Cheif Security Officer Essay Example | Topics and Well Written Essays - 250 words

Cheif Security Officer - Essay Example A chief security officer should have vast expertise in areas beyond mere security thereby requiring global experience. A CFO requires global experience for notable reasons. To begin with, such a position requires knowledge of the complex global chain. In this sense, a CFO should be aware of how trade in other countries affects trade in particular country. The officer, therefore, easily participates in business continuity planning. In addition, global experience enables the CFO understand the intricate global internet network that poses threat to an organization’s IT system (Fay, 2011). Internet, as a tool, connects the world in a single sphere. It is essential for a CFO to possess knowledge on how the internet can be integrated in the general security of the company. Besides, a global experience is crucial for understanding the evolution of organizations. This is because structures of organizations are continually changing and this leads towards the shrinking and expansion of given departments. Furthermore, a CFO requires an adequate understanding of global politics and make out how such poli tics influence organizational

The Benefits of Using a Curriculum Within the Outdoor Environment Essay Example for Free

The Benefits of Using a Curriculum Within the Outdoor Environment Essay If education is a voyage of discovery, why not explore the opportunities to take learning outside? Chiara Pannozzo The Early Years are a time of unrivalled personal discovery, in which each day holds the potential for adventure for a child – and nowhere offers greater potential for adventure than the great outdoors. The benefits of outdoor play are really very basic, says Harry Harbottle, a consultant in play and risk management, who was formerly appointed by the EU as a child safety expert to the European Standards Organisation. If children arent allowed to engage with the elements – mud, water, air, even fire – how can they begin to understand the world that they live in? Harry argues that there is a need to move away from a culture of reluctance to let children explore outdoors. We are at last realising the consequences of children spending most of their time indoors, says Harry. There are too many children who have been adversely affected by a lack of exercise and stimulation. The outdoor environment is a rich, dynamic and natural space to enhance the school curriculum and stimulates quality learning and development in children of all ages. Its value as an essential learning resource has been recognized by many pieces of research and more recently with the ‘Eraly Uears Foundation Stage (EYFS), particularly within the principle of ‘ Enabling Environments’. Outdoor activities, whether they be core National Curriculum core subject or foundation based, can always be adapted, if necessary, for children with additional learning needs/physical disabilities by the teacher doing a reckie of the area outside which is to be used and then assessing how circumstances can be adapted for pupils with such difficulties. Also, a buddy can be placed with a child who has additional needs and assistance given when necessary. It is imperative that restrictions are only placed for health and safety reasons; otherwise, one should always endeavour to give children ownership to encourage a sense of independence and success. To give an example of how an activity could be adapted for children with additional learning needs/physical disability: Making hot chocolate drinks in Kelly Kettle †¢Children collect kindling in areas accessible to them †¢Children stay at base position to help build the waffle raft for fire †¢Children organize kindling into different sizes When the curriculum is taken into the outdoor environment, children have been observed having confidence and independence with activities they have pursued, providing them with a sense of success and raised self esteem. Children will develop relationships (PSHE) with their peers and adults. As confidence grows, children will begin to consider the needs of others (disabled/additional learning needs), as well as individually. Practitioners in the woodland have reflected that children in this environment had gained confidence in adapting to new situations and in trying new experiences. This also impacted on their ability to choose activities independently and their confidence in self initiating tasks was seen to develop dramatically. To give an example of an obvious benefit of bringing the curriculum into the outdoor environment: Child X enjoyed making shelters and would often enlist the aid of one his/her peers by sayon, â€Å"Oh – this log is heavy, can you help me ? † The other children present would the all work as a team by holding onto the large log and assist moving it into position. Child X had acquired more skill in making and strengthening friendships , the art of consideration and compromise – â€Å"Can I help you? instead of â€Å"That’s mine! †. Though these changes may be maturational, children’s experiences gave them real opportunities for practising these elementary life skills. ‘ Through their comments (the significant other), practitioners should see their role as very varied and should include: ensuring the environment is safe, allowing the children choice of equipment such as, ropes, trowels and buckets, observing and valuing their self initiated learning. Practitioners should feel by questioning, suggesting and providing propts/props, they can extend children’s self-initiated development. Dowling describes self-initiated play as spontaneous, where the practitioner can choose to be involved by participating alongside and offering a reassuring presence. Such an important aspect needs to be adopted by all adults who work with children involved in bringing the curriculum into the outdoor environment, if this is to be a successful element for children’s potential learning. â€Å"The adult needs to be aware of the potential for learning in children’s play, but this is a very different matter from predetermining the play. ’ – Dowling (1992)

Performance Based Pay for Teachers Essay -- Education Tests

"It is the mark of an educated mind to be able to entertain a thought without accepting it." - Aristotle On February 17, 2009, the American Recovery and Reinvestment Act was signed into law (US Dept of Education). According to the Executive Summary of the US Department of Education’s website the purpose of this act was to stimulate the economy, create jobs, and provide funding for education. To encourage education reform at the state level, the competitive grant program, â€Å"Race to the Top,† was implemented. This allowed states to apply for grants, provided that certain education reform was taking place within states’ schools. One particular condition under this campaign has led to much debate within our education system, implementing a pay system based on a teacher’s academic performance and the methods used to determine this (US Dept of Education). There are many ways to compile data on a teacher and determine that person’s performance. Teacher performance can be based upon classroom observation, a teacher’s continuing development and education, and students’ standardized testing scores. The controversy centers around using student test scores to determine the performance of a teacher and thus her pay. Scott Andes, a research analyst at the Information Technology and Innovation Foundation voices the merits of performance based pay with his article â€Å"Getting Serious with Education: Why Can We Measure Students but Not Teachers?† High School English teachers, Jordan Kohanim and Ashley Ulrich vehemently state why there is no merit with performance based pay with their article, â€Å"No Merit to Merit Pay Arguments.† In each article both sides debate how performance based or merit pay will affect students, teachers, schools, and com... ...ides to come together and implement a plan for better practices in assessing the performance of the nation’s teachers and its students. Works Cited "Race to the Top Executive Summary." US Department of Education Website. 20 Semptember 2010. Web . 2009. 16 November 2010 Andes, Scott. â€Å"Getting Serious About Education: Why Can We Measure Students But Not Teachers?" Progressive Fix Website. 28 July 2010. .16 November 2010 Aristotle. QuoteWorld.org. 2010. Web. . 16 November 2010 Kohanim, Jordan and Ashley Ulrich. "Teachers: No Merit to Merit Pay Arguments." Atlanta Journal-Constitution Website. 28 February 2010. Web. .16 November 2010

