TalibanStripping the Indentities of Afghanistan Women Essays

TalibanStripping the Indentities of Afghanistan Women Essays TalibanStripping the Indentities of Afghanistan Women Essay TalibanStripping the Indentities of Afghanistan Women Essay Imagine if you will a group of taking over our country and banning the female population from having any place or participation in society. By this I mean as a woman you are no longer to be seen, you are no longer to be heard,you are no longer to work outside the home, you are no longer to be educated, and you are no longer to have access to health care. This idea to most women is an unthinkable nightmare. For the women in Afghanistan it has become their sad reality. The women of Afghanistan are not only being denied the bare necessities of life, but have also been striped of any identity they once had. The group of men that has taken over the nation of Afghanistan is known as the Taliban. The Taliban is a fundamentalist Islamic regime, and in the name of Islam has place ungodly restriction on the lives of Afghan women. The Taliban came from a background of systematic deprivation and manipulation without recource to cultural and family norms of human development(Peshawar 5). According to Physicians For Human Rights, no other regime in the world has methodically and violently forced half of its population into virtual house arrest, prohibiting them on pain of physical punishment from showing their faces, seeking medical care with out an escort, or attending school(PHR 2). As women they are not respected nor appreciated for their contribution in society, but rather abused and tortured for being the gender they are. In order to fully understand the harsh extent of the situation it is important to know the restrictions imposed by the Taliban on Afghan women. According to the R. A. W. A. (Revolutionary Association of the Women of Afghanistan), Taliban treat women worse than they treat animals. They have declared keeping of caged animals and birds illegal while they have imprisoned women inside the four walls of their own homes. Except for producing children or satifying their sexual needs or drudgery or everyday housework there is no importance for women in their eyes(R. A. W. A/ homepage). The list of retrictions listed by the R. A. W. A. includes a complete ban on womens work outside their houses. Complete ban on womens movement outside their houses without a father, brother, or husband. Ban on dealing with male shopkeepers. Ban on being treated by male doctors. Ban on studying at schools. Compulsory wearing or a long veil which covers a woman from head to toe. Whipping, beating and verbal abuse of women are the penalties for not following the rules. Whipping women in public for having non-covered ankles. A public stoning of women for talking or shaking hands with non-related males. The list given is long, but not inclusive. It is obvious that there are many implications that come with each of the restrictions. The restriction of health care by the Tabiban is the most shocking. According to the P. H. R. , More recent United Nations surveys estimate that only ten percent of Afghan women recieve any type of formal parental or maternal care and less than six percent of deliveries are attended by trained birth attendents(P. H. R. 70). The future of healthcare for Afghan women is an even sadder state. Under the current system of which no women are being ecucated, there will be no health care for the next generation. Despite the obvious physical danger the women in Afghanistan are in, there is also the sad reality that all of these women have been stripped of their identities. These men have taken from them everything that was once theirs including their sense of self. These women are tragically taking their own lives in fear and desperation, or just simply losing their minds from the trauma they witness on a daily basis. It is shocking that this tragedy has been allowed to continue for the past three years. It is shocking that the rest of the world has not seen this brutality and stepped in. It is even more shocking that we live in a world of mass communication and most people I know are unaware that this situation is even taking place. Bibliography: Belquis, R. A. The Words of Afghan Women. Brussels, Belgium. March 1998. R. A. W. A. Revolution Association of the Women of Afghanistan. University of Iowa. March 26 1999 rawa. org/. The Country that has Declared All-Out War on Women. Glamour 1999 United States. Physicians for Human Rights. The Talibans War on Women; A Health and Human Rights Crisis in Afghanistan. Washington, 1998.

Second Grade Science Fair Projects

Second Grade Science Fair Projects Second-graders tend to be very curious. Applying that natural inquisitiveness to a science fair project can yield great results. Look for a natural phenomenon that interests the student and have him or her ask questions about it. Expect to help a second-grade student plan the project, and offer guidance with a report or poster. While its always nice to apply the scientific method, its usually OK for second-graders to make models or perform demonstrations that illustrate scientific concepts. Here are some ideas appropriate for second-graders: Food These are experiments with things we eat: What factors affect the rate at which foods spoil? You can test heat, light, and humidity.Identify the characteristics that distinguish a fruit from a vegetable. Next, use these characteristics to group different produce items.Test eggs for freshness using the float test. Does it always work?Do all types of bread grow the same types of mold?What is the best liquid for dissolving a gummy bear? Try water, vinegar, oil, and other common ingredients. Can you explain the results?Do raw eggs and hard-boiled eggs spin the same length of time and number of times?A mint makes your mouth feel cool. Use a thermometer to see if it actually changes the temperature. Environment These experiments focus on processes in the world around us: Put a pair of old socks over your shoes and go for a walk in a field or a park. Remove the seeds that attach to the socks and try to figure out how they attach to animals and what the plants they come from might have in common.Why doesnt the ocean freeze? Compare the effects of motion, temperature, and wind on freshwater compared with salt water.Collect insects. What types of insects live in your environment? Can you identify them?Do cut flowers last longer if you put them in warm water or cold water? You can test how effectively flowers are drinking water by adding food coloring to it and using white flowers, such as carnations. Do flowers drink warm water faster, slower, or at the same rate as cold water?Can you tell from todays clouds what tomorrows weather will be?Collect a few ants. What foods most attract ants? Least attract them? Household These experiments are about how things work around the house: Do clothes take the same length of time to dry if you add a dryer sheet or fabric softener to the load?Do frozen candles burn at the same rate as candles that were stored at room temperature?Are waterproof mascaras really waterproof? Put some mascara on a sheet of paper and rinse it with water. What happens? Do eight-hour lipsticks really keep their color that long?What type of liquid will rust a nail the quickest? You could try water, orange juice, milk, vinegar, peroxide, and other common household liquids. Miscellaneous Here are experiments in various categories: Do all students take the same size steps (have the same stride)? Measure feet and strides and see if there seems to be a connection.Do most students have the same favorite color?Take a group of objects and categorize them. Explain how the categories were selected.Do all students in the class have the same size hands and feet as each other? Trace outlines of hands and feet and compare them. Do taller students have larger hands and feet or does height not seem to matter?

