Saudi Student Organization; Objectives Free Essays

Much the same as some other associations for global understudies in the college, we expected to give family situated condition to our individuals. We are really welcoming other Saudi understudies along these lines to engage with â€Å"The Saudi Student Organization at USI†, as we immovably accept that our regular culture and social direction will assist us with working all the more adequately as family and association. This association will speak to Saudi culture, human advancement and history and connection them to other USI understudies of whatever nationality. We will compose a custom article test on Saudi Student Organization; Objectives or then again any comparative theme just for you Request Now Moreover, this association will help reinforce the social obligations of Saudi understudies as we will rethink the regular misguided judgments about us. Fundamentally one of its goals is to expand the members’ understanding towards Saudi and Middle Eastern societies and to furnish them with better comprehension with American culture also. Along these lines, Arabic understudies will have the option to adapt and acclimate to the American culture simpler and quicker. Since, we are envisioning an expanding number of understudies from Saudi Arabia; we are likewise planning to build the quantity of our individuals in SSO. Without a doubt, this association will react viably to the members’ exceptional requirements and to guarantee smooth and positive mix and connection between different understudies in the grounds. The Saudi Student Organization will give numerous chances to understudies from Saudi Arabia and such to share the magnificence and validness of their way of life and custom and in this way captivating in significant and instructive discoursed with American understudies and others. Evidently, the primary goal of this is to increment common comprehension among people inside the grounds. Moreover, to be associated with this association will give the Arabic understudies chances to keep satisfying and rehearsing their convention and religion inside their co Arabic individuals who share similar convictions. Along these lines, there will never be a feeling of separation in this association since each part can generally discover a person or thing to identify with. They can generally amass refreshes towards their way of life inside the association and can share thoughts and musings on the best way to reaffirm their personality in an outside nation like United States. In the mean time, SSO will likewise speak to and address the worries of its individuals in the organization. Accordingly, SSO ensures its individuals that they generally have a voice through their care group. New individuals, that are the individuals who just originated from their nation of beginning, will be ensured that they will gain enough direction through SSO about the college in general; its way of life, patterns, scholarly example and feeling of network. Moreover, individuals will be presented too to different exercises of the college inside and outside. Along these lines, they can augment their encounters towards various culture and individuals and subsequently they will have progressively opportunity to broaden their interpersonal organization, learning and astuteness. Clearly SSO will ensure its individuals that learning won't stop inside the repression of the four corners of the study hall yet rather SSO will guarantee them that we will give them free learning exercises and encounters. These goals will make the individuals progressively open minded and adaptable in a general public where there is a clear decent variety of culture and diverse arrangement of conviction framework. Beside the previously mentioned targets, SSO will likewise assist its individuals with developing their initiative aptitudes and confidence and to investigate their true abilities. This will be valuable for the utilization of their calling later on. Strikingly, joining SSO will be a decent and insightful speculation for future undertakings. Individuals will likewise be presented to various types of encounters that will even give them numerous chances to help individuals through sharing and fellowship. Later on, they will become lenient and adaptable people who are set up to confront various types of conditions. All through these targets, SSO decisively urge its individuals to be all around serious to guarantee achievement substantially as well as socially, profoundly and mentally. We are consequently promising our co Saudi understudies to join Saudi Student Organization (SSO) as we need you to encounter the satisfaction of our objectives and destinations. Step by step instructions to refer to Saudi Student Organization; Objectives, Essays

Satire in the Great Gatsby

Is Fitzgerald composing a romantic tale that shows the American goals, or is it a parody that remarks on the American culture in the thundering twenties? The epic The Great Gatsby is a parody type novel that remarks on the American culture during the thundering twenties.This is appeared through the complexity of The Valley of Ashes and Gatsby’s parties, Gatsby himself, and Myrtle and George Wilson. Through these characters and places, Fitzgerald appears through parody, how the American dream isn’t genuine any longer and how it is currently supplanted with indecent exercises and actions.The American dream has been supplanted with avarice and the quest for cash as opposed to satisfaction. The valley of Ashes speaks to neediness and sadness. This area shows how the American dream has been distorted into something extremely dim and sinister.This is the craving of riches at any expense and the perfect that cash will fulfill you. â€Å"This is a valley of cinders an awesome ranch where remains develop like wheat into edges and slopes and abnormal nurseries; where remains take the types of houses and smokestacks and rising smoke†¦Ã¢â‚¬  (Pg. 26). this statement shows the effects of the cutting edge materialistic culture of New York.Everyone needs to be the rich yet the poor endure a great deal due to the side-effect of the free enterprise society. The side-effect in this novel is the cinders. This shows how individuals toss out respect for different people for the interest to be rich (This is very immoral).This is accepted to be the American dream. Then again you host McArthur 2 Extravagant gatherings at the Gatsby house just to intrigue a young lady. This is a sharp logical inconsistency which fits into Fitzgerald’s endeavor to utilize parody to demonstrate the point that the American Dream is no more. Gatsby himself is the wagers case of the pervetd new American dream. Gatsby gets his cash through bootlegging.He does what each he can to g et rich and what got him rich was illicit and unethical exercises. â€Å"You’re one of the bundle that spends time with Mayor Wolfshiem-that much I happen to know. I’ve frantic a little examination concerning your undertakings and convey it further tomorrow† (Pg. 104).This statement shows Tom blaming Gatsby for being a peddler. Gatsby gets rich just to get Daisy. The parody demonstrated is that regardless of how much cash Gatsby has he is perpetually discontent and all he needs is Daisy however Daisy won't care for him except if he is rich. This shows how the main thing Americans care about is cash and how the American dream is no longer.Myrtle and George Wilson are the less fortunate characters in the book however both need the fantasy about being extremely rich. Myrtle attempts to accomplish this by engaging in extramarital relations with Tom who is rich. She undermines George and she winds up getting hit by a vehicle driven by Daisy.This occasion shows that i t is highly unlikely of getting away from the Valley of Ashes. George is a dedicated man and simply needs to get some cash and appear to be rich. He attempts to purchase Tom’s vehicle to make sure he can have an extremely great vehicle. George represents that in present day America, you won't prevail with regards to getting rich and accomplishing the bogus American fantasy about being rich and happy.George winds up ending it all which encourages the perfect that you won't get out the valley of remains. This is another type of parody attempting to encourage individuals to not go with moral rot and rather live a glad non-shameless life.McArthur 3 The tale The Great Gatsby utilizes Satire to show that the American dream is dead during the thundering twenties. Fitzgerald does this through the Valley of Ashes, Gatsby’s parties, Gatsby himself, Myrtle and George Wilson. The American dream has been supplanted with ravenousness and the quest for cash as opposed to satisfaction .

Meet Our Latest OppU Achiever!

