Abortion and Ethics Essay

For this week’s discussion/ presentation we discussed the topic â€Å"abortion†. Abortion is the termination of a pregnancy by the removal or expulsion of a fetus or embryo from the uterus of a woman. There are two types of abortion procedures; the first is called medical/ chemical which involves the use of drugs to terminate pregnancy and can only be used during the first trimester. The second type of abortion is surgical which involves the use of a vacuum, either manual or electrical. Birth control is also known as contraceptive or fertility control and is a common method used to prevent pregnancy. I will be discussing recent developments in birth control. Does implantable birth control open the door to outside control of a woman’s body? My answer is yes. Birth control allows a woman to control unexpected pregnancies to happen. I personally think it is the best way to improve our communities and it helps lower the percentage of people living in poverty due to u nplanned pregnancies. Implantable birth control is entails a small device inserted into the uterus to help prevent conception. See more:  First Poem for You Essay Implantable birth control is widely known for its â€Å"get it and forget it† use. Implantable birth control is what most modern day women use in our current decade and surprisingly it is widely accepted. People have used birth control methods for thousands of years. Today, we have many safe and effective birth control methods available to us. All of us who need birth control want to find the method that is best for us. And each of us has different needs when choosing a method. Learning about each method may help you make a better decision for you and significant other. Is the morning-after pill equivalent to abortion? In my opinion the morning -after pill is not equivalent to abortion. My reason for this statement is that the morning after pill is used before conception, in other words I consider it to be a preventable measure. The morning after pill is also known as â€Å"plan B† the plan B pill was first approved by the FDA in 1999 for emergency contraception use, wa s originally manufactured by Barr Pharmaceuticals. It contains a hormone that has been used in birth control pills for more than 35 years. Today, it’s made by Teva Pharmaceuticals who bought Barr. In 2006 the agency approved Plan B for over-the-counter use in women aged 18 years and older. It’s now available over-the-counter for women 17 and older. The pill can be used up to 72 hours after unprotected sex to prevent a pregnancy. What about still-unavailable methods like contraceptive vaccines or pills or a patch that render a man infertile? Contraceptive vaccines are a long-acting form of progesterone, a hormone that is naturally manufactured in the ovaries. The shot is given as an injection in the upper arm or in the buttocks once every 3 months to protect a woman from becoming pregnant. A birth control patch has the same effect except there is no injection. These kinds of birth control methods all serve the same purpose â€Å"to control the possibility of becoming pregnant†. To conclude this topic, birth control of course, has serious side effects and should always be taken into careful consideration before use or insertion. In my opinion, it is a safe way to prevent pregnancy and it is not considered abortion. Abortion is killing an innocent human being with life. Birth control is simply a prevention method. We all have different opinions, views, personal and religious backgrounds. I am not, nor will I ever force or impose my thoughts on abortion and the use of birth control on others. This is a free country and we as humans pick and choose our battles. References Dombrink, J., & Hillyard, D. (2007). Sin No More : From Abortion to Stem Cells, Understanding Crime, Law, and Morality in America. New York Univeristy Press. Rose, M. (2008). Abortion : A Documentary and Reference Guide. Greenwood Press. Swedin, E. (2005). Science in the Contemporary World : An Encyclopedia. ABC-CLIO.

Navratri Significance and Celebration

As the world’s largest democracy rushes head long into the future; India is still known for its rich culture rooted in its past. For every Indian, celebrating festivals is not merely following rituals but; marks prosperity. With changing seasons, festivals of India depict this change. Navratri, a hindu festival who’s name itself has change (ratri). ‘Nav’ means nine and ‘Rartri’ means night; this festival is celebrated worshiping, nine forms of Goddess Durga for nine nights. Beginning on the first day of the bright fortnight of the Hindu month Ashwin, roughly corresponding to dates in the Gregorian calendar in September/October.This also usually coincides with the end of the rainy season. It is celebrated two times a year and like every hindu festival Navratri also derives its significance form myths corresponding to its origin. It is said that; Sati (also known as Uma) married Lord Shiva against the wishes of her father, King Daksha Prajapati. In revenge, Daksha organized a huge yagna and invited all the gods and deities except his new son-in-law. Sati decided to attend the yagna despite Lord Shiva's attempt to persuade her not to. The King ignored his daughter's presence and publically abused Lord Shiva.Unable to bear her father’s insults, Sati committed suicide by jumping into the yagna fire. However, she was reborn and again won Lord Shiva as her groom and peace was restored. It is believed that since then Uma comes every year with her four children Ganesh, Kartik, Saraswati and Laxmi and two of her best friends or ‘sakhis' called Jaya and Bijaya, to visit her parent's home during Navratri. Another well known myth is that, demon Mahishasur, after being given a boon by the fire god Agni that he wouldn't be killed by weapons bearing masculine names, caused grave destruction and terror.The gods sought the help of Lord Shiva, who advised the invocation of the goddess Shakti. With the gods' prayers, a divine lu ster sprang from the heart of Lord Shiva and the bodies of all the gods and formed the goddess Adhya Shakti. The gods gave her ornaments, arms and a lion as a vehicle. She fought with the evil Mahishasur for nine long days and nights, and at last, resulted in the beheading of Mahisa on the tenth. The nine nights came to be known as Navratri, while the tenth day was called Vijaya Dashami, the tenth day that brought the triumph of good over the evil.These legends and story are part of the history that surrounds the festival of Navratri and are going to be around as long as the festival continues. First three days of navratri; Goddess Durga are worshiped; Kumari the girl child, Parvati the young woman and Kali, the mature woman signifying the power of the woman which is worthy of respect. To overcome ego, lust, anger; the animal instincts acquired out of triumph we need spiritual wealth. For the purpose a person approaches goddess Laxmi.The fourth, fifth and sixth day of Navratri are d edicated to the worship of Laxmi – the goddess of prosperity and peace. Gathering wealth man doesn’t attain true knowledge. Seeking the urge to learn the seventh day is dedicated to worshipping Saraswati, the goddess of art and knowledge. A ‘yagna' is performed on the eight day. This comprises of a sacrifice honoring goddess Durga as well as bids her farewell. The sacrifice or offering is made out of clarified butter (ghee), rice pudding known as kheer and sesame seeds. On the ninth day Kanya pujan or girl child worship is performed.These Nine girls symbolize nine forms of the goddess and are offered with new cloths and delicacies as homage to the mother Durga. After the nine nights the tenth is celebration of Vijaya Dashmi when Durga killed the demon Mahishasur. This day coincides with another hindu festival Dushhera when lord Ram killed Ravana and made peace in the land of Lanka. Both occasions mark the triumph of good over evil. Singing and dancing people cele brate each one with spirit of botherhood. The diversified land of India continues to unfold a new definition of celebration crossing every state.Garba and Dandiya from the west, crackers and fireworks in the north to traditional dances of the northeast; It is these festivals that celebrate civilizations. The idea may be subjective but it truly is. Their ethinic nature links us to our roots; religion we belong. A child here grows up in a potential superpower and yet knows what it is to belong to an ancient civilization. Festivals not only bring prosperity and joy but have preserved our rich culture and heritage for the generations to come. -Nitin Ghuliani

Acars Via Iridium

ACARS via Iridium Iridium is a large satellite constellation that consists of 66 low-earth orbiting (LEO), cross-linked satellites operating as a fully meshed network providing truly global coverage (including oceans, airways and polar regions). Iridium satellites are in a near-polar orbit at an altitude of 485 miles. The network is composed of 66 active satellites that fly in six orbital planes, each with 11 satellites per plane. Satellites circle the earth once every 100 minutes. ACARS is an Aircraft Communication Addressing and Reporting System otherwise known as Digital DataLink System.ACARS was first developed in the 1970’s. It is a point-to-point service that either sends air-to-ground messages or receives ground-to-air messages from the cockpit. ACARS via Iridium now gives Flight Departments the capability to communicate with the aircraft in their fleet all over the globe. ACARS is now a viable option via Iridium. Until now ACARS was only available by 2 different medium s. ACARS via Very High Frequency (VHF) communication is only available through line of site.ACARS via Inmarsat (Satcom) is only available over the populated continents and does not provide communications over polar routes. The cost of Iridium service is far less than that of Satcom and is available over oceans whereas VHF is not. This allows aircraft to access various services provided by ACARS Service Providers. Aircraft can now send a number of automatic reports (OOOI, engine oil pressure, position reports, fuel, and etc) using ACARS via Iridium. Pilots can request relevant information pertaining to flight safety and receive necessary in-flight updates.Some of the data services include: Text-based and Graphical Weather, Flight Planning and Clearances, Text Messaging, Position Reporting, Automatic Terminal Information Services (ATIS), Terminal Weather Information for Pilots (TWIP), and OOOI messages (Out of the gate, Off the ground, On the ground, and Into the gate). New flight saf ety services such as Controller Pilot Data Link Communications (CPDLC) and Future Air Navigation System messaging (FANS) are currently undergoing live tests to help improve flight times and routes for Air Transportation.Typical ACARS messages are only 100 to 200 characters in length. Such messages are made up of a one-block transmission from (or to) the aircraft, constrained to be no more than 220 characters within the body of the message. Iridium’s Short Burst Data Service (SBD) has the network transport capability to transmit short data messages between field equipment and a centralized host computing system. ACARS blocks are 238 bytes maximum; segmenting and distributing them across multiple SBD messages is not necessary. Each ACARS block is encapsulated in a unique SBD message.ACARS requires ARINC-429 Interface, compliant with ARINC 741 characteristics for satellite communication systems. Standardized nature of the ARINC 429 digital data bus allows Satcom Data Unit (SDU) to interface with wide variety of ACARS capable hardware. Air-to-ground messages are originated from the Control Display Unit (CDU), which is located in the cockpit of the aircraft. The pilot will initiate his request through the CDU, where the Data Management Unit (DMU) will pass the ACARS requested message onto the Iridium Satcom Data Unit (SDU).The SDU encapsulates each ACARS block into an SBD message and sends the SBD message to the Iridium gateway. The SBD messages are received by the Iridium gateway, converted back into ACARS blocks, then passed on to the chosen DataLink Service Provider (DSP) through the service provider gateway. Conversely, ground-to-air messages from the data provider are passed through the service provider gateway as ACARS message blocks. Once received by the Iridium gateway, they are encapsulated as SBD messages and delivered to the aircraft.Once the SDU has received an uplink SBD message, it removes SBD-specific information and passes the remaining data to the DMU as an ACARS message block via the ARINC 429 data bus. The DMU then interprets and displays the ACARS data via the CDU. ARINC (Aeronautical Radio, Incorporated) and SITA (Society of International Telecommunications Aeronautics) are the two DSPs available to the airlines. ACARS messaging allows the airlines to identify abnormal flight conditions and automatically send real-time messages to an airline, thereby enabling airlines to improve their aircraft performance.

