Euthanasia Legalization

Euthanasia Legalization By: Renee Rosenkilde Rosenkilde 1 Although the United States, and the rest of the world, have made astounding inventions and breakthroughs in technology, health care is still subject to criticism. Even in the twenty-first century, there are numerous terminal, chronic, and life threating diseases circling the world. Because of these circumstances, when a patient is diagnosed with a painful disease that will kill them in a short amount of time, they should be allowed to decide how they want to end their life: waiting for the disease to kill them, or instantly receiving assisted suicide and ending their pain immediately.Through the process of active euthanasia, a person diagnosed with a terminal illness can immediately die. Active euthanasia would allow a person with a terminal illness to be administered a lethal medication which will instantly kill them and release them from their suffering. Another form of assisted suicide, passive euthanasia, is eliminating an y medical assistance in keeping a patient alive, until their death.Active euthanasia should be legalized because it is legal according to the constitution, it is a less expensive alternative, certain religions partake in the act of active euthanasia, and overall it will allow a terminally ill and suffering patient to end their misery. Active euthanasia should be legalized throughout the United States because it is legal according to the Constitution. Currently, assisted suicide is only legal in the states of Washington, Oregon, and Montana (ND NA wrtl. org).Active euthanasia would allow a citizen of the United States a painless death, and an allotted time to say goodbye to their friends and family members. Once consent is given from either the patient themselves, or the family, active Rosenkilde 2 euthanasia should be a possibility for someone with a terminal chronic illness. Steven Ertlet comments, â€Å"The bereaved family and friends of cancer patients who died by euthanasia cop ed better with respect to grief symptoms and post-traumatic stress reactions than the bereaved of comparable cancer patients who died a natural death. (ND Ertlet paragraph 1). Whereas passive euthanasia would contribute to an extensive amount of pain and suffering, active euthanasia would allow for an immediate, accessible, and painless death. The Constitution of the United States says, â€Å"†¦certain unalienable rights, that among these are life, liberty and the pursuit of happiness. †¦whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it. † The United States Constitution grants its citizens the right to pursue happiness, which in some cases may be through active euthanasia.The Constitution restates this idea in a more precise form in the Due Process Clause [first section of the fourteenth amendment]: â€Å"No state shall make or enforce any law which shall abridge the privileges or immunities o f citizens of the United States; nor shall any state deprive any person of†¦liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws. † The Constitution states that if it is a person’s desire to die through active euthanasia, it shall be provided to them through to the Due Process Law [first section of the fourteenth amendment].In the case that active euthanasia would be the best option for a United States citizen struggling with a terminal illness, active euthanasia should be considered. Euthanasia should be legalized in the United States, because it would allow for a citizen with a terminal illness a quick and painless death as well as abide to the Unites States Constitution. Rosenkilde 3 With the declining economy in the United States, saving money and cutting unnecessary spending is of great importance.With health spending accounting for over 17% GDP [how much a place produces in some amou nt of time] in the United States, it is the highest in the world (NA ND data. wordlbank. org). Cutting this percentage as much as possible would drastically improve the Untied State’s economy. The money spent in hospitals is used to cure patients with different illnesses. Although this is thoughtful on America’s part, in many cases it is unnecessary. If a patient is diagnosed with an incurable terminal illness, there is not much point in wasting money to keep them suffering for as long as possible.Mpoziemski, an online debater at euthanasia. procon. org comments, â€Å"Is it not more compassionate to end a human's suffering then to make them hold on only to die later after a long, drawn out pain filled battle? † (Mpoziemski 2012 paragraph 1). Keeping a patient suffering until they die of natural causes is irrational when it is possible through active euthanasia to end their suffering as soon as possible. As an added note, this would also help save money througho ut this country in drastic numbers. Once approval is given for active euthanasia to be administered, it is can easily save the patient and the hospital money.Certain cancer treatments can be as costly as $10,000, which is added to the accumulating bill for doctor visits, lab tests, room charges, imaging tests, radiation treatments, drugs and other medicines, nurse care, surgery, and homecare (NA ND cancer. org/treatment). Prolonging the life of a patient with an illness is costly for both the hospital and the patient. Instead of paying money to suffer for a longer amount of time, a person with a terminal illness can receive active euthanasia and avoid both the physical and financial pain.Rosenkilde 4 The United States was originally a British colony which British citizens fled to for religious freedom. America seemed as a place where everybody could freely practice their religion. Therefore, when the United States liberated themself from Great Britain, the basis of this country was based off of the freedom of religion. The first amendment of the United States Constitution says â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof†¦Ã¢â‚¬  (www. archieves. ov amendment 1). According toreligions. pewform. org, Judaism, a religion that over 2% of all American adults practice, accepts the idea of suicide in certain circumstances. A story in the Torah tells of a young man who was told by God to commit suicide in order to end his suffering. The story tells of a young man who was being burned alive by the Romans, and god tells him to end his suffering by breathing in large amount of smoke and flames to kill him more quickly. Also, Jewish people do not associate suicide as murder.Although the Torah explains breaking one of the Ten Commandments â€Å"thou shalt not kill† as a sin, suicide does not abide by this commandment, and therefore is not considered a sin. Another main religion in the Unite d States is Hinduism. Practiced mainly by Americans of Indian decent, this religion has ancient suicidal practices. One example of this is called â€Å"suttee†. This is a ritual practice throughout India in which a wife will commit suicide after her husband’s death so that he would have a partner in the afterlife. †¦[suttee] the Indian custom of a widow burning herself, either on the funeral pyre of her dead husband or in some other fashion, soon after his death. † (http://www. britannica. com/EBchecked/topic/575795/suttee). Another example of Hindu suicide is the practice of prayopavesa. Prayopavesa is when a Hindu will fast (not eat food) until their death. This practice is used under certain circumstances only for the religiously advanced. Rosenkilde 5 Prayopavesa is only used when a person has an incurable terminal illness. Not consuming any food or water will eventually kill the person, most likely faster than the illness would have.The Hindu religion b elieves in the concept of karma: good or bad luck generated by your actions. Some Hindus believe that â€Å"†¦a person who helps other end a painful life and thereby reduce suffering is doing a good deed and will gain good karma. † (http://www. religionfacts. com/euthanasia/hinduism. htm). In all, the United States was based off of freedom of religion, and this concept has been encoded in the first amendment of the constitution. Therefore, if a religion accepts and enforces the practice of assisted suicide (active euthanasia), then it should be legalized throughout the United States.Although active euthanasia is a politically and religiously controversial topic, research can conclude that euthanasia should be legalized across the United States. Due to the fact that the United States Constitution accepts the use of euthanasia, it cannot be ruled as illegal. As well, the United States Constitution, and the entire country, was based off of the freedom of religion. Therefore , if certain major religions accept, and encourage the use of active euthanasia, than the medical procedure should be legalized across the nation so that these religious practices may take place in a safe medical environment.As well, active euthanasia should be legalized because it can save a great deal of money across the United States. With over 17% of GDP used on hospitals and the medical world, taking a person out of their misery would be more effective and less costly. The costs for doctor visits, lab tests, room charges, imaging tests, radiation treatments, drugs and other medicines, nurse care, surgery, and homecare accumulate to increasingly high bills for both the patient and the hospital. Finally, and most importantly, the practice of active euthanasia can quickly, easily, and effectively take a patient with a terminal Rosenkilde 6 llness out of their pain and misery with an allotted time to say goodbye to their loved ones. With a patient dying due to a disease anyways, wo uldn’t it make more sense to end their life quickly and easily instead of keeping them alive to endure a life of pain? Active euthanasia should be legalized throughout the United States, and should be made an option for anyone with a miserable, chronic, long-term, terminal illness. Works Cited http://www. lifenews. com/2003/07/20/bio-21/ http://www. wrtl. org/assistedsuicide/assistedsuicide/whereitislegalus. aspx http://www. law. cornell. edu/constitution/amendmentxiv ttp://www. fed-soc. org/publications/detail/whether-there-is-a-constitutional-right-to-die http://www. ushistory. org/declaration/document/ http://euthanasia. procon. org/view. answers. php? questionID=000207 http://www. cancer. org/treatment/findingandpayingfortreatment/managinginsuranceissues/the-cost-of-cancer-treatment http://data. worldbank. org/indicator/SH. XPD. TOTL. ZS http://www. religionfacts. com/euthanasia/hinduism. htm http://www. archives. gov/exhibits/charters/bill_of_rights_transcript. html http ://www. britannica. com/EBchecked/topic/575795/suttee http://religions. pewforum. org/reports

