forest Picture Canada’s use of its forest is significant because of the global importance of its wooded lands – 10% of the world’s forests are located there. Most of it is boreal forest, defined by stands of coniferous trees in subarctic regions. A lot of the boreal forest is far from roads and this isolation makes Canada the steward of much of the remaining primary or â€Å"pristine forests† not fragmented by human activity. These wilderness areas play important roles as wildlife habitat and as climate regulators. They produce large amounts of oxygen and store carbon, thus reducing atmospheric carbon dioxide, which is a key greenhouse gas. Net Losses Since 1975, about 3.3 million hectares (or 8.15 million acres) of Canadian forest were converted to non-forest uses, representing about 1% of the total forested areas. These new uses are primarily agriculture, oil/gas/mining, but also urban development. Such changes in land use can truly be considered deforestation, as they result in permanent or at least very long-lasting loss of forest cover. Cut Forests Does Not Necessarily Mean Lost Forest Now, a much greater amount of forest is cut each year as part of the forest products industry. These forest cuts amount to around a half million hectares a year. The main products issued from Canada’s boreal forest are softwood lumber (typically used in construction), paper, and plywood. The forest products sector’s contribution to the country’s GDP is now only slightly more than 1%. Canada’s forestry activities do not convert forests into pastures like in the Amazon Basin, or into palm oil plantations as in Indonesia. Instead, forestry activities are done as part of management plans prescribing practices to encourage natural regeneration or the direct replanting of new seedling trees. Either way, the cutover areas will return to forest cover, with only a temporary loss of habitat or carbon-storing capabilities. Around 40% of Canada’s forests are enrolled in one of the three leading forest certification programs, which require sustainable management practices. A Major Concern, Primary Forests The knowledge that most forests cut in Canada are managed to grow back doesn’t detract from the fact that primary forest continued to be cut at an alarming rate. Between 2000 and 2014, Canada is responsible for the greatest total loss, acreage-wise, of primary forest in the world. This loss is due to the continued spread of road networks, logging, and mining activities. Over 20% of the world’s total loss of primary forests occurred in Canada. These forests will grow back to, but not as secondary forests. Wildlife necessitating large amounts of land (for example, woodland caribou and wolverines) will not come back, invasive species will follow the road networks, as will hunters, mining prospectors, and second-home developers. Perhaps less tangibly, but just as importantly, the unique character of the vast and wild boreal forest will be diminished. Sources: ESRI. 2011. Canadian Deforestation Mapping and Carbon Accounting for Kyoto Agreement.Global Forest Watch. 2014. World Lost 8 Percent of its Remaining Pristine Forests Since 2000.Natural Resources Canada. 2013. The State of Canada’s Forests. Annual Report.

Free Essays on Binge Dricking

BINGE DRINKING Binge drinking is defined as drinking "five or more drinks in a row one or more times during a two-week period for men, and four or more drinks in a row one or more times during a two-week period for women . . . and a drink is defined as a 12-ounce can or bottle of beer, a four ounce glass of wine, a 12-ounce bottle or can of wine cooler, or a shot of liquor taken straight or in a mixed drink" (Wechsler, 1996). In 1993, Henry Wechsler of the Harvard School of Public Health, conducted a nationwide study of almost 18,000 college students and their alcohol use, behaviors and opinions. This study provided the first comprehensive view of the widespread abuse of binge drinking by college students (Wechsler, 1996). There are several key findings about binge drinking from the study: *Eighty-four percent (84%) of students surveyed drank alcohol during the school year with almost half, 44% categorized as binge drinkers and 19% as frequent binge drinkers. *Thirty-three percent (33%) of schools surveyed qualified as high-binge drinking campuses. To be qualified for a high-binge drinking campus, more than half of the students responding to the survey had to indicate that they were binge drinkers. *The strongest predictor for binge drinking was living in a sorority or fraternity house. Eighty percent (80%) of sorority women and 86% of fraternity men living in Greek housing qualified as binge drinkers. CHARACTERISTICS OF BINGE DRINKERS According to Wechsler (1996), typical characteristics of binge drinkers include: male, fraternity and sorority members, white, under 24 years of age, involved in athletics, and students who socialize a great deal. White males were found to be the most likely group to binge drink and African-American females were the least likely to binge drink (Wechsler, 1996). Historically black colleges, women's colleges, commuter schools and schools in the western United States have less binge drinking (Philp... Free Essays on Binge Dricking Free Essays on Binge Dricking BINGE DRINKING Binge drinking is defined as drinking "five or more drinks in a row one or more times during a two-week period for men, and four or more drinks in a row one or more times during a two-week period for women . . . and a drink is defined as a 12-ounce can or bottle of beer, a four ounce glass of wine, a 12-ounce bottle or can of wine cooler, or a shot of liquor taken straight or in a mixed drink" (Wechsler, 1996). In 1993, Henry Wechsler of the Harvard School of Public Health, conducted a nationwide study of almost 18,000 college students and their alcohol use, behaviors and opinions. This study provided the first comprehensive view of the widespread abuse of binge drinking by college students (Wechsler, 1996). There are several key findings about binge drinking from the study: *Eighty-four percent (84%) of students surveyed drank alcohol during the school year with almost half, 44% categorized as binge drinkers and 19% as frequent binge drinkers. *Thirty-three percent (33%) of schools surveyed qualified as high-binge drinking campuses. To be qualified for a high-binge drinking campus, more than half of the students responding to the survey had to indicate that they were binge drinkers. *The strongest predictor for binge drinking was living in a sorority or fraternity house. Eighty percent (80%) of sorority women and 86% of fraternity men living in Greek housing qualified as binge drinkers. CHARACTERISTICS OF BINGE DRINKERS According to Wechsler (1996), typical characteristics of binge drinkers include: male, fraternity and sorority members, white, under 24 years of age, involved in athletics, and students who socialize a great deal. White males were found to be the most likely group to binge drink and African-American females were the least likely to binge drink (Wechsler, 1996). Historically black colleges, women's colleges, commuter schools and schools in the western United States have less binge drinking (Philp...

