Comparison of Healthcare Policies between France and the US The WritePass Journal

Comparison of Healthcare Policies between France and the US Introduction Comparison of Healthcare Policies between France and the US ) Health Statistics in 2013 reveals that life expectancy in France is high at 82.2 and is currently ranked third amongst OECD countries. In contrast, life expectancy in the US is amongst the lowest at 78.7 (OECD, 2013). The difference in life expectancy in both countries is a cause of concern since the US has one of the most expensive healthcare systems in the OECD and yet fares worse in health outcomes, including life expectancy(Baldock, 2011). The OECD (2013) notes that compared to France and other large OECD countries, the US spends twice as much per individual on healthcare. Interestingly, public health expenditure for health is highest in the US compared to all OECD countries. However, it does not practice universal healthcare coverage with the public supporting only 32% of the total healthcare cost (OECD, 2011). Individuals eligible for Medicaid include the elderly, families with small children and those with disabilities (Rosenbaum, 2011). Approximately 53% of the US population is covered through the Patient Protection and Affordable Act or Obamacare (Rosenbaum, 2011). Under this Act, employers are required to purchase health insurances for their employees. Only a small portion of businesses pays for full coverage with majority requiring their employees to share in the cost of their health insurances (Rosenbaum, 2011). The OECD (2009a) states that 46 million people in the US are left without public or private health insurance. This could place a significant burden to the US healthcare system that is struggling in providing equitable access to healthcare services in the country. The World Health Organization (2014) explains that equitable access is achieved when individuals, regardless of their socioeconomic status, enjoy the same type and quality of healthcare. This is not achieved in the US where statistics (OECD, 2009a) continues to show that high-income groups enjoy better health and appropriately covered by healthcare insurances while those in the lower socioeconomic status continue to have poorer health status. This disparity in health status and healthcare insurance coverage continues to be a challenge in the US. Public spending per capita in the US continues to be the highest in the OECD countries even with the increased participation of the private sector in financing healthcare in the country (OECD, 2013). In recent years, the OECD (2013) observes that public spending across OECD countries continue to decline. On average, healthcare spending of these countries only grew by 0.2% in the last 4 years. While there is a variation on the decrease of public spending, the major reason for the slowdown is due to drastic cuts in health expenditures. In France, the Statutory Health Insurance (SHI) currently covers almost all residents. Until 2000, SHI covered 100% of all residents (Franc and Polton, 2006). Today, almost all of the residents are still covered under SHI. However, a few have purchased private health insurances to complement SHI. Public spending for healthcare is 77.9% while France spends 11.9% of its GDP in healthcare (OECD, 2011). This is in contrast with the US where public spending for healthcare accounts to only 47.7% but spends 17.9% of its GDP on healthcare (OECD, 2011). Interestingly, SHI covers both legal and illegal residents in France. This is opposite in the US where illegal residents are not covered by publicly funded healthcare insurance. There are approximately 21 million immigrants in the US with most having an illegal resident status (Moody, 2011). Health coverage remains to be a concern for this group since they work on jobs that pay very low wages and with no healthcare coverage. Hence, this group is three times more likely to have no healthcare coverage (Stanton, 2006). Currently, this group comprises 20% of the total uninsured population in the US (Moo dy, 2011). The lack of universal coverage in the US suggests that healthcare policies in the US may not be inclusive as opposed to France where almost all residents have private or public health insurance coverage. Rosenbaum (2011) explains that the Patient Protection and Affordable Act or Obamacare is expected to boost healthcare coverage for legal immigrants who are in low paying jobs. However, only legal immigrants who have been in the US for at least five years could qualify for Medicaid or purchase state-based health insurances. Currently, all states in the US have expanded Medicaid coverage to low-income groups. Specifically, a family of four with a combined annual income of $33,000.00 and an individual with $15,800.00 yearly income are now eligible for Medicaid. This legislation provides health coverage to approximately 57% of the uninsured population in the US (CDC, 2011). For legal immigrants who have not reached five years of stay in the US or are earning more than the Medicaid limit are allowed federal subsidy when purchasing state-based health insurances (CDC, 2011). As opposed to France where illegal immigrants enjoy the same healthcare coverage as legal immigrants and citizens, those in the US on illegal status remain uninsured and could not purchase state-based health insurances (CDC, 2011). Healthcare access for this group is limited to community health centres across the country. It is noteworthy that only 8,500 community health centres are in existence today and yet they cater to at least 22 million people each year (CDC, 2011). Almost half of those who access primary health centres are the uninsured. While hospitals are required by law to provide emergency care for all individuals regardless of their resident status, those who are uninsured do not have health coverage to sustain their long-term healthcare needs (Rosenbaum, 2011). Current healthcare policies in the US might actually promote health inequality since it only provides primary basic healthcare services (CDC, 2011) to the marginalised group, which may include low-income and ethni c groups. In France, The Bismarckian approach to healthcare has been used for several decades but in recent years, there is now an adoption of the Beveridge approach (Chevreul et al., 2010). In the former, health coverage tends to be uniform and concentrated while in the latter, the single public payer model is promoted. In the Bismarckian approach, everyone should be given the same access to healthcare services while the Beveridge model allows for stronger state intervention (Chevreul et al., 2010). This also suggests that tax-based revenues are used to finance healthcare. The mix of both models is necessary to respond to the increasing demands for healthcare in the country and to regulate the increasing cost of healthcare. Chevreul et al. (2010) emphasise that the SHI is now experiencing deficit due to increasing rise of healthcare expenditure in the country. The French parliament, through the Ministry of Health regulates expenditure by enacting laws and regulations. Importantly, France regulates prices of specific medical procedures and drugs (Chevreul and Durand-Zaleski, 2009). This development is crucial since failure to regulate prices could further drive up healthcare costs. However, regulation of prices of medical devices remains to be poor. In a survey (OECD, 2009b), expenditures for medical devices is high and amounts to â‚ ¬19 billion annually. Although it comprises 55% of the pharmaceutical market, increased demand for medical devices have also increased SHI expenditures on these devices (Cases and Le Fur, 2008). It should be noted that only 60% of the medical devices are covered by SHI (Cases and Le Fur, 2008). Regulation of the prices of these medical devices is not as strong as the market for drugs and other major medical equipment. This implies that increasing healthcare costs of medical devices could have an impact on pu blic health spending policies in France. Healthcare Issues and Challenges One of the major issues in both countries is the rising healthcare expenditure. As noted by the OECD (2013), there is a disparity between healthcare expenditure and rising healthcare costs in OECD countries. The average increase in healthcare expenditure only amounts to 0.2% and yet healthcare cost continues to rise. In France, this disparity has promoted the Ministry of Health to increase private insurance of its members to help cover healthcare services not normally covered by the SHI. In the US, the debate on Obamacare and the reluctance of the government to cover illegal residents continue to be a challenge in providing equitable healthcare Meanwhile, high costs of medicines could have an impact on healthcare, especially amongst those who are covered by Medicaid and those who could barely afford state-subsidised healthcare insurances (Moody, 2011). This is in contrast to France where cost containment is in place for medicines. To illustrate the lack of healthcare costs regulations, the US spends more on developing medical technologies, which only benefits a few of the patients. The country is also burdened with high administration and pharmaceutical costs. Doctors in the country are also amongst the highest paid in the OECD countries (Greve, 2013). Moody (2011) argues that cost containment remains to be a problem since lowering down prices of medicines or healthcare costs for beneficiaries of Medicaid would lead to doctors’ reluctance to treat Medicaid patients. The lack of priorities in healthcare spending in the US has resulted in higher spending on certain areas and low spending on others. However, this does not translate to better health outcomes for the whole population. Elderly care is one area where there is high spending but the amount of spending does not necessarily translate to better health outcomes. As noted by Haplin et al. (2010), the elderly are more vulnerable to chronic healthcare conditions, such as dementia, cardiovascular diseases, type 2 diabetes. Hence, healthcare costs for this group are relatively higher compared to other members in a community. In a report published by Stanton (2006), approximately 40% of US healthcare expenditure is devoted to elderly care, but this group only comprises 13% of country’s population. It is projected that in the succeeding years, healthcare cost for this group will continue to rise with the ageing of the US population (Stanton, 2006). The same issue is also seen in France, where increasing healthcare cost for the elderly is also expected in the succeeding years (Franc and Polton, 2006). Both countries also lack coordination of care and gatekeeping for the elderly. Although there is an emphasis on elderly care in both countries, lack of continuity of care often leads to poor quality care, duplication of healthcare, waste and over-prescription (Franc and Polton, 2006; Evans and Docteur and Oxley, 2003; Stoddard, 2003). In France, this issue was first addressed through the creation of provider networks and increasing the gate-keeping roles of the general practitioners (GPs). However, the latter was largely unsuccessfully and finally abolished with the introduction of the 2004 Health Insurance Act (Franc and Polton, 2006). In this new legislation, patients have the freedom to choose their own healthcare providers or primary point of contact. Most of the primary points of contact are GPs. This scheme is successful in F rance due to incentives offered to the patients and GPs. This scheme has been suggested to improve the quality of care received by the patients since there is more coordination of care between GPs and specialists (Naiditch and Dourgnon, 2009). This scheme also drives up the cost of visits to