Fault lines in Canadian Society Essay

There are existing tensions or fault lines in Canada amongst different regions. Fault lines according to Bone (2012) are the geological phenomenon where there are cracks on the crust of earth due to the tectonic forces. In relation to Canada, fault lines are political, social and economic cracks that divide people and regions and they also threaten to destabilize the integrity of Canada as a nation. According to Bone (2012), the geography of Canada is characterized by four tensional fault lines, and they include; English and French Canadians, Aboriginal and non-Aboriginal people, centrist and decentrist forces, and the immigration forces. These are the forces that have ensured Canada remain a nation of regions. There are six regions in Canada and they include Quebec, Atlantic Canada, Western Canada, Ontario, territorial north and British Columbia. The essay will majorly discuss the Aboriginal/ non- Aboriginal fault line by comparing and contrasting the circumstances of their current existence in certain physiographic regions in Canada. The Aboriginal/no-Aboriginal fault line The 1982 Constitutional Act referred to the indigenous people of Canada which includes Mà ©tis, Indians and the Inuit as Aboriginal peoples. This means that they are the Canadian people who trace their ancestry to the native inhabitants of Canada who came from North America before the Europeans came in 15th century. The non Aboriginal people have no ancestry or blood relations to the Aboriginals. Status (registered) Indians has certain rights according to 1985 Indian Act and registered and acknowledged by the federal government such as exemption from generated tax from reserves. The non-status Indians are not registered but have Indian ancestry hence has no rights according to the Indian act. Similarly, the Treaty Indians are registered Indians who can prove descent from the band that signed treaties and hence has legal rights of living in reserves. The Inuit are located mainly in Arctic, while the Mà ©tis are individuals of North American and European Indian ancestry. Harring & OSCLH (2013) pointed out that the Aboriginal/non Aboriginal front line in Canada is the most complex one. Its complexity is as a result of the historical relations tangled between the European settlers and the Aboriginal people. The first entanglement occurred between the Aboriginal peoples and the British crown and later Ottawa. According to Bone (2012), the class between the settlers and the natives for land, the federal governments’ forced assimilation policies added to the complexity and further solidified the distrust of the Aboriginal people to the crown and the Canadian state. The policies which failed to create a big difference between the Aboriginal people and the other parts of Canada. The consequence later was a disaster to the Aboriginal people who were pushed to the Canadians society’s margin, faced racism, ended up dependant on Ottawa and became ignored and invincible Canadian society members. An example of their isolation as observed by Harring & OSCLH (2013) are the treaty Indians got the vote participate in federal elections only in 1960 Circumstances of the current existence of Aboriginal people in Eastern Woodlands of south Ontario and Quebec in the Grand River Valley The Haldimand Grant In 1763, the British formed an alliance with Pontiac, the chief of Odawa as well as other Indian leaders with an aim of holding the Ohio valley lands. George III strategically issued a royal proclamation in 1763 which west of Appalachian Mountains as the lands for the Indians (Bone, 2012). However, after the American Revolution in which the Americans won, the proclaimed Indian lands in the Ohio valley ceased existing as many settlers hungry for land spread across the Appalachian Mountains. Moreover, the defeated Indians moved to Canada where they received the first major land grant termed as the â€Å"Haldimand Grant of 1784† (Harring & OSCLH, 2013). According to Bone (2012), the main purpose of the grant was to reward the Indian Iroquois who fought alongside the British during the American Revolution. Bone (2012) highlighted that lord Haldimand, the Governor of Quebec, in his proclamation prohibited the sale or lease of the land to anybody but only the government. The said tract of land extended from Grand River source in the present southwester Ontario to the river’s mouth at Lake Ontario. This explains the circumstances of the existence of the Aboriginal people and non existence of the non Aboriginal people around the area of the Grand River between la kes Huron, Erie and Ontario. Circumstances of the current existence of Aboriginal people in Nunavut, Northwest Territories, Quebec ad Labrador Taking over of the Indian rights by Canada The 1867 British North America Act shifted the responsibility for the Aboriginal people from Great Britain to Canada (Harring & OSCLH, 2013). Subsequently, the government of Canada enacted the restrictive Indian act. The effect of the legislation was to isolate the Indian tribes from the rest of the Canadian society, in addition to stripping them governance powers. This was based on assumptions that the Indians cannot govern themselves or manage their affairs. Therefore, the federal government through the Department of Indian Affairs was entrusted with the duty to be their guardian until they were fully integrated into the Canadian society (Harring & OSCLH, 2013). This was in contrast to the Haldimand Grant which gave the aboriginal people land, allowed them to govern themselves and did not implement restrictive laws to the Indians. Bone (2012) indicated that the federal department consequently intervened in many issues including management of the Indian lands, band issues, money, and resources with the main aim of assimilating them into the Canadian society. This promoted dependency and left the affairs of the bands on the hands of the local agents who were Indians, hence suppressing the initiatives of the Indians (Bone, 2012). The isolation of the Indians in Canada was done by denying them citizenship rights including voting rights. In contrast, the British crown did not create dependency from the aboriginal people. Moreover, they did not manage the land on behalf of the Indians like the federal government of Canada does. As much as the Indians were being suppressed in reserves, the Mà ©tis and the Inuit were not included in the Act but they also had to live in the Canadian society where they were not fully accepted. Currently, the Inuit have homes in Nunavut, Quebec and even Labrador. Land claim treaties With almost the whole of the British Columbia province tied up in several land treaties, the relationship between the Aboriginal and the non Aboriginal communities are highly strained. According to Harring & OSCLH (2013), the Aboriginal rights are collective rights that originate from the occupation of land by the Aboriginal people before contact. These treaty rights apply mostly to the Inuit and the status Indians unlike the Mà ©tis who are less protected by the rights. When the governance of the federal government and the British crown are compared, there are similarities in that both embraced treaties with the aboriginal communities on land and settlement issues Mà ©tis Rights The less protection of the Mà ©tis by the Aboriginal rights stems back from 1870 when the Ottawa accepted that the Mà ©tis has Aboriginal rights because of the Indian ancestry (Bone, 2012). The government further gave individual members of the Mà ©tis community land grants in a three component agreement. The first component of the agreement indicated that the occupied land before 1870 by the Mà ©tis became private property, second the Mà ©tis children had eligibility of 140 acres, and lastly each Mà ©tis family head received in scrip 160 acres which could be sold or claimed in Manitoba. Furthermore, the federal government of the day set 1.4 million acres in Manitoba for the estimated 10,000 Mà ©tis children in 1871(Bone, 2012). However, the allocation was increased to 240 acres after census which found there only 5000 Mà ©tis children (Bone, 2012). However, Harring & OSCLH (2013) pointed out that few Mà ©tis people claimed their land allocated to them and majority sold leavi ng them landless. Compared to the Indians of the Grand River Valley, there is similarity because both Mà ©tis and Indians were given land by the authorities of the day As much it is a historic fact that many Mà ©tis dispersal from the Red River Valley, the reasons for their dispersal remains a controversy with two interpretations. According to Ottawa, the rights were distinguished in accordance to Manitoba Act of 1870 by giving the scrip to the Mà ©tis. This is supported by Harring & OSCLH (2013) who argued that the federal government of that time did not act in bad faith as much it was slow in settling the claims by the Mà ©tis. In contrast, Bone (2012) argued that the Mà ©tis communities were victims of federal government’s deliberate conspiracy to prevent the land of Mà ©tis community in Manitoba. However, the matter was settled by the Supreme Court in 2013, in a case filed by Manitoba Mà ©tis Foundation, which ruled in favor of the Mà ©tis. Treaty rights The treaties favored the Aboriginal people because they defined the reserve lands that were collectively held by the band in addition to negotiating other beneficial rights for the communities. Harring & OSCLH (2013) elaborated that there were different reasons for signing treaties and it depended on the historical contexts. For instance, late 19th century treaties were signed to remove others tribes for the settlers. To the Aboriginal people, any treaty to them was a land promise as well as a shift support from hunting and nomadism to more settled farming. Therefore, this was a protection from the influx of the settlers during that time and a guarantee of government protection. Bone (2012) pointed out that the conflicting ideas from the crown authorities and the first nation, on the treaties significance shaped the relations between non Aboriginal and Aboriginal people. For instance, during the crown authorities viewed the treaties as mechanisms for extinguishing the rights of the Aboriginals and the land titles and hence opening up the lands for the settlers to do agriculture. In contrast, the Aboriginal people understood the treaties as agreements between the authorities to share resources and land. With the diverse perceptions, it was inevitable to have disagreements between the Aboriginal and the non Aboriginal people. Modern treaties For many years the legal meaning of Aboriginal land title has changed until 1970, when Ottawa recognized two land rights forms, which are the reserve land and the crown land. The reserve land was a type of ownership or right where the government of Canada held land for the Indian people. In contrast, the Indians had limitless right to use the crown land for trappings and hunting. This implies that the Indians were allowed to freely enjoy and use the crown land the crown lands without making any claims on it in form of ownership. According to (Harring & OSCLH, 2013), the crown lands included the lands where there were no