Gendered Spaces Essay Example | Topics and Well Written Essays - 1500 words

Gendered Spaces - Essay Example It is believed many of the ills of contemporary home environment can be traced to these historic developments which should be easily rectifiable by incorporating "feminine" aspects of space design (Roberts, 1991). The case for a feminine urban theory can be built on an obvious assumption that women were historically "oppressed" by a system of patriarchy which denied them an active voice in matters dealing with not only urban planning but also other aspects of life such as politics, civic participation, games and sports, trade etc. (McDowell, 1984, Francke, 1985). Rendell, Penner & Borden (2000) criticise this theory for its ignoring of the histories surrounding matriarchal civilisations such as Ancient Egypt and Samoa. The authors suggest that the theory of "oppression" is at best, an oversimplification of any historical legacy conferred by gendered spaces. In order to study this problem in detail, one must place higher focus on technical aspects of gender spaces phenomenon (Rendell, Penner & Borden, 2000). This would be made clear by unique gender displays which affect spatial dynamics in an actual interaction. 1. Relative size: Men occupy more space than women in terms of body size and posture (Umiker-Sebeok, 1985). This automatically translates into a male obsession for large size for example, preferences as in phallus-shaped skyscrapers or large limousines. 2. Psychological withdrawal from the social context: Men are fiercely territorial and prepare for potential threats to their control of the situation whereas women are more inclusive about differing arrangements (Umiker-Sebeok, 1985). 3. Ritualised subordination: Women show signs of being controlled by others and have more appeasing behaviour such as smiling which leads to a curvi-linear pattern in design which can be seen in traditional kitchens (Umiker-Sebeok, 1985; Spain, 1992). Men, in contrast, are more dominant and unyielding which can be seen in their preference for bold lines manifesting in rectilinear patterns (90) (Umiker-Sebeok, 1985; Spain, 1992). 4. Functional Ranking: Men like to control the actions of others whereas women are more concerned with being at a gentle ease about themselves (Umiker-Sebeok, 1985). 5. Locations: Women are generally found in domestic locations such as kitchens and nursery whereas men are found in lot more diverse locations (Umiker-Sebeok, 1985). 6. Touch/Manipulation: It has been repeatedly observed that when it comes to touching and manipulating objects, men choose to manoeuvre them whereas women tend to gently caress/examine them (Umiker-Sebeok, 1985). 7. Movement: Men usually make movements which are both faster and farther from the central object (Umiker-Sebeok, 1985). Women, in contrast, are set at a more leisurely pace which is seen in the way they manipulate things (Umiker-Sebeok, 1985). In an Australian context, according to an experiment conducted on the US print and

Nurse Practice in NYS versus Florida State Assignment

Nurse Practice in NYS versus Florida State - Assignment Example A noteworthy provision in NPAs is the creation of nursing boards that govern nursing practices in every state. NPAs were not in existence before 1903, hence, before this period, people practiced nursing in whichever manner they wanted. Before this period, quality care to patients was not taken into consideration, thus, the birth of Nurse Practice Acts was a boost towards quality patient care in the US (Fulton, 2010). NYS Nurse Practice Act Established in 1948, the NYS NPA governs nursing procedures in the state. Section 6902 of the Act defines the practice of nursing as a profession of treating and diagnosing people with actual health problems. It further stipulates that registered nurses ought to be licensed when conducting tasks pertaining to health counseling, health teaching and provision of restorative and supportive care (Fulton, 2010). a) License Requirements Anyone using the title of ‘Registered Nurse’’ is expected to get a certificate from the NYS Educati on Department, and to receive the practice certificate in the state, one must meet the education requirements as stipulated by the department. Furthermore, one must have a registered NYS license that indicates that he/she is a registered nurse. A registered nurse in NYS is expected to specialize in a particular area before a license can be offered. Currently, there are many specialty areas in nursing including Adult Health, Community Health, College Health, Gerontology, Family Health, Neonatology, Pediatrics, Holistic Care, Obstetrics, Gynecology, Palliative Care, Psychiatry and Perinatology (Fulton, 2010). However, one may be authorized to practice in more than one specialty. Before one can be authorized to practice in more than one specialty, one is required to obtain a certificate of every specialty that shows that he/ she has met the set educational requirements. Once the authorization has taken place, one is expected to maintain the professional nurse license and the RN certifi cate. Certificate fees in each RN specialty area amount to $85, $50 being the application fee and $35 being the initial registration fee. However, these fees are subject to change. Applicants are required not to send fee in the form of cash, but instead they are required to mail their fees and applications to the NYS Education Department. All practitioners who have been licensed are expected to adhere to the NYS NPA rules of conduct. These rules are well defined in the Education Law which has highlighted clearly all definitions of professional and unprofessional conduct. The laws, rules and regulations for RN in NYS are all contained in Title 8 of the NYS Education Law. Therefore, every licensee is governed by these rules and laws (Bullough, 2004). b) Education Requirements and Training Before certification as a NYS RN, one is expected to satisfy the education requirements that are stipulated in the NYS Education Law. One is expected to meet the criteria of section A or section B or section C ,and in addition to this one, must meet requirements for section D. Criteria A requires that one must complete a NP educational program as offered by the NYS Education Department. Criteria B allows one to be a practitioner if there is certification of nursing practice from any of the following; American Academy of Nurse Practitioners, American Nurses Credentialing Center,