Health Care and Faith Diversity

1. It would help to have pages number with a subtopic as in APA format. Health Care Provider and Faith Diversity- First Draft Elain Brown HLT-310V Spirituality in Health Care Grand Canyon University December 16th, 2012 Abstract (good abstract included. ) When caring for patients whose backgrounds are different to their own, nurses may find it difficult to understand their perspective and needs, and may make assumptions about them that turn out to be mistaken as stated by Komaromy,( 2004).Although there are many different religions, the three that will be elaborated on and compared to the Christian religion are Islam, Buddhism and Bahia Faith. The paper will show that spirituality is inherent, regardless of where you are from or the difference in culture. The basic beliefs about healing and prayer is not that much different from Christianity. They all share the common values of caring for their fellowmen, and receiving healing from illness. Islam This is the second largest religion, n ext to Christianity with 1. billion followers. This is based on the leadership of the Prophet Mohammad and they follow the teachings of the Quran. They believe there is only one God, (Allah and that they should submit to His will. The Islamic (there is a beginning parentheses but no clue where it ends to separate the idea). faith teaches what is called the five Pillars of Islam: faith, prayer, fasting, pilgrimage and aim. Depending on each person’s deed during his lifetime, he will go to paradise or hell after death.This faith believes in praying to Allah for healing when one is sick, but at the same time they think God may cause illness as a test, a way of getting mankind to return to God’s purpose. During illness one must seek God’s help with patience and prayer. (Ai(should this be capitalized? ). The Art Institutes – Religious Facts) Religion Facts. com. (Is this acitation, a bit confusing? ) Basically the Islamic religion believes that all illness is caused from the heart and until the heart is right, one cannot be healed.The heart becomes right by asking for forgiveness from Allah, Another important aspect of this religion in health care understanding( watch the spacing between words) regarding touch, such as a female bathing a male patient and handling of the body after the patient passes. Bahia good information This religion was founded by Baha’u’llah in 1863, and has approximately 5-7 million followers. The belief is to develop in spirituality and draw closer to God. There is but one God who is the ruler of the universe.The belief is that God does not need us to worship Him but what he asked us to do, is to benefit mankind (Religion Facts. com). This religion believes that after life the soul separates from the body and begins a journey towards or away from God. Heaven and hell are states of being. The Bahia faith practices daily prayer, avoids intoxication by drinking or smoking, hardworking, believes in educa tion, works for social justice and equality, and practices monogamy. There is a prayer for every occasion, such as for healing, growth, difficulties in life and marriage.One must pray and fast to receive healing, (Boston Healing Landscape, Boston University). Buddhism Founded by Siddhartha Gautama (The Buddha), in c. 520 BC NE India. The religion has since split into several sects and has adapted a wide variety of beliefs( include period) ( Add this to beginning of next sentence). it has. Over 360 million followers. The purpose is to avoid suffering and gain enlightenment and release from the cycle of rebirth, or at least attain a better rebirth by gaining merit.The Buddhist believes in reincarnation of all creatures and is strict vegetarians. They do not think the world is created or ruled by God. (The Big Religion- Chart Religious Facts). The universe is populated by celestial Buddha that inspires people to do well. Anyone can become a Buddha by gaining merit. Each person should w ork for goodness, happiness and peace, develop wisdom which leads to the realization of ultimate truth, they believe. There are several different Buddha that inspire mankind, such as the Medicine Buddha for healing.Healing and lasting happiness is achieved through meditation. Buddha taught that human suffering is caused because they pursue things that do not give lasting happiness. Buddhism has a variety of rituals and practices which are meant to aid to the journey of enlightenment and bring blessings to others and oneself( endofathought needs period) Buddha of Healing is concerned with helping beings to awaken their past deeds and to seek change of their negative patterns this is known as the aspiration to attain enlightenment (Gordon Bell 1196, 1998).Christians are followers of Jesus Christ and is the largest religious group in the world . Today it has over 2 billion believers worldwide and started in Israel in c 30, AD . Christians believe in one God who is a Trinity; Father, So n And Holy Spirit Christians believe that all must come to God for forgiveness and salvation. They believe that there is a physical heaven and hell. ( needs to be clearer, is it a period or comma to much information for one sentence) just like Islam, and that one has to be forgiven and live a life that pleases God to get to heaven , after death.Over time Christianity has split into different religion just like Bahia, but the difference is that their belief is basic and they agree on the fundamentals of the Bible. The Christian believes that he should pray for forgiveness and healing when he(is) are sick. Their belief is built on their faith in Jesus Christ. According to James 5: (12-15), if anyone is sick he should call for the elders of the church who should pray for him and anoint him with oil. The prayer of faith will save him and his sins will be forgiven.Like Buddha the Christian is asked to pray for forgiveness and healing , the Buddha believes that one should meditate to achi eve enlightenment and that one causes unhappiness to himself, by his own deed. Spirituality continues to be a challenge for the health care provider the challenge for the nursing professional is to develop a definition of spirituality which is broad enough to accommodate the uniqueness of all individuals , patient and nurses and all humanity (Trapper and McSherry, 1998). Nurses should strive to respect patients irrespective of belief, values or religious orientation.Even when they may be undeserving in our thoughts. They may be unpleasant but they deserve care. They may appear unpleasant simply because they are misunderstood. (good statement). Patients of different faith, need to be given the opportunity(watch spacing) by the care giver to express, their beliefs and expect it to be incorporated in their care. This should start at admission, when certain questions need to be asked as a part of the admission process. They should be â€Å"what is your . religious belief : or â€Å"ho w do you cope under stress? good idea) This will give the nurse more knowledge of the patient and these values should be a part of the care plan. It is very important that all patients trust their caregiver to do the right thing for them regardless of color, creed or kind. The nurse should do no further harm to her patient, whether it be physical or spiritual.. Cultural sensitivity and religious belief are very important parts of nursing care. The nurse should also be aware that people from the same culture may also have different faith, and should treat each patient as an individual. good) When patients view health care workers as being sensitive to their culture and faith, then they are more likely to respond to care, education and healing. If a patient feels that he is in an environment where he perceives bias then he probably won’t respond as well to treatment. .In keeping with the Christian philosophy, the Bible stated that Jesus went around different regions, villages a nd cities , where he preached, taught , and healed the sick and broken hearted. He showed empathy, sometimes just by a touch.Nurses may not always be able to touch, but maybe just a smile may be all that patient need to see to feel welcomed. (more of a conclusion needed to tie the comparison together). References The Big Religion Chart –Religious Facts Komaromy , Carol : Cultural diversity in death and dying; Nurse Management 11-8 (Dec 2004):32-6 Illness and Health: Division of Graduate Medical Science (Boston University, school of Medicine) Dorsey, L (1998) Healing words: The power of prayer and the practice of medicine ; San Francisco, CA Harper Collins James 5 verses 12-15. Overall peer review . The paper provides evidence of th e perspective healing of 3 religions. I would have liked to seen it more incorporated in how nurses could use traditions. 2. The flow of the paper was well with one or two needs to separate sentencespreventing run on . 3. The organization was well with subtitles. Components for healing and Christian Philosophy of Faith and Healing could have have been additional subtitles. 4. The paper met the wording requirement thereby following the assigned guidelines. The writer had a good understanding of what was expected in the assignment.

Solving Problems

In this essay, I will solve two problems from our textbook Elementary and Intermediate Algebra; I will solve problem 56 on page 437 and problem 10 on page 444. For my first problem, I will choose an appropriate variable to help solve the equation, for my second equation I will identify the form of the equation I end up with once it is solved. I will also introduce five math vocabulary words, they are, extraneous, proportion, cross multiply, and extreme-means and the will be in bold.Problem number 56 states: To estimate the size of the bear population on the Keweenaw Peninsula, Conservationists captured, tagged, and released 50 nears. One year later, a random sample of 100 bears included only 2 tagged bears. What is the conservationist’s estimate of the size of the bear population? This is a ratio equation and my variable will be b, b= bear population b =10050 2 2*b= 50*100 cross multiply the extreme-means 2b=5000 b= 5000 2 b= 2500 bears 2500 is the conservationist’s est imation of the bear population. This equation is not an extraneous solution because the denominator does not equal zero.Problem number 10y-1= -3 this problem is a proportion x+3 4 (y-1)*4=(x+3)-(-3) cross multiply the x and y which are the extreme and means 4y-4=-3x-9 distribute the 4 and the -3 4y=-3x-9+4 add 4 to both sides 4y=-3x-5 divide both sides by 4 y= -3 x-5 both of these fractions are in parentheses the x and – are outside the () 4 4The linear equation in the form of y=mx+b with the slope of -3,  4This essay discussed two problems from our textbook Elementary and Intermediate Algebra. It introduced five vocabulary words to help explain the steps in solving the two problems, those vocab words are extraneous, proportion, cross multiply, and extreme-means. This essay identified the variable in problem one, and identified the form of the equation in problem two.Reference Dugopolski, M. (2012). Elementary and intermediate algebra (4th ed.). New York, NY: McGraw-Hill Pu blishing.

