Patient X Essay

Patient X’s doctor has been trying to convince him to practice better lifestyle habits to for several years to help combat his hypertension (on antihypertensive medication for 3 years), diabetes (6 years) and growing waistline. A recent routine check-up revealed a deterioration of his lipid profile (TC 260, TG 310, HDL 29, LDL 170) and fasting glucose of 172. Patient X is 55 years old, weighs 245 lbs and he is 5’10 . 1) Hypertension: Weight control to lower the risks associated with hypertension include a diet low in sodium and high in potassium. The risk of hypertension is lower when salt intake is lower and potassium helps reduce blood pressure by increasing the amount of sodium excreted in the urine. The DASH eating plan is the best option for maintaining hypertension. Physical activity is also a major lifestyle modification that should be adopted. Engaging in regular aerobic physical activity such as a brisk walk will lower the risk of hypertension. Diabetes: A diet to help control diabetes also focuses on weight management. Low glycemic index diets have been shown to reduce complications associated with diabetes. Exercise is also a key factor to controlling diabetes. A 3-5 days of the week exercise, which focuses on caloric expenditure and duration rather than intensity, has been proven to increase insulin sensitivity and glucose tolerance. *Exercise can reduce other risk factors such as weight control, lipid profile, and hypertension. Lipid Profile: Elevated triglycerides are best treated with increased physical activity and weight reduction. Aerobic exercise, weight reduction, smoking cessation, and moderate alcohol consumption will favorably affect HDL-C and lower LDL-C. After comparing these three aspects, it is easy to see that a diet focused on weight management, smoking cessation, and physical activity involving aerobic exercise will greatly lower Patient X’s risk factors for hypertension and diabetes. 2) Suggesting that Patient X begin the DASH diet would be the first place to start. The DASH diet includes an easy-to-use chart which helps plan menus. It also includes items that people generally like to eat, just in less moderation and with more fruit and vegetables. To help Patient X quit smoking, there are prescriptions or over the counter patches that will allow cessation. There are also therapy groups that Patient X could try if addiction proved to be too great. Exercising with someone, a friend or significant other is always easier than exercising alone. I would suggest that Patient X find an exercise buddy and possibly start a gym membership. If they feel this isn’t the right choice for them, then even walking around their block for 30 minutes allows some form of aerobic exercise in their life. After 6 months I would expect to see a lower blood pressure if Patient X had indeed been participating in physical activity. Improvement in blood pressure among hypertensive, takes effect within the first few weeks. I would also expect to see major improvement in total cholesterol, LDL-C, and triglycerides if the proper diet was maintained. I would also expect to see an increased insulin sensitivity and glucose tolerance. A drop in BMI will also be indicated.

The Fight Against Cyber Crime

Running head: THE FIGHT AGAINST CYBER CRIME The Fight Against Cyber Crime: What Can We Do? Abstract Cyber crime is on the rise and every organization must recognize the danger and take necessary steps to help mitigate the threat. While many institutions worry more about hackers than cyber criminals, it is cyber crime that can cause the most damage. A hacker is more easily detected while a cyber criminal may already be in your network undetected. While a hacker may try to breach a network for the thrill or to annoy, a cyber criminal will breach a network for monetary gain.This paper is intended to point out some of the risks of cyber crime and what a financial institute can do to help mitigate the threat of attack. Keywords: cyber crime, cyber attack, Information Technology Information Sharing and Analysis Center, IT-ISAC, Financial Services Information Sharing and Analysis Center, FS-ISAC The Fight Against Cyber Crime: What Can We Do? While many institutions worry more about hackers than cyber criminals, it is cyber criminals that should make us more wary.A hacker is more easily detected while a cyber criminal may already be in your network undetected. While a hacker may try to breach a network for the thrill value or to annoy their victim, a cyber criminal will breach a network for monetary gain. This may include â€Å"data acquisition and storage, stealthy access to systems, identity collection and theft, misdirection of communications, keystroke identification, identity authentication, and botnets, among others† (Deloitte, 2010).According to a survey conducted in August 2011 by Ponemon Institute, for the 50 participating companies (see chart 1), the average time it takes an organization to resolve a cyber attack is 18 days with an average cost of $23,000 a day. An insider attack can average 45 days to contain. This does not include the value of any data lost, modified, or stolen in the process. This survey also showed the average annualized cost of cy ber crime to financial institutions was $14,700,000 for 2011, up from $12,370,000 the previous year (see Chart 2).Chart 3 summarizes the types of attack methods experienced by the companies that participated in the survey (Ponemon, 2011). According to security firm Imperva, â€Å"The average large business sees 27 attacks per minute hitting its Website. Attackers can use automation technologies to generate up to seven attacks per second, or 25,000 attacks per hour† (Rashid, 2011). To build a sufficient IT security posture, it is important to assume that an unauthorized user can gain access to the network, and then structure the network to best protect the most valuable data.The valuable data can then â€Å"be tagged and monitored so that the organization knows where it is, where it is going, where it has gone, and on whose authority† (Deloitte, 2010). The organization also needs to understand that they need to not only monitor what is coming into their network but also what is leaving their network. This will help â€Å"detect activities enabled by techniques and technologies that mimic, exploit, or piggyback on the access of authorized users† (Deloitte, 2010).Using standard firewalls and anti-virus programs alone will not accomplish this. The organization must take a more proactive approach to protect its financial data. Now that we know what we need to do, how do we accomplish this? Some very basic steps include employee screening, employee training to help mitigate against social engineering, disabling account access of terminated employees, ensuring software updates and patches are properly implemented, and ensuring firewalls are properly configured.More advanced steps include, but are not limited to, setting up a demilitarized zone to help block the network from outside access, installing a honeynet system to look like an authentic part of the network to entice and trap intrusion attempts for further analysis, installing hard drive en cryption and remote data wipe capability on all laptops and other mobile devices, and requiring smart card and pin number authentication (or some other form of multifactor authentication) to access sensitive data.The Ponemon survey revealed companies utilizing security information and event management (SIEM) solutions such as these average 24 percent less expense in dealing with cyber crime attacks (see chart 5). This reduction in cost is because companies that use SIEM solutions are better able to detect and contain, and therefore recover, from such attacks (see chart 6). Another important step for a financial institute to take is to become a member of the FS-ISAC (Financial Services Information Sharing and Analysis Center).The FS-ISAC was founded in 1999 and led the way for the IT-ISAC (Information Technology Information Sharing and Analysis Center) which was founded in 2001. The purpose of these groups is for organizations to have the opportunity to share the security attacks and vulnerabilities they have experienced with other organizations in their field of industry. Given the sophistication, complexity, and evolution of cyber crime technologies and techniques, no sizable organization can plan and implement the necessary response alone. CIOs, CSOs, CROs, and cyber security rofessionals should share information, techniques, and technologies in their battle against cyber crime. (Deloitte, 2010) The importance of FS-ISAC was proven in 2000 when member companies where saved from a major denial-of-service attack that many other companies experienced (Hurley, 2001). As shown in chart 4, a denial-of-service attack can be costly. A more recent example of FS-ISAC at work is the August 23, 2011 report of the Help Net Security (International) Ramnit worm which uses Zeus Trojan tactics for banking fraud.As the FS-ISAC points out, â€Å"When attacks occur, early warning and expert advice can mean the difference between business continuity and widespread business cata strophe† (FS-ISAC, 2011). Knowing and having the chance to combat against these attacks can save an institute millions. In conclusion, financial institutions must stay vigilant to current and new cyber threats. Table 1 through 3 gives a breakdown of cyber threats and controls that can help reduce the impact if these threats become reality. It is important for an organization to enroll in its respective ISAC and to share in the lessons learned from previous attacks.While it would be almost impossible to learn about and prevent every type of attack, staying vigilant will help reduce the likelihood and the impact. References Deloitte Development LLC. (2010). Cyber Crime: A Clear and Present Danger. Retrieved December 23, 2011, from the World Wide Web: http://eclearning. excelsior. edu/webct/RelativeResourceManager/Template/pdf/M7_Deloitte_CyberCrime. pdf FS-ISAC. (2011). Current Banking and Finance Report, Retrieved 24 December, 2011, from the World Wide Web: http://www. fsisac. com/ Hurley, E. (2001, January 29).IT-ISAC: A Matter of Trust. Retrieved 24 December, 2011, from the World Wide Web: http://searchsecurity. techtarget. com/news/517824/IT-ISAC-A matter-of-trust Ponemon Institute LLC. (2011, August). Second Annual Cost of Cyber Crime Study. Retrieved December 24, 2011, from the World Wide Web: http://www. arcsight. com/collateral/whitepapers/2011_Cost_of_Cyber_Crime_Study_August. pdf Rashid, F. (2011, July 25). Cyber-Criminals Use Botnets, Automation to Launch Multiple Blended Attacks. Retrieved December 24, 2011, from the World Wide Web: http://www. week. com/c/a/Security/CyberCriminals-Use-Botnets-Automation-to-Launch-Multiple-Blended-Attacks-656032/ Chart 1. Sample of Participating Companies by Industry (Ponemon, 2011) Average annualized cost by industry sector ($1M) *Industry was not represented in the FY2010 benchmark sample. Chart 2. Average annualized cost by industry sector (Ponemon, 2011) Types of Attack Methods Experienced Chart 3. Types of Attack Methods Experienced (Ponemon, 2011)Average annualized cyber crime cost weighted by attack frequency *The FY 2010 benchmark sample did not contain a DoS attack. Chart 4. Average annualized cyber crime cost (Ponemon, 2011) Comparison of SIEM and non-SIEM sub-sample of average cost of cyber crime Chart 5. Comparison cost of SIEM and non-SIEM companies (Ponemon, 2011) Chart 6 Percentage cost for recovery, detection & containment (Ponemon, 2011) categoryFinancial Impact Regulatory ComplianceIndustry Reputation 4CriticalIncrease in costs greater than $1MFines in excess of $1MSignificant, sustained negative media exposure.Significant loss of business due to blemish on public image. 3MajorIncrease in costs $100K to $1MFines between $100K and $1MNegative media exposure. Loss of business due to blemish on public image. 2ModerateIncrease in costs less than $100KFines under $100KSome negative media exposure. Slight loss of business due to blemish on public image. 1MinorNo significant co st increase expectedNo fines expectedNo media exposure or loss of business expected. Table 1. Impact 4Imminent 3Highly Likely 2Possible 1Unlikely Table 2. Probability PxI (before controls / after controls)Financial Impact Regulatory Compliance Industry Reputation Controls Denial of service1x3=3 / 1Ãâ€"2=21Ãâ€"3=3 / 1Ãâ€"1=11Ãâ€"4=4 / 1Ãâ€"2=2Implement router filters, install patches to guard against SYC flooding, disable unused services Web-based attack2x3=6 / 2Ãâ€"2=42Ãâ€"3=6 / 2Ãâ€"2=42Ãâ€"4=8 / 2Ãâ€"2=4Restrict website access to only what customer needs, disable account log-in after 3 failed log-in attempts, require multifactor authentication to access sensitive data Malicious code2x4=8 / 2Ãâ€"2=42Ãâ€"4=8 / 2Ãâ€"2=42Ãâ€"4=8 / 2Ãâ€"2=4Software updates and patches, anti-virus and anti-spam software pdates, firewall configuration, employee training Malicious insider1x4=4 / 1Ãâ€"2=21Ãâ€"4=4 / 1Ãâ€"2=21Ãâ€"4=4 / 1Ãâ€"2=2Employee screening, disable account access fo r terminated employees, require multifactor authentication for access to data servers, least privilege, separation of duty Phishing & social engineering 2Ãâ€"3=6 / 1Ãâ€"3=32Ãâ€"3=6 / 1Ãâ€"3=32Ãâ€"3=6 / 1Ãâ€"3=3Employee training, least privilege, separation of duty Stolen devices2x4=8 / 2Ãâ€"1=22Ãâ€"4=8 / 2Ãâ€"1=22Ãâ€"4=8 / 2Ãâ€"1=2Hard drive encryption, remote data wipe capability Botnets 3Ãâ€"3=9 / 3Ãâ€"1=33Ãâ€"3=9 / 3Ãâ€"1=33Ãâ€"3=9 / 3Ãâ€"1=3Software updates and patches, anti-virus and anti-spam software updates, firewall configuration, employee training Malware3x3=9 / 3Ãâ€"1=33Ãâ€"3=9 / 3Ãâ€"1=33Ãâ€"3=9 / 3Ãâ€"1=3Software updates and patches, anti-virus and anti-spam software updates, firewall configuration, employee training Viruses, worms, trojans4x3=12 / 4Ãâ€"1=44Ãâ€"3=12 / 4Ãâ€"1=44Ãâ€"3=12 / 4Ãâ€"1=4Software updates and patches, anti-virus and anti-spam software updates, firewall configuration, employee training Table 3. Risk Analysis