Global Marketing Assignment 2 Case Study Example | Topics and Well Written Essays - 2000 words

Global Marketing Assignment 2 - Case Study Example Networking helps the new brands to improve their sales and markets. The networks expand the market segments for the new brand to increase the customers and reach the targeted customers (Philip & Keller, 2005). Thus, it is significant to have the connections to increase the market awareness of the brand. Lastly, there are enough infrastructures in place to make sure that there is efficient movement of the products. Honey needs good storage facilities to be in place. There is also need for transportation requirements to reach the customers. The Korea market has enough transport modes, roads, and railways to enhance the movement of the foods. Thus, the Korean foods have the advantage of the efficient infrastructure to improve its connections. There exist factors in the same market that make it unfavorable for the Korean honey. First, is the less experience on circulation of the products in Korea. The Korean culture and the environment of business are somehow different. The Korean food has only done some few exporting to Japan; thus, the Korean market does not do much international marketing. The globalization involves advertising the products overseas past Japan. As a result, it may provide great business to the business through broadening its customer base and improving the reputation of the Korean food brand. Customers prefer a brand that is selling in various markets to be of better services and higher quality than the other brands, in this case, the food markets. It may also provide opportunities for future opportunities in the international Korean market (Adcock & Al Halborg, 2001). Secondly, the Korean food act as an intermediary and not the producer. Thus, it has less control over suppliers in crucial factors such as quantity, quality and packaging technology. Managing of suppliers makes them improve their quality of their products, and it is the important factor in selecting a supplier (Kerin, 2012). Having control

European Integration Research Paper Example | Topics and Well Written Essays - 2750 words

European Integration - Research Paper Example The Second World War had ended in 1945 and the effects were devastating. The economies were shattered, there was resentment against the enemies, people died etc. Generally, the outcomes of the war were negative. Therefore, there was a need for reconciliation and this need was able to bring forth the idea of European integration. The national governments saw that the enmity that had taken them to war had to be buried with the end of the war and forge new relations through integration and union. This was a rational choice in deed. The idea of European integration, in turn, led to the formation of the European Council in 1949. The University of Zurich Speech offered by Winston Churchill in 1949 called for the creation of the United States of Europe through the institutionalization of the Council of Europe (Wendell, 1998). This speech called on the European states to make rational choices and integrate their efforts to the formation of the European Council. The Council’s main achi evement was seen in 1950, exactly one year after inception when it held the first European Convention on Human Rights where the European Court of Human Rights was formed and stationed in Strasbourg. This court was to be the major de facto Supreme Court for both the human rights and fundamental freedoms throughout the entire Europe. Other institutions that have since been conceived under the European Union have been the Committee for the Prevention of Torture and the European Social Charter which help protect the human right throughout Europe. (Cini, 2007: pp86-89). It is important to note that the European Council holds most of its conventions which are mostly focused on the achievement of legal integration. The legal integration is possible through conventions on legal assistance on issues such as corruption, doping in sports, money laundering and internet crimes among other legal issues. There has also been cultural cooperation under the council. For instance, the 1954 Cultural Convention and other subsequent conventions which focused on issues such as university studies and diplomas as well as the development of minority languages was a clear demonstration of Cultural integration and cooperation. The member state had to cooperate to support this initiative of cultural integration under the umbrella of the European Coun

Christianity Essay Example for Free

Christianity Essay Followers of Jesus, a Jewish man, started a new religion, Christianity. Christianity started to grow during the Pax Romana, a period of peace in Rome. The Pax Romana lasted from 27 B. C. E to 180 C. E. and during it government improved, literature prospered, engineering improved, and laws formed. The peace during the Pax Romana provided a time for Christianity to rise. Christianity spread rapidly and successfully in the 1st through 3rd centuries because it appealed to many people, missionaries could easily travel and spread the message, and because of the events taking place in Rome. The Christian message, a universal message, appealed to many people. In the Sermon on the Mount, the only full sermon existing from Jesus, a section called â€Å"The Beatitudes† lists all of the blessed people. Jesus blessed the oppressed, the hungry, the merciful, the peacemakers, and the pure in heart in his sermon. The Christian message of hope appealed to those out of power and suffering under the rule of the Roman authority, because the Christian message gave people hope and a thought of salvation. The Sermon on the Mount, given by Jesus, encompasses the Christian message of hope. In addition because of the simplicity and directness of the Christian message, people could easily catch on to the message. In addition to those suppressed by the Roman government, Christianity also appealed to gentiles, non-Jews. Paul, a missionary, preached Christianity to the gentiles and compromised with them. Originally following the strict rules such as circumcision and eating Kosher showed to be a roadblock to the gentiles. Paul and Peter argued over whether or not the gentiles should have to follow these rules, and Paul won, so the gentiles that converted to Christianity did not have to adhere to any rules of dress, eating Kosher, or being circumcised. This allowed for Christianity to appeal to the gentiles. Christianity also appealed to widows. In Roman Civilization those that had been widowed had a low place in the social hierarchy and people looked down on them. However, in Christianity widows were honored and called brides of Christ. The charity work that the Christians did also made Christianity an appealing religion. Christians set up hospitals for the poor and homeless. Hospitals gave the homeless a place to become comfortable before they died. In addition to the charity work that Christians did, Christianity emphasized peace, love, and brotherhood, which appealed to some. In the 1st-3rd centuries C. E. the message of Christianity could also be spread quite easily throughout the Roman Empire. The 200,000 miles of roads built in Rome helped Christianity spread throughout the entire empire. The roads allowed for missionaries to travel throughout the empire easily so that they could spread and preach Christianity. The Pax Romana, a period of peace, also allowed for the roads to be safe for the missionaries to travel and spread the word without the fear of being attacked. The many different cities helped spread Christianity rapidly because of the great amount of people in a small area. In addition Christianity could catch on faster and reach more people. Missionaries also had an easy time getting across the message because of the use of only two languages. In the eastern half of the Roman Empire the people mainly spoke koine Greek, and in the western portion of the Roman Empire the people mostly spoke Latin. Because no language barrier existed, missionaries could spread Christianity with fewer difficulties. The events taking place in Rome helped the Christian message to spread rapidly and successfully. The old Roman religions started losing their vitality setting the stage for new beliefs and giving way to the rise of Christianity. Unlike other cults, like the cult of Isis or Mithras, Christianity was freer and adaptable. The loosely organized internal structure of Christianity allowed for Christianity to adapt to people. The persecution of Christians led to the organization of Christian ideas and thoughts. The persecution of the first Christians led to the idea that the ideas of Christianity should be written down and organized. The two groups of Christians, the Apostolics and the Gnostics, had similar but different views on Christianity. Irenaeus, an Apostolic Christian, wrote the first book of the Christian Church titled Against the Heresies. Irenaeus thought that the Gnostics did not represent the true teachings of Jesus, and that the Apostolic Christians represented the teachings of Jesus more than the Gnostics. The Apostolic view of Christianity became the mainstream Christian view and people recorded the Apostolic ideas in the Bible. The persecution on Christians led to the spread of the message of what the Christians died for. Christianity spread due to many factors including roads, missionaries, and the honoring of widows. The timing of the rise of Christianity helped Christianity spread and rise rapidly and successfully. The period of peace in Rome, the Pax Romana, helped Christianity flourish. Christianity at this time grew as older Roman religions started to decline, missionaries preached Christianity to many people, and the Christian message of hope gave hope to those who needed it. These factors along with the rise of Christianity during the Pax Romana helped Christianity spread and continue throughout the Byzantine Empire and beyond.