USS New Jersey (BB-62) During World War II

USS New Jersey (BB-62) During World War II The USS New Jersey (BB-62) was an Iowa-class battleship that entered service in 1943 and saw combat in World War II and later fought in Korea and Vietnam. Overview of the USS New Jersey  (BB-62) Nation:  United StatesType:  BattleshipShipyard:  Philadelphia  Naval ShipyardLaid Down:  September 16, 1940Launched:  December 7, 1942Commissioned:  May 23, 1943Fate:  Museum ship Specifications Displacement:  45,000 tonsLength:  887 ft., 7  in.Beam:  108.2 ft.Draft:  36 ft.Speed:  33 knotsComplement:  2,788 men Armament Guns 9 Ãâ€" 16 in./50 cal Mark 7 guns20 Ãâ€" 5 in./38 cal Mark 12 guns80 Ãâ€" 40 mm/56 cal anti-aircraft guns49 Ãâ€" 20 mm/70 cal anti-aircraft cannons Design Construction of the USS New Jersey In early 1938, work began on a new battleship design at the urging of Admiral Thomas C. Hart, head of the US Navys General Board. Initially envisioned as an enlarged version of the South Dakota-class, the new ships were to mount twelve 16 guns or nine 18 guns. As the design evolved, the armament settled on nine 16 guns. This was a supported by a secondary battery of twenty dual-purpose 5 guns mounted in ten twin turrets.  Additionally, the designs anti-aircraft armament moved through several revisions with many of its 1.1 guns being replaced with 20 mm and 40 mm weapons. Funding for the new ships came in May with the passage of the Naval Act of 1938. Dubbed the Iowa-class, construction of the lead ship, USS Iowa (BB-61), was assigned to the New York Navy Yard. Laid down in 1940, Iowa was to be the first of four battleships in the class. Later that year, on September 16, the second Iowa-class battleship was laid down at the Philadelphia Naval Shipyard.  With the US entry into World War II following the attack on Pearl Harbor, the building of the new ship, dubbed USS New Jersey (BB-62), quickly advanced. On December 7, 1942, the battleship slid down the ways with Carolyn Edison, wife of New Jersey Governor Charles Edison, acting as sponsor.  Construction of the vessel continued for another six months and on May 23, 1943, New Jersey was commissioned with Captain Carl F. Holden in command.  A fast battleship, New Jerseys 33-knot speed permitted it to serve as an escort for the new Essex-class carriers that were joining the fleet. USS New Jersey During World War II After taking the remainder of 1943 to complete shakedown and training activities, New Jersey then transited the Panama Canal and reported for combat operations at Funafuti in the Pacific.  Assigned to Task Group 58.2, the battleship supported operations in the Marshall Islands in January 1944 including the invasion of Kwajalein.  Arriving at Majuro, it became Admiral Raymond Spruances, commander of the US Fifth Fleet, flagship on February 4.  On February 17-18, New Jersey screened Rear Admiral Marc Mitschers carriers as they conducted large-scale raids on the Japanese base at Truk.  In the weeks that followed, the battleship continued escort activities as well as shelled enemy positions on Mili Atoll.  In the second half of April, New Jersey and the carriers supported General Douglas MacArthurs landings in northern New Guinea.  Moving north, the battleship bombarded Truk on April 28-29 before attacking Ponape two days later. Taking most of May to train in the Marshalls, New Jersey sailed on June 6 to take part in the invasion of the Marianas.  On June 13-14, the battleships guns struck targets on Saipan and Tinian in advance of the Allied landings.  Rejoining the carriers, it provided part of the fleets anti-aircraft defense during the Battle of the Philippine Sea a few days later.  Completing operations in the Marianas, New Jersey supported attacks in the Palaus before steaming for Pearl Harbor.  Reaching port, it became the flagship of Admiral William Bull Halsey who rotated in command with Spruance.  As part of this transition, Fifth Fleet became Third Fleet.  Sailing for Ulithi, New Jersey rejoined Mitschers Fast Carrier Task Force for raids across the southern Philippines.  In October, it provided cover as the carriers moved to aid MacArthurs landings on Leyte.  It was in this role when it took part in the Battle of Leyte Gulf and served in Task Force 34 which was detached at one poi nt to aid American forces off Samar. Later Campaigns The remainder of the month and November saw New Jersey and the carriers continue attacks around the Philippines while fending off numerous enemy air and kamikaze attacks.  On December 18, while in the Philippine Sea, the battleship and the rest of the fleet were struck by Typhoon Cobra.  Though three destroyers were lost and several vessels damaged, the battleship survived relatively unscathed.  The following month saw New Jersey screen the carriers as they launched raids against Formosa, Luzon, French Indochina, Hong Kong, Hainan, and Okinawa.  On January 27, 1945, Halsey departed the battleship and two days later it became the flagship of Rear Admiral Oscar C. Badgers Battleship Division 7.  In this role, it protected the carriers as they supported the invasion of Iwo Jima in mid-February before moving north as Mitscher launched attacks on Tokyo. Beginning on March 14, New Jersey commenced operations in support of the invasion of Okinawa.  Remaining off the island for a little over a month, it protected the carriers from relentless Japanese air attacks and provided naval gunfire support for forces ashore.  Ordered to Puget Sound Navy Yard for an overhaul, New Jersey was out of action until July 4 when it sailed for Guam via San Pedro, CA, Pearl Harbor, and Eniwetok.  Made Spruances Fifth Fleet flagship again on August 14, it moved north following the end of hostilities and arrived in Tokyo Bay on September 17.  Used as the flagship of various naval commanders in Japanese waters until January 28, 1946, it then embarked around 1,000 US servicemen for transport home as part of Operation Magic Carpet. USS New Jersey and the Korean War Returning to the Atlantic, New Jersey conducted a training cruise to northern European waters for US Naval Academy and NROTC midshipmen in the summer of 1947.  Returning home, it went through a deactivation overhaul at New York and was decommissioned on June 30, 1948.  Moved to the Atlantic Reserve Fleet, New Jersey was idle until 1950 when it was reactivated due to the beginning of the Korean War.  Recommissioned on November 21, it conducted training in the Caribbean before departing for the Far East the following spring.  Arriving off Korea on May 17, 1951, New Jersey became Seventh Fleet commander  Vice Admiral Harold M. Martins flagship.  Through the summer and fall, the battleships guns struck targets up and down the east coast of Korea.  Relieved by USS Wisconsin (BB-64) late that fall, New Jersey departed for a six-month overhaul at Norfolk. Emerging from the yard, New Jersey participated in another training cruise in the summer of 1952 before preparing for a second tour in Korean waters.  Arriving in Japan on April 5, 1953, the battleship relieved USS Missouri (BB-63) and resumed attacking targets along the Korean coast.  With the cessation of fighting that summer, New Jersey patrolled in the Far East before returning to Norfolk in November.  The next two years saw the battleship take part in additional training cruises before joining the Sixth Fleet in the Mediterranean in September 1955.  Abroad until January 1956, it then served in a training role that summer before taking part in NATO exercises in the fall.  In December, New Jersey again underwent a deactivation overhaul in preparation for being decommissioned on August 21, 1957. USS New Jersey in the Vietnam War In 1967, with the Vietnam War raging, Secretary of Defense Robert McNamara directed that New Jersey be reactivated to provide fire support off the Vietnamese coast.  Taken from reserve, the battleship had its anti-aircraft guns removed as well as a new suite of electronics and radar installed.  Recommissioned on April 6, 1968, New Jersey conducted training off the California coast before crossing the Pacific to the Philippines.  On September 30, it commenced attacking targets near the 17th Parallel.  Over the next six months, New Jersey moved up and down the coast bombarding North Vietnamese positions and providing invaluable support to troops ashore.  Returning to Long Beach, CA via Japan in May 1969, the battleship prepared for another deployment.  These activities were cut short when it was decided to move New Jersey back into reserve.  Shifting to Puget Sound, the battleship was decommissioned on December 17. Modernization In 1981, New Jersey found new life as part of President Ronald Reagans plans for a 600-ship navy. Undergoing a large-scale program of modernization, much of the vessels remaining anti-aircraft armament was removed and replaced with armored box launchers for cruise missiles, MK 141 quad cell launchers for 16 AGM-84 Harpoon anti-ship missiles, and four Phalanx close-in weapons systems Gatling guns. Also, New Jersey received a full suite of modern radar, electronic warfare, and fire control systems. Recommissioned on December 28, 1982, New Jersey was dispatched to support US Marine Corps peacekeepers in Lebanon in late summer 1983.  Arriving off Beirut, the battleship acted a deterrent and later shelled Druze and Shiite positions in the hills overlooking the city in February 1984. Deployed to the Pacific in 1986, New Jersey led its own battle group and that September operated close to the Soviet Union during a transit of the Sea of Okhotsk.  Overhauled at Long Beach in 1987, it returned to the Far East the following year and patrolled off South Korea prior to the 1988 Summer Olympic Games.  Moving south, it visited Australia as part of that nations bicentennial celebration.  In April 1989, as New Jersey was preparing for another deployment, Iowa suffered a catastrophic explosion in one of its turrets.  This led to the suspension of live-fire exercises for all ships of the class for an extended period.  Putting to sea for its final cruise in 1989, New Jersey took part in Pacific Exercise 89 before operating in the Persian Gulf for the remainder of the year. Returning to Long Beach, New Jersey fell victim to budget cuts and was slated for decommissioning.  This occurred on February 8, 1991, and deprived it of a chance to participate in the Gulf War.  Taken to Bremerton, WA, the battleship remained in reserve until being struck from the Naval Vessel Registry in January 1995.  Through reinstated to the Naval Vessel Registry in 1996, New Jersey was struck again in 1999 prior to being moved to Camden, NJ for use as a museum ship.  The battleship is currently open to the public in this capacity.