Meet Our Latest OppU Achiever! Meet Our Latest OppU Achiever! Meet Our Latest OppU Achiever!Name:  Laura BrasseauxSchool:  South Louisiana Community CollegeConcentration:  Clinical Laboratory TechnicianDegree:  Associate of Applied ScienceExpected Graduation Date:  Spring 2019Cue the drumroll, because we’re thrilled to announce the latest recipient of the OppU Achievers Scholarship: Laura Brasseaux! Laura attends South Louisiana Community College (@southlacc) and is studying to become a clinical lab technician. When she graduates in 2019, she’ll be the first in her family to receive an undergraduate degree.The OppU Achievers Scholarship recognizes hard work and demonstrated achievement, two things that Laura knows a lot about. To put herself through school, she wakes up at 3:30 in the morning to get to her job at 4:00. After that, she heads to class so she can be in her seat by 9:00.OppLoans believes in the power of individuals to create opportunity for themselves and others. We award the OppU Achievers Scholarship four times a year, provid ing a total of $10,000 for education expenses. (Interested in applying? Submit an essay here!) We also know that financial literacy is critical to success, so we built OppU, which offers free, standards-aligned courses that cover topics such as spending, budgeting, credit, and debt.Want to know what makes Laura an Achiever? Here’s what she had to say.OppLoans: What challenges have you faced as a first-generation college student?Laura: The most difficult aspect of being a first-generation college student for me has mainly been a knowledge gap. I do not have the advantage of having someone to guide me through effective time management or study practices, or someone to inform me about what to expect in regards to socializing on campus or how to make connections that can be utilized later on in my professional career.OppLoans: How have you overcome these challenges?Laura: Being required to take a first-semester experience course (and taking the assignments seriously) helped me become aware of the many resources available to me on campus. (In fact, it is how I found and applied for this scholarship!) I have decided that I have to be willing to step outside of my comfort zone and reach out to faculty and other students on campus. I took part in a student leadership conference this April that South Louisiana Community College hosted. Through the course of the day, I attended workshops, some of  which included presentations about networking, and how to plan for my academic and professional careers in the long term. Through my refusal to sit on the sidelines for my college experience, I have already opened up avenues to participate in campus organizations next semester. In the process, I realized that the faculty truly wants me to succeed, but ultimately, it is up to me to seek out the resources they have made available.OppLoans: How did you learn to be financially responsible?Laura:  Growing up and living  below the poverty line made it easier in one sense, since I never felt the need to compete with anyone materialistically. This means that most of the debt that I carry is due to school and credit cards that were used during a short period of unemployment last year. At the same time, this has fueled me to escape the cycle of poverty that my family has been trapped in for multiple generations. Any financial literacy that I have gained, I picked up through online research and from bits and pieces of advice from friends concerning building and maintaining good credit. I decided to enroll  in a “Fundamentals of Finance” course next semester just to expand my knowledge so that when I have earned my degree, I will be more financially literate and better able to manage the greater income that will come with having a degree.OppLoans:  In what ways have you been financially responsible in school?Laura: First and foremost, attending a community college will greatly minimize the amount of debt I will be taking on while I earn my degree. I am fortun ate that I qualify for the Pell Grant and federal loans. I have been able to avoid taking out any private loans that require me to begin paying them back immediately, but I do make it a point to put a small amount of money towards my federal loans every month in order to minimize the amount of interest that I will be required to pay on them once I graduate. I also applied for multiple scholarships and I have roommates in order to relieve the burden of living expenses.  I avoid using my credit cards unless it is necessary, and I am sure to make at least the minimum payment each month so as not to incur additional charges. At the beginning of the semester, I split up the total amount of money I receive  from loans and grants into a monthly sum, and then I dedicate an amount to each expense that I am responsible for; any extra money I have gets tucked away for time in between semesters, and I pick up seasonal jobs to have extra income. I am also using the skills I acquired from an Exce l spreadsheets course I took during the spring semester to plot out a budget using the tools and templates available in the program. This helps me visualize my budget and I can actually see where my money is going; from there, I can tweak my budget.OppLoans: How do you plan to use your degree after you graduate?Laura: After earning my Associate of Applied Science degree, I hope to attend Louisiana State University  to pursue a bachelors degree in clinical laboratory sciences with a focus in oncology. I have lost multiple family members to various forms of cancer, and I  would love to work as a research scientist studying cancer and how it affects our bodies.Congratulations, Laura! OppLoans wishes you continued success at South Louisiana Community College!Visit OppLoans on YouTube | Facebook | Twitter | LinkedIN

Current Product Is Care At The Affordable Care - 1486 Words

1. Current Product My product is care to those in need. My customers will be people in need of medical attention but their condition is not so severe that they require emergency medical attention. Essentially, the goal of my product is to provide patients with the highest possible quality care at the most affordable price and scheduled around their busy lives. I have grouped all of my different treatment options down into five categories. First, are new patients. Since I will be a new business with no established cliental, all patients will first be new patients. I plan to charge each new patient $155 per visit with the cost of goods per patient being $15. Although I am charging each new patient $155, they themselves will not pay the†¦show more content†¦My prices have been set through considerable research. I called my competitors, spoke with my sister who is a nurse, and researched insurance policies. 2. Proprietary Technology/ Intellectual Property Proprietary technology is a tool or system that is the property of a business and provides some sort of benefit or advantage to the owner. Midwest Urgent Care is not an innovative company trying to reinvent the wheel. We are simply trying to offer compassionate service, at an affordable price, whenever our customers need it. In order for me to achieve my goals at Midwest Urgent Care, I will have to maintain constant organization. Through my extensive exploration, I have found the best way to maintain organization is through the Cerner Acute Care Electronic Medical Record System. This EMR system includes a detailed scheduling dashboard where my staff and I can see information about an appointment, such as who is checked in, the patient’s reason for the appointment, medical history, lab results, and current drug list. Patients also have access to this portal so they are able to see their lab or test results at their convenience. Cerner uses a third party to integrate securely wi th 95% of all pharmacies nationwide. This means medication prescriptions can be filled quickly at the pharmacy of the patient’s choice. The software also connects with labs so I will be able to securely send orders and receive resultsShow MoreRelatedCAVINKARE PRIVATE LIMITED CASE STUY1384 Words   |  6 Pagesa wide range of consumer products. Cavinkare has its businesses in personal care, soaps and detergents, food products etc. Cavinkare products in the market are Business Products Skin care Fairever Fairness cream Nyle Herbal cold cream Nyle Moisturising Lotion Hair Care Chik Shampoo Nyle Herbal Shampoo Meera Shampoo/Meera Herbal Powder/Meera Hair oil Karthika Shampoo Personal care Spinz perfume Spinz deodorants Spinz Talc Meera Herbal Soap Food Products Chinni Garden Namkeens Read MoreThe Most Current Impact Of Health Care930 Words   |  4 Pages The most current report of healthcare spending is in the year 2015. 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Lorraine Kennedy - Free Essay Example