settlements in Canada. However, the Aboriginals, the Mà ©tis, Inuit and Indian families lived and used the crown lands to fish, trap and hunt. However, Bone (2012) pointed out that the provincial governments and the federal governments could sell the crown lands to corporations or individuals or even lease them for specific purposes such as logging or even mineral ex ploration without compensating the Aboriginal inhabitants and users of the land. As much as many groups among the Aboriginal people did not have treaties with the federal government and therefore no control over the lands, many events changed this situation radically. To begin, the emergence of the emergence of educated leaders who understood legal and political systems who used the courts to force the provincial and federal governments to address issues o the Aboriginals concerning land claims. For instance, the Nisga’a residing in northern British Columbia took their claim for land in court in a case known as the Calder case. As much as the Supreme Court in 1973 ruled against their favor narrowly, six out of the seven judges were in agreement that the title for Aboriginal on the land existed at the confederation time in brutish Columbia. Similarly, that same year, the federal government was in agreement that the Aboriginal people who had not signed a treaty may also have a claim on the crown lands (Bone, 2012). Conclusion In conclusion, as Bone (2012) proposed, there exist fault lines in Canadian society. The current existence of the Aboriginal/ non Aboriginal fault line in Canada in some parts of Canada has been due to many circumstances. The Haldimand Grant occurrence saw the existence of the Aboriginal people around the Grand River valley. The taking over of the Indian rights by Canadian federal governments has seen suppression, restriction and confinement of the Aboriginal people in reserves and this also explains there existences in certain parts. Moreover, the treaties signed between the Aboriginals and the crown authorities and also with the cabadian federal governments in a bid to protect their land rights have seen the existence of the Aboriginals in certain parts of the country. References Bone, R. M. (2012). The Canadian north: Issues and challenges. Don Mills, Ont: Oxford University Press. Harring, S. L., & Osgoode Society for Canadian Legal History. (2013). White man’s law: Native people in nineteenth-century Canadian jurisprudence. Toronto, Ont: Published for the Osgoode Society for Canadian Legal History by University of Toronto Press. Source document

The Level of Disaster Preparedness of Pangasinan State University

THE LEVEL OF DISASTER PREPAREDNESS OF PANGASINAN STATE UNIVERSITY STUDENTS, LINGAYEN CAMPUS S. Y. 2012-2013 A Research Paper Presented to Dr. Lorna G. Urbiztondo In Partial Fulfillment Of the Requirements for the Course ProfEd 117 (Introduction to Research) By: Ryan S. Oris March 2013 ACKNOWLEDGEMENT I would to express my sincerest appreciation and gratitude to the people behind the success of this undertaking: * To Dr. Lorna G. Urbiztondo, Research Adviser for her very supportive and professional guidance and assistance; * To the Staff of PSU Library, for allowing me to borrow undergraduate thesis; * To Mrs.Helen Braga Mabanta, registrar of PSU Lingayen Campus for giving me the total population of enrolled students in this university; * Most of all I would like thank my families, friends and classmates for their inspiration and understanding; * And finally the Eternal and Gracious God, for answering and providing the needed intellect, strength, spiritual guidance in the completion o f this study. Phenomenal things happened because of this people. I wish that all blessings and love be showered upon them. Chapter 1 The Problem and It’s BackgroundI. Introduction Preparedness in time of disasters known to be critical for households, communities and businesses but many people remains unprepared. Mindanao’s are blown in the wind, deaths in flashfloods. A shocking news that Typhoon Pablo’ pounds Mindanao last December 2012. It was approximated that this typhoon killed nearly 2,000 people and wiped out their livelihood and also residential areas. More than 90 percent of infrastructures are destroyed in Compostela Valley, Davao Oriental and parts of the Agusan provinces (Inquirer News).This disaster serves to emphasize the significance of the responsibility of individual, local coordination and effective plans to ensure the capacity to respond and cope from major unexpected events. Natural or man-made disaster may come in many forms, anytime, anywhe re without advance notice. If we caught unprepared, it causes damage and devastation it brings to lives and properties. Disaster may strike in any place whether at home, in school, in church, in market, in the workplace or in the streets.Furthermore, students are one of affected in case of these disasters- one reason why government promotes enhancing skills and knowledge as a major instrument to cope with any eventuality that might come in life. As government’s prime duty is to avert and safeguard people from incoming disaster and other forms of catastrophe (CWTS Coursebook, 2009). In school or community, there are volunteer groups; training service and programs promoting the effective and appropriate measures in order to abate dangers.This research assesses the end result of training services and programs to students. The purpose of this research is to examine the current disaster preparedness level of campus students at Pangasinan State University, Lingayen Campus in order to explore strength and weaknesses to be used in future campus disaster preparedness plans. If the University already aware with this knowledge, the university will be able to more effective plan, develop, and implement procedures in order to move in an efficient manner to preserve life and property in the event of a disaster on campus.This descriptive research used a quantitative survey to assess the following research questions: What is the profile of the PSU- Lingayen Campus students in terms of age, sex and civil status? What is the level of preparedness in terms of natural and man-made disasters? What are the problems encountered by the respondents in the preparedness of disasters in terms natural and man-made disasters? This research used questionnaires to explore the status of their preparedness for a disaster. Significance of the Study The output of this research is deemed significant to the following: * The Students.They will able to know the level of disaster preparedness of Pangasinan State University students. They will be more active in training services and programs concerning to disaster preparedness. * The Teachers. This study will give a feedback to the teachers on teaching disaster preparedness especially to NSTP (National Service Training Program) teachers. * The University Administration. This study will make the university aware on the level of disaster preparedness of the students and will help them coin appropriate programs to cope with the necessity of the students. The Future Researchers. Result of this study would be beneficial as a basis for further studies related to this research and to be inspired to conduct more extensive and substantial study about level of disaster preparedness in bigger area. Scope and Delimitation This study primarily focused on the level of disaster preparedness of students. According to the registrar office of Pangasinan State University Lingayen Campus, there are 6,447 students who are enrolled in this uni versity. From the total population, there are 1,793 freshmen, 1,642 sophomores, 1,584 juniors and 1,428 seniors.It only covers the 10% of the total population. It was conducted during the second semester of S. Y. 20012-2013. Statement of the Problem This study aimed to determine the level of disaster preparedness of Pangasinan State University students, Lingayen Campus S. Y. 2012-2013. Specifically, it sought to answer the following sub-problems: 1. What is the profile of the PSU- Lingayen Campus students in terms of the following variables: a. Sex b. Age c. Section d. Civil Status? 2. What is the level of preparedness in terms of: a. Natural disasters . Man-made disasters? 3. What are the problems encountered by the respondents in the preparedness of disasters? Definition of Terms The study used some terms which the researchers defined for clearer understanding. The following terms are defined operationally: 1) Disaster. It refers to a natural or man-made hazard resulting disturban ces and disruption of social and economic aspects, loss of life, and drastic change of environment may happen. It has great effects to Pangasinan State University students, Lingayen Campus. 2) Disaster preparedness.It refers to PSU-LC student’s ability to respond and recover in the event of a disaster. It encompasses measures aimed at intensifying life safety when an emergency occur. 3) Level of disaster preparedness. It refers to the level of readiness or preparation for disaster of the PSU-LC students. 4) Natural disasters. These are disasters that brought by nature. 5) Man- made disaster. These are synthetic disasters that brought by man. Chapter 2 Review of Related Literature and Studies This chapter presents the related literature review and studies which served as springboard in the conceptualization of this study.They are reviewed hereunder to show that these studies are consistent with the present concerns of this research. RELATED LITERATURE A. Foreign Disaster may s trike anytime, anywhere resulting to great loss and misfortune. Disasters have two kinds, the natural and man-made disasters. Natural and man-made disasters, such as earthquakes, floods, plane crashes, high-rise building collapses, or major nuclear facility malfunctions, pose an ever-present danger challenge to public emergency services. According to The CDC (2007) the leading cause of death in the typical college age population is the unintentional injuries.Annually, more than 30,000 deaths occur from unintentional injuries for those between the ages 15 and 35 (CDC, 2007). According to the reports, homicide and suicide are the next two most frequent causes of deaths in age group. From the reports of the U. S Census Bureau (2008), in 2006 with 17. 1 million undergraduate and 3. 4 million graduate students there are more than 20 million college students in the United States. This represents an increase in students by 3 million, or 17 percent, from the 2000 census information.As state d by Aker (2007), colleges represent a significant target hazard for the communities that they serve with potential for staggering amounts of loss of life, economic resources, and future potential if an incident on campus was to occur. Gaull (1997) stated that the prevention of a dangerous occurrence is known as the most practical way to save life from an unintentional injury. In fire prevention practices since the days of Benjamin Franklin, the American fire service has participated. From one of his newspaper articles, Mr.Franklin quotes â€Å"an ounce of prevention is worth a pound of cure†, actually was referring to the common hazard of carrying smoldering embers or coals through the home. The release of the America Burning Report in 1973, from the National Commission on Fire Prevention and Control, was the formal declaration to the seriousness of the fire problem in America (EACRR, 2009). NFPA (2011) reports that from 1977 to 2006 that the fire rate in America dropped fro m 3. 