Advertising effects in social network Essay Example | Topics and Well Written Essays - 2500 words

Advertising effects in social network - Essay Example Cloud Computing revolutionizes the usage of computer systems and digital infrastructure. Cloud Computing has evolved to include many industries and types of businesses within its peripheries of operation and implementation. Out of the multiple Cloud Computing Applications of few of the most popular and widely preferred are: In the earlier days of internet and web applications an organization dependent on an application would have to worry about the individual software, the hardware to install them in, the platform on which they would run the infrastructure and lastly the resources. Having so many areas to look into meant a significant investment and a recurring maintenance charge. The innovation and experimentation with the web environment lead to the birth of Cloud Computing a technology based on virtualization, hybridization, and platform/ technology independence. Cloud computing has the power to take care of all the drawbacks of traditional online applications and web based tools and technologies. Sanmina a California based Electronics Manufacturing Company was one of the first to used cloud computing based Google applications in their day to day client service delivery. Test driving the cloud computing benefits at work a handful employees started using cloud based Google applications for emails, document creation, appointment scheduling. Within a span of six months almost 1,000 employees started using the applications on the cloud framework. (King 2008) It was one of the first live evidences of the tremendous potential and processing abilities of the cloud computing technology. It was one of the first success stories of applying cloud computing environment successfully at work with clear cut evidences of computing power and financial and infrastructural flexibility that cloud computing had to offer. Cloud computing radically transforms the

Use of force including terrorism Research Paper

Use of force including terrorism - Research Paper Example Terrorist activities include weapons that can achieve all the works that are targeted towards the people. Terrorism is found to the strategy that is adopted by the weaker group to form a conflict and gain what they desire.Being an asymmetric manner of use of force, it involves coercive power with all the benefits of military force given at a meager cost. Terrorist groups are of secretive nature and of relatively low strength. This makes it difficult for their opponents to defend them. Opponents of all terrorist groups struggle and fail to develop a working strategy against them. They cannot often locate the group and cannot therefore fight against them. Terrorists work on a strong motivation which cannot be taken off from their mind by any force. This motivation makes them use force; perform violence and bloodshed without any hesitation. Terrorism is also an effective way to use force and make a conflict as the adversaries often fail to understand the nature of the threat. They would mistake it as a criminal activity and do not undertake the right strategy that would help them fight these groups. Because of these special characteristics of terrorist activities, terrorism has become a popular and effective way of conflict for people who have kept extreme goals before them. No other strategy can make a minority achieve a special territory. Terrorism is the method of use of force adopted by the extremist groups around the globe. However, terrorism is certainly a nebulous strategy. Even the United States government is perplexed when it comes to the matter of terrorism. Recently, multiple attacks aimed at US have been thwarted by the authorities in different countries. Two explosive packages addressed to Chicago-area synagogues have been captured. The plot brings doubt that al-Qaida is launching yet another terrorist attack on US. The US President called the attacks a credible terrorist threat. The US policy of using force, however, is less effective in checking ter rorism. As per the U.S. Commission on Civil Rights, law enforcement officers are legally entitled to use force. According to The International Association of Chiefs of Police (IACP), there are five different components in using force: physical, electronic, chemical, impact and firearm. Terrorist attacks are also of different types. First is the type of attack that involves usage of weapons with mass destruction. Next is the kind of terrorist activity that includes weapons of extensive causality. Next type of terrorist activity involves weapons that give mass disruption. Different types of terrorist activities show different types of terrorist intentions. Weapons of mass destruction used by terrorists brings damage on buildings, bridges, cultural places, computer systems, networks, parks and other communication facilities. Such attacks would destroy the major structures of the society. Weapon of mass casualty brings extensive sicknesses and deaths. For example chemical and biological weapons bring mass causality. These types of weapons are termed as weapons of mass (extensive) destruction. These weapons cause economic, political and social damage to the society that is targeted. Moreover there are magnetic pulse weapons that are intended to destroy computer operation. Cyber terrorism makes the computer hacked thereby destroying major government records and economic records (bank records). Agro terrorism is the act of blocking or destroying food supplies, fuel supplies and other major supplies. Terrorist activities include weapons that can achieve all the works that are targeted towards the people. September 11 attack was one of that kind. The attack brought mass destruction of a major infrastructure of the nation (the World Trade Centre and Pentagon). It further brought about mass causality; almost 3000 people were killed. It also made mass disruption. Loss of finance (millions of dollars) because of the absence of World Trade Centre) was one such destruction. Fear of future attack, shutdown

Autobiographical Statement Essay Example | Topics and Well Written Essays - 1000 words - 1

Autobiographical Statement - Essay Example ects of these on families at close quarters in my native land, I was determined to get a good education and get a slice of the good things in life for myself and my family. I was born in Sierra Leone, West Africa, one of the poorest countries of the world, but blessed to have a mother endowed with the grit and determination to make a better life for herself and her family. My mother brought the family over to the US in 1990 on a Certified Nursing Assistant paycheck. I was brought up by parents who are not educated, but who worked very hard and over time set up a small grocery store and restaurant. My mother’s life reminds me of a story she told me as a child about an ant who kept trying to carry a sugar cube to its den, and failed so many times but never gave up trying till it finally succeeded. I think the story is an inspiration to me even today and I go back to remembering my mother telling me the story and how it probably gave her strength in her periods of crisis. I am a single parent to two daughters. After the birth of my first daughter in 1999, I enrolled at St. Paul Community College in St. Paul, Minnesota. However, I was forced to drop out because I got no support or cooperation from my husband. I have had the misfortune of going through a traumatic relationship with an abusive and domineering husband, who would not allow me to finish college. After five years of physical, emotional and mental abuse, I decided to move to California to get away from him. In 2004, I put myself through Beauty College, completing the 1600 hours required by the state of California. In the same year, I passed my State Board Exam and became a licensed Cosmetologist. I got a job with Fantastic Sam for a couple of years while attending El Camino College in Torrance, California. In the year 2006, I plunged headlong into business. I opened my own hair salon in Gardena, CA. At first it was a wonderful feeling being my own boss and setting my own hours, working hard and studying

Discuss the reasons for the recent weakness of the US Dollar Essay

Discuss the reasons for the recent weakness of the US Dollar - Essay Example It still rules as the de facto world currency. Foreign Exchange market is liquid where investors and players participate freely... Its daily turnover in 2004 as per the Bank of International settlements was reported to be$1.9 trillion. London was the biggest foreign exchange market followed by New York â€Å"Somewhere between 40 to 60 percent of international financial transactions are dominated in dollars. For decades the dollar has also been the world’s principal reserve currency. In 1996, the dollar accounted for approximately two thirds of the world’s foreign exchange reserves† (255) writes Robert Gilpin in his ‘Global Political Economy: Understanding Economic Order (2001) The exchange rate of dollar against many currencies in the world has fallen down leading to depreciation of dollar value exchange rate of euro, yen and Indian rupee from January 2007 to June 2007 shown below.. Dollar depreciated by 9% against Indian rupee, and by 1.2% Rate against euro The dollar-pound exchange rate that was settled at 0.6 to 0.64 in 1999 is set at 1.999 in July 2007 i.e. dollar has depreciated by 217% against sterling pound in the same period from 1999 t0 2007 July. Apart from the introduction of Euro in 1999 that squeezed the strength of dollar the Iraqi war turned to be dampener for US dollar. The heavy burden on US economy for fighting the war had an adverse impact on the domestic prices and psychology of other nations. The value of dollar is very much indirectly proportional to gold price in the international market. The following table shows gold price has raised by 135% over 1999 prices. This is one of the principal reasons for dollar price depreciation. The dollar deprecated by 25% against euro from the level of one in 1999 to 0.744 in July 2007. The acute adverse balance of trade and burgeoning debt of America added fuel to the fire. The America’s balance of payment is highly critical. There is a persistent

Media Essay Example | Topics and Well Written Essays - 750 words - 8

Media - Essay Example t racism has filtered into our sociological order and has become an insidious form of institutionalized and subtle bias that is more threatening than in the past. When we speak of racism in America our attention is necessarily directed towards the African-American population. Claims of black racism against whites based on affirmative action, or bias against Euro-ethnic groups and religions are simply unfounded. According to Pettigrew, â€Å"Two centuries of slavery, another century of legalized segregation, and the evolution of these structures into today’s unique and entrenched system of racial discrimination deny any validity to this politically convenient perspective† (320). While many ethnic groups have assimilated into the American culture, Blacks have been disassociated due to skin color. Catholics, Jews, and the Irish are more able to meld into mainstream institutions than African-Americans. Blacks are the most heavily differentiated racial group in America and this has heightened their own sense of cultural differences as well as desensitizing whites to their sense of racial bias. The desensitization of white bias against African-Americans can be seen in the educational disparity that exists in America today. When America’s educational system moved away from the concept of separate but equal, and into a more integrated school model, the tendency was to make the black educational system more white rather than more right. There has been little effort at real improvement in the predominately black public schools in America. These misguided efforts have â€Å"denigrated Black teachers and administrators, and the institutions themselves. Many Black schools were closed, traditions lost, and culture ignored. The Black parents feared that the children would be forced to adopt White culture and lose their own rich culture and identity† (Jackson 143). While there has been an increase in Black studies and racial historical sensitivity, the move towards separate

Should censorship be sometimes justified Essay Example | Topics and Well Written Essays - 1000 words

Should censorship be sometimes justified - Essay Example The government must have powers to censor sensitive security information, such as the military strategy, deployment of forces, and placement of key weapons systems in times of conflicts and wars. Some people, mainly libertarians who see little or no role for government, argue that the United States has no room for censorship citing the First Amendment to the US Constitution that prohibits restrictions, among other things, on the freedom of speech and the press. However, protecting the United States and American people becomes more important than preserving the freedom of speech in times of conflicts and wars, because giving away sensitive security information could help domestic quislings and external enemies to harm the country and hurt the people. Recognizing this imperative, Congress has enacted several laws, including the Smith Act, Communist Control Act and Atomic Energy Act, which give the US government the powers to impose censorship. Even the criticism of the governmentâ€⠄¢s recent request to withhold the details of the experiment that produced deadly H5N1 influenza virus, which could be used by terrorist, has been made only on a narrow ground that someone had already shared that information at a conference in Malta (Markel). Censorship also becomes necessary to prevent hate speech that destroys social harmony and leads to violence in a country characterized by enormous racial and cultural diversity. Opponents of censorship argue that individuals can make their own judgment and apply self-censorship, and US courts have sometimes put the freedom of speech above the need to control hate speech, such as by upholding the right of the Ku Klux Klan to carry out anti-minority marches. However, personal judgment and self-censorship alone are not enough to prevent hate speech that could disrupt communal harmony and lead people to harm each other due to enmity, bigotry or other narrow interests. The rant against Muslims in public places and in the media in th e wake of terrorist attacks against the United States in 2001 led to violence against Muslims and turbaned Sikhs across the country, which could have been avoided by censorship. Although Congress has already outlawed slander, libel, incitement to riot and obscenity, government should have broad censorship powers to control hate speech and promote social harmony (Stork), a proposition with which I agree. Likewise, the government must have powers to impose censorship to protect the rights, dignity and innocence of children who cannot do it themselves. Those who advocate absolute freedom of speech hold the view that individuals and the media are capable of using their discretion to withhold indecent and obscene information that could harm children. However, there is no shortage of pedophiles, rapists, rogue journalists and other criminals eager to exploit children’s vulnerability and innocence, and the government has obligation to protect children from them, if necessary, by imp osing censorship. I shudder with the fear that my own brothers, sisters and relatives could become victims of such criminals, lured by indecency and obscenity in the media and public places. Recognizing the need for censorship to protect children, Congress has made several laws, including the Communications Decency Act of 1966, that classify films