specialists and could have influence healthcare financing policies (De Looper and La Fortune, 2009; Naiditch and Dourgnon, 2009). Another issue common to both countries is the competition between hospitals for patients who can afford private healthcare. Consumer demands for healthcare in the US have increased. Hospitals respond by increasing their services to separate them from their competitors (Moody, 2011). For instance, by-products of this competition results to increasing the size of the patient rooms and providing in-house services such as full kitchens, family lounges and business service. All these have not been related to improved health outcomes of the patients. In France, the differences in healthcare costs between publicly funded hospitals and private for-profit hospitals spark a debate on whether common tariffs are the solution to cost containment (Chevreul et al., 2010). Despite the implementation of common tariffs, there is still a growing difference on the healthcare costs between the private and public sectors. Currently, the reform plan Hospital 2007 (Chevreul et al., 2010) states that the obj ective of introducing a common tariff for public and private hospitals has been withheld until 2018. This shows that healthcare policies respond to current trends in health provision in France. ‘Convergence’ and ‘Path Dependence’ Starke et al. (2008) explain that history and institutional context all play a role in influencing healthcare policies in a welfare state. Healthcare policies that tend to be resistant to change illustrate institutionalist or ‘path dependence.’In the event where changes are needed, those that follow ‘path dependence’ change their policies but do so within the boundaries set in the original healthcare policies. On the other hand, healthcare policies that follow the ‘convergence’ pathway or functionalist perspective tend to integrate best practices and are more responsive to social, political and economic changes. Healthcare policies in France and the US tend to follow the ‘convergence’ pathway. The historical context of France reveals that a unitary presidential democracy was established in 1958 (Cases, 2006). In this system, the central government retains sovereignty and policies implemented in local or regional levels are approved by the central government. Despite the practice of central dirigisme, many regions in France have practiced coordination and decenstralisation. Political parties elected to the French government all have a common goal in financing the healthcare system in France. It practices cost-containment by regulating healthcare costs, reducing healthcare demands and restricting healthcare coverage (Chevreul and Durand-Zaleski, 2009). All these cost-containment policies have generally been met with public discontent. In recent years, the introduction of Supplementary Health Insurance enabled the French government to still deliver quality care at reasonable cost. Further, the introduction of direct payment, although reimbursable, also discourages wasteful consumption of healthcare (Chevreul and Durand-Zaleski, 2009). Although changes in healthcare policies tend to be restrictive more than three decades ago, France is now taking the ‘convergence’ pathway in its healthcare system. This suggests that healthcare policies are more responsive to social and economic changes. France also regards its people as equal but retain their freedom to choose a healthcare provider and hospital. The manner of healthcare financing in France allows service users to choose from competing healthcare professionals. Service users could also access specialists due to little gatekeeping in the country (Naiditch and Dourgnon, 2009). All these changes in the France’s healthcare system reflect ‘convergence’ rather than ‘path dependence’. Convergence in healthcare is also shown in both countries through its policies on increasing personal contributions of service users for healthcare (Mossialos and Thomson, 2004). There is also an increasing reliance on private health insurers to bridge the gap in public healthcare delivery. The increasing public-private mix exemplifies convergence. There is also a trend towards community healthcare and decentralisation of healthcare (Baldock, 2011; Chevreul et al., 2010; Blank and Burau, 2007). This trend relies on community healthcare practitioners to provide care in home or community settings. This has been practiced in other developed countries where patients with chronic conditions receive care in their own homes (Chevreau et al., 2010). This approach is also applied when caring for the elderly. Similar to other Welfare states, the US and France are experiencing population ageing. The proportion of the elderly in both countries is expected to rise in the succeeding years (Chevrea u et al., 2010). As mentioned earlier, this translates to increases in health expenditures and cost for this group. Marked increases in health expenditures for this group would mean further reduction on public spending or cost containment. All these could have an impact on public spending in the future and might increase insurance premiums of individuals. There is also the possibility of raising SHI contributions in France or reducing healthcare coverage of Medicaid in the US. Both strategies could fuel public discontent, increase the gap between the rich and the poor and promote health inequalities (OECD, 2008; Starke et al., 2008; Stanton, 2006). Since the main aim of the policies in both countries is to achieve optimal health for all, the realisation of this aim might be compromised with an ageing society. It is also noteworthy that since public funds are bankrolled by taxes, increasing number of elderly could mean reduction in number of employees who are economically productive. This could also lead to lower tax collections and decreased public funding for healthcare. As shown in both countries, healthcare policies are becoming more responsive to the social and economic changes. This does not only suggest a direction towards ‘convergence’ but suggests that this pathway could be the norm for many OECD countries. Conclusion Healthcare policies in the US and France have been influenced by social and economic changes in recent years. Although both aim to achieve universal coverage, it is only France that has achieved this with almost 100% of its citizens covered with healthcare insurance. The US is struggling to meet the healthcare needs of its citizens with almost 46 million still uninsured. Its Obamacare is still met with criticism for its failure to provide public healthcare coverage for most of its citizens. Only the poor and those unable to afford basic healthcare services are covered under Medicaid. In Obamacare, those with marginal incomes could purchase federal-subsidised healthcare insurances. Both countries are also faced with the challenge of an ageing society. The inequitable allocation of healthcare services to this group also promotes social discontent. Almost half of public expenditure is channeled to the elderly, which only comprises 13% of the whole population. The heightened demand for e lderly care, lowered public expenditure on healthcare and increasing healthcare costs have all influenced healthcare policies in the US and France. Finally, the recent changes in the healthcare policies of this country suggest convergence rather than path dependence suggesting that healthcare policies continue to be influenced by social and economic changes in both countries. It is recommended that future research should be done on how ‘convergence’ helps both countries respond to increasing complexities of healthcare in both countries. References: Baldock, J. (2011). Social policy, social welfare and the welfare state. Oxford: Oxford University Press. Blank, R. Burau, V. (2007). Comparative health policy. London: Palgrave. Cases, C. (2006). ‘French health system reform: recent implementation and future challenge’. Eurohealth, 12, pp. 10-11. Cases, C. Le Fur, P. (2008). ‘The pharmaceutical file’, Health Policy Monitort, May [Online]. Available from: hpm.org/survey/fr/all/2 (Accessed: 27th April, 2014). Center for Disease Control and Prevention (2011). NCHS Data Brief: Community Health Centers: Providers, Patients and Content of Care [Online]. Available from: cdc.gov/nchs/data/databriefs/db65.htm (Accessed: 27th April, 2014). Chevreul, K., Durand-Zaleski, I., Bahrami, S., Hernandez-Quevedo Mladovsky, P. (2010). France: Health System Review 2010. France: The European Observatory on Health Systems and Policies, WHO Regional Office for Europe, World Bank, European Commission, UNCAM, London School of Economics and Politic Science, and the London School of Hygiene Tropical Medicine. Chevreul, K. Durand-Zaleski, I. (2009). ‘The role of HTA in coverage and pricing in France: toward a new paradigm?’. Euro Observer, 11, pp. 5-6. De Looper, M. La Fortune, G. (2009). Measuring disparities in health status and in access and use of healthcare in OECD countries. Paris: OECD (Health working paper 43) [Online]. Available from: oecd-ilibrary.org/social-issuesmigration-health/measuring-disparities-in-health-status-and-in-access-and-use-of-healthcare-in-oecd-countries_225748084267 (Accessed: 27th April, 2014). Docteur, E. Oxley, H. (2003). Health-care systems: lessons from the reform experience. Paris: OECD (Health working paper 9) [Online]. Available from: irdes.fr/Publications/Qes/Qez133.pdf (Accessed: 27th April, 2014). Evans, R. Stoddard, G. (2003). ‘Consuming research, producing policy?’, American Journal of Public Health, 93, pp. 371-379. Franc, C. Polton, D. (2006). ‘New governance arrangements for French health insurance’. Eurohealth, 12, pp. 27-29. Glyn, A. (2006). Capitalism unleashed. Oxford: Oxford University Press. Greve, B. (2013). Routledge Handbook of the Welfare State. London: Routledge. Halpin, H., Morales-Suarez-Varela, M. Martin-Moreno, J. (2010). ‘Chronic disease prevention and the new public health’. Public Health Review, 32, pp. 120-154. Moody, K. (2011). Capitalist care: Will the coalition government’s ‘reforms’ move the NHS further toward a US-style healthcare market?’. Capital and Class, 35(3), pp. 415-434. Mossialos, E. Thomson, S. (2004). Voluntary health insurance in the European Union. Copenhagen, WHO Regional Office for Europe on behalf of the European Observatory on Health Systems and Policies [Online]. Available from: euro.who.int/__data/assets/pdf_file/0006/98448/E84885.pdf (Accessed: 27th April, 2014). Naiditch, M. Dourgnon, P. (2009). The preferred doctor scheme: a political reading of a French experiment of gate-keeping. Paris: IRDES. OECD (2013). Health at a glance 2013: OECD Indicators, Europe: OECD Publishing [Online]. Available at: http://dx.doi.org/10.1787/health_glance-2013-3n (Accessed: 27th April, 2014). OECD (2011). Human Development Index and its components. Europe: OECD. OECD (2009a). Society at a Glance 2009: OECD Social Indicators. Europe: OECD. OECD (2009b). Health data 2009. Paris: OECD. OECD (2008). Are we growing unequal? [Online]. Available at: www.oecd.org (Accessed: 17th April, 2014). Rosenbaum, S. (2011). ‘The Patient Protection and Affordable Care Act: Implications for Public Health Policy and Practice’. Public Health Reports, 128(1), pp. 130-135. Stanton, M. (2006). The high concentration of U.S. healthcare expenditures: research in action, issues 19. Rockville, MD: Agency for Healthcare Research and Quality. Starke, P., Obginer, H. Castles, F. (2008). ‘Convergence towards where: in what ways, if any, are welfare states becoming more similar?’. Journal of European Public Policy, 15(7), pp. 975-1000. World Health Organization (WHO) (2014). Health Systems: Equity [Online]. Available at: who.int/healthsystems/topics/equity/en/ (Accessed: 27th April, 2014).

