THE GLOBE

November - December 2013

Student Writings rom !E!

W"!T!NG ONE
What are We Wearing? Abdulkarim (Saudi Arabia) I am wearing a silver t-shirt and green jeans. Ahmed is wearing blue jeans and a black and silver tshirt. Bassam is wearing a red t-shirt and shoes. Sanad is wearing a solid black t-shirt and a hat. Khalid is wearing a blue and white striped t-shirt. ohammed is wearing black shoes! a t-shirt and blue jeans. "inda is wearing black pants and a pink sweater. What did my Grandfather do? B# Ahmed Alra#i$i (Saudi Arabia) # grand%ather did not drive a car. # grand%ather did not have a cell phone. &e had a horse and a donke#! and he took %ruit %rom his %arm to the cit#. &e sold the %ruit in the cit#. &e did not have light. &e spoke just Arabic. &e did not have a watch. &e did not eat %ast %ood. &e did not smoke. &e did not have '(! pla# station and a )() pla#er. &e did not have electricit# in the house. &e did not have a book. What are We Wearing? B# Bassam (Saudi Arabia) I*m wearing a coat! jeans! a black and red cap! a red and blue striped shirt and sports shoes. Sanad is wearing a black shirt! blue jeans and sports shoes. Special Gifts B# Khalid Alabbush (Saudi Arabia) # %ather gave me a new car. I was +, #ears old. I was happ# to have a new car and I told m# %riend I*m happ#. A%ter si- months! m# mother gave me an airplane ticket. I was happ# about that. 'hen! I traveled and enjo#ed .eddah. Also! m# %riend gave me a new '(. I was happ#. I*m luck#! because I have a good %amil# and good %riends. Special Gifts B# ohammed Alha/eem (Saudi Arabia) I gave m# sister a phone. # mother and %ather gave me a bike and a white phone. A%ter I %inish m# studies! m# brother is going to give me a lot o% gi%ts. # %ather gave me a car! and I was 0+ #ears old. I gave m# %amil# all m# love. What are we Wearing? B# Sanad (Saudi Arabia) I am wearing a black t-shirt! jeans! a jacket and shoes. Bassam is wearing a red t-shirt! a black and red cap and sports shoes. Abdulkarim is wearing a silver t-shirt! black jeans and sports shoes.

W"!T!NG TWO
A Mistake Kener (1uatemala) I made a mistake. I was 02 #ears old at the time. I made a mistake when I was on essenger with m# girl%riend. &er name was 3orlen#. I said 4&ow are #ou5 I love #ou 6uleika.4 6uleika was another o% m# girl%riends. Both o% them were mad at me because I 1 wrote to the wrong girl%riend. 'his was m# worst mistake. I will never %orget this mistake because I %elt terrible.

My Sister 6ainab (Saudi Arabia)

# sister is 7atima. She is seven #ears old. &er birthda# is ne-t month. She is a small person! but she has a loud voice. She likes to watch cartoons but she doesn8t like to stud#. 7atima alwa#s wants to go to the supermarket to bu# ice cream. 9hen I %irst came to the :SA I called her and she was cr#ing. I miss m# nois# sister 7atimah. My Favorite Animal Ahmed Al%aw/an (Saudi Arabia) # %avorite animal is the camel. I like the camel because m# %ather has camels. I like camels because the# are beauti%ul. 'he camel is a big animal. ;amels are brown. 'he camel lives man# places! including Saudi Arabia.

My Favorite Music .aber (Saudi Arabia) # %avorite t#pe o% music is <ock. I like this music because it is %un. I listen to this music when I am going to school. 'his music makes me happ# and not sleep#. ost o% the time I like classical music! too. 'his music has eas# words and is %un to sing along with. My Daily Routine Abdullah Alhamdi (Saudi Arabia) I have an interesting dail# routine. 7irst I get up. 'hen I take a shower. =e-t I get dressed. 'hen I eat break%ast. =e-t I go to school. A%ter that I leave school. 'hen I come home. =e-t I cook lunch. 'hen I cook lunch. I watch movies. A%ter that I go to pla# soccer. 'hen I take a shower. A%ter that I eat dinner and rela-. 7inall# I go to bed.

W"!T!NG TH"EE
An Ama ing !acation B# inSung (South Korea) I had an ama/ing vacation with m# %amil#. 9e traveled to Singapore when I was 0> #ears old. I traveled to Singapore with m# %amil# that summer. 9e were in the Singapore .urong Bird ?ark! and we saw various birds. I was ama/ed to see various birds. 9hen we arrived there! the Bird Show started in the .urong Bird ?ark. an# birds walked on to the stage. 'hen! one parrot walked on to the stage. Suddenl#! the parrot began to sing in a beauti%ul voice and pla# the piano. 'he parrots had remarkable singing skills. 'he parrots gave an e-cellent per%ormance! and man# people clapped %or them. # %amil# and I were ver# interested. 'his time was a ver# good e-perience. My Grandmother B# Abbas (Saudi Arabia) I have a nice and great grandmother named 7atima who is @, #ears old. She has short brown hair. 9hen I see her smile! I %eel com%ortable because I learned %rom her to be patient. Also! she has brown e#es that shine when children kiss her. She can*t move easil# because she has arthritis in her %eet. All m# %amil# loves her and takes care o% m# grandmother. Aver# 7rida#! m# %amil# visits her and makes a %east because she is ver# lovel# with all people. She gives us some advice %or our lives. I am sure that m# grandmother is the best grandmother in the world. 2 My "at B# Shareen (Kurdistan) I remember a sad time about m# cat. I was B #ears old! and I was living in m# hometown in Iran. I liked m# cat ver# much. I pla#ed with m# cat ever#da#. Cne da#! m# cat died. I was ver# sad! and I cried. # %ather buried the cat outside in m# back #ard. Aver#da#! I went there! and I cried and spoke with m# cat. A%ter one week! I %elt better. I will never %orget the time m# cat died. My Grandmother B# =ou% (Saudi Arabia) I have a beauti%ul and wonder%ul grandmother. 7irst! m# grandmother is named onera. She is @, #ears old. =e-t! she has short! brown! light! silk# hair. She alwa#s wears a black scar% o% her head and a long dress. In addition! m# grandmother has a bab# %ace! and she is alwa#s smiling. # grandmother alwa#s helps m# mother and her sister. Aver#da#! m# grandmother pre%ers eating dates and drinking co%%ee. 7inall#! m# grandmother is the most beauti%ul woman in the world. A Scary #ime B# ohammed Alrashidi (Saudi Arabia) Cnce when I was on a trip! I had a scar# time. I was in )ubai %ive #ears ago. 7irst! I was with

m# %riend in )ubai! and we rented an e-pensive car. I went to the mall and le%t m# car in the parking lot. A%ter that! some person stole m# car. 9hen I was in the mall! the person who took m# car had an accident on a %amous street. I went to the parking lot! but I didn*t %ind m# car. 'hen I %elt scared. A%ter that! I called the police and the police asked me! D9hat kind o% car do #ou have5E I told the police I rented an e-pensive car. It was a black <ange <over. 'hen the police told me the man who stole #our car had an accident. I will never %orget that da# because I was so scared and I never thought that would happen. My Mother$s Friend B# arcos ( e-ico) # mother has a nice and beauti%ul %riend. She has a lovel# ear to ear smile that spreads jo#. She has long! black hair. She alwa#s wears a bun in man# di%%erent st#les that makes it look di%%erent

ever#da#. She has a big heart because she helps m# mother. 9hen we didn*t have an#thing to eat! she gave us %ood like beans! soup! %ood cans! rice and sometimes clothes in the cool season. She is ver# humble! help%ul! and amiable. I think she is the best %riend o% m# mom. &er name is inerva. 1od bless her wherever she is. My Grandfather B# ohmood (Saudi Arabia) I have a handsome grand%ather named Salman who is BF #ears old. &e has short! black and white hair. &is big clear black e#es shine when he talks with people. &e is alwa#s happ#. &e has pink lips and white skin. All the %amil# likes to talk with him because he is ver# smart and lovel#. Aver#da#! m# grand%ather works two times! and he is ver# bus# in his job. &e likes to visit all the %amil# ever# weekend and talk with them.

W"!T!NG #O$"
%eauty B# Abdula/i/ (Saudi Arabia) 9hat is beaut#5 9hat is the spirit o% beaut#5 Are there an# bene%its o% beaut#5 'he %act o% absolute beaut# is the beaut# o% such goodness! in our hearts and outside o% us. Beaut# is nature! internal! and e-ternal. Beaut# is nature like the moon! mountains! ocean. 7or e-ample! when it is dark and #ou see the moon! the complete view o% it %ull would inevitabl# be wonder%ul. Also! when #ou see the shape o% the mountain and how it looks! #ou will be surprised because #ou will the wind in #our %ace and #ou will hear the voices o% the waves. 'ake the ocean %or another e-ample. 9hen most people %eel stressed the# go to see the ocean because once #ou look into the ocean! #ou %eel com%ortable. In addition! beaut# is internal like personalit#! character! emotion! and %eeling. 'he person who has a nice personalit# will be kindG he will help the people all the time. And the person who has a great character will have good relations with people and ever#bod# will like him. Also the person who has %eeling and emotions will be a sensitive person. 'his is a kind o% beaut#. Beaut# is e-ternal like the bod# o% a person or the design o% a thing. 7or instance! i% someone has an athletic bod# he will be use%ul %or helping the people! such as assisting them with a heav# thing. In addition! i% someone has designed a beauti%ul thing! like a painting or a house or %orm o% an#thing! that will 3 be beauti%ul. In a conclusion! beaut# in general can be seen in ever#thing. .ust open #our e#es and be positive and #ou8ll see ever#thing around #ou is beauti%ulH the nature! what is around #ou! and what is within. &ntelligence B# Abdullah Al%hadil (Saudi Arabia) )o #ou know something about intelligence5 9hat*s does intelligence mean5 Aver#one has man# ideas about intelligence. Some concepts about intelligence are skills! technolog#! and career. 7irst! intelligence means skills. an# Intelligent skills can in athletes like essi. &e is pla#er %or soccer with Barcelona in Spain. &e has been using his intelligence to soccer pla# know he is the best pla#er. Another e-ample in skills #ou can use intelligence is music. Beethoven is one o% the users o% intelligence in music and settings %or the piano. &e was pla#ing b# his emotion. In addition! #ou can use intelligence %or art to paint a plate or a good picture. Second! #ou can %ind intelligence in technolog#! such as a smart phone. ?eople have been using phones %or a long time but not like now. 'he smart phone can b# used %or ever#thing! like a computer intelligentl#. And the use o% intelligence is also making medical tools. 'his intelligence has helped man# doctors to e-plore diseases. 7or e-ample! devices %or tumors! surgeries! laboratories and man#

