Critical Review Essay Example | Topics and Well Written Essays - 1000 words

Critical Review - Essay Example One of the main arguments of the author is that immigrants are taking jobs away from the British people. The article showed a lot of statistics and numbers to justify the position of the author. Overall the article was well written and it demonstrated a lot of evidence that might suggest that the author’s claim is correct. For instance he stated that since 2004 over 600,000 immigrants have entered the job market and during that time 450,000 young workers became unemployed. He also stated the logical argument that a higher number of people in the country meant that the government had to spend more money on costs of new homes, education, social care, and infrastructure. He also stated another fact that the bigger the population the more congested the city becomes which is an absolute truth. Another interest argument made by the author was that the immigrants are not contributing sufficiently to the overall economy based on how many resources they were depleting. The influx of im migrants is adding 1% to the population, but is only contributing 0.33% to the overall production. Despite the arguments that were made in this article my opinion is that the author did a poor job of proving the correlation between immigration and employment. His argument were biased and to certain extent racist because he made it seem as if the people that were entering the United Kingdom in search for a better life were a type of plague to the society when in reality they are enriching the culture of the country and providing much need labor. These poor immigrants are accepting low paying jobs that the majority of British people are not willing to take. When the author stated that the population growth associated with immigrants was not equal to the production they were creating his statistical approach was flawed because the reason that these workers were not adding more to economic production is because these humans were sacrificing themselves in very low paying jobs. Another ma jor flaw in the article was that the author failed to provide solutions on what the government should do to fix the problem. Since the author thinks that immigration is a problem he should have provided alternative solutions based on empirical data such as proposing that the U.K. imposed an immigration quota to limit the amount of people that can enter the country. This is just a theoretical example of something that could be done. A better way to deal with the problem is by the government of the United Kingdom taking measures to improve the state of the economy to increase the amount of jobs available for British nationals and people immigrating into the U.K. A second way that the government can improve the economy is by forming alliances with the private industry to spur job creation by offering better economic incentives that will attract foreign investors. The article stated that according to the Office of National Statistics Eastern Europeans are willing to do the dirty, diffic ult, and dangerous jobs for lower wages. Since this group of people is willing to sacrifice themselves more than British nationals it is estimated that 95% of males and 80% of female immigrants have been able to find jobs despite the weak economy. It is important to analyze the effect that this labor force has on the corporate world. From an economic and business standpoint corporations and businesses are greatly benefiting from the influx of immigrant workers because these companies are now able to fill vacant job positions they were having

Protein Energy Malnutrition Essay Example for Free

Protein Energy Malnutrition Essay The articles subject concerns the protein deficiency among infants in the Osun state of Nigeria. Nursing frequency and duration experienced a reduction during complementary food were introduced to infants in Osun. Mothers tend to be complacent in feeding their babies with complementary food, which result to the minimized breast-feeding of mothers that hinders the natural nutrition that these infants need.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In a study conducted among Osun infants, they discovered that it was not a advisable for children at this age to be fed by such synthetic food. Consumption of such tends to halt the natural nourishment the babies need from their mothers. As early as two years old, babies were exposed already to complementary food, which is against the requirement of the World Health Organization (Ogunba, 2004). According to WHO, the amount of protein and calories (energy) that were consumed by infants were not above standard levels because these foods contain excess amount of carbohydrates alone (Ogunba, 2004). Obviously, the nutritional requirement of an infant is not met due to the outcome of early supplementation of these synthetic food. Infants natural diet should require constant breast-feeding in which they are enable to consume protein from milk. Unfortunately, this apt nutritional nourishment is ignored by the mothers in Osun (Ogunba, 2004).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In a study conducted among Osun infants, protein energy malnutrition was discovered that it was in constant depletion. The lack of protein among the infants resulted to â€Å"stunting†. Stunting   has a significant presence in the rural areas, which is an indication of chronic under-nutrition in these areas (Ogunba, 2004). It was discovered that stunting was among the culprits of infant growth faltering, as a result from the consumption of complementary food, children from one to six months of age were experiencing a decrease in growth and health progress (Ogunba, 2004). Stunting is the most prevalent of the different manifestations of PEM (33.9 per cent), followed by underweight (21.0 per cent) and wasting (9.2 per cent) (Ogunba, 2004). Children need protein more than adults do because they are constantly growing and developing. The protein requirement of infants is per unit of body weight higher than those of adults. Reference Ogunba,B. (2004). Protein energy malnutrition in complemented breast-fed babies: implications of   Ã‚  Ã‚  Ã‚  Ã‚   the timing of complementary feeding. Nutrition Food Science. Retrieved February 10,   Ã‚  Ã‚   2008, from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://swtuopproxy.museglobal.com/MuseSessionID=af57a678251afeca8c38cca61826cae/   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   MuseHost=www.emeraldinsight.com/MusePath/Insight/ViewContentServlet?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Filename=Published/EmeraldFullTextArticle/Articles/0170340504.html

Conflicts In The Nile Basin History Essay

