Argumentative Essay Essay Example for Free

Argumentative Essay Essay In America there are so many people who live without healthcare. President Obama has tried hard to change that known fact by introducing and passing his new Obama Care Act. It is very important for people to have proper healthcare coverage, medical care, affordable medications, and for all healthcare services to be available to everyone, whether they are poor, middle class or rich. For most Americans, high quality care generally is readily accessible without long waits but at high cost. However, the uninsured and, increasingly, the underinsured, the poor, and members of underserved minorities often have poor access to health care and poor health outcomes. The health workforce is well trained, yet the United States faces a severe shortage of primary care physicians. Approximately 45% of the U.S. population has a chronic medical condition, and about 60 million people, half of these, have multiple chronic conditions; the CDC estimated these numbers during a recent survey. 2 Most Americans 250 million (84.2%) have some form of health insurance coverage. But an estimated 47 million Americans (15.8%) were uninsured for a year, as reported for 2006 by the U.S. Bureau of the Census. A survey by the Centers for Disease Control and Prevention found that 43.6 million people (14.8%) of all ages were uninsured at the time of the National Health Expenditure Survey interview in 2006. However, as many as 89.5 million people under the age of 65 years lacked health insurance for a least 1 month or more during 2006-2007, according to a study by Lewin and associates published by Families USA. In addition, another 16 million people can be  considered underinsured. People without health insurance are much less likely than those with insurance to receive recommended preventive services and medications, are less likely to have access to regular care by a personal physician, and are less able to obtain needed health care services. Consequently, the uninsured are more likely to succumb to preventable illnesses, more likely to suffer complications from those illnesses, and more likely to die prematurely. The U.S. health care system has much potential for improvement. Disparities related to race, ethnicity, and socioeconomic status has pervaded the U.S. health care system. In addition to the large numbers of Americans who lack adequate health insurance, the cost, quality, and utilization of health care services vary widely. Meanwhile, the need for long term care services and care coordination is increasing. Preventive care, cross discipline coordination, and proactive management of long term care might reduce the cost of care, but these services often are uncovered or poorly reimbursed. 3 Spending on health care in the United States has been rising at a faster pace than spending in the rest of the economy since the 1960’s. According to the Centers for Medicare Medicaid Services- National Health Statistics Group states that in 2005, national health care spending amounted to approximately $2.0 trillion, or $6697 per person and 16% of the gross domestic product. By 2015, health care spending is expected to reach $4.0 trillion. People with large medical care cost are often chronically ill, disabled, or poor. Our society’s inability to provide continuous, coherent patient centered care for this group of individuals is one cause of the high aggregate cost of health care and contributes to the cost of public insurance programs. Patients who enter Medicare without previous insurance but with chronic illness will be sicker and more disabled and therefore more costly to that government program. Health insurance premiums increased drastically since the year 2005. Many have been unable to even afford health coverage. Employer based health insurance has been the basis for paying for health services since 1940, but  it is fast eroding under the pressure of relentlessly rising costs of care. Despite the growing need for coordination of health care services, government and private insures pay for health care services primarily on a episodic, visit related basis with few, if any, incentives for providing comprehensive, coordinated, and continuous care for the prevention and management of chronic illness. Primary care physicians now spend about 20% of their time in unreimbursed coordination of care tasks using the telephone or e-mail. Despite repeated attempts to rein in federal expenditures for Medicare and Medicaid, federal have continued to increase much faster than inflation in the entire economy. 4 The Medicaid program provides medical benefits to over 52 million people who meet categorical eligibility standards. The federal government and the state share responsibility for funding Medicaid. The success of the VA system in dramatically restructuring itself indicates that major gains can be achieved in the United States in improving health care access and quality while reducing costs. One response to rising health care costs has been the adoption of consumer directed health plans in which the individual takes greater responsibility for paying for care out of pocket rather than the employer or government. Unfortunately, for those with modest incomes, cost sharing has reduced medically necessary care, such as taking medicines for hypertension. The United States is in such a crisis when it comes to the health care system, yet is very important to see that every one of its citizens is afforded health coverage. People are sickly in this nation, like it is in other countries. The United States is in the midst of a primary health care workforce crisis that is expected to worsen in the next decade. The population is aging, and baby boomers are at a high, and a large amount of people will soon be over 65 years and at greater risk for needing care for chronic conditions. The United States should continue to work on having national policies introduced to the health care system to help guide training, supply, and the distribution of health care providers to better assist those in need of health coverage. It is very important to make this a reality, because we the  people of the United States need to be able to receive medical care, and health coverage, no matter if we are rich or poor in this society.