other o% smart medical devices. 7inall#! intelligence means career. ;areer means at school! #ou can use intelligence in class to %ind correct answers and to understand the hardest lessons %rom #our intelligence. Another thing #ou can use #our intelligence %or is business. 'his is important i% want #ou to be success%ul in #our business deal. In sum! intelligence is described as beauti%ul in our lives. 3ou %ind intelligence in %ields and activit#! like skills! technolog#! and career. Stereotype in Saudi Ara'ia B# Ahmed Almusslam (Saudi Arabia) Stereot#pe is taking a wrong idea about all the people living in the same communit# or group. Stereot#pes also e-ist about cultures and countries as a whole. Stereot#pe e-amples o% this sort include the premises o%! gender! socio-economic! class and habits. Saudi societ# consists o% men and women both o% them share in building and improving our home but there are some wrong stereot#pe. an# people %rom other countries think most o% Saudi*s male population live in the desert or must wear thobes and getra. 'he# think the# must be Bedouins. 'he# are some wrong theories about the women that she should be like a slaves because cannot drive or leave the house without her aba#a. Saudi Arabia is one o% the leading oil e-porting countries in the world. Because o% that some o% people imagined the people have a lot o% mone#. 'he# must be rich. :n%ortunatel# we have a lot o% poor men who cannot pa# the mone# to their landlord or eat %ood %or a simple reason the# cannot %ind jobs because we have a huge number o% unemplo#mentIover million people. 9e have di%%erent habits in Saudi Arabia! as well as the whole the Islamic world. 7or the same reason some people sa# that it is a bad habit to %ast. an# think that i% stop eating or drinking bod# will be weak! but in %act #our bod# will be strong i% #ou %ast because #ou %eel like the poor. 9e pra# %ive times ever# da# because uslims believe that pra#er is connection between human and 1od. Actuall# i% #ou do not live in Saudi Arabia #ou will %ind it di%%icult to identi%# or understand how the# live with these cultures J habits. 3ou wont believe what #ou see. 3ou %ind ever#thing di%%erent. Also #ou will encounter man# people with di%%erent cases! #ou see the rich men and poor men. =ot all o% them are at the same levelG #ou will be surprised %rom this %act. Stereotype B# &atem (Saudi Arabia) 88)o not look %or the empt# hal% o% the cup. 3ou have to look at the cup hal% %ull88- a %amous Arab sa#ing. Stereot#pe is the impression that #ou took %rom those who did something inappropriate and the 4

people like them. Stereot#pes are related to race! gender! and socio-economic status. 7irst! stereot#pe is related to race. an# people have stereot#pe %or black people. 'he# think black people are alwa#s criminals and carr# weapons to kill people whom the# do not like. oreover! man# people have stereot#pes %or white people. 'he# think white people are alwa#s racist. Also man# people think Arabs are terrorists. 9hen we see someone who did some think inappropriate that doesn8t mean all his race act the same wa#. 7or e-ample! there are a lot o% white people who cause crime! as well as some black people and Arabs. Also! there a lot o% people o% all races who are peace%ul. Second! stereot#pe is related to gender. an# men think women have less intelligence men. 7or e-ample! some countries do not elect women to the presidenc#. 'hat8s completel# wrong. Because the brainpower does not depend on gender. Cn the other hand! man# women think men are un%aith%ul. 9e can8t sa# there aren8t un%aith%ul men! but there are also %aith%ul men un%aith%ul women. 7inall#! stereot#pes are related to socioeconomic status. an# rich people think poor people are a burden on societ#. And poor people think rich people are the reason %or their povert#! because rich people who own companies have jobs that poor people cannot access. In conclusion! stereot#pes are race! gender and socio-economic status. 'hose are wrong ideas. 'ransact with each person %or what #ou know about him or her! not what #ou know about his or her race! gender or socio-economic status. &ave #ou ever transact with someone #ou alread# have stereot#pe about him or her5 A Married and A Single B# Khalid Alabdkularim (Saudi Arabia) 'here are two kinds o% people in the world. 'he# are singles who live alone and no bod# lives with them to share in their li%e! and married who live with the other share o% humanit#. 9e can call this case a %amil#. 'here are man# di%%erences between a single and married in their li%e. 9e will e-plain some points that we can compare that includeH emotion! responsibilit#! and %inancial situation. 'he %irst is emotion. 'hat means that an# person who is married has %eeling with his or her partner who is com%ortable. But a single does not have the same %eeling. 7or e-ample! when someone marries! his or her li%e will change because the# %all in love and share their li%e! worries and happiness. Aver#one needs a person who cares %or him in all a%%airs o% li%e. 'he second is responsibilit#. 'hat means a married person has a %amil# and their li%e is not %or themselves it*s to share with other people in li%e. 'his also means aren*t %ree in li%e. Cn the other hand a single has %reedom in li%e! such as! travelling an#time

or moving an#where without consulting an#bod#. "astl#! a single pa#s less mone# than married because a single has small housing and personal e-penses. &owever! a married couple has larger housing and %amil# e-penses. &owever! we can sa# that married have more mone# than singles because the# are a team and have two jobs. Add! the# can save mone# b# sharing in ever#thing. In conclusion! a human can live alone. But we have to know that a li%e is hard. I% #ou want to live single! #ou will lose a partner who is important in #our li%e because ever#one needs a person to help him in a%%airs o% li%eIthat is a wi%e or husband. So! married person has partner who is the best advantage in li%e. 9e know that a li%e can*t continue without children. Religion B# <aed (Saudi Arabia) )o #ou believe there is a god5 Since the start o% li%e! the people believe in a god. And 1od sent messengers to guide people to a right path. ost people believe there is onl# one uni$ue 1od! but we can8t see 1od-just believe like uslims and ;hristians do. 'here are di%%erences between Islam and ;hristianit# in core belie%s! salvation! direction %or pra#er! hol# book! and the religious da#. 7irst! since Islam is di%%erent %rom ;hristianit#! the# have di%%erent core belie%s. 7or instance! the Islam %aith maintains a person is born without mistakes. So! he has a choice to be a philanthropist or not. ;hristianit# thinks a person is born guilt#. So! he has to live all his li%e believing onl# .esus can atone %or his sins. In addition! ;hristians believe that .esus is 1od8s word! and 1od gives him as &is representative. Second! according to ;hristianit#! the salvation is an important base o% core belie%s. 'he ;hristians %aith holds that .esus lived! then died to %ithe relationship between 1od and people. A%ter that he resurrected to give people chance b# taking their guilt# and giving them a new soul and heart. And the people have to believe in .esus to have salvation to be with him when he comes. ;onversel#! uslims believe that .esus didn8t die because when the people tried to bur# him! 1od raised him to the sk# and he will come down to guide people to the right wa#. 'hird! some religions have a di%%erent direction %or pra#er. 'he uslim direction %or pra#er is to the Kaaba in ekka. But ;hristians don8t have a direction %or pra#er. In addition! 1od8s messengers have hol# books that were written b# 1od. uslims obe# the &ol# Kuran. And the# believe that the &ol# Bible was 1od8s words but some people distorted the words. Cn the other hand! ;hristians obe# the &ol# Bible. 'he# %ollow the old and new testaments as 1od8s word. uslims and ;hristians believe that the hol# books have instructions to live a per%ect li%e. 5

Also! there is a hol# da# %or some religions. 'he people gather in a temple and some one speaks to remind them o% 1od and gives them some advice. 'he uslims gather on 7rida# in the mos$ue. But the ;hristians gather on Sunda# in church. In conclusion! some things are similar in some religions! like Dthere is 1odE. And some things are di%%erent such as core belie%s! salvation! direction %or pra#er! hol# book! and hol# da#. ;an #ou live without belie%5 &llegal &mmigration B# (isiam DSamE ("aos) A human! we were born to grow up though li%e and settle with a %uture. 'he road to success can be ver# long and %ull o% obstacles. )epending on how #ou love the place where #ou are! this is the movement %rom one place to the other! to search %or greener pasture. 'o be able to enter certain places in the world! #ou need proper documentation and certi%ication which could be di%%icult to ac$uire. 'his brings about illegal immigration. Some people move %or various reasons to attain higher education! li%e opportunit#! and pro%essional e-perience in a %oreign land. 7irst! education is power to gain knowledge. 'his is ver# important in ever# part o% the world toda#. 'here are a lot o% advancements and new technologies being developed constantl# and people want to be educated. Aver# countr# has structure o% education. Some counties have developed education! but some counties haven8t because there are di%%erent structure o% politics! econom#! culture! and societ#G people %rom around the world move to other countries to seek higher and improve education! the same as students who come to the :SA. 7urthermore! li%e opportunit# is important %or ever#bod#G people move to other countries because the# are looking %or good opportunities %or success! new li%e and to develop themselves with a better occupation. 3ou can do what #ou like and #ou can choose what #ou want in a %oreign countr#. <egarding pro%essional e-perience this is crucial and essential. ?eople want more e-perience in a %oreign countr# to broaden their knowledge to get more mone# in their occupation. In addition! we have to share e-perience about in%ormation! culture! traveling! communication! and social network. In a %oreign countr#! #ou have too man# things to learn and #ou have to open #our mind to get a better li%e and get more e-perience in a %oreign countr#. oreover! when people move to live in other countries! that is not eas# %or them. 'here are negative aspectsG the# have to spend a lot o% mone# to get a visa! live %ar %rom relativesG and are homesick. It is di%%icult to start a new li%e and there are a lot o% problems in a new li%e in a new countr#. Cn the other hand! the# have a %reedom! new %riends! do something new and learn di%%erent aspects such