Analyse the ways in which Ridley Scott creates an impact on the audience in the film Blade Runner Essay Example

Analyse the ways in which Ridley Scott creates an impact on the audience in the film Blade Runner Essay Example Analyse the ways in which Ridley Scott creates an impact on the audience in the film Blade Runner Essay Analyse the ways in which Ridley Scott creates an impact on the audience in the film Blade Runner Essay Essay Topic: Film Blade Runner, made in 1882 is a highly acclaimed film produced director Ridley Scott. In this film Replicants have successfully made it to earth and must be eliminated or retired by a blade runner or special policeman employed to remove the Replicants and preventing them from becoming a threat to the human race. The streets of China town 2050 are littered with dirt and grime. Polluted and left behind the earthy is now populated by misfits while their comrades have long ago left for colonies in outer space. The open scene leaves a shocking impression, as it shows us the polluted district that was once a beautiful region. The buildings are not unlike the ones that we are familiar with today but there are subtle differences such as the retro design applied to every building. This leaves an effective impression on the audience; it makes them wonder if this is mankinds destiny. The impression that we first acquire from this film is the initial shock we obtain from noticing the amount of pollution that has accumulated by 2050. The thick mist that hangs over everything makes us wonder if the landscape will look like by the time we reach the year 2050. Overall the scenes are dark and well chosen by the Director to have an unpleasant consequence helping you to believe that the Replicants are malevolent. Rain continually appears in the film because of the impression it gives out. Rain is normally associated with bad feeling and is perfect for this type of scene. As we come toward the end of the two films subtle differences in the change of camera angles and the actual clips used alter our perceptions on the different meanings conveyed by both films and impact that they place upon us differs as a consequence of this. From the changes we see the real weakness of the Blade Runner in contrast with the Replicant within The Directors Cut. Throughout the extract he tries to escape from the Replicant by jumping between two buildings. The Blade Runner fails to reach his target and grabs hold of an iron girder jutting out from the building, a changing camera angle points out the immense distance the Blade Runner will fall if he lets go. At this point we become concerned with the immediate welfare of the Blade Runner because we know that if the Replicant does not interfere, the death of the Blade Runner is imminent. As the Blade Runner follows we see the angle from behind the Replicant giving us the extract form his point of view. Just before he leaps skyward the camera angle changes showing the jump between building. In the original there are few changes in camera angle and so we do not see the strength of the Replicant conveyed as boldly such as we do in The Directors Cut. It is important to show these contrasting angles because without them we cannot visualise the viewpoints of the different characters, without them we do not appreciate the situation each character is facing. This shows the difference between the original film and directors cut and so differs our perception The improved camera angles in The Directors Cut bring out a more vivid picture overwhelming strength of the Replicant. After the death of the Replicant the two films return to the apartment of the Blade Runner. He finds his lover and makes it out safely with her. On the balcony out side the apartment an origami unicorn is left lying on the cold concrete floor. It is here that the main change between Cut and Original can be noticed; in the Original the Blade Runner places the unicorn on the dashboard of the hover police car and we see it fly into the distance. However in The Directors Cut the drive away scene featured in the original film is omitted. This is a notable difference as it alters our perception of the film entirely. It is this that sets aside the lasting impression we receive whilst conveying different messages, The Directors Cut leaves a subtle hint which points out that although is a Replicant she will live for much longer than previous Replicant models allowing her to stay with the Blade Runner for the remainder of their lives. The deduction of the drive away scene in The Directors Cut removes the sense that the two characters will live happily ever after and although will have a prolonged life the couples immediate future is still uncertain. The differences between the two endings of Blade Runner and The Directors Cut signals the main change in viewpoint over the two films and the impact they have on their audiences. The removal of the drive away scene leads us to believe that the characters futures are still uncertain and that they may not live happily ever after as the original Blade Runner film depicts. The altered camera angles in The Directors Cut give us a better perspective of the individual characters points of view. All of the changes made in the 1991 The Directors Cut vary our opinion of the true meaning of the film Blade Runner, the impact the film has an the spectators also changes noticeably as the transformations become more apparent to the viewers.