International Globalization Marketing Plan of Batik Essay Example for Free

International Globalization Marketing Plan of Batik Essay Our mission is to establish a Global Batik Boutique industry with world-class quality in fashion design to support corporate clients and stylist society of upper market. We would like to be known as an industry driven by social values. We strive to be a â€Å"Choice of Retailer† in developing long-term Batik business relationships with our customers, which are founded on our ability to help identify the style-fashion and recommend the best wares and look’s for our customers. We strive for continuous improvement in providing â€Å"New Design† and â€Å"Good Quality† materials selection through a â€Å"Right-on-Time † fashion delivery. Batek Empat Kawan Sdn Bhd need to grow their revenue by exporting Batik products and expanding into new markets segmentation. With faster communication, transportation and financial flows, the company is planning penetrate into United Kingdom Consumer market on establishment of Batik made garment products . 1. 0 Company Background Batek Empat Kawan Sdn Bhd (BEK Sdn Bhd ) is a Malaysian owned company, a batik fashion and boutique consulting firm head quarters in Cyberjaya, Malaysia, specializing in all kind of batik design garment products. BEK Sdn Bhd incorporated in 2001, has an Sales Office and Manufacturing plant at Kajang.

Teaching exam classes

Teaching exam classes Teaching exam classes Getting students to participate in writing activities in class can be an arduous task. However, our best efforts as teachers to make the prospect of writing a fun and collaborative activity, it is often met with groans of reluctance. Often, students have had negative experiences of writing in the language classroom in the past, perhaps they see it as a waste of class-time, which could be better spent practicing their oral skills, or perhaps they simply find writing a difficult and laborious task even in their first language. Whatever the reason, getting adult students motivated to write in class can be tough. However, for teachers it can be very useful to monitor students writing in class. They are at hand to answer any language difficulties, give advice on how to structure sentences in a more natural way, provide vocabulary that students are lacking and generally be available to deal with individual needs as well as noting common problem areas. This is of great benefit to students too of course, much more so than receiving a marked piece of written homework covered in red pen. Exam writing Students who are studying for exams do tend to be slightly more motivated when it comes to writing in class but still often prefer to do the actual task for homework. The following activity ideas are ways in which we can teach the nuts and bolts of academic writing in an analytical way, illustrating a step-by-step approach that will hopefully show students the value of writing in the classroom without the pressure of simply being told to put pen to paper. Each of the seven activities focuses on specific areas of writing, such as planning, layout, content, etc. However, the activities are fairly general and could be easily adapted to suit most task types that exam candidates are required to do, such as writing a formal letter or an article. In this activity students get a good idea of what examiners are looking for and learn how to avoid making common mistakes while also picking up tips on good examples of language. Students look at 2-4 model texts ranging in level from a fail to a strong pass. Real candidate answers are ideal if you get them. Students note the good and bad points about each answer and write comments under headings such as layout, organization, content, style and accuracy. Students share their comments with each other before looking at the real examiners comments if you have them. Here, students are made aware of differences in register and appropriacy of language, while building up a stock of suitable phrases they can use in formal letters. Students receive a formal letter which has several phrases written in the wrong register, i.e. informal/slang. Students identify which phrases they think are unsuitable for a formal letter and underline them. Then, they try and rewrite the phrases using a more formal style of language. Finally, students choose the correct answers from a list provided. You can make this activity more communicative by dividing the class into two groups and giving each group a different letter to work on. When they have rewritten their phrases they pair up with a student from the other group who has the answers for their letter and compare answers. How to teach an FCE class The First Certificate in English (FCE), administered by UCLES, is a general English examination for upper intermediate learners. Teaching an exam class for the first time can be daunting but experienced teachers tend to agree on the following advice. The first task will be getting to grips with the exam specifications. I need to be familiar with each of the five papers, which are Reading, Writing, Use of English, Listening and Speaking, ideally before student begin in first class. The Exams Officer in my school should have a copy of the FCE Handbook, which explains exactly what skills and language knowledge my students need to have before they take the exam, as well as providing a sample paper. Be aware of issues like learner motivation and classroom morale. Learners in exam classes tend to be more goal oriented that those in a general English class. Remember that students will have to pay a fee to sit the FCE as well as for the preparation course, the advantage of which is that having invested in an exam course then the average FCE student tends to be highly motivated to succeed. However, motivation and high morale can be very fragile things. If my students need to be familiar with the exam conditions and requirements, and regular timed practice under exam conditions will help them get used to exam rubrics, different question formats, time restraints, doing tasks efficiently and filling in the answer sheets correctly. Dont be afraid to share information with your students by explaining, for example, the marking criteria for assessing their writing tasks. Be explicit about the value of classroom activities. As well as having high expectations , I may find that my students have quite definite ideas about what an exam class should be like. A student may try to undermine by saying that discussion activities, for example, are a waste of time in an exam preparation class and that time should be spent doing grammar exercises or practice tests. However, this situation is less likely to happen if I explain at the outset that pair and group work