Conflicts In The Nile Basin History Essay The Nile is the longest river in the world, it is 6860 km long, it is supplied by two great river systems, the 1st one is the White Nile (in the Lake Plateau) which is surrounded by Kenya, Uganda, Congo, Rwanda, Tanzania, an Burundi; and the other one is the Blue Nile (in Eritrea and the Ethiopian highlands); while in the north there are Egypt and Sudan that receive their water from the previously mentioned sources. The Nile River had a great role in making history on its banks, a lot of civilizations and nations were made on them; The Nile Basin consists of 10 nations which are: Egypt, Sudan, Eritrea, Kenya, Tanzania, Rwanda, Uganda, Democratic Republic of Congo and Burundi with a total population of three hundred millions and it is expected to be doubled in the next twenty five years, the basin itself is 3,000,000 Km square that covers about 10% of the African continent area; There is no doubt that with the increasing of population, the water requirement is also increased in addition to the water that is needed for agriculture and energy production. It is may also be important to know that all the basin nations are really poor maybe the poorest in the world (except for Kenya and Egypt) and that poverty increases rates of disease and starvation. According to the terms of the agreement that was made in 1929 between Britain (the colonial power of Sudan, Tanzania, Uganda, and Kenya, Egypt and Sudan have the absolute right to use 100% of the Niles water, while in 1959 there was another one between Sudan and Egypt. Since 1992 a lot of efforts were exerted to push the basin nations towards development and cooperation, and finally in 1999 there was the establishment of the NBI (Nile Basin Initiative), it was developed by the World Bank, Canadian International Development Agency and the United Nations Development Programme, it was established to decrease the tension between those nations and to help them to develop and gain regional stability by controlling and planning the water resources all together. Any management of any river basin in the world is complex, while the Nile Basin may be considered to be the most complex one because of its history of poverty, sacrifices, wars and insecurity, and on the other hand, the rapid and non-stoppable population growth on its banks that surely increases water and energy requirements, and that is why the NBI must have a great role in managing all those challenges and ensure the cooperation between all the nations. Recently the conflicts became even more aggressive between the Nile basin nations when 4 Nile nations which are Tanzania, Ethiopia, Rwanda, and Uganda have together signed an agreement that allows them to use more amounts of Nile waters in development projects and irrigation, meanwhile Egypt and Sudan didnt agree and they convinced Burundi, Eritrea, Democratic Republic of Congo and Kenya of not signing on that agreement. Discussion: The Challenge: The Nile Basin consists of 10 nations which are: Egypt, Sudan, Eritrea, Kenya, Tanzania, Rwanda, Uganda, Democratic Republic of Congo and Burundi with a total population of three hundred millions and it is expected to be doubled in the next twenty five years, the basin itself is 3,000,000 Km square that covers about 10% of the African continent area; There is no doubt that with the increasing of population, the water requirement is also increased in addition to the water that is needed for agriculture and energy production. The River Nile is 6672 km long and it is the second longest river in the whole world, and it is supplied by 2 main sources, the first one comes from Lake Victoria and forms the White Nile that passes through Uganda and ends in Sudan while the second source is in the Ethiopian highlands and forms the Blue Nile that meets the White Nile at Khartoum then it continues northward to pass through Egypt and ends into the Mediterranean Sea. The River Nile for Egypt is everything; People in Egypt has always been connected to the Nile from the day of their birth till the moment of their death; Historically, in the fifth century B.C. Herodotus described Egypt as the gift of the Nile, and after Nasser built the dam at Aswan, the connection was reinforced more and more, Egypt depends mainly on the River Nile as a water supply and with the rapid increase in population, the water demands become more. In 1929 an agreement was held between Britain and Egypt and another one in1959 that was held between Egypt and Sudan, both have given the downstream nations their natural right of the Niles waters, construction of dams was approved and the water was divided as follows: Egypt has forty eight billions cubic meters, Sudan has four billions, and thirty two million will end into the Mediterranean Sea; now that was acceptable then because the rest of the upstream countries were not developed, and their population was relatively low, today those countries need to develop and they need to develop new projects and construct dams and that would be a high threat to the downstream nations as the downstream nations want to renegotiate about the old treaty, on the other hand, Egypt has refused to renegotiate and considers its share of water a natural right and became prepared for any military action as Egypt is known as the most powerful military power in Africa. Egypt receives 97.5% of the Niles water and Sudan receives 77%, however, it is very important to make clear that the water distribution between the Nile Nations is fair because of the following: The 7 upstream nations are located in humid areas they have rainfall average range from 1250 to 1500mm annually, on the other hand it is 500mm in Sudan and Eritrea while it is not more than 15mm in Egypt annually. Egypts climate is hyper arid with high temperature that will cause rapid evaporation and will definitely cause marked losses of water resources in Egypt. The upstream nations receive about 1500 billion cubic meters every year while on the other hand Egypt receives only 85 cubic billion meters every year and that equals 5-7% of the total water resources. The Nile Basin Initiative (NBI) In 1999 the Nile Basin Initiative was established and developed by the World Bank, CIDA, and the UNDP, it was established in order to decrease the conflicts and the tensions between the Nile basin nations and help them to cooperate and develop the water resources of the Nile. It was supported by a lot of donors including Denmark, Canada, Germany, Japan, Finland, Italy, Norway, the UK, the Netherlands, the US, Swede, the African Development Bank, GEF, FAO, the World Bank and UNDP. The NBI has stated that they can make successful 100% development that will definitely lead to more food and energy production, development of