The Health Care Of Quebec Canada - 1609 Words

Most girls at my age were looking for love, marriage and babies, but I was already in love with my job. I always went home after work with the incredible feeling that I did something good and that was enough for me. I was a nurse, working in the surgery room and I was making a difference. What people thought as sickening, I saw as beautiful. The inside of our bodies was genius, so beautifully made, every organ had it’s purpose and was always at work. It made me want to take care of me, appreciate and love my own body. I was very passionate about what I did. I enjoyed talking to people and having fun but at work I was a different person. I was so serious during the surgeries. What we were doing was consequential and took a lot of†¦show more content†¦Our attire is not very attractive. Our bouffant makes us look like if we just step out of the shower and our surgical mask prevent us from throwing germs in an opened wound. I started as a scrub and circulating nurse in pl astic surgery where I made two friends, Nicolas and Claire. They were from France and we rapidly became inseparable. They were easy to talk with and straight forward. Because I am from Montreal, French is my first language but our culture is somewhat different form the French people. However Nicolas and Claire were similar to me and I could easily talk to them without having to read their mind. We really had a great team and all the work that we did was inspiring. I was proud to be part of it. After two years in plastic surgery, I decided that I wanted to do something different. As much as I enjoyed that field, I was ready to explore different horizons. My supervisor sent me to observe in neurosurgery because they were lacking nursing personnel. That specialty was horrifying everybody. The amount of work was heavy and most surgeons were intimidating. However I always loved a challenge and I decided to go for it. The surgeries were very demanding both physically and mentally. During spine surgeries, we had a lot of heavy instruments and often had to assist the surgeon by holding a retractor to keep the surgical site exposed. By the end of the day our hands were sore for the entire night. The

Multicultural And Multilingual Classrooms An Effective...

Education is one of the most important factors in every person’s life regardless of where they’re from, their race, or their culture. Becoming educated not only makes life easier for us but also can help people become more successful in all things. However with so many people of various races, ethnicities and backgrounds in the United States it is difficult to create an education system that attends to each student’s individual culture. Ones own culture influences their actions and lifestyle, therefore this can create conflict if it is different from their schools cultural teaching style. Multicultural and multilingual classrooms have become the norm in many educational and professional settings throughout the U.S. because of changing immigration patterns caused by globalization (Institute for Educational Leadership, p. 2). For teachers today, it is essential to understand the role of culture and have the ability to interact interculturally in the classroom to cr eate an effective learning environment. Analyzing cultural issues or differences can help teachers to understand some of the unconscious processes that shape individuals’ actions and interactions, as well as their language use and communication. â€Å"Teachers who understand cultural diversity†¦are more likely to be successful in their multicultural classrooms† (Samovar, Pg.2). The first issue that may be found in intercultural education is for students that come from cultures outside the main culture of the school. ThisShow MoreRelatedEssay about Bilingual education: The Benefits of Technology1834 Words   |  8 Pagestechnology can benefit Bilingual education in classrooms across the United States. Alone, Bilingual education is a controversial issue. 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This notion is connected to the ideas of those in the field of education like Linda Darling-Hammond, who argue that, similar to the canary, a child who fails in a school is not to blame for the toxic environment in which they are attempting to carve out a future for themselves. In other words, the children are not failing the schools. Rather, the s chools are failing the children. This idea thus entails that in efforts to fix the education system, the focusRead MoreEssay on Multicultural Education1681 Words   |  7 PagesMulticultural Education History/Past Challenges: One of the major goals of the American school system is to provide all children with equal educational opportunity. However, with regard to minority students, meeting this particular objective has presented a real challenge to educators as they have been confronted with the task of reshaping education in the multilingual, multicultural society that characterizes the United States. 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A Game of Thrones Chapter Twenty-four Free Essays