Business Task 1 on individual report Essay Example for Free

Business Task 1 on individual report Essay Despite its future economic prospects, the United Arab Emirates continues to suffer from corporate governance issues. The development of corporate governance in the region has largely been influenced by religion (Gellis et al., 2002). The rules governing the practice of corporate governance have been significantly influenced by Islamic Sharia. This reflects the cultural and religious characteristic of the region (Islam and Hussain, 2003). Islamic Sharia specifies a number of core values such as trust, integrity, honesty and justice which are similar to the core values of corporate governance codes in the West. However, a survey of corporate governance in a number of Gulf countries such as United Arab Emirates suggests that the region continues to suffer from corporate governance weaknesses. 2.0 Reasons for the structure including use of suitable evidence and data                  The structure of the above sectors and reasons for the structure and effects on the performance of firms has been vital subject of debate in the finance literature. Empirical evidence suggests that privately held firms tend to be more efficient and more profitable than publicly held firms. This shows that ownership structure matters. The question now is how does it affect firm performance and why this kind of structure? This question is significant since it is based on a research agenda that has been strongly promoted by La Porta et al.                  According to these studies, failure of the legislative framework to provide sufficient protection for external investors, entrepreneurs and founding investors of a company tend will maintain large positions in their firms thus resulting in a concentrated ownership structure. This finding is interesting because it implies that ownership structure can affect the performance of the firm in one way or the other. It is indisputable; the lack of regulations in corporate governance gives managers who intend to mishandle the flow of cash for their own personal interest a low control level. The empirical results from the past studies of impacts of ownership structure on performance of corporate have been inconclusive and mixed up.               In response to corporate governance issues and their impact on corporate performance, Shleifer and Vishny (1997); and Jensen (2000) have suggested the need for improved corporate governance structures so as to enhance transparency, accountability and responsibility.                  Corporate governance reform and the introduction of innovative methods to limit abuse of power by top management have been justified by recent large scale accounting and corporate failures such as Enron, HealthSouth, Tyco International, Adelphia, Global Crossing, WorldCom, Cendant and the recent global financial crisis.                   According to Monks and Minow (1996) numerous corporate failures suggest that existing corporate governance structures are not working effectively. Corporate failures and accounting scandals initially appear to a U.S phenomenon, resulting from excessive greed by investors, overheated equity markets, and a winner-take-all mind-set of the U.S society. However, the last decade has shown that irregularities in accounting, managerial greed, abuse of power, are global phenomenon that cannot be limited to the U.S. Many non-U.S firms such as Parallax, Adecco, TV Azteca, Hollinger, Royal Dutch Shell, Vivendi, China Aviation, Barings Bank, etc. have witnessed failures in corporate governance and other forms of corporate mishaps.            In addition to corporate governance failures, global standards have declined significantly and unethical and questionable practices have become widely accepted. The net impact has been a reduction in the amount of faith that investors and shareholders have in the efficiency of capital markets. There is no universally accepted corporate governance model that the interest of shareholders and investors are adequately protected as well as ensuring that enough shareholder wealth is being created (Donaldson and Davis, 2001; Huse, 1995; Frentrop, 2003).               Much of the debate on corporate governance has focused on understanding whether the Board of Directors has enough power to ensure that top management is making the right decision. The traditional corporate governance framework often ignores the unique effect that the owners of the firm can have on the board and thus the firm’s top management. The traditional framework therefore ignores that fact that the owners of the firm can influence the board and thus top management to act of make particular decisions. Corporate governance studies are therefore yet to identify and deal with the complexities that are inherent in corporate governance processes.             Investment choices and owner preferences are affected among other things by the extent their degree of risk aversion. Owners who have economic relations with the firm will be interested in protecting their interests even if it is reasonably evident that such protection will result in poor performance. According to Thomsen and Pedersen (1997) banks that play a dual role as owners and lenders would discourage high risk projects with great profit potential because such projects may hinder the firm from meeting its financial obligations if the project fails to realize its expected cash flows. The government also plays a dual role in that it serves as both an owner and a regulator. Therefore owners who play a dual role in the firm often face a trade-off between promoting the creation of shareholder value and meeting their other specific objectives (Hill and Jones, 1992).                  Existing corporate governance frameworks have often ignored these issues in UAE. Rather, much of the emphasis has been on the effectiveness of the board in ensuring that top management is working towards meeting the goals of shareholders. Present corporate governance frameworks lack the ability to monitor owners and their influence on top management. The framework lacks the ability to align the role played by firm owners, board of directors and managers’ interests and actions with the creation of shareholder value and welfare motivation of stakeholders. Discussion of the possible future structure of the industry                     The United Arabs Emirates, and mainly Abu Dhabi, is enduring to increase its economy by reducing the total proportion impact of hydrocarbons to Gross Domestic Product. This is currently being done by growing investment in sector areas like: services in telecommunication, education, media, healthcare, tourism, aviation, metals, petrochemicals, pharmaceuticals, biotechnology, transportation and trade.                   Significant investments have been made by United Arab Emirates to establish itself as a regional trade hub. United Arab Emirates is also member of the World Trade Organization (WTO). In addition, there are ongoing negotiations to establish free trade agreements with other regions and countries such as the EU. These factors will contribute positively to the regions integration into the global economy. United Arab Emirates is currently working towards diversifying their economies from the oil sector into other sectors. This diversification is expected not only to increase trade among member countries but also to increase the regions trade with other countries and regions (Sturm et al., 2008). How the structure affects strategy decisions                     Ownership structure has an impact on firm performance in United Arab Emirates energy production owned sector. This region has witnessed significant economic growth over the last few decades. The region is also facing turbulent times with respect to corporate governance practices, resulting in poor firm performance. Corporate governance issues are not limited to the United Arabs Emirates as part of GCC Countries. From a global point of view, corporate governance has witnessed significant transformations over the last decade (Gomez and Korine, 2005). As a result, there has been an interest in the research attention accorded to corporate governance. The credibility of current corporate governance structures has come under scrutiny owing to recent corporate failures and low corporate performance across the world.                   The risk aversion of the firm can be directly affected by the ownership structure in place. Agency problems occur as a result of divergence in interests between principals (owners) and agents (managers) (Leech and Leahy, 1991). The board of directors is thereby regarded as an intermediary between managers and owners. The board of directors plays four important roles in the firm. These include monitoring, stewardship, monitoring and reporting. The board of directors monitors and controls the discretion of top management. The board of directors influences managerial discretion in two ways: internal influences which are imposed by the board and external influences which relate to the role played by the market in monitoring and sanctioning managers.                                       B: Contribution of the sector to the economy of your chosen country                         Analysis of contribution of sector                  United Arab Emirates remain major global economic player because it has the highest oil reserves. UAE together with the other Gulf Cooperation Council accounts for over 40% of global oil reserves and remains important in supplying the global economy with oil in future. As a result, investment spending on oil exploration and development of new oil fields is on the rise.                   Global oil demand is currently on the rise. This growth is driven mainly by emerging market economies, as well as the oil producing UAE as part of GCC countries. In addition, Europe and the U.S are witnessing depletions in their oil reserves. This means that these regions will become increasingly dependent on the Gulf region which includes UAE for the supply of oil (Sturm et al., 2008). The importance of the United Arabs Emirates as a global economic player is therefore expected to increase dramatically in the near future Use of appropriate data and other evidence                By the year 2011, the GDP of United Arab Emirates totaled to 360.2 billion dollars. Subsequently in 2001, yearly growth of GNP varied from about 7.4% to 30.7%. As part of the chief crude oil suppliers, the United Arab Emirates was at first cut off from the universal recession by high prices on oil that rose to a record 147 US dollars per barrel in the month of July in 2008. Nevertheless, the nation was ultimately influenced by the excavating worldwide recession which resulted to a decline in oil demand, reducing the oil prices to a reduced amount not exceeding a third of the peak of July 2008. In the last 2008 months, the trembles rumbling through global economies were lastly experienced in this section. Oil (million barrels) Proved reserves, 2013 Total oil supply (thousand bbl/d), 2012 Total petroleum consumption, 2012 Reserves-to-production ratio 97,800 3,213 618 95 Natural Gas (billion cubic feet) Proved reserves, 2013 Dry natural gas production, 2012 Dry natural gas consumption, 2012 Reserves-to-production ratio 215,025 1,854 2,235 116 UAE summary energy statistics C: Critical appraisal of sustainability targets on business plan of your chosen organisation                   Oil firms in United Arab Emirates is still quite immature. Most businesses are controlled by a few shareholders and family ownership is prevalent. Most large and small businesses are family businesses (Saidi, 2004). The state is also significantly involved in the management of companies (Union of Arab Banks, 2003).                     This is contrary to the status quo in Western democracies where firms are owned by a diverse group of shareholders which makes ownership to be completely separated from control. The ownership structure in United Arab Emirates suggests that stewardship and monitoring aspects of non-executive directors (NEDs) is absent in firms based in United Arab Emirates. Ownership concentration has remained high in the region because of practices such as rights issues which enable existing wealthy shareholders, and influential families to subscribe to new shares in Initial Public Offerings (IPOs) (Musa, 2002).                   According to a study of the corporate governance practices of five countries by the Union of Arab Banks (2003), ownership of corporations is concentrated in the hands of families. In addition, corporate boards are dominated by controlling shareholders, their relatives and friends (Union of Arab Banks, 2003). There is a no clear separation between control and ownership. Decision making is dominated by shareholders. The number of independent directors in the board is very small and the functions of the CEO and Chairman are carried out by the same person. The high concentration in firm ownership therefore undermines the principles of good corporate governance that are prevalent in western settings (Yasin and Shehab, 2004). This evidence is consistent with findings by the World Bank (2003) in an investigation of corporate governance practices in the Middle East North Africa (MENA) region which also includes the Gulf region. 1.0 Objective of empirical evidence                   The empirical evidence on the impact of ownership structure on firm performance is mixed. Different studies have made use of different samples to arrive at different, contradictory and sometimes difficult to compare conclusions. The literature suggests that there are two main ownership structures in firm including dispersed ownership and concentrated ownership. With respect to concentrated ownership, most of the empirical evidence suggests that concentrated ownership negatively affects performance (e.g., Johnson et al., 2000; Gugler and Weigand, 2003; Grosfeld, 2006; Holmstrom and Tirole, 1993). Different studies have also focused on how specifically concentrated ownership structures affect firm performance. For example, with respect to government ownership, Jefferson (1998), Stiglitz (1996), and Sun et al. (2002) provide theoretical arguments that government ownership is likely to positively affect firm performance because government ownership can facil itate the resolution of issues regarding the ambiguous property rights.                   However, Xu and Wang (1999) and Sun and Tong (2003) provide empirical evidence that government ownership has a negative impact on firm performance. On the contrary, Sun et al. (2002) provide empirical evidence that government ownership has a positive impact on firm performance. It has also been argued that the relationship between government ownership and firm performance is non-linear. Another commonly investigated ownership type and its impact on firm performance is family ownership. Anderson and Reeb (2003), Villanonga and Amit (2006), Maury (2006), Barontini and Caprio (2006), and Pindado et al. (2008) suggest that there is a positive link between family ownership and firm performance. Despite the positive impact some studies argue that the impact of family ownership is negative (e.g. DeAngelo and DeAngelo, 2000; Fan and Wong, 2002; Schulze et al., 2001; Demsetz, 1983; Fama and Jensen, 1983; Shleifer and Vishny, 1997).                     