Videogames Benefits

Most people think that playing video games will lead you to a life of crime, delinquency, and misery. The opposite, however, is true. Video games can be used properly to improve the coordination and concentration physically, socially, and mentally to benefit the user. Does this mean kids should spend all day playing? No. This occurs when they are used properly and in moderation. Contrary to what most of the people believes, video games can actually help your motorskills no matter how younger people are.Most of the people who play videogames do not know that there is a research that shows that certain video games can reduce fat causing global weight loss. Other sources state that doctors have instructed parents to let their children play video games to help control focus. It is found that video games can improve hand eye coordination and have been used for rehabilitation of wounded soldiers. Gamming has developed in technology that has been created for many new positive effects. Over the years video games had become popular and enhanced.Another potential benefit of video games is they aid in improving language and teaching new words of various languages. This is because every game contains certain rules and instructions according to which the game can be played. So, it is very necessary for the player to be able to understand the instruction. Video games help the child in recognizing the alphabet and numbers. It also helps in building the children vocabulary. The University of Cambridge states that in a study with one set of surgeons played video games for 3 hours a week, while the other set played none.The set that played the video games made 37 percent fewer mistakes during laparoscopic surgery and finished the surgery 27 percent faster. In a separate study, gamers and athletes were compared upon their hand eye coordination. People who played both sports and games were the highest, followed by gamers, and then athletes. In two separate studies, video game play ers had better success identifying items in visual environments. One study showed that people who played action games had a 20 percent better success rate in identifying a T in a cluttered environment.In another study, those who play action video games on a regular basis can process visual information faster and can track 30 percent more objects than non-gamers. (University of Cambridge) Gaming can also make you smarter. People who play video games can display intelligence by solving in-game problems. Managing multiple objectives and multiple resources is one of the goals of the game that can help you become smarter. The people can also improve their understanding ability by learning the rules of the game and what strategy works the best for the user.Since video games are driven by goals (find the princess in the White Mountain), people will have to think and analyze the environments in order to complete problems that lead them to complete the main task; so gaming will develop the a reas of think and analysis of the people involved. But playing too much can lead people to addiction and many other negative consequences. The good part is that there are positive outcomes to gaming like Getting smarter, becoming better with your hands and being able to see better is a good outcome. This only applies when used properly.

Blooming Trinity Essay Research Paper English 1302018October

Blooming Trinity Essay, Research Paper English 1302.018 October 11, 2000 Blooming Three In the verse form? When Lilacs Last In The Dooryard Bloom? vitamin D? , by Walt Whitman, three of import symbols are introduced. These symbols of a star, the lilac, and a bird exhibit Whitman? s transcendental philosophy and service as an allusion to Abraham Lincoln? s life and decease. Whitman? s poesy, through these symbols, opens a window to the predominating societal attitudes, moral beliefs, and cultural temperament of his clip through his allusions to President Lincoln. To understand Whitman? s poesy one must foremost cognize something about the poet himself. Walt Whitman was born on May 31, 1819 in Long Island New York. Whitman disliked the thought of going a carpenter like his male parent and opted to seek his ain luck. The publication of Leafs of Grass, Whitman? s major literary work, was a major turning point in Whitman? s life. ? Before, he was a instructor, pressman, journalist, carpenter, and more. After, no affair what else he did, he was a poet? ( Wiener 14 ) . Whitman? s strong resistance to slavery gave him jobs subsequently on as in life. Langston Hughes relates when he says? [ Whitman ] had been an editor of the Brooklyn Eagle, but was fired at that place in 1948, because he refused to back up Governor Cass of Michigan who advocated the continuance of bondage? ( Wiener 196 ) . Whitman greatly influenced many people of his clip period but besides was influenced by other authors. Russell Blankenship, a professor at the University of Washington, relates this fact when he says that Whitman was? influenced by the august American author and philosopher Ralph Waldo Emerson? ( Wiener 106 ) . Emerson is normally known as a transcendentalist. A transcendentalist is a individual who is? idealistic and optimistic. They believed they could happen replies to whatever they were seeking. All they had to make was larn to read, through their intuition, the external symbols of nature and in terpret them into religious facts? ( Brulatour ) . Whitman? s transcendental philosophy is important in? When Lilacs Last in the Dooryard Bloom? vitamin D? because of the usage of three symbols that serve as an allusion to Abraham Lincoln? s life and decease. President Abraham Lincoln was one of our state? s greatest presidents. Lincoln? s low beginnings and rise to go arguably the most powerful individual in the United States are a great representation of the American thought that anyone can go anything he aspires to be. One of Lincoln? s major parts was his engagement in the Civil War. As commanding officer and head of the Union ground forces, Lincoln had the duty of working with the generals of the brotherhood ground forcess to get the better of the Confederate ground forcess. Lincoln, like Whitman, besides felt that bondage was an abomination and? on January 1, 1863, he issued the Emancipation Proclamation that declared everlastingly free those slaves within the Confederacy. ? ( White House. ) After the Union ground forces won the war, President Lincoln was assassinated while watching a drama in Ford? s Theatre, Washington. The state? s bereavement was displayed as? a crowd of grievers gathered at each railroad station as the funeral train rolled westward toward the Illinois prairie, to Springfield, where Abraham Lincoln was buried. ? ( Groiler ) . Whitman? s verse form, ? When Lilacs Last in the Dooryard Bloom? vitamin D, ? efforts to demo the bereavement of a state every bit good as Whitman? s personal unhappiness. In the verse form? Where Lilacs Last In The Dooryard Bloom? vitamin D? the lilac has generated diverse readings. When I foremost read? Where Lilacs Last In The Dooryard Bloom? vitamin D? I thought of the lilacs as stand foring beauty and love, presumptively for the late president. Yet, with farther reading, I found that there are several other readings. Edwin Miller, a professor of English at New York University and recognized Whitman bookman, interprets the? branchlet as the season O f metempsychosis, the sense of odor ( The? get the hanging olfactory property? ) , twenty-four hours and physical life, love as the recollection of decease ( the lilac as a flowered testimonial on the casket ) ? ( Miller 187 ) . Another reading, by Kenneth Burke, writer of? Policy Made Personal: Whitman? s Verse and Prose? Salient Traits? , provinces? . . . the broken? branchlet? of lilac as the star? dropt in the dark? ; the? aroma strong? of the lilacs? in the dooryard looking an old farm-house, ? the olfactory property of the? corsages? placed upon the coffin, ? ( Miller 188 ) . Both readings by Burke and by Miller indicate that the lilac is most likely representative of the flowers placed on the coffin at Lincoln? s decease. Through the usage of the lilac in the verse form we come to understand that it is a realistic symbol with deeper significance. Whitman? s transcendental philosophy shows itself in the verse form by the usage of the lilac as a representation to Lincoln? s dece ase. Another symbol in? Where Lilacs Last In The Dooryard Bloom? vitamin D? is a bird described as a? lone? , ? grey-brown? thrush. When I foremost read? Where Lilacs Last In The Dooryard Bloom? vitamin D, ? my readings of the bird included the possibility of Lincoln? s spirit, freedom, or even his idiosyncrasy. I thought of the thrush and Lincoln? s idiosyncrasy because Lincoln appeared as a lone person in the bulk of the images I have seen him in. I went back to my readings and found that in Miller? s reading? the bird has been associated with love, insight as cognition of decease, the? idea of mortality? and the poetic procedure itself ( the bird as the? brother? of the supporter ) ? ( Miller 187 ) . Burke takes another point of position when he relates that? the thrush besides has a complex symbolic intent: it is decease, love, poetic procedure, but more. Traditionally the bird is associated with the flight of the psyche after the decease of the organic structure? ( Miller 189 ) . I p articularly admired Burke? s input with the flight of the psyche. I concluded that the thrush in this verse form could be seen as a symbol of President Lincoln? s spirit or psyche and the? warbling vocal? of the thrush as either a bereavement vocal or possibly a vocal observing a great spirit. The last of the three symbols in? Where Lilacs Last In The Dooryard Bloom? vitamin D? is the star. The symbol of the? Western Star? is evidently a direct relation to President Lincoln since Lincoln was from Illinois, which was a western province at that clip. I besides thought of the star as something that was lighting, olympian, or possibly a mention to the American flag. Miller? s reading was that the star? has elicited greater understanding because of its obvious association with the President? s decease, although the symbol has been extended to included decease itself or the Western construct of decease? ( Miller 187 ) . After reading this reading, I besides thought that the star could be a representation of the rhythm of life. The forenoon: relating to birth and childhood ; the twenty-four hours: relating to maturity and old age ; and the starry dark: decease and liquors. Burke states that? the? drooping? star, the broken? branchlet? of lilac, and the supporter? s psyche before the blackwash which? sank? as the star? dropt in the dark? ( Miller 189 ) . The psyche of President Lincoln was non the lone thing that? sank? , both the state? s and Whitman? s lesson were besides unfavourably affected by decease of the President. In? When Lilacs Last in the Dooryard Bloom? vitamin D? Whitman speaks of a? three? . The three is normally recognized as a symbol of the Father, Son, and the Holy Ghost but in? When Lilacs Last in the Dooryard Bloom? vitamin D? the three is one symbol stand foring three more. The symbols of the lilac, the thrush, and the star come together into one three to demo Whitman? s transcendental philosophy and service as an allusion to Abraham Lincoln? s life and decease. 370 Brulatour, Meg. What is American Transcendentalism? 1 Oct. 2000