Human Trafficking In Our Wallets Essay

The exploitation and trafficking of women, men, and children is a humanitarian problem on a global scale in which â€Å"worldwide, there are between 12 million and 27 million trafficking victims†¦ the International Labor Organization estimates that more than 20 million men, women, and children are victimized by forced labor and sex trafficking worldwide, including the United States.† (Zurita) The United Nations Office of Drug and Crime defines human trafficking as: The recruitment, transportation, transfer, harboring or receipt of persons, by means of the threat or use of force or other forms of coercion, of abduction, of fraud, of deception, of the abuse of power or of a position of vulnerability or of the giving or receiving of payments or benefits to achieve the consent of a person having control over another person, for the purpose of exploitation. Exploitation shall include, at a minimum, the exploitation of the prostitution of others or other forms of sexual exploitation, forced labor or services, slavery or practices similar to slavery, servitude, or the removal of organs. There are two different types of exploitation: Consensual and nonconsensual. The next section, section 2, will inaugurate a communal vocabulary and define exactly what human trafficking is, consensual exploitation, and nonconsensual exploitation. Section 2: Origin of the Problem For thousands of years, human trafficking and exploitation has been  occurring throughout the world. Since the beginning of time with the ancient Greeks and Romans to the medieval times occurring into today’s society, people have been forced to into sexual and physical slavery. The 1400s manifested the start of European slave trading in Africa with the Portuguese people transporting people from Africa to Portugal as slaves. In 1562, Britain joined in on the slave trade and helped develop the colonies full of plantations. â€Å"Later in the 1600s Spain, North America, Holland, France, Sweden, and Denmark all became involved in human trafficking.† (Kangaspunta). Skipping forward to 1904, â€Å"the International Agreement for the Suppression of â€Å"White Slave Traffic† was signed and put into action. The purpose of this agreement was to protect women from being involved in white slave traffic. White slavery referred to forcing or deceiving a white woman or girl into prostitution.† (Kangaspunta). In 1927, after World War 1 the League of Nations focused on major international issues such as human trafficking. The Suppression of White Slave Traffic was changed to â€Å"traffic in women and children†. This was also the era when studies were conducted to find out the actual number of people trafficked. â€Å"Factors that were measured included the number of women engaged in prostitution, the demand, and the surrounding environment of the women who were trafficked as well as the traffickers† (Kangaspunta). In 1995, there was a immense accomplishment for women, children, and men everywhere. The United Nations recognized that trafficking was in fact an act of violence against women and the concept of trafficking was defined. (United Nations Entity for Gender Equality and the Empowerment of Women). During the fourth world conference they addressed issues such as enforcing international conventions on trafficking and human slavery, address the factors that encourage trafficking, set up laws and organizations who would help eliminate trafficking nationally and internationally. Finally in October of 2000, â€Å"the Trafficking Victims Protection Act of 2000 made human trafficking a federal crime and intact was to methods to prevent human trafficking overseas, to protect victims and help them rebuild their lives in the United States, and to prosecute traffickers of humans under Federal penalties.† (State). Section 2.1: What is Human Trafficking? Until 2000, no country, state, or city could settle on exactly the meaning  of trafficking. Originally, in 1927 trafficking was defined as white women and girls sold or forced into prostitution. Just like history; however, the definition of trafficking evolved to include types of force, fraud, or coercion beyond sexual exploitation. In 2000, the Fourth World Conference agreed to a definition for trafficking in people that can be found in the United Nations Protocol to Prevent, Suppress, and Punish Trafficking in Persons, Especially Women and Children: The recruitment, transportation, transfer, harboring or receipt of persons, by means of the threat or use of force or other forms of coercion, of abduction, of fraud, of deception, of the abuse of power or of a position of vulnerability or of the giving or receiving of payments or benefits to achieve the consent of a person having control over another person, for the purpose of exploitation. Exploitation shall include, at a minimum, the exploitation of the prostitution of others or other forms of sexual exploitation, forced labor or services, slavery or practices similar to slavery, servitude, or the removal of organs. (Europol) Human trafficking has three elements that give the basis of the definition stated above: The Act (What is Done), The Means (How it is done), and The Purpose (Why is it done). Shown below is a chart from the United Nations Office on Drugs and Crime that explains exactly what each section does and how it contributes to the definition of human trafficking. Along with the definition that was decided to be used internationally, Congress decided to define and classify trafficking into two different categories: sex trafficking and labor trafficking. Sex trafficking is: The recruitment, harboring, transportation, provision, or obtaining of a person for the purpose of a commercial sex act in which a commercial sex act is induced by force, fraud, or coerci on, or in which the person forced to perform such an act is younger than age 18. A commercial sex act means any sex act on account of which anything of value is given to or received by any person. Types of sex trafficking include prostitution, pornography, stripping, live-sex shows, mail-order brides, military prostitution, and sex tourism. (Clawson). Labor trafficking is defined as: â€Å"the recruitment, harboring, transportation, provision, or obtaining of a person for labor or services, through the use of force, fraud, or coercion for the purpose of subjection to involuntary servitude, peonage, debt bondage, or slavery† (Resettlement). Just like sex trafficking, labor trafficking has several forms of practices  such as bonded labor, forced labor, and child labor. Bonded labor: Better known as debt bondage and is the least known form of trafficking; however, it has the highest and widest method of enslaving people. Victims become bonded laborers when their labor is demanded as a means of repayment for a loan or service in which its terms and conditions have not been defined or in which the value of the victims’ services as reasonably assessed is not applied toward the liquidation of the debt. (Resettlement) Forced labor is â€Å"a situation in which victims are forced to work against their own will, under the threat of violence or some other form of punishment, their freedom is restricted and a degree of ownership is exerted. Forced labor can include domestic servitude, agricultural labor, sweatshop factory labor, janitorial, food service and other service industry labor, and begging. (Resettlement) Child labor is a form of work that is likely to be hazardous to the health, physical, mental, spiritual, moral, or social development of children and often interferes with their education. Section 2.2: What is exploitation? Exploitation is defined as â€Å"the action or fact of treats someone unfairly in order to benefit from their work† (editors). Exploitation is broken down into two different forms just like sexual trafficking. The two forms of exploitations are: nonconsensual and consensual. â€Å"Nonconsensual forms of exploitation involve an element of coercion, fraud, or deception, whereas consensual exploitation typically results from a lack of other economic opportunities and leads to the unfair treatment of the exploited.† (Koettl) The other form of exploitation is consensual form which allows victims to exploit their self because they have no other options. This can be the case in lower income families and also causes these cases to often turn into nonconsensual cases. Section 3: Problem Statement The availability of data on human trafficking and how it affects the economy on the Gulf Coast is quite limited. Due to limited amount of data I believe proving that the economy on the Gulf Coast is indeed affected by humans being trafficked along our major roadways and through our waters. However, I do have some data and information that pertain to human trafficking and the economy as it correlates around the United States and around the rest of the world. Victims of human trafficking correlate by their economic social  status and lack of family support or work opportunities. Section 4: Who are the Victims? Most of the victims are in such poverty that they will do whatever it takes to help their family survive. Victims are lured by false promises of a job, stability, education, or a loving stable family. Human trafficking is a never ending cycle with an economic crisis surfacing; the demand for cheap fast labor is quickly on the rise. Due to the economy plummeting people are look for jobs farther away from their homes to support their families. Due to this people are becoming homeless and unemployed with no one looking for them which gives traffickers the perfect victim. The perfect victim is someone who no one is going to miss, illiterate most times, completely poor, and often live under very serious health violations and do not have enough food to feed their self. As these people become poor and poor, human traffickers are going to be able to start connecting more supply of labor to areas where labor is demanded. Most importantly to remember about these victims is that anyone can be a victim. Lesbians, gays, bisexuals, and transgender have reported that they are more likely and more vulnerable to traffickers who prey on the desperation of those wanting to escape social alienation and maltreatment. Section 4.1: Who are the Traffickers? Human traffickers typically involve an organized crime group who specialize in this area. They generate a huge profit for their criminal organization or for individuals they make a huge profit for their own personal gain. In a recent study conducted by Advocates for Freedom, 52% of those recruiting victims were men, 42% were women, and 6% was a male and a female working together. While 54% of the cases the recruiter was a stranger to the victim and the other 46% the victim knew their recruiter. One of the incentives for trafficking is going to be the vast profit that these traffickers, buyers, and criminal societies that keep the companies going strictly for this reason. In all honesty, human trafficking brings in billions of billions of dollars in profit. In the United States, traffickers are making $67, 200 annually per victim. However, it is the distribution of the money  that continues to spark poverty and unemployment and allows traffickers to always have new â€Å"workersâ⠂¬ . Section 4.2: Economic Impacts Poverty, unemployment, and a lack of opportunity in the workforce makes millions of people look for a better life by leaving places they love and call home. This big business brings the United States $32 billion annually and every year traffickers alone make $4,000 to $50,000 per person trafficked depending on the victim’s place of origin and destination. Every time a person is trafficked that country’s economy takes a significant loss of human and social capital. It also effects the economy due to the hindrance in the educational process and the victims’ psychological health sometimes makes the person exclude themselves from society due to their trauma. When victims exclude their self from society, the economy in that particular area is no longer gaining the revenue that could have been earned from this victim from something as minor as buying a new dress for a company dinner. The cost of trafficking incorporates many elements that effect the economic impact such as â€Å"the resources devoted to its prevention, the treatment and support of victims and the apprehension and prosecution of offenders.† (Nations) Trafficking also results in a significant loss of human resources and tax revenue reductions. Furthermore, trafficking redirects the benefits of migration from the migrant, family, community, and government to strictly the trafficker and their associates. Many countries, the United States included, suffer from the economic effects of human trafficking which include: lack of law enforcement, decrease in human productivity due to health conditions, and circulation of money throughout the criminal organization. Section 5: What does this have to do with Mississippi? Mississippi does in fact have human trafficking that has turned into a heinous system operation here in our backyards. Even though law enforcement and even Mississippi Attorney General’s Office have put together a task force that specializes in trafficking, more than 350,000 people are still sliding by undetected and unreported. Here in Mississippi traffickers are using the Gulf of Mexico, Highway 90, and Interstate 10 as the most popular  outlets out of the state. If we continue to allow trafficking to happen right here on the Gulf Coast, we are going to see a huge change in the labor mark and economic dislocation. The Gulf Coast is slowly going to see people compelled to leave their homes in search of a better living and as a result of this the people of the Gulf Coast are going to become involved in human trafficking. Another side effect of allowing trafficking to continue is due to the Gulf Coast being right against the Gulf of Mexico, we are going to begin seeing a huge flood of humans from less developed regions pull into our docks. Traffickers are increasingly utilizing the Gulf of Mexico as an entry point which allows traffickers to sell their victims to local business owner. In return, local business owners are going to â€Å"hire† these victims and not hire local people to do a job because they can pay less to the victims and save their self-money. If this was to continue to occur, the people of the Gulf Coast are going to have to migrate away for a better life and thus start the train of trafficking all over again. Section 6: Literary Review Reported estimates of human trafficking worldwide, in the United States, and specifically in Mississippi were reviewed to gain statistical information and other pertinent details. The research was conducted by Web sites of Federal agencies, legal cases that involve acts of human trafficking, different databases such as Europol, and three books. The first book: The Slave Next Door: Human Trafficking and Slavery in America Today written by Kevin Bales and Ron Soodalter talks about the heinous and disturbing cases of human trafficking through different voices such as slaves, traffickers, counselors, and law enforcement. The second book is The Red Market written by Scott Carney and it describes illegal trading and trafficking especially of humans and their body parts. Lastly, the third book: Illicit: How Smugglers, Traffickers, and Copycats are Hijacking the Global Economy by Moises Naim and it talks about investigations that prove the economy is changing due to traffickers. Section 7: Methodology The data was gathered over a multitude of months by using the internet, books, and interviews with people inside the FBI, police forces locally, WXXV Alyssa Meisner, and Advocates for Freedom Mrs. Harvill. For the past  couple of months I have analyzed each piece of evidence presented to me and came to the conclusion that human trafficking does indeed affect the economy in Mississippi. However, there was some limitations that I found during my research. The primary limitation of this paper is the lack of data for Mississippi, particularly data for trafficking on the Gulf Coast. For example, there were plenty of news articles about human trafficking happening on the Gulf Coast, but there was no statistical information pertaining to the Gulf Coast. Section 8: Conclusion In conclusion, the exploitation and trafficking of men, women, and children is a humanitarian problem that affects the economy in a multitude of ways. Through this paper, the definition of human trafficking has become clearer to the audience as well as the economic affects human trafficking has not only in the United States but also right here on the Gulf Coast. Works Cited Agatucci, Cora. African Slave Trade and European Imperialism. 1 January 2010. 27 October 2014. . Anderson, Rebbecca. Human Trafficking in Schools Kimberly Anderson. 6 February 2015. Recorded. Bank, Inter- American Development. Human trafficking’s dirty profits and huge costs. 2 November 2006. 12 October 2014. . Center, Northeastern University Education Technology. Human Trafficking: Data Collection and Reporting Problems. 2011. 12 October 2014. . Clawson, Heather. Human Trafficking Into and Within the United States. August 2009. 21 November 2014. . Crime, United Nations Office on Drugs and. Human Trafficking. 2014. 14 November 2014. . editors, Merriam Webster. Merriam Webster Dictionary. 1803. 15 October 2014. .

Socio-technical leading to IT failure in Terminal 5 Essay

Socio-technical leading to IT failure in Terminal 5 - Essay Example Before merger of these two characteristics, socio and technical, the strategic planning for developing information systems was poor. The information systems were developed according to technological needs and the experts had formed systems on technical framework (Flichy, 2003). In this world of competitions, the organizations need perfection and reasons to be major contestant in the relevant field. Choppy and Sokolsky (2008) express that the efficiency, quality of services QoS, work load, accuracy and management are possible only by the help of socio-technical involvement. For the achievement of strategy of planning and development, the organizations implement and evaluate the state-of-the-art technologies with the flair of socio-technical system. On the other hand, as Godinez et al (2010) articulate, the dependency on technologies and hiring untrained staff are the factors which create lots of hindrances. And socio-technical system has also the limitations, so that the possibilities of design of faulty systems still persist in the world. Today, the concept of data management is incomplete, almost impossible, without information management systems. Information systems supply a complete and wide-range of solutions for organizations, either public or private. Curtis and Cobham (2008) express that the information system applications, based on software and hardware, are developed for different purposes and for different organisations. Airports, railway stations, hospitals, universities, accounts and audit bureaus and almost all the public organizations use these applications for ease in management. Information systems also help in decision making and timely completion of projects (Ulrich and Newcomb, 2010). In this paper, the relationship between information systems and socio-technical system is widely discussed. Moreover, the

Scientific managers believe in business organisations without people Essay

Scientific managers believe in business organisations without people and human relations managers believe in people without organisations - Essay Example It is because of its problem solving capabilities through the application of scientific methods that it came to be put forth as a means of managing industries (Hughes 2004, p.251). Despite its falling into disuse for a number of years in main stream industries, its resilience can be seen through its being applied in different industries in the modern world as a means of boosting production. It was reported that during its initial application, this form of management became quite unpopular with workers because of the higher demand that it required of them. The initial application of scientific management creates a situation where there were threats of and at times actual strikes in a bid to remove the system from being used. This was because apart from the high demands it made from workers; it was also responsible for alienating them in such a manner that it put more emphasis on the importance of organizations at the expense of workers. Because of its stressing the importance of organizations, scientific management made it possible for the development of policies, which were designed to ensure that workers had to work for longer hours for lesser pay as a means of maximizing their potential while at the same time increasing profits. This system concentrated more on increasing worker output for so that industries could produce more goods for sale, hence creating a situation where the industry can continue to make profits while making maximum use of its workers. Scientific management came to be extremely popular in planned economies such as the Soviet Union and East Germany through the advocacy of Aleksei Gastev, who believed in the scientific organization of labour to ensure that the Soviet Union came to achieve maximum growth (Beissinger 1988, p.35). It can be said that the ideas of scientific management still have a significant influence on how management is conducted in the modern world since some companies in suc h countries

How managers motivates their employees Essay Example | Topics and Well Written Essays - 2000 words