activities are invaluable for the Speaking paper, in which candidates are examined in pairs and their ability to interact with a partner is assessed. Try to instill good study habits from the start. What my students do outside the exam classroom is just as vital in preparing for the exam. Use tutorial time to help individuals identify their strengths and weaknesses in each paper and to structure their homework/self-directed learning accordingly. Often, the most successful learners are those who keep good records of their learning. Encourage learners to keep a vocabulary notebook, organized in a way that is meaningful to them. Types of exams and exam questions There are many types of exam questions used at university and need to prepare for different types of questions in different ways. To prepare well for exams should enquire about the nature, length and value of each exam so that can allow adequate time and effort for preparation. Check assessment details in course materials and with teaching staff. May find it useful to record for each exam so that clear about what the exam will cover and when and where it will be held. This information will help guide preparation for the exam. Some different types of exams questions, with a brief description, are listed below. For each type, use the link to additional suggestions relating to this type of question, how can best prepare for it and practical strategies for answering the question: Multiple choice questions offer a range of choices from which select the most appropriate response. Short answer questions require answers of up to a paragraph. The nature of the questions may vary. Some questions may test you recall of information, others may test ability to apply concepts to new situations. Essay question require you to write an essay type response to a topic. Essay questions may be arranged in sections in the exam paper which reflect different sections of the course. Open book questions allow to bring and use reference materials in the exam room. Take home questions are questions that are given to take away and complete and then return within a specified time e.g. 24 hours. Oral questions are used to test oral language skills. Typically they are taken individually. Practical questions test practical skills and techniquesusually in laboratory, clinical or field settings. There are differences in the learning need to do for different types of questions. I previous experience of exams may mean that I have developed very good approaches for some types of questions but not for others. If I tackling new types of questions, find out about my student lecturers expectations as well as the exam requirements. The timing and duration of my preparation will be determined by a number of factors. For example, if my exam is worth a high proportion of the overall grade, I would be wise to prepare throughout the semester. If its worth a small percentage of the grade I may decide to study intensely in last few weeks, but Ill need to lay the groundwork for that study in the way I take notes and file my work throughout the semester. Exam Materials Responsible for what you leave outside the exam venue. There will be no bag drop at exam venue. Bags left outside the exam venue are left at the owners risk and are not the responsibility of the University. Responsible for what you bring into an exam. Bring only what you need for the exam, especially your student card. Cheating includes introducing into an exam venue any book, note, document, or instrument which is not authorized by the examiner or the examinations officer. The consequences are severe. About on-line learning We believe that distance learning works best when it captures, as far as possible, the dynamics of face to face learning, even when that means less flexibility (see below). A sense of isolation can cause people to drop out of distance learning courses. Our Distance/On-line Teaching Exam Classes Courses have the following key features, which ensure motivation remains high. Variety of ways of learning Through our virtual learning environment you will use the internet to communicate with tutors and fellow course members, access materials and complete learning tasks. Interaction Our virtual learning environment (VLE) allows you to communicate individually and collectively with tutors and other course members, both for social and study purposes. You will be assigned individual, group and pair tasks, as in a real classroom with the difference that, instead of all working at the same time you can log on and off and contribute at times which are convenient to you. You may, on a few occasions, be required to log on at the same time as other course members for lessons, conferences or chats in the virtual classroom. A real class of fellow students In many distance courses, learners start and finish courses at any time of the year and join an infinite number of other distance learners at various stages of their course. Our courses have start and finish dates and a defined group of participants, just like our face-to-face courses. You will have tasks and deadlines to keep and be expected to maintain an appropriate rhythm. In other words, flexibility is limited in order to maintain motivation. Learning how to learn on-line As well as learning about teaching and language you will have the opportunity to experience and reflect on the nature of on-line learning itself. Ease of use You will find it easy to use the virtual learning environment, even if you are relatively unfamiliar with this kind of learning and there will be plenty of support and guidance from tutors to deal with any queries and make sure you are on track. upload and download course information and material access materials on and off-line participate in live and non-synchronised discussions send work to tutors and receive feedback communicate with tutors and other members of the class individually and as a group. interact in ways similar to a real classroom with the advantage of being able to access it at times convenient to you. We use style/messenger or telephone for personal tutorials. You will need to have regular access to a computer with internet connection, but wont need to spend huge amounts of time actually on line. We recommend you install style if you dont have it already to take advantage of cost free calls to tutors. Conclusion All of the activities are intended to facilitate each stage of the writing process, from planning a first draft to editing the final answer. By analysis both good and bad model texts, students are made aware of what examiners are looking for and can learn to avoid common errors. Overall, this very guided approach to exam writing should make students feel more confident about attempting writing tasks.