industry, development of transportation, and other regional activities development. The projects of the NBI include fishing projects, management of water, management of the floods, reduction of the pollution, and finally controlling the waterborne diseases. Management of water resources is considered to be a very complex process in any river basin, and if you realized that the Nile basin has always been characterized by poverty, water scarcity, huge population, and long history of wars and insecurity then you will understand how complex and difficult it can be. NBI knew that cooperative development is the only way for the greatest results and maximum benefits to all of the Niles basin nations, the NBI provides the shared vision and a base for cooperative development, and its primary objectives are: Developing the water resources of the Nile Basin in an equitable way in order to ensure: Security Prosperity Peace Ensure the optimal use of the Nile Basin water resources Ensure joint action and cooperation between all the Nile Basin nations Eliminate poverty and enhance economic renaissance Transforming the plan into action and the dream to a fact Conflict in the Nile Basin In Entebbe, Uganda, 14-2-2010, 4 upriver nations which are Ethiopia, Tanzania, Rwanda, and Uganda have started and signed an agreement that allows them to have more management of the Nile waters to use them in development projects and irrigation. That agreement was made while the negotiations with the downstream nations were standstill; on the other hand the reaction of the downstream nations was not sending any delegations but they have used diplomacy in convincing Burundi, Kenya, Eritrea, and Congo not to sign on that agreement. The 7 upstream nations now consider the old treaties unfair and demand more water to be used for irrigation and development projects. Egypt cleared that cooperation between the Nile Basin nations is the only way to achieve maximum benefits and that the upstream nations can make better use of the water resources they already have (rainfall), however, the upstream nations are threatening that they would sign another agreement that will exclude Sudan and Egypt and distribute the Nile waters in a new way; that agreement is considered to be a death sentence to all the Egyptians, and that was what made Egypt announce that it will take whichever action may be found necessary to secure its share in the River Nile. Another important fact to be mentioned is that Israel is participating in building dams in Uganda on the Nile waters and that increases the worries and the tension of the Egyptians. It is matter of time for Sudan and Egypt to specify their reaction against that new agreement, and they have to make a serious act to protect their rights of the Niles water; every country has to pay everything to protect its national security. Solutions and recommendations: Basin nations are depending on each other, they are all linked to the River Nile, if Nile nations have cooperated and managed Nile waters all together, synergy will be created between them and conflicts between them will be resolved, and regional stability and development will be achieved; That could only happen if all the Nile nations have reached a legal agreement between all of them based on trust, shared interest, and common bond. Collaborative management will help in reaching peace between all the Nile nations, because if we managed to share water, the struggle for life will disappear, and battles between tribes, clans, families, neighbors and nations will also disappear. The Basin Nations must know that natural resources (water) can bring peace and cooperation instead of fighting each other, they can use that water to build new culture and new developments. Another useful solution is to take into consideration the opinions of the public including farmers, women, different organizations, and fishers. Finally there must be management schemes that determine the rightful share of water for each country according to its needs and in order to help all the Nile nations to use the Niles water today and in the future with easy accessibility and based on the shared interests and the broad participation. Conclusion:

Great Gatsby :: essays research papers

One night, Gatsby waylays Nick and nervously asks him if he would like to take a swim in his pool; when Nick demurs, he offers him a trip to Coney Island. Nick, initially baffled by Gatsby's solicitousness, realizes that he is anxiously waiting for Nick to arrange his meeting with Daisy. Nick agrees to do so. Gatsby, almost wild with joy, responds by offering him a job, a "confidential sort of thing," and assures Nick that he will not have to work with Meyer Wolfsheim. Nick is somewhat insulted that Gatsby wishes to reimburse him for his help, and so declines Gatsby's offer. It rains on the day that Gatsby and Daisy are to meet, and Gatsby becomes extremely apprehensive. The meeting takes place at Nick's house and, initially, their conversation is stilted and awkward. They are all inexplicably embarrassed; when Gatsby clumsily knocks over a clock, Nick tells him that he's behaving like a little boy. Nick leaves the couple alone for a few minutes; when he returns, they seem luminously happy, as though they have just concluded an embrace. There are tears of happiness on Daisy's cheeks. They make their way over to Gatsby's mansion, of which Gatsby proceeds to give them a carefully rehearsed tour. Gatsby shows Daisy newspaper clippings detailing his exploits. She is overwhelmed by them, and by the opulence of his possessions; when he shows her his vast collection of imported shirts, she begins to weep tears of joy. Nick wonders whether Gatsby is disappointed with Daisy; it seems that he has made of her a goddess, and  ­ though Daisy herself is alluring  ­ she cannot possibly live up to so grandiose an ideal. Gatsby has Ewing Klipspringer, a mysterious man who seems to live at his mansion, play "Ain't We Got Fun" (a popular song of the time) for himself and Daisy: In the morning, in the evening Ain't we got fun! Got no money, but oh, honey Ain't we got fun! As Klipspringer plays, Gatsby and Daisy draw closer and closer together; Nick, realizing that his presence has become superfluous, quietly leaves. Analysis The exchange between Nick and Gatsby that opens this chapter highlights the uncertainty at the heart of their relationship: is Gatsby's friendship with Nick merely expedient  ­ that is, is he merely using him to draw closer to Daisy  ­ or is he genuinely fond of him? The question cannot be absolutely decided: while it becomes clear that Gatsby has great affection for Nick, it is also true that he uses his money and power as leverage in all of his personal relationships.