How Managers Motivate Their Employees - Essay Example In any kind of industry, consumer goods, healthcare, service sector these goals for both employees and the employer are important to achieve. Motivational roles of managers are important in this respect (Shanks, n.d., p.23; Neely, 2007, p.433). Theoretical framework: There are various theories of motivation which are used for the purpose of developing the working abilities of the employees in different business organisations. These theories are described below: Maslow’s Hierarchy of needs: In this theory the Maslow (1954), identifies various needs which are necessary for the purpose of motivating employees. These needs are comprises of psychological needs, safety needs, belonging needs, esteem needs and self-actualisation needs. With the help of satisfaction progression, these needs are used for the purpose of moving from one stage of satisfying the need to another stage (Shanks, n.d., p.25) Alderfer’s ERG Theory: In this theory Alderfer (1972) has used three concepts o f existence, relatedness and growth to describe how managers can motivate their employees. Various needs defined by Maslow have been used by Alderfer to define these stages of motivating employees. He also used the frustration-regression principle for the purpose of describing the fact that with the achievement of each level of satisfaction employees will be motivated to achieve the next level of satisfaction (Shanks, n.d., pp.25-26). Herzberg’s Two Factor Theory: Herzberg (2003) has used two motivational factors: Hygienes and Motivators, for the purpose of modifying Maslow’s theory. The first factor provides lower level of satisfaction to the employees, like better working condition, high salary etc. The second factor provides higher level satisfaction to... There are various theories of motivation which are used for the purpose of developing the working abilities of the employees in different business organisations. These theories are described below:Maslow’s Hierarchy of needs:  Ã‚  In this theory the Maslow (1954), identifies various needs which are necessary for the purpose of motivating employees. These needs are comprises of psychological needs, safety needs, belonging needs, esteem needs and self-actualisation needs. With the help of satisfaction progression, these needs are used for the purpose of moving from one stage of satisfying the need to another stage (Shanks, n.d., p.25)Alderfer’s ERG Theory:  In this theory Alderfer (1972) has used three concepts of existence, relatedness and growth to describe how managers can motivate their employees. Various needs defined by Maslow have been used by Alderfer to define these stages of motivating employees. He also used the frustration-regression principle for the purpose of describing the fact that with the achievement of each level of satisfaction employees will be motivated to achieve the next level of satisfaction (Shanks, n.d., pp.25-26). Herzberg’s Two Factor Theo ry:  Herzberg (2003) has used two motivational factors: Hygienes and Motivators, for the purpose of modifying Maslow’s theory. The first factor provides lower level of satisfaction to the employees, like better working condition, high salary etc. The second factor provides higher level satisfaction to the employees.

TEST EVALUATION Assignment Research Paper Example | Topics and Well Written Essays - 1000 words

TEST EVALUATION Assignment - Research Paper Example A language test is essential since it plays the role of generalizing what the person taking the test is capable of doing under some set conditions. As such, such a test helps in evaluating what the person taking the test can do even when they are not under conditions of test taking. Purpose of the test The test aims at assessing the language skills of English speakers in comparison with the language skills on non-speakers of English language. The purpose of carrying out this language test is to assess the achievement that students have made so far in the course. As such, the test aims at evaluating the extent to which students have achieved the course objectives. Moreover, the test will be used in determining which students will pass on to the next level. The student performance in the test will act as the basis for determining the students who will go to the next grade, as well as those students who will not qualify for admission in the next grade. Students will be graded based on t he marks and the grade they achieve in the test. After the grading, those will have scored marks equivalent to the required admission marks will be allowed to continue to the next level while those who will not have achieved will either have to repeat the test, or remain in their current level. Student performance will also be ranked according to how the students have scored. Description of the test The test will make an assessment of how students score when compared to other students who take a similar test. The test will also be administered as per the acceptable procedures, as well as with regard to the rules of the education section and the institution. The outcome/result of the test will be given in terms of percentage and ranking of the students. Students will be ranked from the highest scoring at the top and the lowest scoring at the bottom. Different tests will be provided for speakers of the English language and those who speak English as a second language. The purpose of d oing so is to ensure that both categories of students can be favoured by the test. While administering the test, various questions will be provided in order to ensure that students have a variety from which they can choose. The language test will be a written test where students will have an opportunity to fill in the right answers, in the exam paper. There will be questions where students can choose from multiple answers by selecting the best option. In addition, the test will encompass reading a comprehension and answering some questions based on what students understand from the reading. The test will also include some grammar questions, which will test the ability of students in grammar. Writing skills of the students will also be tested through a composition. Students will be expected to write a composition that will test their ability to communicate in writing (Richard-Amato, 2003). Scoring of test The test scores will be based on the percentage scored by the students in the r espective scores. English speakers who will score a high percentage in their tests will get high marks. Likewise, English learners who will score high marks in the test provided will be graded with high marks. The best students, native speakers or ones having English is their second language, will score an

Enviro Golf Tees Company Case Study Example | Topics and Well Written Essays - 2000 words

Enviro Golf Tees Company - Case Study Example Golf tees are a necessity in playing golf, we all know that.   We can not just play out there without this gadget.   They are like golf balls; if there’s great demand for golf balls, so do with golf tees.   And they are also expendable.   This is the reason why the company’s objective of producing bio-degradable tees is a priority.   The product alone is beneficial to the environment.  Prices for the product should be consistent with the Enviro Golf Tees’ goals and mission.   Pricing decision should be set in accordance with organization’s objectives, costs for the manufacturing, other marketing mix variables, channel member expectations, buyers’ perceptions, competition, and the legal and regulatory issues. (Dibb et al, 1997, p. 567-568) Perceived or â€Å"real† differences in competitors’ products: Some competitive products are identical product.Price is therefore the only consideration. Marketing Mix VariablesAccording to Dibb et al (1997, p. 576), â€Å"Price is the value placed on what is exchanged. The buyer exchanges buying power – which depends on the buyer’s income, credit and wealth – for satisfaction or utility. Price is a key element in the marketing mix because it relates directly to the generation of total revenue.†Ã‚  While we depend on the price of golf tees for the generation of revenues, pricing has to consider many factors so that the company can proceed smoothly.... 5) Activities of Enviro Golf Tees in the immediate future will revolve around this concept: creation, distribution, promotion and pricing of a state-of-the art environment-friendly golf tees. Marketing a product with an objective of helping preserve the environment is the primary goal. However, the company will go through the process of regular marketing, surveying the psychology and culture of consumers and people, and making moves that will lead the company to a determined future. "Marketers must constantly assess their customers' requirements and be prepared to modify their marketing activity accordingly. An assessment of marketing opportunities is an ever evolving process requiring regular revision and up-dating." (Zairi, 1996, p. 5) Objectives and goals of Enviro Golf Tees are currently based on this. Core ingredients of our priorites Focus and thrust of the company's business will bear the "core ingredients of the various definitions that collectively indicate the basic priorities of marketing: satisfying customers Marketing of the product will be primarily based on a wholesale basis, not piece-by-piece. For as long as customers, in this case golf courses, tournament organizers, etc. - buy golf balls, golf tees will be simultaneously sold along with it. identifying/maximizing marketing opportunities This may be an easy way because marketing opportunities will always be there in the field of the countless golf courses in the country. targeting the right customers As has been said, the customers are not one or a few players of golf, but the thousands of golf courses and owners in the United States. facilitating exchange relationships Customer relationship marketing

Management high performance Essay Example | Topics and Well Written Essays - 500 words

Management high performance - Essay Example In autocratic leadership, the leaders possess total authority over their team (Rao, 2010). Other members of the team are incapacitated to air their views, even when such opinions may benefit the organizations. Most employees discredit this leadership form. As such, it leads to low work force turnover. However, it may be suitable in situations requiring quick decision-making processes. Autocratic leaders tend to be more formal than informal and more centralized. Democratic/participative leadership model incorporates other team members in their decision-making process; thought the final decision-making process is mandated to the leader (Rao, 2010). This capacitates the employees to make time-to-time suggestions to their leaders for various improvements. Such leaders tend to be more informal than formal and more decentralized. In the article, ‘Is Autocratic Leadership Relevant today?’ Rao critically examines Autocratic leadership over other leadership forms and its suitability in today’s environment (Rao, 2010). Rao argues that though this form of leadership is practical in fields such as the military, it may be impractical to incorporate it in today’s business environment, where employees call for incorporation in various decision-making processes and act as core partners, since they play a key role in the goal achievement of an organization. Additionally, Rao argues that in case a firm experiences challenges, the leader takes the sole responsibility. Rao also perceives Autocratic leadership to be marred with dissatisfied customers, and the recurrence of absenteeism within an organization (Walker, 2011). Autocratic leadership also creates a weak workforce, owing to the continued fear of the leader’s directives. Wrong decisions may lead to unprecedented losses, since employees only follow such directives without questioning (Daft, 2014). Choi’s article attempts to put forward the key differences of

Art21 Blog Post Essay Example | Topics and Well Written Essays - 250 words

Art21 Blog Post - Essay Example She uses her painting to educate others on gender and social, political condition in her country. She plots her work in advance and takes long in her paintings making sure that they are produced to perfection. She also includes different characters in her paintings based on materials and color. Viewers should learn various principles from her line of work. Foremost, she does not take advantage of her job to strive economically but instead has an emotional connection to her paintings. She takes her time while preparing paintings since there are hidden messages in her paintings. She also promotes American cultural history through her paintings on American folk-art traditions Viewers can easily recognize the artist due to her work. Information can be gathered from her painting where she has been featured in the power category of artists. She uses her work to provide knowledge and increase awareness to her viewers. She claims that one has to let the portraits come up automatically without forcing anything. Consequently, her work has been featured in various museums in the U.S providing her viewers with breathtaking scenes in her

Property and Mortgages Essay Example | Topics and Well Written Essays - 1000 words