2 million fires to approximately 1. 6 million. Though that represents almost a 50% drop in fires, the firesafety. ov (2011) reports an increase in the number of campus related fire deaths. Since January 2000, 135 college students have been reported to be killed in fires (firesafty. gov, 2011). The H1N1 flu epidemic serves as a great example of new and emerging risk that can quickly have a significant impact on a college. From August to the end of September 2009, campuses had reported 13,434 cases of H1N1 and two student deaths (Park, 2009). Colleges across the country were forced to scramble to develop plans and implement counter measures to ensure the safety of their students and workers.Some colleges such as Arizona State went so far as to stock up on medications such as Tamiflu to dispense to students, other schools prepared dorms to be used as quarantine locations for infected students (McGraw, 2009). Almost all colleges developed and implemented some sort of prevention edu cation program to deal with the spread of the flu. Ultimately, the education and prophylactic measures proved to be the most successful measures (CDC, 2010) Campus safety is not only important to the lives of those on college campuses but to the reputation of the college which is tied to its enrolment and in turn its economic success (Clunn, 2010).It is recommended that individuals be prepared to take care of themselves for the first hours of an emergency or disaster (Bayless, 2011; FEMA, 2011). An interesting argument is how prepared college students are in the area of safety prevention. College Watch contended that a major reason for an increase in campus related fires is that the students’ knowledge level in regards to safety aspects is not proficient. For example, the number one factor found in campus fires was cooking accidents (Campus Fire Watch, 2011).Cooking safety is a pretty common fire prevention topic in grade school so it is surprising that it would be the number one cause of fires on campus. According to Aschenbrener (2001), college campus students, faculty, and staff are at risk from thousands of different hazards. Prevention practices can teach the normal person how to live safer and how better be prepared for an emergency or disaster that may affect them and their family (Comeau, 2007). For college inhabitants to minimize their risk to death or injury from an unintentional injury they must have the knowledge and practice prevention strategies.Preparedness is significant. According to White House (2003), preparedness is the existence of plans, procedures, policies, training, and equipment necessary at the federal, state, and local level to maximize the ability to prevent, respond to, and recover from major events. Meanwhile, National Incident Management System (2012) defined preparedness as a continuous cycle of planning, organizing, training, equipping, exercising, evaluating, and taking corrective action in an effort to ensure effectiv e coordination during incident response.This cycle is one element of a broader National Preparedness System in order abating dangers. B. Local The Philippines being a locus of earthquakes, volcanic eruptions, tsunamis and typhoons is a hotbed of disasters. Natural hazards have in? icted thousands of  deaths and costly damage to property, not only natural disasters that has great impact to the lives of Filipino but also the human- induced or man-made disaster (Corresponding Author). In a report from Citizen’s Disaster Response Center (CDRC, 2011), a total of 431 natural and human-induced disasters were reported in the Philippines in 2011.These killed 1,774 people, and affected more than 3 million families or 15. 3 million people, and caused over Php 26 billion in economic damages. Based on the EM-DAT: The OFDA/CRED International Disaster Database, of the 302 natural disasters that happened worldwide, 33 occurred in the Philippines and 21 in China. Last year, the country was only third on that list with only 14 natural disasters recorded. The Philippines also placed third in the list of countries most affected by natural disasters in 2011 with 11. 7 million people affected. Previously, the country placed only 5th on that list.In terms of casualties, the Philippines is second to Japan with 1,924 people killed. In terms of frequency, flood topped the list with 121 reported incidents, or 28. 07% of the total number of disaster events monitored in 2011. This was followed by fire with 98 incidents –majority of which occurred in urban centers, particularly in congested urban poor communities. Meanwhile, earthquake occurred 78 times, while landslide 66 times, and tornado 23. Tropical Cyclones may not have made it to the top 5 most frequent disasters, but it affected the most number of people.At least 10. 3 Million people were affected in 2011. The two most destructive tropical cyclones in 2011 are Tropical Storm Sendong (Washi) and Typhoon Pedring (Nesa t). Prevention is doing always better than cure. Why wait for some predicted situations to happen when at first we are aware it will happen? Disasters and calamities though cannot be avoided but can be mitigated. These disasters may serve a lesson for us to become a disaster resilient. Furthermore, what we really need to do is to develop a culture of safety in order to prepare ourselves against any disaster.It is not di? cult to demonstrate that we lack this culture, because examples can range from riding motorcycle bikes without helmets, to search and rescue teams not knowing where to ? nd rubber boats to save flood victims. According to Philippine Information Agency (PIA, 2011), during calamities, children are most vulnerable, reason to have education about disaster risk reduction. Since natural calamities are unpreventable, the best government can do is to reduce its disastrous effect through knowledge on disaster preparedness.The provinces of Leyte, Southern Leyte and Eastern Sa mar in Eastern Visayas are the provinces specifically at high risk of natural calamities like landslide and flooding as the said provinces are located in the eastern seaboard of the country. As a preventive measure against disaster the Department of Education (DepEd), the Office of Civil Defense (OCD) and the Commission on Higher Education (CHED) have mandates to concretize disaster preparedness by integrating disaster reduction and management education in the curricula of the public secondary and tertiary schools.It was learned that some schools in Eastern Visayas have started adopting introductory courses and modules on disaster risk reduction at the start of classes this year. The Regional Risk Reduction Management Council (RDRRMC) tied up with the DepEd in the conduct of a training and seminar for teachers expected to handle the subject. Some schools in Leyte have already included disaster risk reduction in their Earth Science subject even if the subject have yet to be formally ironed out between the National Disaster Risk Reduction Management Council (NDRRMC) and the DepEd (PIA, 2011).The subject will also be taught in the National Service Training Program (NSTP) for tertiary schools, technical-vocational, indigenous learning and in out of school youth courses. (PIA-8) It is very helpful for students to have information about weather conditions in the Philippines. Good news from students and also to Filipino, Department of Science and Technology launched a mobile application based on its highly successful project called  NOAH  which stands for Nationwide Operational Assessment of  Hazards. From the report, NOAH aims to provide reliable and authoritative information about weather conditions in the country.It is designed to be a disaster preparedness system to reduce loss of lives, and damages to properties due to rain-triggered natural  hazards. Now that it’s accessible via a mobile application, Filipinos will be able to access information r elevant to current weather conditions right on the palm of their  hands. Raymund Liboro, Department of Science and Technology project director for  NOAH said, â€Å"When it comes to getting and accessing information, there is nothing more ubiquitous than the mobile phone†. A 2011 World Bank study showed that 80 percent of Filipino households have a mobile phone, making the application convenient and  accessible.Furthermore, the  NOAH  mobile application will initially be available only for Android smartphones. However, its sharing options will allow users to share information across different social  media. Future enhancements include incorporating a flood forecasting system. â€Å"This will really help us give advance warning to residents of flood-prone areas [and] if there is a need to evacuate,† said Vic Malano, Deputy Administrator of the Philippine Atmospheric, Geophysical and Astronomical  Services. RELATED STUDIES A. Foreign Kevin Kupietz conducted a research entitled Retention of Emergency Preparedness Knowledge at Halifax Community College.According to him, there are more than 3. 5 million students attending more than 4,000 colleges and universities in America. These students, along with faculty and staff members could be at risk of injury or death from natural or manmade incidents and disasters on and off campus. It is known that how well prepared and the actions one takes during an emergency can have a significant impact on the events outcome. The problem is that the emergency preparedness knowledge of students, faculty, and staff of colleges, like Halifax Community College is unknown.It is critical for emergency preparedness planning to understand the core knowledge of the group that intends to develop protection plans for. With this in mind the purpose of this descriptive study was to examine the current emergency preparedness knowledge of Halifax Community College students, faculty, and staff members. This study used a quantitative survey tool or a web based testing instrument to explore the following questions pertaining to campus students, faculty, and staff: What is their current of understanding of campus emergency procedures?What is their current level of knowledge is in regards to basic emergency preparedness? What is their current level of emergency preparedness based on the prevention actions they have taken? Kupietz’ study found that overall knowledge towards preparedness and prevention was fair to good for those that participated. The study also indicated that while the knowledge may be possessed the prevention actions were not always put into place by participants. This study concluded that a college campus puts a large quantity of people together in a small geographical area.This can create the risk of an event leading to multiple injuries and/or deaths. College campuses often represent a new world of freedom for young adults that may lead to reckless behaviors such as drinking in excess. These factors, singularly and combined, put the typical college campus at risk. Through prevention