Renewable Energy Essay -- Energy, Fossil Fuel, Oil, Natural Gas

The most of global energy production produces from fossil fuel such as coal, oil and natural gas. The vast fossil fuels generate energy which use for many purposes for instant residential, transportation and industrial sectors. While the rate consumption of fossil fuel higher than their formation leads to oil price crisis. Another concern of fossil fuel combustion is the impact on the environment. Global warming is a significant problem which results in increasing concentrations of greenhouse gas in the atmosphere. These problems drive researchers and societies to search alternative energy such as switching to renewable energy or carbon-free energy to replace fossil fuels. For example Nakata et al., (2011:465) show ‘low-carbon society’ that is designed to use less fossil fuel. According to Verbruggen et al., (2010:852) define renewable energy ‘is obtained from the continuing or repetitive currents of energy occurring in the natural environment’ such as wind and biomass. Many countries accept carbon-free energy as alternative energy, and are trying to develop and apply new technologies that will enable them to use renewable energy sources in the most efficient way. However switching to carbon-free energy argued that is an unrealistic way. This essay aims to assess the differences in opinion between supports and argues of renewable energy that switching to carbon-free energy is unrealistic. Firstly consider about employing renewable energy. Secondly evaluate the sustainable development of biofuel and wind energies. Finally conclude arguments on potential renewable energy to replace fossil fuels. Owing to the increase in the global population accompanied by an increase in energy demand as a result oil price crisis. Many governments... ...f renewable energy or carbon-free debate and argument. This essay has attempted to evaluate the potential renewable energy both in terms of sustainable development and reducible global warming. Renewable energy such as biofuel and wind energy can be seen as a safe, reliable and cost effective alternative to using fossil fuels for energy security. However the development of green energy has drawbacks so funds for research and develop for chance from lab-scale products into commercial products should be provided and these fuels will become increasingly expensive to use. Clearly more could be done to produce carbon-free energy and more efficient and reduced environmental impacts. Also awareness of the advantages of renewable energy has been steadily growing and it is expected that the share of renewable energy in the total generation capacity will increase in future.

Reading Comprehension Essay

Introduction The main objective of this study is to know the common problems of students in reading comprehension specifically the Grade 7 section A students of San Roque National High School. Reading comprehension is one of the problems faced by learners nowadays. Goodman defined reading as â€Å" a receptive psycholinguistic process wherein the actor uses strategies to create meaning from text† (Goodman, 1998). In a classroom setting, reading is one of the effective ways for learners to catch up with the lesson at ease. But in some cases, students find difficulties in the reading process and cause them to understand a certain text. Anderson and Freebody (1981, 1983) stated that vocabulary knowledge of a certain individual makes an important contribution to reading comprehension. Therefore, this is also the fact that makes the students of San Roque National High School (Grade 7) find difficulties in reading comprehension. Walker (1946) stated that â€Å"reading is an active process in which reader shift between sources of information (what they know and what the text says). The means of interpreting the text and responding to what they have read will be the factior also of the common problems in reading comprehension of San Roque National High School. The coginitive ability in reading comprehension contributes to the factors which may help the students to overcome the problem of reading comprehension of Grade 7 students in San Roque National High School. Statement of the Problem Specifically it sought to find answers to the following questions: 1. What are the difficulties in reading comprehension of Grade 7 section A students of San Roque National High School according to the following factors: a.Gender b. Age c. Family Income 2. What are the causes of reading comprehension difficulties of Grade 7 section A students of San Roque National High School according to the following factors: a. Gender b. Age c. Family Income 3. This study will help the researchers to determine the ways to overcome the ways to ovcrcome the difficulties of reading comprehension of Grade 7 section A students of San Roque National High School according to the following factors: a. Gender b. Age c. Family Income Basic Assumptions 1. This study will help the researchers to determine the difficulties in reading comprehension of Grade 7 section A students of San Roque National High School according to gender, age and family income. 2. This study will help the researchers to determine causes of difficulties in reading comprehension of Grade 7 section Astudents of San Roque National High School according to gender, age and family income. 