Property and Mortgages - Essay Example The general rule is that the interest reverts to the borrower upon completion of refinancing the mortgage. The history of mortgages dates back to the seventeenth century. Throughout this period, doctrines of equity have been applied to protect mortgagors from mortgagees’ exploitations. Statutory regulations have however recently been formulated to ensure mortgagors’ protection. The courts have similarly joined the efforts. The scope of mortgages covers any venture in which land is used, and is offered on any interest on land as well as other properties other than land. This paper seeks to investigate the statement that ‘mortgages are a suppression of truth and a suggestion of falsehood,’ mortgage destroys our economy. The paper will explore the legal aspects of mortgages with the aim of supporting the statement. Difference between legal and equitable mortgages The major difference between equitable and legal mortgage is the level of formality that is involv ed on the process of creating the mortgage. A legal mortgage requires strict formalities that include a written contract. All terms of the mortgage agreement are stipulated and the document signed. Equitable mortgages on the other hand involve deposition of title to the subject estate without making formal commitments. Legal mortgages are executable within the strict interpretation of the law of property act (1925) and must be under deed. This means that the mortgage binds any interest in the land, both original and transferred. An equitable mortgage is however informal and do not bind a purchaser in good faith who takes the property for value without the knowledge of existence of the mortgage (Slorash and Ellis, 2007, 121). Another difference between a legal mortgage and an equitable mortgage is the transferability of interest in the subject land. While property in the piece of land is transferred to the mortgagee under a legal mortgage, only possession passes in an equitable mortg age and the mortgagee has to seek judicial intervention for transfer of property in the land in case of a defaulted refinancing (Sharma, 2010, 212). Rights of the mortgagee The mortgage agreement creates a number of rights to the mortgagee. The first right that a mortgagee acquires is the right over â€Å"the promise to pay† (Williams, 2011, 90). This right is enforceable against the mortgagee or any subsequent owner of the land subject to the law of property act (2007) and the interpretation of the case of Nefson Diocesan trust board v Hamilton [1926] NZLR 342. The mortgagee also has a right to foreclosure and to gain possession of the land if the mortgagor defaults in payments after a notice after a notice (Williams, 2011, 92). There is also the right to put the piece of land under receivership or even to sell the property as was held in the case of Alliance &Leicester plc v Slayford [2000] EGCS 113. The same case provides legal ground for suit against the mortgagor’ s covenant (Pawlowski and Brown, 2002, 177). Rights of the mortgagor The mortgagor’s rights include the right to redeem the mortgage subject to the terms of the mortgage agreement as was illustrated in the case of Jones v Morgan (2001) (Dixon, 2011, 380). The redemption right can be enforced equitably or legally. Further, the mortgagor is entitled to right of possession, inspection of property and accession rights (Mau, 2010, p. 86- 88). Safeguards for borrowers Mortgagors are bound by the lending terms of their agreements that are enforceable under statutory laws. The doctrines of equity supplements statutory regulations to protect borrowers from exploitation. Mortgagor’s right of redemption is for instance absolute irrespective of the delayed

Health and Social Care Essay Example for Free

Health and Social Care Essay Government: (National)- Greenwich Council (Locally) World Heritage Site (Internally). The National Maritime Museum set target by the government to meet the needs and to attract different types of customer all over the world and also to provide better facilities such as providing wheel chair for disabled people. Sponsors: one of the sponsors is PO they want quality exhibits, which means they could have good publicity which lead to better public image. Researchers- Researchers produce different types of research from over the world and encourage the museum to improve on their exhibits. Suppliers: who supply food and other products and the supplier expect good pay at the right time. Owners of Exhibits: The owner of exhibits wants security on their collections of picture or etc and a good feedback from the museum. Customers: The customer wants good Customer Service, helpfulness staff and to provide better facilities for special needs. Staff: The staff should be motivated, which then will lead to good sales and profit. The staff will have an experience working with different types of customers. Friends ([emailprotected]): Friends of the National Maritime Museum actively support the largest Maritime Museum in the world. The friends mission is to support the work of the National Maritime Museum, the Royal Observatory and the Queens House by. In 1997/1998 the Maritime Museum had 50% of people visited the museum, but in 1998/1999 the Maritime Museum had 54%, which means the visitor number has increased by 4%. In 1999/00 the museum had 52% but by 2000/01 it has decreased by 3%. By 2001/02 the museum visitors has gone up by 10%. This table shows the predicted target market. The age group of 18-24, In 1997/98 they were 10% of Visitors and in 2001/02 it was 7% which means it has decreased by 3 % since 1997/1998. In 1997/98 they were 18% of visitors visited who are aged from 25-34 and in 2001/02 it was 19%, which means it has gone up by 1% since 1997/98. Although it was a change in 1998/99, because the number of visitors who are aged 25-34 has increased by 4% since1997/98. The age group 35-44, in 1997/98 it was 23% and in 2001/02 it was 23% which means they have been no change but in 1999/00 the percentage went up suddenly they have decrease since 2000/02. In 1997/98 it was 24% but in 1998/99 the percentage went down by 2%. From 1999/01 they have been no change of percentage of visitors arriving but in 2001/02 the percentage has decreased by 1% since 2000/01. The age group of 55-64, in 1997/98 it was 15% but the figure went down until 1999/00. However the figure went up in 2000/02. In 1997/98 it was 10% of visitors who are aged 65+ but the percentage stayed same until 1999. Although the percentage starts to rise slowly in 2000 by 2001 the percentage has gone up by 2%. This table shows the predicted income. In 1997/98 it was 37% visitors visited who were A/B Income earners, but by 2001/02 it has increased by 47%. The C1 Income earners visited the museum in 1997/98 was 46% and in 2001/02 it has decreased by 35%, but also the percentage did rise in 1999/00. In 1997/98 it was 12% who were C2 income earners, but in 2001/02 it has decreased by 9%, however the figure did rise in 1999/00. the D/E Income earners visited the museum in 1997/98 was 5% but in 2001/02 it has gone up by 9%, but there was steady change in 1998/2000. Overall it show that in 1997/98 it was most likely that C1 Income earners visited the Museum but by 2001/02 it has changed because A/B Income earners are likely to visit the museum * Predicted staffing needs This table shows the staffing levels. The visitors were very satisfied with the exhibition display in 1997/98 but the visitors were very satisfied in 2001/02 because it has gone up by 4%. There were only 2% of visitors not satisfied with the exhibition display in 1997/98 but it went down by 1%. In 1997/98, 50% of visitors were satisfied with the staff but in 2001/02 the percentage has increased by 14%. They were no satisfaction in 1997/98 or in 2001/02. This is an evaluation on customer service at Maritime Museum. I will be evaluating the service provided by the museum when I went for the visit. I enjoyed my trip to the Maritime Museum and it has helped with my assignment on customer service and also they provided information, which will help my coursework. The service provided by the National Maritime Museum was excellent and the staffs were motivated to their work. I had great greetings when I visited the museum and I was provided information on the exhibits, when I didnt know. E. g. when I visited one of the history section I didnt know about Nelson so the staff took his time to explain for us, so I thought that was good customer service. The lecture from the staff was good because they took their time on providing information, which I thought it was a good customer service. The purpose of this letter is to express to you my apologies for any inconvenience you may have experienced on the 27th of March 2006 due to standards of service you experienced in our restaurant. I have taken my time to investigate your case and the possible reason I could give you is that my staff didnt have record of your booking and so you had to wait for 45 minutes to be seated because the restaurant was full. We are terribly sorry if you were embarrassed by our service. During the 45 minutes the manager sat you at the bar and gave your party free drinks. As soon as the table were clear, the staff sat you down in two different tables and meanwhile we were preparing vegetarian food. I have come up with a solution to solve these problems. I will be talking to my staff about the record of booking. I will also have word with the waitress and provide better training on dealing with customers. I will make sure the systems work correctly. For the Disappointment service you had received by our restaurant we will provide you a free meal and better service from our restaurant. Once again I am terribly sorry for the service provided by our restaurant