Sports Economic Essay Example | Topics and Well Written Essays - 1250 words

Sports Economic - Essay Example Therefore, Commission of AFL established a research board in 1999, in order to establish a body for administering the selection of priorities concerning research and allocation of resources (Booth, 2006). Projects began in 2000 contributing to Australian football becoming a strange paradox due to the game played exclusively in one continent and has transcended cultural barriers and ethnic divides through integration of communities (Australian Football League (AFL), 2012). In fact, the paper will focus on exploring issues related to Australian Football League (AFL). League behavior The players in AFL are expected to behave like sportsmen, whereby upholding their standards of professional conduct and avoid compromising the integrity and dignity of AFL football, clubs, AFLPA and players. In addition, during matches and training sessions the player are also expected to behave in the similar manner, which is in accordance to the Clause 2.1 of the Code (Borland & McDonald, 2004). However, in situations where there are findings by the AFL Tribunal related to misconduct against a player, they are parties involved are dealt with in accordance with the AFL rules. AFL policies One of the most commonly known policies is AFL Anti-Doping Code, which is varied according to the law 21.2 that apply to the payers participating in these games, in a situation where the Controlling Body has not adopted their own code or policy. Nevertheless, the policy that has been adopted by any Controlling Body has to be approved by the Australian Sports Anti-Doping Authority (ASADA) (AFL, 2012). Moreover, the Controlling Body has no obligation to perform testing of players unless directed by AFL, and they should not appoint third parties to undertake these testing procedures. The other policy stipulates that a player, who has been directed to leave the playing surface, should only be replaced by a player whose name is on Team Sheet. The other policy states that a replacement player should enter the playing surface at the same time when the player is leaving the playing surface, and if the replacement player fails to enter the playing surface before the other player has left, the Umpire should restart play. The other policy indicates that player are not allowed to wear any form of jewelers, boot studs, cletes or any protective equipment that is not approved by the Controlling Body. However, there are situations where the field Umpire is convinced that the item does not subject players in any form of risk related to injury. AFL Winning Percentage Team Win% Year Collingwood 100 1929 Geelong 95.45 2008 Essendon 95.45 2000 Carlton 94.44 1908 Essendon 94.44 1950 South Melbourne 92.86 1918 Collingwood 90.91 2011 St Kilda 90.91 2009 Carlton 90.91 1995 Melbourne 88.89 1956 Competitive Imbalance Remedies The measurement of competitive balance relates to two aspects, which include; within-season competition balance that are associated with relative quality of teams in a season, and between-season competitive balance that are aimed at relative quality of teams over a number of seasons (Booth, 2000). One remedy for competitive imbalance is the merits of various measures that canvassed prior to settling on two basic measures, which include; distributions of season win percentage within-season competitive balance and distribution of premierships that are a measurement between season competitive

The Disabled and Society Essay Example | Topics and Well Written Essays - 1750 words

The Disabled and Society - Essay Example Furthermore, people with disabilities are sometimes neglected by family members and friends and finally in instances where these people seek power, they are not given an ear and this demoralizes them. In order for someone to prove that they have a disability, they must be in a position to prove that they have that impairment. Secondly, they must show how it hinders them in performing day-to-day activities. Finally, the person must prove that this impairment brings lasting and lifelong effects on their capabilities to handle their daily routines. It is defined, under the act, that a long-term impairment is one which has at least lasted for 12 months. Furthermore, in case one has a long-term ill health disability, like HIV, they are supposed to prove using medical pieces of evidence. The perspective of the medical mode towards the disables is that the hardship undergone by disabled people is inborn and they should struggle to ensure that they improve in order to live in harmony with other people3. The problem with this model is that it tends to see disabled people as liabilities to others and people who in one way or the other cannot do much without assistance. An obese person is a person who body has accumulated too many fats. Medically, a person with a more than 30 BMI is obese and in extreme cases a BMI of 40. According to the court ruling, obesity is a disability to a certain degree4. It is important to understand that obesity is not a disability. This is because, some people, who are obese, are living a good life. They have been employed and are not undergoing any challenge as far as obesity is concerned. However, obesity becomes a disability when it has shortcomings that can hinder the person from doing certain things. Secondly, it becomes a disability when it facilitates the occurrence of other impairments like skeletal and respiratory issues. People suffering from obese related problems are considered to be disabled.

Chromatography of M&M and Ink Dyes Essay Example for Free

Chromatography of MM and Ink Dyes Essay Separations: Chromatography of MM and Ink Dyes Almost all substances we come into contact with on a daily basis are impure; that is, they are mixtures. Similarly, compounds synthesized in the chemical laboratory are rarely produced pure. As a result, a major focus of research in chemistry is designing methods of separating and identifying components of mixtures. Many separation methods rely on physical differences between the components of a mixture. For example, filtration takes advantage of substances being present in different states (solid vs. iquid); centrifugation relies on differences in density; and distillation makes use of differences in boiling points of the various components. Chromatography exploits differences in solubility and adsorption. The word chromatography, which is derived from two Greek words literally meaning color writing, was coined at the beginning of this century when the method was first used to separate colored components of plant leaves. Today, the name is a bit misleading, because most forms of chromatography do not depend on color. Several types of chromatography are commonly used, among which are paper chromatography, thin-layer chromatography or TLC, liquid-liquid chromatography, gas chromatography, and high performance liquid chromatography or HPLC. Chromatography is so useful that some form can be found in most scientific laboratories around the world. For example, in forensic chemistry crime laboratories, the FBI maintains a library of chromatograms of inks that are used commercially. In the first case in which chromatography of inks were used, a man in Miami falsified travel and expense vouchers. However, the ink pen he used had ink that wasnt available commercially until 3 years after the trips had taken place. The theory behind chromatography is to allow a mixture of different chemicals to be distributed or partitioned between a stationary phase and a mobile phase (eluent or solvent). The mobile phase may be a liquid or a gas; the stationary phase is typically a solid. As the mobile phase flows over the stationary phase, the components in the mixture are carried along. The more soluble a component is in the mobile phase the faster it will be transported along the stationary phase. Adsorption refers to the ability of a substance to ‘stick’ (or be adsorbed) to a surface. The more strongly a component is adsorbed to the stationary phase, the slower it will be transported by the mobile phase. As the mixture moves over the stationary phase, the components in the mixture move further and further apart into discrete zones. Paper chromatography uses ordinary filter paper (primarily cellulose) as the stationary phase. Thin-layer chromatography (abbreviated TLC) uses a thin glass plate coated with either aluminum oxide (alumina) or silica gel as the solid phase. The mobile phase in both is a solvent chosen according to the properties of the components in the mixture. In paper chromatography, a drop of solution containing a substance or mixture of substances is spotted along a line near one end of a rectangular piece of filter paper. The paper is the stationary phase and the line is called the origin. The lower edge of the paper is placed in a developing solvent as the mobile phase. Capillary action causes the solvent to flow up the paper at a uniform rate creating a wet line across the paper. This line is called the solvent front. When the solvent front reaches a spot, the components of the spot will begin to migrate upward with the mobile phase. Each component will have a characteristic chemical affinity for the paper and a characteristic chemical affinity for the solvent. These affinities are competitive: The components affinity for the paper tends to hold the component in one place, but its affinity for the solvent tends to make the component follow the solvent as it moves upward. A component with a strong affinity for the paper and a weak affinity for the solvent will move more slowly than a component with a weaker affinity for the paper and a stronger affinity for the solvent. TLC works in similar manner. The affinity of a substance for the stationary and mobile phases is characteristic of that substance. Different substances will have different competitive affinities. Since each component of a mixture will have its own characteristic affinities, each component will travel up the paper at its own characteristic rate. If the paper is sufficiently large, all the components can be separated by the time the solvent front has reached the top of the paper and each component will appear as a separate spot. The chromatographic paper will now contain a vertical array of colored spots arranged according to their characteristic rates of ascent. It is possible to describe the position of spots (so the substances that have separated) in terms of their retention factor, the Rf value (Figure 1).