Sample details Pages: 16 Words: 4933 Downloads: 7 Date added: 2019/05/16 Category Politics Essay Level High school Tags: John F Kennedy Essay Did you like this example? Are systematic synthetic phonics the most effective method to teach a child to read within the early years foundation stage. According to Nick Gibb (2017, p.1) â€Å"Teaching children to read is the key to unlocking human potential. It is the cornerstone of education.† Jim Rose (2006), has stated reading fluency is the ability to identify written words quickly, accurately and effortlessly. Additionally, children who have a love of reading, will gain essential skills that leads to them accessing necessary information through to adulthood. Don’t waste time! Our writers will create an original "Lorraine Kennedy" essay for you Create order The more children read, the easier it becomes to decode words phonetically, which in turns contributes to them mastering reading through automatic recognition (Rose, 2006). As part of synthetic systematic phonics, children are taught a range of skills to help them recognise a word or letter then verbally repeat it (gov.uk, 1997-2011). However, there appears to be some varying analogies from theorists regarding the way a child reads. Kathleen Rustle (2015) has emphasised effective reading skills can only be achieved through contentious intervention, instruction and practice. Whereas, Kenn Apel, Elizabeth Wilson-Fowler, Danielle Brimo and Nancy Perrin, (2012) have included orthographic awareness which is an essential skill and contributes to word reading proficiency. Additionally, Apel et al (2012) believe that the spelling of words comes from the knowledge of associating different letters with sounds contributes to a child learning a word. Furthermore, Robbins and Ehri (1994) believe there are four ways in which a child learns to read; sight reading, phonological recoding, analysing sight words and contextual guessing (cited in Jeffrey Walczyk, 2007). Whereas, Jay Samuels and Richard Flor (1997) and Charles Perfetti (1999) have suggested that a persons reading ability derives from both automaticity and verbal efficiency. This is often referred to as whole-word reading which requires reading a range of words on si ght (Marilyn Adams, 1998). Although some analogies, the combined theories seemingly link to phonic instruction within reading. Within the early years foundation stage (EYFS), children are often taught to read using systematic synthetic phonics via a range of suggested programmes such as; Read, Write, Inc1 See https://www.ruthmiskin.com/en/ for additional information regarding this phonics programme. ; Letters and Sounds2 See https://www.letters-and-sounds.com/ for additional information regarding this phonics programme. and Jolly Phonics3 See https://www.jollylearning.co.uk/ for additional information regarding this phonics programme. (gov.uk, 2018). Rose (2006) recommends children should be introduced to systematic synthetic phonics at the age of four which is when they move from nursery into reception. However, he has acknowledged that for some children this may be too young due to accompanying issues such as; speech and language issues; children who have English as an additional language and other special educational needs and disabilities (SEND). Therefore, practitioners are instructed to use their profe ssional judgement and introduce children to phonics when they will benefit the individual child. Although phonics were not always widely favoured as a prime skill, Henrietta Dombey (2006), has argued the implementation of several components, such as phonics can contribute to a child becoming a fluent and confident reader. Furthermore, the implementation of phonemes and graphemes, which are part of phonics also support a child’s reading ability (literacy trust.org, 2016). Moreover, early research conducted by Jeanne Chall (1996), concluded that the implementation of phonics is more effective than whole-word methods when teaching a child to read due to variation in the deliverance (cited in Isabel Beck and Mark Beck, 2013). Chall (1996) discovered that whole-word methods were successful in early years, however, once they begin to move into key stage one (age 5 7), they begin to fall behind due to the inability to sound and blend words. There has been some scepticism regarding phonics mainly due to the use of ‘nonsense words,’ ‘grotty graphemes’ and pseudo-words (Patrick Goff, 2003). However, Goff (2003) states that although pseudo-words are not real words, they are spelt in predictable ways and therefore should not pose any real problems. Furthermore, Chall (1996) argues that the correct teaching of systematic synthetic phonics, allows children to fully deconstruct pseudo-words from correct words and is a skill children need to have. Additionally, Keith Stanovich (2000), Roland Good and Ruth Kaminski (2002), and Dombey (2006) also believe that children who have the ability to decode pseudo-words become proficient readers and is an important part of learning to read. On the contrary, John Hodgson et al (2013) and Andrew Davies (2014) have suggested phonics has attracted criticism due to the inclusion of pseudo-words which have no referential meaning and often confuse children, especially th eir spellings. in 2012, a study conducted by UK Literacy Association (UKLA) reported that introducing children to words that do not make sense contributes to the confusion and often the misspelling of words. In the same year, the government at the time introduced a phonics screening test with a range of pseudo-words. Therefore, implying they believe children need to have the ability to decipher the difference between nonsense words and real words. Part of the phonics screening test requires children to be able to read a mixture of pseudo-words and real words (gov.uk, 2018). However, Carole Torgesson (2000), Stephanie Otaiba and Douglas Fuchs (2006), have reported that there are between 30-50 per cent of children who fail to respond to traditional intervention of phonics, specifically children who have dyslexia. According to the NHS (2018), someone with dyslexia may confuse the ordering of words, place letters around the wrong way and find it hard to carry out a sequence of directions. However, within the phonics test there are allowances for children who have additional needs. Arguably, children with dyslexia are not always diagnosed at an early age as there are several processes that that need to be completed first (NHS, 2018). Furthermore, it is only when a child has formally had a diagnosis that allowances will be made by the testing authority (gov.uk, 2018). Additionally a formal education health care plan (EHCP) will need to be in place as evidence (NHS, 2018). Although Goff (2003) and Chall (1998) have implied that pseudo-words are written in a predictable way and make for proficient readers. Evidence provided by the NHS (2018), Davies (2014), Hodgson et al (2013) and the UKLA (2012), all imply that both real words and pseudo-words are commonly difficult for children with dyslexia. Thus, the screening test may be placing children with dyslexia at a disadvantage, which may also contribute to them not becoming fluent readers. Despite Chall’s (1996) findings being robust, it took several years before her theory regarding the use of phonics was implemented fully. Interestingly, she did not recommend the use of nonsense words and nor did the government at the time. To support Chall’s (1996) research, an independent report conducted by the national reading panel (NRP, 2000) defined phonics as an instruction strategy that teaches letters and sound associations which is then transferred though a child’s spelling and reading of words. Likewise, the Clackmannanshire4 Data produced within this 7 year longitudinal study can be located online at: https://www2.gov.scot/Resource/Doc/36496/0023582.pdf. report which was conducted by Rhona Johnston and Joyce Watson (2004) and the Rose5 Further information regarding the Rose report can be located online at: https://www2.gov.scot/Resource/Doc/36496/0023582.pdf (2006) report considered the conceptual coherence of the use of systematic synthetic phonics stating, â€Å"it teaches children directly what they need to know† (Rose, 2006, Para.47). Furthermore, Rose’s (2006) meta-analysis showed that children learn to read through the manipulation of sounds not by whole-word reading, although it can aid in their ability to read (ibid). Thus, the research from NRP (2000), Johnston and Watson (2004) and Rose (2006) adds substance to Chall’s (1996) early findings of how phonics impact positively on a child’s reading. For the past decade, I have been involved in the observation of Read, Write, Inc, Jolly Phonics and participating in the deliverance of Letters and Sounds in a range of primary schools within the North East of England. Now, as a trainee teacher, the teaching of systematic synthetic phonics will be something I encounter throughout my career. Although I have some experience of phonics my knowledge as to why there were introduced was limited. Due to my own experience of learning in the eighties through whole-word reading, I was unsure of how the implementation of systematic synthetic phonics contributes to reading in children. Adams (1998) has implied that almost all public schools were using the whole word, look say and meaning first approach, with phonics used less frequently. Therefore, to be able to provide the children with the best start with their reading, I need to have a clear mindset on why using systematic synthetic phonics is the preferred way of teaching children to read fl uently. In order to examine systematic synthetic phonics further this study will explore some of the historical events which led to systematic synthetic phonics being introduced. Additionally, I will include key references from other parts of the world to add clarity to my findings. Further consideration of reading assessments will be discussed and why they are important and how the data produced may be used in the teaching phonics to children. There will be a focus on the independent report by Jim Rose (2006) and the Clackmannanshire report by Johnston and Watson (2004). Thus, the main enquiries of this study are: Does instruction in phonemic awareness improve reading achievement? Are assessments for learning in reading necessary? Do some phonics programmes work better than another? Are collaborative relationships between teachers and parents important? In 1997 the national literacy strategy was launched, then introduced in September 1998. The strategy was devised due to very little impact being made on raising standards within literacy compared to other countries (gov.uk, 1997-2011). Prior to 1998, the teaching of reading in many classrooms consisted of children being read to by the teacher or independent reading. This type of reading was present in schools in the eighties and nineties and was often referred to as whole-word reading (Adams, 1998). Phonics were being used as part of the national curriculum (NC), but there were no written requirements or specific