The impact of foreign ownership has also been investigated. Most of the evidence suggests that foreign ownership has a positive impact on firm performance (e.g., Arnold and Javorcik, 2005; Petkova, 2008; Girma, 2005; Girma and Georg, 2006; Girma et al., 2007; Chari et al., 2011; Mattes, 2008).With respect to managerial ownership, it has been argued that the relationship is likely to be positive. Despite this suggestion Demsetz and Lehn (1985) observe a negative relationship between dispersed ownership and firm performance. Institutional ownership has also been found to have a positive impact on firm performance (e.g. McConnell and Servaes, 1990; Han and Suk, 1998; Tsai and Gu, 2007). Furthermore, some studies suggest that there is no link between insider ownership and performance.                  Very limited studies have been conducted on the impact of ownership structure on firm performance in GCC countries like UAE. For example, Arouri et al. (2013) provide evidence that bank performance is affected by family ownership, foreign ownership and institutional ownership and that there is no significant impact of government ownership on bank performance. Zeitun and Al-Kawari (2012) observe a significant positive impact of government ownership on firm performance in the Gulf region.                The pervasive endogeneity of ownership has been cited as a potential reason why it is difficult to disentangle the relationship between ownership structure and firm performance. In addition, the relation may be a function of the type of firm as well as the period of observation in the life of the firm. This study is motivated by the mixed results obtained in previous studies and the limited number of studies that have focused on UAE as part of GCC countries. The objective of the study is to explore in more details the factors that motivate particular types of ownership structure and the potential impact of ownership structure and firm performance in the Gulf region 2.0 Empirical Evidence                  The empirical evidence will focus on how different ownership structures affect firm performance. Firms are often characterized by concentrated and dispersed ownership. Concentrated ownership is expected to have a positive impact on firm performance owning to the increased monitoring that it provides.                Dispersed ownership has been found to be less frequent than expected. Empirical evidence suggests that most firms are characterized by various forms of ownership concentration. Given this high level of ownership concentration, there has been an increasing concern over the protection of the rights of non-controlling shareholders (Johnson et al., 2000; Gugler and Weigand, 2003). Empirical evidence shows that ownership concentration at best results in poor performance. Concentrated ownership is costly and has the potential of promoting the exploitation of non-controlling shareholders by controlling shareholders (Grosfeld, 2006). Holmstrom and Tirole (1993) argue that concentrated ownership can contribute to poor liquidity, which can in turn negatively affect performance. In addition, high ownership concentration limits the ability of the firm to diversify (Demsetz and Lehn, 1985; Admati et al., 1994). There are various forms of concentrated ownership such as gov ernment ownership, family ownership, managerial ownership, institutional ownership and foreign ownership. In the next section, the literature review will focus on how these separate ownership structures affect firm performance. 2.1.1 Government Ownership                     The impact of government ownership on firm performance has attracted the attention of many researchers because the government accounts for the largest proportion of shares of listed companies in some countries and also because government ownership can be used as an instrument of intervention by the government (Kang and Kim, 2012). Shleifer and Vishny (1997) suggest that government ownership can contribute to poor firm performance because Government Owned enterprises often face political pressure for excessive employment. In addition, it is often difficult to monitor managers of government owned enterprises and there is often a lack of interest in carrying out business process reengineering (Shleifer and Vishny, 1996; Kang and Kim, 2012). Contrary to Shleifer and Vishny (1997) some economists have argued that government ownership can improve firm performance in less developed and emerging economies in particular. This is because government ownership c an facilitate the resolution of issues with respect to ambiguous property rights.                   The empirical evidence on the impact of state ownership on firm performance is mixed. For example, Xu and Wang (1999) provide evidence of a negative relationship between state ownership and firm performance based on data for Chinese listed firms over the period 1993-1995. The study, however, fails to find any link between the market-to-book ratio and state ownership (Xu and Wang, 1999). Sun and Tong (2003) employ ownership data from 1994 to 2000 and compares legal person ownership with government ownership. The study provides evidence that government ownership negatively affects firm performance while legal person ownership positively affects firm performance. This conclusion is based on the market-to-book ratio as the measure of firm performance.                   However, using return on sales or gross earnings as the measure of firm performance, the study provides evidence that government ownership has no effect on firm performance. Sun et al. (2002) provide contrary evidence from above. Using data over the period 1994-1997, Sun et al. (2002) provide evidence that both legal person ownership and government ownership had a positive effect on firm performance. They explain their results by suggesting that legal person ownership is another form of government ownership. The above studies treat the relationship between government ownership and firm performance as linear. However it has been argued that the relationship is not linear.                  Huang and Xiao (2012) provide evidence that government ownership has a negative net effect on performance in transition economies. La Porta et al. (2002) provide evidence across 92 countries that government ownership of banks contributes negatively to bank performance. The evidence is consistent with Dinc (2005) and Brown and Dinc (2005) who investigate government ownership banks in the U.S. 2.1.2 Family Ownership                  Family ownership is very common in oil firms in UAE. There is a difference between family ownership and other types of shareholders in that family owners tend to be more interested in the long-term survival of the firm than other types of shareholders(Arosa et al., 2010).. Furthermore, family owners tend to be more concerned about the firms reputation of the firm than other shareholders (Arosa et al., 2010). This is because damage to the firms reputation can also result in damage the familys reputation. Many studies have investigated the relationship between family ownership and firm performance. They provide evidence of a positive relationship between family ownership and firm performance (e.g. Anderson and Reeb, 2003; Villalonga and Amit, 2006; Maury, 2006; Barontini and Caprio, 2006; Pindado et al., 2008).                   The positive relationship between family ownership and firm performance can be attributed to a number of factors. For example, Arosa et al. (2010) suggests that family firms long-term goals indicate that this category of firms desire investing over long horizons than other shareholders. In addition, because there is a significant relationship between the wealth of the family and the value of the family firm, family owners tend to have greater incentives to monitor managers (agents) than other shareholders (Anderson and Reeb, 2003). Furthermore, family owners would be more interested in offering incentives to managers that will make them loyal to the firm.                     In addition, there is a substantial long-term presence of families in family firms with strong intentions to preserve the name of the family. These family members are therefore more likely to forego short-term financial rewards so as to enable future generations take over the business and protect the familys reputation (Wang, 2006). In addition, family ownership has positive economic consequences on the business. There are strong control structures that can motivate family members to communicate effectively with other shareholders and creditors using higher quality financial reporting with the resulting effect being a reduction in the cost of financing the business.                Furthermore, families are interested in the long-term survival of the firm and family, which reduces the opportunistic behavior of family members with regard to the distribution of earnings and allocation of management,.                   Despite the positive impact of family ownership on firm performance, it has been argued that family ownership promotes high ownership concentration, which in turn creates corporate governance problems. In addition, high ownership concentration results in other types of costs. As earlier mentioned, La Porta et al. (1999) and Vollalonga and Amit (2006) argue that controlling shareholders are likely to undertake activities that will give them gain unfair advantage over non-controlling shareholders. For example, family firms may be unwilling to pay dividends .                  Another reason why family ownership can have a negative impact on firm performance is that controlling family shareholders can easily favour their own interests at the expense of non-controlling shareholders by running the company as a family employment service. Under such circumstances, management positions will be limited to family members and extraordinary dividends will be paid to family shareholders. Agency costs may arise because of dividend payments and management entrenchment. Families may also have their own interests and concerns that may not be in line with the concerns and interests of other investor groups.                Schulze et al. (2001) provide a discussion, which suggests that the impact of family ownership on firm performance can be a function of the generation. For example, noting that agency costs often arise as a result of the separation of ownership from control, they argue that first generation family firms tend to have limited agency problems because the management and supervision decisions are made by the same individual. As such agency costs are reduced because the separation of ownership and control has been completely eliminated. Given that there is no separation of ownership and control in the first generation family firm, the firm relationship between family ownership and performance is likely to be positive (Miller and Le-Breton-Miller, 2006). As the firm enters second and third generations, the family property becomes shared by an increasingly large number of family members with diverse interests. The moment conflict of interests sets in the relationship between family ownership and performance turns negative in accordance to. Furthermore, agency problems arise from family relations because family members with control over the firm’s resources are more likely to be generous to their children and other relatives.                To summarize, the relationship between family ownership and firm performance may be non-linear. This means that the relationship is likely to be positive and negative at the same time. To support this contention, a number of studies have observed a non-linear relationship between family ownership and firm performance (e.g. Anderson and Reeb, 2003; Maury, 2006). This means that when ownership is less concentrated, family ownership is likely to have a positive impact on firm performance. As the family ownership concentration increases, minority shareholders tend to be exploited by family owners and thus the impact of family ownership on firm performance tends negative.                  Small countries have a relatively weak diamond of competitive advantages. D. Analysis 1.0 Potter’s Diamond Model                  The competitive forces advantages or analysis ought to be fixed on the main competition factors and its impact analysis on the business (Porter 1998, p.142). The state, and home wealth cannot be inherited -3554730607695Faktorski uvjeti 00Faktorski uvjeti -27546301293495Vezane i podrÃ… ¾avajuće industrije 00Vezane i podrÃ… ¾avajuće industrije -332041536195Ã…  ansa 00Ã…  ansa – it ought to be produced (Porter 1998, p.155). This wealth is influenced by the ability of industry to continually upgrade and innovate itself, and this is achievable exclusively by increase means in production – in all parts of fiscal action. The model of Porter concerns aspect which circuitously or openly affects advantage of competition. The aspect structure a place where given manufacturing sector like in this case, oil sector, state or region a learn and act on the way of competing in that environment. Left0 -3686175215392000Each diamond (oil) and the field of diamond (oil) as the whole structure consists of main influences that makes the oil sector competition to be successive. These influences entail: every ability and resource vital for competitive advantage of the sector; data forming the opportunity and providing the response to how accessible abilities and resources ought to be ruled; each interest group aim; and the is most crucial, oil sector pressure to innovating and investing. Swot analysis Strengths The oil sector has many years producing oil and so is well established. Comparatively lots of sub-sectors for industrialist stability and support. Weaknesses Comparatively out of date scientific foundation. Inadequate well educated professionals and residents in comparison to the new industry needs. Lesser costs of work cost in oil sector due to low salary from regular salaries in UAE. Opportunities                  The likelihood for resources application of EU agreement funds, as is the state resources Reasonably good quality of 11 % graduate students share that are likely to be absorbed into this oil sector. Contribution in motivational and investment projects that help in developing the economy of UAE every time. Threats Expansion of oil production capacity of economies of South-Eastern that have competed with low prices of products and little costs of production. Loan jobs and production globalisation. Reinforcement of local competition of adjacent economies, and thus reinforcing actions that attract direct overseas exploitation of the oil sector in UAE through investments. References Admati, A., Pfleiderer, P., and Zechner, J. 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The Kinetics of Dental Liquid in Odontogenesis