string(37) " but it had never been his favorite\." Bran In the yard below, Rickon ran with the wolves. Bran watched from his window seat. Wherever the boy went, Grey Wind was there first, loping ahead to cut him off, until Rickon saw him, screamed in delight, and went pelting off in another direction. We will write a custom essay sample on A Game of Thrones Chapter Twenty-four or any similar topic only for you Order Now Shaggydog ran at his heels, spinning and snapping if the other wolves came too close. His fur had darkened until he was all black, and his eyes were green fire. Bran’s Summer came last. He was silver and smoke, with eyes of yellow gold that saw all there was to see. Smaller than Grey Wind, and more wary. Bran thought he was the smartest of the litter. He could hear his brother’s breathless laughter as Rickon dashed across the hard-packed earth on little baby legs. His eyes stung. He wanted to be down there, laughing and running. Angry at the thought, Bran knuckled away the tears before they could fall. His eighth name day had come and gone. He was almost a man grown now, too old to cry. â€Å"It was just a lie,† he said bitterly, remembering the crow from his dream. â€Å"I can’t fly. I can’t even run.† â€Å"Crows are all liars,† Old Nan agreed, from the chair where she sat doing her needlework. â€Å"I know a story about a crow.† â€Å"I don’t want any more stories,† Bran snapped, his voice petulant. He had liked Old Nan and her stories once. Before. But it was different now. They left her with him all day now, to watch over him and clean him and keep him from being lonely, but she just made it worse. â€Å"I hate your stupid stories.† The old woman smiled at him toothlessly. â€Å"My stories? No, my little lord, not mine. The stories are, before me and after me, before you too.† She was a very ugly old woman, Bran thought spitefully; shrunken and wrinkled, almost blind, too weak to climb stairs, with only a few wisps of white hair left to cover a mottled pink scalp. No one really knew how old she was, but his father said she’d been called Old Nan even when he was a boy. She was the oldest person in Winterfell for certain, maybe the oldest person in the Seven Kingdoms. Nan had come to the castle as a wet nurse for a Brandon Stark whose mother had died birthing him. He had been an older brother of Lord Rickard, Bran’s grandfather, or perhaps a younger brother, or a brother to Lord Rickard’s father. Sometimes Old Nan told it one way and sometimes another. In all the stories the little boy died at three of a summer chill, but Old Nan stayed on at Winterfell with her own children. She had lost both her sons to the war when King Robert won the throne, and her grandson was killed on the walls of Pyke during Balon Greyjoy’s rebellion. Her daughters had long ago married and moved away and died. All that was left of her own blood was Hodor, the simpleminded giant who worked in the stables, but Old Nan just lived on and on, doing her needlework and telling her stories. â€Å"I don’t care whose stories they are,† Bran told her, â€Å"I hate them.† He didn’t want stories and he didn’t want Old Nan. He wanted his mother and father. He wanted to go running with Summer loping beside him. He wanted to climb the broken tower and feed corn to the crows. He wanted to ride his pony again with his brothers. He wanted it to be the way it had been before. â€Å"I know a story about a boy who hated stories,† Old Nan said with her stupid little smile, her needles moving all the while, click click click, until Bran was ready to scream at her. It would never be the way it had been, he knew. The crow had tricked him into flying, but when he woke up he was broken and the world was changed. They had all left him, his father and his mother and his sisters and even his bastard brother Jon. His father had promised he would ride a real horse to King’s Landing, but they’d gone without him. Maester Luwin had sent a bird after Lord Eddard with a message, and another to Mother and a third to Jon on the Wall, but there had been no answers. â€Å"Ofttimes the birds are lost, child,† the maester had told him. â€Å"There’s many a mile and many a hawk between here and King’s Landing, the message may not have reached them.† Yet to Bran it felt as if they had all died while he had slept . . . or perhaps Bran had died, and they had forgotten him. Jory and Ser Rodrik and Vayon Poole had gone too, and Hullen and Harwin and Fat Tom and a quarter of the guard. Only Robb and baby Rickon were still here, and Robb was changed. He was Robb the Lord now, or trying to be. He wore a real sword and never smiled. His days were spent drilling the guard and practicing his swordplay, making the yard ring with the sound of steel as Bran watched forlornly from his window. At night he closeted himself with Maester Luwin, talking or going over account books. Sometimes he would ride out with Hallis Mollen and be gone for days at a time, visiting distant holdfasts. Whenever he was away more than a day, Rickon would cry and ask Bran if Robb was ever coming back. Even when he was home at Winterfell, Robb the Lord seemed to have more time for Hallis Mollen and Theon Greyjoy than he ever did for his brothers. â€Å"I could tell you the story about Brandon the Builder,† Old Nan said. â€Å"That was always your favorite.† Thousands and thousands of years ago, Brandon the Builder had raised Winterfell, and some said the Wall. Bran knew the story, but it had never been his favorite. You read "A Game of Thrones Chapter Twenty-four" in category "Essay examples" Maybe one of the other Brandons had liked that story. Sometimes Nan would talk to him as if he were her Brandon, the baby she had nursed all those years ago, and sometimes she confused him with his uncle Brandon, who was killed by the Mad King before Bran was even born. She had lived so long, Mother had told him once, that all the Brandon Starks had become one person in her head. â€Å"That’s not my favorite,† he said. â€Å"My favorites were the scary ones.† He heard some sort of commotion outside and turned back to the window. Rickon was running across the yard toward the gatehouse, the wolves following him, but the tower faced the wrong way for Bran to see what was happening. He smashed a fist on his thigh in frustration and felt nothing. â€Å"Oh, my sweet summer child,† Old Nan said quietly, â€Å"what do you know of fear? Fear is for the winter, my little lord, when the snows fall a hundred feet deep and the ice wind comes howling out of the north. Fear is for the long night, when the sun hides its face for years at a time, and little children are born and live and die all in darkness while the direwolves grow gaunt and hungry, and the white walkers move through the woods.† â€Å"You mean the Others,† Bran said querulously. â€Å"The Others,† Old Nan agreed. â€Å"Thousands and thousands of years ago, a winter fell that was cold and hard and endless beyond all memory of man. There came a night that lasted a generation, and kings shivered and died in their castles even as the swineherds in their hovels. Women smothered their children rather than see them starve, and cried, and felt their tears freeze on their cheeks.† Her voice and her needles fell silent, and she glanced up at Bran with pale, filmy eyes and asked, â€Å"So, child. This is the sort of story you like?† â€Å"Well,† Bran said reluctantly, â€Å"yes, only . . . â€Å" Old Nan nodded. â€Å"In that darkness, the Others came for the first time,† she said as her needles went click click click. â€Å"They were cold things, dead things, that hated iron and fire and the touch of the sun, and every creature with hot blood in its veins. They swept over holdfasts and cities and kingdoms, felled heroes and armies by the score, riding their pale dead horses and leading hosts of the slain. All the swords of men could not stay their advance, and even maidens and suckling babes found no pity in them. They hunted the maids through frozen forests, and fed their dead servants on the flesh of human children.† Her voice had dropped very low, almost to a whisper, and Bran found himself leaning forward to listen. â€Å"Now these were the days before the Andals came, and long before the women fled across the narrow sea from the cities of the Rhoyne, and the hundred kingdoms of those times were the kingdoms of the First Men, who had taken these lands from the children of the forest. Yet here and there in the fastness of the woods the children still lived in their wooden cities and hollow hills, and the faces in the trees kept watch. So as cold and death filled the earth, the last hero determined to seek out the children, in the hopes that their ancient magics could win back what the armies of men had lost. He set out into the dead lands with a sword, a horse, a dog, and a dozen companions. For years he searched, until he despaired of ever finding the children of the forest in their secret cities. One by one his friends died, and his horse, and finally even his dog, and his sword froze so hard the blade snapped when he tried to use it. And the Others smelled the hot blood in him, and came silen t on his trail, stalking him with packs of pale white spiders big as hounds—† The door opened with a bang, and Bran’s heart leapt up into his mouth in sudden fear, but it was only Maester Luwin, with Hodor looming in the stairway behind him. â€Å"Hodor!† the stableboy announced, as was his custom, smiling hugely at them all. Maester Luwin was not smiling. â€Å"We have visitors,† he announced, â€Å"and your presence is required, Bran.† â€Å"I’m listening to a story now,† Bran complained. â€Å"Stories wait, my little lord, and when you come back to them, why, there they are,† Old Nan said. â€Å"Visitors are not so patient, and ofttimes they bring stories of their own.† â€Å"Who is it?† Bran asked Maester Luwin. â€Å"Tyrion Lannister, and some men of the Night’s Watch, with word from your brother Jon. Robb is meeting with them now. Hodor, will you help Bran down to the hall?† â€Å"Hodor!† Hodor agreed happily. He ducked to get his great shaggy head under the door. Hodor was nearly seven feet tall. It was hard to believe that he was the same blood as Old Nan. Bran wondered if he would shrivel up as small as his great-grandmother when he was old. It did not seem likely, even if Hodor lived to be a thousand. Hodor lifted Bran as easy as if he were a bale of hay, and cradled him against his massive chest. He always smelled faintly of horses, but it was not a bad smell. His arms were thick with muscle and matted with brown hair. â€Å"Hodor,† he said again. Theon Greyjoy had once commented that Hodor did not know much, but no one could doubt that he knew his name. Old Nan had cackled like a hen when Bran told her that, and confessed that Hodor’s real name was Walder. No one knew where â€Å"Hodor† had come from, she said, but when he started saying it, they started calling him by it. It was the only word he had. They left Old Nan in the tower room with her needles and her memories. Hodor hummed tunelessly as he carried Bran down the steps and through the gallery, with Maester Luwin following behind, hurrying to keep up with the stableboy’s long strides. Robb was seated in Father’s high seat, wearing ringmail and boiled leather and the stern face of Robb the Lord. Theon Greyjoy and Hallis Mollen stood behind him. A dozen guardsmen lined the grey stone walls beneath tall narrow windows. In the center of the room the dwarf stood with his servants, and four strangers in the black of the Night’s Watch. Bran could sense the anger in the hall the moment that Hodor carried him through the doors. â€Å"Any man of the Night’s Watch is welcome here at Winterfell for as long as he wishes to stay,† Robb was saying with the voice of Robb the Lord. His sword was across his knees, the steel bare for all the world to see. Even Bran knew what it meant to greet a guest with an unsheathed sword. â€Å"Any man of the Night’s Watch,† the dwarf repeated, â€Å"but not me, do I take your meaning, boy?† Robb stood and pointed at the little man with his sword. â€Å"I am the lord here while my mother and father are away, Lannister. I am not your boy.† â€Å"If you are a lord, you might learn a lord’s courtesy,† the little man replied, ignoring the sword point in his face. â€Å"Your bastard brother has all your father’s graces, it would seem.† â€Å"Jon,† Bran gasped out from Hodor’s arms. The dwarf turned to look at him. â€Å"So it is true, the boy lives. I could scarce believe it. You Starks are hard to kill.† â€Å"You Lannisters had best remember that,† Robb said, lowering his sword. â€Å"Hodor, bring my brother here.