guidelines on how they needed to be taught and reading results were often below age-related expectations (gov.uk, 1998). Although phonics were part of the NC they were frowned upon by many schools as there was no real evidence to suggest they secured a child’s reading (gov.uk 1997-2011). Moreover, there were no written requirements or specific guidelines on how they n eeded to be taught and reading results were often below age related expectations (gov.uk, 1997-2011). Furthermore, Adams (1998) stated the teaching of phonics were being used minimally as there was no real evidence to suggest it would benefit or contribute to a child’s reading ability. As a result of teachers within primary not promoting or using phonics effectively, the government sought a way of making changes to help raise the standards (Rose, 2006). The Clackmannanshire 7-year longitudinal study by Johnston and Watson (2004), paved the way for Rose (2006) to conduct his own year long study. Rose (2006) drew upon the evidence produced as a way of gaining clarity on why phonics are key to children reading and how they should be best used. Within the report, recommendations from Rose (2006) stated that phonics were an integral part of a child’s reading and specifically systematic synthetic phonics. Previous recommendations within the NC advised schools to use analytic phonics, however the teaching and learning was slow and drawn out, which led to poor reading results. Data collected at the time indicated prior to 1997 the use of analytic phonics amounted to only 65 per cent of children achieved in reading. However, by 2005, nearly 80 per cent were achieving as a result of effective systematic synthetic phonic programs being used. Although there was a 15 per cent increase in reading outcomes, the government at the time, advised that there was still some work to be done in the raising of standards in reading across all ages (gov.uk. 2005). Assessment of reading in in the late eighties and mid nineties in key stage 1 and 2 was monitored by a childs book choice and the progression onto a different series such as the Biff, Chip and Kipper series (oxfordowl.co.uk, 2018), and the Peter and Jane reading books (penguin.co.uk, 2018). For a child to progress in any are of their learning, assessment for learning (AFL) needs to take place (gov.uk, 1997-2011). The national strategy (1997), addressed issues surrounding assessment being limited, stating formative assessment concerns the actions we take to change the way we work with a child. Therefore, the use of formative assessment contributes to a child’s motivation and progress as they understood what they need to do to improve upon within their learning (gov.uk,1997-2011, p:10). Early recommendations made by Dylan Wiliam and Paul Black (1998) and more recently by Bosanquet et al (2016), have all implied that learning is interactive and the teacher needs to adapt the learning environment to meet the needs of the children. Likewise, Lev Vygotsky (1978:p86 cited in Bosanquet et al, 2016) suggests that support and interaction can help children quickly learn and progress at a rapid speed. As part of the recommendations within Johnston and Watson’s (2004) Clackmannanshire report and Rose’s report (2006), it was a recommendation that children should be assessed to gain a starting point of where they were at in terms of phonetic knowledge and reading ability. From the assessment results, Rose (2006) suggested children’s learning would be enhanced as programmes would be differentiated to meet their individual needs. Similarly, children within Finland and Denmark are assessed on their abilities to help with their individual learning then groupings are identified (OFSTED, 2003). Therefore, in order for children to gain secure subject knowledge the implicit use of differentiation is paramount as they will be given the unique support required to help them become fluent readers. The explicit teaching of phonics was not part of my primary teaching. However, from an early age I was encouraged to blend words I found difficult from both teachers and parents. Dominic Wyse and Morag Styles (2007) reported, that the way in which I was taught to read was known solely as whole-word reading. This involved an element off reading words through analysis, arguably similar to blending in phonics. What is interesting about all these books is they all use analytic phonics to help teach children to read, each one having common words that were repeated and grown throughout each sub-level. However, as Adams (1998) has suggested, if schools at the time were not convinced phonics were effective, Adams (1998) informs us that by engaging schools, they may begin to rethink their role and the value of phonics within their engagement of reading. Within schools, unless phonics is implemented correctly, the reading ability may not be as good as those schools who follow programmes such a s Letters and Sounds, Read, Write Inc or Jolly Phonics. Recent reports have stated that teachers are overwhelmingly positive about phonics and their contribution to early reading development from an early age (Walker et al, 2013). Furthermore, data collected in a report by Walker et al (2013), found 89 per cent of respondents felt that systematic synthetic phonics played a valuable part within a learning environment. However, they do not believe that following one phonic programme is enough, but a combination of different methods are required for a childs development in phonics and reading (ibid). OFSTED (2010) supports the variety within the teaching of phonics and have acknowledged the importance of using complementary strategies to help children become fluent readers. Additionally, Rose (2006) and Foorman et al (2015) reinforces the use of a combination of methods and recommends the implementation from other programs can help to develop a child’s reading fluency. Thus, tea chers should have open access to a range of programmes to secure a child’s reading. As a parent myself I often question the importance of having phonetic awareness. In early 2000 when my child entered primary school, I had no prior knowledge of phonics and I often felt a little confused as to how I should be teaching my child to read. Wendy Jolliff et al (2015) have suggested parents still see the phonic processes as alien and do not support their children in their home because they have no prior education in this way of learning to read. Sui-Chu and Willms, (1996) have implied that parental involvement is an essential part of enhancing a child’s education, as they can see the links between home, school and the processes that are in place. Furthermore, adding integral reading at home supports the childrens development and understanding within their reading. Additionally, Paula Bosanquet, et al, (2016), have also advised that children who read at home and are introduced to text from an early age find reading easier. In turn they can read fluently at an earlier age in comparison to those children who do not read at home. To help eradicate the fears many parents have regarding systematic synthetic phonics, all schools should offer a range of support mechanisms to help alleviate their concerns (Gater and Yates, 2011). Furthermore, if the support is given to support parents with learning and understanding phonics, they may feel confident and encourage more reading at home from their children. To concur, Sui-Chu, Willms (1996) and Gater and Yates (2011) have advised that without parental involvement with the teaching of phonics, then a child will not make significant progress. Therefore, offering and encouraging parents to attend training in systematic synthetic phonics, may contribute to all children reading fluently. The recommendation of reading is only upon children having the ability to blend words using their phonetic ability (gov.uk, 2013). The development of Letters and Sounds by the department for education and skills (DfES, 2007) aimed to help prepare children for learning to read by developing their phonetic knowledge (Rose, 2006). Although, the DfE (2007) provided a comprehensive planning document with resources, the only formal training provided was by the local authority or self-generated training which led to schools delivering systematic synthetic phonics their own way. Diane McGuinness (1997) has supported the need for training, suggesting that for a teacher to be confident in delivering a new national curriculum, then there needs to be enough support put in place so that they feel comfortable in the delivery and confident in the approach used. Furthermore, there needs to be money available to support schools with the implementation of a range of programs McGuinness (1997). Therefo re, if teachers are given the support and funding required to teach phonics effectively there may be an increase the reading abilities of their children. To help reduce the attainment gap the DfE (2018) have committed to improving reading and phonics attainment by increasing government funding to help schools invest in a phincs programme up until 2020. However, this has been allocated to only 108 priority schools to raise life chances for every child (Ruth Miskin, 2018). Data collected in 2013 cited that the most popular commercial provider was Read, Write, Ink. The commercially produced program Read, Write, Ink requires you to follow a set sequence which helps children to develop their phonetic knowledge (Ruth Misken, 2018). Although the DfE (2018) do not endorse any one phonics scheme, they have identified 12 opportunity areas which have a legacy challenge where there is an educational challenge (gov.uk. 2016). Both Letters and Sounds and Read, Write, Inc encourage the use of their resources for both whole and individual participation. Letters and Sounds provide a range of free resources, whereas Read, Write, Inc requires you to pay a subscription fee. Thus, if you belong to a school within one of the identified opportunity areas, the subscription