Research on Best Buy Co. Essay -- Best Buy Business Management Electro

Research on Best Buy Co. The roots of Best Buy Co., Inc. can be traced back to St. Paul, Minnesota. This is where founder Richard Schulze opened the doors of his Sound of Music store in 1966. Understanding a demand for consumer audio components and systems in the St. Paul area, Schulze managed to provide a combination of great prices and excellent service, thus building a strong customer base, which quickly prompted an expansion into home appliances and video products. The eighties prompted change as well as the opening of Best Buy’s first superstore. During 1983, a new corporate name was approved and the Sound of Music Company became known as Best Buy Co., Inc. With mounting consumer support Best Buy continued its road to expansion by opening an additional five stores. In 1985, the newly named company was being publicly traded under the symbol BBY. The late eighties brought forth additional change for the continuously growing company. Best Buy adopted a new concept in retail merchandising with the opening of massive superstores. The new concept shifted the placing of all inventory on the sales floor and hiring a specialized staff of non-commissioned service representatives (FAQ). Such adaptations have fueled the company into progression and continued to promote the company’s corporate vision of â€Å"Making life fun and easy†(Fact Sheet). Philanthropy plays a huge part in the success of Best Buy Co., Inc. During 1994, The Best Buy Children's Foundation was founded (FAQ). The foundation offers support to communities by way of contributions to several organizations found nationwide. This support strengthens communities by integrating interactive technology into everyday experiences. All of the programs funded by the Best Buy Children’s Foundation are easily accessible to students. These programs also provide social services and disaster relief support in connection with non-profit organizations like the Red Cross and United Way. They also offer and support community volunteerism. Best Buy Children's Foundation also has a scholarship, which offers scholarships to students who have exceptional academic achievement and outstanding community service. Annually more than $2 million in scholarships are granted to over 1,300 students. The scholarships are evenly disbursed in each U.S. Congressional District and the Distr ict of Columbia. Three students who will be ... ...ips to residences and businesses. They are most widely recognized by their clip on ties-- truly carrying around the persona of a Geek. But don’t be fooled by appearances, their knowledge on computers is in no ways lacking in abundance. With the passion for the latest and greatest technological knowledge, and the charisma and devotion towards the youth, Best Buy is sure to continue on the high road to success. Best Buy will be changing and advancing to accommodate the ever-changing field of technology. They are truly a testament to upholding and exceeding their vision statement of â€Å"meeting the customer at the intersection of technology and life† (FAQ). Works Cited Best Buy â„ ¢ â€Å"Fact Sheet Fourth Quarter- Fiscal 2005 (ended Feb 6, 2005)† 6, 200 ) http://www.bbycommunications.com/newscenter/FY05_Fact_Sheet_Q4.pdf Best Buy â„ ¢ â€Å"FAQ† 6 www.bestbuy.com Star Telegram â€Å"BEST BUY GEEKS TO RUN AMOK† 4/28/05 www.dfw.com/mld/dfw/11511402.htm WCCO  © 2005 The Associated Press â€Å"Best Buy Expansion Plans Include China† 4/27/05 http://wcco.com/localnews/local_story_117101956.html Yahoo Finance- â€Å"Quotes & Info- Best Buy Co Inc (BBY)† http://finance.yahoo.com/a/ct?s=BBY&annual

Rhetorical Analysis of “The Responsibility to Conserve Wild Species”

Rhetorical Analysis of â€Å"The Responsibility to Conserve Wild Species† â€Å"The responsibility to conserve wild species – A Consideration of Policy Implications: A Panel Discussion – In the Company of Animals† appears in the scholarly journal. Author, John G. Robinson, holds a Ph. D. in zoology and he is an active member and prominent position holder in several conservationist organizations including the Wildlife Conservation Society. He argues from his self-proclaimed conservationist viewpoint that all interventions to preserve wild species are justifiable.In the article, the milestones are fairly clear and seeing the issue occurs in the first paragraph. The author explains how the roles between human beings and wild animals have changed over time. He points out that most of us do not have frequent interaction with wild animals but asserts that we should care about the question of urban society intervening in the lives of wild animals. We should not o nly care about this question but care enough to take responsibility and action because of our increased presence in their lives.Judging by the author's persuasive pleas, this article is written to people who do not already share the author's views entirely or in part. The journal, Social Research, is primarily written to scholars and learned individuals, but I think the general population just does not have enough knowledge on wild species and/or the direness of their situations to feel greatly motivated to act. Here, he could have supplied more information for the less knowledgeable majority, though it is not really necessary because of the journal's target audience.In his writing, I think that Robinson assumes that humans want to take responsibility for dwindling numbers of wild species. This article would benefit here with logos. By using statistics as solid evidence he might supply an impetus for action. Robinson defines the problem beginning in paragraph two and continues throu gh the sixth paragraph. He first uses ethos in the form of a citation from Aldo Leopold: â€Å"A thing's right when it tends to preserve the integrity, stability and beauty of the biotic community. It is wrong when it tends otherwise. † Robinson supports the idea from two perspectives.First from the utilitarian point of view, he explains that not attempting to conserve wild species jeopardizes resources that humans depend on. The second view, the bio centric position, he emphasizes that wild species have an ‘inherent right to exist. † Are there any other viewpoints that he ignored or tiled to see? I think there are, but Robinson does not even acknowledge the existence of other points of view. I think that to him there are just no other options and he does not want readers to begin to consider not intervening in the lives of wild animals in order to conserve them.Other than this, he does an excellent job of defining his position and then conservationists' ideas of integrity, stability and beauty. He moves on to claim that â€Å"human beings are the single largest contributor to this global degradation (of natural systems and biological diversity). † In the third paragraph, Robinson addresses the faulty ideas of words such as â€Å"pristine,† â€Å"undisturbed,† and even â€Å"wilderness. † These words refer to an unattainable ideal in our modern world. Humankind is everywhere and making an impact always. Throughout the paper an underlying persuasive argument is taking place.If you accepted Leopold's premise, then logically you should accept the idea that humans' primary responsibility â€Å"is to ensure the survival of species in nature. † This necessary acceptance that follows from logic is a little tricky. In the fourth paragraph, beginning the milestone of choosing a solution, Robinson shows us the faulty path of the least intrusive action of establishing protected areas. The return paths appear in the ne xt paragraph along with an example pertaining to mishaps experienced by the United States National Park Service and the Forest Service.Robinson shortly suggests a second solution but then quickly dismisses it. From my understanding, this solution is based in the first solution, and then the author expands upon it by offering to enlist the help of local communities. The fault in this solution lies in that the community would have to value the animals and thus they would become a resource. This would essentially destroy the goal of conservation in the first place. I believe the author could have expounded on this point and further explored details of this option.Is it really a good idea or a bad idea? Should we research this idea more for ourselves? At last, a final and most intrusive proposal is made in the sixth paragraph. Bringing wild animals into captivity is an area most all of us are familiar with because of our childhood visits to zoos and wildlife parks. This paragraph could incite some pathos which I believe the author should have capitalized on. He gives us three good reasons for supporting this option and even uses a bit of logos, though more would be appropriate in my opinion.In the second to last paragraph the author emphasizes from his conservationist perspective that all kinds of interventions are justifiable for the conservation of populations or species. In the concluding paragraph Robinson proposes the paradox of the current argument, â€Å"The more humans intervene, the more responsibility they must assume †¦ but to do otherwise is irresponsible. † I think this truly is the heart of the argument though sadly it is cyclical. From my point of view, the author could have addressed some more faulty paths, especially those of the opposing viewpoint.Robinson never even touched the idea of not intervening to conserve wild species except to say that letting nature take its course would not suffice for a solution. I think that overall, Rob inson made a good argument although he failed to elaborate on some key points. ? Work Cited Robinson, John G. â€Å"The responsibility to conserve wild species – A Consideration of Policy Implications: A Panel Discussion – In the Company of Animals†. Social Research. 1995: n. pag. SIRS Issues Researcher. 31 Mar, 2012.