How Computers Impact our Daily Life :: essays research papers

"Computers are transforming society. Time is collapsing. Distance is no longer an obstacle. Crossing oceans takes only a mouse click." This is the phrase of sentences I heard somewhere about computers. Virtually, computers which pressure most people's life are considered as the most important technological achievement of the XXI century. Using computers, we can make or solve most of difficult things which are hardly completed without their hands. Because of these different varieties of abilities, computers have been creating many noticeable achievements in most of societies? fields especially medicine, education, and usual life. In other words, these three fields also are computers? influences that I want to write in this essay today. Firstly, there is a nonnegotiable point here that health services and art of medicine have been changed absolutely by computers in recent decades. Computers totally are able share the physician?s heavy duty which is save human?s life. In deed, since computers have been invented, new technological treatments that cooperate with computers have cured a thousand of patients. Eventually, there is nothing is more happy than come to life again. Formerly, once a doctor wanted to diagnose their patients, he or she mainly used to apply their experiences. Unfortunately, this process is doubted sometimes. And now, computers and other accessory machines are able to diagnose accurately with less time. In addition, computers have the other excellent benefit which is the ability in analyzing gene. Now scientists have more conditions to examine organic structures or to invent many new medicines, modern effective treatments which are very useful by using these gene technologies. Undoubtedly, the medic ine?s current promotions closely connect with the development of computers. Therefore, we can agree unanimously that computers greatly influence our existent medicine. Furthermore, ?Crossing oceans takes only a mouse click?- with computers, we no longer remain the conception about spatial distance. Actually the greatest advantage of computers is reducing distance and connecting people together. By this or other ways, computers thoroughly support and push up our education. Nowadays, students certainly stay at home but still can study for his or her bachelor degree. This actually seems to be impossible few decades ago. Those students just need to equip themselves with a computer connected internet at home only. This perfect utility is determined as computers? greatest success for humankind. For example, one student, a handicap person, who has his or her health?s problems, completely feels uncomfortable to go to school.

Will Bury’s Price Elasticity Scenario

The economic concepts founded in Will Bury’s Price Elasticity Scenario are the following: 1. Supply and Demand One of the most fundamental concepts of economics and the backbone of a market economy is the concept of supply and demand. Demand shows the various amounts of a product that consumers are willing and able to purchase at each of a series of possible prices during a specified period of time. (McConnell & Brue, 2004) The law of demand states that, if all other factors remain equal, the higher the price of a good, the less people will demand that good. Therefore, there is a negative relationship between price and quantity demanded. The basic determinants of demand which affect purchases are: †¢Consumers’ preferences †¢The number of consumers in the market †¢Consumers’ incomes †¢The price of related goods †¢Consumers’ expectations about future prices and incomes Supply shows the amount of a product that producers are willing and able to make available for sale at each of a series of possible prices during a specific period. (McConnell & Brue, 2004) The law of supply states that as price rises, the quantity supplied rises; as price falls, the quantity supplied falls. Therefore, there is a positive relationship between price and quantity supplied. The basic determinants of supply are: †¢Resource price †¢Technology †¢Taxes and subsides †¢Prices of other goods †¢Price expectation †¢The number of sellers in the market In order to understand the effect of price on volume demanded, Will Bury must understand the theory of supply and demand. When he will put these two concepts together, he will identify the market equilibrium with the price and quantity at the intersection of the demand and supply relations. That will be the price just high enough that quantity demanded is equal to quantity supplied, and the quantity corresponding to that price. 2. Elasticity of Demand and Supply The degree to which a demand or supply reacts to a price change is measured by a product’s price elasticity. There are different types of elasticity. Price elasticity of demand measures how sensitive is the quantity demanded to a change in the price of the good. Price elasticity of supply measures how sensitive is the quantity supplied to a change in the price of the good. When elasticity is small (less than 1 in absolute value) the relation is inelastic. Inelastic demand (supply) means that the quantity demanded (supplied) is not very sensitive to the price. When elasticity is large (greater than 1 in absolute value) the relation is elastic. Elastic demand (supply) means that the quantity demanded (supplied) is sensitive to the price. General formula for price elasticity is: Elasticity = (Percentage Change in Quantity) / (Percentage Change in Price) As a general rule, the more substitutes a good has, the more elastic is its supply and demand. 3. Substitute Goods Substitute goods are goods that can be used to satisfy the same needs, one in the place of another. That means that demand for the two kinds of goods will be bounded together by the fact that consumers can trade of one good for the other if it becomes advantageous to do so. In Will Bury’s Price Elasticity Scenario the 500-page book on CD is a substitute for Bury’s audio files of a book, therefore Will Bury must stay current on marketing research and stay current on other potential competitors who may offer substitute products because an increase in price for one kind of goods will result in an increase in demand for its substitute goods, and a decrease in price will result in a decrease in demand for its substitute. 4. Cross Elasticity of Demand The cross elasticity of demand measures how sensitive consumer purchases of one product are to a change in the price of some other product. The general formula for cross elasticity of demand is: Exy = (Percentage Change in Quantity Demanded of Product X) / (Percentage Change in Price of Product Y) The cross elasticity of demand for substitute goods will always be positive, because the demand for one good will increase if the price for the other good increases. References: McConnell, C. R. , & Brue, S. L. (2004). Economics: Principles, Problems, and Policies (16th ed. ). New York: McGraw Hill/Irwin University of Phoenix Material: Will Bury’s Price Elasticity Scenario. Retrieved June 6, 2009 from: https://ecampus. phoenix. edu/classroom/ic/classroom. aspx