as ideas and environment. <ight now! ever# countr# has to communicate with each other in order to learn and e-change culture! education! ideas! commerce! and investment. 'he people have to move %rom their countr# to other counties to get education! e-perience! opportunit#! better li%e! occupation! and other bene%its in a %oreign countr#. Aver# countr# must be connected with each other to make a land link and to make our world to be one nation in the %uture. Single vs( Married )ife B# 9ael (Saudi Arabia) Are #ou married or single5 'oda# a signi%icant number o% people are getting married and still others are remaining single. 'his has changed their lives and gives them di%%erences between their lives. 'here are man# di%%erences between single people8s lives and married people8s lives in their li%est#le! companionship! and responsibilit#. 7irstl#! li%est#le is the %irst di%%erence between those single and married. Singles have much more privac# in their li%e. 'he# will not be bothered b# an#bod# in their homes. =obod# will command them not to sleep late or not to watch movies too much. Single people can live a %ree li%e too. 'he# can spend their time with their %riends an#where and an#time the# want. 7or e-ample! I8m single and nobod# can tell me what I have to do. In contrast! married people will be bothered b# their li%e partners. 'he# have to take care o% their children and their spouses. 'he# can*t live a %ree li%e. I% the# want to go out with their %riends! the# must get permission %rom their partners %irst be%ore the# go. arried people are busier compared to single people! because married people have to take care o% their children and their partners. Secondl#! companionship is the ne-t di%%erence between single and married people. A husband will depend on his wi%e! and a wi%e will depend on her husband. :nderstanding will be achieved easil# b# married people %rom their partners! parents and their children! unlike single people who don*t depend on an#bod# in this world. 'he# can*t trust an#one to share their secrets and other important part o% their li%e e-cept their parents. :nderstanding can be achieved onl# %rom their parents and their %riends. "astl#! responsibilit# is the last di%%erence between single and married. arried people have to save their mone# or e-penses economicall# ever# da#. 'he# are also responsible %or protecting their children the bad wa#s! such as drinking alcohol while the# are underage. Also parents must led their children to know what8s the right and the wrong things. Cn the other hand single people don8t have as man# responsibilities as married people. So single people do not have an# responsibilities %or an#one. 'he# just care about themselves. In conclusion! #ou ma# like to be single or 6

married. 3ou have to remember three important things li%est#le! companionship! and responsibilit#. So i% #ou are single now and #ou8re planning to get married! #ou8re going to change #our li%e. 3ou have to alwa#s remember #our partner. I% #ou can8t #ou shouldn*t get married. Are #ou read# to get married5 #he Mystery of the Art of Singing b# Khaled (Saudi Arabia) 'housands o% #ears ago in anti$uit# people recogni/ed art and its t#pes. Also! art was regarded with man# things and it still is. 7or e-ample! art is related to these thingsH the religion! the holida#s! and the events. Actuall# #ou can %ind art an# time and an#where. Art in the world has man# branches such as singing! dramatic composition! and drawing. But I will write about singing and e-plain three pointsH the singer! the %unction o% music! and %inall# the success%ul song and the reason songs achieve success. 9hen we watch television we alwa#s watch singers. Some o% them are new and some o% them have been singers %or a long time. And we do the same with radio channels when we hear singers or other musical artists or di%%erent radio stations. But the real $uestion her is! 4&ow do we know who the singer is and wh# is he an artist54 &ow do we judge his or her voice5 Actuall#! I have an anal#sis %or the artist or singer! and that anal#sis has a de%inition. It isH a singer is the person who has the talent o% using his voice. 'hat talent lets him be a shining star among the others. And each art or t#pe o% singing depends on the kind o% severit# o% a special voice. It is not important %or the singer to have a beauti%ul voice because there are man# t#pes o% artistic singing. 7or e-ample the art o% opera re$uires a strong voice! but i% we look to classical art it re$uires a so%t! beauti%ul voice. Aach t#pe o% singing re$uires something uni$ue. 'he %unction o% music is something ver# important to singing because as we learned music is the soul singing. usic is the translation o% human %eeling. 9e can %eel it when we are sad. It consoles our %eelings! and noti%ies us o% our emotions. Also! without music the singer cannot have an# success with a song because the music alwa#s carries the tune! organi/es the song! and closes the gaps behind the singer8s voice. 'hen the musicians can backup the singer b# pla#ing with him. 9ith pro%icient singers we can distinguish musical techni$ue and accurac#. 'his means how the singer controls and uses tone through music. Aach generation has had gloss# singing stars. Also! ever# couple o% #ears there are more singers and man# t#pes o% singing. Some singers we can never %orget even though the# ma# be sevent# #ears old. 9h# didn8t we %orget them5 Sure! there is a reason behind that. Success is the most important reason that gives the singer and his song major

popularit# and makes him hugel# %amous. "et8s think %or a moment! how did the older singers get success5 'he# achieved success %irst b# the musical melod# and the coordination o% the tune. Secondl#! the meaning o% the l#rics and its high $ualit# leads to success. "astl#! the singer8s voice has to be the same t#pe as the song and in concert with the musicians. In conclusion! singing is reall# a major art in our world. I% we look and listen care%ull# we will see and hear another world. =ow we su%%er %rom losing the real art o% singing because people now do not care about the human voice and music. At this time most o% the record companies do not want the singer who is a real artist. 'he# onl# want one who can make as much mone# %or the compan# as he can. 4Cld but gold4 applies to the real art o% singing. Married or Single b# Amal (Saudi Arabia) All o% the people start their li%e single! but not all get married. So! to compare between being married and single #ou should be married. 7irst! i% #ou are single #ou will have more %reedom! but this %reedom is not open-ended. 7or e-ample! i% #ou want to go out late with #our %riend or go somewhere #ou can! but #ou must get the permission %rom #our parents i% #ou are living at home. Also! #ou must stud# hard to get a good education to let #our parents be proud o% #ou. Some people think that it is con%ining i% #ou must have permission to do things. 'hat is a wrong wa# o% thinking because an education will last %or a li%etime. oreover! #ou do not have an# %inancial obligations when single. All o% those obligations are taken care o% b# #our parents. 'his means i% #ou want something! the# will bu# it %or #ou. 7ood! home! and school %ees - all o% these are their obligations. 7inall#! traveling alone ma# make #ou unhapp# i% #ou do not travel with another person. But! i% #ou go with #our %riend! I think it will be good. In contrast! i% #ou are married what are the di%%erences %rom being single. 7irst! #ou do not %eel %reedom because #ou have another partner who must know and agree to all that happens. 3ou share hisLher opinion and %eel responsible %or himLher. 7or e-ample! i% one o% #ou wants to come home late ever# da# heLshe cannot because I think it will cause more problems with #our partner. But #ou can %eel %reedom i% #ou have troubles with #our parents! but #ou will not be happ#. In our culture! i% #ou are married #ou can do an#thing and no one will sa# an#thing about #ou because #ou are married. 'he# %eel #ou have %reedom! but I think it is wrong. I think single and married li%e will be the same. oreover! when #ou are married #ou will be observant about e-penses (%ood! housing! electricit#! clothing! etc.) because the# are #our responsibilit# with #our partner. I mean #ou must not be a 8waster8. 7

In m# culture! the husband must work and meet the %inancial obligations o% his %amil#. 'he wi%e should help him and be care%ul not to need an#bod# to help them. "ast o% all! I think traveling with #ou partner #ou will not be alone i% #ou go somewhere and sta# at a hotel. 3ou will have someone to talk with. Also! i% #ou are sick or have a problem! #ou are not alone. In conclusion! I think most people pre%er to be married because #ou have a partner whom #ou have chosen and heLshe will be with #ou all o% the time. I% #ou are happ# or sad! #our partner will stand with #ou. *igh School + ,niversity b# 'alal (Saudi Arabia) 'hink about #our education. )id #ou pre%er high school or universit# li%e5 9h#5 I% #ou have not attended universit# #et! how does it compare to high school5 'here are three major di%%erences between high school and universit#H the classes! the teachers! and the homework. 7irst o% all! high school has several characteristics to help the student. Cne o% the most important is the class. 'he classes are small in si/e and com%ortable because each class contains about twent#-three students. 7urthermore! the teacher in high school pla#s a role to make a student success%ul and ambitious. 7or e-ample! the teachers are tr#ing to help the student learn how to do ver# well when taking tests! and how the# can do the homework. 7inall#! there is the homework. In high school the student usuall# has one source to re%er to when doing the homeworkG %or e-ample! the te-tbook. In contrast! the universit# is harder than high school because there are big di%%erences between them. Cn o% the most important is the class. It ma# contain %rom %i%t# to one hundred students. Also! each class has e$uipment like a smart board and projector. 7urthermore! the teachers in universit# are strict. 7or e-ample! the teacher who teaches in universit# does not care who #ou are. Also! he is not as help%ul as the teacher who teaches in high school. oreover! he e-pects #ou to depend on #oursel%. In addition! the homework is more di%%icult because there are several sources to use to do #our homework such as! research and the Internet. In addition there are man# kinds o% homework like presentations! leading a group! and giving speeches. In summar#! there are man# di%%erences between high school and universit# including the si/e o% classes! methods o% teaching! and the variet# and amount o% homework. I believe li%e in high school is more com%ortable than in universit#. I% #ou go to universit# then #ou will be ver# bus# and have man# new responsibilities. Strength and Weakness of Single + Married )ife

b# Suhh#un (Korea) )uring our lives! we can choose the single li%e or the married li%e. Both o% them have strengths and weaknesses. ?eople can think about which one is best %or them. 'o choose married or single li%e more easil#! a person should consider care%ull# and compare the strengths and weaknesses o% both. 7irst! one o% the di%%erent strengths is more %reedom! or more stabilit#. Single li%e has more %reedom than married li%e. Cn the other hand! married li%e has more stabilit# than single li%e. And another di%%erent strength is when #ou are single #ou do things %or #oursel%! but when married #ou do things with #our wi%e. A single person onl# has to think about himsel% and do things %or him. &e doesn8t need help. 7or e-ample! #ou can enjo# #our hobbies! take care o% #oursel%! and #ou do not have to cook %or someone. Cn the other hand! in married li%e! #ou can do something with #our wi%e. 7or e-ample! #ou can cook and eat together! and #ou can travel with #our wi%e and #our children. Second! one di%%erence is #ou ma# %eel so lonel# i% single! or #ou ma# %eel restricted i% married. I% #ou choose a single li%e! #ou will %eel so lonel# and #ou will need someone. In contrast! i% #ou choose married li%e! #ou cannot do an#thing %reel#! and #ou will think about #our li%e be%ore #ou were married. Another di%%erent weakness is lacking a sense o% responsibilit#! or #ou have too much responsibilit#. Single li%e is lacking a sense o% responsibilit# because nobod# talks about #our mistakes or something like that. It means #ou are living alone. Cn the other hand! married li%e has a greater sense o% responsibilit#. 7or e-ample! #ou should think about #our children8s education! worr# about #our %amil#8s %uture! and consider #our %inancial situation. Both o% them have man# strengths and weaknesses. 'here%ore! a%ter checking #our personalit#! understanding these descriptions! and considering care%ull#! #ou are going to choose either the single li%e or married li%e. -rotecting the .nvironment b# 3a/eed (Saudi Arabia) )o #ou know what the e%%ects o% protecting the environment are5 9hat is caring %or the environment5 It is the practice o% protecting the natural environment on individual! organi/ational! or governmental levels %or the bene%it o% both the natural environment and humans. 'here%ore! there are some actions that can protect the environment includingH educate the communit# and punish the violators o% regulations. 7irst o% all! to educate the communit# means all responsible authorities must give advice and in%ormation in this area. 7or instance! ever# government has to indicate a plan! an Ad! that helps educate the communit# like attach to the oases and 8