3. This study will help the researches to determine the ways to overcome the difficulties in reading comprehension of Grade 7 section A students of San Roque National High School according to gender, age and family income. Significance of the Study The writers believe that the result of this study will be of great importance to the persons involved in the field of education such as: The Students. This research will help the students be aware of their problems in reading and find solutions. The Teachers. This research will guide the teachers on how to help their students understand their reading problems and provide them solutions. The Future Researchers. This will serve as a source of information and reference on the related field of their studies. Scope and Delimitation of the Study. This study is concerned on the common problems in reading comprehension of Grade 7 students in San Roque National High School, academic year 2013-2014. Grade 7 section A. Definition of Terms Difficulty. The quality or state of being difficult. Reading Comprehension. Understanding what is being read. Comprehension. The art of understanding. Family Income. The amount of such gain received in a period of time of a family. Economic Status. The condition of the person in relation to consumptions of goods and services. Receptive Psycholinguistic Process. Process wherein the actor uses strategies to create meaning from text. Vocabulary. all the words used by or known to a particular person or group, or contained in a language as a whole. Interpreting. to establish or explain the meaning or significance of something. Responding. to act or do something in reaction to something else. Cognitive ability. relating to the process of acquiring knowledge by the use of reasoning, intuition, or perception. ENDNOTES Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES Related Literature Reading comprehension is the capacity to identify and understand meanings communicated by the text. Once an individual understand the different letters that create words, and they can use their knowledge to identify words and then comprehend a message that a compilation of words will make. Walker (1946) explained that reading is an active process in which readers shift between sources of information, elaborate meaning and strategies, and check their interpretation and use of the social context to focus their response. Wardhaugh (1974) seems to agree that reading is an active, productive, and cognitive activity. He also pointed that reading involves an active search for information and interaction with the text. Anderson (1981) and Freebody (1983) said that vocabulary knowledge of a certain individual makes an important contribution to reading comprehension. In connection with the idea of Anderson (1981) and Freebody (1983), Hirsh and Nation (1992) and Laufer (1989) also stated that in order to gather greater vocabulary knowledge, reacting with the use of L2 (second language) should be acquired, Villa (2002) suggested that the student must be provided with basic skills in the use of the language as a tool for learning and for communicative competencies in business, science and technology. Related Studies Reviews of studies in the area of problems in reading comprehension revealed that researchers in this area concentrated on: (a) the â€Å"simple review† of reading, (b) strategy of using standardized test in reading accuracy, (c) causes of poor reading comprehension. Hoover and Gough’s analysis (1990) centered on the â€Å"simple review† of reading. Reading comprehension comprises two sets of skills, those concerned with decoding linguistic comprehension are necessary and neither skill on its own is sufficient if successful reading comprehension is to follow. Nation and Snowling’s study (1998) found that poor comprehenders read nonwords as quickly as control children. This experimental finding is confirmed by observations that poor comprehenders perform at age-appropriate levels on standardized tests of nonword reading accuracy. Nation and colleagues have used the strategy of matching poor comprehenders to control children on nonword reading. Another study conducted by Perfetti (1985) found that poor comprehension is a consequence of inadequate processing, lack of knowledge, or some combination of both processing and knowledge-based weaknesses. Synthesis-of-the-state of the Art The synthesis-of-the-state of the art presents the differences and similarities of the previous and the present studies. The present and previous studies have differences in the area of provlems in reading comprehension that the researchers studied. The study of Perfetti (1985) focused on the causes of poor reading comprehension. The study of Nation and Snowling (1998) focused on poor comprehenders on nonword reading. And Hoover and Gough’s analysis (1990) focused on the reading skills. Almost all studies identified the problems encountered by the respondents, the most prevalent one was the problem in reading comprehension. Walker (1946), Wardhaugh (1974), Anderson (1981), Freebody (1983) and Villa (2002) studies focused more on the contribution of reading comprehension to the individuals. Walker (1946) explained that reading is an active process that was agreed by Wardhaugh (1974) and said that reading is an activity, specifically, productive and cognitive activity and that reading involves an active search for information and interaction with the text. Anderson (1981) and Freebody (1983) focused on the vocabulary knowledge that makes an important contribution to reading comprehension that was seconded by Hirsh and Nation 1992 and Laufer (1989) that in order to gather vocabulary knowledge, the use of L2 as a second language should be required. While Villa (2002) that students must be provided with basic skills in the use of language as a tool for learning and for common competencies in business, science and technology. It may be observed that in the discussion of the studies stated above, in reading comprehension the thinking capabilities of students are a great factor in conducting the study. Theoretical Framework G identifies three main theories of reading comprehension. These theories are: Based on the schema theory, depending on how extensive their â€Å"files† become, their degree of reading comprehension may vary. Schema is the organized knowledge that is already has about people, places, things, and events. Each schema is â€Å"filed† in an individual compartment and stored there. In attempting to comprehend reading materials, students can relate this new information to the existing information they have compartmentalized in their minds, adding it to these â€Å"files† for future use. The mental modes can be thought of as a mind movie created in one’s head, based on the reading context. This model is reconstructed or updated to reflect the new