The world urban slum population

The world urban slum population Introduction In recent years, the worlds urban poverty growing than before, social problems also lead to further highlight. With the deepening of urban poverty, it has become unsafe hidden in social and economic life. The urban poor people have many problems not to be effectively solved; they are unemployment, social security, distribution system, social equity and social development and so on. Since the middle 20th century, along with the accelerated process of urbanization and urban population density increased, the worlds urban population increased from 30% to now about 50%, this figure will be close to 60% to 2030. The population increased has brought a significant increase in the urban poor and slum issues become increasingly prominent. Currently, nearly 10 million people in worldwide are living in urban slums. And according to the World Health Organization (WHO, 2006) more than 13 million deaths annually are due to preventable environmental causes. Among them, the most populous slum in Asia , this figure represents the worlds urban slum population of more than half of the total. In the globalization process led to poverty and social inequality, in 2030 urban slum population will grow to about 2 billion. Slums represent the worst city in the current poverty and inequality, its emergence and existence of many factors. Among them, the war and the regional situation of unrest led to a significant increase in refugees, migrants quickly to urban migration, urban poverty and inequality were increased, living without protect, these are all the causes of slums. So this report will discuss different solutions to poverty in urban areas. Firstly the author describes the causes and effect, and then the report will talk about problems and how to solute these problems. The author will use reading much information from books, journals and internet to collect data, What means of urban poverty? Urban poverty generally refers to individuals or families to rely on labor income and other legitimate income could not sustain their basic needs for survival in urban areas. 1. Cause and effect 1.1 causes Uneven distribution of urban poverty groups lead to the existence and rapid expansion of the important factors. With urban poor groups, unemployment, social security, distribution system, social equity are all problems in social development and these problems did not been effectively resolved and sufficient attention. With the passage of time and social gap between rich and poor growing, global cities in the number of poor people from poverty being gradually towards the long-term poverty, social poverty in the formation of a large group. 1.2 effects In modern society, the fastest growing community is slums, slums are growing center of crime and violence, in terms of climate change, urban poverty is one of the largest sources of pollution, in this global village, someone elses poverty very soon become their own problems: lack of market products, illegal immigration, pollution, AIDS, other diseases, insecurity, crime, religious fanaticism, terrorism. People can no longer ignore the plight of slum dwellers. If people ignore these problems, it may be a serious social exclusion, with the attendant threat to peace and security, this is the adverse effects. 2. Problems 2.1 Refugees and migrant populations have high rates of poverty. 2.2 Poor living conditions. Slums are usually the worst health conditions in urban areas, and even waste materials pile up land (including industrial toxic waste), groups living in slums, often suffering from various diseases caused by pollution, slum women and their children the biggest victims of these problems. The streets are dirty, some times many people have to share one toilet. The dirty condition may cause diseases and especially for children, they are easier to get ill (Practical Action, 2008). 2.3 Basic life, health and employment are not protected. One of the main urban underemployment in recent years, some countries and regions due to growing poverty and political instability and war continued, leading to a large number of refugees fleeing their homes to escape war and poverty and to change part of a influx of relatively well-developed and there is no war in the city. 2.4 Urban poverty increased and serious underemployments lead to all kinds of crime. Modern society, the work requires not only the employed have a higher level of scientific and cultural knowledge, while the extensive application of science and technology result in decreased employment. Thus, many cities people who are low education and older age were significantly reduced employment opportunities, making the city are suffering from the rapid expansion of vulnerable groups, vulnerable groups in cities grow crimes, including violent crime is more prominent. 2.5 Urban poor and disadvantaged groups live in the bottom of society, social status is low and even some of the extreme poor people have not basic social security benefits. 3. Solutions 3.1 Through legislation to clear the main responsibility of the parties to the social security. Through the legislature to develop the appropriate social security laws and regulations, they clearly defined responsibilities of the principal parties to the social security. 3.2 Establish effective social security system. Related departments need to further improve the urban minimum living security system. Workers not only should have a minimum wage, but also establish an effective system of Family Planning survey, the conditions to help the inhabitants of current income and family status of assets and other income combined, clear procedures for poor residents to apply for assistance, protect the rights of poor residents. 3.3 The establishment of urban public housing policy as soon as possible. Poor living conditions for the poor, the Government should build public housing, to help poor people improve their living conditions. Currently low-rent housing policy introduced in some cities and their integration into the social assistance system. The system should be firmly follow the fair, the principle of open, unified per capita housing area, and ensure that housing conditions were extremely difficult for low-income residents have access to limited housing support. 3.4 The establishment of poor medical assistance policy. The health care of poor people is an increasingly prominent social problems, disease caused poor people worsened the living conditions and even fall into despair. Therefore, people need to establish a poverty-oriented medical assistance system, the system helps relieve the pressure on poor peoples lives, it is also social development and progress and an important part of social equity. Of course, this system reduces the medical burden of the poor people, but not free. 3.5 Improve peoples education level, because of financial or personal problems, lots of young people have no chance to gain better education. Consequently, with the purpose of guarantee citizens security, related organizations can help some poor students to entry universities and give them more opportunities. For instance, the organizations can provide funding to students, or build a committee to collect funds from society; they can also consulate with universities to reduce the tuition fee or provide jobs to students. From these solutions, it is not only benefit for students, but also for whole education system. 3.6 Try to change the appalling living conditions; people should not dispose sewage in anywhere. People should reduce garbage and collect all rubbish to a special place, please do not thrown away or burning rubbish. People can create a good living space. 3.7 Urban poverty lead to all kinds of crime, the best ways to solute this problem, maybe community help poor people to study different kinds of vocational education and improve the quality of the poor people; they also can improve basic education policy and try to make more people to go to school; society can strengthen ethics and law education so that people understand not to do illegal things; community can establish a social security system, it maybe eliminate the poor peoples worried, and they also need to strengthen external management of the domicile population. Conclusion In conclusion, this report talk about urban poverty and it impacts our world in different aspects, there are many problems, and people need to give the suggestions to solute these problems. Overall, poverty is a serious instability factors, because this is a very difficult question, we need more concerned about this problem so that more people and community groups aware of the seriousness, to get more help, the agency can try to solve the problem within the maximum range. Reference E. Moreno (2003) Slums of the World: The face of urban poverty in the new millennium? Giusti de Perez, R. Perez, R. (2008) Analyzing Urban Poverty: GIS for the Developing World. http://gis.esri.com/esripress/shared/images/139/URBAN_ch01.pdf Masika, R., de Haan, A. Baden, S. (1997) Urbanization and urban poverty: a gender analysis. BRIDGE, Report No 54. http://www.bridge.ids.ac.uk/reports/re54.pdf Perlman, J., Hopkins, E. Jonsson, A. (1998) Urban solutions at the poverty/environment intersection. http://www.megacitiesproject.org/publications_pdf_mcp01solutions.pdf Practical Action (2008) Urban Poverty. http://practicalaction.org/shelter/urbanpoverty_background S. Li (2007) Unemployment, Inequality and Poverty in Urban China Taylor Francis; 1 edition