programs that are able to promote good information with high retention rates that inspire people to take preventative actions the risk can be greatly reduced.Through further research providing foundational information for prevention specialists to work from great strides can be made to protect the students, faculty, and staff of not only Halifax Community College but of colleges across the country. B. Local There was an assessment of disaster preparedness in selected public schools in Luzon, Philippines. This study was conducted by Jonathan Guevarra, Caridad Ancheta, Jason Dela Pena, Adelwisa Ortega and Theresita Lariosa. This study will attempt to describe the disaster preparedness of selected public schools and also School’s disaster preparedness plan.Furthermore, this study will also attempt to determine awareness of key school personnel on disaster preparedness p rograms (both local and national) and Department of Education (DepEd) disaster related policies. From their study, 37 key personnel from elementary and secondary schools were interviewed using an interview guide from January to March 2006. They secured the written permit from the Department of Education (DepEd) Division Superintendent. Prior to interview respondents, consent form was obtained. They were collected the school profile and data on each School’s disaster preparedness.Using descriptive statistics, data was analyzed. After a long period of time, they come up with the following results: of the 37 schools covered in the study, most (59%) of them came from the National Capital Region (NCR) and most of them were Elementary Schools. Thirty five schools (95%) reported to have formed disaster committees. However, less than one third (30%) of the respondent schools had disaster preparedness plans. The majority (95%) of the public schools conducted drills once a year. The mo st common type of drill conducted in these schools was fire and earthquake drills.Fifty-one percent (51%) were not used as centers of evacuation during the disasters that occurred in the last five years. The majority (95%) of the public school key personnel were aware of the national local disaster management programs. All respondents were aware of disaster-related DepEd policies. The five researchers concluded that this study provided a glimpse of the efforts that teachers and students are preparing in times of emergencies and disasters. They recommend that specific hazards that affect schools may have to be addressed. â€Å"Chemical spills†, food poisoning and infectious disease outbreaks are examples of these.These may also be considered the preparation of the School’s preparedness plans. As we reviewed the related literature from the local and foreign studies, it may help to understand the current study. From the local study- Assessment of Disaster Preparedness in Selected Public Schools in Luzon, Philippines, we knew already the status of elementary and secondary students of Luzon in preparing for disaster. In contrast, this current study focuses only to students of Pangasinan State University, Lingayen Campus in assessing also the level or status of their disaster preparedness.Furthermore, this current study does not attempt to determine awareness of key school personnel on disaster preparedness programs but it is similar to the method to be used in analyzing data. From the foreign study entitled Disaster Preparedness; Concepts, Guidance, and Research, it has also a great help to my study. They gave summary of concepts, guidance and research about disaster preparedness. CONCEPTUAL FRAMEWORK From the insights of the related studies and literatures presented earlier, certain concepts stood out as the source of the conceptual framework of this study.Through this, the main intention of this study is to determine the level of disaster preparedne ss of PSU students in Lingayen Campus. The input variables of the study are the profile of the respondents which consist of age, gender, course and section, and civil status. The process is analyzing the information through the descriptive method using questionnaire. The output of this study is the level of disaster preparedness of PSU students in Lingayen Campus. The paradigm found on the succeeding page has guided the researcher in the conduct of this study. PARADIGM Analysis of the input through the descriptive survey methodAnalysis of the input through the descriptive survey method 1. Personal Profile of the students in terms of: a. Sex b. Age c. Civil status 2. The level of preparedness in terms of: a. Natural Disasters b. Man-made Disasters 3. Problems Encountered by the respondents. 4. Personal Profile of the students in terms of: d. Sex e. Age f. Civil status 5. The level of preparedness in terms of: c. Natural Disasters d. Man-made Disasters 6. Problems Encountered by the r espondents. Level of Disaster Preparedness of Pangasinan State University- Lingayen Campus S. Y 2012-2013Level of Disaster Preparedness of Pangasinan State University- Lingayen Campus S. Y 2012-2013 INPUT PROCESS OUTPUT Figure 1: Paradigm of the study showing the relationship between the input- process and output of the study. Chapter 3 Research Methodology This chapter deals with the different approaches and techniques used by the researchers in gathering the important data to complete this study. It involves the research design, research locale, samples and sampling techniques, subject, research design, data gathering procedure, validation of instrument, data processing method and statistical treatment. Research DesignThis study is basically descriptive research work. Descriptive research deals with the description, recording, analysis and interpretation of the phenomena that already exist (Calderon, 1993). The data were presented and discussed using descriptive and inferential an alysis technique. Population and Sample of the Study There are 6,447 students enrolled in PSU Lingayen Campus. Ten percent (10%) of the total number of students will be chosen as respondents using stratified random sampling. The distribution is shown in Figure 2. YEAR LEVEL| NUMBER OF ENROLLED STUDENTS| 10%| First year| 1,793| 179| Second year| 1,642| 164|Third year| 1,584| 158| Fourth year| 1,428| 143| TOTAL| 6,447| 645| Figure 2. Distribution of the Respondents of the Study Research Locale The study on the Level of Disaster Preparedness of PSU students, Lingayen Campus was conducted at Pangasinan State University, Lingayen Campus S. Y 2012-2013 Research Instrument The researchers employed questionnaires in gathering data from the respondents. Questionnaire is defined as the document containing a list of questions related to particular topic. The data which will be obtained from the returned questionnaires will be carefully studied to come up with an appropriate output.This study c overs research questionnaires as data gathering instrument. The questionnaire is divided into three parts. The first research questionnaire was made to gather information about personal profile of the respondents such as age, sex, and others. The second questionnaire was intended to obtain data on the disaster preparedness of the respondents. The third questionnaire was intended also to determine the problems encountered by the respondents in disaster preparedness. Validation of the Instrument The instrument used in this study will be valid until School Year 2012-2013.Data Gathering Procedure The researcher was able to gather data thru questionnaire that was given to the respondents. This questionnaire during the time that the respondent answering the questionnaire, the researcher was able to have small informal interviews with the respondents and ask something related to the research problem. Data Processing Method Through descriptive method, data were analyzed. Statistical Tools a nd Treatment The data that were obtained using the questionnaires and the tests were subjected to statistical procedures as follows:Part 1 on the profile of the respondents are measured and analyzed by percentages, and frequency. The formula is as follows: P= fN x 100 Where: P= percentage f= frequency N= number of respondents For problem No. 2, average weighted mean was used in determining the level of disaster preparedness in terms of hazard knowledge The formula in calculating the average weighted mean is shown below: AWM= ? fxN Where= Average Weighted Mean ?= summation of f= frequency x= the number that corresponding to the level of preparedness N= total number of respondentsThe results will be interpreted using the Lickert Scale which is described below: Range| Scale| Descriptive Rating| 5| 4. 21- 5. 00| Very much prepared (VMP)| 4| 3. 41-4. 20| Much prepared (MP)| 3| 2. 61-3. 40| Moderately prepared (MP)| 2| 1. 81-2. 60| Fairly prepared (FP)| 1| 1. 0-1. 80| Not prepared (NP)| F or Problem No. 3, the problems encountered by the students on the disaster preparedness had been computed by using frequency count and ranking. BIBLIOGRAPHY Africa. Carla, â€Å"Philippine Disasters† 9 November 2012. http://www. academia. edu/693831/Lessons_from_recent_Philippine_disastersAschenbrener, M. (2001). In Twombly S. (Ed. ), How colleges and Universities respond to natural disaster. United States- Kansas: The University of Kansas. Retrieved from http://www. npr. org/templates/story/story. php? storyId=9603275 Campus Fire Watch (2011, April 11). † Current fire information†. Retrieved from http://www. campus-firewatch. com/resources%20center/currentinfo. html CDC (2007). â€Å"10 leading causes of death by age group†, United States-2007. Retrieved from http://cdc. gov/injury/leadingcauses. html Clunn N. (2010. October, 22). â€Å"Students need lessons in off-campus safety†.NorthJersey. com. Retrieved from http://www. northjersey. com/news/cri me_courts/105505788Students_need_lessons_in_off-campus_safety. html FEMA (2011). â€Å"Emergency response action steps†. Retrieved from http://www. fema. gov/plan/ehp/response. shtm Gaull, E. (1997, May). Show me the results! Fire Chief. HCC (2010). Halifax Community College’s annual report 2010. Retrieved from http://www. halifaxcc. edu/AnnualReport/annualreport2010. pdf Mowrer, F. W. (1999). â€Å"Fire safe student housing a guide for campus housing administrators†. Emmitsburg, MD: United States Fire Administration. Park, M. 2009, September, 22). † Students ad H1N1 mingle on campus. CNN†. Retrieved from http://articles. cnn. com. /2009-09-22/health/h1n1. flu,college. students_1_h_1 _n_1-flu-prevention-seasonal-flu? _s=PM:HEALT http://upmcphresearchoffice. weebly. com http://www. futuregov. asia/articles/2012/nov/09/philippines-launches-mobile-app-disaster-preparedn/ http://www. universityworldnews. com/article. php? story=20120518132734905 http://w ww. academia. edu/1936994/An_Analysis_on_Environmental_Management_Polic y_in_the_Philippines APPENDICES APPENDIX A QUESTIONNAIRE ON THE LEVEL OF DISASTER PREPAREDNESSI. RESPONDENTS’ PERSONAL PROFILE DIRECTION: Please check your appropriate answers honestly. Your response will be of strict confidentiality. 