fee will not be a problem as funding will be provided. According to key findings published in 2013, 90 per cent of schools use Letters and Sounds as their key programme to teach phonics in key stage one and two. The programme encourages the teaching of a ‘first and fast’ approach in line with the NC (gov.uk, 2013). Walker et al (2013) reported that the most commonly used phonics programme was Letters and Sounds closely followed by Jolly Phonics (ukla.org, 2018). The Letters and Sounds programme is broken into six phases which include the teaching of alphabetic principles. Furthermore, children are taught to give names to capital letters and lower case letters are the sounds. Once children understand the basics, they are taught to blend, segment and decode words which contributes to them becoming fluent readers. Jolly Phonics uses a multi-sensory method which encompasses reading of words from left to write at a fast pace. To support the effectiveness of Jolly Phonics, Morag Stuarts (1999) and Marylynne Grants (1998) studies p rove phonics are highly effective when teaching children with English as a second language and significantly improves boys and girls reading ages. Each study was conducted over a period of one year and the evidence collected indicate high success rates. Furthermore, the developers of Jolly phonics were teachers in the school where Johnston and Watson (2004) conducted their Clackmannanshire report. Moreover, their report was referred to by Rose (2006) during his independent study supporting the benefits of using phonics. Thus, from the evidence herein, Jolly Phonics appears to be the more successful programme when comparing it to Letters and Sounds. In 2004, a report conducted in Clackmannanshire by Johnston and Watson, made significant recommendations that systematic synthetic phonics improved reading from an early age. Their conclusion was that reading synthetic phonics was more effective than only knowing the 26 letters of the alphabet. Instead by learning the 41 phonemes, children would have the ability to link letters to their individual sounds. When it comes to effective reading abilities, the blending and segmenting of a variety of words, demonstrates a childs phoneme knowledge as they can break down a word or build a word correctly (NRP, 2000). As a result of changing and favouring synthetic phonics, boys reading became significantly better than girls in primary’s reception year, additionally there was an increase in spelling ability overall (Johnston and Watson, 2005). Some significant limitations within the Clackmannanshire report by Johnston and Watsons (2004) were the people who were implement the phonic programmes were not controlled and varied; the childrens prior attainment and development lacked vigour and there was little information given about the schools involved ((Wyse and Styles, 2007). Furthermore, Johnston and Watson (2004) used Clackmannanshire’s council school deprivation index which does not assess the families of the children circumstances. However, a report by Barbara Foorman, David Francis, Jack Fletcher, Christopher Schatschneider and Paris Mehta (1997) chose children who had reading disabilities in one particular area with a view to implementing phonics to help develop their reading. The measures Foorman et al (1997) had in place, were to ensure the individual administration of achievement test scores, intelligence test scores, Woodcock-Johnson psycho-educational battery-revises and the Wechsler intelligence scale for children. Moreover, Foorman et al (1997) assessed the programmes compliance through weekly visits, monitoring checklists and reviewing the teacher journals for each child. Foorman et al (1997) were reflective and cautious about their findings highlighting some of their outcomes and possible differences such as demographics (Dominc Wyse and Morag Styles, 2007, p.39). However, the report conducted by Johnston and Watson (2004) had no information about how compliant they were, or how effective the teachers were. Yet, they were certain about their findings and concluded synthetic phonics superseded analytic phonics. Drawing upon the conclusion made by Johnston and Watson (2004), Rose (2006, p.49) has suggested that there is currently no strong evidence to suggest that any one systematic phonics is better than another, however he does imply it can contribute to a child’s reading accuracy. Furthermore, Anne Castles et al (2018) have concluded that there is insufficient evidence to determine the use of systematic synthetic phonics is superior to analytic phonics. Arguably, both Foorman et al (1997) and Johnston and Watson’s (2004) results, although seemingly robust, offer contrasting evidence. Thus, after analysis by both Rose (2006) and Castles et al (2018), it may be advisable that further studies need to be completed before any form of phonic programmes are put into practice. In light of the Clackmannanshire report by Johnston and Watson (2004), the government announced in 2005 that Rose (2006) would lead a review of early teaching. As part of Rose’s (2006) report, the recommendation was for systematic synthetic phonics to be included as part of early reading in primary schools (Dominic Wyse and Morag Styles, 2007). The deliverance of phonics needed to be done so in s systematic way to ensure each and every child would go on to become fluent readers (Rose, 2006). Similarly, in conjunction with the National Literacy Strategy (1997-2011), the USA’s No Child Left Behind Act which was introduced in 2001 aimed to remedy the problems in failing low achieving schools with a focus on reading. Whereas, Australias teaching reading report (2005) recommended children also need to be part of a language enriching curriculum as well as having phonic awareness. Within the USA, the children’s test scores were not statistically significant and all fund ing was removed. However, here within the United Kingdom (UK), reading outcomes improved 15 per cent over an eight year period as a result of the introduction of systematic synthetic phonics (gov.uk. 2005). Therefore, the USA’s one year approach may have been a little premature and if additional time was given, there may have seen some improvement. This may suggest that by providing children with a curriculum which enhances their reading, language and combining these with phonics; this will in time, support and build the foundations for all children to be fluent readers. Rose (2006) made it clear that for systematic synthetic phonics to be successful they must be taught using a discrete system, with all children being taught by age 5. However, he also expressed that the latter was down to professional judgement as he was aware of different factors which build up a classroom environment such as; children who are multi-lingual; learning disabilities; ASD; speech and language and demographics. Furthermore, Rose (2006) implied that reading words alone does not enhance a childs reading ability but further instruction is needed; such as the implementation of phonic programmes to run along side to aid in the progression of a child reading fluently. In agreement with Rose (2006), Chall (1998) agreed that the early phonic intervention supersedes whole word teaching especially as they age. Thus, word recognition derives from a combination of approaches, such as using various phonic programmes, teacher interaction and professional judgement. In a report by OFSTED (2010) they declared that through the explicit teaching of phonics virtually every child will be able read. More recently, Clegg (2018), stated that 163,000, 6-year-old children are on track to become fluent readers since the implementation of the phonics screening test in 2012, which supports the Clackmannanshire report by Johnston and Watson(2004), Rose (2006) and OFSTED’s (2010) findings. However, Davies (2014) argues that literature and policy blurs the difference between synthesising letter sounds into a result that may not match how we say a real word properly Additionally, he suggests that local accents can also have a significant impact on a child’s understanding due to pronunciation. In agreement with Davies, I taught the Letters and Sounds programme to children who were at different levels in terms of their reading abilities. I felt that some of the sounds pronounced reflected my local dialect. For instance, when teaching the /oo/ sound a nd then implementing it into words like /look/ my pronunciation would often sound like the word /luck/. To rectify this problem, I would often be required to change the way I spoke to ensure the children could reciprocate the correct sound, which in turn would support them when they were assessed. The coalition government (2018) have identified the implications of accents when it comes to the phonics screening results and children’s test outcomes according to Davies (2014). To help eradicate the impact on results due to accent, Davies (2014) has implied that children should be marked on their ability to blend letter sounds without placing an emphasis on pronunciation, as this may be detrimental to their achievement. Taken into consideration both Rose (2006) and OFSTED’s (2010) data analysis it is becoming strikingly evident that systematic synthetic phonics are producing amazing results in terms of the reading ability of children. However, it may be argued that Davies (2014) also has a valid point as in terms of local dialect, we could be crossing the line of equality for all by not allowing for the difference in pronunciation to be taken into account. What this also leaves questionable is the robustness of the phonic screening test results. Phonics have been part of the education system for many years and although not explicitly used by schools, the results from reports conducted in Clackmannanshire by Johnston and Watson (2004) and Rose (2006) have raised the phonics profile. However, within my research, I have discovered Davies (2014), Hodgson et al, (2013 and the UKLA (2012) are all against the introduction of pseudo-words as part of the phonics screening test. One criticism is time constraints regarding children receiving a SEND diagnosis. Although a child may show signs of a learning disability such as dyslexia, without an official diagnosis and EHCP, a child may be placed at a disadvantage (Davies, 2014; Hodgson et al 2013; UKLA, 2012). Therefore, it may be suggested for these children, testing does not take place until a formal diagnosis has been made. The report devised by Rose (2006) confirmed anomalies within the Clackmannanshire by Johnston and Watson (2004) but chose to still implement a phonics programme based upon their findings. However, what Rose (2006) did do, was acknowledge areas that lacked substance and focussed only on evidence which was relevant to the task he had been placed with. Furthermore, additional research from Chall (1998) and Forman et al (1997) supports the positive impact phonics has on teaching children to read fluently. Since the introduction of systematic synthetic phonics, there has been a 15 per cent increase in the reading ability of children (gov.uk, 2015). Thus, indicating the use of phonics when teaching children to read is beneficial. To enhance the use of phonics within the classroom, I found ongoing training should be given to ensure that everyone. Reports from Sui-Chu, Willms (1996) and Gater and Yates (2011)