Reading Intervention Programme

Reading Intervention Programme Effects of an Out-of-school Intervention Program on Reading Ability and Attitude in Low-achieving First-grade Students Abstract This study, conducted at *****, proposes instituting a before- or after-school program to address the needs of struggling first-grader readers. Biweekly intervention sessions, lasting 30 minutes each, will take place from early September through May. Using individualized instruction targeting deficiencies in individual student skills and a balanced literacy approach, data will be collected to determine the effectiveness of the program and student attitudes about reading. Parent attitudes and participation in their children’s learning will also be explored. Data will then be compared to the average gains made by typical first-grade students. I anticipate these sessions will have a positive effect on student learning and attitudes, and that participants will make slightly greater gains than typical first graders. Introduction Background/School Information In the fall of 2008, I will begin my third year as a first-grade teacher at ******. According to the 2007 School Report Card (2007), the **** student population includes 335 students in kindergarten through fifth grade. It is a diverse school (51.9% White, 2.1% African American, 34.0% Hispanic, and 11.9% Asian/Pacific Islander). 17.6% of students are from low-income families and 21.2% have limited English skills. The average size of my class over the past two years has been 25 students, with over half (14 last year) speaking a second language (including Italian, Polish, Serbian, Spanish, Tagal, and Urdu) at home. Some parents refuse bilingual or ELL services in favor of a regular classroom placement. Students begin the year at many different literacy levels. The majority of students make excellent progress with the current literacy program (Harcourt Trophies). While most of the students who attend kindergarten in our district have mastered their letter names and successfully integrat e their phonemic awareness skills with phonics instruction, there are a few students each year that struggle with these skills and have not mastered our basic kindergarten sight words. Often students who come from other school districts are even further behind. Some parents of these students have admitted to spending little or no time reading with them at home, either because the child is reluctant to work with the parent, lack of time, or because their own literacy skills may be lacking. My Philosophy/Past Efforts I believe it is my responsibility to ensure that every student learns the necessary skills to become a successful reader and to develop a love of reading. I also assume that every student will learn if expectations are high. I believe in using a balanced approach to literacy instruction (Tompkins, 2003), using phonemic awareness, phonics, and literacy instruction which incorporates both reading (shared and independent) and writing. In searching for a way to reach struggling students and help them improve their emerging reading skills, I began a biweekly guided reading group during lunch during the 2006-07 school year for four struggling students. The students were tested using AIMSweb ® and made considerable improvement between January when the program was implemented and the end of the year. One student’s reading fluency increased from ten to 33 wpm, an increase of 330% in four months. Although the lunch hour was a convenient time to work with the students, it was difficult to ensure they were focusing on the lesson and finishing their meals at the same time. I have considered the advantages and disadvantages of working with them either before or after school. While an after-school program will afford more structured time to better meet their needs, a before-school program might ensure better attendance (***, personal communication, July 7, 2008). **** has offered both a before-school remediation program with fourth graders and an after-school book club with second graders, noted that students seemed more focused in morning sessions (*****, personal communication, July 14, 2008). Before implementation, I will survey parents to determine which format best suits their schedule. Role of the Researcher As an active participant and researcher in this study, I will be working directly with four to six of my lowest-achieving first-grade students. Individual student needs will be targeted through word activities, shared reading, independent reading, guided reading, and writing activities. Area of Focus The purpose of this study is to describe the effects of a biweekly out-of-school intervention and guided reading program on reading ability and student attitude about reading in low-achieving first-grade students. Research Questions My focus question is: How will implementing an out-of-school intervention and guided reading program affect reading ability and student attitude about reading in low-achieving first-grade students? I plan on implementing this program at the beginning of the 2008-09 school year and continuing it through the end of May. I hope to answer the following questions through this action research project: How will biweekly out-of-school intervention and guided reading sessions affect reading fluency? How will these sessions affect student reading comprehension? What effect will this program have on student attitudes about reading and school in general? What effect will these sessions have on student writing ability? What effect will this program have on parent attitudes about their child’s reading ability and education in general? Will parent involvement in working with their children be affected by their participation in the program? Key Terms AIMSweb ® – â€Å"a scientifically based, formative assessment system that informs the teaching and learning process by providing continuous student performance data and reporting improvement to parents, teachers, and administrators to enable evidence-based evaluation and data-driven instruction† (AIMSweb ® Organization Website, n.d.). Analytical Reading Inventory (ARI) – â€Å"The ARI is an individually-administered assessment conducted during a one-on-one reading conference. It is administered periodically to students in grades 4-8. Results are used to determine a student’s instructional reading level, guide teachers in planning classroom instruction, identify appropriate supports and interventions, and document progress over time.† (â€Å"Student Testing,† n.d.) Differentiate – â€Å"To use differentiated instruction – an approach to teaching essential content in ways that address the varied learning needs of students with the goal of maximizing the possibilities of each learner† (ASCD Website, n.d.). Fluency – â€Å"Reading smoothly, quickly, and with expression† (Tompkins, 2003, p. 397). Grapheme – â€Å"A written representation of a sound using one or more letters† (Tompkins, 2003, p. 398). Phoneme – â€Å"A sound; it is represented in print with slashes (e.g., /s/ and /th/)† (Tompkins, 2003, p. 399). Phonemic awareness – â€Å"The ability to manipulate the sounds in words orally† (Tompkins, 2003, p. 399). Phonics – â€Å"Instruction about phoneme-grapheme correspondences and spelling rules† (Tompkins, 2003, p. 399). Running Records – While observing individual children as they read aloud, â€Å"teachers calculate the percentage of words the child reads correctly and then analyzes the miscues or errors† (Tompkins, 2003, p. 386). Effects of an Out-of-school Intervention Program on Reading Ability and Attitude in Low-achieving First-grade Students Literature Review Introduction Students today enter school at very different developmental and readiness levels. First grade is a year of exciting growth, presenting new challenges for developing children – from the all-day format to learning how to read. While many students adapt to the all-day schedule and flourish in the first-grade classroom, some are not able to keep up, slowly falling further and further behind their classmates. Teachers often struggle to differentiate instruction to meet the diverse needs of their students. They also look for ways to ensure that every student is functioning at or above grade level, particularly since the No Child Left Behind Act (NCLB) was enacted in January, 2001 (Huncosky, 2004). Because time is limited during the school day and class sizes are often large, many teachers turn to after-school hours to remediate instruction for their struggling students (Brown, 2008; Davis-Allen, 2008; Huncosky; Little Hines, 2006; Saddler Staulters, 2008). Their studies show varied results in gains among the lowest-achieving students. What is a struggling student? Davis-Allen (2008) uses the term â€Å"at-risk,† describing these students as â€Å"strangers to the behaviors and values of the middle-class (as cited in Davis-Allen, 2008). Students were asked to participate in her study because of prior substandard academic achievement (Davis-Allen). To meet Huncosky’s (2004) criteria, students were functioning below grade level in reading or failing to turn in homework. Reading Recovery uses an assortment of tests given at the onset of first grade to target the lowest-achieving students for their 12-20 week program (MacKenzie, 2001). In simpler terms, struggling students are those who, academically, are not performing at grade level. As I begin my third year teaching first grade at Wesley School in Addison, Illinois, and as I reflect on ways to improve learning for all my students, I have found that the majority of my students have been well-prepared for first grade, with a strong background in phonemic awareness and a firm grasp of phonics. They already understand the grapheme-phoneme connection and are ready to begin putting letters and sounds together to make words. Even those who may be a little behind their classmates developmentally catch up quickly and are usually reading at grade level by the middle of the year. Unfortunately, each year I have had three or four students that slowly lose ground, either because they lack a solid background in literacy, have difficulty attending to the daily lessons, or have potential learning disabilities which have not yet been diagnosed. As the work gets progressively more difficult, these students struggle with the district’s literacy curriculum. The second grade teachers report that these low-achieving students sometimes continue to struggle throughout second grade (C. Walters, personal communication, July 14, 2008). This led me to wonder if we were to target the lowest students right from the beginning of the year, would this lead to better outcomes for them in first grade and beyond? According to C. Wartman (personal communication, July 7, 2008), principal at Wesley School, we often take a wait-and-see approach in first grade. As stated earlier, many low students are successful with the curriculum as we differentiate to their needs in the typical classroom; thus, the wait-and-see approach works for them. But for those few who quickly fall behind, the wait-and-see approach is not acceptable. My goal through my action research project is to find a way to reach these students before they fall too far behind their peers. These past two years I have had the assistance of a reading aide for 2-1/2 hours per week. At the beginning of the 2006-07 year, she led extra guided reading sessions with all of my students through a push-in model. It quickly became clear that four students needed extra remediation; therefore, she began pulling them out three times a week. This offered several disadvantages, the most significant being they missed valuable classroom instruction and may have felt disconnected from their classmates. How, then, might I find a way to fill in the gaps in their education without taking them out of the classroom for remediation? My first thought was to institute an out-of-school program. Relevant Literature Very little research is available on out-of-school programs for first graders. Perhaps this is because it is already a great adjustment for them to be in school all day, and it may be difficult for them to add an extra half hour or more to their already demanding schedule (C. Wartman, personal communication, July 7, 2008). Parents may not be available, particularly those who work, to drop their children off early or pick them up after the school bus has already departed (C. Wartman). A study by Huncosky (2004) addressed at-risk students in first through third grades through a ten-week, biweekly, after-school reading and math program (Huncosky). Students were selected for this program either because they were below grade level in reading achievement or because they failed to complete homework (Huncosky). One teacher who worked with students in this program commented, â€Å"It is not a program to narrow the huge gap. It’s a program to help kids who are ready to be helped† (Huncosky, p. 14). Other teachers believed that the students accepted in the program should be able to work well on their own and in small groups (Huncosky). Most low-achieving first graders, because they are not yet able to work independently, do not meet these criteria. Huncosky (2004) did not include a pre- or post-assessment, instead relying on teacher questionnaires to evaluate the effects of the program. The literacy activities used varied from teacher to teacher, and she does not state whether or not efforts were made to address the needs of individual students (Huncosky). The focus of the study was on student attitudes about reading, rather than on assessing their performance (Huncosky). Qualitative data (teacher questionnaire addressing reading gains) of the survey showed mixed responses as to improvement in reading ability in these students. With a teacher-to-student ratio of 8:1 and inconsistent teaching approaches, this format would not work well with struggling first-g rade students. This study indicates a need for structure and consistency in instruction, lessons which address specific skills in which individual students are deficient, and small teacher-to-student ratios in order to meet the needs of low-achieving first-grade students. Reading Partners I reviewed literature on two programs that include one-on-one instruction with elementary students. The first program, Reading Partners, used trained tutors (master’s degree students) who implemented consistent interventions with at-risk fourth grade readers in an inner-city elementary school. The tutors were trained to: â€Å"(a) review past material; (b) introduce or