1. Name: ____________________________ (optional) 2. Gender:( ) Male ( ) Female 3. Age:( ) 16-18 years old( ) 22-24 years old ( ) 19-21 years old( ) 25 above 4. Civil Status:( ) Single( ) Married II. LEVEL OF DISASTER PREPAREDNESS Direction: Please check on the column that describes the level of disaster preparedness. Numerical ValueDescriptive Equivalent 5very much prepared 4much prepared 3averagely prepared 2fairly prepared 1not prepared . Natural Disasters | 5| 4| 3| 2| 1| Climactic Variability (La Nina, El Nino)| | | | | | Coastal Erosion| | | | | | Drought| | | | | | Earthquake| | | | | | Flood| | | | | | Landslide| | | | | | Tsunami| | | | | | Typhoon and Tropical Surge s| | | | | | Volcanic Eruption| | | | | | Wildfire| | | | | | Disease Epidemic| | | | | | 2. Man-made Disasters | 5| 4| 3| 2| 1| Fire Incident| | | | | | Structural Collapse| | | | | | Hazardous Spills| | | | | | Water Breakdown| | | | | | Food Scarcity| | | | | | Pollution| | | | | | Direction: Put a check on the answer you perceived most. 1.Are you aware of the types of emergencies/ hazards that can potentially affect your area? ( ) Yes( ) No( ) Maybe 2. Do you think that your family is relatively well-prepared for a disaster? ( ) Yes( ) No( ) Maybe 3. Do you believe that the community you live in is relatively well- prepared for a disaster? ( ) Yes( ) No( ) Maybe 4. Have you discussed disaster preparedness with your family, friends, classmates and neighbors? ( ) Yes( ) No( ) Maybe 5. Do you know how to call for help? ( ) Yes( ) No( ) Maybe 6. Are you aware with the contact number of different authorities (police hotline)? ) Yes( ) No( ) Maybe 7. Have you conducted a hazard, impac t, and vulnerability assessments? ( ) Yes( ) No( ) Maybe 8. Do you have a Family Disaster Supply Kit? ( ) Yes( ) No( ) Maybe 9. Are you current in First-Aid training (trained in the last 3 years)? ( ) Yes( ) No( ) Maybe 10. Do you participate in any seminars related to Disaster Preparedness? ( ) Yes( ) No( ) Maybe 11. Are you responsible in CPR (Cardio-Pulmonary? ( ) Yes( ) No( ) Maybe 12. Do you know how to operate or use the fire extinguisher? ( ) Yes( ) No( ) Maybe 13. Do you monitor TV and radio reports? ( ) Yes( ) No( ) Maybe 4. Do you know where your family records are? ( ) Yes( ) No( ) Maybe 15. Do you stay calm and remember what it is that you know and how it is going to get you through the situation you’re in? ( ) Yes( ) No( ) Maybe 16. Are you aware where your family will meet outside your home in case of an emergency? ( ) Yes( ) No( ) Maybe 17. Have you practiced an emergency drill in your home or school within the past year? ( ) Yes( ) No( ) Maybe 18. Do you know about disaster plans at your school? ( ) Yes( ) No( ) Maybe 19. Are you aware with the precautionary measures in case of disasters? ) Yes( ) No( ) Maybe 20. Some family members have special needs, for example the elderly, mobility impaired or sick. Do you have a plan for making sure these members will be safe during a disaster? ( ) Yes( ) No( ) Maybe 21. Do you have plan for your pets? ( ) Yes( ) No( ) Maybe 22. Do you prepare a recovery plans? ( ) Yes( ) No( ) Maybe 23. Do you secure your important documents and properties? ( ) Yes( ) No( ) Maybe 24. Do you have the mobile application Project NOAH (Nationwide Operational Assessment of  Hazards)? ( ) Yes( ) No( ) Maybe III.PROBLEM ENCOUNTERED BY THE RESPONDENTS IN THE DISASTER PREPAREDNESS Direction: Please put a check on the space provided for which is you think is the most problem that you encounter in the disaster preparedness. _____ Lack of conducting hazard, impact, and vulnerability assessments _____Lack of appreciation and support to the Disaster Preparedness _____Lack of Disaster Coordinating Council at the local level _____Erroneous disaster reporting and monitoring _____ Difficult to measure the effects _____ Lack of disaster information material _____ Inadequate training in disaster preparedness by key barangay people _____ Lack of facilities ____ Lack of evacuation plans _____ Lack of time to prepare CURRICULUM VITAE RYAN SANCHEZ ORIS #235Barangay Lasip, Lingayen, Pangasinan 09077996587 [email  protected] com I. Personal Background Age:18 Date of Birth:August 6, 1994 Place of Birth:Pangasinan Gender:Male Civil Status:Single Nationality:Filipino Height: Weight: II. Educational Background TertiaryBachelor of Secondary Education (Physical Science) Pangasinan State University Alvear St. Brgy. Poblacion, Lingayen, Pangasinan 2011-present SecondaryLasip National High School Lasip. Lingayen, Pangasinan Salutatorian 2007-2011

Answering questions

2-A. Recently, a comedian on a television show remarked that he thought it was funny that people turn the car radio off when they are looking for a house number in a strange neighborhood. What theory of attention is this comedian adhering to? The comedian based his remarks on the theory of divided attention. This theory states that attention can be divided into two separate states, wherein one can attend to two things or stimuli at the same time, without sacrificing the quality of attention given to either of the two stimuli (Reisberg, 2001). Thus to the comedian, one can continue listening to the radio and at the same time look for the house number, and it perfectly makes sense to him that a person can do both of it since it does not really require an intense concentration. However, a case in point is that looking for a house number in a long row of houses may be quite a challenging task, one that requires concentration and selective attention. Yes, it can be said that keeping the radio on would not make any difference but to those who prefer to look closely and to be able to do so safely would naturally turn their radios off. Just imagine yourself driving slowly in a street you are unfamiliar with and keeping the radio on would mask the noise of incoming traffic or even pedestrians. Besides, when a person is involved in one task, like looking for a house, then one instinctively attends to it and disregards the other sounds, sights and disturbances in the immediate environment. Divided attention is very real, we engage it once in a while especially if we multi-task but we could do so in a limited period, for example think of how you can possibly manage to entertain questions from an officemate at your table and at the same time talk to someone on the phone, you could do both for a maximum of 2 minutes, but eventually one stimuli takes greater attention and we must give our full attention to it. On the other hand, with training, anybody can make use of divided attention, but its contributions and benefits in engaging in it remains to be seen since much research has to be done in this area. 2-B. Based on what you have learned about perception and attention, do you think it’s safe for people to talk on cellular phones while they are driving? Learning about how we perceive the world around us gives us a better way of understanding how intricate the human mind is and how even a faculty that we often take for granted can have a profound impact in our daily lives. Perception refers to a complex process of how we receive a stimuli, how our brain process the stimuli, and how our mind tells us what to do and how to react to the stimuli (Reisberg, 2001). It can be said that a disruption of any of the lines of our perception may have adverse consequences; sometimes it can be bizarre, like when a person cannot recognize the face of love one but instead are able to say that they look like a family member. Taking our study of perception into our daily activities, a debated issue like â€Å"is it safe to talk on the cell phone while driving† is better explained. I still believe that it is not safe to talk on the cellular phones while driving. Driving already entails a number of processes and is quite demanding of our attention, like when you are in the freeway, one has to be conscious of incoming traffic, cars at you back, the speed limit of the highway, and even looking out for possible mishaps in the road, on top of which, the driver must be conscious of the cars fuel level, brake fluid and tire conditions. So how could anybody be able to talk on the phone while driving? Talking on the phone also demands attention; we have to perceive and process what the other person is saying, and to even think of the appropriate response to what they are saying. Theories on perception have stated that our mind works overtime just to process and be able to respond to external stimuli, and that each part of the brain is involve in different ways just to come up with the correct processing of information (Reisberg, 2001), like being able to recognize faces of family members. Perceptual illusions demonstrate that what we see may not be true or real, hence while driving we may not be able to accurately tell how far we are from the car ahead of us or how near we are to the railings without our full concentration. Reports have shown that many people die on the road or in car accidents than any disease. Perceptual overload occurs when we drive and talk on the phone, based on previous researches (Reisberg, 2001), perceptual overload makes us incorrectly perceive our surroundings and hence we may see what is not there, or we may not see what is really there. When we overload our senses it would mean that one part of the brain or our faculties might be sacrificed to compensate for the attention we give to another stimulus. And in an activity like driving which in itself is a high-risk behavior, we need complete control of our faculties, thus talking on the cell phone is not advisable. 2-C. Write a 200 word summary and critical analysis on Rayner’s article. Discuss what the article is basically about, its strong and weak points, how convincing (or unconvincing) you find its arguments, and how it might be followed up (e.g., if you think the article suggests any promising, new ideas for future research, describe what they are and how they might best be pursued.) The article â€Å"Eye Movements in Reading: Recent Developments† by Keith Rayner (1993) presents the latest development in the study of eye movement in the reading process. The strength of the article is that it gives a background of what has been discovered so far in the field of study, the article argues that studying eye movement is important for it help build theory and also used to infer perceptual and cognitive processes during reading thus the objective of the article. It also presents a number of theories that have used new methods in studying eye movement. What was weak about the article was that it was not able to connect how the new methods of studying would contrite to a better understanding of the cognitive processes that occur during reading. The article basically was not convincing when the author says that much remains to be seen when researchers realize how interesting a research data eye movement can be. The article does not arouse this interest and simply goes on to say that eye movement is a natural consequence of reading, which contradicts his claims earlier in the introduction part. The article was also too technical for the average reader even if the reader is interested in eye movement. References Rayner, K. (1993). Eye movements in reading: Recent developments. Current Directions in Psychological Science, 2 (3): 81-85 Reisberg, D. (2001). Cognition: Exploring the science of the Mind, 2nd ed. New York: W.W. Norton & Company, Inc.                  