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Pol Pot of the Khmer Rouge Regime in Cambodia- Major Influences & Motivations - Essay Example It was also in France where he became acquainted with the prospective leaders of Khmer Rouge and the masterminds of one of the most atrocious governments in human history. This essay discusses Pol Pot’s and the Khmer Rouge’s regime in Cambodia, as well as Pol Pot’s major influences and inspirations. While in France Pol Pot began to gain and nourish his leftist, revolutionary ideas. For instance, Saloth Sar took on his pseudonym, Pol Pot, while in Paris. At the same time, he became fascinated with Marxism and joined the French Communist Party’s Cambodian wing.3 Pol Pot made friends with other Cambodians in France who shared his own beliefs, most of whom would be his strongest comrades for decades to come. One of his notorious friends was Ieng Sary. Sary would eventually become the Minister of Foreign Affairs of the Democratic Republic of Kampuchea.4 A cohesive faction was emerging. Pol Pot socialized with numerous other Khmer scholars, such as the revolutionists Keng Vannsak and Thiounn Mumm. Numerous of these students belong to the elite families of Cambodia. For instance, Thiounn was part of the most influential clan in Phnom Penh. Studying applied science, Mumm in all probability familiarized and invited Pol Pot into the Communist Party.5 Similarly, Keng Vannsak had ro yal acquaintances. He studied Cambodian linguistics in France. Even though interested in leftist ideas, Keng Vannsak did not become a communist; but he was a passionate patriotic.6 Pol Pot and his friends started to create their radical ideologies while in France. Progressively, these radical ideologies were expressed in enormously nationalistic ways. The revolutionary ideology was to be fully independent, with the goal of building a self-governing and autonomous Cambodia. This objective would eventually put these Paris-schooled radicals against Vietnamese-inspired Khmer radicals. In the early 1950s, in

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Abdul Qadeer Khan Essay Example | Topics and Well Written Essays - 250 words

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The Personal Responsibility and Work Reconciliation Act Research Paper

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Journal reflective - Essay Example Conceptually, these two aspects have brought a revolutionary paradigm in marketing that mainly focuses on having and taking care of the customers rather than merely attracting them. Notably, though, is the importance of these two elements in business today with respect to the customers and the progress of the organization in context. Delineating from their generality, value concept, and relationship marketing have several other constituents tied to them. Besides, myriad theories combine to link, separate and contextualize the value concept and relationship marketing to the prevailing business environment. Within the value concept, for instance, is the customer-perceived value, mathematically defined as the perceived benefits divided by the perceived sacrifice.3 The sacrifices, in this case, are the costs the customer has to incur during purchase such as purchase price and installation costs among others. To sum up about the value concept, it is very critical for any company aiming to launch competitive values to the clients to carefully analyze and understand the needs of the clients.4 It is the riskiest part of the value concept since the lack of such understanding may dilute customer loyalty. It may be a total waste of resources, and cause a ripple effect of not meeting the objectives of the company. In genera l, the value concept is directly proportional to relationship marketing.5 Arguably, reading this article is not only important to anyone aiming to start a business, but also to the established companies. Clearly, the impact of such reflection on professional learning and professional marketing skills cannot be overemphasized. As already asserted above, the reflection has a direct relationship with both professional learning and the real business environment. For one, it is through the reflection that a learner

Disaster Management Essay Example for Free

Disaster Management Essay Disaster management is a way to help when disasters happen but it is also to help prevent them or to inform everyone about what may happen. The main function is to helping the citizens to understand what is happening. The state will determine how severe the disaster is and then the ones who are responsible for reporting to the appropriate government or agency will then make the recommendation to getting help for funding, support, and any emergency supplies to those who are affected by the disaster. The disasters that happen can be unpredictable like earthquakes, while other natural disasters could happen with some type of warning like flooding. B. The state of California has manuals that they use that goes into details about statewide policies, procedures, regulations, and any other important information that was developed and authorized by the state offices, department of finance, department of general services, and the government offices (Disaster Management California Technology Agency State of California, 2013). III. Examine local, state federal legal and regulatory requirements A. Occupational Safety and Health Administration (OSHA)- Has jurisdiction over all public and private sector places of employment in the state with exception of Federal employees, the USPS, private sector employers on Native American lands, maritime activities on navigate waterways of the US, private contractors on designated land under Federal jurisdiction, and employers that requires Federal security clearance. B. Joint Commission of Accreditation of Health Care Organizations (JCAHO) C. The California State Plan is operated under an agreement with OSHA. It is an occupational safety and health program in accordance with Section 18 of the Occupational Safety and Health Act of 1970. D. Department of Health and Human Services (DHHS)- Pandemic and All-Hazards Preparedness Act, Coordination with the Department of Homeland Security, Regional Emergency Coordinators, Emergency Care Coordination Center IV. Is there a Certificate of Need program for your state? A. Certificate of Need (C. O. N. ) programs are aimed at restraining health care facility costs. The Health Planning Resources Development Act of 1974 was put into effect across the nation. Over the past 30 years, there have been numerous changes and about 36 states retain some type of CON program. This program was used to approve the construction and expansion of health care facilities and services based on determination and community need. B. California does not currently have a C. O. N. in effect. Back in 1969, the state had implemented a C. O. N, ending in 1987. California’s C. O. N. program suffered from inadequate staffing and lack of data. V. What are the issues to consider when meeting the International Building Code for a facility? A. New codes vs. Old codes B. Updates to â€Å"I-Codes† done by diverse group of officials i. Corridor width ii. 8 feet of clear, unobstructed width iii. Defend-in-place practices iv. Visual and audible fire alarms. v. Elevator Lobbies vi. Floor openings vii. Smoke control viii. Ceiling and smoke partitions ix. Fully Sprinkler hospitals x. Alcohol-based hand sanitizers xi. Decorations on Wall. C. What Measurements may need to be done in advance of the new plan or renovation? i. Acoustical measurements to plan work zones accordingly to minimize decibels ii. Security measurements to ensure clear sightlines where needed, specialized door access and/or any visual monitoring via camera. iii. Measuring of equipment to ensure adequate planning of rooms iv. Safety measures D. List the stakeholders that may play a role in your development (Scott) Facility management i. Providers that are financially vested in the company ii. Depending on size of facility, CEO, CFO, VP, etc. iii. Input from floor staff to maximize area usage for patients iv. Patients-their input from potential comment cards or direct questioning in how to improve their care from a facility perspective. E. Conclusion i. Strong conclusion that provides details to what the State of California is working towards accomplishing safety awareness. ii. Existing disaster plans in the State of California. iii. State of California has financial instability affecting citizens as well as service. References Disaster Management California Technology Agency State of California. (2013). Retrieved from http://http://www. cio. a. gov/OIS/Government/disaster. asp HHS. gov. (2010). Retrieved from http://www. hhs. gov/asl/testify/2010/01/t20100125a. html US Department Of Labor. (2013). California State Plan. Retrieved from http://www. osha. gov/dcsp/osp/stateprogs/california. html What is disaster management? (2012). Retrieved from http://www. disastermanagement. in/2012/02/what-is-disaster-management. html Certificate of Need: State Health Laws and Programs. (2011). Retrie ved from http://www. ncsl. org/issues-research/health/con-certificate-of-need-state-laws. aspx

Scool Uniforms Essay Example for Free

Scool Uniforms Essay School uniforms help improve students behavior in class because they are more focused and feel like they belong. For example students who wear uniforms will have better self-esteem. As stated â€Å"uniforms do eliminate competition, pressure and assaults perpetrated by older kids on younger students for their sneakers and possessions. They also help some students focus better In class† (Daniels 1). If lesser students are being picked on because of their clothes more students will have a lot of confidence with their classes. With uniforms students will feel like they belong in class. Also it is proven that less students drop out of school. To illustrate â€Å" a study was released by the Harvard school of education research found that the Long Beach school district ,among six districts in the nations, 34 largest cities dramatically reduced their dropout rate†(Thompson 16). Given this fact lesser students will drop out of school. Thus proving that uniforms help students feel welcome in school. Lastly uniforms prepare students to learn. As stated â€Å"poise and students are more well behave when they are being dressed for the occasion of learning â€Å" (Pros vs. Cons) . Students are dressed for success. Even though some students don’t like the policy of uniforms they still are ready to be successful. Therefore not only do uniforms help improve students behavior in class but also reduce school violence. School uniforms reduce school violence because everybody wears the same clothes. For example uniforms make school a safer environment. Specifically â€Å"can play a significant role in reducing security threats and improving school safety†(Jeffery 42). Uniforms reduce security threats because fewer students are wearing gang affiliated clothes. With no gangs in schools there will be less violence. Also school uniforms go far beyond keeping students safe. As stated â€Å"schools with uniforms say that their students have better self-esteem because without the name clothing on display the students are placed on an equal level†(Terry 9). Not only do uniforms keep students safe but bring students together. When students are together as one they make the school a better place. Lastly most students are judged on their clothes and competition. As stated â€Å"uniforms do eliminate competition, pressure† (tom 43) this allows students to focus better. The school would be a better place because the students wouldn’t have to compete to see who has better clothes. Not only do school uniforms make the school a safer environment but they also help families the cost and time of buying clothes. School uniforms help students achieve success by not having families pay for clothes and save time looking for the latest brands. For example school uniforms would benefit parents cost wise. As stated â€Å"school uniforms would save parents money, the upfront cost of a uniform would be much less than a new wardrobe of the new coolest styles. (Teen Problems). Parents who are not doing well with money wouldn’t have to pay that much for the cost of uniforms. If parents were to buy uniforms they would save money and wouldn’t have to buy clothes all year long. In addition Students that are usually late to school because they have to get ready don’t have to be late anymore. To illustrate â€Å"school uniforms would save ti me for both parents and their children. Children would not have to think about what to wear in the morning and parents could not afford for their children to be late. †(Pros vs. Cons). This would benefit parents because they don’t have worry about their kids being late and eventually have to be kicked out of school. This help students achieve success because they don’t need to worry about being late. Lastly school uniforms would benefit the students because if the student was poor nobody would know. As stated â€Å"children who come from a less fortunate economic background would not appear to be â€Å"looking† or made fun of because their parents could not afford to buy them the newest trendy garments ,as children are very often harassed or embarrassed because of their clothe†(Marshall 24). If a student was being bullied on his clothes this would stop because everybody is wearing the same thing. This would help students with their self-esteem in school. School uniforms may help families but some students may disagree that it’s a way to take away ones individuality. School uniforms will restrict the outward expression of a student’s individuality. For example schools are taking away the students’ rights to express themselves. As stated â€Å"by instituting a uniform policy, schools are taking away kids individuality†(Ann 2). Some students thrive on individuality with uniforms they can’t. Although some students don’t think uniforms are right the schools main priority is to educate and in order to do this the school must have a safe learning environment. Second some students think that uniforms make them blend in. to illustrate â€Å"schools primary function is to educate, but secondary is a platform for socialization where clothing can play a role and with uniforms this makes it difficult for students to stand out† (Thomson 1). Students’ self-esteem may go down because they can’t wear their own clothes. However for other students it creates a sense of belonging. Even though students may think that uniforms take away their freedom of expression it is the schools responsibility to educate with a safe and welcoming environment. Research shows that students can achieve success by wearing uniforms therefore it is a great idea to enforce a policy on school uniforms. If schools everywhere were to introduce a school uniform policy there would be a dramatic change in students would feel motivated to go to school because they feel like they’re welcome. Perhaps schools everywhere should have a policy on school uniforms.