Delivering Lifelong Learning Essay

Introduction. Learning is an area of our lives that we all engage in from the time we are born to the time we die. Lifelong learning is of key importance for individuals of all ages with an abundance of benefits. Learning enables the individual to be better informed in daily life and therefore the individual becomes more active in and contributes to society and this makes such individual a better citizen. Lifelong learning contributes to an individual’s personal well being and fulfillment. Lifelong learning supports an individual’s creativity and innovation and as such increases the potential for paid or unpaid work experiences for satisfaction. Quote â€Å"Education is the most powerful weapon you can use to change the world† Unquote, and so for me to successfully be able to use inclusive learning and teaching approaches in accordance with internal processes and external requirements I would say requires some form of recognised qualifications. To complete this unit I will be focusing on my present teaching placement. I am actively involved in the teaching and learning of ESOL students at two separate women’s academy campuses. My input is over two days with two morning sessions and one afternoon session delivering entry level 1&2 basic Mathematics and English as well as level 1&2 functional skills. 1.1 Create a purposeful, inclusive learning and teaching environment. Maslows’ hiearchy of needs tells us that students will not be able to learn effectively if their safety and belonging needs are not met. As such I needed to pay close attention to the physical space and design layout of the classroom. My initial feel for the first classroom/ learning environment that I encountered was congestion by that I mean it was a fair sized room but the layout gave an impression that there wasn’t enough space for students to move about. There were five large desks seating four or five students and so moving from one a rea to the next meant that some students had to physically stand and maneuver their chairs to access passing. This was where I felt that I needed to connect with the students in such a manner that the subject being taught was of importance; that they enjoyed the learning experience  and they understood clearly what was being taught. Once I placed that into my mind I felt better as these students were here in this learning environment for a few weeks and I am the new person here. I greeted the group with pleasantness and smiles as I entered the room and the response was ever so wonderful seeing all these smiling faces made me feel very welcomed. Their personal tutor gave a short explanation of my presence and asked me to do the honors of my own introduction. I knew there and then that this was my opportune moment and as first impressions count this had to be very good after all I am the new comer. Prior to this I had already met and discussed the different groups that I would be involved with for my teaching practice placement with the Assistant Director for these campus sites and I also knew which teachers I would be co-teaching with as well as the desired days and times. I was made aware of the external requirements and the internal processes for each learner to participate in these learning programs. I knew th at each individual had an initial diagnostic assessment to determine the level of learning. I was made aware of the special needs requirements. Whilst I was happy to be given such information I wanted to check for myself and with respect I could not just accept all of this at face value I would be sure to check the validity of the information shared with me. There is the saying seeing is believing and I needed evidence. Well, as I was saying my initial greeting and purpose was a pleasant and warm one for me as well as the group. I informed them of my past work experiences; that I had a family and my country of origin and where I was educated. I also mentioned places that I had travelled to and worked in the educational arena and eyes lit up with smiles, I knew then that I had captured the attention and to a certain degree the hearts of these wonderful women who wanted to make a difference in society and to themselves by engaging in this learning program. I felt good as I detected that they were even more warm and accommodating and that I had welcomed them into my arena and they accepted me. In continuing to create a purposeful, inclusive learning and teaching environment I needed to acknowledge the diverse make up of the learning group that amounted for celebration as part of the richness in daily life and living. I asked if the group could individually introduce themselves by saying their names and with permission their country of origin. To continue on the same spirit of connectedness as I am the  newcomer who will be involved in their learning I wanted to know from themselves a little about their prior learning experiences from pre- entry level to this entry level 2/3. Amazingly they volunteered family information which I welcomed and thanked them for. Psychologically the students felt safe to share and clearly this also demonstrated a sense of belonging. I had created a safe environment whereby the students took risks and sometimes the information was not directly from the person concerned but from a close colleague in their presence. I felt that this feelings of safety will enable them to ‘have a go’ at answering questions and talking / participating in the classroom activities without fear of being ridiculed. With the above in mind I had to be quite sure that the whole cla ssroom was conducive to this settled environment whereby they all understand firm rules and routines. By this I mean that I emphasizes on the importance of orderliness and tidiness. This I made quite clear was to enable them to develop and be confident in their roles as students but not to forget that they are responsible adults also and that we all wish to be valued and in the best way possible. Making sure that the classroom is left in a manner that is welcoming for the next group of learners and that we never forget our life skills that we brought into the learning arena. I had observed that the displays in the classroom were inviting and pleasant as well as stimulating. This was reflecting a range of teaching and learning activities. I observed the attractively arranged, effectively labelled, relevant and purposeful displays and I was quite impressed wondering when and what will I be adding to this informative and interactive display. It didn’t take very long for that to happen with display from a field trip involving writing and speaking that reflected the learning process as part of the curriculum highlighting key learning points. As such the inclusive learning and teaching environment for me was not just in the classroom but out in the wider community and this was most interesting as I observed how the students interacted in a social setting. There was a wide range of reading and learning materials available for the students both in the classroom area as well as in the main library. They were well organised and clearly labelled and accessible. The resources were diverse and this was of absolute necessitity as there are different learning styles. The availability was through visual, aural and kinaesthetic for different experiences. Creating a purposeful inclusive learning and  teaching environment was not just about changing attitudes to learning. It was not just about giving all the support needed both internally and externally. It was not just about the all the activities in class and in the community, it was also about the physical layout of the design of the classroom that supported the inclusive and int eractive teaching and learning process. Seating and tables in some areas did not give much work space, and did not allow for the flexibility to support work in different contexts. By this I mean for individual work with the adequate space to place materials on the table without infringing on each others’ work space. Paired work, small group work as well as whole class work had been a concern at times. Limitation for me to move around and be able to see exactly how students were progressing in their given task was inadequate at times. As such with cooperation between the whole group and teachers a bigger and more appropriate room was made available. This new setting enabled the students the opportunity for independence, cooperative learning, collaboration and discussions throughout the teaching activities with eye contact for the learners. This also gave better access to move about the room that enabled me to ensure more purposeful, inclusive learning and teaching. However I had to be mindful of the social and emotional dynamics of the learning group as well as subjects and activities being taught/ delivered. I wanted my students to definitely see the co urse as being important. I wanted them to understand and enjoy each session because everything has an impact on learning and development. The classroom environment was maintained within the Health and Safety Laws ensuring that all learners were treated fairly and respectfully in that learning environment. 1.2 Demonstrate an inclusive approach to teaching and learning in accordance with internal processes and external requirements. An inclusive approach to teaching and learning is a cooperative relationship between learners and teachers. The starting point to such a relationship was with the college requirements / internal processes based on what the learners were hoping to achieve. This first contact was conducted by senior management at the initial stage of the individual’s learning journey, the initial assessment. From the institution perspective assessment provides statistical information  for monitoring the overall performance of the college as well as individual teachers. This also provides information on numbers of students who started the course. The numbers of those who continued and whether successfully passed has been useful in continued recruitments that demonstrates quality and excellence. However one of the main purpose and is of great importance is that this initial assessment helps to place the learner on the right course. After this initial assessment matching into identified learning groups is of great value for personal tutors as there is an element of control over what is taught. However, and I must stress this, individual learner’s goals must be paramount in the whole process bearing in mind the learning styles identified. A process of matching group interest and individual profile determines the learners interest which is an ongoing internal process with regular updates. This was managed by identifying individual learning targets such as, speaking and listening, reading or writing. Having identified these targets being specific as to how to meet these targets was discussed with the individual learner and this information was documented. Clearly there has to be deadline for achievements with expected documentation. Actual dates of achievements were quite important and by this I mean that some learners achieved positive outcomes before the set expected date and this informed the status of that learner as completing work was documented and dated. For others the documentation on expected outcome was that they had not yet started or that they’re in progress. This happens in all learning settings as everyone has different learning styles or even a combination of styles that has an impact on how well learning has been achieved under certain conditions. The diagnostic assessments will continue throughout the learning and this is necessary for the continuous support needed for ILPs. ILP is of such great importance in that it must be appropriate for the learning being undertaken, be owned and used by the learner with support and be understood by the learner, basically it’s what the learner desires. I would say that throughout my teaching and learning experience and, this is ongoing I have experienced a range of learning styles with my learning groups. Inevitable I have had to mould the delivery of subject in such a manner that met the needs of the learners. Once this is managed properly the resulting factor will determine the success of achievements in accordance with (QCF) Qualification and Credit Framework. 1.3 Provide opportunities for learners to practice their literacy language, numeracy and ICT skills. The Sector Skills Council for lifelong learning on Inclusive Learning approaches for Literacy, Language, Numeracy and ICT skills in the introduction of the companion document mentions that, â€Å"All teachers need to develop an awareness of the literacy, language, numeracy and ICT needs of their learners in order for them to teach their area of specialism.† The document further states that â€Å" All teachers can play an important part in providing opportunities to develop literacy, language, numeracy and ICT within their learning programs.† Teachers get to know their students very well after a little while and as such are able to recognise what interest them most. The initial assessment gives some indication of what they want to learn but the diagnostic assessment informs the ILP. How this process of achievement will happen is based on agreeing goals and actions to achi eve those goals. Petty, G (2009, p530) states: â€Å"Each learner is unique and has individual needs. If the needs of our learners are discovered and met, the chances of success are greatly increased.† 2.0Be able to communicate with learners and other learning professionals to encourage learning. 2.1Demonstrate communication methods and media to meet the needs of all learners. 2.2Communicate with other learning professionals to meet learner needs and encourage progress. 3.0Understand how technology can enhance learning and teaching. 3.1Analyse ways to use technology to enhance learning and teaching. 3.2Evaluate the benefits and limitations of using technology in learning and teaching. 4.0Understanding expectations of the minimum core in relation to delivering lifelong learning. There are social stigma attached to literacy numeracy and this often prevents adults from seeking the help they need. It is believed that 1 in 6 adults in the UK are functionally illeterate and this skills gap is preventing the country from fully realising its full economic potential. There are social stigmas attached to this which often prevents adults from seeking the help they need. For such individuals tackling this is the first step to raising aspiration. The psychological feel good factor will allow for increased self esteem and the confidence to reach their full potential. However being illeterate and innumerate and lacking ICT skills does not mean stupidity. You have to on the ball to get through a day in the UK without these skills and so as a teacher delivering lifelong learning I must be able to help learners to overcome these barriers created by socially acceptable norms in this country. Expectations of the minimum core I believe is that all involved in lifelong learning has a responsibility to ensure that learners are provided with every opportunity to develop literacy, language, numeracy and ICT skills. As such it is important that at the initial assessment and induction of students that literacy, language, numeracy and ICT skills are identified. We must understand that Prior learning should be established and evidenced if at all possible to determine the level attained which will inform achievable goals. Observation at induction and during the course activity to get some idea of the learner performance and what learner’s likes are, also how they like to do things will determine learning styles. Really this boils down to attitudes, skills and knowledge and what will be the motivating factor for the learner’s presence in the classroom. 4.1Review ways in which elements of the minimum core can be demonstrated by delivering lifelong learning. Recognising that literacy, numeracy and ICT programmes must be made easily accessible to the most hard to reach individuals is a key responsibility for the Government. For those who lack the ability to read and write very door appears to be closed. In this present day it is likely that they will e able to apply for jobs as filling in application forms poses some challenges which in effect will make them  loose their self worth and confidence. Adults lacking the skills that so many of us take for granted on a daily basis mean that they can’t even support their children’s education which is the future generation. If this is not effectively managed the revolving door syndrome continues as that is what is being seen at present. National statistics reveal that adults with poor numeracy and literacy skills are twice as likely to be unemployed as those who are competent. 4.2Apply minimum core elements in delivering lifelong learning. I will demonstrate this delivery of core elements with evidenced based teaching that I have undertaken and continuing as part of my teaching placement practice. 5.0Be able to evaluate own practice in delivering inclusive learning and teaching. 5.1Review the effectiveness of own use of inclusive learning and teaching approaches in meeting the needs of all learners. 5.2Analyse ways to improve own practice in using learning and teaching approaches to meet the needs of all learners. 5.3 Review ways in which own communication skills could be improved.