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Nicole Krauss' The History of Love - Essay Example These ideas are illustrated in the life of the characters in the novel, particularly Leo Gursky. In the novel, change is commonly associated with distance, and Krauss illustrates this idea in the life of Gursky. As for Gursky, the world after the war and the departure of Alma has changed considerably that he resolved to isolate himself from the rest of the world. In the statement, it seems that Gursky holds on to the thought of meeting the sender of the letter because he hopes to find a connection between himself and the world outside his own emotional confines. The statement is also related to the line â€Å"the physical distance between two people using a string was often small; sometimes the smaller the distance, the greater the need for the string† (111). Considering the changes that occurred in his life, Gursky attempts to bridge the gap between himself and the fast pace of the changing world. The statement also shows the inevitability of sadness due to loving and losing someone. Throughout the novel, Krauss illustrates the beauty of life and loving; however, she does not fail to show the sad part of those aspects of life. Specifically, Krauss illustrates the plight of Gursky as the effects of losing someone. Further, Krauss states the inevitability of sadness in the line: â€Å"there are two types of people in the world; those who prefer to be said among others, and those who prefer to be sad alone† (155). With this statement, Krauss seems to generalize that all people are sad; people just handle their loneliness in different ways. In relation to what Krauss states in page 233, this line supports the idea that anticipation bridges distances. It allows people, particularly the sad ones, to establish a connection in the world and distance themselves from the deteriorating effects of isolation. In the holistic view, the statement serves as the general idea of the novel; it illustrates the idea that life is full of surprises as depicted in the l ives of the characters. The beauty of the novel lies in its capacity to spur the imagination of its readers. The statement is also related to the line: â€Å"all possible feelings do not exist, there are still those that lie beyond our capacity and our imagination† (107). With this line, Krauss puts value on imagination, particularly in the life of Gursky as he deals with the realities of life, and the illusions of his past. As what Krauss said in page 233, life is full of surprises that can alter our direction in life, particularly in relation to the people and events that we are accustomed to. With this statement, Krauss suggests that people should be open to the opportunities that may come in life, notwithstanding the fact that those opportunities have the capacity either to hurt, or please us. Although the novel is characterized with Krauss’ prolific and metaphorical use of language, the statement emerges as the most striking line as it captures the overall signifi cance of the novel, particularly in its broader context of live, loving, and change. At the onset of the story and throughout its unfolding, Krauss establishes the complexities of living, particularly in dealing with loss and loneliness. The structure of the novel is complex as it involves a variety of literary techniques including the use of â€Å"

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The Changing Meaning of Concepts Throughout History Essay In this essay I will summarize how the philosophers Friedrich Nietzsche and Michel Foucault have recorded how the meanings of certain concepts have changed through history, paying close attention to the texts of Nietzsches Good and Evil, Good and Bad and Foucaults The Insane. I will also suggest what I believe are the philosophical lessons that they think we can draw from recognizing these changes. In the chapter from his book Madness Civilization,The Insane, Michel Foucault charts the changing conceptions of madness from the Renaissance through to the Neo-Classical Age. He notes how during the Middle Ages and the Renaissance, though madness was sometimes treated as a personification of evil, it was something that was openly dealt with, the public outrage giving the perceived evil the powers of example and redemption. (Foucault, P. 66) The mad were neither a source of shame or taboo, madness was present everywhere and mingled with every experience by its images or its dangers. (Foucault, P. 66) However, during the seventeenth and eighteenth centuries, the Enlightenment, and the emergence of the man of reason drastically changed peoples attitudes towards the insane: adness was shown, but on the other side of bars; if present, it was at a distance, under the eyes of a reason that no longer felt any relation to it and that would not compromise itself by too close a resemblance. After the Enlightenment a new set of values became prevalent, where reason was now considered the defining characteristic of being human, and therefore it followed that to be unreasonable was to be essentially inhuman. Foucault notes that to the enlightened men of the time: the) animality that rages in madness disposesses man of what is specifically human in him; not in order to deliver him over to other powers, but simply to establish him at the zero degree of his own nature. With their new perspective on the world, the people of seventeenth and eighteenth century Europe now felt a shame in the presence of the inhuman that the Renaissance had never experienced (Foucault, P. 68), the mentally ill were not seen as possessed or evil or ill but as a shameful sideshow, barely more than animals, provoking the mocking laughter and the insulting pity (Foucault, P. 9) of the regular spectators who at the time would regularly pay a small fee into the asylums to gawk at them. (Foucault, P. 68) Foucault draws further attention to the inhumane treatment of the institutionalized mad during the seventeenth and eighteenth centuries. Considered by their unreasonable behaviour to have fallen into bestiality, and that their animality, in fact, protected the lunatic from whatever might be fragile, precarious, or sickly in man (Foucault, P. 4), they were treated as such and he records: It was common knowledge until the end of the eighteenth century that the insane could support the miseries of existence indefinitely. There was no need to protect them; they had no need to be covered or warmed. (Foucault, P. 74) Not simply did men of the seventeenth and eighteenth centuries seen madness as a fall into bestiality, the frenzied behaviour and irrationality of the madman was to them a shameful lapse into mans basest level. It was important for their self image to disassociate themselves from the mad. Foucault notes that: Madness had become a thing to look at: no longer a monster inside oneself, but an animal with strange mechanisms, a bestiality from which man had long since been suppressed. (Foucault, P. 70) He contrast this to the view of the Church, who slow to take on the burgeoning attitudes of the Enlightenment, still seen madness with a humanity absent from from the attitudes of the men of reason. He suggests the Church found in madness a difficult but essential lesson: the guilty innocence of the animal in man. Foucault seems to be trying to show in his essay, through the descriptions of the treatement of the mentally ill, that we can learn a lesson from the irony that these enlightened attitudes towards madness, held with such firm belief at the time, now, in a modern context would be seen as extremely inhumane and cruel. A lesson that we must be careful in believing the prevalent conceptions of our time are free from our own inherent biases. In his essay Good and Evil, Good and Bad, Nietzsche calls attention to the fact that our conceptions of good and bad have changed drastically over the centuries. He traces the genealogy of the word good back to its origin in the Classical Age and records how it was was originally conceived as something wholly different to how it is today: The origin of the opposites good and bad is to be found in the pathos of nobility and distance, representing the dominant temper of a higher, ruling class in relation to a lower dependent one. (Nietzsche, P. 160) Nietzsche states that the morality of the nobility of the Classical Age was more immediate, where the notions of good, and pure were synonymous simply with their own being noble as opposed to plebeian, with their own natural dominance and impulsivity. The word pure, for example, was devoid of its current religious connotations: The pure man was originally one who washed himself, who refused to eat certain foods entailing skin diseases, who did not sleep with the unwashed plebeian women, who held blood in abomination hardly more than that.