The Kinetics of Dental Liquid in Odontogenesis The kinetics of dental liquid in odontogenesis in the concept of the functional acid resistance of the enamel Abstract The phenotypical characteristics of teeth and namely the caries resistance essentially depends on the particularities of odontogenesis. They determine the structural and functional stability of the enamel to the micro flora of the oral cavity. Resistance of hard dental tissues to caries depends on the degree of mineralisation, in its turn depends on physiological processes of these tissues. Processes, which majority of them is controlled and guided on distance by specific cells – odontoblasts, through interstitial liquid. Clinically the degree of resistance to caries, could be appreciated only using the Test of Acid Resistance of enamel. Objectives: The identification of morphological elements that assure the dental flow’s kinetics of the dental germens from the crypt. Methods: We prepared macropreparations using â€Å"phased congelation†, â€Å"contrastation† and â€Å"maceration† methods. Conclusions: All permanent teeth in mammals, including humans, develop in crypts Crypt’s channels open close to the corresponding temporary teeth The topography and structure of the described crypts indicate upon their possible role in collecting and eliminating the dental liquid The functional insufficiency of the crypt’s drainage mechanism at different stages of odontogenesis as a result of the particularities of development may serve as a predictive and preventive factor of the morbidity of dental caries . Keywords: dental crypt, dental flow, acid resistance of enamel. Introduction The phenotypical characteristic of teeth and namely the caries resistance essentially depends on the particularities of odontogenesis. They determine the structural and functional stability of the enamel to the micro flora of the oral cavity. At the same time, the study of the processes that determine the formation of the tooth as well as its function after the eruption is practically inexistent. All medical disciplines, including the surgical ones, except, maybe, only the traumatological ones have a therapeutical treatment stage. Only stomatology things are upside down. Why? We do not have elementary knowledge about the physiology and the pathological physiology of teeth. All the medical disciplines are based on vast physiological knowledge that are exposed in a tremendous number of scientific books. We do not. Although the clinical dentistryenjoys a great success and the patients cannot complain about a lack of services form the part of dentists our specialty cannot guarantee the prediction of dental caries and their complications. The cause is obvious: we don’t know the causes of the apparition of dental caries. We immediately resort to treatment actions, namely surgical actions only when the hard tissues are affected. When they are not, we do not have the diagnostic nor the motive to get involved. Why do we have this situation? Is this the specific of our activity? Why don’t we interfere with therapeutical remedies at the stage when the physiological processes in teeth progress to the pathological stage, when the changes in the hard tissues are just at the beginning, when the tissue is still intact? Because we can neither identify nor foresee this stage. We talk a lot about the tooth’s environment, about the aggressiveness of bacterial flora, about the composition of saliva forgetting that the tooth is a living organ with its own physiology. The enamel is an acellular tissue and just like the other tegumental tissues it is formed, sustained and restored directly by the internal resources of the organism. All these processes are coordinated by specific cells of the organ (in the case of the tooth by the odontoblasts). The latters, not having a direct contact with the whole enamel, can only coordinate the processes through the liquid flow , which moves centrifugally pushed by the dental pump-the pulp. But still in that sphere there are concrete factual proofs of existence and functioning everything above described, and these proofs have been existing for a long time. There is enamel liquid in the enamel and it centrifugally moves through special transporting structures, providing biologically necessary changes in all its strata. These facts are directly connected with caries problem and its possible prediction and control. Below we will talk about the data, and first of all, about four cardinal scientific facts. Inside enamel an essential volume depends on fraction liquid. Nobody knows the name of the first researcher who has noticed that enamel is wet and while being dried loses water becoming easier. Weight index counting due to volume has led to the proving that at teeth eruption up to one tenth belongs to free transferring liquid. Immediately after eruption the volume is much bigger than at old age. We don’t need hi-tech laboratories for discovering that fact. It is a problem for a high –school student. But in the whole special literature ( known to us) that basic fact is being smoothed over even to the direction that the discussed volume makes 0,1-0,2%, i.e. there is a â€Å"mistake† in 2 orders, almost in 100 times. There is no doubt that between the internal environment of the organism (dental pulp) and the external layers of the enamel there is a column of liquid that moves towards the exterior and later appears as small liquid drops on the surface of the enamel. This was known well back in the 1930’s and has been proved and confirmed by many researchers including A. Bertacci. [1. 2.] The speed of the flow is different in different parts of life and even in different parts of the day. Fig. 1. Liquid drops on the surface of the enamel depending on the age of the person (1. immature enamel, 2. mature enamel, 3. senile enamel). (Drawn by prof. V. Okushko) 3. Liquid transporting transfer ways existence , their â€Å"absence† served a reason to talk about surface strata autonomy, depending today exclusively on new environment. But the problem Is finally solved: there is a regular transporting structure connecting a tooth pulp with all dentine and enamel strata. Nobody doubts that there arepores on the tissue surface. And finally wonderful watery branch-looked tubular structures were found which surely refer to liquid movement. [4, 5.] 4. This phenomenon is a scientific one close to clinics. Functional mobility of acid resistance is typical for tooth enamel. The ability of enamel surface to acid damage (â€Å"pickling†) turned out to be dependent not only on stable chemical structural peculiarities of minerals and organics but also on enamel micro-pores, which are protected by functional liquid stream. At experiments on rats and further in clinic research it was proved that tooth devitalization leads to enamel surface acid resistance reducing. In an alive tooth acid resistance can fluctuate in significant limits, being minimal in cariogenic conditions. [5. ] Structural ( on the devitalized tooth) and structural-functional resistance determination (on an alive tooth) was made on the basis of numerical evaluation of the enamel surface disorganization degree under the influence of acid pickling certain doses at an incisor vestibular surface sector. The roughness was measured maximum objectively by the prophilometer – prophilograph and was expressed in commonly used units of measuring.[ 7, 9. ] Such are in general the almost not recognized fundamental scientific facts concerning real tooth physiology concept. In the theories of development of the carious process are thoroughly described the external factors that lead to the demineralisationand loss of the hard dental tissues, but the internal processes of the tooth are ignored. In the chemical concept of caries the leading role is attributed to the microbial flora and its metabolical products. In the biological concept the accent is put on the mineralisation of hard tissues , on the physiological processes and especially on the central control through the liquid flow. The goal of the research The identification of morphological element that assure the dental flow’s kinetics of the dental germens from the crypt. Materials and research methods: The â€Å"phased congelation† method of the maxillaries’ native preparates. This method allows us to visualise the liquid in solid form. We section the frozen preparate with a diamonded disc. During the sectioning the preparate is heating. To avoid this, the sectioning process is interrupted to freeze the preparate once again. Usually the congelation phases are repeated thrice. The sectioning is made 1/3 at a time, after which the preparate is congealed at -18 or -24 degrees Celsius. The â€Å"contrastation† method- the insertion of the Methylene Blue solution in the invagination using a needle. The volume of the solution varies from 1 ml to 3 ml, until the surplus leaks thrugh the interosseous channel of the crypt. The maceration method- the preparate is obtained after boiling by horizontally sectioning the maxillary at 13-15 mm below the neck of a temporary tooth Fig. 2. A sagittal section with dental follicle in a crypt. Fig. 3. A crypt cavity with contrast solution. Fig. 4. Scheme of limits of dental follicle and dental crypt. Fig. 5. Macerated dental crypt in different mammals. Fig. 6. Opening of crypt’s channelsin different mammals The experimental data allowed us to conclude that the components of dental follicles analysed and studied previously and appreciated as elements of the drainage system, that have the biological mission to evacuate the liquid from the area where the hard dental tissue forms perhaps genuinely perform this task. We have objective data that talks about the possible residual liquid drainage system, which gaveforconstruction necessary ingredients to odontoblasts and enammeloblasts. In our experiments, we had to exercise a force that generated pressures of about tens of grams per square centimetre. The crypt’s cavity in all preparates were bigger than limits of dental follicle, whichagainshowsaboutthepressureinside of it. Obviously, this data does not have complete veracity that would prove the affiliation of the previously described formations to the drainage system, which are utilised in the formation of dental tissues. But, at the same time, the clinical and experimental data gathered till this very moment, allow us to speak more confidently about this hypothesis. Its confirmation has a key role in finding the missing link that could help us appreciate the epidemiological status of dental caries. The insufficiency of this mechanism could be seen as an important factor in the spreading of caries and however different the local biological mechanisms of a tooth’s vitality and the global epidemiologic phenomenon may seem their bond is truly genuine. They are caused by the contemporary’s man biological living conditions that are far from normal. Conclusions: All permanent teeth in mammals, including humans, develop in crypts Crypt’s channels open close to the corresponding temporary teeth The topography and structure of the described crypts indicate upon their possible role in collecting ad eliminating the dental liquid The functional insufficiency of the crypt’s drainage mechanism at different stages of odontogenesis as a result of the particularities of development may serve as a predictive and preventive factor of the morbidity of dental caries .