The Importance Of Peat Bogs Environmental Sciences Essay

The Importance Of Peat Bogs Environmental Sciences Essay Peat is a material that is left in the ground by decaying vegetation, and is found in many parts of the world. Conditions most favourable to peat are low temperatures and a fairly moist atmosphere. Peat is formed in waterlogged, sterile, acidic conditions of bogs. These conditions favour the growth of mosses, especially Sphagnum. Sphagnum is a pale or ashy moss from the genus Sphagnum whose decomposed remains from peat. Peat is brownish/black in colour and in its natural state is composed of 90% water and 10% solid material. Peat consists of sphagnum moss along with roots, leaves, flowers, seeds of heathers, grasses and sedges. There are several types of peat: Fen Peat: is a black peat and contains a large amount of lime. It is usually found in hollows or in the beds of shallow lakes. This is found mainly off the Curragh, Co.Kildare. Blanket bog Peat: is generally found in Irish mountains and in flat areas in Donegal, Galway, Mayo and Kerry. It is composed primarily of grasses. Raised bog Peat: is formed mainly from sphagnum moss. Sphagnum is the main type. These are found exclusively in central Ireland, mainly in the Shannon basin. (Irish Peatland Conservation Council 2002). Here is an example of a peat bog landscape taken in Dublin, Eastern Ireland. (Travel Pod, Peat Bogs Dublin, Ireland). What is a bog? A bog is a type of wetland characterized by a thick mat of partially decomposed material and highly acidic water. Bogs have been useful to humans for thousands of years, providing a source of fuel in the form of peat and food in the form of berries which grow on bog shrubs such as cranberries. Peat bogs are wetland sites with poor drainage. Peat bogs are fed by rainwater and the soil builds up its own water table and acidity. Sphagnum mosses grow and decompose eventually forming layers of peat. Peat piles below the surface and may be many metres deep. (Environment and Heritage Service 2004). Formation of a Peat Bog: Flooded hollows and basins provide idyllic growing conditions for reeds and sedges. When the vegetation dies, it does not rot away completely as the water in the hollows prevents oxygen from reaching the dead plants. The partly-rotted plants steadily build up to form fen peat. Eventually dark fibrous peat completely fills the hollow to form a fen. Most of the nutrients are tied up in the peat and so the only minerals available for plant growth are those dissolved in rainfall. Layers of bog moss, which has the ability to create their own acid environment, begin to replace the fen vegetation and alter fen into true bog. A growing thickness of sphagnum peat slowly accumulates and the surface of the bog starts to rise above the surrounding land. The original fen has now become a raised bog. Raised bogs are mostly found on the lowlands around Lough Neagh, along the Bann Valley and in counties, such as Fermanagh and Tyrone. (Natural Heritage 2005 Abbot 1997). This image is of a raised bog in the Bann River Valley, which is situated in Northern Ireland, separating Londonderry from Antrim. (Irish Peatland Conservation Council 1998). The importance of peat bogs and there benefits. Peat bogs are very important and extremely beneficial to the environment and humans. They are; A living archive. A rich record of information lies sealed in our bogs. Much of this is organic and has a capacity to expand our understanding of people, culture, economy and climate far back to prehistory. Peat bogs have produced some of the most impressive finds of Irish archaeology, including extremely fresh-looking bodies of some of our ancestors. The lack of oxygen in the peat prevents the normal decomposing processes from taking place and so bogs have sealed within them a vast assortment of gold, bronze, amber, wooden and stone objects. These can tell us about how and where people lived in ancient Ireland. Archaeologists have discovered many fascinating structures within and below the peat. Some remains can be revealed without digging the peat. For example; the Stone Age farmland in the Cà ©ide fields, co. Mayo, is covered by up to 4 metres deep. The outline of the farm walls can be mapped by probing with iron rods which go down through the peat until they hit a solid structure. By inquiring at the right angles to the wall, its possible to establish the level of the old ground surface under the bog and the location and elevation of the wall built on the surface. (Irish Peatland Conservation Council 2002). A Habitat. Peat bogs are rich in range of plants and wildlife, some of which are exclusive to these environments. They are home to thousands of insects, including butterflies, dragonflies, and a rare raft spider. Nearly up to a thousand plants grow here, including carnivorous plants such as the great sundew as well as mosses and fungi. Birdlife is rich with waders, wildfowl, nightjar, winchat, merlin and the short-eared owl. A Carbon Source. Peat is rich in fossil carbon which has been removed from the atmosphere by plants accumulated over many years. Drainage and damage of raised bogs results in the quick loss of the stored carbon in the form of greenhouse gases, as the peat decays. Globally, Peat stores twice as much carbon as forests. A fuel source. Peat has been the traditional domestic fuel in Ireland since the early 1300s when peatlands were more widespread. Traditionally peat was cut by hand, using a special turf-spade called a sleà ¡n/slane. It is a slow, labour intensive process that can allow the bog to recover partially. (Godwin 1981) Endangered species. Many rare and unprotected species of plant and animal are found on bogs. For example, The GreenLand White-fronted Goose relies on wet bogs with pools for feeding and roosting. The invertebrates found on bogs contain many rare species. The bog moss Sphagnum imbricatum is entirely restricted to bogs and is the main peat performing species in the oceanic peatland types. Sphagnum imbricatum is becoming rarer as further sites are brought into development and bogs are being destroyed therefore killing off this bog moss. An electricity source. Milled peat moss is used to produce electricity. Milled peat is air dried peat in the form of powder or crumbs. This began first in co.Offaly in the year 1957. Bord na Mà ³na is responsible for peat production in Ireland. Bord na mà ³na owns 80,000ha of peatland and harvest 4 million tonnes of milled peat per year. The main market for milled peat is the energy sector both for burning in power stations and for domestic consumption via briquettes production. A tourist attraction. Due to huge areas of bog land in Ireland, many tourists visit the peat bogs. This is benefiting the local surrounding area economically and making people more aware of the importance of peat bogs. Peat bogs are a great place for Bird watchers as there is a huge diversity of birds. (Godwin 1981 Irish Peatland Conservation Council 1996). Although peat bogs are very important, they do however face many threats, the main one being; Peat extraction and human intervention, the introduction of machines for peat-cutting and milling has destroyed vast areas of bogland. Once the peat is cut, the area is drained and in turn damages the delicate ecosystem. The surface of the peat bog lowers and becomes drier and the wildlife there begins to die or leave. Humans can benefit from cutting peat economically. When humans cut too much peat at one time out of greed, they damage the bog as the peat does not have sufficient time to recover. If the peat was extracted gradually, the bog has a better and longer chance of survival. (Natural Heritage 2005 Environment Waikato Regional Council 1997-2007). There is a huge demand for peat from amateur gardeners. Peat actually isnt a great source of nutrients for plants as it contains very little biological activity. Manufacturers add nutrients to boost its chemical fertility. If gardeners were to make their own compost our peatland wildlife would have a more secure future and there would be less peat extracted from our peat bogs. Another threat faced by our peat bogs is silage run-off. This poisonous run-off can seep into the bogs water table; the results are devastating to both animal and plant life within, killing large numbers of different species present here. Overgrazing can have huge effects on our bogs. This can disturb wildlife and it damages the surface of the bogland. However, it has the ability to increase nutrient levels through animal urine and dung. When there are plant pests present and living, they threaten the biodiversity. They can grow very quickly and will compete against native plants for space, light and nutrients. These pests are reducing the original and native plant diversity. (Backyard Gardener) The Government has had a huge success in introducing laws to protect our peat lands. This was mainly prompted by the Irish Peatland Conservation Council. Our peat bogs need to be protected for many reasons. Bogs contain a wide variety of plants and animals. Without bogs as a habitat some of these animals may become extinct. Animals and plants can live and breed there without being disturbed. (Godwin 1981). Bogs contain a lot of water. Most of the water comes from rainfall. This is an excellent source of water when the community is in need. The peat bogs also help to filter water, leaving it fairly clean. The carbon contained in peat bogs make up 60% of the carbon in terrestrial ecosystems. If the bog is still living, (not destroyed or damaged) then carbon is slowly emitted to the atmosphere which helps reduce carbon dioxide pollution. In return, this provides for a better and cleaner environment. (Poland. Pl 2009) Peat bogs are a natural archive to our past. We can investigate into the changes of climate and the anthropogenic history of the area. Peat takes a long time to accumulate, so by analyzing the remains of plants preserved in peat, we can research changes which took place in the environment over the years. To observe nature in its natural condition unchanged by human intervention becomes a very popular way of spending free time. Therefore, people travel to see this landscape and it becomes a tourist attraction in many ways. (Irish Peatland Conservation Council 1996). What can we do to help save our peat bogs? Its easy and requires simple tasks such as; Refuse to buy peat or plants grown in peat. Stop using peat in your garden; you can start a compost heap as an alternative. Visit a peatland reserve close to you and see the wildlife. Once you do this, youll never want to buy peat again. Raise awareness of the importance of our bogs and inform the local community about our peat bogs. If you live near one, keep an eye out and report any illegal cutting or dumping. Recycle kitchen/garden waste to make your own compost and persuade others to do the same. Oxigen waste company have even introduced a brown bin collection day for all kitchen and garden waste that can decompose. (Irish Peatland Conservation Council 1996). In conclusion, although we may not think about it, peat and peat bogs have a huge influence on humans and the environment and vice versa. Without bogs, a wide variety of species would be killed off, there would be no natural source of history available to historians etc., there would be a lot more carbon in the air which would result in ozone damage, some animals would be left without a habitat and finally, they are a source of water when we are in need. However, Peat lands help humans in many ways and have a huge importance in the world today.