Code Switching and Mobile Phones in ESL

Code Switching and Mobile Phones in ESL 1.0 Introduction to code switching In this era of globalization and modernization, many of people were used more than one or more language in the conversation and community. The term of code switching, or sometimes maybe write in ‘codes witching’ or ‘code-switching’. This is broadly used and discuss in a variety of related field and linguistics. A database on the 2005 year, a search of the Language Behaviour Abstract and linguistics shows more than 1800 articles on the subject published in virtually on every branch of the linguistics. Nevertheless, despite on this ubiquity or perhaps in part of it, the scholarship does not seem to share the definition of the terms. Aside from that this perhaps is inevitable, given from the different concerns of the linguists, such like anthropologists, psycholinguists, sociolinguists, philosophers and so on. Since the code switching is studies from many and different perspective, the paper will necessary seems to omit the important element to the literature. On the other hand, many of the works are labelled ‘code switching’, this is interest in morph syntactic constrains and syntactic on the language alternation. Alternately, the studies of language acquisition, the second language acquisition, and the language if using the term code switching to describe either language learners’ or bilingual speakers’ cognitive linguists language, to describe the classroom or the learners practice involving the using of more than one or more language. The codes switch refers to the different of speech in the content. For example, the formal language or the informal language, or different languages like Spanish and English. The student who were bilingual or came from the different culture and background are noted their ability code switch. Because of the standard language are not their primary language and this matter let the student added the effort to speak accordingly in the standard form one language to another. 2.0 Factors that cause ESL Learners to code switch 2.0.1 Mother language Since they are child, they were speaking with the mother language and do not use the English language to speaking to each other, so this matter will cause the children stammer when they speaking the English to others. To further illustration on this point, for the Indian, they will speak in Tamil; for the Malay people, they will speak in Malay; for the Chinese people, they will speak in Cantonese or Chinese. Since they were still small, their parent and family never instill the other language such as the English language, so lead their children were cannot understand the English, and speaking with the English very well. 2.0.2 Parent’s education For those parents who just study for a few years, their academic and language level just common, and cannot teach and correct their child very well and formal. Sometimes they speaking with the broken language in front of their children, then their children suit their parents too. Owing to this matter, the relevant parents cannot become a good role model to the children. On the contrary, for the family which is the economy is better, they never and not allow their children to the learning central for have a better learning, their purpose is save the money so they never send the children to the learning central. Thus, they prefer to spent on something not worth it, like the famous brand of the nags, shirts, watch and a lots. 2.0.3 Teacher’s education Basically, the school education was the formal to every student. Nonetheless, some teacher was never correct student mistake. For instance, when students was saying ‘Teacher, boleh saya pergi toilet?’ Actually, the teacher may correct the sentences to ‘Teacher, may I go to toilet?’ With this case, many of the teachers were often neglect it and never correct it, so this may cause the students to be a habit. Above all, the teacher who teaching the English lesson should organize some activities all about the English language, but they did not do it. This is because some of the teacher was busy for their own personal things or lazy to organize it. 2.0.4 Education Based to the Chinese, Indian and Malay people they were not all the people that educated by the English. On the contrary, mostly parents were sent them to the school which is suit to their own race school. Owing to this reason, the language they mostly learning is their own language although have learning the English. Nevertheless, even their have the learning English skill, but they will spoke out their own language at wherever even if the school too. 2.1 Methods to overcome code switching 2.1.1 School education Every school must educated the children correctly, especially kindergarten, primary school and secondary school, this is because the basic is learn since a child. The school should arrangement some teacher who was professional in English language so that can teach the students speaking in English, or teaching the writing skill too. Aside from that, the school might organize some activities about the language of the English. We can take the example is the English programme, seminars, competition of the English story, oral English test, and so on about the English activities. This is due to the reason that students participants the activities above can train their courage and would not be afraid when face the problem of speaking in English, and would not be stammer when speaking in English. 2.1.2 Parent’s education Every parent should be a good and perfect role model to their own child. This is because whatever parents did, the children will follow it like copy and paste. Henceforth, if the parents who cannot speak out the English as well as possible then do not say it out, this attitude was to prevent the children to learn this and speak like this. Frankly saying, every parent’s should send their children to the central which is learning the English. Many studies have pointed out that learning at the learning English central can learn many of the things which is include the grammar, writing skill, conversation, speech, and so on that about the English language. On the other hand, these kinds of the learning central also can teach the children about the team spirit, help to each other, and the polite of the social. In addition to that, every parents should give some motivate and push their children to reading and speaking in English. 2.1.3 Training The children or the students who wants to improve the English level can via the reading of the English book or listen the radio which is the English station. This move is highly appropriated because the books were include many words that they never seen, more difficult, or always forgotten it. The children via these activities can approve their English as fast as possible if they were not forgo it. On top of that, they can approve their English by watching the English movie or the English songs. This is the light of the fact that the children or the students can speaking the English as fast as possible, and not afraid of speak it wrong. 3.0 Conclusion In this world, the language of the English was general and widespread in all country and city. The language of the English is the one language that can communication to others community form others countries or cities. If someone were being unfamiliar with the English language, they will be eliminated by others, even if the get dirty looks, and ridicule by others. As a result, mostly people that without the education of the English, they English level were lower than others who were receive the education of the English. As a matter of fact, the people who do not know how to speak in the English they will mix the others language into a conversation, and this is name as ‘code switching’. To prevent the code switching occurs and happen, every one might improve the English level by training well as far as possible. Second to that, the school must pay attention to the students who was bad in English. Therefore, the school can take the action to solves and prevent the code swi tch occurs and happened in the school as fast as possible so as not to regret, and the students get the formal and correct English in learning. In addition to that, every teacher in the school may set oneself an example to others students so that the students would not have a bad habit. Apart from that, besides in the school and teachers, parents also have the responsibility to correct and to instill the right information to their own children, or they can sent them to the learning central. This is due to the reason that the children can learn the correct information from the learning central and to reduce the wrong. On the other hand, parents may push and give some motivate to their children for reading the English books, and watch the English drama or film. 4.0 Introduction to mobile phone The system of the cellular telephone is the way that providing portable phone service. Every mobile phone was connected by a radio link to a base station. In contrast, the link that liked to the mobile phone’s network which is the biggest machine in the planet. In addition to that, for the radio link there is nothing special because it was used for many years. What is the smart is that the cellular system because the base station were covers with a limit area. And once the mobile phones were moved away, the mobile phone still can connect because the connection is through the neighbour base. Above all, this system is called pass to a teammate, and it allow all the mobile phone, at the same time, it also allow the reuse the base of frequency that nearby. Apart from that, in the world of the globalization and the modernization, every community and people were having their own phone and even the children too. On top of that, in 1982 the first automatic mobile phone service was lau nched in Australia and with the first cellular mobile phone service following too. And now, in the world that globalization and modernization, the technology has become the central of our everyday culture and life with day and day. Nowadays, the mobile phone was invented to many kinds, like the smartphones. And now the mobile phone was brings many convenient to the community and people, we can called someone as easily as we can, besides the call, we have the text messaging, we chat, line, Facebook, so on of the apps for communication so that we can get the information or the data as fast as possible that we receive. Furthermore, the mobile phone also can use to routine work, like for the stocks, schedules, dictionary, alarm ,and everything that we want, we can find on the mobile phones. Due to the reason that is because of our work, we ignore our health life and everything like exercise, having a meal on time, reminder. In addition, we also have a video call to each other when we ov erseas or have a chat together. In the pass, the person in the world does not have any communication because the technology not develops very well. Or maybe we have to a call to relatives or friends, their communication are using by the telegraph. On the other hand, they also get the important data or information by writing a letter. Long time ago, when the mobile phone was invented, they cannot have a face time to each other, they need a date for gathering, party and so on. Sometimes we want the get the data or information that we want, we need to have a research in the library, and this is a more trouble to them. 5.0 Advantages of bringing mobile phones to classroom 5.0.1 Emergency Students that have a mobile phones in hand that can enable summoned assistance to someone when face emergency. Many studies have point out that the incidence that mostly occur in the school, like first aid, fire, get violence in the school, kidnapping and many possible that will happen in the school. When those students face those problem or these kinds of difficult, they can call someone as fast as possible. 