circumstances as the situation changes, but the items important to the main character are kept in the foreground. The proposition theory involves the reader constructing a main idea or macrostructure as they process the text. These main ideas are organized in a hierarchical fashion with the most important things given the highest priority to be memorized. Conceptual Framework The conceptual framework is based on the systems approach, which shows the interplay of the four major elements such as the Input, Output and Feedback. Input is made up of the profile of the 30 students of Grade 7 in San Roque National High School who serve as the respondents of this study in terms of age, genders, family income and the common problems in reading comprehension of the respondents. Process is the distribution and retrieval of survey questionnaire, analysis and interpretation of data. Output is the determining of the problems in reading comprehension of Grade 7 students in San Roque National High School. Feedback is the response and goal of the research which determine the common problems in reading comprehension of Grade 7 students in San Roque National High School. FEEDBACK ENDNOTES Chapter 3 METHODOLOGY Research Design The researchers used the descriptive method in analyzing and revealing the common problems in reading comprehension. The causes of reading comprehension difficulties and the ways to overcome the difficulties in reading comprehension of Grade 7-Ruby student in San Roque National High School S. Y. 2013-2014. The Subject The respondents of this study were the Grade 7-Ruby students of San Roque National High School. The Research Instruments The researchers used a questionnaire to determine and collect accurate information that identify the common problems in reading comprehension of Grade 7-Ruby students of San Roque National High School, and the possible ways to overcome the difficulty. Data Gathering Procedure Survey questionnaire was given twice to the students for the dry run and finalization. The data’s and information from the survey questionnaire will be used in the summary of the study. Statistical Treatment of Data To facilitate the analysis, interpretation and the presentation of data, the appropriate statistical tools were chosen and applied. In this study, frequency, percentage distribution and ranking were used. Below is the formula used in computing the percentage. P(%) = f/n x 100 Wherein: P = unknown f = frequency n = ENDNOTES CHAPTER 4. COMMON PROBLEMS IN READING COMPREHENSION OF GRADE 7 SECTION RUBY STUDENTS IN SAN ROQUE NATIONAL HIGH SCHOOL This chapter dealt with the presentation, analysis and interpretation of data gathered through the use of a survey questionnaire. The discussion and analysis of data are focused on the common problems in Reading Comprehension according to Gender, Age and Family income, causes of the problem, the ways to overcome the problems and same with the profile of the respondents. The respondents of this study were the Grade 7 section Ruby students. The coverage of the study was extended to thirty-five respondents. I. Profile of the Respondents This part described the profile of the respondents in terms of Age, Gender and Family Income. Table 1. 1 Age of the Respondents Age Frequency Percentage % Rank 12 17 49 1 13 16 46 2 14 1 2. 5 3 15 0 0 – 16 0 0 – 17 1 2. 5 3 Total 35 100% Table 1. 1 shows the age of the respondents and range from twelve to seventeen years old. It could be noted from the table that 17 out of 35 respondents or 49% belong to the age twelve, ranked first; 16 or 46% belong to age thirteen, ranked second;1 or 5% belong to age fourteen and seventeen, ranked third. It is implied that most of the students belong to the age bracket of 12 years old. Table 1. 2 Gender of the Respondents Gender Frequency Percentage Rank Male 14 40% 2 Female 21 60% 1 Total 35 100% Table 1. 2 shows the gender of the respondents. It could be noted from the table that 40% belong to male respondents and 60% belong to the female. It is implied that most of the students are females. Table 1. 3 Monthly Family Income of the Respondents Monthly Income Frequency Percentage % Rank 500-5000 Php 12 34. 4 % 2 5000-15 000 Php 17 48. 6 % 1 15 000-25 000 Php 4 11. 4 % 3. 25 000-30 000 Php 2 5. 7% 4 Total 35 100 % Table 1. 3 shows the monthly family income of the respondents ranging from the starting amount of 500. 00 Php (Five Hundred Pesos) to 30 000. 00 Php (Thirty Thousand Pesos). It could be noted from the table that 34. 3 % belong to the respondents who’s family’s income ranges from 5000-15 000 Php ranking to the 1st place; 34. 3% belong to the respondents who’s family’s income ranges from 500-5000 Php; ranking the 2nd place, 11. 4 belong to the respondents who’s familys’s income ranges from 15 000-25 000 Php; ranking the 3rd place; and 5. 7 belongs to the respondents family’s income ranges from 25 000-30 000; ranking 4th place. It is implied that majority of the respondents belong to 5000-15 000 Php monthly family income. II. Difficulties in Reading Comprehension a. Age Table 1. 4 Difficulties Most Difficult More Difficult Less Difficult Least Difficult f % f % f % f % Difficulties in understanding 2 5. 71% 16 45. 71% 16 45. 71% 1 2. 9% Difficulties in understanding unfamiliar words 2 5. 71% 19 54. 29% 11 31. 4% 3 8. 6% Difficulties in finding reading materials 2 5. 71% 9 45. 71% 21 60% 3 8. 6% Total 5. 7% 41. 9% 45. 7% 6. 7% Table 1. 4 shows the age of the respondents according to their difficulties in reading comprehension. It could be noted from the table that 5. 7% of the respondents say that understanding sentences is the most difficult; 5. 7 % says that it is more difficult another 45. 71% of the respondents says that it is less difficult and 2. 9% says that it is least difficult. b. Gender Table 1. 5 Difficulties Most Difficult More Difficult Less Difficult Least Difficult f % f % f % f % Difficulties in understanding 7 20% 4 11. 4% 21 60% 3 8. 6% Difficulties in understanding unfamiliar words 2 5. 71% 20 57. 1% 10 28. 6% 3 8. 6% Difficulties in finding reading materials 3 8. 6% 7 20% 18 51. 