† â€Å"Hodor,† Hodor said, and he trotted forward smiling and set Bran in the high seat of the Starks, where the Lords of Winterfell had sat since the days when they called themselves the Kings in the North. The seat was cold stone, polished smooth by countless bottoms; the carved heads of direwolves snarled on the ends of its massive arms. Bran clasped them as he sat, his useless legs dangling. The great seat made him feel half a baby. Robb put a hand on his shoulder. â€Å"You said you had business with Bran. Well, here he is, Lannister.† Bran was uncomfortably aware of Tyrion Lannister’s eyes. One was black and one was green, and both were looking at him, studying him, weighing him. â€Å"I am told you were quite the climber, Bran,† the little man said at last. â€Å"Tell me, how is it you happened to fall that day?† â€Å"I never,† Bran insisted. He never fell, never never never. â€Å"The child does not remember anything of the fall, or the climb that came before it,† said Maester Luwin gently. â€Å"Curious,† said Tyrion Lannister. â€Å"My brother is not here to answer questions, Lannister,† Robb said curtly. â€Å"Do your business and be on your way.† â€Å"I have a gift for you,† the dwarf said to Bran. â€Å"Do you like to ride, boy?† Maester Luwin came forward. â€Å"My lord, the child has lost the use of his legs. He cannot sit a horse.† â€Å"Nonsense,† said Lannister. â€Å"With the right horse and the right saddle, even a cripple can ride.† The word was a knife through Bran’s heart. He felt tears come unbidden to his eyes. â€Å"I’m not a cripple!† â€Å"Then I am not a dwarf,† the dwarf said with a twist of his mouth. â€Å"My father will rejoice to hear it.† Greyjoy laughed. â€Å"What sort of horse and saddle are you suggesting?† Maester Luwin asked. â€Å"A smart horse,† Lannister replied. â€Å"The boy cannot use his legs to command the animal, so you must shape the horse to the rider, teach it to respond to the reins, to the voice. I would begin with an unbroken yearling, with no old training to be unlearned.† He drew a rolled paper from his belt. â€Å"Give this to your saddler. He will provide the rest.† Maester Luwin took the paper from the dwarfs hand, curious as a small grey squirrel. He unrolled it, studied it. â€Å"I see. You draw nicely, my lord. Yes, this ought to work. I should have thought of this myself.† â€Å"It came easier to me, Maester. It is not terribly unlike my own saddles.† â€Å"Will I truly be able to ride?† Bran asked. He wanted to believe them, but he was afraid. Perhaps it was just another lie. The crow had promised him that he could fly. â€Å"You will,† the dwarf told him. â€Å"And I swear to you, boy, on horseback you will be as tall as any of them.† Robb Stark seemed puzzled. â€Å"Is this some trap, Lannister? What’s Bran to you? Why should you want to help him?† â€Å"Your brother Jon asked it of me. And I have a tender spot in my heart for cripples and bastards and broken things.† Tyrion Lannister placed a hand over his heart and grinned. The door to the yard flew open. Sunlight came streaming across the hall as Rickon burst in, breathless. The direwolves were with him. The boy stopped by the door, wide-eyed, but the wolves came on. Their eyes found Lannister, or perhaps they caught his scent. Summer began to growl first. Grey Wind picked it up. They padded toward the little man, one from the right and one from the left. â€Å"The wolves do not like your smell, Lannister,† Theon Greyioy commented. â€Å"Perhaps it’s time I took my leave,† Tyrion said. He took a step backward . . . and Shaggydog came out of the shadows behind him, snarling. Lannister recoiled, and Summer lunged at him from the other side. He reeled away, unsteady on his feet, and Grey Wind snapped at his arm, teeth ripping at his sleeve and tearing loose a scrap of cloth. â€Å"No!† Bran shouted from the high seat as Lannister’s men reached for their steel. â€Å"Summer, here. Summer, to me!† The direwolf heard the voice, glanced at Bran, and again at Lannister. He crept backward, away from the little man, and settled down below Bran’s dangling feet. Robb had been holding his breath. He let it out with a sigh and called, â€Å"Grey Wind.† His direwolf moved to him, swift and silent. Now there was only Shaggydog, rumbling at the small man, his eyes burning like green fire. â€Å"Rickon, call him,† Bran shouted to his baby brother, and Rickon remembered himself and screamed, â€Å"Home, Shaggy, home now.† The black wolf gave Lannister one final snarl and bounded off to Rickon, who hugged him tightly around the neck. Tyrion Lannister undid his scarf, mopped at his brow, and said in a flat voice, â€Å"How interesting.† â€Å"Are you well, my lord?† asked one of his men, his sword in hand. He glanced nervously at the direwolves as he spoke. â€Å"My sleeve is torn and my breeches are unaccountably damp, but nothing was harmed save my dignity.† Even Robb looked shaken. â€Å"The wolves . . . I don’t know why they did that . . . â€Å" â€Å"No doubt they mistook me for dinner.† Lannister bowed stiffly to Bran. â€Å"I thank you for calling them off, young ser. I promise you, they would have found me quite indigestible. And now I will be leaving, truly.† â€Å"A moment, my lord,† Maester Luwin said. He moved to Robb and they huddled close together, whispering. Bran tried to hear what they were saying, but their voices were too low. Robb Stark finally sheathed his sword. â€Å"I . . . I may have been hasty with you,† he said. â€Å"You’ve done Bran a kindness, and, well . . . † Robb composed himself with an effort. â€Å"The hospitality of Winterfell is yours if you wish it, Lannister.† â€Å"Spare me your false courtesies, boy. You do not love me and you do not want me here. I saw an inn outside your walls, in the winter town. I’ll find a bed there, and both of us will sleep easier. For a few coppers I may even find a comely wench to warm the sheets for me.† He spoke to one of the black brothers, an old man with a twisted back and a tangled beard. â€Å"Yoren, we go south at daybreak. You will find me on the road, no doubt.† With that he made his exit, struggling across the hall on his short legs, past Rickon and out the door. His men followed. The four of the Night’s Watch remained. Robb turned to them uncertainly. â€Å"I have had rooms prepared, and you’ll find no lack of hot water to wash off the dust of the road. I hope you will honor us at table tonight.† He spoke the words so awkwardly that even Bran took note; it was a speech he had learned, not words from the heart, but the black brothers thanked him all the same. Summer followed them up the tower steps as Hodor carried Bran back to his bed. Old Nan was asleep in her chair. Hodor said â€Å"Hodor,† gathered up his great-grandmother, and carried her off, snoring softly, while Bran lay thinking. Robb had promised that he could feast with the Night’s Watch in the Great Hall. â€Å"Summer,† he called. The wolf bounded up on the bed. Bran hugged him so hard he could feel the hot breath on his cheek. â€Å"I can ride now,† he whispered to his friend. â€Å"We can go hunting in the woods soon, wait and see.† After a time he slept. In his dream he was climbing again, pulling himself up an ancient windowless tower, his fingers forcing themselves between blackened stones, his feet scrabbling for purchase. Higher and higher he climbed, through the clouds and into the night sky, and still the tower rose before him. When he paused to look down, his head swam dizzily and he felt his fingers slipping. Bran cried out and clung for dear life. The earth was a thousand miles beneath him and he could not fly. He could not fly. He waited until his heart had stopped pounding, until he could breathe, and he began to climb again. There was no way to go but up. Far above him, outlined against a vast pale moon, he thought he could see the shapes of gargoyles. His arms were sore and aching, but he dared not rest. He forced himself to climb faster. The gargoyles watched him ascend. Their eyes glowed red as hot coals in a brazier. Perhaps once they had been lions, but now they were twisted and grotesque. Bran could hear them whispe ring to each other in soft stone voices terrible to hear. He must not listen, he told himself, he must not hear, so long as he did not hear them he was safe. But when the gargoyles pulled themselves loose from the stone and padded down the side of the tower to where Bran clung, he knew he was not safe after all. â€Å"I didn’t hear,† he wept as they came closer and closer, â€Å"I didn’t, I didn’t.† He woke gasping, lost in darkness, and saw a vast shadow looming over him. â€Å"I didn’t hear,† he whispered, trembling in fear, but then the shadow said â€Å"Hodor,† and lit the candle by the bedside, and Bran sighed with relief. Hodor washed the sweat from him with a warm, damp cloth and dressed him with deft and gentle hands. When it was time, he carried him down to the Great Hall, where a long trestle table had been set up near the fire. The lord’s seat at the head of the table had been left empty, but Robb sat to the right of it, with Bran across from him. They ate suckling pig that night, and pigeon pie, and turnips soaking in butter, and afterward the cook had promised honeycombs. Summer snatched table scraps from Bran’s hand, while Grey Wind and Shaggydog fought over a bone in the corner. Winterfell’s dogs would not come near the hall now. Bran had found that strange at first, but he was growing used to it. Yoren was senior among the black brothers, so the steward had seated him between Robb and Maester Luwin. The old man had a sour smell, as if he had not washed in a long time. He ripped at the meat with his teeth, cracked the ribs to suck out the marrow from the bones, and shrugged at the mention of Jon Snow. â€Å"Ser Alliser’s bane,† he grunted, and two of his companions shared a laugh that Bran did not understand. But when Robb asked for news of their uncle Benjen, the black brothers grew ominously quiet. â€Å"What is it?† Bran asked. Yoren wiped his fingers on his vest. â€Å"There’s hard news, m’lords, and a cruel way to pay you for your meat and mead, but the man as asks the question must bear the answer. Stark’s gone.† One of the other men said, â€Å"The Old Bear sent him out to look for Waymar Royce, and he’s late returning, my lord.† â€Å"Too long,† Yoren said. â€Å"Most like he’s dead.† â€Å"My uncle is not dead,† Robb Stark said loudly, anger in his tones. He rose from the bench and laid his hand on the hilt of his sword. â€Å"Do you hear me? My uncle is not dead!† His voice rang against the stone walls, and Bran was suddenly afraid. Old sour-smelling Yoren looked up at Robb, unimpressed. â€Å"Whatever you say, m’lord,† he said. He sucked at a piece of meat between his teeth. The youngest of the black brothers shifted uncomfortably in his seat. â€Å"There’s not a man on the Wall knows the haunted forest better than Benjen Stark. He’ll find his way back.† â€Å"Well,† said Yoren, â€Å"maybe he will and maybe he won’t. Good men have gone into those woods before, and never come out.† All Bran could think of was Old Nan’s story of the Others and the last hero, hounded through the white woods by dead men and spiders big as hounds. He was afraid for a moment, until he remembered how that story ended. â€Å"The children will help him,† he blurted, â€Å"the children of the forest!† Theon Greyjoy sniggered, and Maester Luwin said, â€Å"Bran, the children of the forest have been dead and gone for thousands of years. All that is left of them are the faces in the trees.† â€Å"Down here, might be that’s true, Maester,† Yoren said, â€Å"but up past the Wall, who’s to say? Up there, a man can’t always tell what’s alive and what’s dead.† That night, after the plates had been cleared, Robb carried Bran up to bed himself. Grey Wind led the way, and Summer came close behind. His brother was strong for his age, and Bran was as light as a bundle of rags, but the stairs were steep and dark, and Robb was breathing hard by the time they reached the top. He put Bran into bed, covered him with blankets, and blew out the candle. For a time Robb sat beside him in the dark. Bran wanted to talk to him, but he did not know what to say. â€Å"We’ll find a horse for you, I promise,† Robb whispered at last. â€Å"Are they ever coming back?† Bran asked him. â€Å"Yes,† Robb said with such hope in his voice that Bran knew he was hearing his brother and not just Robb the Lord. â€Å"Mother will be home soon. Maybe we can ride out to meet her when she comes. Wouldn’t that surprise her, to see you ahorse?† Even in the dark room, Bran could feel his brother’s smile. â€Å"And afterward, we’ll ride north to see the Wall. We won’t even tell Jon we’re coming, we’ll just be there one day, you and me. It will be an adventure.† â€Å"An adventure,† Bran repeated wistfully. He heard his brother sob. The room was so dark he could not see the tears on Robb’s face, so he reached out and found his hand. Their fingers twined together. How to cite A Game of Thrones Chapter Twenty-four, Essay examples