Importance of Art in Charlotte Brontes Jane Eyre Essay -- Jane Eyre E

Importance of Art in Jane Eyre      Ã‚  Ã‚  Ã‚   It is said that art is like a mirror to the soul, a way to see what the artist is feeling deep down in their heart.   It is as if their most personal thoughts and ideas are reflected in their work, either consciously or unconsciously.   Charlotte Brontà « utilizes this fact in her imagery and portrait of Jane Eyre.   Color and vivid description play a vital role explaining the process of emotional and physical maturation throughout the novel, from young Jane's recollection of the red room in Gateshead to her final reminiscence of Ferndean's gloomy facade. There is no better example of this process than Jane's own artistic abilities as they progress through life.      Ã‚  Ã‚  Ã‚  Ã‚   To best examine and explore the progress of Jane's emotional and temperamental development, it is important to construct a frame of reference, to have a base from which to work towards her final character. Her childhood home, Gateshead provides the groundwork of her emotional/character being, which at the beginning of the story is an isolated creature, devoid of loving and nurturing contact and shunned by humanity.   Two excerpts from her stay at Gateshead illustrate this fact, her reading of Bewick's "History of British Birds," and her punishment for striking Master John, the stay in the red room of Gateshead.   In the opening scene, Jane is found perusing a copy of Bewick's "History of British Birds," concentrating on the descriptions of the certain landscapes in which some of the birds live.   Her words paint a mental picture, one that represents her childhood,    "Of these death-white realms I formed an idea of my o... ...ituality from Helen Burns" is by no means meaningless, but it lacks depth.   To present another facet into the story, imagery reflects the conditions of Jane's life, conferring a tangible and viable outlet for her imagination, and a vehicle to her soul.   As her life develops, so does her ability, and the enjoyment she receives from this talent.   Truly, Jane Eyre would still be a great novel in the absence of the painting, but it would make it that much harder to touch the fabric of it's character's being.       Bibliography    Brontà «, Charlotte.   Jane Eyre.   Boston: Bedford Books of St. Martin's Press, 1996.    Endnotes    1) Charlotte Brontà «, Jane Eyre (Boston: Bedford Books of St. Martin's Press, 1996), p. 21.    2) Brontà «, p. 131.    3) Brontà «, p.132.    4) Brontà «, p. 233.