Reading and Books Essay

Despite the vast, growing and active educational reforms continuously being modified and implemented in today’s Philippine Educational System such as MTB – MLE and K+12 education curriculum, there are still 6. 2 million Filipino youth who does not receive proper and formal education in the classroom, which includes the Out – of – school children and youth. Specifically, according to the 2010 Annual Poverty Indicators Survey (APIS) of the National Statistics Office (NSO) released November 2011, one out of eight Filipinos aged between 6 and 24 is an out- of- school youth(OSY). Current estimates further indicate that 7. 8 million Filipinos or 16. 2% of the population are not functionally literate. About 3. 9 million of them are out of school youth. The Philippine government defines an out –of- school youth (OSY) as someone who is not attending formal education and/or not gainfully employed in the case of youth 18 to 24 years old who have not finished college or even a technical vocational course. The government further explains that the primary reasons for these out of school youth for not attending school is poverty and lack of personal interest. On the other hand, out- of- school youth are vulnerable people who have special needs too. Nobody can deny the hard fact that education is still an extremely important factor for bringing change in the lives of these individuals. It has universally been recognized as the most powerful instrument and pre – requisite for gearing up the socio – economic development of a nation. This is why investment in education is considered to be so vital for human resource development and enhancement of the quality of manpower. In the history of humankind, there is an established fact that a certain level of literacy in population is an essential pre – requisite for precipitating the process of development in a country. It is emphasized therefore that the most active part in the socio – economic development of any country or region always consists of the adolescents. Moreover, many people have a misleading impression of the abilities and capacities of â€Å"out – of – school youth†. It is generally assumed that this group needs to re – do and re – learn the most basic literacy skills. Hence, they are marginalized and ostracized. In fact, out – of- school youths do have some experience of learning within the formal system. In addition, many of them have gained rich learning experiences from their environment and culture. Thus, basic literacy does not necessarily mean teaching literacy in its most basic forms. However, the acquired skills and knowledge need to be recognized, tapped into and enhanced. Out- of- school youths may have failed to complete their education in the formal system due to various reasons, such as socio – economic or health issues, urbanization, teacher – teaching factors or curriculum problems but UNESCO still has enumerated and emphasized the basic literacy for out – of- school youth development which involves the acquisition of the basic skills needed to cope with the complex and technological world, including IT and computer skills, communication skills – listening, speaking, reading, writing, viewing, critical thinking and many others. Moreover, developing the literacy of OSY’s is a complex process, which involves enhancing the knowledge and capacities that they have gained over the years and providing them with access to challenging learning opportunities. The Philippines through the initiative of the Bureau of Alternative Learning System formerly called the Bureau of Non – formal Education (BNFE) is responsible for contributing to the improvement of the poor including the out – of school youth and drop outs through literacy and continuing education programs. Its aim is to focused basic services to the more disadvantaged sections of the population to improve their welfare and contribute to human resource development. This was done to respond to the need of a more systematic and flexible approach in reaching all types of learners outside the formal school system. The Alternative Learning System (ALS) is a parallel learning system that provides a viable alternative to existing formal education instruction. It encompasses both non – formal and informal sources of knowledge and skills. Certification of learning for out – of –school youth and adults , aged 15 years and over, who are unable to gain from the formal school system and who have dropped out of formal elementary and secondary education , is ensured through the Alternative Learning System Accreditation and the Equivalency (ALS A &E) System. The system of certification is done through successful completion of the ALS and A & E test at two learning levels – elementary and secondary. Those who pass the test have to undergo counseling to explore their oppurtunities, be it a return to the formal school system or the option to enter the world of work. (UNESCO Bangkok, 2009). The ALS eSkwela program has five main learning strands: Communication skills, critical thinking and problem solving, sustainable use of resources and productivity, development of self and a sense of community, and expanding one’s world vision. Since ALS is a module-based learning system, students come in on a set time and choose a module to read. A quiz is given after each module to test their learning. Instead of teachers, facilitators are always present to answer any questions and sometimes lecturers would discuss a certain module. Apart from the major aim and objective of the system, the ALS Project was conceived to respond to many grassroots learning needs and at the same time fulfill the following key social development objectives of EFA: †¢Functional Literacy: Current estimates indicate that there are 7. 8 million Filipinos or 16. 2% of the population who are not functionally literate. About 3. 9 million of them are out of school youth. †¢Family Literacy: Many parents want to develop functional reading, writing and numeracy skills and knowledge so that they can help their children do their homework. †¢Community Participation: †¢ Continuing Education: Many people who have obtained literacy skills and want to continue learning should be given the means and tools to return to formal schooling or go on learning on their own. †¢Empowerment: Out-of-school youth and adults living in economically depressed communities need to develop communication, problem solving, critical thinking, and learning-to-learn skills and competencies which will directly help them raise their standard of living and improve their quality of life. Functional basic education should empower them with better health practices, better food, increased income, improved family life, more direct civic and community participation and more opportunities for wider life choices. It is noted that the ALS learning modules constructed by SEAMEO Innotech experts are freely chosen, used and read by the students. It is true therefore that through the skill called reading, any idea or module given to them are enlightened. On the other hand, observations show that are still many problems and issues encountered along the Reading performance and proficiency of the out – of – School Youth which includes vocabulary, comprehension, study skills and others. Even the (UIS, 2011) stated a very alarming issue that seven hundred and seventy-five million adults all over the world cannot read. Many of these OSY’s too are unemployed, underemployed adn lacks basic English language literacy skills specially reading and writing. In addition, UNESCO also emphasized that the basic English literacy skills development is too considered as a means of widening the experiences of learners and allowing them to communicate effectively in their everyday life as well as in their future lives as responsible citizens and professionals. Accordingly, woven into the framework of the basic English Literacy skills is also the development of critical thinking skills. Thinking critically would mean grasping the complexity of the world and questioning how others think in order to clarify and