Legalization Of Illegal Drugs Free Essays

There are simply no positive reasons to criminals any illegal drugs and plan to show you why. The fact that keeping the same laws on drugs won’t change anything is a pretty basic concept. To put it another way, people already take drugs and if we don’t change anything people will continue to take drugs, get addicted and potentially commit any crime from petty thievery to murder. We will write a custom essay sample on Legalization Of Illegal Drugs or any similar topic only for you Order Now That may seem an exaggeration, but a report back in 2003 from the Joseph Renowned Foundation found that 50% of people in custody and awaiting trial admitted they were dependent on a drug. Given that the Scottish Social Attitudes survey of 2009 found an increase of 6% from 2001 (41% to 47%) in Scottish adults close to someone who has used illegal drugs, it would be safe to assume this figure has also risen. So, with it now established that people take drugs despite it being against the law, we need to try and make drug consumption more structured, more stable and ultimately safer. As production is illegal, the drug trade lacks all health and safety restraints put on other legitimate markets such as quality control and warning labels. Therefore if someone decides they want to sample cannabis, et their weekly heroin fix or even buy some cocaine for a night in as if it were a box of Principles, they have almost literally no idea what they are buying from a drug dealer. The value is so high that drugs are often diluted with similar looking substances thus leaving consumers with drugs like heroin that’s only 3 to 6% pure. This opens up a whole host of other problems- if you’re used to a 3% intake of heroin and your drug dealer changes to a 6% you’ve unknowingly doubled your intake. In a system of controlled legalization (that I will detail later) these problems and a few others become history. Don’t take drugs. You (hopefully! ) don’t take drugs. Yet despite this we are both still at risk from drug related crimes and street violence related either directly or indirectly to drug use. Due to the illegality of drugs the supply and manufacture is obviously limited, meaning the price rises. As an example, a kilogram of cocaine worth $3000 in Colombia (where cocaine is legal) sold at retail price in the USA for $300,000. This type of money isn’t obtainable through legitimate means for most ordinary people, especially when they become addicted and have to keep coming back for more. Therefore they turn to crime, whether organized or not. These people steal whatever they can to fund their habit and depending on the severity of their addiction could end up killing in order to try and collect funds. This puts completely uninvolved members of the general public, like you and me, at risk and means any one could be harmed by the drug trade. As well as that, those purchasing the drugs legitimately or not find themselves in completely unnecessary danger. The drugs or so valuable they became targets for theft and assault. This is another thing that can be avoided by the controlled legalization will outline soon, as prices will collapse and with it the need to teal or commit other crime to obtain drugs. I’ve mentioned it a few times, and it’s now time for me to outline what I mean by controlled legalization and the positives think it would bring to our country. Drug consumption rooms are a very successful method of controlled legalization that is growing in popularity in Europe. Consumption rooms in Copenhagen, Denmark Consumption rooms allow people who want to take drugs to inject them under supervision and in a safe environment. In the Danish rooms, despite over 1 00 overdoses there has not been a single death to date. The major positive is the government can now control drug use. An alternative to drug consumption would be a more full and dramatic method of controlled legalization. Legalize all aspects Of the trade surrounding a particular drug, but in doing so create strict controls on manufacturing and sale, not unlike the current prescription system. Starting with the likes of Cannabis and Cocaine and if this is successful soon moving on to harder and more serious drugs. Lord Sugar is one well known businessman and role model who supports this. In his Autobiography he talks of selling Cocaine and Cannabis in small sachets in pharmacies for just E, with around El tax on each. As well creating safer drug use, being rid of dealers and cartels it also creates more money which the government could then spend on genuine issues like poverty and education. Who knows, if people are educated better and grow up in nicer environments they may not even turn to drugs in the first place. As means of a summary of all this, if we want to improve our drug culture and the way they are treated here then something needs to change. Personally I lean towards full controlled legalization, in the form of selling drugs to over ass through pharmacies in a controlled, stable and educated way, but I see he merits of consumption rooms and would be for their use in the UK. How to cite Legalization Of Illegal Drugs, Papers

Effect of watching cartoon to the children free essay sample

â€Å"A childs life is like a piece of paper on which every person leaves a mark† Chinese Proverb. Children are fun on watching cartoons so as a result they get addicted that give different health problems. This has become a problem because too many children are watching too much television that tend to be violent and addictive. There are a lot of time spending in watching television that set for long hours which outdoor activities are forgotten and mostly without the supervision of elders who are completely unaware that this might have certain effects on their psychological development later on displayed in their behavior patterns. Children are more likely to have mental and emotional problems, along with brain and eye injuries and unexpectedly risk of a physical problem increases. It can even affect the social interaction of the child. Watching cartoons is now a hobby of children rather than other activities such as reading books and playing outdoor activities. Young children are may not be able to read lengthy stories or books. But they will be happy to watch the TV, especially cartoon movies. Children are enjoying watching cartoons because of the funny and weird figures of animals and humans that can be seen. Not only bright and varied colors but also the cartoon characters played an important role in getting the attention of the children. There should be a limitation on everything especially the hours spending in watching cartoons that should be properly regulated by parents. Children like to watch cartoon movies on the TV even before they start to speak. Do you know why? I think it is because of the funny and weird figures of animals and humans that appear in cartoons. Not only that, but the bright and varied colors the cartoon characters are painted with also play an important role in attracting children. But is it good for children to watch cartoons on the TV? But what are the effects of watching cartoons to the children. Statement of the problems The study intends to investigate the negative effects of watching cartoons to the children. Specifically, 1 How does cartoon affect the social interaction of a child? 