Teaching English in Saudi Arabia Essay Example

Teaching English in Saudi Arabia Essay Example Teaching English in Saudi Arabia Essay Example Teaching English in Saudi Arabia Essay Example Nowadays, English teachers are in a high demand in Saudi Arabia. In the modern globalized world, English is the language of international communication, business and even education so English has become Saudi’s second language. The importance of English in obtaining scholarships or employment in the world countries including Saudi Arabia is growing. Consequently, employment numbers for teachers are expected to increase in the following years. Many people from different countries come to teach English in Saudi Arabia. Some of them are professionally trained and have degrees, others are members of TESOL. Many teachers from countries like the USA teach English in Saudi Arabia because they want to experience another culture. Others do it to help Saudis get a better education. On the other hand, many Saudis choose to get education in the USA and then come back to their native countries and share their knowledge. Either way, different teachers bring their own, unique perspectives a nd expectations to Saudi Arabia (Teaching English, n.d.; Sharifian, 2009; McKay, 2002; North Tripp, 2012). It is great if teachers meet the expectations of the English language learners. When it happens, more students become English speakers and receive more opportunities in life. When teachers fail, students fail, as well. This research paper is aimed at unveiling and discussing problems and solutions of teaching English as a second language in Saudi Arabia. The research is conducted by selecting and studying relevant, trustworthy, up-to-date sources like books, articles in specialized journals and reports. I chose this topic because I think there are many problems in the sphere of English language teaching both for teachers and students. Here are some examples of the problems faced by Saudi Arabian educational bodies. One is that students start learning English as a school subject from the fourth grade, whereas they need to start studying the foreign language from the first one. The other problem is curricula which are too much for teachers to cover and too much for students to handle. The third problem is that the courses need to end with evaluation instead of examination because the latter focuses simply on grades and passing the exam, whereas the former evaluates the actual knowledge of students an d their language proficiency. The list of problems goes on. After the collection of information and analysis are done, I will try to provide solutions for the problems in order to develop and enhance the practice and tradition of teaching English in the Kingdom. In order to understand what needs to be done in the sphere of English language teaching in Saudi Arabia, one must study the background information on this issue and consider the contemporary realities and problems. It would be logical to start with the environment in which teachers find themselves when they come to the country. The ways in which Saudi Arabia attracts teachers are numerous. In general, teachers are hired directly by educational entities such as universities or colleges, more often they are hired through special recruitment agencies. They are assigned to work in different locations ranging from private elementary and secondary schools to public universities. Some of the educational institutions are situated in large metropolitan areas, such as Jeddah or Riyadh, but others may be located in remote, ultra-conservative towns or even villages (Teaching English, n.d.). Naturally, the attitudes to the English language and willingness to learn it vary. The status of the English language in Saudi Arabia is ambiguous. Not so long time ago, little importance was given to learning and teaching of English in the Saudi education system. English was a compulsory subject from the seventh grade, and neither teachers nor students considered it seriously as a subject worth of studying. Instead, they thought about it as of a language to pass in the examination. During the last few years, the situation has changed dramatically. Nowadays, due to the global demand, English is one of the major subjects in the education system of Saudi Arabia compulsory from class six to the university level. The Ministry of Education of Saudi Arabia states the objectives of teaching English in the kingdom. Some of the objectives are the following: (1) to enable students to acquire basic language skills (listening, speaking, reading and writing); (2) to develop students’ awareness of the importance of English as a means of international communication; (3) to develop students’ positive attitudes towards learning the English language, and (4) to enable students to benefit linguistically from English speaking nations so that they enhance the concepts of international co-operation that would promote understanding and respect of cultural differences between nations (Rahman Alhaisoni, 2013, p. 114). However, despite this breakthrough, there are still many gaps in the process and nature of English language teaching. Some of them are the results of old habits and traditional attitudes, some exist because of the lack of new and effective approaches to teaching and studying English in the country (Rahman Alhaisoni, 2013; Smith Abouammoh, 2013). One of the problems in the process of teaching English is the results from the place into which a teacher is assigned. Very often, a collision of cultures occurs. This conflict is milder or non-existent in metropolitan areas which are more open to the Western world and its influence, whereas villages, small towns and rural areas are hotbeds of national traditions and norms. These areas accept the foreign influence more carefully and more unwillingly. In other words, some areas of the country are very conservative. Thus, teachers should be advised and aware of the cultural barriers and social and educational climate of the areas to which they are assigned. If not, a barrier may become a dead wall through which no knowledge exchange may happen (Teaching English, n.d.; Ramady, 2012). One of the most important problems is that Saudi Arabian students often have no or very little knowledge of even basic English. English is taught at schools, but the outcome is far from great. Either because school teachers are unable to give the knowledge to students in a comprehensive and easy manner, or because students lack necessary qualities, interest or attention while studying English, but the result is often a poor language proficiency (Ansari, 2012; Rahman Alhaisoni, 2013; Ramady, 2012). Another problem is bound to the problem discussed above and can be both a cause and a result of it. Unfortunately, many English teachers, both native and foreign, leave the assignment in the middle of their contract because they get disappointed with their students or with the legacy of teachers who worked with these students before them (Ansari, 2012; Rahman Alhaisoni, 2013). The next problem is the attitude towards studying English as if it is a formality. Both teachers and students can be careless about English. Students may be interested not in the language itself but in passing the exams and getting good marks. This negligent attitude makes students spend their school years with no use. Later, when they enroll to colleges or universities where they are required to study medical and computer science, engineering and other courses in English, poor language proficiency becomes a real problem (Ansari, 2012; Rahman Alhaisoni, 2013). One more problem occurs when appointing authority considers the teacher unprofessional or incompetent and fires him or her because students do not demonstrate the expected results or fail in learning or improving their linguistic knowledge. When a teacher is, indeed, poorly qualified, this decision is right. However, when the problem is not in the teacher but in his or her style of teaching, such a decision is not the right choice. Instead of firing a teacher, the authority must give him or her a chance to change the teaching style and/or methodology. Very often, a changed approach is what is needed to become a more effective teacher. Unfortunately, teachers get fired, and not many of them have a chance to stay even if they want to (Ansari, 2012; Rahman Alhaisoni, 2013). The so-called â€Å"mixed-code† teaching is one more issue. There is indecisiveness on whether the language of teaching should be Arabic or English. Scholars say that demanding from teachers and students to switch easily between the two languages is a too muchand impossible to fulfill. Many of them agree that teaching in English is a better alternative to the mixed-code. However, the debate still goes on (Smith Abouammoh, 2013). The lack of students’ exposure to the English language is also a big problem. Although there are English newspapers, TV programs, and expatriates in Saudi Arabia, students hardly have a chance to practice their English anywhere except for their language classroom. Exposure to language is important for better understanding, practice and memorizing of new words and sentence structures. The lack of exposure means less success and more difficulties for English language learners (Rahman Alhaisoni, 2013). Another issue is the outdated learning materials. The textbooks should suit the modern concept of English language teaching. The materials should be well-planned and properly graded. The books and other teaching aids, such as video and audio recordings, should focus on teaching English for specific or academic purposes. If textbooks are outdated or contain materials which are too narrow or unnecessary in the future students’ professions, the main goal of teaching English to Saudis will fail (Rahman Alhaisoni, 2013). Among the main problems faced by students in the classroom in the process of learning the second/foreign language are the following. First of all, it is the cultural barrier and various socio-cultural problems. Students’ culture is absolutely different from the culture from which foreign languages originate. Thus, a student needs to know the basics of the culture at first, and then study its language. If teachers fail to help the student on this stage, the learning of the second language can become problematic and ineffective because all further understanding can be built only if there is a basic knowledge of the culture and the language overall. Second of all, there is a problem of students’ unfamiliarity with the subject. Third of all, different style of writing from the mother tongue may become a problem and a barrier for a student. Fourth of all, there may be a pronunciation problem. Naturally, the vocal apparatus of an individual is accustomed to producing the sou nds of a well-known, native language. Thus, imitating foreign sounds may be problematic and even hurtful. However, pronunciation is a minor problem because having a poor pronunciation means simply having an accent which is overall tolerated and is not a big issue. The problem arises when an accent causes misunderstanding and does not allow an individual to express his or her thoughts clearly. Thus, a teacher of the foreign language needs to ensure that a student does not have serious flaws in pronunciation, whereas mild flows like accent can be left as they are. Last of all, students may seem passive because they have difficulty in expressing themselves in the foreign language and do not have sufficient vocabulary strengh. This problem can be solved by learning new words. The methodologies for enhancing vocabulary are numerous, and all of them can be effective if chosen wisely and in accordance with students’ skills and level of knowledge (Ansari, 2012). To conclude this sect ion, I would say that students’ problems become teachers’ problems. Thus, the main burden of teaching English to Saudi students lies on the shoulders of a teacher because â€Å"the success or failure of any method or procedure depends mainly on the effectiveness of the teacher† (Khan, 2011, p. 112). The responsibility and challenges, however, should not scare a teacher. Along with the information on the problems, the research has also provided an insight into possible solutions which a teacher can suggest. I share Ansari’s (2012) belief that, â€Å"if the teacher has a little patience and is competent and intelligent, he will handle the situation easily and achieve the goal† (p. 519). I have learnt that English can be taught effectively if it is taught with patience, hard work and with the help of methodologies which each teacher can invent on his own. These methodologies should be adapted to the needs of a particular group of students in accordance with their level of the language proficiency and the need in this language. In order to develop such a methodology, a teacher needs to first and foremost study the background of the educational institution and its students in terms of English language teaching, to study the problems and difficulties which students faced in the past and face at the moment. As soon as the problems and gaps are defined, a teacher can proceed to developing a teaching strategy which would meet the students’ needs and close these gaps. Then, a teacher can frame curriculum suitable for his or her students, select appropriate reading materials for them and create a favorable environment for learning English in the classroom. A teacher must be cooperative and patient to save his or her students from despair and depression. When a teacher locates a problem, such as a cultural barrier, which is still not overcome, he or she needs to help students by teaching some basic facts about the foreign culture and its traditions, including language traditions. If the students’ problem is unfamiliarity with the subject, classroom practice should be used to help resolve this problem, as well (Ansari, 2012). In addition to methodology, teachers have their own style of teaching. Teachers should be free to choose and adopt any style of teaching they consider beneficiary for students and convenient for themselves. When the chosen style does not wok in a particular environment, a teacher needs to change it as soon as possible or develop a new one in order to be perceived well by the students. The only mandatory requirement is that the methodology and teaching style are efficient and not outdated (Ansari, 2012). Nevertheless, it is good when models of teaching language are based on time-proved elements. The basics of teaching can be expressed in a form of a few important steps. Teachers are free to combine or add self-invented methodologies, however, the basics of the content and sequence of teaching should remain. When addressing the common problem of poor vocabulary, a teacher should encourage students to learn new words and their usage. A teacher can allow students to use foreign words in their native sentences. As far as I know, this method is proved to be very effective and simple. There are even bilingual poems where foreign words are written down into the body of the poem which is in the students’ mother tongue. By memorizing the poems, students memorize new words, and context of the poem helps them to understand the meaning of these words. If teachers are talented in this sphere, they can even write such poems on their own. A teacher must also teach students how to consult a dictionary because it only seems simple when, in fact, dictionaries are difficult to use. To be successful, students need to know the alphabet and the principle according to which words are organized in dictionaries, as well as understand various abbreviations. A teacher must teach students the parts of spee ch. It means that students must distinguish between verbs, nouns, adjectives and adverbs. Without recognizing the parts of speech, students will be unable to build or understand sentences. After that, students should be taught structural patterns to know which parts of speech should come first, second, so on and so forth. Structures and schemes can be used to simplify this process for students and make the sentence structure patterns vivid and easy to memorize. The teacher should also explain to the students how to use the words in sentences. The sentences should be short, simple and of daily usage. A teacher should not discourage students if, at the beginning, they use translation method in framing sentences, that is, if they think in their mother tongue and then translate into English. However, as soon as the basics of knowledge on the parts of speech and sentence structure are learnt, a teacher must incline students to start thinking in English or otherwise students will develop a bad habit which might prevent them from knowing and using the foreign language freely and effectively. Reading is also essential. Students should read according to their capabilities and level of knowledge starting with reading (pronouncing) letters, then words and then sentences. The same is true for writing. When studen ts are taught to listen, a teacher is the best speaker. Audio recordings are also good, but they are good only for advanced language learners because recordings may contain noises which would make it difficult for students to understand what they hear. Another problem for understanding is the fact that recordings are made by English native speakers. Hearing native and correct pronunciation is necessary, but it may be difficult for students who are not used to the foreign speech tempo, intonation and sounds. The percentage of understood words and meaning would be very low. Thus, listening should begin with a teacher and his live voice (Ansari, 2012). I would say it is ideal when a teacher can combine old but not outdated models of teaching with revolutionary and effective innovations. Currently, English language teaching methodologies focus on giving students opportunities to communicate. Teachers need to find or develop new methodologies for classroom interaction. These methods should depend on techniques which will help students enjoy English language classes. As a result, students will be motivated to learn English and will be able to develop some self learning techniques. In addition to basics and innovations, a teacher needs to make students interested. A sincere interest will motivate students, which would be the best way to learn something fast and with minor effort. Motivation will help students in setting goals for learning English and self learning techniques. Even more importantly, motivation leads to an optimistic and challenging attitude. Thus, interested students become a favorable audience for a teacher and are muc h easier to teach compared to passive students who see no use in courses they take (Ansari, 2012; Rahman Alhaisoni, 2013). There is one more thing which teachers and people who hire them forget. A teacher is a leader. Ansari says (2012), and many would agree that students look towards their teacher with hope and expectation. They see the teacher as a very competent person who can make them learn English very soon. According to a report of the Task Force on Teacher Leadership, â€Å"Teacher leadership is not about â€Å"teacher power.† Rather, it is about mobilizing the †¦ attributes of teachers to strengthen student performance at ground level and working towards real collaboration† (Leadership for student learning, 2001, p. 4). One more good idea about â€Å"teacher-leaders† can be found in Merideth (2000). The book says, â€Å"Teacher-leaders place their students’ learning as their primary goal and work within their own classrooms to improve student achievement† (Merideth, 2000, p. 3). I can conclude that a good teacher would make a good leader. Leadership qualit ies, such as intelligence, empathy, dedication, team spirit, readiness to help and ability to communicate are important for such a profession (Merideth, 2000; Leadership for Student Learning, 2001). Teachers lead their students just like presidents, kings or shaikhs lead their nations. Educational leadership is as important as political leadership. Reflecting on the conducted research, I can say that the situation with studying English in Saudi Arabia is getting better, although many issues are still unsolved. Despite this breakthrough, there are still many gaps in the process and nature of English language teaching. Some of them are results of old habits and traditional attitudes, some exist because of the lack of new and effective approaches. The main problems include collision of cultures, students having no or little knowledge of basic English, â€Å"mixed-code† teaching, teachers leaving the assignment in the middle of their contract because they get disappointed, common attitude towards teaching English as to a formality, teachers being fired unreasonably, the lack of students’ exposure to the English language outside the classroom, outdated learning materials. Luckily, all of these problems can be solved with the help of both old and new methodologies if a teacher is interested, dedicated, professional, int elligent, competent, supportive and patient. I am planning to use all the background information and pieces of advice on how to solve the problems in my future practice. I am a proponent of new and/or self-invented methodologies like bilingual poems I have mentioned earlier. I also understand that a teacher is a leader who must possess and demonstrate the best leadership qualities in the process of teaching. Thus, I will try to be a good leader for the students and the educational institution and address major problems with progressive methods combined with good old teaching models. I also know that there cannot be a single, universal approach to all classes and students. Thus, I will have to develop a more specific action plan when I am assigned to a particular educational institution because in addition to common issues, there are also different local ones. I will have to study the history of teaching foreign languages at my institution and my class and the level of the English language proficiency of the students. Only after doing this and communicating with all the students, I will be able to come up with an effective plan of teaching and choose a proper teaching style which would benefit my students and help them reach their goals.