Impact of ELL Inclusion on Teaching

Impact of ELL Inclusion on Teaching CHAPTER ONE Introduction Over the course of time, major laws, policy documents and landmark decisions of the U.S. Supreme Court as well as other federal and state courts regarding bilingual education have shaped educational policy in the United States. The Fourteenth Amendment to the U.S. Constitution, a response to Brown v. Board of Education, 347 U.S. 483 (1954), established the constitutional basis for the educational rights of language minority students. Within a decade, Title VI Civil Rights Act of 1964 prohibited discrimination in federally funded programs. Subsequently cited in many court cases, it basically stated that a student has a right to meaningful and effective instruction. In 1974 the US Supreme Court reaffirmed the 1970 Memorandum regarding denial of access and participation in an educational program due to inability to speak or understand English. This action was the result of the Lau vs. Nichols class action suit brought by Chinese speaking students in San Francisco against the school district in 1974. There is no equality of treatment by providing students with the same facilities, textbooks, teachers and curriculum, for students who do not understand English are effectively foreclosed from any meaningful education. The memorandum further affirmed that Basic English skills are at the very core of what public schools teach. Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills is to make a mockery of public education (Lau vs. Nichols, 1974). In accordance with what are known as the Lau Remedies, in 1975 the Department of Health, Education and Welfare (HEW) established some basic guidelines for schools with Limited English Proficient (LEP) students. Although there has been much change in terms of public policy, the ultimate challenge of implementation rests upon the teacher. Throughout the United States public school teachers are challenged to meet the needs of an ever-increasing number of English-language learner (ELL) population. By the turn of this last century, the population of students identified as limited English proficient (LEP) has grown exponentially. From 1995 to 2001 alone, the LEP population grew approximately 105% nationwide (Kindler, 2002). According to recent estimates there are 4.5 million LEP students are currently enrolled in K-12 public schools in the United States. U.S. Census Bureau estimates indicate a continued trend of linguistic diversification in the years ahead (U.S. Census Bureau, 2000). Due to a linguistic shift the student population is experiencing, the educational community has had to fix its focus upon multilingual classrooms, and research set in multilingual classrooms has risen in importance. While there are specialists who work with limited or non-English speaking students initially, the students integration into a m ultilingual i.e. mainstream classroom is essential. Hence, teacher attitudes are an important consideration in terms of relevant professional preparation. Statement of the Research Problem Despite the amount of research being conducted in regard to bi-lingual education, there is a lack of information in the educational community regarding teacher attitudes toward including English-language learners in mainstream classrooms. There exists a void in the area of research concerning mainstream teacher perspectives on ELL inclusion. As an array of societal attitudes develop regarding ELLs, so to do teacher attitudes. As members of the communities they live in, teachers cannot help but be influenced by dominant societal attitudes. When teachers internalize dominant societal messages, they bring them directly into their schools and classrooms. School administrators, other school staff and parents all internalize societal messages, creating a school ethos that mirrors that of the community and the dominant order of society at large (Walker, Schafer and Liams, 2004). Of particular interest to this researcher are the experiences of secondary teachers, especially within the Long Island region. Because this area, which despite its cultural diversity has received so little attention from the research community, the design of this study will be driven by the need to help remedy that paucity of research by examining secondary mainstream teacher attitudes and perceptions of ELL inclusion from a regional perspective. Purpose of the Research The general purpose of this study therefore has been to broaden the existing body of knowledge by identifying teacher perceptions of the impact of ELL inclusion upon their teaching, measure teachers perceived impact of inclusion on the teaching environment, and assess teacher attitudes concerning ELLs. This study also provides data which highlights areas which require attention or resolution. Research Questions Upon review of two studies, one by Reeves (2004), and another by Walker, Schafer and Liams (2004) of secondary teachers experiences with ELL inclusion, questions were developed to examine secondary teachers attitudes and perceptions of ELL inclusion in mainstream classes. Upon review of these studies four significant themes surfaced. The Reeves study, albeit larger in scale, provided a sound basis for this treatment. Those salient themes became the following research questions which have guided this study: 1. Inclusion in mainstream classes: What are teacher attitudes toward ELL inclusion in mainstream classes? 2. Modification of coursework for ELLs: What are teacher attitudes toward the modification of coursework for ELLs? 3. ESL professional development: What are teacher attitudes toward ESL professional development? 4. Teacher perceptions of second-language acquisition processes: What are teacher perceptions of second-language acquisition processes? (Reeves, 2004) Definition of Terms There are several terms that need to be defined for clarity of understanding. These are: Bi-lingual: The ability to speak two languages easily and naturally ESL: English as a second language ELL: English language learner, TESOL: Teaching English for speakers of other languages Mainstream: Mainstream in the context of education is a term that refers to classes and/or curricula common to the majority of students. Participants and Setting All subject-area teachers were from 3 district high schools within a 25 mile radius of this researcher have participated in the survey by mail. The faculties chosen for participation in the study were from the three high schools with the largest population of ESL students during the 2008-2009 school years. This was determined by use of public domain resources (www.city-data.com). High schools with the largest ESL student populations were identified to enable access to the largest number of teachers who had working with ESL-inclusive class loads. Participants were surveyed remotely via mail during the month of July 2009. CHAPTER TWO As an array of societal attitudes develop regarding ELLs, so to do teacher attitudes. Although there exists a void exists in the area of research concerning mainstream teacher perspectives on ELL inclusion, this review of the literature will provide a basis for further inquiry. Literature review According to the National Center for Education Statistics (2002), English Language Learners number over five million ELLs in the United States. This number has risen by 57% over the past ten years and shows no sign of slowing. Within the Long Island region (the focus area of this research), schools continue to experience steady growth in the number of LEP students. In 2007 the number of the students having limited English proficiency reached seven-year high. The appearance of these recent demographic changes requires increasingly greater self-examination within the educational community since teaching and learning is indeed a two-way exchange. The proliferation of professional literature throughout the educational community is evidence that the shifting demographic is being explored, and hopefully addressed in a number of ways. According to Ballyntyne, Sanderman and Levy (2008), more and more teachers of mainstream general education classes, who normally do not have special training in ESOL or bilingual education, are faced with the challenge of educating these children. While research exploring the perspective of ELLs is abundant (Cummins, 2000; Fu, 1995; Harklau, 1994, 1999, 2000; Lucas,1997; Lucas, Henze, Donato, 1990; Mace-Matluck, Alexander-Kasparik, Queen, 1998; Valdes, 2001), research concerning mainstream teacher perspectives on ELL inclusion strikingly absent. This section will examine the insights which can be gained from the existing research as a basis for further research. Attitudes Toward Inclusion Although there has been relatively little research in the area of teacher attitudes toward ELL inclusion, a number of qualitative studies exploring the schooling experiences of ELLs have, at least peripherally, addressed the subject. Those teachers chronicled in the studies were portrayed as holding negative, antipathetic attitudes (Fu, 1995; Olsen, 1997; Verplatse; Valdes, 1998, 2001). There were also some positive, welcoming attitudes noted however (Harklau, 2000; Reeves, 2004; Fu, 1995). Olson (1997) conducted an ethnographic study of a California high school, which had seen large demographic changes in a 20-year period. At the time of her research, the school population had shifted from 75 percent to 33 percent over a 20-year period. The remaining students were 26 percent Hispanic, 14 percent African American and 26 percent Asian. About half the students spoke a language other than English at home. The racial composition of the staff was mostly white. Based upon the study, Olsen concluded that typical to the process of Americanization, newcomers to these United States in our high schools undergo academic marginalization and separation. She asserts that there is pressure to become English-speaking and to drop ones native language in order to participate in the academic and social life of the high school. In his study, Fu (1995) concurs, observing that English teachers and untrained ESL tutors used methodologies and had attitudes which could be characterized as typical. Most showed strict adherence to curricular demands, appeared frustrated by the additional workload or lower standards the students possibly represented for them, and in the field of second language acquisition, lacked adequate understanding. Fu further noted that the teachers had low expectations, gave complicated explanations, lacked sufficient time, and used outdated approaches. Valdes (1998), who reached similar conclusions, observed four students within classroom interactions, interviewed school personnel, and conducted independent, formal assessments of Spanish and English language development at the beginning and end of each academic year when possible. Valdes (1998) argues that English language teaching for most immigrant students in the United States is ineffective because it is rarely meaningful or purposeful; uses outdated methods; is often taught by untrained, if well-intentioned, teachers; and erroneously places blame for lack of progress on the student. Fu (1995) suggests that second language learners from the United States are often perceived by teachers as inferior in comparison to English language students who are of a different class. Teacher perceptions of ELLs can affect educational outcomes in a number of ways. This is supported by Harklau (1999) who conducted a study of about 100 ESL/LEP students in a suburban high school in northern California over 3 years. The research compared their experiences in mainstream content classes and ESL classes. She concluded that tracking of ESL learners into low-track content classes can have serious long-term negative educational and occupational consequences. She concludes that much greater interaction between mainstream and ESL teachers is needed. Although teachers in the above studies, were generally found holding ambivalent or inhospitable attitudes (Harklau,1999; Verplaetse,1998), there were notable exceptions. According to Fu (1995), when some teachers were able to achieve curricular goals by allowing the students their own personal and cultural connections to the material, they were gratified by the results. It has been suggested by researchers that a number of factors that could be influential in how teacher attitudes are determined, whether they be welcoming or unwelcoming in nature. Reeves (2004) notes three categories which emerge as preeminent: (a) teacher perceptions of the impact of ELL inclusion on themselves, (b) impact of inclusion on the learning environment, and (c) teacher attitudes and perceptions of ELLs themselves. In a study by Youngs (1999), teachers cite a chronic lack of time to address Ells unique classroom needs. Additionally there exists an apprehension among some teachers based upon the perception that workloads will become unmanageable when ELLs are integrated into the mainstream classes. Verplaetse (1998) adds that some professionals expressed feelings of inadequacy to work with ELLs. The impact of inclusion on the classroom learning environment, has lead to teacher concerns about the possibility that ELLs will in some way hinder class progress through the curri culum (Youngs, 2001), or may even create inequities in educational opportunities for the students as a whole (Platt, Harper, Mendoza, 2003; Reeves, 2004; Schmidt, 2000). More recently subject-area teacher attitudes and perceptions of ELLs have become emergent topics of research, including an unwillingness to work with low-proficiency ELLs as well as misconceptions about the processes of second-language acquisition (Olsen,1997; Reeves, 2004; 2000). Additionally, assumptions about the race and ethnicity (both positive and negative) of ELLs are cited (Harklau, 2000; Valdes, 2001). It is important to note that all of the aforementioned studies were qualitative in nature. Furthermore, the number of teachers as participants was small; few focused primarily upon mainstream teachers. In their quantitative study of 143 middle school teachers, Youngs and Youngs (2001) conducted an investigated the attitudes of mainstream teachers toward ESL students in middle and high schools. In the mainstream, they conclude the most pervasive attitudes toward teaching an ESL student in the mainstream ranged from neutral to slightly positive. Gitlin, Buenda, Crosland, Doumbia (2003) conducted a qualitative study observed 5 ESL teachers, 10 white students, the ESL program director, and a school administrator. Their interviews centered on how these individuals viewed the ESL program, classroom practices, and cultural relations in the school. They identified and analyzed documents on extracurricular participation by ESL students, on school discipline, and on busing policies. In characterizing teacher attitudes, the researchers concluded that Many teachers equate cultural difference with cultural deficiency, a stance that typically leads them to stereotype students as having problems to fix and may lead to less satisfaction and sense of success in teaching (Gitlin, Buendia, Crosland, Doumbia,2003). In addition to lack of experience and training, matters are compounded by a lack of additional communication with ESL teachers. Attitudes Toward Modification According to Valdes (2001), the growing acceptance of an inclusion model for meeting the needs of ELLs is due at least due in part to an increased emphasis on accountability and standards that has been further driven by what Nieto (2002) asserts is a long history of exclusionary schooling, characterized by programs which are peripheral in nature. Historically, the traditional ESL model placed students in ESL courses where the focus was upon sheltered instruction, and recieved limited access to content-oriented curriculum needed to meet their educational needs or to fulfill graduation requirements. Research however suggests that this approach runs counter to inclusion. Harklaus (1994) study reveals that the ESL instruction which was provided did not match ESL students academic needs in mainstream classrooms and that content-area classrooms were not matched with ESLs needs. Harklau (1994) observes that the curriculum of ESL and mainstream classes was disconnected and that the mainstrea m classes failed to engage ESL students in academic language learning. Echevarria, Vogt and Short (2004) note that programs which are well-implemented, cognitively challenging, not segregated, are key to ESL students academic success. Nieto (2002) adds that education should be adapted or modified to meet the needs of ELLs. For an educational model to be inclusive, it must provide equitable access to curriculum, while simultaneously providing for the multi-lingual array of learners i.e. educational methods must make content understandable for students learning English while remaining effective for English-proficient students. Echevarria, Vogt and Short (2004) however, report that high school content area teachers were seldom found to adjust instruction to make curriculum comprehensible for ELL students. Harklau (1994) observes that ELL students had difficulty understanding certain types of teacher talk: Learners had particular difficulty understanding teacher talk which contained pun s or was sarcastic or ironic . . . Learners were also frustrated with teachers who habitually spoke very fast, who used frequent asides, or who were prone to sudden departures from the instructional topic at hand (Harklau, 1994, p. 249). Youngs (1999) cites that some teachers attitudes concerning modification appeared to stem frustration with lack of time, unclear expectations and lack of collaboration with ELL teachers. Attitudes Toward Professional Development Although ELLs spend the bulk of their time in content-area classrooms, little research has been conducted regarding content-area teachers attitudes toward professional development. Of the research that has been conducted, content-area teachers reported that they had limited experience with ESLs and lacked the necessary training in working with ELLs. This is supported by the findings of Youngs and Youngs (2001) study which concludes few mainstream teachers have been prepared to address the linguistic challenges and cultural differences present in diverse classrooms (Youngs Youngs, 2001, p. 101). In an inclusive model, the majority of the students time during the school day is spent in mainstream classes, with the addition of ESL classes as needed. Nieto (2002) maintains that teachers must possess knowledge of the history of specific cultural groups they are serving in the United States. Additionally adaptation of the curriculum for English language learners is also essential. Nieto m aintains that the teacher must develop competence in pedagogical approaches suitable for different cultural groups in United States schools. Researchers have also reported limited institutional supports such as guidance from the school administrators as well as lack of time and resources. Reeves (2004) study reports most content-area teachers would like to help ELLs but tended to vary in terms of their expectations for ELLs. Research also suggests considerable frustration among content-area teachers, concluding that in addition to lack of experience and training, there is also a lack of