guidance in the wa#s to minimi/e the use o% resources! rec#cling! and re-manu%acturing consumed materials. 'here are common errors committed b# people such as not throwing waste into the container allocated %or them or %re$uent littering on the beach that ma# be to the detriment o% the marine environment. In m# opinion! I think the responsible authorities must do what the# have to do to avoid environmental problems. Secondl#! punishing violators o% regulations means there are some people who do not care about the environment. 7or e-ample! when a government observes people8s behavior there is an emphasis on the o%%ender8s deed. 9hen the# take some action and sanction such as give the o%%ender a ticket or put them in prison! people will not like it and avoid doing harm to the environment. In conclusion! I think to protect the environment we have to %ollow some laws! educate the communit#! and punish violators or regulations. Divorce b# 6aid (Saudi Arabia) )o #ou know the divorce rate5 9ebster8s :niversal ;ollege )ictionar# de%ines divorce as! 4an# %ormal separation o% husband and wi%e according established custom.4 )ivorce during this period id going up! and divorce has been increasing %rom last #ear to this #ear. 'he divorce rate in Saudi Arabia is >FM. So! there are man# reasons %or people to divorce one another. Cne reason is mone# and another one is in%idelit#. 'o begin! ever#one knows that mone# is important! and i% someone does not have mone# he or she cannot do an#thing the# want. So! in this case man# people get married and the# have a lot o% mone#! but some people are sting#. 7or e-ample! I know someone who married and he was sting#. &is wi%e loved him so much! and the# had one child. 9hen his child was eight months old! his wi%e needed a lot o% things. So! she asked him %or mone#. But! he did not give her an#thing. She was asking him ever#da# %or mone# to bu# things such as new clothes! %ood! a new phone! and %urniture. And he alwa#s bought things that were cheapG even though! he was rich. A%ter a %ew da#s she asked him %or a divorce! and then he did what she wanted and the# divorced. Another reason %or divorce is in%idelit#. In%idelit# means marital un%aith%ulness! adulter#. Cne o% the reasons %or in%idelit# is a lack o% love. a#be the man does not give his wi%e ever#thing she needs. 7or e-ample! I read and heard man# stories about that. 'he last stor# I read was about a man who had a wi%e! but the# did not love each other. So! her husband did not give her an#thing she needed. 9omen also need love and attention. 7ive months later the man saw his wi%e with another man. So! he divorced her.

In conclusion! divorce can be a terrible event in one8s li%e. an# reasons result in divorce! but I wrote about the main reasons. So! the divorce rate

this #ear in Saudi Arabia is >FM! and I think divorce will continue to increase. 'his is a big problem that we must deal with.

W"!T!NG #!%E
#he &mportance of /indergarten B# <ab#ah (Saudi Arabia) Kindergarten in man# countries is not mandator#. Kindergarten is a preschool education which helps children to get new skills as well as a social interaction as part o% the transition %rom home to school. Kindergarten was developed b# 7robel! in 1erman#! in 0BN@. =owada#s! the majorit# o% parents and educators believe the time that is spent b# children in kindergarten is a waste o% time. Also! it does not have an# positive e%%ect on children8s lives. Although some parents and educators do not believe that kindergarten is an important aspect in children*s development! there is some evidence that kindergarten has man# positive e%%ects on children*s lives. 'he %irst argument b# opponents o% the importance o% kindergarten is the importance o% the %irst %ive #ears o% childhood! so the# should be spent most o% the time at home with their %amil# to develop social li%e. In addition! the# claim that kindergarten can has negative social behaviors b# interaction with other children which e%%ects on social li%e. &owever! man# educators believe that kindergarten is necessar# towards evolving the children*s social relationships. oreover! in kindergarten! children can make %riendship with others. In addition! children can learn how to e-press their %eelings in a positive wa#. In %act! the# will learn man# bene%icial social skillsG %or e-ampleH respecting other people! sharing with other children while pla#ing and using manners. ore importantl#! social emotional development is ongoing throughout childhood and adolescence. Skills that are important %or kindergarten is important during the rest o% children*s school career and adult li%e! but at this age and stage these skills begin to take root ( orin). Cpponents also mention that kindergarten does not help children in mental development. 'hose who oppose children attending kindergarten sa# pla#ing! drawing! and coloring are not vital. Cn the contrar#! kindergarten has man# activities that help children to use their mind to think! %ocus! pa# attention! and the abilit# to solve problems. 'he important e-ample o% these activities is pu//les and wood cube. All these activities are crucial elements toward improving mental development o% children. 'he %inal argument b# those who oppose kindergarten! sa# kindergarten is a #ear %or %un and pla#. In %act! ;hildren in kindergarten work hard and learn a lot o% basic skills such as reading and writing .'he %irst important skill which children learn in kindergarten is reading. 'he children attending kindergarten will learn to recogni/e letters and to read simple words. 'he second important skill is writing. 'he# will learn how to write their own names and simple words. Also! the# will learn to write most numbers and count up to 0,,. In conclusion! all these arguments against the importance o% kindergarten are not valid. Cn the contrar#! man# educators sa#! kindergarten develops children*s skills in man# aspectsH %irst! social li%eG second! mental developmentG and %inall#! learning basic skillsH reading and writing. oreover! kindergarten has man# positive outcomes on children*s li%e in the %uture. ichael aintain showed that children who attended kindergarten do better than those who sta# at home with their parents. 'here%ore! in m# opinion! kindergarten is ver# important! so it should be mandator#. 9orks ;ited orin! Amanda. D9hat )o Kids "earn in Kindergarten.E5 About.com. School OAge children. PhttpHLLchildparenting.about.comLodLschoollearningLaLwhat-kids-learn-in-kindergarten.htmQ. aintain! ichael. D;hildren who attend preschool do better in kindergarten than those who don*t! stud# sa#s.E Aducation.0F .ul# +,0N PhttpHLLarticles.washingtonpost.comL+,0N-,@-0FLlocalLR,FBNF2NS0Skindergarten-barbarawiller-kindergartnersQ Anti0Gun )aws B# &amad (Saudi Arabia) 9

&as an#one ever imagined the number o% those who were injured in shooting5 In %act ever# #ear in the :.S.! an average o% more than 0,,!,,, people are shot! according to 'he Brad# ;ampaign 'o ?revent 1un (iolence (=B; =ews sta%%). Based on this %act there are a lot o% injured ever# #ear which is the big issue in :nited States. ?eople have to do something to solve this issue and live with peace. I% the law will be changed b# government to be stricter rules to own an# kind o% guns! then man# think that hunters and other people will be angr#! will have less protection! and break individual rights. Cn the contrar#! man# believe when the government makes the anti gun laws it will be minimi/e school shooting! lower crime rates! and lower unnecessar# deaths. I agree with people who agree that government should make the anti-gun law. Cpponents o% the anti-gun law will sa# that the# are hunters who have to use the guns to survive and a lot o% %armers who need to de%end their animals. As we know! there are hunters a%%ected b# anti-gun laws! but the government did not stop them %rom hunting at all. It just was to determine the allowable number o% hunting permits. 'his is right! but when the government changes the anti-gun law! the government will create some elements to %igure out hunters* problems and protect them. Cn the other hand! people who believe in changes will sa# that it will minimi/e school shooting. 9h# the# will sa# that is because when the government legali/es possession o% guns and sales it! will be an opportunit# to create an environment %ree o% gunsG thus the numbers o% guns owners in schools are %ewer. In %act! a%ter =ewtown massacre a lot o% states have passed 0@ anti-guns law. Since 0R people got shooting at Sandi &ook School that caused more than +, children to be killed which is so sad (.ames Ang). oreover! instead o% %ocusing on the numbers o% gun owners we should %ocus on the bene%its that we could get a%ter we change the anti-gun laws. Cpponents o% the anti-gun laws think that protection will be less i% we do a new anti-gun law. Cpponents sa# that because the# thought when the# have guns the# can protect their sel%. Actuall#! opponents are wrong because when a person is %ighting with someone else who has a gun heLshe will %eel danger a#be when heLshe %eels danger! that will guide himLher to use his gun even i% heLshe doesn*t need to do that. So i% both parties have guns! one o% them will be %orced to use it because o% the %ear and this is a reaction. Based on surve# data %rom a +,,, stud# published in the .ournal o% Kuantitative ;riminolog#! ()avid c)owall and others) :.S. civilians use guns to de%end themselves and others %rom crime at least 2B2!BBN times per #ear. ()avid c)owall and others). &owever! anti-gun laws will lower crime rates. 9hen an#one asks a gun control supporter wh# the# support additional gun laws the# will undeniabl# answer that the# do so to stop crime! and to save the children. 7or e-ample! when %ighting happened and each side o% parties didn*t have the gun the# will %inish their %ighting without an# death. In the :nited States! ever#one has right to own gun. 'here are some laws allow them to carr# their guns. In 'ennessee! man# emplo#ees who have handgun permits can keep their guns in their cars and carr# their guns! including to work (.ames ). Agresti and <eid K. Smith). So opponents will sa# anti-gun laws will a%%ect our individual rights. Cn the other hand! man# will sa# when government changes gun laws it will decrease unnecessar# death. 'hat*s truth because when the government makes a new anti-gun law! it will reduce the carr#ing o% guns. 'hen the mortalit# rate will be low i% we compare it with death rate without ant-gun law. :nnecessar# death the most important element will be decreased in the %uture. Because a%ter the changes! in one da# o% the %uture we will see no one own a gun so that means no more kills and no more shooting. In conclusion! when the s#stem o% owners gun will changed people will live in peace and we will see a new world without crimes such as shooting. So anti-gun laws will decrease all o% school shooting! crime rates! and unnecessar# deaths. 9e must live our lives with love and peace without killing and destruction. 9hen the government will be changing the s#stem o% owning guns! it will be di%%icult in the beginning! but people will see the results in the %uture. &ave opponents ever thinking about their children8s %uture e-istence o% huge numbers o% guns5 9orks ;ited T0U=B; =ews sta%%. D.ust the %acts 1un (iolence in AmericaE httpHLLusnews.nbcnews.comLSnewsL+,0NL,0L0>L0>FR@>2,-just-the-%acts-gun-violence-in-america T+U .ames Ang o% S= news. DA%ter =ewtown Shootings! pro-gun measures also gain groundE httpHLLnews.msn.comLusLa%ter-newtown-shootings-pro-gun-measures-also-gain-ground TNU .ames ). Agresti and <eid K. Smith. 41un ;ontrol 7acts.E September 0N! +,0,. <evised +L00L0N httpHLLwww.just%acts.comLguncontrol.asp TRU )avid c)owall and others. .ournal o% Kuantitative ;riminolog#! 7irearm :seH A ethodological A-periment.4 httpHLLwww.springerlink.comLcontentLrngnN+@R+FFv>j>@L Should -arents Allow "hildren to Draw on #he Wall? B# Sai% (Saudi Arabia) 10 arch +,,,. 4 easuring ;ivilian )e%ensive