extend a strategy; (c) read a new selection; (d) engage in related writing; and (e) provide a related, supplemental activity to extend or enrich the learning† (Saddler et al., 2008, p. 204). Sessions were held twice a week and were 60 minutes long. An Analytical Reading Inventory (ARI) (cited by Saddler et al., 2008, p. 205) and interest inventories were used to assess student reading and comprehension ability and to form bonds between the tutors and tutees (Saddler et al.). The average participant gained at least one grade level in reading, along with other intangible benefits, such as a more positive attitude and interest in reading (Saddler et al.). Reading Recovery Another very successful program that addresses struggling first graders is Reading Recovery. According to their website, â€Å"Reading Recovery is a highly effective short-term intervention of one-to-one tutoring for low-achieving first graders† (â€Å"Reading Recovery,† n.d.). The program targets the four lowest first-grade readers for daily half-hour one-on-one sessions with teachers trained in the Reading Recovery program format (â€Å"Reading Recovery†). Once a student is reading at grade level (after an average of 12-20 weeks), he/she graduates from the program and becomes part of a literacy booster group (MacKenzie, 2001). The Reading Recovery organization reports that 75% of struggling readers are reading at grade level after completion of the program, while the remaining 25% are recommended for further evaluation and remediation (â€Å"Reading Recovery†). Both the Reading Partner and Reading Recovery programs reinforce the positive academic benefits of one-on-one and small group lessons to assist low-achieving students to make and maintain gains in their literacy development. It also demonstrates the need for continued small-group reinforcement once students are working at grade level. Students with High Reading Potential Next, I turned to literature to find out what other types of programs are being offered and which are the most successful. Little and Hines (2006) studied the effects of a 12-week, biweekly, after-school reading program on students in third through sixth grade. The study targeted students with â€Å"high reading potential† (Little et al., 2006, p. 11), offering book talks, read-alouds, and supported independent reading, followed by choices of literacy activities. As part of the 90-minute sessions, students were encouraged to read books independently that would be challenging and of interest to them (Little et al.). The goals of the program were to build reading fluency and to make reading more pleasurable (Little et al.). Although the study showed varied results, students in third and fifth grade made above average weekly gains in reading fluency compared to a national sample (Little et al.). One sixth grade student with a â€Å"negative attitude† (Little et al., p. 29) had a 40-point decline between pre- and post-test scores, which adversely affected the average scores of the 15 sixth-grade students in the study (Little et al.). This study demonstrated the benefits of teacher read-alouds, self-selected independent reading, and varied literacy activities. It also indicated a positive correlation between students in an after-school program who read books at their instructional level and weekly reading fluency gains. 21st Century Community Learning Center Initiative Brown (2008) studied a 21st Century Community Learning Center Initiative (CCLC) after-school program over three years, following the progress of 20 at-risk students from second through fourth grade in rural Georgia. She discusses the many benefits of a structured after-school program, such as improved attendance rates, attitude, homework completion, social skills, and student aspirations (as cited in Brown, 2008). Brown used yearly Criterion-Referenced Competency Test (CRCT) reading scores to assess student progress. The students’ scores improved between second and third grade (+1.85 points), but decreased between third and fourth (-23.85 points) for an overall decrease of 22 points. Report card grades in reading also decreased 2.9 points between second and fourth grades. While this may, on the surface, seem discouraging, these students outperformed the average student at the school, whose CRCT scores decreased 34 points over this same period. With no control group, we cannot ascertain how these students compare to similar at-risk students who did not participate in the after-school program. Because program participants outperformed the average student, I believe the program was successful for these students, and it demonstrates the benefits of out-of-school remediation for at-risk primary students. After-school Programs and NCLB In 2003, the U.S. Congress, seeing a need for quality after-school programs to ensure that every child is successful, set aside $993.5 million for after-school programs as part of the NCLB Act (as cited in Brown, 2008; Davis-Allen, 2008). Recent literature shows mixed reviews of the effectiveness of these programs. One reason for this may be that many of the studies do not have a control group; thus, it becomes difficult to determine whether after-school programs are truly effective. Many students, despite enrollment in after-school programs, are still achieving below grade level, but without these programs, they may possibly have fallen even further behind. Because the students have made greater gains than the norm in most of these studies, I believe they demonstrate that extra remediation sessions, particularly those that target specific deficiencies in individual students and include one-on-one and small group remediation, are effective in achieving success for struggling students . Conclusion The review of existing literature has led to some important components I will include to remediate instruction to my struggling first-grade students. To ensure optimum attendance, I will first survey parents to find a before- or after-school time that will fit their weekly schedule. Through pre-assessment and teacher observations, instruction will be targeted to individual student needs. At the beginning of the year, we will work on phonemic awareness, phonics, and sight words to address deficiencies in student reading readiness. Future sessions will follow a consistent schedule, including word work in targeted areas, teacher read-alouds, independent reading, guided reading, and writing. Guided reading at student instructional levels will be conducted in small groups of four or fewer students. Time will be spent each session working one-on-one with students or having the students read one-on-one with me, in order to assess their individual needs. This one-on-one time will also be use d to assess student progress through running records, AIMSweb ® testing, and/or reading inventories. In order to incorporate these strategies, the biweekly sessions will be limited to four students with each period lasting 30 minutes. If necessary, a third weekly session may be added to meet the needs of these emerging readers. I will track their progress and make adjustments to the curriculum depending on student progress. Parent involvement is a major component in student learning outcomes, particularly in struggling students where an â€Å"extra boost makes all the difference in the world† (H. Byers, personal communication, July 14, 2008). To encourage their participation, I will use parent surveys and home reading logs to determine and track parent involvement in working with their children. Data Collection Methodology 1. My reading aide will administer AIMS Web tests biweekly to assess student progress in fluency. This will serve as an objective assessment (quantitative data) of whether my intervention program is successful and will be one method of tracking student progress. 2. I will also assess using running records once or twice a month. Since I will administer these assessments myself, they will give me a good indication of what areas to target in our before-school sessions. I will use the results (quantitative data) to track student progress and adjust instruction. 3. During one-on-one and small group guided reading time, I will use a checklist (and take notes) to determine if students are able to read with expression. This will be a third indicator (quantitative and qualitative data) of reading progress to document in my study. 4. I will collect data on individual student reading comprehension using three methods: 4a. The weekly end-of-story tests (quantitative) will be an immediate indicator of whether students are able to read using recently-taught skills and comprehend what they are reading. The ability to write an answer the open-ended question at the end of the test will also be used to assess student progress (qualitative data). 4b. Once students develop basic reading skills, I will assess each student using a reading inventory – either the John’s Basic Reading Inventory (BRI) or a Qualitative Reading Inventory (QRI) to target areas that need remediation. This will be used on an as-needed basis, depending on student progress. It will also be used to track the success of the remediation program (quantitative and qualitative data). 4c. The third comprehension assessment will be in the form of unfamiliar reading passages, followed by a series of questions. These will most likely be introduced during the second half of the year, and will provide quantitative data to assess student comprehension by recording the number of correct answers. 5. I will also use several surveys to assess student and parent attitudes. These surveys will include closed- and open-ended questions and will be given at the beginning and end of the year to determine if participation in the program has changed student/parentattitudes, interest, and motivation to read. 6. I will use teacher observations (in the form of a Likert scale) to assess student attitudes, interest, and motivation in reading. 6. Another survey will be used to assess parent involvement in literacy activities with their children. By using pre- and post-survey data, I will discover if parent involvement is affected by student participation in my remediation program. Call for Action References 2007 School Report Card (2007). Retrieved July 7, 2008 from http://www.asd4.org/docs/srcards/Wesley.pdf. AIMSweb ® Website (n.d.). Retrieved July 16, 2008 from http://www.aimsweb.com. Association for Supervision and Curriculum Development ASCD Website (n.d.) Retrieved July 16, 2008 from http://www.ascd.org/portal/site/ascd/menuitem.3adeebc6736780dddeb3ffdb62108a0c/. Brown, G. D. (2008). An analysis of an after-school program in a small, rural elementary school in Georgia. (Ph.D., Capella University, Minneapolis, MN). Retrieved July 5, 2008, from Dissertations Theses: Full Text database. (Publication No. AAT 3297914). Davis-Allen, Y. R. (2008). Impacts of an after-school program on student achievement for at-risk children. (D.Ed., Capella University, Minneapolis, MN). Retrieved July 7, 2008, from Dissertations Theses: Full Text database. (Publication No. AAT 3289497). Huncosky, K. (2004). Closing the achievement gap at Huegel Elementary School: What can I do? Madison, WI: Huegel Elementary School. Little, C. A., Hines, A. H. (2006). Time to read: Advancing reading achievement after school. Journal of Advanced Academics, 18(1; 1), 8-33. (ERIC Document Reproduction Service No. EJ753969) Retrieved July 5, 2008, from ERIC database. MacKenzie, K. K. (2001). Using literacy booster groups to maintain and extend Reading Recovery success in the primary grades. Reading Teacher, 55(3), 222. Reading Recovery: Basic Facts (n.d.). Retrieved July 12, 2008, from http://www.readingrecovery.org/reading_recovery/facts/index.asp. Saddler, B., Staulters, M. (2008). Beyond tutoring: After-school literacy instruction. Intervention in School Clinic, 43(4; 4), 203-209. Student Testing on San Diego Unified School District Website (n.d.). Retrieved July 17, 2008, from http://www.sandi.net/indices/testscores.html. Tompkins, G. E. (2003). Literacy for the 21st century. Upper Saddle River, NJ: Pearson Education. Appendix A Beginning of Year Parent Survey – Page 1 Appendix A Beginning of Year Parent Survey – Page 2 Appendix B End of Year Parent Survey Appendix C Beginning of Year Student Questionnaire Appendix D End of Year Student Questionnaire – Page 1 Appendix D End of Year Student Questionnaire – Page 2 Appendix E Checklist Appendix F Interview Protocol 1.Do you think a before- or after-school format is better suited for first grade remediation? 2.How do you think an after-school literacy and guided reading program might affect struggling first grade students? 3.How would you decide which students should be included in an after-school program? 4.How many first graders should be included? Should there be a limit? 5.What strategies would you recommend to help these students? 6. If is always helpful to have reinforcement at home. What methods can be used to encourage parents to read with their children? 7.How do you think parent involvement affects student outcomes? 8.How do you think student involvement in an after-school program would affect parent involvement in reading to their children? 9. How do you think technology can be used in remediation programs? 10.How effective do you think â€Å"reading buddies† are to help first graders improve reading skills? 11.How long do you think each session should last? What do you think the optimal size of each guided reading group should be? What literacy skills are lacking in second grade students at the beginning of the year? How might the leveled books that will be available this fall be used in an after-school program? Are there any leveled books available to be sent home with the students? Very little literature exists on after-school programs for first graders. Why do you think that might be? 17.Are there any recommendations you might have for this program? Appendix A Triangulation Matrix Research Questions Data Source 1 2 3 1. How would two extra literacy/Guided Reading sessions a week affect reading fluency in struggling readers? AIMSweb ® Pre- and Post-Tests Running Records (Ongoing) Teacher Observations/ checklist 2. How would these sessions affect student reading comprehension? End-of-Story Tests Comprehension Passage Quizzes Reading Inventory 3. What effect would this program have on student writing ability? Writing Portfolio End-of-Story Tests Teacher Observations 4. What effect would this program have on student attitudes about reading and school in general? Pre-Survey