Your 3 Step Cheat Sheet on How to Get a Job

Your 3 Step Cheat Sheet on How to Get a Job If you’ve been on the job hunt before, you know that a stellar resume and solid-gold experience are really only part of the process. Everything else hinges on how you present yourself in writing and in person. Hiring managers aren’t shy about sharing tips for job-seekers- after all, they have a huge interest in finding the best person available, and they want you to be that person. It’s a win all around when you get hired, so it’s in your best interest to take their recommendations to heart. So what do you need to know? Let’s walk through some of the most important strategies on how to get a job. . 1. Before You Apply2. The Interview3.  After the InterviewBefore You ApplyDon’t just dive in without a plan–disorganization will make both you and your job search process scattered and messy.Be focused (and realistic) in your search.If you’re looking to move up in your field, don’t apply for jobs that are a total reach for yo u, experience-wise. Make sure you’re applying for jobs that you can plausibly do with your experience level and skills. (The Muse recommends having 80% of the job requirements if you’re reaching.) If you’ve only had one three-year job out of school, applying for a CEO position because it came up in a keyword search is not going to be a productive use of anyone’s time. If a job calls for five years of experience when you have four years plus the requisite skills, that’s more reasonable. Just prepare to emphasize the skills and qualities that qualify you to do the job. Don’t apply indiscriminately for jobs in your industry and wait for something to stick.Know the job and the company.If you get stumped by a basic question like, â€Å"So what attracts you to this company?† in the interview, things are not going to go great from there. Doing some super-basic research ahead of time is the bare minimum of the prep you need to do when you app ly for a job opening. Not only can it help you form your interview talking points, but it could also set off any red flags early in the process. If you’re really interested in a marketing position at GiantCorp, but find out that you’d be marketing baby seal poison, that might not jive very well with your longtime ASPCA volunteering. It’s a waste of your time (and the hiring manager’s) if you go far down the path for a position or a company you’re really not interested in.Also know the company’s culture.If you’re looking for a company where you can wear jeans a few times a week and have a strong work-life balance, then you’re not going to be very happy if you accept a job at a place where you’re expected to wear formal business attire for your 75-hour work week. This can be tough to scope out ahead of an interview, but if you poke around the company website and check sites like Glassdoor, it can give you a glimpse into wh at it’s like to work for the company.Tailor your resume.This goes back to the first point, about not taking a one-size-fits-all approach. The recruiter or hiring manager is looking for The One, the Candidate to Rule Them All- not a vague outline of a person. Your job is to make them see how well you fit into this role, not every possible job opening. Before you apply, make sure your resume is massaged to match the job description, and you’ve played up your skills and experience accordingly.List job-specific skills on your resume, especially software.This is kind of an extension of the tailoring, but it also works even if the job description doesn’t ask for specific software proficiency. This is a quick, easy way to convey very specific information to the hiring manager. If you decide to hold out until the interview to talk about your Excel ninja skills for a job that lives and dies on spreadsheet analysis, it might already be too late, with your resume in the â €Å"nope† pile. It’s also an easy way to get past automated resume readers and keyword searches.The InterviewCongrats! You’ve made it to the next step. The prep work is done, right? Not so much. This just opens up a whole new set of expectations.Be confident- and show it.There’s always a chance that the interviewer will see past any nerves and decide that you’re supremely qualified, despite your nervous rambling or lack of eye contact. (I say this with love and respect, as a fellow introvert who has always struggled with interview confidence.) But you can’t really bet on that- you need to be as confident and clear as you can be in the interview. Practice your talking points (skills, experience) ahead of time, so that pauses can’t be misconstrued as â€Å"stalling for time† or its insidious cousin, â€Å"making stuff up.† Practice your interview handshake and eye contact, as well as your body language. And try to relax. T he stakes may feel high, but you want the interviewer to see as much of the real you (awesome professional edition) as possible.Be early(ish).The interview arrival sweet spot is 10-15 minutes ahead of your scheduled time. That gives you time to check in with someone (a receptionist, building security, etc.) and sit quietly for a minute to collect your thoughts. Being late is a no-no, but so is being too early. It’s awkward to sit around, and it’s awkward for your interviewer if he or she knows you’re just sitting around for 20 minutes while they wrap up another interview or try to get something done before your meeting. If you find you’re about to arrive at the place really early, kill time outside. If there’s a coffee place nearby, grab a small cup of your preferred beverage (maybe even a lucky scone). Catch up on headlines. Review your interview prep notes. Then, when you’re down to ten minutes ahead of game time, head into the building.Dr ess the part.Even if your pre-interview research tells you that everyone wears fashionably ripped jeans and concert tees to work at this place, dress up for your interview. Going too casual telegraphs that you don’t take this very seriously. You will never go wrong wearing with a clean, ironed, well-fitting suit for your interview.Don’t be snarky or inappropriate.Tone is super-important in your interview. You want to be approachable, and light jokes are fine- especially in the small talk phase at the beginning, or later in the congeniality competition. However, keep it light, and never make jokes at the expense of the interviewer, or the company.Don’t lie.Just don’t. Don’t exaggerate your Spanish skills on your resume, because you might walk into an interview with someone who spent three years living in Barcelona. Don’t suggest that you practically ran the place at your old job, because a quick call to someone at your old company could contr adict that right quick. It’s okay to play up skills and experiences, but always be sure you can back them up with specifics and references. If you get caught lying, that’s pretty much an automatic dealbreaker. Even if it’s a little fib, it throws your whole resume in doubt.Ask questions.If you don’t have any questions about the job, the day-to-day, or the people you’d be working with, the interviewer may get suspicious that you don’t care, or that you don’t really see yourself in the role. Up to now, it’s likely that you’ve only seen the posted job description- and those are usually bare bones at best. This is your chance to learn more about what the job is actually like, and figure out how you see yourself fitting in.RELATED:  The Best Questions to Ask During A Job InterviewAfter the InterviewYour job isn’t done when you walk out of your interview. For better or worse, you’re being judged on your post-in terview behavior–stay on your best and classiest behavior all the while.Send a thank you note.Even if the interview went terribly. Even if you said a lovely and poignant â€Å"thank you† to the interviewer as you left the room. Send the thank you note. It’s a nice touch, and lets the interviewer know that you’re still engaged and vested in this process. If you can drop a quick handwritten note in the mail, great- people appreciate that personal touch. At a bare minimum, send an email that same day.RELATED:  6 Steps to Writing a Great Thank You NoteDon’t pester anyone for a response.Whether you’re a kid or you’re a grown professional anxious to get word about your future, â€Å"Are we there yet? How about now? Okay, how about†¦now?† is not a good look. After the interview, give the company room to breathe. They might be meeting with other candidates, or going through an internal review/approval process. You won’t w in any bonus â€Å"hire me† points by checking in with HR (or the interviewer) every single day. Before you leave the interview, ask the interviewer if there’s a time frame for next steps. If that time passes and you’re anxious, you can send a brief email asking if there’s anything further they need from you. If you don’t hear back after a month, especially if your check-in email went unanswered, it’s safe to assume this just wasn’t to be.Remember: even when this job hunt feels like an impersonal process, there are always humans behind it reading your resume, and trying to get a sense of who you are. They see the good, the bad, and the ugly come across their desks when it’s time to hire someone new, and have a vested interest in making sure you fall into the â€Å"good† category and become an asset to their team. It may feel like a bit of a chore to have a checklist of actions to make yourself more appealing, but it†™s totally worth it in the long run.