&ave #ou ever drawn on the wall and a%ter that #ou %ound a talent in art5 I had e-perience in this case and I %ound a talent in m#sel% with drawing. 9hen I was a child! I liked to draw! and sometimes I did not know what I drew. 9hen I entered school! I liked art class and I put e%%ort into the homework and ever#thing in this class. A%ter that! I liked to draw on the wall and! when I drew on the wall! m# parents got angr# at me. # parents knew that I liked drawing! but the# did not give me a special thing to draw on. 9hen I was %i%teen #ears old! I was drawing on street walls! and sometimes I got in trouble with the people there. 'hat is m# stor#! and I was a child wanting something interesting %or me. ;hildren want something that is interesting %or them! and their parents should give them what the# want. Some opponents think that drawing on the wall will desolate the view o% the wall and makes it distorted. It might be wrong to draw on the walls! but parents should make a great wall to draw on %or their children. 'he opponents sa# i% parents allow their children to draw on the wall! children will draw on other walls. Cpponents sa# that children will get a bad habit %rom their parents8 permission. ?eople who disagree state i% the children take a permission %rom their parents! no bod# can stop children when the# turn thirteen #ears old or more and children will draw outside in the streets. Cn the other hand! people who agree with drawing on the wall sa# that parents cannot compel their children to do activities that children do not like. Also! the# sa# children have special activities. Cne o% these activities is drawing speciall# on rooms8 wall! and i% parents stop them! children might become sensitive to an#thing else. In addition! when children are stopped b# their parents! children will be ps#chologicall# comple- because the# are children and the# want to do their hobbies. ?arents should think o% positives! not negatives. ;hildren might have a talent %or drawing and children ma# become artists in the %uture. 'here is no problem to do that %or children and this case will bene%it them to be com%ortable. Cther opponents o% children drawing on the walls have a reason about the view o% the room8s wall! and the# sa# i% parents allow their children to draw! children will desolate the view o% the wall. oreover! children do not think about an#thing and children will make bad drawings on the wall. In contrast! parents who agree sa# that it is possible to help children b# making a small wall or chalkboard where children can practice their activit#. ;hildren will be happ# with this idea! and the# will not desolate the original wall. In this situation! children will keep drawing on a small wall or chalkboard and think it is an original wall. 7inall#! people who disagree with this subject sa# parents are the %irst teachers %or their children and the# have to teach them how to be success%ul in li%e. 'he# sa# parents must teach their children and give them ideas about li%e b# not allowing them to draw on the wall. In contrast! some parents sa# besides teaching them! we have to be impartial with them to make what the# want but b# the correct wa#. 'eaching children to keep drawing and to do their activit# with control o% their parents will keep them on the correct wa#. In conclusion! I think children are not serious about li%e. 'he# want something that is interesting %or them. 9e should not %orce them to do activities that the# do not like. 1iving them their hobbies has positive e%%ects on their personalities and their lives. 9e have to be lenient with them as though we have the same age as theirs.

Doping in the -rofessional Sport B# ;silla (&ungar#) In +,0+! "ance Armstrong! who was one o% the most success%ul sportsmen in the world! lost his records and medals because the 9A)A (9orld Anti-)oping Agenc#) and members o% his team proved that he used doping at ever# occasion when he participated in 'our de 7rance and other competitions. 'his scandal renewed the argument about doping. In m# opinion! nowada#s! doping! special e$uipment and pro%essional sport knit together which is a bad direction because these people are the idols o% our children plus man# o% these sport events are sponsored %rom the citi/ens* ta- dollars. 'hose who think doping is not a serious problem sa# the %ear %rom the judgment o% societ# obstructs the sportsmen %rom taking drugs. 7or e-ample =atalie Kwan! the publicist o% 'he Bioethics ?roject! wrote! D Since then! Armstrong has lost seven 'our de 7rance titles! stepped down as the chairman o% his own charit# %oundation! and began a li%e ban on c#clingE ($td. in Kwan! par. 0N). 'he writer pointed that the huge shame can keep the athletes awa# %rom per%ormance enhancing drugs. Cn the other hand some e-perts think the pressure o% societ# is huge and that can have negative e%%ects. Aver#one wants to see bigger and bigger records. ichael .ano%sk# and ?eter Al%ano claim! DA huge part o% watching sports is witnessing the ver# peak o% human athletic abilit#E ($td. in Smith! par. R). It clearl# shows the need o% people to see Vsuper-humans*. 'he# handle these men and women as heroes and the# e-pect heroic achievement at ever# occasion. Cpponents could also argue that other sportsmen would ban the ones caught in doping. &owever! the sport societ# is divided in this $uestion because the majorit# o% doping is to speed up the regeneration a%ter an injur# or a big race. ?lus! the whole sport communit# is in%ected with drugs and one is more likel# to take doping i% sheLhe knows that others dope too. According to Ben Schuster! Vveteran* soccer pla#er! per%ormance-enhancing drugs are not a problem in sport while sportsmen use these in their regeneration period ($td. in DSchuster de%endsE! par +). 'he %inal argument advanced b# opponents is that genetics is one o% the most important parts o% sporting 11

success! so doping is not necessar#. Summer Banks! a journalist o% 3ahoo! brings an e-ample! D:sain Bolt! the %astest man alive! doesn8t have a genetic disorder! but his bod# is geneticall# per%ect %or runningE ($td. in Banks! par. N). Cn the contrar#! genetics is a signi%icant %actor b# sport! but athletes have alread# reached the limits o% human power. As 'he 9eek writes! the human capacit# in sport achieved its ma-imum in 02BB ($td. in 'he 9eek Sta%%! par. F). 7rom that moment - e-cept the %ew reall# gi%ted champions O the world records on each and ever# competition seems impossible without some kind o% Vhelp*. In conclusion! I think recentl# per%ormance enhancing drugs and special e$uipment has become an inseparable part o% pro%essional sport and that is a destructive course. 'he pressure o% societ# is enormous. Aver#bod# wants to see heroes on the tracks. ?lus! the sport societ# is tolerant because ever# sport is in%ected with these things. =owada#s! Vgood* genetics is not enough %or a sportsman i% he or she wants to reach remarkable success. 'here%ore! i% we want to Vkeep clean* the pro%essional sport! 9A)A! :SA)A (:nited States Anti-)oping Agenc#) and sport organi/ations have to introduce the athlete genetic passport (Dis an individual electronic document that collects data regarding a speci%ic athlete that is use%ul in di%%erentiating between natural ph#siologic variations o% selected biomarkers and deviations caused b# arti%icial manipulationsE T$td. in Sottas! Saug#! Saudan! par. 0U) and ban o% special e$uipment (like sharkskin suit in swimming). 7inall#! the# need to increase the sentence in cases o% doping and ban the user %rom pro%essional sports %orever. I think these suggestions are ver# strict! but the crimes that these athletes commit are serious! too. & 9orks ;ited Banks! Summer. D ichael ?helps! :sain BoltH Are 1enetics Altering Athletic ;ompetition5E 3ahoo +0 Cct. +,00. +, =ov. +,0N PhttpHLLsports.#ahoo.comLtopLnews5slugW#cn-0,+F200FQ. Kwan! =atalie. D'he A%%ects o% )opingH A (ictorious or )e%eated :nited States.E 'he edical odi%ied &uman 0N 7eb. +,0N. +, =ov. +,0N PhttpHLLwww.thebioethicsproject.orgLessa#sLthe-e%%ects-o%-doping-a-victorious-orde%eated- united-statesLQ. DSchuster de%ends doping 8%or regeneration8.D .amaica Cbserver +, Aug. +,0N. +, =ov. +,0N PhttpHLLwww.jamaicaobserver.comLsportL%ootballLSchuster-de%ends-doping--%or-regeneration-S0R20+F@BQ. Smith! ;hris. D9h# It*s 'ime 'o "egali/e Steroids In ?ro%essional Sports.E 7orbes +R Aug. +,0+ +, =ov. +,0N P httpHLLwww.%orbes.comLsitesLchrissmithL+,0+L,BL+RLwh#-its-time-to-legali/e-steroids-in-pro%essional-sportsL Q. Sottas ?A! Saug# ! Saudan ;. DAndogenous steroid pro%iling in the athlete biological passport.E ?ub ed.com arch +,0,. +, =ov. +,0N P httpHLLwww.ncbi.nlm.nih.govLpubmedL+,0++RF,Q. 'he 9eek Sta%%. D9ill athletes ever stop breaking world records5E 'he 9eek 0 Aug. +,0+. +, =ov. +,0N P httpHLLtheweek.comLarticleLinde-L+N0N0+Lwill-athletes-ever-stop-breaking-world-recordsQ.