1. ) What are the psychological effects of watching cartoons to the children? Significance of the study The main purpose of this research, in the light of these thoughts, is to demonstrate how children are influenced by violence-oriented cartoons on TV and through what kind of behaviors these influences appear. The purpose is also to compare them to see how they changed. This study will promote information about the negative effects of watching cartoons to the children. This study will also be beneficial to the parents to know how to monitor their children when watching cartoons in the television. By understanding the needs of the children and effects of watching cartoons, these parents and children will be informed about safety precautions. Scope and limitation of the study This study was conducted to determine the psychological effects of watching television to the children . The study will include 5 male and 5 female children ages 6 to 7 years old on Peace Village, Phase III Brgy. San Luis, Antipolo City. The researcher would like to look into the psychological and social effects of watching cartoons. The study does not cover the negative effects of watching cartoons to the physical well-being of the children. The researcher also does not include the benefits of watching cartoons to the children. Operational Terms Television – According to the study of Trinidad A. Cayading, It became a substitute to babysitters. Numbs – It is the effect of watching Television to the mind of the children that prevents your child from exercising initiative, being intellectually challenged, thinking analytically, and using his imagination, by Trinidad A. Cayading. Clay- According to Trinidad A. Cayading, The mind of a child is like a clay. It forms early impressions on what it sees, and these early impressions determine how he sees the world and affect his grown-up behavior Media violence- According to the research of Trinidad A. Cayadin, children who are more exposed to media violence behave more aggressively as kids and when they are older. Interactive media- According to the experimental study of Daluz, Christine Joyce, It refers to products and services on digital computer-based systems which respond to the user’s actions by presenting content such as text, graphics, animation, video, audio, games, etc. Aggressive cognitions (or aggressive thoughts) include a wide range of phenomena, such as cognitive accessibility of simple aggressive, by Mapoy, Mark Joel D. Aggressive behaviors – According to Mapoy, Mark Joel D. are actions with which one intends and expects to harm another individual. Violence – According to Stevie Hossler, is when a child’s act become aggressive or use harmful actions towards others. Brains’ development According to Stevie Hossler study, Our Brain’s Development is a dynamic mix of nature and nurture. Attention deficit disorder – According to Robert Leu study, it is the effect to the children who watched three to four hours of television daily. Impressionable mindsets – Ben Wilcox research state that, It is the act of children who view shows in which violence is very realistic, frequently repeated or unpunished, are more likely to imitate what they see. CHAPTER II: Review of Related Literature Local studies Prevent Kids from being Smart. SOMETIMES, watching TV in the house is very hard to avoid because almost everyone, siblings, as well as parents, are usually tuned in to the TV. In some homes, the television is perpetually on even without anyone watching. Nowadays, it is very common for parents and caregivers to use TV as substitute babysitters. Also, many parents buy DVDs, CDS or whatever they think can make their kids smart. But how does watching TV really affect children? This article wants to share with you some bad news which majority of the experts thinks that a TV/video-driven culture has bad effects on kids and may prevent kids from being smart. They cite the following: TV viewing takes away the time your child needs to develop important skills like language, creativity, motor, and social skills. These skills are developed in the kids first two years (a critical time for brain development) through play, exploration, and conversation. Your kids language skills, for example, do not improve by passively listening to the TV. It is developed by interacting with people, when talking and listening is used in the context of real life. TV viewing numbs your kids mind as it prevents your child from exercising initiative, being intellectually challenged, thinking analytically, and using his imagination. TV viewing takes away time from reading and improving reading skills through practice (Comstock, 1991). Kids watching cartoons and entertainment television during pre-school years have poorer pre-reading skills at age 5 (Macbeth, 1996). Also, kids who watch entertainment TV are also less likely to read books and other print media (Wright Huston, 1995). According to Speech and language expert Dr. Sally Ward, 20 years of research show that kids who are bombarded by background TV noise in their homes have trouble paying attention to voices when there is also background noise. Kids who watch a lot of TV have trouble paying attention to teachers because they are accustomed to the fast-paced visual stimulation on TV. Kids who watch TV more than they talk to their family have a difficult time adjusting from being visual learners to aural learners (learning by listening). They also have shorter attention spans. School kids who watch too much TV also tend to work less on their homework. When doing homework with TV on the background, kids tend to retain less skill and information. When they lose sleep because of TV, they become less alert during the day, and these results in poor school performance. TV exposes your kid to negative influences, and promotes negative behavior. TV shows and commercials usually show violence, alcohol, drug use and sex in a positive light. The mind of your kid is like clay. It forms early impressions on what it sees, and these early impressions determine how he sees the world and affect his grown-up behavior. For instance, twenty years of research has shown that children who are more exposed to media violence behave more aggressively as kids and when they are older. By: Trinidad A. Cayading Risk on Childrens Memory. An experimental study examined the influence of interactive media on primary graders memory. Interactive media normally refers to products and services on digital computer-based systems which respond to the user’s actions by presenting content such as text, graphics, animation, video, audio, games, etc. So we sample 40 first graders from an Elementary School in the Philippines were randomly assigned to experience a computer-based story in 1 of 4 presentation modes (audio narration of the story, similar to radio; audiovisual presentation, similar to television; interactive viewing, and interactive observation). They were asked to listen, watch, interactively participate or observe during a storytelling activity and were asked later to answer a (a) narration-based questions; (b) visually-dependent questions; and (c) inference questions. The results showed that among students who had the storytelling activity, the ones under the condition of audio only remembered the story poorly, including the story facts and ability to make inferences. However, the effect of interactive media for this present study was identified to be non-contributing factor of facilitation of memory retrieval. Participants in the Audio-visual condition performed better than those in the Audio condition. Likewise, participants in the Audio-visual condition performed better than those in the interactive. Lastly, Audio-visual participants performed better than those on the interactive observer. By: Daluz, Christine Joyce Media Violence Harmful effects on Childrens behavioral Aggression Many summaries of the effects of viewing media violence have been compiled by independent governmental and nongovernmental health organizations. All have found significant harmful effects on children and youth (e. g. , the 1954 Kefauver hearings; the 1969 National Commission on the Causes and Prevention of Violence; the 1972 Surgeon General’s report Television and GrowingUp [U. S. Surgeon General’s Scientific Advisory Committee, 1972]; the 1982 National Institute of Mental Health [NIMH] report Television and Behavior; Eron, Gentry, Schlegel’s 1994 report for the American Psychological Association; the 1994 Policy Statement by the Australian College of Paediatrics, the 2000 Joint Statement on the Impact of Entertainment Violence on Children by six health associations; the 2004 Ontario Office for Victims of Crime report Action Agenda: A Strategic Blueprint for Reducing Exposure to Media Violence in Canada; and the 2005 American Psychological Association Resolution on Violence in Video Games and Interactive Media [Carll et al. , 2005]). Depending upon how specific or broad one categorizes media violence effects, one can identify 14 (or more) scientifically documented effects of exposure to media violence, found in at least five conceptually distinct domains: physiological, emotional, cognitive, attitudinal, and behavioral. These can be further brok en down into short-term and long-term effects (for a detailed discussion, see Potter, 1999; 2003). Other summaries focus on four main types of effects: increases in aggressive thoughts, aggressive behavior, aggressive feelings, and physiological arousal. In addition, media violence exposure has been linked to decreases in helpful and pro-social behaviors. Furthermore, violent media exposure has been shown to cause an increase in aggression-supporting beliefs and a reduction of normal negative emotional responses to violence (Anderson et al. , 2003; Carnagey, Anderson, Bushman, 2007), as well as increases in fear (Cantor,2003). Some media violence effects can be seen in immediate settings, whereas others accumulate over time. The multiplicity of media violence effects requires multiple research methods in a wide variety of settings. How is the research actually conducted? Most media violence studies focus on the impact of exposure to media violence on aggressive affect, aggressive cognitions, and/or aggressive behaviors. Aggressive affect comprises emotional reactions, such as anger, which are relatedto aggressive behavior. Aggressive cognitions (or aggressive thoughts) include a wide range of phenomena, such as cognitive accessibility of simple aggressive 24 Gentile, Saleem, and Anderson concepts in memory; beliefs and attitudes that promote aggression; and plans and expectations (e. g. , scripts) concerning conflict situations. As noted earlier, aggressive behaviors are actions with which one intends and expects to harm another individual. Because of space limitations, we focus on aggressive behavior (i. e. ,aggression). By: Mapoy, Mark Joel D. Foreign Studies Obstruction to the Development of a child’s Brain Social Systems. From the time children start school to the time that they graduate they are averaged to spend around 13,000 hours in school. This may seem like an awful lot of hours to attend school