Recurring Barriers Development In Countries -Myassignmenthelp.Com

Question: Discuss About The Recurring Barriers Development In Countries? Answer: Introduction Practitioners and researchers have recently taken into consideration the importance of Supply Chain Management (SCM). An effective SCM helps in lowering the overall resources that are required in providing the required level of service to customers by increasing the product availability and reducing the cycle time of orders. Moreover, it enhances engagement of information exchange together with the structural collaboration of in the outsourcing just-in-time system. It also helps in the development of relationship present at the supply chain downstream and partnering with the creation of end-customer value by maximization of benefits as costs get minimized. The nature of SCM is more pronounced in the participating companies that are successful its implementation in the always-changing global surrounding that is present in the business world(Heckmann, 2016). The supply chain is one of the dynamic procedures that involve the regular flow of materials, information, and funds from multiple areas of functionality both between and within the members of the chain. The chain members have to comply with the cooperation required in the chain with the partners involved in the business. This is so that the needed profits can be achieved with the customers being satisfied. This task, however, has numerous difficulties that prevent its a hundred percent success. One reason that can lead to unsuccessful implementation is the managing of numerous members in the chain that come with varying objectives and their own resources. Such interdependence would also need real-time decision making and operation cutting across the various tasks. The move of the SCM is to make a focus of the organizational boundaries and functional areas (Jaegersberg Ure, 2017). The firms or companies that have such dynamic cooperation capability should be able to develop a sustainable performance of high level over a long period of time. There is uncertainties in the environment the gas and oil industry leading to the need for greater flexibility and reliability in the systems of production together with the control and planning systems within the supply chain. Such uncertainties are possible to be reduced by achieving a better understanding of the root sources and how such sources interact with more uncertainties. The market, technology, and product changes together with the changes in competitors occur at increasing rates. This, therefore, means that managers have to take measures that make use of shorter notice, higher cost in penalty and less information. The system put up has to be reliable but flexible with fundamentally requiring assistance in managing the decision being made (Inkpen, 2011). Objective Facility management has an integral role in the supply chain of transportation logistics together with the finished distribution of products with the objective that is to be attained in this research such as understanding and identification of dynamic capabilities of the supply chain in the gas and oil industry perspective. Specifically, the research has its focus on attaining capabilities of firms in learning orientation of gas and oil, industries (Davis, 2006). Methodology The gas and oil companies are also known as petroleum industries have formed noticeable roles the economy of the globe in the recent decade since petroleum is the main source of fuel. The important thrust is not just focusing on intensifying the product enhancement and its exploration of the reserves existing domestically but also to the development of strong services in the oilfield region and its equipment. The strong presence would mean stronger midstream logistics in the region together with stronger downstream markets. An implementation of such measures helps in the maturing of the oil fields with the government focusing on the output enhancement of fields that exist from the offshore gas and oil developments. New developments can, therefore, be natured to increase the production capacity aggregate existing in the mid-terms or near-term (Olaguer, 2016). The petroleum industry is expected to have a supply chain is composed of the exploration phase that exists at the head of the well, crude storage and procurement logistics, the transportation of the oil touts refineries, the operation of the refinery, together with the transportation and distribution of the end products. The activities occurring at the upstream involve; development, exploration and production of natural gas and crude oil. The activities that are proposed to be performed at the downstream include; retailers, pipelines, tankers and the consumers. These two areas of activities are important in the industry of petroleum. The company is also expected to integrate the Supply Chain Management to the suppliers and customers chain. Such process will involve the use of management relationship of the company in concern with the involved suppliers and customers. There is a creation of a strategic relationship that is long-term with the ones providing supply. Mostly, the process of collaboration happens between the suppliers and the gas and oil companies. The gas and oil companies would need to review the configuration of their supply chain to make coordinated systems that are worthy of contracting. Such necessary improvements can overtime make that company be competitive in the market due to such advantages (OECD, 2017). Data Collection This research has its focus on the exploration of the issues that occur on the dynamic capabilities of the Supply Chain Management in the gas and oil industry only thereby making its generalization not applicable in other industries or organizations in the world. Data collected from this research has the assumption that the main players in the gas and oil industries have like practices in the management of their supply chain. In the production and explorations sector of gas and oil industries, the products are also assumed to be the same in all the firms that are competing in the world. However, there might be a slight difference in production. Inquiry participants had to be identified form the gas and oil industries. Thereafter, a guide of interviews was put in place to come up with in-depth interviews that related to the research literature and question (Cecere, 2014). Using the snowballing technique to attain interviewees, an overall number of four contractors that participate in the gas and oil industry had to be interviewed. These interviewees would preferably come from the headquarters of such companies. Afterwards, the interviews were performed at places and times that were preferred by the informants. Two of the interviews were performed at the offices of the informants and the remaining two at the various premises far from the company. These interviews were all conducted and recorded by tape recorders and later had to be transcribed verbatim. To make the information usable to most of the interested parties, the records were put in English after translation if need be. This information then had to be double checked to ensure high accuracy with the use of bilingual researchers (Chowdhury, 2016). Implication and Conclusion The use of the recommended Supply Chain Management had the evidence of compromise in the learning commitment, shared vision, sharing of inter-organizational knowledge and open-mindedness. First, there needs to be a good understanding of the intended Supply Chain Management (Camarinha-Matos, et al., 2017). A summarized study of the dynamics in the capabilities of the supply chain concerning the gas and oil industry gives rise to numerous elements in the firm capabilities. The capabilities that can be exploited include; shared vision, learning commitment, knowledge in inter-organizational sharing and open-mindedness. The research has an integration of firm capabilities since the proposed Supply Chain Management is crucial and can be well practiced. Suppliers and trust relationship play the main role in the capabilities of any firm that implements this method (Risso, et al., 2017) References Camarinha-Matos, M., Afsarmanesh, H. Fornasiero, R., 2017. Collaboration in a Data-Rich World: 18th IFIP WG 5.5 Working Conference on Virtual Enterprises, PRO-VE 2017, Vicenza, Italy, September 18-20, 2017, Proceedings. 1 ed. Al Mu'amurah: Springer. Cecere, M., 2014. Supply Chain Metrics that Matter. illustrated, reprint ed. Baqal: John Wiley Sons,. Chowdhury, S., 2016. Optimization and Business Improvement Studies in Upstream Oil and Gas Industry. 1 ed. Dibba Al-Fujairah: John Wiley Sons. Davis, D., 2006. The Changing World of Oil: An Analysis of Corporate Change and Adaptation. illustrated, reprint ed. Bidiyah: Ashgate Publishing, Ltd.. Heckmann, I., 2016. Towards Supply Chain Risk Analytics: Fundamentals, Simulation, Optimization. illustrated ed. Abu Dhabi: Springer. Inkpen, C. M. H., 2011. The Global Oil Gas Industry: Management, Strategy Finance. illustrated ed. Dibba Al-Hisn: PennWell Books. Jaegersberg, G. Ure, J., 2017. Renewable Energy Clusters: Recurring Barriers to Cluster Development in Eleven Countries. 1 ed. Dubai: Springer. OECD, 2017. OECD Public Governance Reviews Public Procurement Review of Mexico's PEMEX Adapting to Change in the Oil Industry: Adapting to Change in the Oil Industry. 1 ed. Sharjah: OECD Publishing, . Olaguer, P., 2016. Atmospheric Impacts of the Oil and Gas Industry. 1 ed. Athabat: Elsevier Science. Risso, Mario, Testamarta Silvia, 2017. Value Sharing for Sustainable and Inclusive Development. 1 ed. Al Yahar: IGI Global.