4% 7 20% Total 11. 4% 29. 5% 46. 7% 12. 4% c. Family Income Table 1. 6 Difficulties Most Difficult More Difficult Less Difficult Least Difficult f % f % f % f % Difficulties in understanding 3 8. 6% 9 25. 7% 19 54. 3% 4 11. 4% Difficulties in understanding unfamiliar words 8 22. 9% 11 31. 4% 13 37. 1% 3 8. 6% Difficulties in finding reading materials 3 8. 6% 12 34. 3% 15 42. 9% 5 14. 3% Total 13. 4% 30. 5% 44. 8% 11. 4% III. Causes of Reading Comprehension Difficulties a. Age Table 1. 7 Causes 12 13 14 15 16 17 f % f % f % f % f % f % a. Lack of reading materials 4 23. 5% 6 37. 5% 1 100% 0 0 0 0 0 11. 4% b. Cannot afford to buy reading materials 9 52. 9% 11 68. 8% 0 0% 0 0 0 0 0 8. 6% c. No time for reading 9 52. 9% 3 18. 8% 0 0% 0 0 0 0 0 14. 3% d. no interest in reading 3 17. 6% 3 18. 8% 1 100% 0 0 0 0 0 e. Exposure to computers rather than books 3 17. 6% 4 25% 0 0 0 0 0 0 0 f. visual impairment 1 11. 8% 4 25% 0 0 0 0 0 0 0 g. spend more time in watching T. V. 14 82. 4% 13 81. 3% 0 0 0 0 0 0 1 25% Total 17 37% 16 39. 3% 1 28. 6 0 0 0 0 Table 1. 7 shows the age bracket of the respondents according to the causes of reading comprehension difficulties. It could be noted from the table that the respondents who are 12 years old says that spending more time in watching television is the number 1 cause of their reading comprehension difficulties with 82. 4 %. For the respondents age 13 with 81. 3% says that spending more time watching television is the number 1 cause of their reading comprehension difficulties. 100% from their age of 17 stated that spending more time in watching television is the cause of their reading comprehension difficulties. None of the respondents are aligned in the age 15-16 years old. b. Gender Table 1. 8 MALE CAUSES f % Rank a. Lack of reading materials 5 35. 7 3rd b. Cannot afford to buy reading materials 7 50 2nd c. No time for reading 5 35. 7 3rd d. no interest in reading 5 35. 7 3rd e. Exposure to computers rather than books 3 21. 4 4th f. visual impairment 0 0 g. spend more time in watching T. V. 11 78. 6 1st Total 36 36. 7 FEMALE CAUSES f % Rank a. Lack of reading materials 6 28. 6 4th b. Cannot afford to buy reading materials 11 52. 4 2nd c. No time for reading 9 42. 9 3rd d. no interest in reading 3 14. 3 6th e. Exposure to computers rather than books 4 19. 0 5th f. visual impairment. 6 28. 6 4th g. spend more time in watching T. V. 17 8. 0 1st Total 21 38. 1 Table 1. 8 shows the gender of the respondents according to the causes of reading comprehension difficulties. It could be noted from the table that 78. 6% of males says that spending more time is watching the females says that spending more time in watching television is the cause of their reading comprehension difficulty. It is implied that females are more close to the addressed on that cause in reading comprehension difficulty which is spending more time in watching television. c. Family Income Table 1. 9.

Organic Food Research Essay

When it comes to the food that you put on the dinner table, it is extremely important to understand how the food is grown and how nutritious it is. Some foods are grown using synthetic fertilizers, while others are grown using natural fertilizers. There are foods that are grown using chemical weed killers, while other foods are grown using crop rotation and mulch to help control weeds. You can buy meat that has been raised with antibiotics, growth hormones, and medications. On the other hand there is meat that has been raised using more humane methods. These animals are fed an organic diet as well as given access to the outdoors and raised in cleaner housing to help reduce disease. Organic foods are healthier because they use fewer preservatives and chemicals; therefore they are extremely important in the growth and development of your family. Every parent wants to put the best food on the table for their family. However, it takes an amazing amount of resources and is costly to our planet. The way that food is farmed has changed more over the past fifty years than it did in the previous ten thousand years (Kenner & Kenner, 2008). The industrialization of our society has forever changed the way farmers grow crops and raise livestock. Farmers are using man-made chemical fertilizers and pesticides to control their crops. While you may think that the beautiful fruits and vegetables in the local supermarket’s produce section are impressive, it might surprise your what you are putting in your body. There are not seasonal fruits and vegetables any more in the supermarket. Tomatoes are picked green from half way around the world and ripened with ethylene gas during shipment (Kenner & Kenner, 2008). It’s astonishing how many chemicals a farmer uses to grow their crop. The average apple has been subjected to twenty-seven chemicals and the average peach has twenty-two chemicals used throughout its growth cycle (Juad & Juad, 2008). What is surprising is that when tested, a conventional piece of fruit or vegetable has positive results for lead and pesticides (Juad & Juad, 2008). When it comes to the livestock that we are consuming, it used to take a farmer nearly three months to raise a chicken. Tyson has perfected this science with the help of growth hormones and antibiotics. They are now are able to raise a chicken that is three times as large in less than half of the time (Kenner & Kenner, 2008). The cattle farmer is now raising their cattle on mainly corn feed and antibiotics (Kenner & Kenner, 2008). According to Kenner & Kenner (2008), farmers now have to use so many antibiotics mainly due to the fact that the livestock is being raised in a manner that was not intended. Cattle are not supposed to eat an all corn diet and chickens are not supposed to be raised in a chicken house without ever seeing daylight until they are on the truck to be processed (Kenner & Kenner, 2008). There are more humane ways of raising livestock and it makes for a much healthier meal at the dinner table. It is simply amazing how far food travels to make it to your local supermarket. On average, food travels over fifteen hundred miles from the