View of the World From Different Ages :: English Literature Essays

View of the World From Different Ages In the story of the Bear the young boy was not allowed to join the hunt until he was ten years old. He was taught all the stories and heard all the legends of the great bear with the crooked print his entire childhood and he knew all about the great bear everyone always was talking about. As people grow older they are maturing in ways to prepare them for life and all of the hardest tasks that will be put in front of them. This boy was told many stories of the bear, some of them had extreme exaggeration, and others didn’t. All the stories he heard were to help him when his time came to face the bear. When the boy had his first chance to go out on a hunting trip with the men the first thing Sam told him was â€Å"Be scared, you cant help that, but don’t be afraid. Ain’t nothing in the woods going to hurt you unless you corner it, or it smells that you are afraid. A bear or a deer, too, has got to be scared of a coward the same as a brave man has got to be.†(793) At the age of ten he was ready to shoot the bear, and yet he never had the chance to see it, because the bear knew the boy was a coward at the time and the bear knew he would shoot him because the boy did not yet respect him as the more experienced hunters did. The boy felt the bear and this taught him even more than he already knew about it from the stories he had been told. â€Å"He realized for he first time that the bear which had run in his listening and loomed in his dreams since before he could remember to the contrary and which, therefore, must have existed in the listening and dreams of his f ather and Major de Spain and even old General Compson, too, before they began to remember in their turn, was a mortal animal, and that if they had departed for the camp each November without any actual hope of bringing its trophy back, it was not because it could not be slain, but because so far they had no actual hope too.†(791) These kinds of things are what he was constantly being told and not that he felt the presence of the bear he realized that they were all true.