Class Tardiness

Findings and discussion The purpose of this study was to establish the effect of using alarm clocks on classroom attendance by schoolchildren. Themes emerging from the literature review indicate that tardiness is an endemic problem that has evolved throughout the history of education and that is duly reflected on post learning activities by those affected.Advertising We will write a custom research paper sample on Class Tardiness specifically for you for only $16.05 $11/page Learn More Nonetheless, it was also determined that some of the tardy students had extenuating concerns that militated against their desire to be punctual. Consequently, the researcher then constructed an experiment to discern whether the use of alarm clocks could alleviate the problem and improve on punctuality. The methodology applied in the research study was action classroom research as outlined in the previous chapter. The research designed was to answer the following questions: Will the alarm clocks initiative have any effect on classroom attendance? Will seeking the parents’ assistance in the purchase of the alarm clocks happen as expected? The methodology incorporated a blend of both quantitative and qualitative research methods whereby the collected data from the research was analytically reviewed by means of a thematic analysis. The quantitative data was gathered from the duty rooster and time sheet designed by the researcher to record the arrival times for all the respondents from the participating 3rd Grade classrooms. The survey data was subsequently then entered into a Microsoft Excel spreadsheet for analysis of the statistical propensities during the two months survey period (See Table 1). The arrival timelines were also gauged against the average school attendance that was recorded by the school administration for the entire school comprising 28,400 students. The total population of the participating 3rd grade students during the two mo nths research period was 52. Although punctuality was gauged for the morning arrivals, the students were also monitored on class performance during the test period. Tardiness seemed directly related to their grades in class. During the morning session, 15 students arrived late at least once during the trial periods thus representing a 29% rate on tardiness in the early morning school attendance (Figure 1). The 3rd Graders however improved in tardiness rising above the entire school average of 60%.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Figure 1 Among the three classes, class X had the lowest attendance record with eight students from a class of 19 arriving late. This resulted in 42% tardiness (Figure 2). Figure 2 The other classes were better with class Y registering only 27% latecomers and class Z only 17% (Figure 3 4). Figure 3Advertising We will write a custom research pa per sample on Class Tardiness specifically for you for only $16.05 $11/page Learn More Figure 4 A grading scale was constructed that weighed the severity of the nonattendance or punctuality for the observed participating students. The grading scale was awarded on a typical 10-point grading scheme. In this rating, a grading of 100% to 90% is an A, awarded to those late by just one day or less (none); 89% to 79% awarded a B for those late for three days or less. A grading of 79% to 70% was awarded a C for those who were found late for five days or less; 69% to 60% graded D for those found late for eight days or less; and finally 59% and below graded F for those late for more than eight days (Table: 2). Table 2Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Class Attendance Rating A 100% to 90% B 89% to 79% C 79% to 70% D 69% to 60% F 59% or below On the above grading scale, the entire 3rd Graders class scored B, a marked improvement in tardiness, being above the total school average of 60%, a D grade. Class X being the tardiest with only 58% punctuality rate was rated at F, while class Y was rated C for having 73% students punctual and class Z with 83% rated the best amongst the 3rd graders. Interviews Results from interviews with parents and teachers revealed the necessity of having alarm clocks to prompt tardy students. Most parents openly admitted that they were not very punctual themselves and attributed it to their upbringing on time in school. Both parents and teachers admitted that this had adverse effects on learning as grades for the tardy students constantly registered poorer than those punctual do. The effect of post education proclivity to tardiness was noted constantly having devastating effects. Dismissal s for those at work likely among other disorders in life. Summary There was a marked improvement on punctuality during the trial period attributed to the presence and the use of alarm clocks as the total school average was over 60%. Interviews with the respondents noted keenness by the participants to use the alarm clocks as facilitators for punctuality to school and class. Students’ behavior patterns also improved with morning attendance improving tremendously particularly for class Z. The study thus sought to answer the following research study questions: Will the alarm clock initiative have any effect on classroom attendance? It was established that the alarm clock initiative had some evident effect on the students’ attendance. This was manifest due to the improved attendance registered as measured against the entire school students’ attendance rate, which averaged at 60 percent while there was also a positive impact on class attendances during the trial peri od. Thus, the introduction of the alarm clocks motivated the students to be more punctual though the improvement could have been better in some classes. Will seeking the parents’ assistance in the purchase of the alarm clocks happen as expected? There were no reported cases of parents refusing to purchase the alarm clocks though some were not prompt enough and had to be constantly reminded before the onset of the study. The researcher in anticipation of reimbursement by parents lent those lacking the clocks. Although the research had sought to purchase standardized clocks to reduce incidences of malfunction, most parent claimed to have the gadgets in their possession hence were not ready to purchase new ones. Thus, it can be concluded that the issue of alarm clocks was sufficiently covered and the ensuring results for the study proved evidence of the use and impact. The study has therefore answered our research questions with the introduction of alarm clocks having a great im pact on class attendance. Similarly, the parents affably and enthusiastically support the project as evidenced with no reported instances of non-cooperation from them. However, on the issue of purchasing the clocks, some parents were of the opinion that they already owned the gadgets. Ultimately, the study was quite successful and proved the need to have prompters in form of alarm clocks to improve on tardiness while actively engaging parents paid dividends. Limitations of Study Like other studies, several limitations were noted during the course of the research study. The first limitation was that the researcher had limited control over the basic instrument for the study; the alarm clock, which had to be operated by the students within their homestead, could not be monitored. The researcher’s second limitation was in ensuring the cooperation of parents. Parents could minimized the necessity for the initiative and not taken it seriously. Another limitation was the inadequate time for the study. The assessment period of two months was not enough to gauge the class performance in relation to their grades. Finally, a fourth limitation was noted in ensuring the cooperation of the teachers, in class X, the poor results indicated some lack of proper supervision by the class teacher, which eventually affected negatively on their performance Bias The nature of the teacher/student relationship was judged to induce some sort of bias since the students were likely to cooperate during the study period to avoid being victimized by their teachers as opposed to the study being conducted by an outsider. The lack of an independent supervisor could also induce some bias since the researcher was responsible for the whole exercise. The influence of teachers to prompt students was a possible bias. Validity Validity was carefully instilled during the study period with various measures undertaken constantly. These included triangulation, peer review with fellow teachers and p rofessionals, and careful review of the interview questions and the results of the study by the researcher conducted to verify the validity. Golafshani (2003) affirms that reliability and validity can be established if the construed outcomes are reliable or related even if the quantification or analysis is redone. However, reliability is statistically non-irrefutable but can only be estimated hence surmising the accuracy of the analysis. Implication for the Research Study The immediate observation from the study was the impact of the alarm clocks on the observed students with a marked improvement on punctuality and general attitude change towards learning. The study indicates that tardiness may not be entirely due to student sluggishness but could be due to domestic factors militating against punctuality. The involvement of the parents also leads to a more positive contributory attitude from them as they become more involved and responsible. Thus, this study has confirmed the effect iveness of action research in solving endemic problems as active learning generates positive results in preparing students academically and in their duties after school. The study is thus vital for improving in eradicating tardiness amongst schoolchildren as this impacts on their learning and later life. Educational officials and school authorities can therefore conduct further studies to reduce the high incidence of tardy students. Nonetheless, the study poses some further questions on whether an independent study by non-teaching staff can produce the same results. A more comprehensive research study that will necessitate a longer observation period is recommended, particularly if collaborated by a careful examination of class performance. This new study should also seek a follow up on former students who were either tardy or exceptionally punctual to appraise their after-school performance. Thus, a linkage can be made on tardiness, class grades and after school performance. If the students can voluntarily employ alarm clocks and finally and most important, whether parents are ultimately responsible for the development of tardiness in their children or is it a genetically hereditary factor? Reference Golafshani, N. (2003). Understanding Reliability and Validity in Qualitative Research. Toronto: University of Toronto. This research paper on Class Tardiness was written and submitted by user Zaniyah Campbell to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here. Class Tardiness Abstract Class tardiness has remained a perpetual problem throughout the history of learning. Although much literature has been expended over issues of indiscipline within the school system, very little has centered on tardiness mainly evolving around absenteeism, drugs, gang links, gun control and violence.Advertising We will write a custom research paper sample on Class Tardiness specifically for you for only $16.05 $11/page Learn More This study therefore attempts to extend research on class tardiness by discerning the basic questions regarding promptness in school and class attendance by students by initiating a study using 3rd graders at a public school in New Jersey. The methodology applied was action research whereby both students and parents were integrated in the study. The results were quite remarkable revealing a tremendous turnaround of the tardy students becoming punctual after the introduction of a prompter. The study was however limited by time constraints and lack of independent validation. Nonetheless, the study was instructive and gave indication that the dilemma regarding tardiness can be fairly lessened if not eradicated. Problem Statement The issue of class lateness or tardiness has remained an unending topic with teachers and administrators perplexed on how to deal with the phenomenon. I thus resolved to investigate the reasons why this problem of tardiness is so persistent. By unraveling these issues, I hope to propose a more lasting solution to this eternal dilemma hence assist all the stakeholders resolve the predicament. Conclusion And Recommendations The general objective of this research is: To determine why students are tardy in school and class attendances. The specific objectives are: To determine the influence of teachers and school administration in students tardiness To examine the role of family or parents influence on the tendency of students to be tardy. Purpose of the Study The purpose of t his action research is to establish why tardiness has persisted to be an incessant problem in learning despite various measures taken by school administrators and teachers to curb it. By applying an inclusive action research methodology, the study can determine how to resolve the problem of tardiness thus assist the various stakeholders plagued by undisciplined students.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Research Questions After careful review of the available literature and the inherent problem, the following two research questions were determined as most relevant to the study. Will the alarm clocks initiative have any effect on classroom attendance? Will seeking the parents’ assistance in the purchase of the alarm clocks happen as expected? Scope of the Study Class tardiness and absenteeism remain an infinite quandary ever since the start of schooling. Students arriv ing late in class constantly reveal a lack of personal commitment, inherent domestic problems, or other psychological problems while disrupting lessons for others. The study applies intervention measures that aims at generating reasonable prognosis of how to reduce or eradicate the problem as identified. Literature Review Within our school system, teachers and school administrators have always tackled the issue of class tardiness and absenteeism though the latter has being deemed more urgent due to incidents of drug abuse, gang enrollment and gun violence. Nevertheless, the issue of tardiness continues to plague many schools as school and class attendance rates continue being high in most jurisdictions. Tardy students tend to disrupt the whole class thus also affecting the grades of punctual students. This is particularly significant since interruptions are at the beginning of the lessons when as Wong (2004) explains is the most crucial time for students to disseminate lessons. Slav in (2003) consequently emphasizes the importance of teachers setting the tone for lessons during the start of the lesson. Most analysts therefore agree that tardiness is great disrupter of learning and is the precursor for future tardy behavior for the culprits (Eggen and Kauchak, 2005), (Wong, 2004), (Wolfgang, 2001), (McKeachie and Svinicki, 2005). A study by MacNeil and Prater (2001) revealed that, â€Å"both principals and teachers viewed absenteeism and tardiness as their most serious problems† (p. 5). The authors thus proposed for all stakeholders to take a more proactive role in enforcing discipline within schools in view of the escalating problem. Being punctual is not only an obligation for students, but also a part of personal etiquette, reverence, character, significance, and valuable while tardiness reveals a lack of dedication by the student to learning.Advertising We will write a custom research paper sample on Class Tardiness specifically for you for only $16.05 $11/page Learn More With class tardiness becoming a habit rather than an exception, Wolfgang (2001) has asserted that the onus is on teachers to instill discipline in class that can greatly reduce issues of tardy students. However, Wong (2004) has a different view arguing that cases of tardy students should be left to natural ending whereby the students will be forced by circumstances to change their attitude for the better. Wong thus insist grades should not be used as a deterrent but rather other approaches like awarding certificates with students being made aware of the import of punctuality and potential rewards rather than the negativity aspects. Eggen and Kauchak (2001) are also against extreme severe punishments for tardiness since some students are sometimes quite ignorant of their actions. However, they assert discipline must be upheld and the intervention timely and consistent to make the student aware of the need to be punctual. Lack of pro per class management can lead to severe state of tardiness becoming the norm rather the exception. Wong (2004) who reemphasize the critical years of adolescence when the child’s future is molded to be vital for all time supports this argument. Eggen and Kauchak (2001) have also emphasized the need for teachers to be effective role models for the students, as incidences of their own tardiness will be generally mirrored by the children. Dai and Sternberg (2004) have reiterated the need to motivate students to shun being tardy. Charles (2005) advocates for evoking â€Å"curiosity as the greatest motivator for learning† (p. 103). This makes learning exciting by means of diversity and freshness in the lessons in class . Students can be motivated to compete against other classes and with each other as an impetus to advance their class attendance and boost grades. Slavin (2003) thus agrees that exiting classrooms can be tremendous motivators for students who will be eager to get the next lesson hence will be always punctual.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Methodology The design of this study was classroom action research. Hendricks (2009) defines this type of action research as that used by teachers within their classrooms for the proposed express purpose of enhancing performance. Through the action research process, ideas gained from the study can be shared with colleagues. The research centered on the three classes of 3rd graders in the school which the researcher labeled as Class X, Y, and Z to avoid bias and hence create anonymity. Limitations of the Study The researcher was limited by the lack of control of the main instrument for the survey, the alarm clock that was to be operated by the subject students hence offering instances of neglect or ignorance. The study was also dependent on the cooperation of the parents and fellow teachers thus leaving the researcher reliant on their expediency. Lastly, time constraints limited the research in generating sufficient ground for a conclusive hypothesis. Summary This chapter has introdu ced the research topic, the scope of the study, the research questions, methodology used, the limitations to the study, and the literature review. The next chapter will center on a comprehensive literature review. References Charles, C. M. (2005). Building classroom discipline (8th ed.). New York, NY: Pearson Education, 97-98, 103, 136-137. Dai, D. Y., Sternberg, R. J. (2004). Motivation, emotion, and cognition: Integrative  perspectives on intellectual functioning and development. Mahwah, NJ: Lawrence Erlbaum Associates, 11-14, 198, 304. Eggen, P., Kauchak, D. (2001). Educational psychology: Windows on classrooms  (5th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall, 220-223, 238-239, 243-245, 468-469, 498-499, 507. McKeachie, W. J., Svinicki, M. (2005) McKeachie’s teaching tips: Strategies,  research and theory for college and university teachers. Upper Saddle River, NJ: Merrill/Prentice Hall, 124-127, 136-137, 141-147, 226-227. MacNeil, Angus J. and Prater, Doris (2001). Teachers and Principals Differ On the  Seriousness of School Discipline: A National Perspective. Clear Lake: University of Houston. Slavin, R. E. (2003). Educational psychology: theory and practice (7th ed.). Boston: Allyn and Bacon, 97, 369-377, 508. Wolfgang, C. H. (2001). Solving discipline and classroom management problems:  Methods and models for today’s teachers (5th ed.). New York, NY: John Wiley, 85-88, 233-235, 243. Wong, H. K. (2004). The first days of school: How to be an effective teacher. Mountainview, CA: Harry K. Wong, 133-135. This research paper on Class Tardiness was written and submitted by user Andrea Flores to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Pools