Economics of immigration Research Paper Example | Topics and Well Written Essays - 750 words

Economics of immigration - Research Paper Example This paper highlights different theories on economic perspective of immigration, the causes and determinants of immigration and how it is going to affect the productivity and growth of the destination.Immigration is a prominent issue in many parts of the world nowadays. Around 3% of the world’s population lives outside their country of birth. Immigration is an economic phenomenon which is part of a process referred to as globalization. As immigrants move from their source country to their destination country in search of a better living, worthy lifestyle and deserving income, the lives of the people residing in the destination countries is often affected and taken for granted (Bodvarsson and Berg 2). In the survey of 1990s, 60% of Americans thought of immigration as a bad thing and that immigration level should be reduced. After the terrorist attack on World Trade Center in September, 2001, 58% of Americans stated that they favored reducing immigration. In 2004, 61% of America ns agreed that the government was not hard on the immigration issue. Immigration is considered a big threat in every country. In 2002, when the German government recommended hiring engineers from India to fill the vacant positions of high-tech workers, the political parties opposed it and made immigrants a major issue. They were ready to prefer children over the foreigners (Bodvarsson and Berg 5). ... However, over the past decades, the issue of immigration has become prominent. Still, even now, not only economics but also people in many countries tend to agree with the fact that there should be freedom to move from one country to other; it is a basic human right (Bodvarsson and Berg 5). Immigrants are also consumers; their arrival in the country boosts demand for all factors of production, including immigrants’ own labor. Immigrants do not give a downward effect on the wages of other nationals. A key fact to consider in this whole process is that the immigrants come with knowledge and new ideas. People are carriers of innovative ideas. This spread of ideas from one country to another is a key to economic growth and productivity in the country resulting in long-term improvements in standard of living (Bodvarsson and Berg 4). Cause of Immigration Immigrants are often attracted by higher income, better career opportunities and comfortable living conditions for their children, lower levels of tax and less discrimination. The determinants causing immigration have been divided into four categories: -There could be negative incentives that might push people to migrate. -There could be positive incentives that might pull immigrants to the destination country. -There could be positive incentives that induce people to stay at home. -There could be incentives that cause people to stay away from a foreign country. When push and pull factors are strong enough as compared to stay and stay away factors, immigration will grow as observed in the recent decades (Bodvarsson and Berg 6). Economic Argument for Free Immigration This is a big issue for any country in the world whether

Human Resource Management Research Paper Example | Topics and Well Written Essays - 1000 words

Human Resource Management - Research Paper Example Introduction Before going into the discussion regarding compensation and benefits, which is one of the most specialized parts of the human resource management, let us get a better understanding of the importance of a well-structured compensation plan in maintaining a productive workforce. A compensation plan is a set of those rewards, remuneration, and benefits, which are provided to the employees by the HR department of the company in order to increase employee productivity. Compensation plans not only help the companies retain skilled employees but also assist HR staff in recruitment processes. Obringer (n.d.) asserts, â€Å"To make your company competitive and attractive to job candidates, you have to offer an exceptional total benefits package†. The thesis statement for this paper is, â€Å"Why is it important for a company to offer a well-structured compensation plan to its employees?† Importance of Compensation Plans Compensation and benefits play an important rol e in making a company achieve increased employee productivity. A well-structured compensation plan is one of the key motivating forces behind increased productivity. If human resource department of a company offers a competitive compensation plan to the employees as a reward for their individual performances, the employees become motivated and they put their efforts to do more for their company. Employee efficiency and organizational productivity depend directly on the types of compensation that are offered to the employees by the company. It is a common fact that the employees like to work for such companies, which give value to the employees’ needs and demands by offering them attractive compensation plans. Keimig (2008) asserts, â€Å"Generous benefit packages (especially those with an emphasis on health insurance and retirement savings) tend to attract employees who are looking for long-term, stable positions†. A well-structured compensation plan needs various fact ors to be considered during development, which include type of the compensation plan, conditions for plan implementation, payment calculation method, culture of the organization, and practicalities of the compensation plan. Some of the main reasons behind the need to design and implement a well-structured compensation plan include increasing employees’ moral, ensuring internal and external equity, reducing the turnover, encouraging employees’ performance and productivity, increasing employees’ loyalty, hiring and retaining skilled staff, and making the employees satisfied with their jobs. Dalton (n.d.) states, â€Å"The employee's family can also receive benefits, should the employee die as a result of the injuries or illness sustained at the company†. Another reason for implementing an appropriate compensation plan is to succeed in today’s competitive markets. It is the 21st century and the level of competition between the companies has reached it s heights. Implementation of compensation plans play a valuable role in making the companies excels in the markets. Therefore, it is extremely important for the companies to hire and retain skilled employees in order to get competitive edge over the competitors. Why Is It Necessary To Have A Compensation Plan? It is very necessary for a company to implement a compensation plan because it increases productivity of the workforce. We can hardly find any employee who is not interested in getting higher pays and

Personal Environmental History Essay Example | Topics and Well Written Essays - 500 words - 2

Personal Environmental History - Essay Example The first memories I have of being taught about the environment revolve around maintenance of the space around me as a very young child. I was taught not about the huge implications of maintaining our ecology, but of the importance of simply respecting the immediate vicinity of where I lived. The major form this took when I was a small child was educating me about how wrong it is to litter. My mother always informed me that littering was bad for the environment, a message mirrored on the media frequently. When I was a child the television show â€Å"Captain Planet† drove this message about litter home even more, showing images of fish trapped in the webbings that hold pop cans together into six packs, and informing me how important it was for me to clip them and dispose of them safely. The media also told me to go out of my way to recycle, to pick up cans on the side of the road and take them to a processing facility, and to treat my space right. While this was a good groundin g for environmental thought, it was obviously very small scale and I think even at a young age I could have begun to understand the serious challenges facing the environment. As I grew older, the media began taking a larger role in my education on the environment. Some of the things from my late childhood that always struck home was infomercials about animals that were facing extinction because of habitat reduction and other human behaviors. I also knew about global warming and climate change, but the immediate threat to those cute and fuzzy creatures I saw on the television always seemed more important, more pressing than some general idea that the oceans may rise a few inches in my lifetime. Furthermore, these media campaigns usually asked the viewer to give money to save the wildlife they were campaigning for. This gave me the impression as a child that the problems of the environment were created by bad people burning rainforests and cutting down trees,

Hurricane Floyd Case Study Example | Topics and Well Written Essays - 1500 words

Hurricane Floyd - Case Study Example Even the with the intervention of alternative emergencies from neighboring states, there is very little improvement because the evacuation systems in situ create constraints. The evacuation needs per individual on the instance of such ruinous event, as Floyd, is overwhelming for this low personnel-to-resident magnitude relation. On the fateful day of cyclone Floyd, the routes were slim and congestions were huge. The personnel were overcome by the quantity of needs per individual when Floyd attacked. With reference to the size of the county, the response to disaster that happens at the furthest distance from the agency location might not be handled with success because of low workers range. The area of coverage per personnel is such that the reaction time remains low despite early preparations. This could be worsened by inadequate instrumentality and transport for handling this kind of emergencies. The recent rise within the instances of hurricanes, storms and tornadoes give possible indication of increase of the level greenhouse gases within the atmosphere. It is believed that increase of the quantity of global warming within the troposphere – lower atmosphere, will increase warming in high altitudes. Heat waves and droughts became extremely predictable whereas weather specialists and scientists still have confidence in noncurrent short prediction for the hurricanes, storms and tornadoes, (Herring, 2000). Emergency response agencies are ill equipped because the historical account of prevalence of the storms, hurricanes and tornadoes offers a lower chance of the events happening. Charlotte County is found on Florida’s East coast and has not experienced landfall of a major storm since cyclone Agnes in 1972, 32 years before Charley. However, recently, it was hit by two hurricanes, Dennis and Floyd, which confirms the fears over the result of worldwide

United States of America vs Ike Brown Essay Example | Topics and Well Written Essays - 1000 words

United States of America vs Ike Brown - Essay Example This essay will summarize the complaints and evidence of that the Government presented against Ike Brown, his defense, as well as comment on the strangeness of this situation, that is, of the government using the voting rights act to prosecute a black man for the violation of white voter’s and candidates rights. The fundamental complaint against Ike Brown by the United States government is that he abused his position as chair of the Democratic Committee in his county to unfairly stop white voters from participating in the primary elections when they had the right to, and unfairly persecuted white candidates who were running in those elections. Some of the governments allegations simply attempted to demonstrate that Brown had a strong bias towards white candidates – this includes statements by Brown criticizing black voters who chose to vote for white candidates, and other acts of outspoken intimidation such as naming a list of white democrats who he discouraged to vote in the election. They also accused him and the committee he chaired of many procedural violations such as mis-handling the counting of absentee ballots, and allowing campaigning within and around polling stations. They also demonstrated that the elections committee violated state policy by only having about six percent of the polling officers for the Democratic primary be white, even though twenty percent of the Democratic population was white, though with a sample size as small as polling officers and a country of only about 11,000 people, it is hardly surprising this disparity could exist. A great deal of the government’s evidence thus simply tried to show that Brown had a preference for black voters, polling officers and elections officials. But the bulk of their evidence rests on absentee balloting laws, and the Government’s assertion that Brown abused absentee balloting procedure in order to both favor black candidates and prevent white voters from participating in the electoral pr ocess, as well as manipulating assisted balloting procedures to favor black candidates. Mississippi state election law has two features that are meant to make elections more accessible: absentee balloting and assisted balloting. Both have strict controls. Absentee balloting is for people who, for some reason, are not able to be present, for instance if they are in school out of state or deployed with the armed forces, but there are strict controls on what excuses allow a person to use an absentee ballot. Assisted balloting is when someone else assists the voter in filling out their ballot, which is only allowed to be done in the case of blindness, physical disability that prevents someone from being able to vote, or demonstrable illiteracy, and who have requested assistance in filling out their ballot. The US Government provided evidence that Brown violated these procedures. The Government contends that Brown accepted and actually even pursued absentee ballots from black voters who were currently living within the county and had no reason whatsoever to vote via an absentee ballot. Furthermore, they presented witness testimony that these ballots were filled by people other than the voters (assisted balloting) despite the fact that the voter was in no way disabled or illiterate and had not requested assistance in filling out their ballot. The government contended that Brown and his associates essentially filled in absentee ballots for black people who were unlikely to vote, brought the ballot in favor of a black candidate for them to authorize, and then sent it away. In some cases they