Report on the Art and Architecture of the Cathedral of St. Stephen in A

1.0 Introduction The purpose of this report is to outline the art and architecture of the Cathedral of St. Stephen and compare it to other churches around the world. It is also designed to analyse the aspects of St. Stephen’s architecture and its attempts to capture some of the unique experiences of people in Australia. Also analysed was how a Catholic community can impact the identity of its parishioner as well as the importance of belonging to a Catholic parish. The report finally concludes by looking at different universal understandings on the meaning what is a church. 2.0 Survey 1. The word cathedral means: The seed of power 2. The Catholic Cathedral for the Archdioceses of Brisbane is called St. Stephens Cathedral 3 Who was St. Stephen? St Stephen was the first Martyr. He was stoned to death by a mob encouraged by St. Paul (King Saul) for speaking against the temple of Herod in Jerusalem and the law. He also was guilty of blasphemy against the names God and Moses. 4. The Catholic Archbishop of Brisbane is Archbishop John Bathersby 5. The times of masses at the cathedral are as follows: Sunday: 8:00 am 10:00 am Solemn Mass, 12:00 noon, 7:30 pm Monday – Friday: 8:00 am, 10:00 am, 12:30 pm, 5:10 pm Saturday: 11:30 am, 6:00 pm 6. St. Stephens Cathedral was built in 1874 7. The little chapel beside St. Stephens Cathedral is called Pugin Chapel and was built in 1848. 8. What was the original purpose of the stained glass windows in the churches? The purpose of the windows is to show significant historical events of importance. For example there are images of Jesus birth, the Crucifixion and depict images of the Saints. They are not just there for informative purposes but to ... ... on the person’s particular faith example a Jewish person would belong to a synagogue where Christians belong to a Church or Cathedral. Another misconception of the meaning of church is that it is a society which engages in the rectification of social wrongs. This is a misconception because the church is designed to enhance spiritual development and to follow the teachings of God as a parish community. The nature of churches allows people to contribute to the ceremony. Churches allow input by any member to develop the service. 6.0 Conclusion In conclusion it has been discovered that there are many varieties of art and architecture that make Australian churches unique. Also noted is that many people have different meanings for what a church is. We also saw how important it was to belong to a Catholic Parish and how important it is to work as Catholic Community. Report on the Art and Architecture of the Cathedral of St. Stephen in A 1.0 Introduction The purpose of this report is to outline the art and architecture of the Cathedral of St. Stephen and compare it to other churches around the world. It is also designed to analyse the aspects of St. Stephen’s architecture and its attempts to capture some of the unique experiences of people in Australia. Also analysed was how a Catholic community can impact the identity of its parishioner as well as the importance of belonging to a Catholic parish. The report finally concludes by looking at different universal understandings on the meaning what is a church. 2.0 Survey 1. The word cathedral means: The seed of power 2. The Catholic Cathedral for the Archdioceses of Brisbane is called St. Stephens Cathedral 3 Who was St. Stephen? St Stephen was the first Martyr. He was stoned to death by a mob encouraged by St. Paul (King Saul) for speaking against the temple of Herod in Jerusalem and the law. He also was guilty of blasphemy against the names God and Moses. 4. The Catholic Archbishop of Brisbane is Archbishop John Bathersby 5. The times of masses at the cathedral are as follows: Sunday: 8:00 am 10:00 am Solemn Mass, 12:00 noon, 7:30 pm Monday – Friday: 8:00 am, 10:00 am, 12:30 pm, 5:10 pm Saturday: 11:30 am, 6:00 pm 6. St. Stephens Cathedral was built in 1874 7. The little chapel beside St. Stephens Cathedral is called Pugin Chapel and was built in 1848. 8. What was the original purpose of the stained glass windows in the churches? The purpose of the windows is to show significant historical events of importance. For example there are images of Jesus birth, the Crucifixion and depict images of the Saints. They are not just there for informative purposes but to ... ... on the person’s particular faith example a Jewish person would belong to a synagogue where Christians belong to a Church or Cathedral. Another misconception of the meaning of church is that it is a society which engages in the rectification of social wrongs. This is a misconception because the church is designed to enhance spiritual development and to follow the teachings of God as a parish community. The nature of churches allows people to contribute to the ceremony. Churches allow input by any member to develop the service. 6.0 Conclusion In conclusion it has been discovered that there are many varieties of art and architecture that make Australian churches unique. Also noted is that many people have different meanings for what a church is. We also saw how important it was to belong to a Catholic Parish and how important it is to work as Catholic Community.

Essay --

1. Task: Write the title or the code of exercises that need to be completed (e.g. Lab Exercise 1) Lab Work 1 2. Objectives: List the objectives of doing the exercise 2.1. To learn how to use the array list 2.2. Create a generic class of Array list of 30 hotels 2.3.To complete Hotel ADT class 2.4 To display the name of all hotels and their location 2.5 Calculate and display the number of room for each Hotel that input by user 3. Algorithm and design: Write the steps to solve the problem and/or the design of the solution Hotel -sName : String -sDistrict : String -iNumRoom : int +Hotel() +Hotel(String,String,int) +getData(String,String,int) : void +getName() : String +getDistrict() : String +getNumRoom() : int +getCalculateTax() : double +isLarge() : boolean +display() : String Demo Hotel : Flow Chart START Declaration of all variable: sName,sInput, sDistrict,iNumRoom,bIsLarge,str Instantiate the ArrayList's object ArrayListhotelList = new ArrayList(30) Create Object H for(int iNo = 1; iNo Ask user to :use JoptionPane "Enter Hotel Name :" "Enter district of hotel :" "Enter room number :" "The Hotel is large? ( yes / no ) :" for(int iIndex = 0; iIndex System.out.println(display()); END 4. Code listings and output evidence: Program code and ... ....String) 4. Method setData in Class Hotel cannot be applied to given types 6. Total time (hours) taken to complete the exercise: Write the actual hours you took to do the exercise 5 hours 7. Comments of the easiness or difficulties or experience in completing the exercise: Comments about what you have learned from doing the exercises After completing this exercise, I had already know How to create an ArrayList.In my opinion this lab work is quite tough because I need to Search and list 30 real name Hotel in Malaysia.In this Task User must Also need to input 30 time of hotel information it’s became a problem because when I enter the input more than 10 time.my blue Jay will have a problem .either I’t close I’t self or Nothing appear at the JOptionPane show input dialog box. Cause of this problem I need to rewrite the hotel information to many time.