time it leaves the farm until it reaches its final destination (Kenner & Kenner, 2008). Another amazing statistic is that the transportation of our nutrition accounts for nearly thirty percent of global warming (Juad & Juad, 2008). This is because there are only a few multi-national organizations that actually control the industrial food chain. It might be surprising to find out that the largest purchaser of ground beef and potatoes in the United States is McDonald’s (Kenner & Kenner, 2008). They are also one of the largest purchasers of pork, chicken, and apples as well (Kenner & Kenner, 2008). The largest producer of chicken in the world is Tyson (Kenner & Kenner, 2008). The side effects of these monopolies is that you, the consumer, get what the few powerhouse food corporations want you to have and you are left with very few choices. All of these amazing changes would not be possible without modern science. One of the biggest players behind the scenes and the supplier of the herbicides and pesticides is an organization by the name of Monsanto. Over the past few decades, Monsanto has had several groundbreaking developments in the area GMO’s or genetically modified organisms (Kenner & Kenner, 2008). Over seventy percent of the items in the local supermarket contain one form of GMO (Kenner & Kenner, 2008). There are several unintended side effects to all of these chemicals being used to grow our food. One is that the soil that farmers are using is literally being killed (Juad & Juad, 2008). The outcome is that the farmers are becoming more and more dependent on the chemicals to produce food (Juad & Juad, 2008). Another environmental issue is that a percentage of this chemical ends up in the water supply and it is simply impossible from preventing this from happening (Juad & Juad, 2008). The amount of chemicals that are finding there way into our food is simply amazing. There are health side effects from all of the growth hormones, chemicals, and genetically modified organisms. Studies show that the current generation is the first in history that is predicted to live a shorter life than their parents (Kenner & Kenner, 2008). Cases of obesity and diabetes have tripled in the past two decades (Juad & Juad, 2008). Type-two diabetes used to be only found in adults in the previous generation and now we are seeing it in our children (Juad & Juad, 2008). In Europe, seventy percent of cancers have been linked to the environment (Juad & Juad, 2008). When that seventy percent is broken down, thirty percent is linked to pollution and forty percent are linked to the food (Juad & Juad, 2008). Also, 100,000 children every year die from diseases caused by the environment (Juad & Juad, 2008). If that is not amazing enough, cancer in males has increased ninety-three percent over the past twenty-five years and their sperm count has decreased fifty percent over the past fifty years (Juad & Juad, 2008). Top that with the fact that cancer in children has increased one percent a year for the past twenty-five years (Juad & Juad, 2008). There are studies that show that fifty percent of all cancers worldwide are linked to the environment and that in certain cancers that ninety percent of the cause is the environment (Juad & Juad, 2008). It does not take a Doctor to figure out that all of these chemicals are making their way into our food and they are extremely bad for us. With all of these overwhelming statistics, there is hope for the food that we are eating. According to Duram (2008), â€Å"Agriculture is a highly effective means of converting solar energy into food and fiber. Given sufficient water, and properly managed, the system can operate provided with nothing more than sunshine. But modern agriculture technology has disrupted this efficient relationship. † Thankfully, there are still farmers out there that believe in the organic way of raising their crops and livestock. â€Å"Products must be at least 95 percent organic to use this term† (Mayo Clinic Staff, 2011). Organic farmers are supplying local restaurants and families through their local farmers market (Siegel & Taylor, 2008). They control weeds and disease within their farm with crop rotation and treat their livestock in a humane manner. According to Danford (2010), â€Å"mainstreaming of eating locally and organically grown fresh food is almost complete. † The demand for organic food is growing at a rate of twenty percent annually and the major food organizations have taken notice (Danford, 2010). â€Å"For the past fifteen years large multinational food corporations have been buying up organic producers of food in an effort to enter the profitable niche market† (Hauter, 2012). The Demand is extremely obvious and that is why major food corporations are jumping on the bandwagon. In summary, there are two ways to put food on the table. A consumer can purchase conventionally grown food or they can purchase locally grown organic food. Organic foods use only natural fertilizers, mulch, and crop rotation while traditional foods use synthetic fertilizers and pesticides to control disease. There have been numerous studies that link multiple health issues to our food and the environment that it is grown in. As a consumer, society has a choice of how to put food on their dinner table and the smart choice is to choose organic. References: Danford, N. (2010). Vegetable vs. Meat, And Everything in Between. Publishers Weekly, 257(9), 19-26. Duram, L. A. (2005). Good Growing: Why Organic Farming Works. Lincoln: University of Nebraska Press. HAUTER, W. (2012). BIG ORGANIC. Boston Review, 37(6), 5. Juad, J. (Producer) & Juad, J. (Director). (2008) Food Beware [Motion Picture]. France: CTV International Kenner, R. (Producer) & Kenner, R. (Director). (2008). Food Inc. [Motion picture]. United States: Participant Media Mayo Clinic Staff (2011) Organic Foods: Are they Safer? More Nutritious? Retrieved on May 5, 2013 from http://www. mayoclinic. com/health/organic-food/NU00255 Siegel, A. , Taylor, C. (Producers),& Taylor, C. (Director). (2008). Food Fight [Motion picture]. United States: Positively 25th Street.