Hurricane Floyd Case Study Example | Topics and Well Written Essays - 1500 words

Hurricane Floyd - Case Study Example Even the with the intervention of alternative emergencies from neighboring states, there is very little improvement because the evacuation systems in situ create constraints. The evacuation needs per individual on the instance of such ruinous event, as Floyd, is overwhelming for this low personnel-to-resident magnitude relation. On the fateful day of cyclone Floyd, the routes were slim and congestions were huge. The personnel were overcome by the quantity of needs per individual when Floyd attacked. With reference to the size of the county, the response to disaster that happens at the furthest distance from the agency location might not be handled with success because of low workers range. The area of coverage per personnel is such that the reaction time remains low despite early preparations. This could be worsened by inadequate instrumentality and transport for handling this kind of emergencies. The recent rise within the instances of hurricanes, storms and tornadoes give possible indication of increase of the level greenhouse gases within the atmosphere. It is believed that increase of the quantity of global warming within the troposphere – lower atmosphere, will increase warming in high altitudes. Heat waves and droughts became extremely predictable whereas weather specialists and scientists still have confidence in noncurrent short prediction for the hurricanes, storms and tornadoes, (Herring, 2000). Emergency response agencies are ill equipped because the historical account of prevalence of the storms, hurricanes and tornadoes offers a lower chance of the events happening. Charlotte County is found on Florida’s East coast and has not experienced landfall of a major storm since cyclone Agnes in 1972, 32 years before Charley. However, recently, it was hit by two hurricanes, Dennis and Floyd, which confirms the fears over the result of worldwide

Netflix and Porter's Five Forces Model Coursework

Netflix and Porter's Five Forces Model - Coursework Example The HBO subscribers are able to watch any available movie on the network at any given time. For instance, Netflix customers have the ability to order movies online at a relative lower fee of $7.99 per month (Jones and Hill 42). Supplier power in the movie rentals is also recognized to be too low. The low supplier power can be attributed to few distributors who all sell their products at the same price. The customers’ bargaining power play a crucial role in determining the pressure they put on a particular market. According to the Five Forces Model, there are threats of substitute and services and they are moderately high. Free online streaming is another source of movie rentals. Websites such as Crackle.com and Hulu.com allow their users to watch movies online free of charge. Even though this provides a free alternative, there is a switching cost for the current Netflix users. Netflix customers can stream movies to their television sets through certain video game consoles. In the process of switching to the free online streaming, customers do not incur the monthly $7.99 fee. However, this only limits them to watch the movies on an internet accessible device (Kaplan 45). The threat of new entrants is the next force. This force can similarly be recognized to be moderately high. There are only a few barriers connected to the entry into the movie rental industry. The first barrier is the need to have the legal rights that will allow the company to supply copyrighted movies to its customers. This barrier seems tricky for a company entering the industry since it will hard for the company to overcome the barrier. Use of online services is another potential barrier to entry. With the current technological advancements, it will important for a new business to include online involvement. This point greatly emphasizes the threat of new companies entering the movie rental industry. With the option of free online streaming, a new web-based company will probably

The Ravenmaster’s Secret Essay Example for Free

The Ravenmaster’s Secret Essay The Ravenmaster’s Secret is one of Woodruff’s interesting books about friendship.   As what we commonly say, true friends are known during times of troubles.   This book is but just one of the many books that showcases the story of friendship in a time of war.   The Ravenmaster’s Secret is a story about love and hate relationship and a friendship bridged over war.   In this story, the author narrated the life of a young boy named Forrest Harper who lived and grew up in the middle of the Tower of London sometime in the year 1735. In this time of trouble and as a young boy, he passed the test of friendship and courage.   Forrest has a pet raven named Tuck and at a young age, he already shows genuine care for ravens especially those who are caged.   Although Forrest lived with his family, he was lonely; and that loneliness was taken away by a friend named Rat, a local boy with whom Forrest would imagine things and scenes, and telling their fantasies.   They would sketch their stories and their fantasies and drew pictures of horses and dragons.   After which, another friend though initially presented as an enemy came.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In this tower, he met whom, the author referred to as his enemy, a young girl, Scottish and a prisoner named Maddy.   Forrest guards the tower along with his father to watch the prisoners.   Maddy is a daughter of a rebel and so he is an enemy. She was the prisoner and the young boy was his jailer.   At age eleven, both of them experienced an adventure together as they discover the tower known as a place of horrifying terror.   However, as the story progressed, they turn out to be very god friends and together they overcame terror, a horrifying challenge that could have cost their lives.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One day, a bad news arrived stating that Maddy is to be executed.   Intending to help their friend, Forrest and Rat, now named Ned devised a plan on how to free her.   Risking their lives and their loved ones as well, they pursued the plan and freed Maddy. As a young boy, this is already a huge test for Forrest who is caught between his feelings for Maddy and his desire to free him; and his allegiance to his country with whom he and his family serve. However, believing that helping Maddy is the right thing to do; he faced the challenges and the possible consequences of his actions. The story continued as the three friends fulfill their dreams together in friendship wherein Forrest became the Ravenmaster at the tower like his father.   This is the secret world of the Ravenmaster.   Ã‚  The story ended showing how the children achieved their goals realizing their fantasies (Shafer, n.d.).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The book is a very nice fictional story that cultivates creativity and has strong appeal to the imagination.   Like the characters in the book, readers are also confined to their secret, fictitious world.   I special liked the book because it is a story about friendship and how friendship can survive the test of troubles especially in the eyes of the young characters.   It is amazing how the author used the characters of Maddy, Forrest and Ned (Rat) to emphasize the fictitious part of the story. Normally children are very imaginative and fascinating fantasies that somehow have been emphasized in the story but vividly narrating a realistic lesson to the readers-friendship.   This is what the author, Elvira Woodruff achieved because although his work is basically fictitious, she never tried to romanticize the setting of the story which gave it a realistic appeal especially with the fact that the Tower of London is an important historical venue. Reference Shafer, S.   (n.d.).   That’s Cheeky!   Retrieved January 28, 2008, from http://content.scholastic.com/browse/article.jsp?id=2955