Andean/Incan People :: essays research papers

The Andean/Incan people The Andean/Incan people lived in the vast majority of the Andean Mountain ranges of Peru. They were mainly polytheistic and believed it was a series of gods who were responsible for providing the rain, maize, sun, etc. that was needed for daily survival.   Ã‚  Ã‚  Ã‚  Ã‚  Viracocha was the main and greatest god. He was held solely responsible for the creation of Earth, animals and man. He made men out of stone, replicated them and destroyed them according to his whim. Viracocha was considered he divine protector of the Incan rulers or â€Å"Incani’s†.   Ã‚  Ã‚  Ã‚  Ã‚  Inti, the Sun god was the head of the state cult whose worship was mandatory. Every year a special festival called Inti-Raymi was held in Inti’s and the suns honor. Animal sacrifices and ritual dances marked and were often the highlight of the celebration.   Ã‚  Ã‚  Ã‚  Ã‚  Daily prayers were addressed to Apu Illapu, the rain giver, who was responsible for sustaining the Incans food sources. His temples were set high on a mountain so in case there was a flood, the temple would not be destroyed. A flood signified Apu Illapu’s anger and meant a pilgrimage with human sacrifice was necessary to appease him.   Ã‚  Ã‚  Ã‚  Ã‚  Human sacrifice was not widely practices in the Incan religion as opposed to the Aztec religion where human sacrifices were the norm. Both the Incan and the Aztec believed that human sacrifice was a necessity to appease the gods. They felt there was no greater gift than giving your life to a god. Therefore, the sacrificial person as well as the god was honored. Festivals and daily prayers were often marked with dancing, singing and special prayers to the particular god of what they desired. Both fasting and feasting marked super special festivals.   Ã‚  Ã‚  Ã‚  Ã‚  Penitential rituals must be observed if a particular god is displeased. Murder as an act of war was not a punishable offense whereas murder as an act of vengeance was the gravest sin to be committed.   Ã‚  Ã‚  Ã‚  Ã‚  Birth, puberty, marriage and death were all times for special rituals and sacrifices. Therefore, the Andean people’s lives mainly revolved around their religion as, without the gods, they would have nothing. The Spaniards The Spanish conquerors and missionaries arrived upon the New World around 1492 but it took a few years for them to get acclimated to the people and area before they started the conversion of the natives. The Spaniards were staunch Christians and mainly Catholics, under the rule of the Spanish Catholic monarchy.