The American media system is spinning out of control in a hyper-commercialized frenzy. Fewer than ten transnational media conglomerates dominate much of our media; fewer than two dozen account for the overwhelming majority of our newspapers, magazines, films, television, radio, and books. With every aspect of our media culture now fair game for commercial exploitation, we can look forward to the full-scale commercialization of sports, arts, and education, the disappearance of notions of public service from public discourse, and the degeneration of journalism, political coverage, and children's programming under commercial pressure. For democrats, this concentration of media power and attendant commercialization of public discourse are a disaster. An informed, participating citizenry depends on media that play a public service function. As James Madison once put it, "A popular government without popular information, or the means of acquiring it, is but a prologue to a farce or a tragedy, or perhaps both." But these democratic functions lie beyond the reach of the current American media system. If we are serious about democracy, then, we need to work aggressively for reform. What kind of reform? In broad terms, we need to reduce the current degree of media concentration, and, more immediately, blunt its effects on democracy. More specifically, we need special incentives for nonprofits, broadcast regulation, public broadcasting, and antitrust. I present these proposals as the start of a debate about media reform, not as ultimate solutions. I am sure that spirited discussion will improve these ideas: my immediate concern is to get that discussion started. I will not dwell here on the weaknesses of the current US media system, beyond summarizing arguments that I (and many others) have made elsewhere. The point here is to begin answering the natural follow-up to such criticisms: "If the status quo is so bad, what do you propose that wou... Free Essays on Pools Free Essays on Pools The American media system is spinning out of control in a hyper-commercialized frenzy. Fewer than ten transnational media conglomerates dominate much of our media; fewer than two dozen account for the overwhelming majority of our newspapers, magazines, films, television, radio, and books. With every aspect of our media culture now fair game for commercial exploitation, we can look forward to the full-scale commercialization of sports, arts, and education, the disappearance of notions of public service from public discourse, and the degeneration of journalism, political coverage, and children's programming under commercial pressure. For democrats, this concentration of media power and attendant commercialization of public discourse are a disaster. An informed, participating citizenry depends on media that play a public service function. As James Madison once put it, "A popular government without popular information, or the means of acquiring it, is but a prologue to a farce or a tragedy, or perhaps both." But these democratic functions lie beyond the reach of the current American media system. If we are serious about democracy, then, we need to work aggressively for reform. What kind of reform? In broad terms, we need to reduce the current degree of media concentration, and, more immediately, blunt its effects on democracy. More specifically, we need special incentives for nonprofits, broadcast regulation, public broadcasting, and antitrust. I present these proposals as the start of a debate about media reform, not as ultimate solutions. I am sure that spirited discussion will improve these ideas: my immediate concern is to get that discussion started. I will not dwell here on the weaknesses of the current US media system, beyond summarizing arguments that I (and many others) have made elsewhere. The point here is to begin answering the natural follow-up to such criticisms: "If the status quo is so bad, what do you propose that wou...

Patriotism Essay Example | Topics and Well Written Essays - 500 words

Patriotism - Essay Example Death is normally feared, but during these days, it meant courage and love to one’s country especially among the Japanese. The narrator displays the commitment of both husband and, wife though, none of them knows about the other. This is what creates suspense in the story because one does not know what is expected. The wife had taken an oath that when the husband dies, she would also kill herself. Killing yourself in the Japanese culture indicates love, honor, and Shinji decided to do this for his country. Despite their love for their country, they also loved each other extremely much. Each of them cannot live without the other. It is evident from the story that Shinji thinks of his wife while he is in the field, the same thing with his wife who cannot live without him. Their love for one another is displayed in the narration with the tone, imagery and the characters. Description is also widely used in the story for creating a picture in the mind of the reader. For example, â€Å"Reiko took a white silk kimono with her and entered the bathroom† and â€Å"the thick black brushstrokes (Mishima and Sergeant).† After reading an image is created in the mind of the reader, and this makes the reading fascinating. Death to the lieutenant before the eyes of his wife was the most fulfilling thing and Shinji thought that he would die in peace and happiness. His wife made him realize the things that he loved most in his life that made him take his life. The wife watched his husband die in pain and could not help him because it was her duty to support him. She also killed herself afterwards so that she could reunite with her husband and fulfills her mother’s wishes. On reading this story one would conclude that they did not love each other, but in regards to the age and culture, it was the best move to take. The actions and activities of the key characters are well displayed and described. For example, â€Å"Moving the sword around to his

Effects Of Increased Wait-Time On The Quantity Of Attempted Responses Essay

Effects Of Increased Wait-Time On The Quantity Of Attempted Responses And Correct Responses From Elementary ELL Students To Questions In A Classroom - Essay Example It gives the educator, as a scholarly practitioner, the opportunity to examine relevant issues in his or her own classroom or school which may complicate, compromise, or complement the learning process—and to find meaningful, practical, research-based answers. In Action Research, teachers are empowered to design a research-based plan, identify learning issues or problems, review relevant literature that examines identified problems, implement specific, research-based strategies, and discover convincing evidence that supports or contravenes their teaching strategies. The most exciting part of Action Research is the teacher can often observe student improvement during the project and can demonstrate, in a quantitative manner, the improvement of student learning. Sagor notes, â€Å"Seeing students grow is probably the greatest joy educators can experience† (2002, p. 5).... I chose this research topic because I became quite interested in the positive effects of â€Å"wait time† when the concept was first introduced early in this program. Through self-examination of my own teaching behavior and practices, I came to realize that I was not allowing sufficient time for all students to answer questions. I began to wait longer for answers and I noticed a definite improvement in the number and in the quality of answers provided by my students. I extended my "wait -time" in all areas of my classroom, talking circle, small group projects, full class lectures. I notice improvements in the number of answers, participation, and the engagement levels of my students. "Wait time" is one of several tools and techniques learned in this course that I am in the process of implementing in my effort to create a more inclusive and equitable classroom-learning situation. I endeavor to continuously develop as a teacher and I am committed to improving in a manner that in sures each student in my classroom learns and develops to their full potential. I have concluded that implementing "wait time" into my teaching behavior is an important aspect of this development. RESEARCH QUESTION: What are the effects of increased wait-time on the number of attempted responses and the number of correct responses from elementary ESL/ELL students? DEMOGRAPHICS DEMOGRAPHIC DATA: Where / What is the research site? Who is directly involved? How will statistics be acquired to give a clear understanding of the context and culture of the research site? (Do not use name as an identifier.) Provide references for sources used. The research site is ‘Iowa after-school program’ learning center where

Analyse the Ofsted report in light of what you have observed to be Essay

Analyse the Ofsted report in light of what you have observed to be current practice in your school - Essay Example in both GCE and GCSE, challenges faced in the implementation of the project and the recommendations made to the national curriculum developers as well as the individual schools. Key to note is that pupils refer to years 1- 6 while students refer to people in secondary schools. A case study of 167 secondary, primary and special schools has been adopted for this Ofsted report in a span of 3 years in 2008 to 2011. Also the use of computing instruction files is both a specialty and across the wider school curriculum. The report reflects issues arising from the application of ICT in schools namely: curriculum and qualifications of Key Stage 4 and 6, staff professionalism where ICT is concerned, e- safety, application of virtual learning environments, resource availability and getting best value of the ICT application (Taylor 2001). Among the schools highlighted ICT was better adopted in primary schools as compared to their secondary counterparts with two thirds of the primary schools showing outstanding progress compared to one third of the secondary schools (Mohanty 2006). Other challenges are that few students advancing to secondary school had the basic ICT knowledge to engage in ICT business later, inadequate or complete lack of ICT infrastructure such as c omputer, laptops and teachers tired with the workload of students. Schools adopting ICT were seen to have a comparative advantage over their counterparts which do not among the Key Level 4 and 6 pupils considered, it was evident that it increased their creativity levels with some embracing and arranging music using computers through the virtual learning environment (Mohanty 2006). Slow learners were seen to get fluent with use of computers almost as fast as the fast learners. Children with autism and Down’s syndrome responded dramatically well to ICT application files where the respective schools made specific modifications on the program to handle their learning experience (Meadows 2000). A positive response