*uman Rights B# Sadi#e ('urke#) 9h# in the 9orld and in all religion do men have more advantage and bene%it than women5 9omen were created as same as men. Biolog# is proving that women do not have an#thing less than men. 9omen become scientists! law#ers! teachers! doctors! soldiers and politicians. 9hat is di%%erent between women and men5 an# people work %or human right but do not ask about women*s rights. 'he# think women are not humanG women are slaves. 9omen have bad statue in all religion law! and cultures. &ere is some evidence. 9omen statue are in the te-ts o% + religions. In the %irst big religion! ;hristianit#G in the Bible! 0.'imot# +G 000F.it is statedH 9omen should learn in silence! in church. I% she will learn some new thing and i% she has a $uestion! she should not talk in church. It is a shame %or woman to speak in the church. I% she has an# $uestion! she has to ask her husband at home. 9omen cannot teach. an was %irst created! then woman. Adam (man) was not deceived b# Avil! but Ave (woman) was deceived. 'his is ver# wrong. ;hristianit# said women should not talk and ask $uestions in church. She should ask $uestions to her husband at home. 'his is means her knowledge depends on her husband*s knowledge. 9omen cannot teach. <eligion does not want women to be more knowledgeable than men and teach men. I% women learn and know more than men! o% course the# can be teachers and women are better teachers than men nowada#s. 12

Also this religion said evil deceived women not man this is not thru. &ow can 1od tell AdamH )o not eat this apple and he eats this apple because Ave said eat this apple5 'his is means men are stupid and do not listen to 1odG the# listen to women. en! do #ou accept that5 Additionall#! in the Bible! 0! ;orinthians 00.F-0,G a woman has to cover her head! but Da man indeed ought not to cover his head %orasmuch as he is the image and glor# o% godE. =either was the man created %or the womanG but the women created %or the man. E'he head o% ever# man is ;hrist! and the head o% the woman is the manE. en and women are same human. 9h# should woman cover her head and men not. l do not accept this religion i% it is make me less than men. In the second big religion IslamG in the Kur*an G(surat al-ba$arah) 9omen were created %rom Adam*s rip. 'hat is wh# woman alwa#s curve woman will never be straight. I% men tr# to straighten women! woman will break. 9e know man# women are more trust%ul than men. an# women are cleverer more than man# men! so this is cannot be true. 'he book also reads (Surat al- =isaR!00!0@>!X) en are the managers o% women! to the men! i% #our wi%e does not listen. 7irst talk to her! i% she does not listen to #ou again! lived her alone in her bed! and i% she does not listen #ou again hit her. =owada#s in education s#stem! we know hitting is a ver# wrong human act and in ps#cholog#! too. &ow can religion said hit #our wi%e i% she does not listen to #ou5 9h# does religion not sa# an#thing %or bad husband5 I% a husband is not good! what have women to do5 <eligion thinks all men are per%ect and we know this is not right at all. 9omen are like a garden %or men! to grow his children. 'he rule %or sharing &eritage is a bo# will get + times a girl. 'his is not right. 9e are the sameH %ather! and mother! kids and we do the same thing %or our %ather and mother. A bo# cannot have heritage more than a girl. In addition! the <ule %or witness is + women e$ual a man in court. =owada#s! we know men do allot o% wrong work and the# laid a lot. 'his is not thru to trust men and not trust women. Also when man and woman have se- without marriage! women have been killed! men have been hit 0,, whips. &ow can this is be right5 'he# both do something! but women are getting killed! but men not. 'his is not humanism at all. In addition to that en can marriage R women. And the last one in Kur*an said when men die those! who will go to paradise is 1od will give man @+ wives and when woman died and go to the paradise! woman will have onl# her husband which she had in the world. 1od did not give an#thing good to women in the world and l thought ma#be he give women more bene%it in paradise! but there is same wrong thing over there to give men @+ wi%e! and give woman onl# her husband. 1od had been asking women to do more %or 1od than men and men got more pri/es in paradise again. 'his cannot be believable at all. 7inall#! women and men are e$ual but in the li%e! men have more bene%it. 9omen have a worse li%e %rom 1od. 1od (%ather) is man. en created all these hol# books. I% women would like to have e$ual rights as men! women should work %or women*s rights. 'he# should work to be a politician to change the rules! stud# to be scientists and show how men and women had been created e$ual! how woman is as clever as a man. 9omen usuall# complain to the men. 9h# do #ou not give me m# rights5 en are never going to give women rights. 9omen should work hart and get her rights and not wait %or men to give them to her. %ullying B# ariela ( e-ico) Bull#ing is an aggression or intimidation o% otherLothers weak person. Bull#ing is shown in schools! work places and Internet. Bull#ing can take man# %ormsG %irstl#! ph#sical harassment is shown with actions or ph#sical aggressionH kicking! %ighting! tripping! hair pulling! etc. oreover! bull#ing can be verbal (name calling and teasing) and nonverbal (making rude gestures! disregarding! ignoring! isolating! sending o%%ensive notes! etc.). Bull#ing is an issue ver# common in our societ# which degenerates the per%ormance! sel%-esteem! and %uture e%%orts in people who are bullied. 'he damages that bull#ing creates a%%ects students in a negative wa#. Bull#ing in its various %orms is one o% the new emerging problems that man# children and teenagers have to %ace dail# at school or while practicing e-tracurricular activities awa# %rom their parents* view and protection. It brings mental and ph#sical damages and an issue so great that it should not be tolerated an#where at an#time. Cne cause o% persons who per%ormance the bull#ing are %amil# environments which arYte %irst models o% behavior and have a great in%luence on the rest o% relations established with the environment. 9hen children are e-posed to domestic violence! the# can learn to see the world as i% there were onl# two rolesH aggressor and victim. 'here%ore! the# ma# see violence as the onl# alternative to e-press their emotions and solve problems! believing that these are no more roles than the victim or perpetrator. 'he media as the second environment is a big issue! especiall# television which continuall# e-poses us to violence! both real (newscasts) and %ictional (movie or series)! and! there%ore! are considered as the main causes o% violence in children and #oung5 'he behaviors that children watch on television in%luence behavior that mani%ests immediatel#! so it is necessar# to protect children %rom violence that have e-poses them %or e-ample! the '( and should even consider the possibilit# o% using television educationall# to prevent violence. 'he third is school environment which is another cause %or the person who bullies while the school is biggerG there is more risk that bull#ing! especiall# i% the person is ph#sicall# weak. 'here%ore! bull#ing can a%%ect ever#one. 'hose who are bullied have a hard time standing up %or themselves. 'he# think the kid who bullies them is more power%ul than the# are. A kid bullies because (he or she) 4has a deep 13

troubling need o% his own4 and is picked on or %eels that he does not have a ver# success%ul li%e (4School8). Bull#ing is linked to man# negative outcomes including impacts on mental health! substance use! and suicide. Cne e%%ect on the person who is bullied is e-periencing negative ph#sical! school! and mental health issues. Kids who are bullied are more likel# to e-perience depression and an-iet#! increased %eelings o% sadness and loneliness! changes in sleep and eating patterns! and loss o% interest in activities the# used to enjo#. 'hese issues ma# persist into adulthood including health complaints and increased academic achievement and school participation. 'he# are more likel# to miss! skip! or drop out o% school (4A%%ects4). Kids who bull# others can also engage in violent and other risk# behaviors into adulthood. Kids who bull# are more likel# to abuse alcohol and other drugs in adolescence and as adults! get into %ights and vandali/e propert#. In conclusion! bull#ing is an important issue that needs attention %rom both parents and schools. 'he wa# to prevent the problem directl# with the person who commits it is to determine patterns o% behavior in which the person who produce the bull#ing. lives and grows. 9ork ;ited 4A%%ect o% bull#ing4. Stoppingbull#ing.gov httpHLLwww.stopbull#ing.govLat-riskLe%%ectsL =even! 'om. 4'he 9ounded Spirit.4 7ocus on the 7amil# September +,,0H pages +-R. 4Schoolroom 'orment.4 ?eople. 7ebruar# F! +,,0H >-@. Siris! Ali/abeth. 4Back C%%! BulliesZ4 'ime %or Kids Cctober +@! +,,,H N-F. 9inters! <ebecca. 4Beware o% the In ;rowd.4 'ime aga/ine August +0! +,,,H N-F.

#he Most Serious -ro'lem in the Saudi .ducation System A%nan (Saudi Arabia) In an# societ#! the education s#stem is alwa#s a %ocus %or growth and development. 'he Saudi education s#stem %aces some problems especiall# in schools! and man# student considered that schools undesirable place to learn. Although the education s#stems have been improved in Saudi Arabia! there are still serious issuse that impact our education negativel#. 'he Saudi education s#stem %aces some problems including rareness o% sport classes! large numbers o% students in classes! and lack o% school counselors. 'he Saudi education s#stem rarel# includes ph#sical education in girls schools. <ather! we have sport classes just in private schools! and we have to improve public schools b# adding sport classes as %undamental classes to help students %ocus better. According to A%a% Al &amdan! the %ormer manager o% the Al anahil ;enter %or 9omen! which runs several ph#sical educational programs catering to the cit#*s wealth# elite! $uestioned wh# sports would not be e-tended to public schools5 'he big bulk o% students are in government schools and don*t have the means to pa# %or private clubs and should have access to the bene%its o% a health# li%est#le. 'here is so much potential! and it could be incredibl# help%ul in terms o% their ph#sical and mental health as well ( "ubna &ussain). 'he vast majorit# o% research indicates that replacing academic learning sessions with ph#sical activit# does not have a detrimental impact on school gradesG indeed! some intervention research indicates that increased participation in ph#sical activit# leads to enhanced learning and better grades. According to )r. Karen artin! Sport and ph#sical activit# participation are generall# promoted %or their positive impact on children*s ph#sical and mental health. &owever! increased participation in sport and other %orms o% ph#sical activit# are also thought to lead to the enhancement o% cognitive %unctioning (in%ormation processing)! memor#! concentration! behavior and academic achievement is o% increasing interest in the %ield o% education and sport achievement %or children ( artin). Another negative in Saudi education s#stem is large number o% students in classes. 'he percentages total o% number o% students in classes and the ratio o% students to teachers is high! and the average number o% students in classes is +F ( inistr# o% Aducation! 0R+2). Some research shows that small classes provide more opportunities %or %eedback and discussion than large classes. In addition! large number o% students in classrooms could impact students attention negativel# and all ma# not be able to participate in the class. According to al-mare%ah maga/ine! Dman# schools especiall# in high schools su%%ers %rom high numbers o% students in the classes! and that is di%%icult %or teachers to use modern teaching methods (Abdul Karim! 0RN,). 'here%ore! we have to improve our classes b# minimi/ing the number o% students in the classroom. 'he other negative in the Saudi s#stem o% education is lack o% school counselors. 9ith a large number o% students in the schools! almost around 0,,,! we just have one counselor who is responsible %or them all. 7rom m# e-perience! because we have just one counselor! the director gives the counselor di%%erent tasks to do. 'he result is that she cannot handle these tasks and other problems with students. 'here%ore! we need to have other 14

counselors to avoid %alling into problems and so the counselors can %inish their tasks on time. Also! the school counselor improve the school %or e-ample! the school counselor provides individual and group counseling services to meet the developmental! preventive! and remedial needs o% students. In addition! the school counselor consults with students! parents! teacher! and other school and communit# personnel to assist in meeting the needs o% students (schoolcounselor.org). In conclusion! even though Saudi s#stem education improving in recent #ears! but it still su%%ering some problems that need to be solved. 9e also need to understand our education s#stem to %ind appropriate solutions %or this problems. 9e can do that b# treating the root causes including rareness o% sport classes! large number o% student in classes! and lack o% school counselor.