Free Essays on Pollution Control

Efforts to improve the standard of living for humansthrough the control of nature and the development of new productshave also resulted in the pollution, or contamination, of the environment. Much of the world's air, water, and land are now partially poisoned by chemical wastes. Some places have become uninhabitable. This pollution exposes people all around the globe to new risks from disease. Many species of plants and animals have become endangered or are now extinct. Because of these developments, governments have passed laws to limit or reverse the threat of environmental pollution. Nearly all aspects of industrialized society lead to uncontrolled pollution that needs to be stopped The branch of science that deals with how living things, including humans, are related to their surroundings is called ecology. The Earth supports some 5 million species of plants, animals, and microorganisms. These interact and influence their surroundings, forming a vast network of interrelated environmental systems called ecosystems (Hardy 2002). The arctic tundra is an ecosystem and so is a Brazilian rain forest. The islands of Hawaii are a relatively isolated ecosystem. If left undisturbed, natural environmental systems tend to achieve balance or stability among the various species of plants and animals. Complex ecosystems are able to compensate for changes caused by weather or intrusions from migrating animals and are therefore usually said to â€Å"be more stable than simple ecosystems† (Hardy 2002). A field of corn has only one dominant species, the corn plant, and is a very simple ecosystem. Drought, insects, disease, or overuse easily destroys it. A forest may remain relatively unchanged by weather that would destroy a nearby field of corn, because the forest is characterized by greater diversity of plants and animals. Its complexity gives it stability. The reduction of the Earth's resources has been closely linked to the rise in hum... Free Essays on Pollution Control Free Essays on Pollution Control Efforts to improve the standard of living for humansthrough the control of nature and the development of new productshave also resulted in the pollution, or contamination, of the environment. Much of the world's air, water, and land are now partially poisoned by chemical wastes. Some places have become uninhabitable. This pollution exposes people all around the globe to new risks from disease. Many species of plants and animals have become endangered or are now extinct. Because of these developments, governments have passed laws to limit or reverse the threat of environmental pollution. Nearly all aspects of industrialized society lead to uncontrolled pollution that needs to be stopped The branch of science that deals with how living things, including humans, are related to their surroundings is called ecology. The Earth supports some 5 million species of plants, animals, and microorganisms. These interact and influence their surroundings, forming a vast network of interrelated environmental systems called ecosystems (Hardy 2002). The arctic tundra is an ecosystem and so is a Brazilian rain forest. The islands of Hawaii are a relatively isolated ecosystem. If left undisturbed, natural environmental systems tend to achieve balance or stability among the various species of plants and animals. Complex ecosystems are able to compensate for changes caused by weather or intrusions from migrating animals and are therefore usually said to â€Å"be more stable than simple ecosystems† (Hardy 2002). A field of corn has only one dominant species, the corn plant, and is a very simple ecosystem. Drought, insects, disease, or overuse easily destroys it. A forest may remain relatively unchanged by weather that would destroy a nearby field of corn, because the forest is characterized by greater diversity of plants and animals. Its complexity gives it stability. The reduction of the Earth's resources has been closely linked to the rise in hum...