additional communication with ESL teachers. Youngs and Youngs (2001) maintain that few mainstream teachers have been prepared to address the linguistic challenges and cultural differences present in diverse classrooms (p. 101). As cited by Reeves (2004), a study by Clair (1995) documents three teachers views of professional development. All three of Clairs participants (Grades 4, 5, and 10) opted out of voluntary in-service workshops on methods of working with ELLs. Among the reasons given for opting out were as follows: One teacher stated that the workshops presented methods and materials that were inappropriate for her classroom, while the other two subject teachers maintained already well prepared to work with ELLs The two remaining teachers, maintained that as experienced teachers of English-proficient students, they were already well prepared to work with ELLs. One possibly insightful comment by one of the teachers was, As far as teaching goes, teaching is the same no matter what kind of kids you have (Clair, 1995, p. 191). Although Clairs (1995) study, tapped data from only a small group of teachers, it provided a rationale for more extensive studies of educators attitudes toward ESL professional development based upon a larger sample. Teacher Attitudes toward Language Acquisition Research indicates that mainstream teachers often lack knowledge in the area of language acquisition. Nieto (2002) maintains that all practicing teachers need to develop knowledge in the areas of: first and second language acquisition and the socio-cultural and sociopolitical context of education in the United States. The degree to which teachers are informed in this area may indeed shape attitudes in regard to ELL learning rate and capacity. In her study, Reeves (2004) survey queried teacher perceptions of the length of time that ESL students needed to acquire English proficiency. Most (71.7%) teachers agreed that ESL students should be able to acquire English within two years of enrolling in U.S. schools (p.137). Teacher perceptions that two years is sufficient for full-language proficiency is not supported by research; this misconception may lead teachers to faulty conclusions concerning ELLs language ability, intelligence, or motivation. Although the average student can develop c onversational fluency within two to five years, research has shown that that developing fluency in more technical, academic language can take from four to seven years. This is dependent on a number of factors such as language proficiency level, age and time of arrival at school, level of academic proficiency in the native language, and the degree of support for achieving academic proficiency (Cummins, 1981, 1996; Hakuta, Butler, Witt, 2000; Thomas Collier, 1997). The review of the research literature has revealed several important factors which shape teachers attitudes of ELLs: knowledge of the history of specific cultural groups they are serving; competence in pedagogical approaches suitable for different cultural groups; depth of knowledge in the area language acquisition; and the communication with the ESL teacher. CHAPTER THREE Statement of the Research Problem Despite the amount of research being conducted in regard to bi-lingual education, there is a lack of information in the educational community regarding teacher attitudes toward including English-language learners in mainstream classrooms. There exists a void in the area of research concerning mainstream teacher perspectives on ELL inclusion. As an array of societal attitudes develop regarding ELLs, so do teacher attitudes. Of particular interest to this researcher are the experiences of secondary teachers, especially within the Long Island region. Because this area, which despite its cultural diversity has received so little attention from the research community, the design of this study has been driven by the need to help remedy that paucity of research by examining secondary mainstream teacher attitudes and perceptions of ELL inclusion from a regional perspective. Instrumentation The instrument used was designed to measure both teacher attitudes and perceptions of the inclusion of ELLs. Its four sections correlate to the aforementioned themes previously discussed. The first section Section A- addressed teachers attitudes toward ELL and ESL inclusion. A Likert-scale was used to gauge teachers extent of agreement or disagreement with 16 statements presented in relation to that focus area. Section Bmeasured the frequency of various practices and activities among teachers with ELLs in their classrooms, in relation to coursework modification . Section C utilized open-ended questions in concerns which focused upon ELL inclusion. The rationale for this was that open-ended questions allow for more individualized responses, but they are sometimes more difficult to interpret. The Section Dgathered demographic information. I chose to remain faithful to the format of the Reeves study (2004), because unlike the study conducted by Walker, Schafer and Liams (2004), this ins trument model utilized multiple statements, rather than a singular item, to gauge teachers attitudes. Teachers strength of agreement or disagreement with survey items was measured with a 4-point, Likert-type scale. Respondents were to read each statement and check the box that most closely represents their opinions, from 1 (strongly agree), 2 (agree), 3 (disagree), or 4 (strongly disagree). The demographic data included such as subject areas, gender, years of teaching experience, and types of ELL training, native language and second-language proficiency. Pilot Study The instrument was subjected to a pilot study utilizing a separate group of 12 high school teachers in summer 2009. The rationale for this was that this group of teachers comprised an appropriate pilot study population because they bear similarities to the subject high school teachers in terms of work environments and scope of responsibilities, yet since they were a distinct group, they would not contaminate the ultimate study population. Because the ages and work experiences of pilot study teachers were similar to those of their counterparts, their reaction to the survey was a useful predictor of the surveys readability and content validity. Definition of terms: Bi-lingual: The ability to speak two languages easily and naturally ESL: English as a second language ELL: English language learner, TESOL: teaching English for speakers of other languages Mainstream: Mainstream in the context of education is a term that refers to classes and/or curricula common to the majority of students. Validity of the Instrument The pilot study was used to assess the surveys readability and as a predictor of content validity. Pilot study participants were asked to complete the following survey. They then answered questions formulated to give them the opportunity to report their attitudes and perceptions of ELL inclusion accurately and fully. This survey uses a 4-point Likert-type scale, 1 (strongly agree), 2 (agree), 3, (disagree), and 4 (strongly disagree). Did the surveys format adequately allow you to express your opinion? If not, explain. Were any items on the survey unclear to you? Indicate and explain if any. Which, if any, items did you find difficult to answer? Indicate and explain if any. In your opinion, which, if any, items on the survey display a bias on the part of the research? Explain. Provide any additional comments that you would like to make. Analysis of respondents comments to the five survey questions was used to reduce the likelihood of any pattern of misunderstanding for any given item and to assess respondents understanding of, or ability to respond to, survey items. Participants and Setting All subject-area teachers from 3 district high schools within a 25 mile radius of this researcher were asked to participate in the survey by mail. The faculties chosen for participation in the study came from the 3 high schools with the largest population of ESL students during the 2008-2009 school year. This was determined by use of public domain resources (www.city-data.com). School A enrolled 24 LEP (limited-English proficiency) students, School B enrolled 26 LEP students, School C enrolled 16 LEP students . This study included high schools with the largest ESL student populations to access the largest number of teachers who had worked with ESL-inclusive class loads. Participants were selected remotely via mail and/or e-mail during the month of July 2009. Data Analysis Survey data was analyzed descriptively. Univariate analyses of the survey data and analyses afforded an examination of the distribution of cases on only one variable at a time (Babbie,1990, p.247) identified participants attitudes and perceptions of ELL inclusion according to the strength of their agreement or disagreement with the survey items. The analyses included percentages, measures of central tendency, and standard deviations. To perform univariate analyses, a numeric value was assigned to each response in the Likert scale-1 (strongly disagree), 2 (disagree), 3 (agree), and 4 (strongly agree). Analysis of the numeric data will be performed with SPSS statistical software. Assumptions In the course of the research study, certain assumptions were made. The following are those which were intrinsic to this study: It was assumed that during this study, participants gender would not significantly affect their perceptions. It was assumed that all respondents would answer all survey questions honestly and to the best of their abilities It was assumed that the sample is representative of the population The instrument has validity and has measured the desired constructs. Impact of ELL Inclusion on Teaching Impact of ELL Inclusion on Teaching CHAPTER ONE Introduction Over the course of time, major laws, policy documents and landmark decisions of the U.S. Supreme Court as well as other federal and state courts regarding bilingual education have shaped educational policy in the United States. The Fourteenth Amendment to the U.S. Constitution, a response to Brown v. Board of Education, 347 U.S. 483 (1954), established the constitutional basis for the educational rights of language minority students. Within a decade, Title VI Civil Rights Act of 1964 prohibited discrimination in federally funded programs. Subsequently cited in many court cases, it basically stated that a student has a right to meaningful and effective instruction. In 1974 the US Supreme Court reaffirmed the 1970 Memorandum regarding denial of access and participation in an educational program due to inability to speak or understand English. This action was the result of the Lau vs. Nichols class action suit brought by Chinese speaking students in San Francisco against the school district in 1974. There is no equality of treatment by providing students with the same facilities, textbooks, teachers and curriculum, for students who do not understand English are effectively foreclosed from any meaningful education. The memorandum further affirmed that Basic English skills are at the very core of what public schools teach. Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills is to make a mockery of public education (Lau vs. Nichols, 1974). In accordance with what are known as the Lau Remedies, in 1975 the Department of Health, Education and Welfare (HEW) established some basic guidelines for schools with Limited English Proficient (LEP) students. Although there has been much change in terms of public policy, the ultimate challenge of implementation rests upon the teacher. Throughout the United States public school teachers are challenged to meet the needs of an ever-increasing number of English-language learner (ELL) population. By the turn of this last century, the population of students identified as limited English proficient (LEP) has grown exponentially. From 1995 to 2001 alone, the LEP population grew approximately 105% nationwide (Kindler, 2002). According to recent estimates there are 4.5 million LEP students are currently enrolled in K-12 public schools in the United States. U.S. Census Bureau estimates indicate a continued trend of linguistic diversification in the years ahead (U.S. Census Bureau, 2000). Due to a linguistic shift the student population is experiencing, the educational community has had to fix its focus upon multilingual classrooms, and research set in multilingual classrooms has risen in importance. While there are specialists who work with limited or non-English speaking students initially, the students integration into a m ultilingual i.e. mainstream classroom is essential. Hence, teacher attitudes are an important consideration in terms of relevant professional preparation. Statement of the Research Problem Despite the amount of research being conducted in regard to bi-lingual education, there is a lack of information in the educational community regarding teacher attitudes toward including English-language learners in mainstream classrooms. There exists a void in the area of research concerning mainstream teacher perspectives on ELL inclusion. As an array of societal attitudes develop regarding ELLs, so to do teacher attitudes. As members of the communities they live in, teachers cannot help but be influenced by dominant societal attitudes. When teachers internalize dominant societal messages, they bring them directly into their schools and classrooms. School administrators, other school staff and parents all internalize societal messages, creating a school ethos that mirrors that of the community and the dominant order of society at large (Walker, Schafer and Liams, 2004). Of particular interest to this researcher are the experiences of secondary teachers, especially within the Long Island region. Because this area, which despite its cultural diversity has received so little attention from the research community, the design of this study will be driven by the need to help remedy that paucity of research by examining secondary mainstream teacher attitudes and perceptions of ELL inclusion from a regional perspective. Purpose of the Research The general purpose of this study therefore has been to broaden the existing body of knowledge by identifying teacher perceptions of the impact of ELL inclusion upon their teaching, measure teachers perceived impact of inclusion on the teaching environment, and assess teacher attitudes concerning ELLs. This study also provides data which highlights areas which require attention or resolution. Research Questions Upon review of two studies, one by Reeves (2004), and another by Walker, Schafer and Liams (2004) of secondary teachers experiences with ELL inclusion, questions were developed to examine secondary teachers attitudes and perceptions of ELL inclusion in mainstream classes. Upon review of these studies four significant themes surfaced. The Reeves study, albeit larger in scale, provided a sound basis for this treatment. Those salient themes became the following research questions which have guided this study: 1. Inclusion in mainstream classes: What are teacher attitudes toward ELL inclusion in mainstream classes? 2. Modification of coursework for ELLs: What are teacher attitudes toward the modification of coursework for ELLs? 3. ESL professional development: What are teacher attitudes toward ESL professional development? 4. Teacher perceptions of second-language acquisition processes: What are teacher perceptions of second-language acquisition processes? (Reeves, 2004) Definition of Terms There are several terms that need to be defined for clarity of understanding. These are: Bi-lingual: The ability to speak two languages easily and naturally ESL: English as a second language ELL: English language learner, TESOL: Teaching English for speakers of other languages Mainstream: Mainstream in the context of education is a term that refers to classes and/or curricula common to the majority of students. Participants and Setting All subject-area teachers were from 3 district high schools within a 25 mile radius of this researcher have participated in the survey by mail. The faculties chosen for participation in the study were from the three high schools with the largest population of ESL students during the 2008-2009 school years. This was determined by use of public domain resources (www.city-data.com). High schools with the largest ESL student populations were identified to enable access to the largest number of teachers who had working with ESL-inclusive class loads. Participants were surveyed remotely via mail during the month of July 2009. CHAPTER TWO As an array of societal attitudes develop regarding ELLs, so to do teacher attitudes. Although there exists a void exists in the area of research concerning mainstream teacher perspectives on ELL inclusion, this review of the literature will provide a basis for further inquiry. Literature review According to the National Center for Education Statistics (2002), English Language Learners number over five million ELLs in the United States. This number has risen by 57% over the past ten years and shows no sign of slowing. Within the Long Island region (the focus area of this research), schools continue to experience steady growth in the number of LEP students. In 2007 the number of the students having limited English proficiency reached seven-year high. The appearance of these recent demographic changes requires increasingly greater self-examination within the educational community since teaching and learning is indeed a two-way exchange. The proliferation of professional literature throughout the educational community is evidence that the shifting demographic is being explored, and hopefully addressed in a number of ways. According to Ballyntyne, Sanderman and Levy (2008), more and more teachers of mainstream general education classes, who normally do not have special training in ESOL or bilingual education, are faced with the challenge of educating these children. While research exploring the perspective of ELLs is abundant (Cummins, 2000; Fu, 1995; Harklau, 1994, 1999, 2000; Lucas,1997; Lucas, Henze, Donato, 1990; Mace-Matluck, Alexander-Kasparik, Queen, 1998; Valdes, 2001), research concerning mainstream teacher perspectives on ELL inclusion strikingly absent. This section will examine the insights which can be gained from the existing research as a basis for further research. Attitudes Toward Inclusion Although there has been relatively little research in the area of teacher attitudes toward ELL inclusion, a number of qualitative studies exploring the schooling experiences of ELLs have, at least peripherally, addressed the subject. Those teachers chronicled in the studies were portrayed as holding negative, antipathetic attitudes (Fu, 1995; Olsen, 1997; Verplatse; Valdes, 1998, 2001). There were also some positive, welcoming attitudes noted however (Harklau, 2000; Reeves, 2004; Fu, 1995). Olson (1997) conducted an ethnographic study of a California high school, which had seen large demographic changes in a 20-year period. At the time of her research, the school population had shifted from 75 percent to 33 percent over a 20-year period. The remaining students were 26 percent Hispanic, 14 percent African American and 26 percent Asian. About half the students spoke a language other than English at home. The racial composition of the staff was mostly white. Based