improve one’s own understanding. Although, schools and learning institutions clearly neglect the development of critical thinking, there is much evidence to show that students’ reading and writing abilities are linked to their ability to question facts and information. Literacy is briefly defined as the â€Å"ability to read and write†. When we think of literacy, we think of reading. But being able to read does not mean someone is necessarily a literate person. In the 21st century, literacy encompasses the skills youth and adults need to be functional in the society, including numeracy and reading and writing skills. Most learning is dependent to reading. As the learner advances in the educational ladder, more complex reading skills are required of him. Effective reading requires from an individual the ability to locate keywords in a sentence, locate the topic sentence in a paragraph and understand and interpret what is read. Reading, therefore is an important skill a child must developed in order to cope to the very fast, changing and difficulties the world offers. Of many skills it is cited that it is one of the first skill a literate person must acquire. Likewise, there were many studies and projects that responded to the many goals of ALS and UNESCO in general, specifically along the communication skills strands. One of which is the Project EASE. This study made use of a Reading Comprehension and writing composition test to assess the basic communication skills of the students. Unfortunately, there were only few qualifiers for the said program the rest did not qualify. Most of the non – qualifiers came from the lower sections where the pressure to earn was much stronger. The non – qualifier was given another chance. They were administered with an alternative cloze type of comprehension test carefully made by the SEAMEO Innotech experts. The program such as EASE was pronounced. (add facts) Another is a study on the Attributes of High School Student – qualifiers in the Accreditation and Equivalency Program (AEP) which was done as Basis for a proposed Action Program by Rarang in (1999). The study made use of the public high school students in the fourth congressional district of Pangasinan during the school year 1997 – 1998. The study was done for the purpose of creating appropriate action programs that could increase the probability of prospective PEPT examinees to qualify for promotion or year level acceleration. The result of the study revealed that out of the 86 respondents who took the 1997 PEPT only four qualified for the acceleration or promotion to the next higher level in high school. Furthermore, the research made use of the Descriptive Method with a pre and post enrollment attributes of the student – qualifier in the AEP as data gathering instrument. It was found out that there was more male drop – outs that females and their dropping age ranged from 13 to 17 years old and that before the respondents dropped out from school, the last level they completed was Grade VI. The findings of the study also revealed that the main reason for the learners dropping out is due to financial difficulty. They also vary in their performance in the last year level they attended with 89. 13% as the highest average grade and the lowest grade at 68. 25%. More so, the study discovered that the contributory factor in the acceleration and promotion of the students to the next level are their reading activities done during their free time like reading magazines, newspapers, books, pocketbooks and even their old notes. Accordingly, reading is the most important factor in achieving promotion and acceleration. Many reading researches have shown that learners and OSY’s reading skills literacy performance is always at risks. Firstly, in the second Readership Survey made by SWS survey commissioned by NBDB floated all over the Philippines revealed that reading has slightly declined in our country. Only 92 percent of the 1,200 respondents say that they read, down to two percent from the first Readership survey done in 2003. In the literacy field, comprehension is primarily identified as the goal of (Duke & Pearson, 2002; Duke, Pearson, Strachan, & Billman, 2011). While many agrees comprehension is of utmost importance, many still argue that in this many classroom context, focusing on students’ fluency did not limit students’ development as readers, particularly for those who were asked to read aloud. The findings of this study also pointed out the importance of teachers examining the learners own perceptions about reading and reading instruction (Edwards, Martin, Protacio, & Razali,2010). Furthermore, (Biancarosa & Snow, 2006; Joftus, 2002) exclaimed that even among students who do graduate from highschool, inadequate reading skills are a key impediment to success in postsecondary education (American Diploma Project, 2004). Students who struggle with reading of ten lack the prerequisites to take academically challenging coursework that could lead to more wide reading and thus exposure to advanced vocabulary and content ideas (Au, 2000). The 2006 report by ACT, Inc. , Reading Between the Lines: What the ACT Reveals About College Readiness in Reading, describes even more troubling trends. Only 51% of students who took the ACT test in 2004 were ready for college-level reading demands (ACT, Inc. , 2006). The reading skill levels of the out-of-school youth population have remained  low, especially in comparison to the rising skill demands of employers. Although this report cannot summarize the changing qualifications, a number of indicators suggest a serious shortfall between the skills of out-of-school youth and job requirements. Dropouts and other out-of-school youth are reported to be unable to attain basic levels of math and reading proficiency are certainly much higher. White Paper further explains that young people leaving the educational system at 16, or more likely 19, must at least have the requisite literacy and communication skills to be employable and to be effective in life. Since reading is linked to writing, students write about what they read. Young and adults who are behind in reading and writing simply have not had as much experience reading and writing as young adults who are proficient readers and writers. Moreover, out – of- school youth who are behind have also not leaned the strategies that proficient readers and writers use to understand text and communicate their ideas in writing. This means that explicitly the strategies that proficient readers and writers use and providing guided practice are the keys to improving these skills. It has been proven that Out – of- school youth possess a broad repertoire of knowledge and skills that simply needs to be recognized, tapped into and enhanced in order for their abilities to improve. Indeed, there is a need to place a greater emphasis on developing and enhancing quality English language literacy skills training, programs and instructional materials for Out – of – School youth development. The conception of the ALS program or the Alternative Learning System is a great endeavor that caters to the needs and improvement of Out –of-School youth in the City Schools Division of Dagupan City. The ALS DEpED Dagupan City Division is one with the government in the active fulfillment of its task to reach and educate the OSY’s in the City. In fact, there have been many OSY’s who benefited from the program. Latest report says that ALS students in Region I show positive interest in this endeavor. Dagupan City Schools Division is composed of five Districts. From all over the city, there have been many Out – of –school youth coming from the 31 barangays of the city who enrolled in the said program. With the initiative of teachers and volunteers who facilitates the program, the actual teaching and learning is collectively done with the help of the module based learning materials. Furthermore, in the case study conducted by the Accreditation and Equivalency System of the Non – Formal Education Project clearly encourages service providers like educational institutions to identify and