unless it is compared to the hours a child watches television, which is nearly 18,000 hours (from the time school is started to the time of graduation). This comparison is an outrage because of the amount of television that is watched by a child will have an effect on their brain, emotions and their sense to feel pain. In a 2000 report on adolescent violence, the U. S. Surgeon General David Satcher stated that more aggressive behavior in a young child’s life is caused by frequently watched entertainment that incorporates violence in it. This has become a public health issue and because of the research findings; the American Psychological Association passed a resolution in February of 1985,informing broadcasters and the public about the dangers violence on the television has on children. Three major effects have been proven by psychological research caused by children seeing violence on television are that the child may become less sensitive to the pain and suffering of others; children who watch violence do not fear violence nor are they bothered by violence in general and the children are more likely to become aggressive or use harmful actions towards others. When we are born we have the capacity for motivation, experience, and training, and because of this our minds are very impressionable. Therefore, our brains’ development is a dynamic mix of nature and nurture, so it is important to choose a healthy environment for all children. This means cartoons with violence will be unhealthy for a child because in general, being interactive with any environment enhances the development of a successful brain. As a result, a tremendous amount of childhood involvement with electronic media can limit social interaction and may obstruct the development of a brain’s social systems. By: Stevie Hossler Unhealthy Effect on the Brain and Eyes In December 1997, an episode of the Japanese cartoon â€Å"Pocket Monster† (later renamed â€Å"Pokemon† for international distribution) drew worldwide attention after multiple cases of children suffering seizures after watching the episode were reported (Warner, 2004). Parents began to wonder how the cartoons their children watched affected their mental development. While no former study specifically relating to cartoons has taken place, multiple studies over the years have charted the impact of television on the minds and eyes of developing children. Most eye specialists agree that watching television is not a danger to the eyes, as long as children watch in the right conditions. The room should not be pitch black, and children should not sit closer than five feet away from the screen. Sitting in a dark room or closer than five feet will not damage the eyes, but will result in eye fatigue. (Adams, 1992). As for the brain, there is scientific evidence that too much television can be detrimental to children. The April 2004 issue of the medical journal Pediatrics published a study done by Children’s Hospital and Regional Medical Center of Seattle, Washington. The study revealed that children who watched three to four hours of television daily had a 30 to 40 percent greater risk of developing attention deficit disorder than children who did not watch television. While no specific program is directly responsible, Dr. Dimitri Christakis, leader of the study, speculates that the speed of the images displayed could affect children’s brains (Today’s Chiropractic, 2004). But does watching television give young children seizures? Yes, and no. A study released by The New England Journal of Medicine in July 2004 found that most children who suffered seizures from that December 1997 episode of â€Å"Pocket Monsters† had epilepsy, or some other underlying condition that would have caused development of seizures, regardless of whether or not they saw that program (Warner, 2004). By: Robert Leu Bad influence on Children’s Behavior Television has long been criticized for influencing our children. People complain that certain TV shows are having negative effects on their children. The American Academy of Pediatrics (AAP) and the American Academy of Child and Adolescent Psychiatry (AACAP) both feel that TV does influence the behavior of children as young as one year old. From their studies, the AACAP states, â€Å"Children who view shows in which violence is very realistic, frequently repeated or unpunished, are more likely to imitate what they see. † This speaks to the impressionable mindsets of young children, who are still learning control of their minds and bodies, and are likely to mimic what they see, as it seems quite normal to them. The AACAP also stresses the need for parents to keep a close eye on what their children watch. They must be there, the AACAP says, to explain that the cartoon character or actor that was shot has not been harmed, but would actually be seriously injured, or die in real life. They should also work to tell their children that violent behavior is not the best course of action to resolve a conflict. The AAP states â€Å"Neuroscientists have shown that environmental experiences significantly shape the developing brain. † This again adds to the idea that young children are very impressionable. They paid more attention to the effect of TV on children in their daily lives. â€Å"Higher levels† the AAP states, â€Å"of television viewing correlate with lowered academic performance, especially reading scores. This may be because television substitutes for reading practice, partially because the compellingly visual nature of the stimulus blocks development of left-hemisphere language circuitry. A young brain manipulated by jazzy visual effects cannot divide attention to listen carefully to language. † TV is a very quick medium. Messages are shot at the viewer as if by an automatic rifle. Their minds must be equally as quick to interpret the messages, and with such a â€Å"two-minute mind†, many messages are misinterpreted, or confused. When the child becomes used to receiving information at so fast a rate, they lose interest in information that is more detailed and methodical, such as the information received in day-to-day schooling. Television certainly does affect our children, who find themselves mesmerized by the bright flashing objects, and rapid assault of messages. It is good to know that the leaders of our medical professions feel that parents and supervisors of children are able to help slow the information down, and explain what the messages really mean, so as to have a more positive effect on our children. By: Ben Wilcox Conceptual Framework CHAPTER III: Methodology Sample Questions: 1. Do you enjoy watching cartoons? 2. Are you a fan of cartoon characters? 3. Do you learn something when you watch cartoons? 4. Does your parents know what you watch? 5Do you understand what you’re watching? 6. Do you prefer watching cartoons rather than going outside? Interview: 1. How long do you spend time in watching cartoons than in school works? 2. Do you portray the cartoon character you love the most? 3. What activity or games you usually play outside with your friends? Research Design This study entitled The Effects of Watching Cartoons to the Children is a qualitative and quantitative research that attempts to accumulate information and data in Peace Village, Phase III Brgy. San Luis, Antipolo City. This study wishes to depict the current state of discipline of 5 male and 5 female children ages 6 to 7after watching Cartoons. The researcher decided to use the qualitative and quantitative approach in order to verify his observations. Quantitative Analysis We conduct a research interview regarding in our topic. This is the frequency of the children who answers â€Å"yes and no† in the given questions. â€Å"Do you enjoy watching cartoons? † (10 out of 10 answers Yes to that question). â€Å"Are you a fan of cartoon characters? †(8 out of 10 answers Yes to that question). â€Å"Do you learn something when you watch cartoons? † (4 out 10 answers Yes to that question). â€Å"Do your parents know what you watch? † (4 out of 10 answers Yes to this question). â€Å"Do you understand what you’re watching? † (5 out 10 answers Yes to this question). â€Å"Do you prefer watching cartoons rather than going outside? † (7 out of 10 answers Yes to this question) Qualitative Analysis According to their answers, we can conclude that they only watch cartoon because of its humorous contents, colors, graphics and animation. In their age, they are still in the process of understanding things that they see. But even though they don’t quite understand what they are watching, they still prefer watching Cartoons rather than going outside. So as a result, it causes negative effects to their health. Procedures The day we interview the children in Peace Village,Phase III Brgy. San Luis, Antipolo City, we asked the children one by one to know their reactions. They are asked some several questions regarding on their feedback in watching cartoons. Ten children participated, 5 boys and 5 girls was asked and interviewed. Childrens ages ranged from 6 to 7 years old. We show them a small portion of the show called â€Å"Tom and Jerry†. After that we asked them some questions answerable by YES or NO. We also interview them. We asked how long they spend time in watching cartoons than their in school works, if they portray their cartoon character love most, and what activity they play usually outside with their friends. As a result of our questions and interviews, we can conclude that children enjoy watching cartoons even they don’t understand what they watch. Statistical treatment powerpoint: title. Statement of the problems Signifance Scope and limitation Operational terms – 4. coming from literature. Foreign / local Summarizing atleast 4 ( 2 – 3 sentence. ) conceptual framework = arrow relationships. Chapter 3 = methodology. Research design = descriptive method I search meaning. ( analyzing or interpreting) = procedure. survey/ questions interview Question question will to research question.