Out of School Youth Essay

ASEM Trust Fund for the Asian Financial Crisis Implementation Completion Memorandum Philippine Out-of-School Children and Youth Development (POSCYD) Project ASEM Trust Fund No. 023514 Background and Objectives: In the Philippines, the trend for the past ten years show that for every 10 pupils who enroll in grade school, only 7 graduate. The same ratio is experienced among the high school students. Main reasons cited for dropping-out are mostly poverty related. While basic education is free, many poor families are unable to finance the ancillary school needs of their children. Deprived of completing high school education, the out-of-school youth are further marginalized from acquiring technical skills. As mandated by the law, technical education in the Philippines is a post secondary course. The continuing inability of many poor young people to complete basic education and/or undertake technical education, consign them to the vicious cycle of poverty. Their lack of education constrains their access to better-paying jobs or ability to succeed in entrepreneurial pursuits, all of which require higher degree of literacy. Workers with solid foundation in technical education, have better chances of landing jobs. Amidst increasing incidence of out of school youth exacerbated by political and economic crises, the project seeks to: 1. develop and test mechanisms that will enable children in the age group 7 to 14 to be schooled or remain in school; and 2. pilot the implementation of an employment and entrepreneurship program for youth in the 15 to 24 year age group, integrating technical skills development with life skills development. TF no. 023514 was implemented in conjunction with TF no. 023513, which is bank managed. Achievement of Trust Fund Objectives1 Under TF no. 023514, a total of 16 sub-projects were funded from ASEM World Bank grant to the POSCYD Project. Of the 16, two (2) sub-projects focused on bringing back out-of-school children and youth back to formal in-school and another two (2) through alternative learning system for their basic education. Eleven (11) sub-projects provided integrated technical education and one (1) provided formal in-school basic education and integrated technical education to different sets of beneficiaries. In addition to the 16, a youth summit held in the 16 regions in the country led by the Department of Social Welfare and Development was also funded. Please see attachment for list and briefs of the 16 sub-projects funded under TF023514 1 A total of 566 poor out-of-school children and youth went back to formal primary or secondary school through three (3) sub-projects. They were provided with ancillary school needs such as uniforms, shoes, bags, notebooks and subsidy for school fees, transportation expenses, school projects and field trips. For those who have no access or cannot attend regular classes, alternative learning systems in basic education were provided. The Accreditation and Equivalency (A & E) Program of the Bureau of Non-Formal Education, Department of Education (DepEd), was offered to a total of 753 out-of-school youth who wanted to achieve an equivalency of high school education and another 300 participated in the Angelicum College Home Study Program, a private initiative. A total of 1,290 high school dropouts were enrolled in integrated technical education . All of the technical education courses undertaken by the target beneficiaries are tied up with skills that are in demand by different industries and provide for on-the-job training and employment assistance. Alternative learning system, to resolve deficiencies in basic education and life skills training, to enable the youth to cope with personal and interpersonal conflicts are incorporated in these courses. A â€Å"Skills for Life† Program, specially designed for the Filipino Youth, was developed with assistance from the International Youth Foundation (IYF). Except for one (1), all sub-project proponents sent participants to the teacher’s training course conducted in May and November/December 2001 by a consultant of IYF. In cooperation with the DepEd, training for Non-formal Education A & E Program instructional managers was provided to teachers from 11 integrated technical education sub-project proponents. The Youth Labor Demand Study was completed and now serves as reference material for the POSCYD Project Team and is made available to other interested parties. The 16 sub-projects funded were implemented with counterpart resources from government, business sector and civil society organizations. Concerted resource generation and complementation has, however, not been achieved at the national level and to a limited extent at the local level. The POSCYD Project has an Oversight Board that provides direction and general policies and does the final review of sub-project proposals for funding through its Executive Committee. There is also a Technical Working Committee that recommends to the Oversight Board general directions to take and sub-project proposals for approval. Together with direct beneficiaries of the TF # 23513, the POSCYD Project exceeded its target of 3,000 by 1,872 for a total of 4, 872. With the average trend of about 15% dropout rate, the resulting net direct beneficiaries is 4,119, exceeding the 3,000 target by about 37%. It must be noted, however, that one integrated technical education proponent, the Laguna State Polytechnic College, a government school (funded under TF #23513), offered the curriculum it developed under its POSCYD Project funded subproject, as a subject to high school graduates taking information/communication technology courses. The said sub-project has total of 553 students who finished or are still undertaking the subject. Execution Experience and Results The formal start of the Project was delayed by about eight (8) months due to the need to design a working arrangement, as articulated in the memorandum of agreement, acceptable to both the Department of Social Welfare and Development (DSWD) and Children and Youth Foundation of the Philippines (CYFP). Both institutions, DSWD (representing government) and CYFP (representing civil society) were new to the working and funding arrangements that involved financial and technical support from a multilateral organization like World Bank. Furthermore, there were no precedents to use as references. 2 Most competency building programs in the country for the out-of-school children and youth are addressed to those in especially difficult circumstances or are of above average intelligence and diligence. Furthermore, technical education is a post secondary course in the Philippines. Except for one, it was the first time for all the sub-project proponents in integrated technical education to accept substantial numbers of high school dropouts as trainees. Given the opportunity, most poor out-of-school children and youth, are interested to undertake basic and/or technical education. Among those who took advantage of the initiatives of the POSCYD Project, however, many were forced to dropout again. They are usually the ones who have to help augment family income, regularly perform household chores and/or take care of their younger siblings. Others could simply not afford out-of-pocket expenses such as transportation expenses despite the subsidy that some of the sub-project proponents provided. Among the estimated 15% of the out-of-school children and youth who were assisted to enroll in formal/non-formal basic education and integrated technical education that once more discontinued their studies, poverty is still the most prevalent reason. They are said to come from the poorest of the poor who sometimes go to school without breakfast, would eat candies for lunch and hardly have any transportation money. Money they spend is usually money that is taken away from the daily food needs of their families, thus they opt to work if jobs are available. Among the out-of-school children and youth who were brought back to formal school for their basic education, the dropout rate is 13%. If compared to the estimated national average dropout rate in school year 1997-98 of 7. 42% for grade school and 10. 76% in high school, the experience of the POSCYD Project would seem high. It must, however, be noted that the base used in the computation that resulted to 7% national drop out rate included all students, not just the poor ones. Without the initiative of the POSCYD Project, its total of 870 beneficiaries (TF 23513 & TF 23514) in formal in-school basic education would have remained out-of-school. Home based alternative learning system is an answer to the basic education needs of those not willing or could not go back to formal school for different reasons. About 12% of those who enrolled in the A & E program of Department of Education implemented by a proponent, discontinued their studies. Finishers of this system who pass the Department Education testing can work with the government and/or enroll in specific universities for their college education. Demand for this type of basic education is relatively high in places like Maguindanao and Cotabato City where there is serious peace and order problem and suffering from lack of secondary high schools. The A & E sub-project based in these areas and funded under TF no. 023513, requested to increase their target beneficiaries from 300 to 400. The proponent eventually had a total of 433 A & E enrollees. It is noteworthy to mention that among the 1,156 who finished the A & E Program, 82, pursued higher A & E lessons, 111 attended vocational education, 124 enrolled back in formal school to finish basic education, 38 went on to college and 98 found employment/self-employment. Another alternative learning system in basic education is the Home Study Program of Angelicum College. It follows its regular curricula for elementary and high school, but specially designed for those who could not attend regular classes in a formal school due to poverty, distance from school, need to work or illness. Students study at their own paces and are assisted by any tutor who has had higher education. Some of its clients are young prisoners. Out of the total 300 enrollees from different areas, 19. 7% dropped out. Main reasons cited are inability of tutors to reach participants from far-flung areas, transfer of residences and lost of interest. Among the enrollees in integrated technical education, those prone to dropping out again are the ones in especially difficult circumstances and those undertaking courses with more than six (6) month time frames. If the beneficiaries of the Laguna State Polytechnic College (who catered to high school graduates and offered curricula developed as a subje ct in tertiary education) were to be deducted from the total 3 integrated technical education beneficiaries of the POSCYD Project, the dropout rate would increase from 15% to 17%. This is high compared to the national average, which is said to be below 10%. 2 Inspite of the attempt of several sub-project proponents to provide additional subsidy such as transportation money and meals, dropout rates continue to be high. Since they are considered of age (16 to 24 years old), often, there is pressure from their own selves and/or their parents to earn to help augment family income. Among the poor Filipino families, it is not unusual for the elder children to sacrifice opportunities for higher education to help send their siblings to school or provide for their basic needs. To minimize a repeat of their dropping out of school or alternative learning systems, sub-project proponents intensified their support services by the providing the beneficiaries with support activities such as tutoring/remedial classes, mentoring, counseling and student and parent participation. The sub-project proponents of the Project are all well experienced in the implementation of basic education and/or technical education programs. Most of them, as mentioned earlier in this report, had no previous program for the out-of-school youth or high school undergraduates. The sub-project proponents had to beef up and intensify certain support services which they normally do not offer to their target beneficiaries. It was further observed that many of them tend to lack skills in planning, monitoring and evaluation. Thus, they were provided with technical assistance and training in these functions of project management to improve the effectiveness of their education programs. To further improve their effectiveness, selected proponents were provided with training in the implementation of the NFE A & E Program of the DepEd, Skills for Life Program for Filipino Youth and the first phase of Building Local Tri-Sector Partnerships. To maximize the employment of graduates of technical education graduates, priority in the selection of sub-projects, was given to institutions with existing industry tie -ups or are willing to tie -up courses offered with industries. These tie -ups include not only providing opportunities for apprenticeship and employment of graduates, but in the revision of curricula to suit the specific labor needs of the industries that are in demand. The worsening economic situation is negatively affecting these industry tie -ups. Some companies that used to offer allowances to technical education students undergoing apprenticeship can no longer afford to do so. Many of those who considered employment of technical education graduates have served notice that they cannot absorb new workers. An assessment done by an outside agency showed that despite the bad economic situation in the country, the trend in employment/selfemployment rate of technical education beneficiaries of the POSCYD Project is 70%, compared to the national average of 44% In terms of partnerships, sub-project proponents were able to tap resources from more than 200 different institutions that belong to the government, civil society and/or business sector. Among the contributed resources are technical assistance, training, tools/equipment, materials, use of facilities, community participation and to a limited extent, allowances of students. Of the overall estimated value of counterpart resources infused into the POSCYD Project from the three (3) sectors, about 9% each came from government and business sector, 18% from civil society and 27% from the sub-project proponents. About 39% of the resources of the POSCYD Project came from the ASEM Fund financial grant. Based on this experience, it is obvious that there is a greater need to find more strategies on how to tap resources from government and business sector. The planned building of local tri-sector partnerships did not materialize as projected. The initial attempt to organize regional consortia was rejected by institutions from the three (3) sectors consulted in the five (5) target regions. They advised that with limited resources, the POSCYD Project must focus on 2 Estimated national dropout rate of less than 10% is based on experience of technical schools that offer courses to high school graduates and which do not necessarily focus on poor out-of-school youth. 4 localized tri-sector partnerships. Thus, the Project is now focusing on assisting proponents in the development of local tri-sector partnerships that will revolve around the out-of-school youth and the specific education services offered. Only two (2) of the five (5) planned local tri-sector partnerships were organized. The Philippine Peso steadily devaluated from P38 to P50 per US$1 resulting to shortfall in the usage of the US$780,000 ASEM Grant from World Bank. In Philippine Peso term, however, the Project was able to spend more than the original budget with concurrence from World Bank. Emerging Lessons The experience in the initial pilot phase of the POSCYD Project points to the following emerging lessons in building the competencies of the out-of-school children and youth: 1. Government, civil society and business organizations come from different cultures, but with patience and openness, these three (3) sectors can closely work together to maximize Project benefits. 2. The ordinary poor out-of-school children and youth who are basic education dropouts is a relatively neglected sub-sector. 