make use of variety of enriching materials both print and non – print in addition to the prescribed NFE and A & E Learning modules provided by the SEAMEO – INNOTECH. With the encouragement of the BNFE or the ALS calling to different service providers to respond and create instructional materials that the OSY’s can benefit, the researcher will study on the present Reading Comprehension Skills Levels of the Dagupeno OSY’s particularly on the Reading Comprehensions Skills Level of the ALS students presently registered and attending the regular Eskwela ALS program in the City schools division of Dagupan during the calendar year 2013– 2014 and envisions to create a Self – Learning Reading Material that will better improve and enhance the Reading Comprehension and in general proficiency of the ALS learners. STATEMENT OF THE PROBLEM This study aims to analyze the Reading Comprehension Skills Level of ALS students in the city schools division of Dagupan. Specifically, it will answer the following questions: 1. What is the performance of the ALS students in the reading Comprehension Test in terms of the: a. Total scores they will obtain from the Reading Comprehension Test? b. Specific scores they will obtained in the following reading Comprehension levels: Literal Reorganizational Inferential Evaluational Appreciational? 2. What is the extent of performance of the ALS students in the reading Comprehension test in terms of: a. Total scores they will obtain from the Reading Comprehension Test? scores they will obtained in the following reading Comprehension levels: Literal Reorganizational Inferential Evaluational Appreciational? 3. What instructional material will be proposed to address the reading comprehension inadequacies of the ALS students? SUBJECTS The subjects of the study will be the ALS students of the city schools division of Dagupan enrolled in the five districts of the division. There is a total of 447 ALS students in the division and they will be randomly selected from among the districts of the division. The respondents of the study will be elementary drop – outs, secondary drop – outs, non- passer of previous ALS A&E Test/s, Learners/Completers of the ALS programs and Youth and adult drop – outs. RESEARCH HYPOTHESIS/ Assumptions The study will be anchored on the following assumptions: 1. The total test scores and the scores in the specific skills areas of the ALS students will reflect their reading comprehension performance. 2. The ALS students’ responses to the items in the test must truthful and accurate SCOPE AND DELIMITATION The study will be conducted to determine the reading comprehension performance and skills of the ALS students of the city schools division of Dagupan during the S. Y. 2013 – 2014. The respondents of the study will be elementary drop – outs, secondary drop – outs, non- passer of previous ALS A&E Test/s, Learners/Completers of the ALS programs and Youth and adult drop – outs in general. A constructed Reading Comprehension Test will be used as instrument in gathering data pertinent to the study. The Reading Comprehension test will be carefully validated, tabulated and interpreted to arrive at accurate and precise results that will help as basis for the creation of a self- learning reading material for ALS students. Definition of Terms The following terms are carefully defined in the context of the study to provide a common understanding and frame of reference between the researcher and the readers: Reading both a process and a product and it involves bringing the individual’s entire life experiences and thinking patterns to understand what the writer has written (Aukerman, 1981). Reading Comprehension refers to the ability to understand text read by means of constructing meaning with the use of some clues in the text and the schema or background knowledge of the reader about the text. Reading Comprehension Abilities, also referred to as reading comprehension skills, refer to the five(5) reading levels (Toffelson, as cited by Tuvera, 1993) of reading comprehension, which include (1) Literal Level;(2) Reorganizational Level; (3) Inferential Level; (4) Evaluational Level; and (5) Appreciational Level. Specific Comprehension Skills refers to the specific skills that make up the different reading levels. Literal level of reading refers to the reading level that enables the students to recognized and/or recall details, main ideas, sequences, comparison, cause and effect relationships, character traits and recall author’s organization and explicitly stated information in the reading selection (Toffelson, as cited by Tuvera, 1993). Reorganizational level of reading refers to the reading level that enables the student to classify or group, outline or specify, summarize and synthesize text that has been read (Toffelson, as cited by Tuvera, 1993). Inferential Level of reading refers to the reading level that enables the student to infer supporting details which require the making of a hypothesis on an information that might have been included in the text; infer the main idea; infer a sequence which requires the student to make a hypothesis about what might have occurred in addition to the already explicitly stated events and making a hypothesis in events beyond completion of the text. Other skills also included are inferring, comparison, cause and effect relationships, charater traits,  author’s organization, figurative language and predicting outcomes (Toffelson, as cited by Tuvera, 1993). Evaluational level of reading refers to the reading level that enables the student to make a judgment of reality and fantasy and judgment between fact and opinion (Toffelson, as cited by Tuvera, 1993). Appreciational level of Reading refers to the reading level that enables the student to have emotional response to the text and determine an author’s purpose, mood, tone and point of vies (Toffelson, as cited by Tuvera, 1993). Performance is defined as a manner of functioning: the manner in which something or someone or somebody functions, operates, or behaves (Microsoft Encarta 2006. 1993 – 2005 Microsoft Corporation). In this study, it refers to the number of correct answers of the ALS students an all the specific levels of the reading comprehension test to reflect the students’ reading comprehension abilities. Extent of Performance refers to the reading comprehension abilities of the students based on a scale of scores to describe the level of reading comprehension of the ALS students. The scale will consists of three (3) levels: High , for scores equivalent to 75 percent – 100 percent; Moderate, for scores equivalent to 50 percent – 74 percent; and Low, for scores equivalent to at most 49 percent of the total point and of their points in the different specific reading comprehension skills areas. Total Scores obtained refers to the raw scores of the students which will correspond to the number of the correct answers of the ALS students in the reading comprehension test. Specific scores obtained refers to the raw scores of the learners in the different specific skill areas which correspond to the number of correct answers of the students in the specific skill areas. Self – Learning Reading Activities are activities involving processes which will enhance the reading performance and improve the five levels of reading comprehension of the ALS students . It also encourages students to gain more interest in reading with the aid of the designated activities. Analysis refers to the process of categorizing the performance of the students in the reading comprehension test in its totality and in the specific reading skills according to the extent of their performance. Out – of School Youth ALS ALS Learners ALS Implementers Conceptual Framework The objective of all readers should be comprehension of what they read. Comprehension is understanding. Understanding involves abilities to explain, interpret, apply, have perspective, empathize, and have self – knowledge (Wiggins and Mctighe,1998). Reading is both a process and a product ant it involves bringing the individual’s entire life experiences and thinking