Disasters In Tamilnadu Coastal States

Disasters In Tamilnadu Coastal States Natural Disasters like Cyclone, Flood and Tsunami have been affecting the coastal communities for a long time. The prime reason behind this impact is the lack of last mile communications. In a disaster situation, timely warnings allow people to take actions that save lives, reduce damage to property and minimize human suffering. To facilitate an effective warning system, there is a major need for better coordination among the early warning providers as well as those handling logistics and raising awareness about disaster preparedness, security and management. There are many new communication technologies that allow warning providers not only to reach the people at risk but also to personalize their warning message to a particular situation. Opportunities are available right now to significantly reduce loss of life and properties if disaster warning systems can be improved. In this study, the researcher analyzes how various forms of Radio plays an important role in disseminating infor mation among the people during emergencies using survey and interviews. This paper also looks into the effective role of ICT in communicating security planning, preparedness and risk management strategies to coastal communities in the Tamil Nadu state of India. Keywords: natural disasters, communication, technology, radio, village information centres DISASTERS IN TAMILNADU, A COASTAL STATE IN INDIA India is one of the most disaster prone countries of the world. It has had some of the worlds most severe droughts, famines, cyclones, earthquakes, chemical disasters, rail accidents, and road accidents. The developing countries are becoming increasingly exposed to greater numbers of natural and man-made disasters, resulting in larger numbers of people becoming victims. It is estimated that between 1980 and 1984, about 800 disasters affected the lives of about 400 million people in the world. The high density of population in the developing countries, especially in the high risk coastal areas, results in several millions of people getting affected by natural disasters, especially in recurring disasters like floods, cyclones, storm surges, etc. Tamilnadu being one of the 28 states of India lies on the eastern coast of the southern Indian peninsula bordered by Puducherry (Pondicherry), Kerela, Karnataka and Andhra Pradesh. Since Tamilnadu and Puducherry were located in the coastal areas of Bay of Bengal, the natural disasters such as Tsunami, Floods, Cyclone takes away the lives of many people which include damage to the properties. Over 1000 killed as Tsunami hits Eastern and South coastal areas in India. Over a thousand people have been killed in tidal waves in Tamil Nadu, Puducherry, Andhra Pradesh and Andaman and Nicobar Islands. Tamil Nadu and Puducherry was the worst affected with possibly over 800 people killed. At least 350 people have been confirmed dead in Tamil Nadu with over 100 people dead in Chennai alone. As many as 239 people have been killed in Cuddalore in Tamil Nadu, while in Nagapatnam; the number of dead has been confirmed as 273. INFORMATION NEEDS IN DISASTER MANAGEMENT The information needs of disaster management deals with collection of two categories of disaster-related data: â‚ ¬Ã‚  Pre-disaster baseline data about the country and risks; and Post-disaster real-time data about the impact of a disaster and the resources available to combat it. Similarly, the disaster management functioning procedure is dealt with two types of activities: â‚ ¬Ã‚  Pre-disaster activities: analysis and research (to improve the existing knowledge base), risk assessment, prevention, mitigation and preparedness; and Post-disaster activities: response, rehabilitation and reconstruction. The ability of leaders and administrators to make sound disaster management decisions to analyze risks and decide upon appropriate counter-measures can be greatly enhanced by the cross-sectoral integration of information. COMMUNICATION FACILITIES FOR DISASTER MANAGEMENT Communication is a major bottleneck in case of any major disaster particularly when the traditional network system already in force brakes down. In order to strengthen communications, it has been decided that police network (POLNET) will also be used for disaster management. For this purpose POLNET communication facility was extended to District Magistrates, Sub Divisional Magistrates as well as the Control Rooms. For emergency communication, mobile satellite based units which can be transported to the site of the disaster are being procured. A group was constituted to draw a comprehensive communication plan for disaster management nd the report has since been received. This provides for a dedicated communication system for disaster management with built in redundancies. Communication and education can play a proactive role in mitigation through awareness about the types of disaster and as to how prevention measures can be taken up. There is also a Satellite based communication system called the Cyclone Warning Dissemination Systems (CWDS) for transmission of warnings. There are 250 cyclone-warning sets installed in the cyclone prone areas of east and west coast. The general public, the coastal residents and fishermen, are also warned through the Government machinery and broadcast of warnings through AIR and Television. The use of satellite, computers, electronics, better communication facilities are make significant difference in disaster management. The data processing and computers are providing a useful tool in decision making in disaster. OBJECTIVES To study the various communication technologies applied for the inter-organizational communication for disaster management in Cuddalore, a coastal state of TamilNadu. To investigate the effectiveness of VHF Radio System based EWS in disseminating early warning to coastal communities in Cuddalore. REVIEW OF LITERATURE ROLE OF GOVERNMENT IN DISASTER MANAGEMENT The role of Government in disaster management is to provide a central, coordinated plan of action to address the damage caused by a disaster as well as the needs of the people affected. They also address the degree of risk present within an emergency situation. They repair the hazardous conditions such as polluted water supplies, damaged power lines, and inadequate housing. When needed, civil defense units such as the National Guard is called to maintain order within a disaster situation. Emergency management also involves providing the support necessary to prepare and rebuild a community aftermath a disaster. Government agencies also provide the lines of communication needed to keep responders in touch with government and public officials. Mobile communications systems are also put in place to provide airlifted networks of communication throughout a particular region. A World Wide Scenario A report on Disaster Management Centre, published by Government of Sri Lanka (2005) provides details regarding the functioning of disaster management centre in Sri Lanka. Hazard Mapping and Risk Assessment, information and data collection are the major functions of this centre. The collected information is disseminated to the communities through mobile phones, loudspeakers, television, radio etc. The article also stresses on the difficulties in communication in an emergency situation. Frequent breakdown in telephone systems, jamming of telephones systems, non-availability of telecommunication facilities in remote villages creates major hindrance in communication during an emergency situation. Kerala State Disaster Management Policy, a report published by Government of Kerala (2009) shows the system and procedure of working of Emergency Operation Centre (EOC). The system of EOC is designed in such a way that the information can be promptly assessed and relayed to concerned people. Rapid dissemination contributes to quick response and effective decision making during emergencies. EOC functions round the clock and maintains direct linkage with district control rooms through phone, fax, wireless and internet. Report also mentions the incidence command system. The Incidence Command System is an organized system of government departments and other agencies that are to be worked under a structured pattern for response and recovery. Disaster Management Policy and Communication Systems, a report published by Government of Japan (2007) brings out the functioning procedure of Disaster Management Communication Systems in Japan. Data gathering and message sending to communities are the major functions of this system. The information collected is disseminated to communities through loudspeakers and sirens. Report also shows the organizational communication between various departments like fire and disaster management centre, telecommunication and broadcast ministry, municipality etc. A Nation wide Scenario The article on Disaster Management, published by Government of India (2004) discusses the activities carried out by the central government at the times of a disaster. The basic responsibility of the government is to undertake rescue, relief and rehabilitation measures, and provision of logistical and financial support to state governments during a disaster. The logistical support includes deployment of aircrafts and boasts, specialist teams of Armed Forces, Central Para Military Forces, arrangements for relief materials essential commodities including medical stores, restoration of critical infrastructure facilities including communication network and such other assistance as may be required by the affected stats to meet the situation effectively. An article on Disaster Management in India, published by Government of India (2005), reveals the functioning procedure of National Emergency Management Authority. Reviewing the status of warning system, mitigation measure and disaster preparedness are its major functions. It suggests the state governments to restructure/re-group the officers/staff within the Department of Disaster Management with definite functions to pursuer the holistic approach to disaster management. The four functional groups to be assigned with specific tasks within departments are, hazard mitigation, preparedness and capacity building, relief and response, administration and finance. Development of National Emergency Communication Plan, an article published by Government of India (2006) recommends a nationwide network between the state governments with triple redundancy and full reliability during emergencies to connect the national, state and district Emergency Operation Centres. In Phase I of the report, it is proposed to establish an Emergency Communication System to provide mobile communication linkages through satellite between on-site disaster response teams to be deployed in remote locations and national and state Emergency Operation Centres. In Phase- II, the plan insists the connectivity using lines with various satellite back ups from the existing networks such as BSNL, Police Network, SPACENET to establish an integrated network among all Emergency Operation Centres and mobile Emergency Operation Centres at disaster sites. State Wide Scenario In Tamil Nadu and Puducherry A report Disaster Management in Tamil Nadu, published by Government of Tamil Nadu (2005) describes the activities carried out by the government in all three phases of disaster management. In Phase I (pre-disaster phase), all district collectors would prepare detailed action plans at local body level and at district level. The public and private sectors, voluntary agencies and community would be actively involved in the formulation of such plans. Formulation of appropriate policies and guidelines for disaster management, risk assessment and mapping of disaster vulnerable areas, establishment of communication network, setting up early warning systems would be carried out in pre-disaster phase. In phase II (disaster phase) warning and evacuation, immediate search and rescue operations, providing medical care, adequate health and sanitation care, provision of safe drinking water, mobilizing funds for relief, rehabilitation, relief packages are carried out in disaster phase. In phase III (post-disaster phase) reconstruction of houses, relocation of affected people, disbursement of funds, redressal of grievances, modification and updation of disaster plans are carried out. Disaster Management Action Plan for Floods Cyclones, a report published by Government of Puducherry (2009) describes the details regarding various organizations like revenue department, fire and rescue department, health department etc. involved in disaster management within Puducherry and their functions. Report also mentions the activities carried out by these departments during a disaster, like revenue department disseminates early warnings before a disaster strikes, fire and rescue department helps in search and rescue process while all the medical needs and disturbances are handled by health department. A report on Standard Operating Procedure (SOP) for disasters, published by Government of Puducherry (2009) describes the steps prepared in concise form as a response to any kind of disaster. It suggests the sequence of actions to be taken by different departments in central/state/district level. The SOP will respond to all disaster calls, mobilizing staff and fire units, effective management of resources by communication and mobilization of additional resources. It will be altered according to the scene of occurrence and a quick spot decision will be made by the operational in charge in consultation with the controlling officers. ORGANIZATIONS INVOLVED IN DISASTER MANAGEMENT Functions at National Level J. P. Saulina Arnold (2006) discusses National Disaster Response Mechanism, which reviews the existing arrangements for preparedness and mitigation of natural/man-made disasters, recommend measures for strengthening organizational structures and recommends a comprehensive model plan for management of the disasters at National, State and District level. National Disaster Response Force (NDRF) has been established with personnel from the Para military forces for strengthening the preparedness and emergency response in the country. Eight battalions of the NDRF have been setup and deployed in strategic locations in the country and the NDRF personnel are being trained and equipped with state-of-the-art life saving equipments, search and rescue equipments, inflatable boats, etc. The NDRF personnel are also being trained for preparing and responding to Chemical, Biological, Radiological and Nuclear (CBRN) emergencies. Vinod Chandra Menon (2009) discusses the role of National Disaster Management Authority (NDMA). NDMA is chaired by the Prime Minister is the apex body for disaster management in country, which sets up State District Management Authorities for the effective coordination among the central and state to minimize the impact of the disaster. The National Institute for Disaster Management (NIDM) has been established as the apex training institute for disaster management in India. NIDM coordinates the capacity building efforts of disaster management faculty in State Training Institutes and also offers a few distance education programmes in disaster management in collaboration with the World Bank Institute. The NIDM also hosts the SAARC Centre for Disaster Management. Vinod K. Sharma (2006) describes the role of National Crisis Management Committee (NCMC), which gives direction to the Crisis Management Group as deemed necessary. The Secretary, Ministry of Home Affairs is responsible for ensuring that all developments are brought to the notice of the NCMC promptly. The NCMC can give directions to any Ministry/Department/Organization for specific action needed for meeting the crisis situation. The article also describes the role of National Emergency Management Authority at the National level (NEMA). When a disaster strikes, the Authority will coordinate disaster management activities. The Authority will be responsible for:-  · Coordinating/mandating Governments policies for disaster reduction/mitigation.  · Ensuring adequate preparedness at all levels in order to meet disasters.  · Coordinating response to a disaster when it strikes.  · Coordination of post disaster relief and rehabilitation. Functions at State Level The report Disaster Management in Tamil Nadu, published by Government of Tamil Nadu (2006) describes the role of State Emergency Management Planning Committee (SEMPC). State Emergency Management Plan is prepared for each kind of disaster and the details of the organizational structure for emergency management activities are known. Responsibility of concerned agencies for the execution of rescue, relief and recovery operations and Standard Operating Procedure for each is available. A State Emergency Management Planning Committee (SEMPC) should be constituted with all the stakeholders as members. The report also analyzes the role of State Crisis Group (SCG). State Crisis Group (SCG) enables quick decision making, operational direction and coordination of the issue of warning and execution of rescue, relief and recovery operations. The responsibilities of the SCG would include: On spot decision making Control and coordination of response and recovery activities Resource mobilization and replenishment Monitoring of overall response recovery activities. Preparation of reports for submission to State Government State Emergency Control Room (SECR) ensures all warning and communication systems, instruments are in working condition and collect information on a routine basis from the State departments on the vulnerability of areas to disasters. Functions at District Level The report published by Government of Tamil Nadu (2006) reviews the functioning procedure of disaster management organizations at district level. It is the District Collector who is the focal point at the District level for directing, supervising and monitoring relief measures for disaster and for preparation of District level plans. The relief measures are reviewed by the district level relief committee consisting of official and non-official members including the local legislators and the members of parliament. The Collector maintains close coordination with the Central Government authorities in the districts, namely, the Army, Air Force and Navy, Ministry of Water Resources, etc., who supplement the effort of the district administration in the rescue and relief operation. ORGANIZATIONAL COMMUNICATION FOR DISASTER MANAGEMENT Duke H. Jeong (2006) analyzes the Inter-Organizational Information Management and Communication Breakdowns in Initial Disaster Response Mechanism. During disaster relief operations, collaborative critical decisions are often made by decision-makers from many different organizations and from a diversity of professional fields. Communication breakdowns often hamper the effective coordination of a disaster response, particularly when a multiplicity of Federal, state, local and volunteer organizations takes part in the effort. A communication breakdown is defined as the failure to communicate information due to the inability to obtain critical and needed information and the inability to obtain sufficient information quality to support decision-making. Gauruav Vivek Bhatnagar (2009) discusses the New Network for Disaster Management. Terrestrial Trunked Radio (Tetra) Communication would help establish the countrys first exclusive Government Radio Network (GRN) in Delhi. Tetra network seeks to facilitate swift and secure communication among various government agencies like Police, Fire services, hospitals, Public Works Department and Transport Corporation, the system would of be of great help in any disaster management exercise. Johnson and Zawawi (2002) describe the advances in inter-organizational disaster Management. Inter-organizational disaster response requires collaboration among geographically distributed public and private organizations to enable a rapid and effective response to an unexpected event. In order to ensure coherent coordination among the responding organizations, relevant information needs have to be collected from multiple sources, verified for accuracy and shared with appropriate organizations, all within a short time frame. Humphrey (2009) suggests that disaster management should get proactive by using RPM method. RPM stands for Recognize, Prioritize, and Mobilize to anticipate potential disasters. This approach involves recognizing potential threats, prioritizing them according to their seriousness and mobilizing resources to prevent them from occurring or at least minimizing their impact. Most organizations fail to anticipate threats mainly because of following reasons: Lack of recognition: Leaders remain oblivious to approaching threats and pay no head to warning signs. Lack of prioritizations: Leaders detect a threat but do not consider it serious enough and therefore do not give the attention it deserves. Lack of Mobilization: They recognize a danger and are aware of its seriousness but neglect to take proper action in time. Lawal Billa, Mansor Shattri, Ahmad Rodzi Mahmud and Abdul Halim Ghazali (2006) have discussed about the Comprehensive Planning and the Role of Spatial Decision Support System. Through case study, they have analyzed that the strength of Spatial Decision Support System in the collection and processing of information to speed-up communication between the proponents of the disaster management program. Moreover, Spatial Decision Support System plays an important role in decision-making. Louise K. Comfort (2006) describes the Inter-Organizational Design for Disaster Management. Cognition understanding; communication, coordination and control are the main factors to be concentrated between the organizations of disaster management. Marijn Janssen and Nitesh Bharosa (2005) discuss the Advances in Multi-agency Disaster Management. When a disaster strikes, the complex task environment requires multiple organizations to transform from autonomous actors to interdependent decision-making teams. In order to ensure coherent coordination among the responding organizations, relevant information needs to be collected form multiple sources, verified for accuracy and shared with appropriate responding organizations all within a short time frame. Naim Kapucu (2006) describes the Interagency Communication Networks during Emergencies. He focuses on pre-incident and technical aspects of communication. Pre-incident communications deals among key local disaster response organizations such as law enforcement agencies, fire departments, local emergency management agencies and organizations in the health and welfare sectors. The tool used for communication between organizations during a disaster is mobile communication and computer based networking. Technical problems also inhibit the information exchange. Flooding, hurricanes, earthquakes are all capable of toppling antennas and interrupting normal electrical power. Nigel Martin (2007) has reviewed how regional governments in Asia and other national governments around the world collect, manage and share critical geo-technical information. Through case study, it was concluded that early warning information were not handled by the government in an efficient way before the tsunami wave stroke. No proper technological solutions to provide earthquake and tsunami warning information. N. K. Chhibber (2007) describes the Disaster Communication Network in Maharashtra. VSAT network and VHF radio network has been maintained for the dissemination of emergency information within the state. Ryan, Matheson (2009) analyze the Significance of Communication in Emergency Management. The study attempts to quantity the importance of communication activities to emergency management. Through content analysis, it was founded that there is a rapid improved communication between the organizations. Sir car, Scalem (2004) has described about the Networking of Organizations in four zones of working such as normal stage, pre-disaster stage, disaster stage and post-disaster stage. The role of Revenue department in pre-disaster stage is to collect the warning news from higher officials and pass the information to communities through mobile technology or radio technology. The role of Fire and Rescue Department is to provide rescue and rehabilitation procedure. Soundarya Viswanathan (2009) describes the awareness level among the government officials, representatives of local bodies and general public of disaster. Lack of awareness among them, lead to a serious disruption of the functioning of a community or society, causing widespread human, material, economic or environmental losses. In order to meet the disaster risk posed by forms of disasters, a system of enormous task must be undertaken such as hazard analysis and dissemination to the community, identification of vulnerabilities to various hazards, eliminating or strengthening the vulnerabilities, capacitating the community for readiness and resilent to all types of hazard. S. Suri (2000) analyzes the reasons behind the Orissa disaster which took away many lives of the people due to the failure of Cyclone Warning Dissemination System (CWDS). Due to the system failure, warnings were not given so to create awareness to the people, which has lead to a major destruction. Only television and radio warnings were given, but not of accurate information. Vinod K. Sharma (2002) describes the overall view of the disaster administration mechanism in the country at the central, the state and the district level also highlighting the role played by the secondary institutions. The Department of Agriculture and Cooperation (DAC) in the agriculture ministry is the nodal department for all matters concerning natural disasters relief at the centre. It transmits all emergency information to all concerned state governments for effective disaster management. The report published by Government of Puducherry (2006) describes the implementation of various communication technologies in Puducherry after tsunami. It describes the activation go emergency operation centre and dissemination of early warming through VHF sets. METHODOLOGY For this study the researcher has adopted survey method which is a quantitative type of research. The tool used for data collection is Questionnaire. Cluster sampling technique was used for data collection from coastal communities in Cuddalore. The sample size is 300. The Survey was conducted to find the mostly employed communication technology for security planning during disasters and the effectiveness of VHF based Early Warning Systems among them. ANALYSIS AND INTERPRETATION The following is the graphical presentation of data collected from the questionnaires. When asked whether they are aware about various disasters, the response was the following: Fig. 1 Awareness level about various disasters Coastal communities are majorly aware of following communication technologies: Fig. 2 Knowledge regarding Communication technologies Communication technologies they have in their homes, which are majorly employed in disaster management are: Fig. 3 Communication technologies used in homes. When asked the source of getting disaster news, the response was the following: Fig. 4 Devices used to getting information regarding disasters. When asked, whether they are informed regularly the alterations in weather conditions, the response was the following: Fig. 5 Updation of weather alterations. They get weather information from, Fig. 6 Organizations that provide weather informations. When asked about the usage of mobile phones in disaster management, the response was following: Fig. 7 Usage of Mobile Phones for disseminating disaster news. When asked whether they are aware of VHF Radio based Early Warning System, the response was following: Fig. 8 Awareness level regarding VHF systems. The Efficiency of VHF Radio based Early Warning System before 2009 is: Fig. 9 Efficiency of VHF systems before 2009. The Efficiency of VHF Radio based Early Warning System after 2009 is 76% as shown below: Fig. 9.1 Efficiency of VHF systems after 2009. The Efficiency of Village Information Centres (VIC) Public Address System (PAS) based Early Warning System before 2009 is: Fig. 10 Efficiency of VIC early warning systems before 2009. The Efficiency of Village Information Centres (VIC) Public Address System (PAS) based Early Warning System after 2009 is just 19%: Fig. 10.1 Efficiency of VIC early warning systems after 2009. Type of information they get from VHF system is, Fig. 11 Type of information provided by VHF systems. STATISTICAL ANALYSIS 87% of the respondents told that they are aware of various disasters that would bring great disturbance to their livelihood. 13% of the respondents very unable to distinguish the natural disasters from man-made disasters. Majority of the respondents replied that, Mobile Phones and TV are the major communication technologies, which knew that mainly provide information regarding disasters. There are majorly two modes of communication dedicated for disaster management in coastal areas. One is from the government side and the other is from the non-governmental organizations (NGO). The government of Tamil Nadu has set up VHF Radio based early warning system in all the panchayat offices of coastal villages that are present in the High Tide Line (HTL). HTL is defined as the area within 500 mts from the sea level. The warning is given through PAS (Public Address System) present on top of the panchayat office buildings that have a reach of 1 to 2 kms. NGOs have established Village Information Centres (VIC) in most of the coastal areas that are vulnerable to coastal disasters. These VICs also have PAS for disaster information dissemination. 98% of the respondents said that they are aware of VHF Radio based Early Warning System and VICs run by the local NGOs, while 2% of the respondents are unaware of it. Majority of the respondents told that VHF Radio based Early Warning System is effective in disseminating in disaster news to coastal community before 2009. It is to be noted that the Indian Ocean Tsunami striked the Tamil Nadu coast during December 2004 and after that immediately, VIC and VHF based early warning systems were established. It was functioning very well for more than 2 years as said by the respondents. But there is deterioration in the quality and frequency of disaster information being disseminated through both the systems after 2009 especially with respect to the VICs run by NGOs because of their problems with financial sustainability. The figures and percentages are clearly given in the graph above. 64% of the respondents replied that they gain early warning alerts from VHF system, 32.8% respondents receive preparedness aler