How to Write a Great College Application Essay Title

How to Write a Great College Application Essay Title Your application essays title is the first thing the admissions folks will read. Although there are many ways to approach the title, youll want those words at the top of the page to make the proper impression. Why a Title? Lets start with the  basics: Is your essay about something? Do you want your reader to know what its about? If so, your essay needs a title. Ask yourself which work youd be more excited to read: The Casque of Amontillado or Some Random Story by Edgar Allan Poe Thats About Something that Youll Figure Out After You Read It. If you dont provide a title, you dont give your reader any reason to be interested in beginning your essay other than a sense of duty. Make sure the college admissions folks are motivated to read your essay by curiosity, not by the necessity of their assigned drudge work. Picture a newspaper in which every article lacks a title. What article do you want to read? Which ones sound interesting? Clearly a newspaper without titles would be ridiculous. Application essays arent that different. Your reader wants to know what it is that he or she is going to read. The Purpose of an Application Essay Title Weve established that you need a title. But what makes a title effective? First off, think about the purpose of a title: A good title should grab your readers attention.Related to #1, a title should make your reader want to read your essay.The title should provide a sense of what your essay is about. When it comes to #3, realize that you dont need to be too detailed. Academic essays often have titles that look like this: Julia Camerons Photography: A Study of the Use of Long Shutter Speeds to Create Spiritual Effects. For an application essay, such a title would come across as over-written, pompous, and ridiculous. Consider how a reader would react to an essay with the title,  The Authors Trip to Costa Rica and How It Changed His Attitude Towards Biodiversity and Sustainability. After reading such a long and belabored title, the admissions folks wouldnt feel like they need to read the actual essay. Sample Good Essay Titles In general, there are no concrete rules for titles. Good titles can take a variety of forms: A good title can be clever or play with words. See, for example, Porkopolis  by Felicity or Buck Up  by Jill. Porkopolis is a nonsense word, but it works well for an essay on becoming a vegetarian in a meat-centric world, and Buck Up employs both a literal and figurative meaning of the phrase. As youll read below, however, you dont necessarily want to try to be too clever. Such efforts can backfire.A title can be provocative. As an example, a student who wrote about encountering new foods while abroad titled her essay Eating Eyeballs. If your essay focuses on a humorous, shocking or embarrassing moment in your life, its often easy to write an attention-grabbing title. Titles such as Puking on the President, Romeos Ripped Tights, and The Wrong Goal are sure to peek your readers interest.An essay title can be concise and straight-forward. Dont feel that you need great wit and alliteration in your title. Simple and direct language can be quite effective. Consider, for example, The J ob I Should Have Quit  by Drew,  Wallflower  by Eileen, and Striking Out  by Richard. These titles dont play with words or reveal great wit, but they accomplish their purpose perfectly well. In all of these cases, the title has provided at least a partial sense of the essays subject matter, and each has motivated the reader to continue reading. What the heck does Porkopolis mean? Why did you eat eyeballs? Why should you have quit your job? Avoid These Title Mistakes There are some common missteps that applicants make when it comes to titles. Be aware of these pitfalls: Vague language. Youll be off to a remarkably bland start if your essay is titled Three Things That Matter to Me or A Bad Experience. Bad (or good or evil or nice) is a painfully subjective and meaningless word, and the word things might have worked well in Tim OBriens The Things They Carried, but it rarely adds anything of value to your essay. Be precise, not vague.Broad, overly general language. This is a continuation of the vague language problem. Some titles try to cover far too much. You dont want to call your essay My Life Story or My Personal Growth or An Eventful Upbringing. Such titles suggest that you are going to attempt to narrate years of your life in a few hundred words. Any such effort is doomed to failure, and your reader will be doubting your essay before beginning the first paragraph.Overblown vocabulary. The best essays use clear and accessible language. When a writer attempts to sound intelligent by adding unnecessary syllables to every word, the reading experience is often torturous. When an essays title is My Utilization of Erroneous Rationalizations During My Pupilage, the readers immediate response is going to be pure dread. No one wants to read 600 words of that garbage. Strained cleverness. Be careful if youre relying on wordplay in your title. Not all readers are fans of puns, and a title may sound ridiculous if the reader doesnt understand a supposedly clever allusion. Cleverness is a good thing, but test out your title on your acquaintances to make sure it works.Clichà ©s. If your title relies on a clichà ©, youre suggesting that the experience that you are narrating is unremarkable and commonplace. You dont want the first impression of your essay to be that you have nothing original to say. So if you find yourself writing When the Cat Got My Tongue or Burning the Midnight Oil, stop yourself and reevaluate your title.Misspellings. Finally, nothing is more embarrassing than a misspelled title. There, at the top of the page in bold letters, youve used the word its instead of its, or you wrote about patients instead of patience. We all make these mistakes, but take extra care with your application essay. An error in the title is a sure way to elim inate any confidence your reader has in your writing ability. A Final Word About Application Essay Titles Many writers- both novices and experts- have a difficult time coming up with a title that works well. Dont hesitate to write your essay first and then, once your ideas have truly taken shape, go back and craft the title. Also, dont hesitate to seek help with your title. A brainstorming session with friends can often generate far better titles than a solitary session of pounding your head on your keyboard. You do want to get your title right- its going to make an immediate impression on the admissions folks who read your essay, and you clearly want them to enter your essay in a curious and eager state of mind. Finally, if youre writing your essay for the Common Application, keep in mind that your title will go in the text box with the rest of the essay, and the title will count toward your essays overall word count.

The Notebook Research Paper Example | Topics and Well Written Essays - 750 words

The Notebook - Research Paper Example This particular scene, â€Å"It’s Not Over,† appears in the second half of the film and again is on the water, a realistic setting. The couple, Noah and Allie, has been separated for seven years, but now they are reunited and spend an emotional weekend reacquainting themselves with the reasons they fell in love years ago and discovering the twists in events that have kept them apart. The water is not red this time, nor is the water calm, but choppy and the wind blows through young Allie’s hair. It begins to rain and she tries to protect herself with a dish towel, which clearly isn’t going to help as the rain becomes a torrent. Noah laughs at her flimsy attempt to protect herself from the downpour. As in the opening scene of the film, in â€Å"It’s Not Over,† there are the elements of a rowboat and a lake. In the opening scene, however, the waters are peaceful, suggesting a calm situation, for now. The general coloring of the film’s opening scene is in red tones, suggesting that the calm and peace is not meant to last, but that the characters will experience turbulence at some point. In the film’s opening, the adult Noah, played by James Garner, is rowing the boat on the red, but calm waters. The red color cast on the water is also used later in some of the clothing worn by Allie. As the film unfolds, we learn that the color red is symbolic of Allie’s very passionate nature which strongly impacts their relationship. The reunited lovers are happy on the water, but as the storm ensues and they reach the dock, unexpressed emotions gush forth and Allie asks Noah why he never wrote to her. The sky is dark and windy, and the lovers becoming soaked. The weather’s elements all invoke the emotional climax of the scene. We see in the scene’s tranquil beginning, the lovers in their boat. It is across the lake from the camera, a widescreen shot showing the characters in

What were the historical origins of the Second Amendments protection Research Paper

What were the historical origins of the Second Amendments protection to keep and bear arms - Research Paper Example The British with their oppressive activities also reinforced Americans’ belief and support for the right to bear arms. The right to keep and bear arms was strengthened by arguments which argued that it was a necessity for the security of the nation; with arms in the hands of civilians, the nations is protected from oppressive acts of the government, and the nation has an advantage of having soldiers everywhere. Below is a full description of the right’s historical origin. The origin of the right to keep and bear arms is justified by the experiences of the early American people. When the early colonists immigrated to America, they brought guns which they used in their daily lives. They used muskets and short guns to hunt. They also used the guns to fight the Native Americans. When Europeans came to America, they were at first warmly welcomed by the Native Americans who helped them through tough times and shared their food. This relationship did not last long when more Europeans migrated to America. They took away Native American’s land, drove them away, and destroyed their natural way of life. This led to wars between the Native Americans and the colonists therefore, colonists had to carry guns as a safety measure. This conflict and the formation of a larger community led to new developments. The colonists found it necessary to arm every man in the community so that an attack at any time, would find them prepared. The colonies at the time also had slaves and the region was characterised by slave rebellion. Because of this, laws were developed that required Americans to carry guns in case slave rebellion occured. The leaders wanted to make use of everyone who could fight to maintain order in the society. Because of this culture, keeping guns was the right thing to do. People, therefore, had the right to keep and bear arms (Jackson 28). Additionally, during these times, there were no police. Having arms was a way of maintaining security within