Graduation Speech -- Graduation Speech, Commencement Address

Well, here we are. Sitting in this stuffy gym wearing these unflattering robes, while the band is poised and ready to play â€Å"Pomp and Circumstance.† We’ve always known this day would come and, whether our teachers, our parents or ourselves are prepared for it, here it is. We’re about to take that giant leap in just a few minutes and after that, it’s time to make our own choices. No longer will our biggest decisions entail which person to ask to prom or which period would be the best to TA during. Now our choices will begin to revolve around which bills we need to pay and what job we want to be doing 20 years from now. And whether you choose to earn a degree, get a job certification or immediately start working, there are some universal choices that everyone should make to ensure a fulfilling life for ourselves and our families. First is the choice of love. The time is almost upon us to stop being children and start being parents. Unfortunately, there seems to be an alarming trend in the breakdown of families nationwide. Parents are becoming too busy to involve themselves in children’s lives. Not enough of them are talking to their children about important issues, such as tolerance, suicide and drug abuse. Divorce rates are high and not enough children receive the proper attention or counseling during those rough times. All of these factors combine to make an unsteady environment for children of today and the future. Teen drug abuse is high. Teen suicide rates are high. And for some awful reason, kids even as young as first grade are killing each other. Starting today, we have the power to change this. Growing up is an intimidating thing: a large, never ending cycle that we cannot slow nor stop but can only dig in deep with ... ...o be on this earth, so if you don’t live your life to the absolute fullest, you may have more regrets than you can count. You only have one shot at living your life so don’t make it a dull one with little meaning. Finally, in the end, after we’ve lived our lives and it’s all said and done, not all of us are going to be as wealthy as Bill Gates or have more than 15 minutes of fame. Our autobiographies won’t be best sellers and most of us won’t compete in pro sports or make it on television. This is not to say, however, that our lives will have little impact on the world around us. It is the families we raise, the friendships we honor and the beliefs we cling to that will determine in the end whether or not we were successful. I wish all of you, my friends, the very best the adult world has to offer — our time starts now. Live it fully with no regrets. Thank you.