Analysis of Canadas Healthcare System

Analysis of Canadas Healthcare System INTRODUCTION Canada is a developed country located in the northern part of North America. In 1867, it became a self-governing state while retaining its tie with the British crown. When it comes to economic and technology, Canada is developing in parallel to its neighbour to the south, which is the United State of America. It is a member of the Commonwealth of Nations, with a democratic constitutional monarchy as their form of government. In the past years, Canada’s politics faces the challenges of reaching the population’s demands for quality improvement in education, social services, economic competitiveness and health care. The health care system in Canada is funded publicly and delivered on a provincial or territorial basis, within a guidelines set by the federal government (Canadian Health Care, 2007). Every Canadian citizens are provided with preventative services and medical treatments from general practitioners at the same time having access to hospitalisation, dental surgery and other medical services. However, in the past few years Canada’s Healthcare System is facing controversy because of it’s soaring costs. INCREASING COST OF UNIVERSAL HEALTH CARE IN CANADA According to a latest study (Esmail N., Palacios M., 2013), conducted by the Fraser Institute with the title â€Å"The Price of Public Health Care Insurance: 2013 Edition†, the average Canadian household now pays approximately $7,860 in taxes for health care insurance., which is 53.3% higher than of in 2003. Over the past decade the cost of healthcare in Canada doubled and is believe to exceed the $200 billion budget mark. Canada’s health care costs continue to grow at a faster rate than the government’s revenue, largely driven by spending on prescription drugs. In the last five years, however, growth rates in pharmaceutical spending have been matched by hospital spending and overtaken by physician spending, mainly due to increased provider remuneration (Marchildon G., 2013). In addition, this trend is also caused by what the health system spends on doctors, which rose by an average of 6.8 % every year. Of that value, 3.6% was caused by the increase in physician’s fees. Other driving factors for the increase in healthcare costs are population growth, aging population and increased health care demand. Consequently, this rise in Canada’s universal health care costs is said to be the reason why the government has limited ability to provide other services such as education, transportation and pension benefits. Increased health care costs will results into higher labor costs, which might cause companies to hire lesser workers, produce less output, or raise their prices. The high expenditure for health causes the budget for other government programs and priorities be restricted. EFFECT ON CANADA’S ECONOMY The abrupt rise in health care costs and insurance can affect several parts of the economy. The rise in health care costs can cause job growth to slow down because it costs companies more money to add new employees. Wage increases have also slowed for current employees, since companies must spend more money on health care premiums. The public sector includes the federal, state and municipal governments. The public sector is dealing with costs rising more than revenues. This places a high degree of examination on discretionary health care spending. Companies are faced with rising health care spending often cut other expenses, such as reducing health care benefits, requiring employees to pay a larger share of their health care benefits, or reducing wage increases. Furthermore, increasing health care costs can cause Canada’s goods and services to be less competitive in the international markets. If all other factors remain constant, the increasing health care costs will most likely be reflected in final product costs and depending on how rapidly costs rise in other countries; this may result in more expensive goods and services. IMPACT ON NATIONAL AND INTERNATIONAL HEALTH CARE POLICY The soaring cost of healthcare is a burden to a country in so many ways. For the community, this increase means that there is less money in their savings and triggering hard choices in balancing food, rent and needed care. For small companies, it will make it harder for them to add new employees, more difficult to maintain coverage for retiree and makes them not competitive globally. The effect of it in the local government is it will lead to higher medicare cost thus reducing funding on other priorities such as infrastructure, public safety and education. The government’s activities to lessen the burden of high health care cost includes funding and facilitating data gathering and research to regulating prescription drugs and public health while continuing to support the national dimensions of medicare through large funding transfers to the provinces and territories. The governments collaborate through conferences, councils and working groups comprised of ministers and deputy ministers of health. Nongovernmental organizations at both federal and provincial levels influence policy direction and the management of public health care in Canada. One of the policy is that only physicians are legally allowed to prescribe a full range of pharmaceutical therapies. However, in recent years, a number of provincial governments have changed their laws and regulations in order to permit some providers, including nurse practitioners, pharmacists and dentists, to have limited authority to prescribe pharmaceutical therapies within their respective scopes of practice. Policy makers should develop funding strategies that will contain the cost of delivering health care and providing economic stimulus to increase provincial and territorial revenues or income, while maintaining the delivery of quality healthcare services to all Canadians. POLICY INTERVENTION SOLUTIONS EDUCATION AND TRAINING In addressing the issue of expensive cost of healthcare, one of the possible solution is the population-wide health education about prevention and any other relevant information about health. The government can launch self-care programmes that would lessen the demand for consultation and hospitalisation. Self -care programmes includes the â€Å"patient as the expert† approach, home self-monitoring techniques and the use of latest gadgets and technology such as mobile phones, computers and telemedicines. In general, these self-care programmes trains and empowers the people to be involved in their own care and be able to manage their own condition. It also includes interventions that imparts knowledge and skills to the people to participate in decision making, to monitor and control the disease and the change in behaviour thus decreasing the chance of seeking expensive medical services. TAX BENEFITS AND PAYMENT TO CAREGIVER In Canada’s Economic Action Plan (CEAC, nd), the government is committed to recognised the sacrifies that many citizens exerts to take care of their children, spouses, parents and other family members with health issue. In support of this objective, Budget 2011 introduced a new Family Caregiver Tax Credit to provide tax relief to those who care for an infirm dependent relative .This initiative provides tax relief to those who care for an infirm dependent relative, including, for the first time, spouses, common-law partners and minor children. Same with direct payments from government, such as agriculture subsidies or social security benefits, tax benefits and payment are given directly to the citizen in exchange of accomplishing a desired behavior. As a result, tax credits permit individual discretion on spending rather than the government dictating spending priorities for each person. The availability of tax credits is probably most beneficial to people with lower incomes,because low income families often cannot give up a salary to provide full-time care, nor do their jobs offer flexibility that would allow them to mix caretaking and working. A tax credit for individuals is a simple concentration of funds from the whole economy onto a specific population segment, assuming the tax credit is paid for with general revenues. In this manner the government’s expenditure on universal healthcare is somewhat reduced. In addition to that, there is a lesser need for aged care facility, disability care or hospital care since caregiver can perform home care. RESPITE CARE Caring for a disabled or old family member can be challenging, potentially impacting caregivers’ health, mental health, work, social relationships, and quality of life. To alleviate caregiver stress, enable caregivers to better cope with the demands of caring for a loved one, and improve caregiver and care recipient outcomes, many interventions have been developed. A short-term break for people and their carer/support person is called Respite Support. This short-term break is usually done away from home and overnight. Respite services are equipped to meet the needs of a disabled person while away from home and their usual support, and aim to create a positive experience for the person. Carer Support enables a usual caregiver to take a break from supporting a person by providing an alternative carer. Moreover, respite care is a vital part of the overall support that families need to keep their family members with a disability or chronic illness at home. Respite care is temporary care to persons with disabilities or special health care needs, including individuals at risk of abuse or neglect, or in crisis situations. Respite care can be an effective cost-saving measure that Canada’s government can venture more. In US, there is an estimated 50 million family caregivers nationwide that provide at least $375 billion in uncompensated services —an amount almost as high as Medicare spending and more than total spending for Medicaid, including both federal and state contributions and both medical and long-term care ($311 billion in 2005) (Gibson and Hauser, 2008). BUSINESS REGULATIONS COMBINING WORK AND CAREGIVING Caregiver can be defined as a person or individual who provides care or assistance to a member of the family in their home or the care recipient’s home who has a mental or physical disability, is chronically ill, old or who is on a palliative care. Caregiving is a difficult task but family members tend to naturally take care of their love ones and resort to medical institutions when the burden is too much. These caregivers might find it hard to balance their work and their family obligation. The government can addressed this issue by mandating businesses to allow employees to take medical leave to take care of a disabled or sick relatives. After the medical leave, the employee should be restored of the original job or to an equivalent job. By doing this business regulations, there is less demand for health services, nursing homes, disability services thus helping the government saved the cost for healthcare. REFERENCES Canadian Health Care (2007), Introduction. Retrieved from:  http://www.canadian-healthcare.org/ Esmail N., Palacios M., (2013), The Price of Public Health Care Insurance: 2013 Edition, Fraser Institute. Marchildon G. (2013), Health Systems in Transition: Canada Health System Review, University of Regina, Canada. CEAC, (n.d.), Family Caregiver Tax Credit: Canada’s Economic Action Plan, Retrieved from:  http://actionplan.gc.ca/en/initiative/family-caregiver-tax-credit Gibson, Hauser (2008), Valuing the Invaluable: A new look at the economic value of family-caregiving, Public Policy Institute, Washington. Analysis of Canadas Healthcare System Analysis of Canadas Healthcare System Canadian Health Care Canada is regarded as having one of the best health care services systems in the world. All Canadians residents are eligible to health care irrespective of income and health. However, like any benefit, there are a few exceptions that are governed in the policies of the provincial or federal governments. Although this system benefits Canadians immensely, there are still some people debating that by privatizing health care, better health care services would be available. However, another aspect of this is that the premium health care services would be only be affordable by the wealthy. The Canada Health Act was passed in 1984 by the parliament. This act established its principles on 5 main criteria: 1. Accessibility: all insured Canadians should have reasonable access to all health care services, as well as all health care providers must be equally compensated for the services provided. 2. Portability: any insured Canadian that moves to a different province is permitted to health care coverage for a territorial determined waiting period. 3. Universality: all Canadians insured by the Canada Health Act are eligible to equal levels of health care. 4. Public administration: all of the administration of health services needs to be done on a non-profit basis by a public authority. 5. Comprehensiveness: all health care services determined by the provinces require to be insured. The province and territories manage and provide the required health insurance to all its residents. In order to be eligible for health care benefits, the residents need to apply for a provincial health card. Once, the health card is issued, the individual is eligible to receive free health care for all necessary health services as listed by the province they reside in. There is a maximum waiting period of 3 months in being able to receive health care, for new residents. Some provinces provide additional health care services in addition to what is listed in the Canadian Health Care Act; however they are not required to provide any additional services than what is stated in the Act. For any additional health care service, like dental or optometry, people usually get private insurance, or employers give additional insurance to their employees. Health care funding is provided by both provincial and federal taxation from both individual and corporate income taxes. Additional financing is also obtained from sales taxes and proceeds from the lottery. Additional funds are delivered to the provinces by the federal government through the Canadian Health and Social Transfer. The funds are paid by cash contributions and tax transfer and to the provinces. The Canadian Health and Social Transfer is a transfer of funds from the federal government to the provinces for post-secondary education, health care, and social assistance. The provincial governments are not required to show the use of the transfer income; therefore the percentage used for health care is unknown. Although provinces may choose to spend this transfer as they choose, they have to follow the Canadian Health Act and they cannot impose any residency restrictions for the social assistance.   If these two conditions are not met the cash transfer to the provinces can be reduced. The Canadian Health and Social Transfer is distributed to the provinces at an equal per capita entitlement, but the cash transfer, which is dependent on the conditions set by the federal government, will vary across provinces. In order to receive an equal average of entitlements, provinces that have higher earnings will get more tax transfers, whereas the other provinces will receive more cash transfers. Critics of the health care system state that there should be a record of the federal governments contribution towards health care. Recommended solutions to this are to either separate the Canadian Health and Social Transfer into three separate parts, showing amounts for health, post-secondary education and social assistance or to separate the health care portion from the latter two portions. Since 1984, there have been numerous changes to the Canada Health Act, and it will continue to evolve as the requirements of the society change along with the advancements in the world of medicine. Regardless of what number of commentators has to say about the health care system, it is still viewed as the most successful and valuable health care systems of the modern era. Bibliography The Canada Health and Social Transfer. (2000). Retrieved from http://www.lop.parl.gc.ca/Content/LOP/ResearchPublications/tips/tip55-e.htm Canadian Health Care: Health Care and Politics. (2007). Retrieved from http://www.canadian-healthcare.org/page10.html Canadian Health Care: Canada Health Act. (2007). Retrieved from http://www.canadian-healthcare.org/page2.html Canadas Health Care System. (2012). Retrieved from http://www.hc-sc.gc.ca/hcs-sss/pubs/system-regime/2011-hcs-sss/index-eng.php Canadas health care system. (2016). Retrieved from http://healthycanadians.gc.ca/health-system-systeme-sante/system-systeme/about-apropos-eng.php