Criricism of Wilkie Collins’ Woman in White Essay -- Wilkie Collins Wo

Criricism of Wilkie Collins’ Woman in White â€Å"To Mr. Collins belongs the credit of having introduced into fiction those most mysterious of mysteries, the mysteries which are at our own doors.† So said Henry James in an unsigned review of another author’s work. But his view was certainly not shared by all those who cast their opinions into the fray. An unsigned review in the Saturday Review said of Collins’ work, â€Å"Estimated by the standard of great novels, the Woman in White is nowhere. Somewhere between these two points are friends and correspondents of Mr. Wilkie Collins. Novelist George Meredith wrote to Collins himself saying, â€Å"The tension of the W[oman] in W[hite] is not exactly pleasant, though cleverly produced. One wearies of it...† Charles Dickens was reserved in his opinion. He observed that, â€Å"There cannot be a doubt that it is a very great advance on all your former writing...† and also, â€Å"I seem to have noticed, here and there, that the great pains you take express themselves a trifle too much, and you know that I always contest your disposition to give an audience credit for nothing, which necessarily involves the forcing of points on their attention...† Considering all the material Wilkie Collins was either to be praised for inventing a new style, looked at in scorn for his lack of character development, or deemed the author of a work that â€Å"is an inferior metal altogether, though good and valuable of its kind,† as the Saturday Review critic stated.   Ã‚  Ã‚  Ã‚   Many critics complain that Collins’ characters are caricatures, not characters. The anonymous reviewer remarked that â€Å"They have characteristics, but not character,† in analyzing Wilkie’s creation. He goes on to say, â€Å"They might all be summed up in as many sente... ...ring-lugger I am building named ‘Marian Halcombe‘, the brave Girl in the Story.† Dr. Griffin mentioned that naming boats after Marian was a popular trend after the publication. This was the only mention of the trend but FitzGerald’s letters were the only personal documents not directed to Collins himself.   Ã‚  Ã‚  Ã‚   Wonderful or awful, or possibly just fair, Collins’ novel attracted a lot of attention and many different reactions. As for this student, I am inclined to agree with Mr. FitzGerald and his comments to W. F. Pollock. â€Å"[Jane Austen] is capital as far as she goes: but she never goes out of the Parlour; if but Magnus Troil or Jack Bruce [characters in Sir Walter Scott’s The Pirate], or even one of Fielding’s Brutes, would but dash in upon the Gentility, and swear a round Oath or two! I must think the Woman in White, with her Count Fosco, far beyond all that.† Criricism of Wilkie Collins’ Woman in White Essay -- Wilkie Collins Wo Criricism of Wilkie Collins’ Woman in White â€Å"To Mr. Collins belongs the credit of having introduced into fiction those most mysterious of mysteries, the mysteries which are at our own doors.† So said Henry James in an unsigned review of another author’s work. But his view was certainly not shared by all those who cast their opinions into the fray. An unsigned review in the Saturday Review said of Collins’ work, â€Å"Estimated by the standard of great novels, the Woman in White is nowhere. Somewhere between these two points are friends and correspondents of Mr. Wilkie Collins. Novelist George Meredith wrote to Collins himself saying, â€Å"The tension of the W[oman] in W[hite] is not exactly pleasant, though cleverly produced. One wearies of it...† Charles Dickens was reserved in his opinion. He observed that, â€Å"There cannot be a doubt that it is a very great advance on all your former writing...† and also, â€Å"I seem to have noticed, here and there, that the great pains you take express themselves a trifle too much, and you know that I always contest your disposition to give an audience credit for nothing, which necessarily involves the forcing of points on their attention...† Considering all the material Wilkie Collins was either to be praised for inventing a new style, looked at in scorn for his lack of character development, or deemed the author of a work that â€Å"is an inferior metal altogether, though good and valuable of its kind,† as the Saturday Review critic stated.   Ã‚  Ã‚  Ã‚   Many critics complain that Collins’ characters are caricatures, not characters. The anonymous reviewer remarked that â€Å"They have characteristics, but not character,† in analyzing Wilkie’s creation. He goes on to say, â€Å"They might all be summed up in as many sente... ...ring-lugger I am building named ‘Marian Halcombe‘, the brave Girl in the Story.† Dr. Griffin mentioned that naming boats after Marian was a popular trend after the publication. This was the only mention of the trend but FitzGerald’s letters were the only personal documents not directed to Collins himself.   Ã‚  Ã‚  Ã‚   Wonderful or awful, or possibly just fair, Collins’ novel attracted a lot of attention and many different reactions. As for this student, I am inclined to agree with Mr. FitzGerald and his comments to W. F. Pollock. â€Å"[Jane Austen] is capital as far as she goes: but she never goes out of the Parlour; if but Magnus Troil or Jack Bruce [characters in Sir Walter Scott’s The Pirate], or even one of Fielding’s Brutes, would but dash in upon the Gentility, and swear a round Oath or two! I must think the Woman in White, with her Count Fosco, far beyond all that.†

Jonathan Edwards Essay

1. Explain the mood of this passage. The mood of this passage is somber and serious. During the passage Jonathan is in a very serious tone. 2. Using specific examples, give one example of a metaphor, one example of a simile, and one example of an allusion that Edwards uses in this passage from the sermon to elicit this particular mood. Jonathan Edwards is a preacher trying to scare his congregation into salvation he compares them to insects dangling over the fires of hell and only god’s mercy keeps them from burning. The mood is angry and urgent. A metaphor would be the fire of wrath. A simile would be comparing people on the summer threshing floor. An allusion would be hell. A word that makes the tone clear would be â€Å"consider the fearful danger you are in. Lastly an image would be a spider hanging over furnace by a string held by a big hand that could drop it any time. 3. What specific words (minimum of three) does he choose to make his tone clear? He uses lots of words to make his tone clear. He uses a very powerful tone of voice. He uses words like danger, wrath, damned in hell, etc. These words make the passage a lot more eye catching in my opinion. 4. What images (pictures in the listeners’ mind) does Edwards use in the passage to make his tone clear? What effect do those images have on establishing the tone of the piece? He uses god ´s â€Å"rough wind’ to make his tone clear. His tone is also very serious while he’s talking about this. 5. In the last two paragraphs of the sermon (refer to the Investigate page of this lesson) Edwards’s talks about an â€Å"extraordinary opportunity† his congregation has. What is this opportunity? How does his sermon persuade the congregation to take advantage of this opportunity? The opportunity that Edward is talking about in the last two paragraphs is ‘’Salvation.’’ He’s telling the people that only way not to get to hell is through salvation or else they’ll end up in hell and that’s not a place they would want to be.