9ork ;ited )r Karen artin! sport and ph#sical activit# enhance children*s learning! School o% ?opulation &ealth! the :niversit# o% 9estern Australia! www.dsr.wa.gov.au! a# +,0,. "ubna &ussain! Saudi Arabia rela-es ban on school sports %or girls 1 www.worldnews.nbcnews.com ma# >th! +,0N. inistr# o% Aducation! summar# statistics on public education in the Kingdom! www.almare%h.net! 0R+2. <ashid Abdul Karim! Impediments to the use o% modern teaching methods in the middle stage :nder publication!www.almare%h.net! 0RN,. www.schoolcounselor.org

%enefits of *ealth .ducation ?o 3ao DBobE (;hina) ?eople are persecuted b# all kinds o% diseases. 9e need some methods to improve this situation. According to "earnmeright VV&ealth education is one o% the broadest %ields o% education encompassing ke# areas like environmental! ph#sical! social! emotional! intellectual! and spiritual health. B# teaching people about health education! health literac# is increased to a desirable level. &ence! a countr# can become a nation promoting! maintaining! and restoring health.** Such as the education o% in%ectious disease. VVIn%ectious diseases are disorders caused b# organisms I such as bacteria! viruses! %ungi or parasites. an# organisms live in and on our bodies. 'he#8re normall# harmless or even help%ul! but some organisms under certain conditions ma# cause disease.** (In%ectious diseases - a#o;linic.com) In the past! people were died %re$uentl# b# the in%ectious disease. Because we didn*t know how to prevent the disease! and our environment was too dirt# to sire the bacterial! which is eas# to result the disease. 7or e-ample! long time age! there were plagues in ;hina. 'he beginning people didn*t know how to prevent it and the solution! but a%ter educate people knew how to improve it. Such as use the boiled water to wipe the %urnishing. 'he second is the nutrition education! that is the most important I think. I believe i% #ou keep be health then #ou must not be sick. And the nutrition education can make the societ# be better. According to ;A<)H :S)A8s =utrition Aducation ?rogram ?a#s "ong-'erm Bene%its VVA recent stud# in Iowa shows that :S)A8s A-panded 7ood and =utrition Aducation ?rogram (A7=A?) has been success%ul in achieving improved diets among low-income #outh and low-income %amilies with #oung children. (See ;A<) Sta%% <eport ,,-S< 2N). 'he Iowa stud# evaluated the costs and bene%its o% Iowa A7=A? to measure the net economic impact o% the program %rom September 022B to 7ebruar# +,,, %or the seven Iowa counties o%%ering the program to eligible participants. 'he stud# %inds that Iowa A7=A? returns bene%its o% [0,.@F in reduced long-term health costs %or ever# [0.,, spent in program costs.** In this case! we can image the nutrition education is important %or people and the countries. 7inall#! the public health education is ver# important! too. 'he public health education is including above the two items. It is not onl# able to learn how to prevent the spread o% communicable diseases but also can get the knowledge o% in%ectious diseases. VV;ertain diseases have their own individual prevention methods that people should be well aware o%! and emplo#ing these techni$ues lessens the risk o% being in%ected b# possible diseases. 'hrough public health education! even simple things such as wearing a %lu mask in particularl# a%%ected areas! or knowing when to take vaccines %or a particular illness that is prominent at that time o% the #ear! alwa#s proves ver# e%%ective in limiting the number o% people a%%ected annuall#.** (A/ine ArticleH Bene%its o% ?ublic &ealth Aducation) In conclusion! health education should be developed more widel#. Because it can bring a lot o% bene%its %or people! and it also can help other countries! where the people have bad situation. 9e can improve all the counties! which have the same problem! in the world. VV?rior research has %ound that o%%ering [0!,,, (in 022B dollars) in grant aid results in an increase in education o% ,.0> #ears! which translates into ,.,N-,.0, #ears o% additional li%e (depending on discounting). 'his is roughl# [+!+F,-[@!+,, in present value. 'his is a ver# large rate o% return.**('he =ational Bureau o% Aconomic <esearch) 15

9orks ;ited "earnmeright (9eb*s 1uide to the Best '#pes o% Aducation ) In%ectious diseases - a#o;linic.com ;A<)H :S)A8s =utrition Aducation ?rogram ?a#s "ong-'erm Bene%its A/ine ArticleH Bene%its o% ?ublic &ealth Aducation 'he =ational Bureau o% Aconomic <esearch Steroids and Side .ffects Abdullah Al =asib (Saudi Arabia) Aver# thing in li%e has its limits. Aach individual has a limit that the# can*t get over! unless he or she uses some e-ternal help to go over the limit. 7or stud#ing harder some students take vitamins to keep them awake %or longer time and %ocus more on the material. Artists use some other drugs to improve their creativit# in art. Bod#builders use steroids to make them bigger and stronger since the human bod# has a limit in e-ceeding a si/e o% a muscle. 'hen a%ter that point there is no wa# to make it bigger unless #ou use steroids. 'his is what a bod#building is aboutZ It is a dangerous sport because o% all the steroids use and how man# side e%%ects the# have %or the bod#builder. Steroids were used in athletics in 02FR at the %irst time in the world weightli%ting championships in (ienna! Austria. But it was banned in 02>@ b# the International Cl#mpic ;ouncilG the rest o% the major sporting organi/ations also banned the use o% steroids b# the mid 02@,. (<oberts) DSteroids are a s#nthetic version o% the human hormones called testosterone. It also stimulates development o% bones and musclesE ( ishra). Steroids have lots o% side e%%ects %or the user but it is the same thing with almost an# medicine in the world i% it*s taken in a wrong wa#. Some o% these side e%%ects are as %ollowH "iver damage! 1#nocomastia! Aggressiveness! Baldness! and Kidne# problems. And I*m going to e-plain each one o% the side e%%ects that I mentioned above to see whether steroids are dangerous or otherwise. 7irst o% all is a liver damage! steroids are to-ic substances and when #ou use steroids these to-ics passes through the liver! since the liver is the %ilter %or the human bod# and ever#thing should be %iltered. But the liver repairs itsel% even i% it*s damaged. 'here was a stud# b# Int . Sports ed In 022> that compared 0> bod#builders to 0+ not bod#builders. 'he research showed that the liver en/#mes returned to normal just like the non bod#builders a%ter the# stopped using steroids %or three months. (<oberts) 'hen! 1#nocomastia which is a development o% breast tissue in males and that happens because the estrogen level in the bod# gets high and as a result it develops a %emale breast tissue. 'he good thing about this is that #ou can notice the start o% developing the breast tissue %rom the nipples. 'he# start to itch and then pain but #ou can stop it b# taking anti estrogen pills like Arimide- or ;lomid and the pain will go a wa# a%ter a couple o% da#s without developing the tissues. Aggressiveness is one o% the side e%%ects that #ou would mostl# notice in the g#m %rom the big gu#s there. an# bod#builders hate this side e%%ect since the# get mad %rom ever#thing in li%e which is e-hausting to deal with anger all time. But a stud# that was mad in +,,, showed that onl# F people out o% 0,2 stud# cases e-perienced <oid <age. (<oberts) 'he# sa# that bald men have lot o% testosterone in their bod# naturall# and that causes the baldness. It is the same case i% #ou are using steroids! which means that #ou inject #ou bod# with enormous amount o% testosterone. And that amount o% testosterone makes the scalp reacts to )&' strongl# which can cause the baldness %or steroid users. (<oberts) Kidne# problems are possible when using steroids as the kidne#s work as a %ilter too to the bod#. 9hen the to-ic substances get in this %ilter that means that the# are going to work harder to %ree the bod# %rom these substances. But it all depends on the dosage o% the steroids and the nature o% the kind. Some kinds o% steroids are used to treat people %rom kidne# problems like =androlone. So it is not alwa#s bad to use steroidsZ (<oberts) In the end! ever#thing in li%e has side e%%ects even water! i% #ou drink too much water that can damage the kidne#s. So! with a reasonable thinking #ou can use ever#thing with out getting heart especiall# i% it is under supervisions %rom pro%essionals. 9orks ;ited <oberts! Anthon#. Side A%%ects o% Steroids. 0N Apr +,,@ PhttpHLLwww.steroid.comLside.phpQ. ishra! <aja. 4Steroids and sports are a losing proposition.4 0N Apr +,,@ PhttpHLLweb.ebscohost.comLehostLdetail5 vidW0JhidW00RJsidW,bbac,Fc-2@0% R0bR-b+0abae%,B,+Rc2BMR,sessionmgr0,RQ. #he "urrent #a2 System in Spain \avier (Spain) 16