5.0.2 Parents contact The school shall allow every student to carry their own phone because of the necessary from parents. For instance, the emergency from a family, the carrier problem, or the students arrangement with different, they may have a call to each other ability. Sometime, students were can request by a call because of the forgotten bringing the books, project, assignment, or sometime vital. 5.0.3 Children location Mostly mobile phones that has including the GPS sensor, the position of the mobile phone that has including the introduced the places in details. Moreover, parent can use it for pay more close attention for their child’s whereabouts. GPS sensor also provides the peace of mind to every parents and teacher for the missing students and children. 5.0.4 Memory Aids These days, mostly of the mobile phones have the camera, so that the children or students can capture the notes or picture by using the camera. Due to the reason this is more effective to having all the notes and not missing one. To further illustrate on this point, most student were focus on copy the note and miss what the lecture talking about the lesson, or sometimes, students pay attention to the lecture but neglect the notes. 5.05 Learning Aids Students can use the smartphones when in the lesson or class, they can use the apps of the education which is assist and design for the students. Based on the survey, the entire education program was similar and easy for learning in study. If a students need to search some datum for their work without the laptop or computer, they can use their phone immediately. 5.0.6 Dictionary When students face the words the never seen before or do not understand the meaning of it, they need to search the meaning of it in the dictionary but forgotten to bring it or don’t want to bring it because of its weight. Students may use their dictionary in their smartphones. This is because it can lighten the weight of bag and save the times to search it because it more easy and fast. 5.0.7 Calendar Almost every mobile phone has built-in the calendar function. For students, it could difficult to memorise everything. Such as the date of exam or pass up the homework, the deadline of pass up the project or assignment, so they can use this function to organize or distribute an alert for reminds them so that they will never forget it. 5.0.8 Voice notes Students may use the mobile phones recording. The pros of using voice recording function are faster to notes down and record all the important things, and it is a best and quickly way to track what they need to do and what should they do. It is no denying that students not always have a direct notepad to note it, so the used of the mobile phone is useful to write down the important things. 5.0.9 Calculator Most of the phone maintains the function of calculator. Mostly the high school need a calculator in the math course because they have many things to calculate such as the most calculation that we always used like addition, subtraction, multiplication, division. 5.0.10 Internet access The one function in the mobile phone that most attract the students when break. Besides it was a functional tool to every student who studies in college or university. But some of the classroom cannot surf the internet so they need to bring the data for search the relevant information to complete the project or exercise. 6.0 Conclusion It goes without saying that this implying this method will bring about a positive outcome on their studies. Although some of the students may not pay attention in the class because of he or she keep playing their phone. Due to the reason, most of the teachers or lectures were feeling annoyance about this case. Henceforth, they set a law that not allow students bringing their mobile phone to the school, once they bring it, or the staff and lecture discover, college or university will punish them. For example, they will give a warning letter, a verbal warming, or will seizure it. Therefore, we should think about from the perspective of the students. To be frank, mostly students were not understand the difficult words they not brave to ask their teacher or lecture, so they just can keep quiet and pass it. Second to that, the college or university life was more stress and pressure than the primary and secondary school. The students need to rush for their assignment, so that they more nee d the mobile phone to complete everything. We can take the example of the students who always search the relevant information form the website. If they forgot to bring their laptop or no laptop, the only way to search at website is using the mobile phone. Last but not lease, students also can get the homework or information from the websites as fast as possible. As such, all the college or university shall support all the students bring their phones to college or university and not ban them to bringing it to college or university. References Callahan, L. (2011). Multidisciplinary Approaches to Code Switching edited by ISURIN, LUDMILA, DONALD WINFORD, KEES DE BOT. The Modern Language Journal, 95(2), pp.322323. Cirelli, C. (2014). Pros of Cell Phones in School. [online] LoveToKnow. Available at: http://cellphones.lovetoknow.com/Pros_of_Cell_Phones_in_School [Accessed 29 Jun. 2014]. Dobson, J. and Hawkins, G. (1978). Conversation in English. 1st ed. New York: American Book Co. Eastman, C. (1990). Monica Heller (ed.), Codeswitching: Anthropological and sociolinguistic perspectives (Contributions to the Sociology of Language 48). Berlin: Mouton de Gruyter, 1988. Pp. 278. Language in Society, 19(03), pp.442447. Google Books, (2014). Code-Switching in Conversation. [online] Available at: http://books.google.com.my/books?hl=enlr=id=DHk4-1SX3tYCoi=fndpg=PA1dq=introduction+to+code+switchingots=VCO4IIsil4sig=UsbcRlRNBb3sVlaBlyGBkKtM5Sc#v=onepageq=introduction to code switchingf=false [Accessed 29 Jun. 2014]. Hairydog.co.uk, (2014). Introduction to Mobile Phones. [online] Available at: http://www.hairydog.co.uk/cell2.html [Accessed 1 Jul. 2014]. Lee, W. and Lee, W. (1995). Mobile cellular telecommunications. 1st ed. New York: McGraw-Hill. Lucas, S. (1998). The art of public speaking. 1st ed. Boston, Mass.: McGraw-Hill. Park, H., Choi, J. and others, (2006). Design of an internal antenna with wide and multiband characteristic for mobile handset. Microwave and optical technology letters, 48(5), pp.947950. Appendix 1 Â   Â  

Effects Valium has on Seizures :: Biology Essays Research Papers

Effects Valium has on Seizures My sister is a victim of a disease called Rett Syndrome which causes her to have intense seizures. She is seventeen now and has had seizures her whole life. Having faced these for many years now, my parents have been through lots of different types of medications to help treat and control her seizures. The newest type of medication is Valium and so I though that I would take this opportunity to learn more about it and its effect on seizures. First off, it is important to understand what a seizure is. A seizure is caused by abnormal discharge of electric stimulation in the brain. They may also be caused by salt imbalances in the blood, gastrointestinal disease, poisoning, head injury, brain disease such as a tumor, a malformed blood vessel, or anything that causes sudden lack of oxygen to the brain.((1).) Seizures are also grouped into different categories depending on how severe they are and also depending on which part of the brain is effected. For example, if the entire brain is involved it is a generalized seizure as opposed to if only a portion of the brain is effected and in that case the seizure is a partial seizure. ((2).) There are two types of partial seizures, simple partial and complex partial. There are also two types of generalized seizures, generalized absence (petit mal) and tonic-clonic (grand mal). The seizures that my sister has are tonic-clonic or grand mal, which are considered the most severe type of seizure to have. With a tonic-clonic seizure, there are two phases. In the tonic phase, the person loses consciousness and falls, as the body grows rigid. In the clonic phase, body extremities jerk and twitch. After the seizure, consciousness returns slowly. ((2).) Over the years, my sister has been through various different medications whose intent was to control her seizure activity. A new type of treatment that her neurologist suggested trying is Valium (Diazepam). Valium is a drug that effects the limbic, thalamic and hypothalamic regions of the central nervous system. ((3).) Valium slows the central nervous system and is used to treat anxiety related disorders and conditions that cause severe muscle spasms and convulsions. ((4).) Valium is administered rectally. Liquid Valium is absorbed fast from the rectum. The effect should take place 5-15 minutes after the injection.((3).) Valium should not be used on a daily basis because it can cause withdraw and it also has many other side effects.

Lakatos and MacIntyre on Incommensurability and the Rationality of Theory-change :: Science Scientific Philosophy Essays

Lakatos and MacIntyre on Incommensurability and the Rationality of Theory-change ABSTRACT: Imre Lakatos' "methodology of scientific research programs" and Alasdair MacIntyre's "tradition-constituted enquiry" are two sustained attempts to overcome the assumptions of logical empiricism, while saving the appearance that theory-change is rational. The key difference between them is their antithetical stand on the issue of incommensurability between large-scale theories. This divergence generates other areas of disagreement; the most important are the relevance of the historical record and the presence of decision criteria that are common to rival programs. I show that Lakatos' rejection of the incommensurability thesis and dismissal of actual history are motivated by the belief that neither are compatible with the rationality of theory-change. If MacIntyre can deny the necessity of dispensing with the historical record, and show that incommensurability and the consequent absence of shared decision criteria are compatible with rationality in theory-change, then Lakato s' argument will lose its force, and MacIntyre will better honor the intention to take seriously the historicality of science. I argue that MacIntyre can dissolve tensions between incommensurability and rationality in theory-change if he is able, first, to distinguish a sense of the incommensurability thesis that preserves genuine rivalry between theories, and second, to show that the possibility of rationality in theory-change depends not on the presence of common decision criteria, but on the fact that traditions can fail by their own standards. After reconstructing and examining the argument, I conclude that the notion of a tradition's "internal failure" is coherent, but that it leaves crucial questions about the epistemology and ontology of traditions that must be answered if MacIntyre's proposal is to constitute a genuine improvement on Lakatos. Although he is not primarily a philosopher of science, Alasdair MacIntyre has drawn on post-Kuhnian methodological reflection in his formulation of an historicist theory of knowledge (1984a: 271) or what his more recent work terms tradition-constituted inquiry (1988: 354). In many respects, MacIntyres traditions are similar to the research programs described in the work of Imre Lakatos (1977). Both thinkers propose a shift in focus from atomic propositions to some type of holism by making an entire theory, or series of theories, the proper object of evaluation. Each argues that the issues investigated by participants in research traditions are not timeless questions, but are crucially shaped by their own problematics. Without devaluing consistency and logical rigor, each supposes that incoherence of a certain sort is the motor of intellectual progress.