upon the study, Olsen concluded that typical to the process of Americanization, newcomers to these United States in our high schools undergo academic marginalization and separation. She asserts that there is pressure to become English-speaking and to drop ones native language in order to participate in the academic and social life of the high school. In his study, Fu (1995) concurs, observing that English teachers and untrained ESL tutors used methodologies and had attitudes which could be characterized as typical. Most showed strict adherence to curricular demands, appeared frustrated by the additional workload or lower standards the students possibly represented for them, and in the field of second language acquisition, lacked adequate understanding. Fu further noted that the teachers had low expectations, gave complicated explanations, lacked sufficient time, and used outdated approaches. Valdes (1998), who reached similar conclusions, observed four students within classroom interactions, interviewed school personnel, and conducted independent, formal assessments of Spanish and English language development at the beginning and end of each academic year when possible. Valdes (1998) argues that English language teaching for most immigrant students in the United States is ineffective because it is rarely meaningful or purposeful; uses outdated methods; is often taught by untrained, if well-intentioned, teachers; and erroneously places blame for lack of progress on the student. Fu (1995) suggests that second language learners from the United States are often perceived by teachers as inferior in comparison to English language students who are of a different class. Teacher perceptions of ELLs can affect educational outcomes in a number of ways. This is supported by Harklau (1999) who conducted a study of about 100 ESL/LEP students in a suburban high school in northern California over 3 years. The research compared their experiences in mainstream content classes and ESL classes. She concluded that tracking of ESL learners into low-track content classes can have serious long-term negative educational and occupational consequences. She concludes that much greater interaction between mainstream and ESL teachers is needed. Although teachers in the above studies, were generally found holding ambivalent or inhospitable attitudes (Harklau,1999; Verplaetse,1998), there were notable exceptions. According to Fu (1995), when some teachers were able to achieve curricular goals by allowing the students their own personal and cultural connections to the material, they were gratified by the results. It has been suggested by researchers that a number of factors that could be influential in how teacher attitudes are determined, whether they be welcoming or unwelcoming in nature. Reeves (2004) notes three categories which emerge as preeminent: (a) teacher perceptions of the impact of ELL inclusion on themselves, (b) impact of inclusion on the learning environment, and (c) teacher attitudes and perceptions of ELLs themselves. In a study by Youngs (1999), teachers cite a chronic lack of time to address Ells unique classroom needs. Additionally there exists an apprehension among some teachers based upon the perception that workloads will become unmanageable when ELLs are integrated into the mainstream classes. Verplaetse (1998) adds that some professionals expressed feelings of inadequacy to work with ELLs. The impact of inclusion on the classroom learning environment, has lead to teacher concerns about the possibility that ELLs will in some way hinder class progress through the curri culum (Youngs, 2001), or may even create inequities in educational opportunities for the students as a whole (Platt, Harper, Mendoza, 2003; Reeves, 2004; Schmidt, 2000). More recently subject-area teacher attitudes and perceptions of ELLs have become emergent topics of research, including an unwillingness to work with low-proficiency ELLs as well as misconceptions about the processes of second-language acquisition (Olsen,1997; Reeves, 2004; 2000). Additionally, assumptions about the race and ethnicity (both positive and negative) of ELLs are cited (Harklau, 2000; Valdes, 2001). It is important to note that all of the aforementioned studies were qualitative in nature. Furthermore, the number of teachers as participants was small; few focused primarily upon mainstream teachers. In their quantitative study of 143 middle school teachers, Youngs and Youngs (2001) conducted an investigated the attitudes of mainstream teachers toward ESL students in middle and high schools. In the mainstream, they conclude the most pervasive attitudes toward teaching an ESL student in the mainstream ranged from neutral to slightly positive. Gitlin, Buenda, Crosland, Doumbia (2003) conducted a qualitative study observed 5 ESL teachers, 10 white students, the ESL program director, and a school administrator. Their interviews centered on how these individuals viewed the ESL program, classroom practices, and cultural relations in the school. They identified and analyzed documents on extracurricular participation by ESL students, on school discipline, and on busing policies. In characterizing teacher attitudes, the researchers concluded that Many teachers equate cultural difference with cultural deficiency, a stance that typically leads them to stereotype students as having problems to fix and may lead to less satisfaction and sense of success in teaching (Gitlin, Buendia, Crosland, Doumbia,2003). In addition to lack of experience and training, matters are compounded by a lack of additional communication with ESL teachers. Attitudes Toward Modification According to Valdes (2001), the growing acceptance of an inclusion model for meeting the needs of ELLs is due at least due in part to an increased emphasis on accountability and standards that has been further driven by what Nieto (2002) asserts is a long history of exclusionary schooling, characterized by programs which are peripheral in nature. Historically, the traditional ESL model placed students in ESL courses where the focus was upon sheltered instruction, and recieved limited access to content-oriented curriculum needed to meet their educational needs or to fulfill graduation requirements. Research however suggests that this approach runs counter to inclusion. Harklaus (1994) study reveals that the ESL instruction which was provided did not match ESL students academic needs in mainstream classrooms and that content-area classrooms were not matched with ESLs needs. Harklau (1994) observes that the curriculum of ESL and mainstream classes was disconnected and that the mainstrea m classes failed to engage ESL students in academic language learning. Echevarria, Vogt and Short (2004) note that programs which are well-implemented, cognitively challenging, not segregated, are key to ESL students academic success. Nieto (2002) adds that education should be adapted or modified to meet the needs of ELLs. For an educational model to be inclusive, it must provide equitable access to curriculum, while simultaneously providing for the multi-lingual array of learners i.e. educational methods must make content understandable for students learning English while remaining effective for English-proficient students. Echevarria, Vogt and Short (2004) however, report that high school content area teachers were seldom found to adjust instruction to make curriculum comprehensible for ELL students. Harklau (1994) observes that ELL students had difficulty understanding certain types of teacher talk: Learners had particular difficulty understanding teacher talk which contained pun s or was sarcastic or ironic . . . Learners were also frustrated with teachers who habitually spoke very fast, who used frequent asides, or who were prone to sudden departures from the instructional topic at hand (Harklau, 1994, p. 249). Youngs (1999) cites that some teachers attitudes concerning modification appeared to stem frustration with lack of time, unclear expectations and lack of collaboration with ELL teachers. Attitudes Toward Professional Development Although ELLs spend the bulk of their time in content-area classrooms, little research has been conducted regarding content-area teachers attitudes toward professional development. Of the research that has been conducted, content-area teachers reported that they had limited experience with ESLs and lacked the necessary training in working with ELLs. This is supported by the findings of Youngs and Youngs (2001) study which concludes few mainstream teachers have been prepared to address the linguistic challenges and cultural differences present in diverse classrooms (Youngs Youngs, 2001, p. 101). In an inclusive model, the majority of the students time during the school day is spent in mainstream classes, with the addition of ESL classes as needed. Nieto (2002) maintains that teachers must possess knowledge of the history of specific cultural groups they are serving in the United States. Additionally adaptation of the curriculum for English language learners is also essential. Nieto m aintains that the teacher must develop competence in pedagogical approaches suitable for different cultural groups in United States schools. Researchers have also reported limited institutional supports such as guidance from the school administrators as well as lack of time and resources. Reeves (2004) study reports most content-area teachers would like to help ELLs but tended to vary in terms of their expectations for ELLs. Research also suggests considerable frustration among content-area teachers, concluding that in addition to lack of experience and training, there is also a lack of additional communication with ESL teachers. Youngs and Youngs (2001) maintain that few mainstream teachers have been prepared to address the linguistic challenges and cultural differences present in diverse classrooms (p. 101). As cited by Reeves (2004), a study by Clair (1995) documents three teachers views of professional development. All three of Clairs participants (Grades 4, 5, and 10) opted out of voluntary in-service workshops on methods of working with ELLs. Among the reasons given for opting out were as follows: One teacher stated that the workshops presented methods and materials that were inappropriate for her classroom, while the other two subject teachers maintained already well prepared to work with ELLs The two remaining teachers, maintained that as experienced teachers of English-proficient students, they were already well prepared to work with ELLs. One possibly insightful comment by one of the teachers was, As far as teaching goes, teaching is the same no matter what kind of kids you have (Clair, 1995, p. 191). Although Clairs (1995) study, tapped data from only a small group of teachers, it provided a rationale for more extensive studies of educators attitudes toward ESL professional development based upon a larger sample. Teacher Attitudes toward Language Acquisition Research indicates that mainstream teachers often lack knowledge in the area of language acquisition. Nieto (2002) maintains that all practicing teachers need to develop knowledge in the areas of: first and second language acquisition and the socio-cultural and sociopolitical context of education in the United States. The degree to which teachers are informed in this area may indeed shape attitudes in regard to ELL learning rate and capacity. In her study, Reeves (2004) survey queried teacher perceptions of the length of time that ESL students needed to acquire English proficiency. Most (71.7%) teachers agreed that ESL students should be able to acquire English within two years of enrolling in U.S. schools (p.137). Teacher perceptions that two years is sufficient for full-language proficiency is not supported by research; this misconception may lead teachers to faulty conclusions concerning ELLs language ability, intelligence, or motivation. Although the average student can develop c onversational fluency within two to five years, research has shown that that developing fluency in more technical, academic language can take from four to seven years. This is dependent on a number of factors such as language proficiency level, age and time of arrival at school, level of academic proficiency in the native language, and the degree of support for achieving academic proficiency (Cummins, 1981, 1996; Hakuta, Butler, Witt, 2000; Thomas Collier, 1997). The review of the research literature has revealed several important factors which shape teachers attitudes of ELLs: knowledge of the history of specific cultural groups they are serving; competence in pedagogical approaches suitable for different cultural groups; depth of knowledge in the area language acquisition; and the communication with the ESL teacher. CHAPTER THREE Statement of the Research Problem Despite the amount of research being conducted in regard to bi-lingual education, there is a lack of information in the educational community regarding teacher attitudes toward including English-language learners in mainstream classrooms. There exists a void in the area of research concerning mainstream teacher perspectives on ELL inclusion. As an array of societal attitudes develop regarding ELLs, so do teacher attitudes. Of particular interest to this researcher are the experiences of secondary teachers, especially within the Long Island region. Because this area, which despite its cultural diversity has received so little attention from the research community, the design of this study has been driven by the need to help remedy that paucity of research by examining secondary mainstream teacher attitudes and perceptions of ELL inclusion from a regional perspective. Instrumentation The instrument used was designed to measure both teacher attitudes and perceptions of the inclusion of ELLs. Its four sections correlate to the aforementioned themes previously discussed. The first section Section A- addressed teachers attitudes toward ELL and ESL inclusion. A Likert-scale was used to gauge teachers extent of agreement or disagreement with 16 statements presented in relation to that focus area. Section Bmeasured the frequency of various practices and activities among teachers with ELLs in their classrooms, in relation to coursework modification . Section C utilized open-ended questions in concerns which focused upon ELL inclusion. The rationale for this was that open-ended questions allow for more individualized responses, but they are sometimes more difficult to interpret. The Section Dgathered demographic information. I chose to remain faithful to the format of the Reeves study (2004), because unlike the study conducted by Walker, Schafer and Liams (2004), this ins trument model utilized multiple statements, rather than a singular item, to gauge teachers attitudes. Teachers strength of agreement or disagreement with survey items was measured with a 4-point, Likert-type scale. Respondents were to read each statement and check the box that most closely represents their opinions, from 1 (strongly agree), 2 (agree), 3 (disagree), or 4 (strongly disagree). The demographic data included such as subject areas, gender, years of teaching experience, and types of ELL training, native language and second-language proficiency. Pilot Study The instrument was subjected to a pilot study utilizing a separate group of 12 high school teachers in summer 2009. The rationale for this was that this group of teachers comprised an appropriate pilot study population because they bear similarities to the subject high school teachers in terms of work environments and scope of responsibilities, yet since they were a distinct group, they would not contaminate the ultimate study population. Because the ages and work experiences of pilot study teachers were similar to those of their counterparts, their reaction to the survey was a useful predictor of the surveys readability and content validity. Definition of terms: Bi-lingual: The ability to speak two languages easily and naturally ESL: English as a second language ELL: English language learner, TESOL: teaching English for speakers of other languages Mainstream: Mainstream in the context of education is a term that refers to classes and/or curricula common to the majority of students. Validity of the Instrument The pilot study was used to assess the surveys readability and as a predictor of content validity. Pilot study participants were asked to complete the following survey. They then answered questions formulated to give them the opportunity to report their attitudes and perceptions of ELL inclusion accurately and fully. This survey uses a 4-point Likert-type scale, 1 (strongly agree), 2 (agree), 3, (disagree), and 4 (strongly disagree). Did the surveys format adequately allow you to express your opinion? If not, explain. Were any items on the survey unclear to you? Indicate and explain if any. Which, if any, items did you find difficult to answer? Indicate and explain if any. In your opinion, which, if any, items on the survey display a bias on the part of the research? Explain. Provide any additional comments that you would like to make. Analysis of respondents comments to the five survey questions was used to reduce the likelihood of any pattern of misunderstanding for any given item and to assess respondents understanding of, or ability to respond to, survey items. Participants and Setting All subject-area teachers from 3 district high schools within a 25 mile radius of this researcher were asked to participate in the survey by mail. The faculties chosen for participation in the study came from the 3 high schools with the largest population of ESL students during the 2008-2009 school year. This was determined by use of public domain resources (www.city-data.com). School A enrolled 24 LEP (limited-English proficiency) students, School B enrolled 26 LEP students, School C enrolled 16 LEP students . This study included high schools with the largest ESL student populations to access the largest number of teachers who had worked with ESL-inclusive class loads. Participants were selected remotely via mail and/or e-mail during the month of July 2009. Data Analysis Survey data was analyzed descriptively. Univariate analyses of the survey data and analyses afforded an examination of the distribution of cases on only one variable at a time (Babbie,1990, p.247) identified participants attitudes and perceptions of ELL inclusion according to the strength of their agreement or disagreement with the survey items. The analyses included percentages, measures of central tendency, and standard deviations. To perform univariate analyses, a numeric value was assigned to each response in the Likert scale-1 (strongly disagree), 2 (disagree), 3 (agree), and 4 (strongly agree). Analysis of the numeric data will be performed with SPSS statistical software. Assumptions In the course of the research study, certain assumptions were made. The following are those which were intrinsic to this study: It was assumed that during this study, participants gender would not significantly affect their perceptions. It was assumed that all respondents would answer all survey questions honestly and to the best of their abilities It was assumed that the sample is representative of the population The instrument has validity and has measured the desired constructs.