3. Poor out-of-school children and youth have special learning needs brought about by their deficient cognitive experiences and lack of psycho-social skills that must be understood by all those who will be involved in their education. In addition to meeting their ancillary education expenses, they need to be provided with support services such as mentoring/tutoring, counseling and life skills training. 4. Youth and parent participation have also been determined as important factors in minimizing discontinuance in the education of former out-of-school children and youth. 5. The dropout rate becomes even higher for students in especially difficult circumstances such as extreme poverty, victims of abuse and those coming from dysfunctional families. These types of students would need a lot of financial and intensified support services for them to sustain their education. 6. There is a big demand for alternative learning systems in basic education, specially in areas where there is prevalence of abject poverty (slum areas), critical peace and order situation and/or lack of access to elementary and high schools. Government should encourage, cultivate and recognize the private sector’s initiative to develop innovative learning systems to meet varying demands of the youth. 7. Direct tie -ups with industries for curriculum development/revision, apprenticeship of students and employment of graduates are important to ensuring high employment rates of beneficiaries. 8. One-on-one partnerships with different organizations from government, civil soci ty and business e sector can be successful. However, partnership with government is affected by patronage politics and with business sector, by the economic situation in the country. 9. Building organized local tri-sector partnership can be realized, but difficult to start and even more difficult to maintain. There is a need to identify and work with â€Å"champions† from the target sectors and a point person within the organization who can devote time to crucial activities. 10. Institutions providing competency build ing opportunities to the youth can be good in implementation, but usually need strengthening in terms of project planning, monitoring and evaluation and adaptation of support mechanisms necessary for out-of-school children and youth beneficiaries. Activity Sustainability At the local level, sub-project proponents are being assisted in the building of tri-sector partnerships that will take the lead in generating and complementing resources for out-of-school children and youth concerns in general, and the education services offered to them in particular. It is envisioned that to large 5 extent, organized tri-sector partnerships shall enable the sub-project proponents to maximize generation of resources and not become entirely dependent on funding agencies. It is, however, a reality that generation of local resources can be limited, especially in small cities and towns and poorer provinces. Thus, sub-project proponents must be referred to other funding agencies At the national level, there is a need to promote actively out-of-school children and youth concerns and strategies that will enable them to go back to school or undertake technical education. In this way, more institutions from the different sectors of society will hopefully put more focus in allevia ting the situation. The large number of out-of –school children and youth underscores the need for government, civil society and business sector to jointly remedy the situation. Overall Assessment Over-all, we believe that the project was successful in meeting its objectives. The results show that it has exceeded its physical targets. Long-term benefits are expected to be felt by the recipients and important lessons have been generated which will assist the various stakeholders in designing future interventions for OSY. Data Sheet Trust Fund No: TF23514 Project ID No. : P065823 Project Title: PILOT PROJECT FOR THE DEVELOPMENT OF OUT OF SCHOOL YOUTH Recipient Country: Philippines Project Executed by: Recipient Sector: Education Task Team Leader: Teresa J. Ho Managing Unit: EASHD Grant Approval Date: Grant Amount: (in US$) Grant Agreement Date: Closing Date: April 29, 1999 US$780,000 June 7, 2000 October 31, 2001 FY Disbursements (actuals in US$) (as of reporting date) 2000 Amount US$ 78,000. 00 FY 2001 Amount US$ 521,285. 95 FY 2002 Amount US$ 26,665. 70 6 1. Lists of consultant contracts awarded: 1. 1 Erda Tech Foundation, Inc. 1. 2 Mary Help of Christians – 1st sub-project – 2nd sub-project 1. 3 Phil. NGO Council on Population Health & Welfare 1. 4 Angelicum College, Inc. 1. 5 Ayala Foundation, Inc. 1. 6 Pearl S. Buck International, Inc. 1. 7 Valenzuela City Gov’t. 1. 8 Paranaque Dev’t. Foundation, Inc. 1. 9 Center for Social Research-VISCA 1. 10 National Training School for Boys 1. 11 Salesian Society of St. John Bosco-Borongan 1. 12 Department of Social Welfare & Development (Youth Summit) 1. 13 Taguig Jewelry Producers, Inc 1. 14 Meralco Foundation, Inc. 1. 15 Holy Trinity College 1. 16 Don Bosco Technical Institute-Makati( 2nd subproject) 1. 17 Phil. Business for Social Progress-Evaluation of Sub-projects 1. 18 Center for Labor Education, Advocacy, and Research Development Foundation, Inc. 2. Visibility (mention of funding sources in Contracts, publications, seminars, etc. ) -Partners Orientation & Planning workshops -Accreditation & Equivalency -Building Local Tri-Sectoral Partnership -Sub-Project Assessment -Post Project Evaluation 3. Incremental Operating Costs-CYFP Amount: (in US$) 46,796. 91 25,833. 86 22,108. 50 35,484. 06 17,158. 54 42,094. 84 15,917. 21 6,994. 66 31,830. 23 17,313. 81 14,359. 84 16,686. 42 39,153. 70 20,277. 63 36,713. 63 27,462. 82 52,491. 02 16,634. 10 8,867. 61 19,913. 01 Nationality: Filipino Filipino Filipino Filipino Filipino American Filipino Filipino Filipino Filipino Filipino Filipino Filipino Filipino Filipino Filipino Filipino Filipino Filipino 111,963. 36 Filipino _________ TOTAL $ 626,055. 76 1. Compliance with visibility provision (as notified to you upon internal approval of the proposed grant) Proponents of sub-projects were oriented that funding for the POSCYD Project came from ASEM-World Bank. In documents that specify grants received, ASEM-World Bank is always acknowledged as the source of funding. In the POSCYD Project Orientation meetings held in the five (5) target regions and for different interest groups, ASEM was always mentioned as the source of the World Bank Grant for the Project. The same holds true for workshops conducted. In the mid-term Project assessment review attended by the President Gloria MacapagalArroyo and leaders from government, civil society and business sector, the affair was labeled as the POSCYD Project ASEM Grant Mid-Term Review. The ASEM Grant to the POSCYD Project is always acknowledged in all reports prepared. 7 BRIEF PROFILES OF ASSISTED PROJECTS under the ASEM $780,000. 00 GRANT Formal Basic Education Project Title and Brief Basic Education Project for Out of School Children and Youth or Children and Youth at Risk of Dropping Out of School (Subic, Zambales and San Jose del Monte Bulacan – Region 3) A replication of the on-going sponsorship project in Ormoc City, aimed at bringing back out-of-school children and youth to formal school in elementary and high school. The project shoulders the basic education of 300 OSCY and CYRDOS. Proponent’s Profile Pearl S. Buck International, Inc. Pearl S. Buck International was founded in 1968 by the late Nobel and Pulitzer-prize winning author Pearl S. Buck. It has set up various offices around the country including one in Ormoc City. Among PSBI’s educational activities include: early childhood care and development, enhancing families ability to manage and sustain their children’s education, school attendance support, and a study now pay later assistance to vocational and college students. It also offers livelihood skills training, micro-credit assistance and savings mobilization, and job placement services. Paranaque Development Foundation, Inc. Paranaque Development Foundation, Inc. (PDFI) was organized and registered in the Security and Exchange Commission (SEC) on June 28, 1968. The organization is focused on the organization of grassroots groups as well as the integration and synchronization of the various social service organizations. PDFI aims to mobilize the different sectors in creating a mutually loving, caring, and sharing community that will provide the poor the capabilities to be self-reliant. Inputs of Partners Rustan Corp. and Little Caesar’s Corp. have pledged sponsorship assistance for beneficiaries who intend to pursue vocational courses. These companies have also promised to provide financial support for the life skills training of the learners. Integrated Project for Marginalized OSCY (Paranaque City – NCR) A formal education project aimed at bringing back out-of-school children and youth to formal school in elementary and high school. The project sponsors the basic education of 300 Paranaque-based OSCY . Parent volunteers have committed to assist PDFI in recruiting beneficiaries, assessing project implementation, and monitoring of project accomplishments. Save the Children – US and Terre des Hommes have expressed willingness to fund the training on peer counseling and life skills, and family/community support respectively. The local barangay council has been tapped to provide assistance to the health seminars. The Japanese Embassy has committed to provide sewing machines and other equipment for the training of adult members of the trainees’ families. The Rotary Club of Paranaque shall be tapped to fund the training. Accreditation and Equivalency (A & E) – ALS Non-Formal Education – Accreditation and Equivalency for the Out of School Youth (Bacoor, Cavite – Region 4) A facilitation and conduct of the Accreditation and Equivalency (A&E) Program of the Bureau of Non-Formal Education–Department of Education, Culture and Sports, aimed at preparing OSCY in Bacoor, Cavite in attaining equivalency for their educational level. The project facilitates the A&E education of 700 OSCY clients. Philippine NGO Council on Population, Health and Welfare, Inc. PNGOC is a registered private voluntary organization founded in 1987 by 17 national and local population NGOs. The organization was envisioned to create self-reliant and socially responsible Filipino families. PNGOC embraces five program thrusts namely: networking, advocacy, organizational development, human resource development, and provision of technical and financial assistance to small NGOs in the countryside. The DECS-BNFE provided the framework of the Non-Formal Education – Accreditation and Equivalency and facilitated the training of the PNGOC instructional managers (IMs). The local government of Bacoor, Cavite provided the learning centers being utilized by the learners as well as developed and disseminated the advocacy information on the project. 8 Home Study Program – ALS The Home Study Program (Palawan, Leyte and Occidental Mindoro) A formal alternative learning system that shall enable OSY to graduate from elementary and high school with an Angelicum Diploma without hav ing to attend school every day —they can attend to schoolwork within their homes. Selflearning modules based on a formal education curriculum are provided the learners. The project assists 300 OSCY in pursuing their basic education through formal ALS. Angelicum College Angelicum College was founded on July 5, 1972 as an alternative school that veers away from the traditional educational system. Through the efforts of Fr. Rogelio Alarcon, proponent of the Home Study Program, the school was able to solicit funding from former President Joseph Estrada’s Social Fund. Consequently, the school was able to offer the Program, for free, to out of school youth. From July to August 2000, the total OSY enrolled in the Program has reached about 2000 in 50 different areas throughout the country. Three partner implementors, Runggiyan Foundation (Leyte), Plan International (Mindoro), and Holy Trinity College (Palawan) are managing and coordinating the operations of the Home Study Program in their respective areas. With support from the LGUs, Sangguniang Kabataan, and community elders, the partner implementors identified, recruited, screened, and selected the OSY beneficiaries, and identified, recruited and deployed the volunteer coordinators and volunteer tutors. The LGUs pledged to assist the partner implementors follow up and monitor the Volunteers. Technical Education PALIHAN III: Technical and Vocational Skills Training for OSYs (Metro Manila, NCR) A technical skills training and placement for urban poor out-of-school youth in Metro Manila. â€Å"Palihan† means anvil or mould. Hence, it embodies the ideal of molding the OSY to become productive and responsible citizens. Technical courses offered include: Food Processing, Food Service, Leather Craft, Cons truction Work, and Glass Etching. The project intends to assist the non-formal technical education of 200 OSY. Empowering Disadvantaged Women in Pampanga (Mabalacat, Pampanga, Region 3) A technical skills training in industrial electronics for sexually abused and prostituted young women in the province of Pampanga and their placement in electronics firms at the special economic zone. The project purposes to benefit 80 female OSY who are enrolled in formal technical education. ERDA TECH Foundation ERDA TECH Foundation, established in 1996, is a non-stock, not for profit foundation dedicated to assisting children and youth age 12 to 18 years old who are disadvantaged by poverty. The Foundation’s main goal is to get children and youth, from the streets and from poor communities, who are interested in pursuing a secondary education with a vocational program that will train and nurture them into becoming productive members of society — meaning, being able to earn a living, becoming physically and emotionally stable and prepared to start a decent family life. Mary Help of Christians-Technology Center for Women The Mary Help of Christians – Technology Center for Women was established in 1993 to provide a home and school for disadvantaged young women where they can learn various employable technical skills. In hopes of molding trainees to become good and productive Christians, the Center has integrated the technical education course with values education, ethics and Christian Living. The Center has a 100% placement rate and has since graduated 120 young women who are now regular employees in various companies. Jewelry Skills Training and Placement Project for OSY in Taguig (Taguig, National Capital Region) Taguig Jewelry Producers’ Cooperative The TJPC is the pioneering group of skilled jewelry makers in Metro Manila, having been TJPC was assisted by TESDA, which arranged for the use of the training venue and other training facilities. Congessional funds shall help cover the administrative cost of the The technical education of the trainees is a collaborative effort between ERDA TECH and the Marikina Institute of Science and Technology (MIST). MIST provided training facilities and equipment needed for the training. Jollibee Foods Corp. has committed to accept the trainees for the in-plant training as well as their job placement. Enzio, Corp. has also agreed to employ the graduates of the training course. Spencer & Co. shall help shoulder the transportation and meal allowances of the trainees in the in-plant training. As part of the business sector’s contribution to the project, the post-training employment of the young women will be at the follow ing semicon companies: American Power Conversion, National Electronic Corporation, Amertron, Inc. , Sanyo Semiconductors, Luen Thai, and Computer Data Center, Inc. The Municipal Mayor of Mabalacat town in Pampanga provided the transport allowances of the trainees. 9 A technical skills training in jewelry making for OSY in Taguig and their placement in jewelry firms in Metro Manila. For its initial batch, the project aims to graduate 35 OSY trainees in jewelry making. registered as a cooperative in July 1994. TJPC is composed of 28 members/ shareholders and boasts of a strong network of 3,337 cooperatives in the Metro Manila area where it can draw support in terms of dealership or marketing of jewelry products.