patterns to understand what the writer has written (Aukerman, 1981). When good decoders have problems with comprehension, they need help in developing language proficiency and listening comprehension. Teachers can help them develop the corresponding skills by combining vocabulary and comprehension strategy instruction with encouragement to enhance their reading of different materials Dymock, 1993). Reading comprehension can be effected by background knowledge. This concept is proved that when readers possess rich prior knowledge about the topic of a reading material, they often understand the reading material better than readers with low prior knowledge. That said, readers couldn’t always relate their world knowledge to the content of a text because they are not able to, even when they possess knowledge relevant to the information it presents. Often, they do not make inferences based on prior knowledge unless the inference are absolutely demanded to make sense of the text (Mckoon % Ratcliff, 1992). The study is anchored on the core concept that reading difficulties encountered by learners can be addressed by an appropriate learning material in the form of a self – learning reading material which will address their difficulties to be assessed using the reading comprehension test. Research Paradigm Figure 1. Paradigm of the study Figure 1 above illustrates the prerequisites in the development of a Self – Learning Reading Materail to improve the reading comprehension ability of ALS learners in the city schools division of Dagupan. CHAPTER II Review of Related Literature and Studies This chapter presents studies and literature which are seen to be significant that can give light to the completion and conduct of the research. FOREIGN Educational research has become a global enterprise, with researchers recognizing the need to be aware of educational practices in other countries. Burbules (2002) notes that this international context makes possible the sharing of knowledge and experience gained in relation to reform and evaluation in different countries. Recent studies show that seven hundred and seventy-five million adults cannot read (UIS, 2011). According to the study conducted by Glewwe and Kremer, (2006 ) a major factor in the poor reading problem is the poor quality of public schools in developing countries. Many peoples understanding of the educational production function, however, is still limited. Providing resources to schools with no other inputs rarely improves overall student performance and that if resources are paired with a larger array of inputs, students’ test scores do improve, he exclaimed. Unfortunately, the exact kind of additional support is necessary to make additional resources effective. For reading in particular, a number of studies have demonstrated the effectiveness of large comprehensive changes. Banerjee et al. (2007) studies an Indian remedial education program. The intervention itself causes students’ reading skills to improve, but because the intervention changes the educational environment along multiple dimensions – additional teachers, new pedagogical methods, new curriculum, changes to organization of the classroom, and additional resources – it is impossible to identify which components are necessary. In addition, a Case Study of Reading Instruction in a Philippine Classroom was also conducted by Protacio and Sarroub, (2013) where the reading practices in a public and high-achieving 6th grade English classroom in the Philippines were used as subjects of the study. The study utilized a four resources model, the different roles that students assume in this classroom was also clearly discussed. The students in the class are describe mainly as code breakers and text users and have limited opportunities to assume the other two roles of the four resources model. The study also provides a different view of reading, specifically a view of a culture of reading wherein higher status is given to oral reading performance rather than comprehension. The results of the study further revealed that reading is perceived as an oral performance activity by Filipino students because reading aloud is used frequently to negotiate the lack of resources in Philippine public schools. Comprehension does not matter as much to these students; rather, they are concerned with how they are perceived as oral readers in English, which is their second language. The case study findings provide a different view of reading, specifically a view of a culture of reading wherein higher status is given to oral performance rather than comprehension or fluency. The data also reveals that the predominant emphasis on oral performance satisfies only two roles or family of practices in the â€Å"four resources model of reading†: code breakers and text users. All of the students in the pilot section were not afforded opportunities by the teacher to fully engage with the four resources, as the class focused mostly on oral recitation as the main indicator for reading well. Students in this class infrequently assumed the role of meaning-makers and text analysts (Luke & Freebody, 1999; Underwood, Yoo, & Pearson, 2007). Instead, both students and teacher privileged correct pronunciation and reading correctly aloud—getting the accent right determined who the best students were in the class. Though, Philippine literacy scholars have commented on the emphasis on performance and reading aloud. Maminta (1982) discusses how reading as a subject was relegated to the background as the curriculum emphasized speech improvement with most of the class time being spent on pattern drills, mimicry, and memorization. Even though Maminta’s article focuses on speech improvement as being the emphasis three decades ago, it seems that it still characterizes classroom practice in the Philippines today. In the pilot section, the students themselves seemed to be the ones placing the emphasis on speech improvement. In the literacy field, comprehension is primarily identified as the goal of reading (Duke & Pearson, 2002; Duke, Pearson, Strachan, & Billman, 2011). While many agrees that comprehension is of utmost importance, many still argues that in this classroom context, focusing on students’ fluency did not limit students’ development as  readers, particularly for those who were asked to read aloud. What we do feel strongly about is the importance of providing all students opportunities to assume the role of readers in this classroom by giving all students a chance to read aloud in class. However, we noticed that, sadly, this was not the case. The findings of this study also point to the importance of teachers examining their own perceptions about reading and reading instruction (Edwards, Martin, Protacio, & Razali,2010). Moreover, Reading fluency is the point at which beginning readers rely less on the phonemic decoding to recognize individual words and begin to recognize whole words, allowing for an increase in reading speed and comprehension. Meyer and Felton (1999), for example, define fluency as â€Å"the ability to read connected text rapidly, smoothly, effortlessly, and automatically with little conscious attention to the mechanics of reading, such as decoding. † Also, a study on the Effective Reading Programs for Middle and High School synthesized by Slavin, Cheung, Groff and Lake was published in 2009. This is a collection of many reading programs that systematically reviewed research on the achievement outcomes of four types of approaches to improving the reading of middle and high school students: specifically on the (1 ) reading curricula, (2) mixed-method models (methods that combine large and small-group instruction with computer activities), (3) computer-assisted instruction, and (4) instructional-process programs (methods that focus on providing teachers with extensive professional development to implement specific instructional methods). The collective synthesized study found out that students who enter high school with poor literacy skills face long odds against graduating and going on to postsecondary education or satisfying careers.

Rubin v Coors Brewing Co essays

Rubin v Coors Brewing Co essays CASE CITATION: Rubin v. Coors Brewing Co. (514 US 476), 1995 The rules and principals of commercial law are of ancient origin. Throughout the centuries merchants engaged in trade and commerce have recognized customs and usages which regulate and control their conduct. Gradually over the years a body of law developed... (Robert Bicentennial of our Republic, the Courts position was reversed and they declared that the First Amendment protects commercial speech. But they court did say that commercial speech should receive less protection then noncommercial speech. That brings us to the definitions of commercial and noncommercial speech. Noncommercial speech, embodied in the phrases freedom of speech and freedom of expression, is entitled to virtually full first amendment protection; hence, the speaker is granted considerable latitude in stating a position...Commercial speech is generally considered to be communications that have the sale of a product or service as their ultimate goal. Content regulation of commercial speech is allowed to prevent false, deceptive, or misleading information from being transmitted(Boedecker and Morgan, 1). Some cases that have affected the First Amendment and Commercial speech are: Valentine v. Chrestensen (1942), the U.S. Supreme Court first declared that the Constitution placed no restraints on government regulation of commercial advertising. Until this time there wasnt anything that distinguished between commercial and noncommercial communications. Then in 1975 in Bigelow v. Virginia the court said that the, the government cannot restrict advertising where the commercial activity itself is legal and further noted that the ...activity adverti...

Global Population Growth Creates Environmental Problems

Global Population Growth Creates Environmental Problems Environmentalists don’t dispute that many if not all of the environmental problems - from climate change to species loss to overzealous resource extraction - are either caused or exacerbated by population growth. â€Å"Trends such as the loss of half of the planet’s forests, the depletion of most of its major fisheries, and the alteration of its atmosphere and climate are closely related to the fact that human population expanded from mere millions in prehistoric times to over six billion today,† says Robert Engelman of Population Action International. Although the global rate of human population growth peaked around 1963, the number of people living on Earth - and sharing finite resources like water and food - has grown by more than two-thirds since then, topping out at over seven and a half billion today, and human population is expected to exceed nine billion by 2050. With more people coming, how is this going to affect the environment further? Population Growth Causes Multiple Environmental Problems According to Population Connection, population growth since 1950 is behind the clearing of 80 percent of rainforests, the loss of tens of thousands of plant and wildlife species, an increase in greenhouse gas emissions of some 400 percent, and the development or commercialization of as much as half of the Earth’s surface land. The group fears that in the coming decades half of the world’s population will be exposed to water-stress or â€Å"water-scarce† conditions, which are expected to â€Å"intensify difficulties in meeting...consumption levels, and wreak devastating effects on our delicately balanced ecosystems.† In less developed countries, lack of access to birth control, as well as cultural traditions that encourage women to stay home and have babies, lead to rapid population growth. The result is ever increasing numbers of poor people across Africa, the Middle East, Southeast Asia, and elsewhere who suffer from malnourishment, lack of clean water, overcrowding, inadequate shelter, and AIDS and other diseases. And while population numbers in most developed nations are leveling off or diminishing today, high levels of consumption make for a huge drain on resources. Americans, for instance, who represent only four percent of world population, consume 25 percent of all resources. Industrialized countries also contribute far more to climate change, ozone depletion, and overfishing than developing countries. And as more and more residents of developing countries get access to Western media, or immigrate to the United States, they want to emulate the consumption-heavy lifestyles they see on their televisions and read about on the Internet. How Changing U.S. Policy Could Offset Environmental Harm Worldwide Given the overlap of population growth and environmental problems, many would like to see a change in U.S. policy on global family planning. In 2001, President George W. Bush instituted what some call the â€Å"global gag rule,† whereby foreign organizations that provide or endorse abortions were denied U.S. funding support. Environmentalists considered that stance to be shortsighted because support for family planning is the most effective way to check population growth and relieve pressure on the planet’s environment, and as a result, the global gag rule was rescinded in 2009 by President Obama but put back in place by Donald Trump in 2017. If only the United States would lead by example by cutting down on consuming, reducing deforestation practices, and relying more on renewable resources in our policies and practices, perhaps the rest of the world would follow suit - or, in some cases, lead the way and the U.S. follow - to ensure a better future for the planet.

Pros and Cons of Today's College Education Research Paper

Pros and Cons of Today's College Education - Research Paper Example Universities and colleges that are in the middle class are torn between these extremes. Universities in the top strata have become a preserve for the minority few who are affluent. Attending universities like Harvard has been left to the few who can afford to pay the exorbitant fees. The divisions arising in institutions of higher learning have come to be viewed as a show of might and class, as well as a means by which the American plutarchy duplicates itself. Donoghue (nd) notes that top strata universities’ one year tuition fee is more than the average income of American citizens. Universities in the middle and bottom classes are continually grappling with budget cuts as the government strives to sustain the budget in times of economic downturns. Budget cuttings have severe implications for public colleges and universities as universities have to raise their tuition fees, reduce spending or both, in a bid to cover the gap. Cuts on higher education funding by the government h ave resulted in increased tuition across public institutions of higher learning. The acute increases in tuition fees have hastened the continuous trends of reducing college affordability and transferring the costs to students. Leachman et al (2013) note that enrolling for a four year course in a public institution of higher learning has momentarily grown at a quicker pace than the increase in average earnings for the past 20 years, even after tax subsidies and government aid. Reducing spending in a bid to match the budget cuts usually results in ways that lower the quality of higher education. Some of the ways in which public colleges and universities cut spending are such as closing some campuses, doing away with some course offerings, reducing services like computer laboratories and library. For illustration, following the budget cuts on public institutions of higher learning, Arizona university strategy to cut spending included closing its eight extension campuses facilitating di stance learning, as well as cutting more that 2000 positions (Donologhue, nd). Public institutions of higher learning offer education to more that seventy five percent of the country’s undergraduates. Raising tuition fees and cutting spending have had negative impacts on the quality of education. Students are leaving school with huge public debt, yet find it hard to obtain a job. In addition, the top strata in United States system of higher education is resulting in half baked graduates, thus making employers spend more money in retraining graduates to match the job skills. This paper presents the shortcomings in the United States universities, opportunities for improvement, as well as recommendations on how to eliminate the shortcomings. Shortcomings Price sensitivity The earnings and incomes of majority of citizens have remained unchanged over the years, yet tuition fee increment rises at the same rate as inflation. This makes university education expensive and unaffordable to numerous households whose incomes remains stagnant while the cost of education keeps on rising. Demographic and economic pressures, as well as, heightened government inspection of higher education cost are resulting in slow tuition growth in many universities. Ongoing national government concessions results in further pressures on universities since a large number of students are dependent of government grants and loans, both of which are curtailed to a certain