'he ta- s#stem is one o% the most important things in the econom# o% a countr#. 9ith ta-es! governments can conduct all their policies. 'he budgets o% the states are basicall# based on the abilit# to obtain resources through ta-ation. 'his means that all countries are re$uired to have ta-es. Cther than that! it would impossible %or the government to serve their people. 1overnments are either more neoliberals! giving more importance to the private sector economies! or socialist! giving more importance to the public sector. Between the both! the amount o% lev#ing higher ta-es var# greatl#. 'here are more neoliberal countries like the :SA! and other more socialist countries! like ;uba or (ene/uela among others. Spain has a mi-ture o% both. Cn the one hand! Spain is regulated b# a neoliberal market! but on the other hand! Spain has socialist practices per%ormed in their policies. 9e could sa# that is a mi-ed socioeconomic s#stem because the private sector and the public sector are present in both cases. 'he current ta- s#stem in Spain needs to be changed in order to bene%it societ# in a greater wa#. 7irst! Spain is the Auropean countr# that collects more mone# %rom the people and spends less on social programs that bene%it the public. 9hile the rich pa# a lesser percentage o% their income! the middle class pa#s a higher percentage o% their income. In Spain most o% the ta- pressure is e-erted on middle-class workers. 'his is creating an imbalance between the working class and the upper class. 7inall#! one o% the principal reasons to lower ta-es is that the submerged econom# e-isting in the Spain has a direct relationship with the high ta-es that the business must pa#. Spain! more than an# other Auropean countr#! re$uires their citi/ens to pa# more ta-es and receive less back. 'his is collected in the last +,0+ data %rom Brussels. 'he Spanish case is di%%erent than all other Auropean countries because the photograph# o% its %iscal pressure is %ar %rom all the other Auropean countries (%inance! +). 9hile opponents to lower ta- rates cannot sa# to lower ta-es because the government won*t have mone# to make their policies! it is a %act that there is e-cessive ta- pressure on the middle class. 'his ta- pressure is resulting in a recessive econom# and is hindering the econom# o% Spain to make %ull recover# o% the crisis it recentl# incurred. According to ;itigroup! pressure ta-es would hinder the Spanish recover# (Intereconomia) because having less purchasing power! the consumption slows with a stagnation o% the econom# and lower ta- collection. It is eas# to understand how this e-cessive ta- pressure has drowned the econom# o% the countr#. According to objective data! the income ta- is as high as F>M in communities such as ;atalonia. 'he ;orporate income ta- is more than man# other Auropean :nion countries! such as Sweden! 1erman# and the :K. In addition! we have created man# %ees %or using public services that is causing asph#-ia amongst citi/ens and businesses (7inance N). Someone must %ind the antidote to cure this because it*s an important aspect %or the %uture o% Spain and its citi/ens to be well cared %or b# the state! but also not be drowned b# unnecessar# and un%air ta-es. 7iscal pressure in the upper class is much lower than in the middle class. uch o% the ta- pressure is e-ercised on the middle classes with conse$uent wear and enlargement o% wealth onl# among a small part o% the population. In Spain the rich are getting richer and the poor are getting poorer. 'he Spanish people are asking %or an increase o% ta-es %or the rich because latel# the ta- burden has a%%ected the middle class (income ta- (A'). 'he ta-es that have not been rise are which been a%%ects custom companies which are used b# the rich to trans%er their income! and it permit also to do not declare them as an individual! although #ou can onl# do this i% #ou have a lot o% mone# and then #ou are able to pa# less ta-es because such compan# are recorded less than personal income tarate as much. 'his makes the middle class have no choice and are the most harm pa#ing more ta- amount in contrast upper class. 9hile the ta- amnest# that the government throws tr#ing to legali/e black mone# b# pa#ing onl# 0,M o% the declared pla#ing %or people who all this time been using this mone# because pressure ta- %or the launder mone# will be less than the ta- that the people has been pa#ing during all the time using legal mone# (e-pansion 0). 'his is %ocused mainl# in the rich classes which are owners o% large amounts o% black mone#! and that wa#! the# can put all their mone# in course! pa#ing a little amount o% mone#. Some voices sa# the rich pa# enough ta-es but this is not true when the e%%ective rate in income ta- %ell onl# +.N M %or the middle class ! compared to N@.> M %or the highest income con%irming that ! at least in our countr#! in times o% crisis the rich continue to get rich and are alwa#s the same who have to pa# ta-es ( currentl# 0N). 7inall#! strong %iscal pressure %rom ta-es %orces man# businesses to operate illegall# in Spain because the# simpl# cannot a%%ord to pa# ta-es. (isa Aurope estimated that the underground econom# in Spain reaches a value o% about 02F!>,, million euros 0B.> M o% 1)? (1urusblog ! R). 'his is because people can not pa# all the ta-es that are too high. 7or man# businessmen the underground econom# is the onl# wa# to move %orward and in man# cases are %orced to close their business because the# can not a%%ord to pa# all ta-es. It is di%%icult to stop this model o% corruption unlike northern countries where corruption is much lower than in Spain! because politicians are the %irst to do it! and the# %oster the appearance o% corruption. Spain is the tenth world power in ta- %raud! according to a report b# the 'a- .ustice =etwork organi/ation. In other wa#s! contrar# opinions sa# that corruption is not as high as in countries like 1reece or Ital#! although this is true! Spain*s ta- %raud remains above countries like 1erman#! 7rance and Ireland. It can not be that level o% shadow econom# because it is estimated that ++.FM o% our econom# is submerged ! resulting in a loss o% revenue to the public purse estimated at 0,@.NF, million (;ountr# 0) As we can see! the current ta- s#stem in Spain is too high! and it must be reduced in order to bene%it societ# and the econom# o% the countr# in a greater wa#. Spain is in the midst o% a big economic crisis which is a%%ecting ever# da# more people and the whole societ#. 'he Spanish ta- s#stem should be changed because Spain 17

is the Auropean countr# that collects more mone# with the ta-es and the government spent less on their citi/ens causing general malaise o% the population. 9hile the rich pa# little compared to what the# earn and most o% the tapressure is e-erted on the workers class which carries the greater part o% the ta-es and makes the imbalance between the working class and the upper class is increasing. 7inall# one o% the principal reasons to lower ta-es is that the submerged econom# e-isting in the Spanish econom# has a direct relationship with the high ta-es that the business must pa# to the government. 9orks ;ited httpHLLes.%inance.#ahoo.comLblogsL%inlaotracaradelamonedaLcu]l-es-el-pais-europeo-con-los-impuestos0000,B2B0.html httpHLLwww.lasemana.esLperiodicoLnoticia.php5codWNR+N> httpHLLwww.intereconomia.comLnoticias-negociosL%inan/as-personalesLclavesLcitigroup-dice-$ue-presion-%iscal%renara-recuperacion httpHLLwww.e-pansion.comL+,0+L,2L0RLeconomiaL0NR@>FR0BR.html httpHLLactualidad.orange.esLnacionalLmas-ricos-pagan-cada-ve/-menos-impuestos-en-espana.html httpHLLwww.gurusblog.comLarchivesLlos-verdaderos-motivos-de-por-$ue-ha#-economia-sumergidaL+2L,FL+,0NL httpHLLblogs.elpais.comLca%e-steinerL+,0+L,RLespa^a-decima-potencia-mundial-en-%raude-%iscal.html

W"!T!NG S!'
What are "harter schools? Saleh (Saudi Arabia) an# students across America are not getting the education the# deserve. ost recent studies have shown that the per%ormance o% public schools since 02@, had dropped to less than N,M compared with private schools. 7or e-ample! based on the =ational Assessment o% Aducational ?rogress on 022R! the %ourth grade public school students achieved onl# +RM while the private school students achieved NBM ('he public purpose! 022B). 'his problem %orced students to either attend the under-per%orming public schools in their communities or enroll to private schools which are costl# to most %amilies. As an alternative option! charter schools were created to %ul%il the need %or a better option %or %amilies who are looking %or good education with lower cost. 'he idea o% charter schools was innovative idea in education %ield. 'his motivated me stud# in depth this t#pe o% schools in the :.S. 'his paper de%ines charter schools and compares them with other t#pes o% schools in :.S. In addition! the histor# o% charter schools is studied. 7urthermore! we present the advantages and disadvantages o% charter schools.
D.F&3&#&43 4F "*AR#.R S"*44)S

;harter schools are not completel# public schools! but the# are not e-actl# private schools either. "ike public schools! the# are %ree to attend %or students within the school district! and the# are t#picall# %unded b# 18

ta-pa#ers. "ike private schools! the# can set their own rules %or admission and choose which students the# will accept. As a matter o% %act! charter schools are a special t#pe o% public schools %or man# %actorsH the# are tuition%ree and open to ever# student who wishes to enroll! the# are non-sectarian and do not discriminate on an# basis! the# are publicl# %unded b# local! state and %ederal ta- dollars based on enrollment like other public schools! and the# are held accountable to state and %ederal academic standards (=A?;S). 'he e-act rules governing the operation and %unding o% charter schools var# %rom state to state. 9hile there are %ederal laws in the :.S. that are related to charter schools! there is not one that determines their speci%ic operation. State law sets the rules %or charter schools within that state and determines which o% the three primar# t#pes o% authori/ing bodies govern charter schools within that stateH the state board o% education! local boards o% education or a separate authori/ing bod# independent %rom the board o% education. 7ort# states! plus 9ashington! ).;. have laws allowing the creation o% charter schools (;enter %or Aducation <e%orm). 'o establish a charter school! a group o% parents! teachers or educator must appl# to get authori/ation %rom state. A%terward! the# create a contract that details the school8s mission! program! goals! students served! methods o% assessment! and wa#s to measure success. 'his contract last %or %ive or %our or three #ears depending on states . At the end o% the term! the entit# granting the charter (4authori/er4) ma# renew the school8s contract. ;harter schools are accountable to their authori/er and to the students and %amilies the# serve %or produceing positive academic results and adhere to the charter contract (;;SA). Since charter schools do not charge tuition! the# must %ind other wa#s to receive %unding. State laws determine e-actl# how charter schools are %unded. 'he# t#picall# receive a portion o% the state8s education aid mone# %or each student who attends the school. 'his mone# would usuall# go to the public school s#stem! but instead it is diverted to the charter school. 'his is the source o% a great deal o% contention between people who are pro-public schools and those who are pro-charter schools. ?ublic schools complain that this diversion o% mone# undermines the public school s#stems. ;harter schools complain that! under most %unding s#stems! the# receive onl# a percentage o% the actual amount per student that the public schools receive %rom the state! an average o% >0 percent in the :.S. (;enter %or Aducation <e%orm). 'o sum up! charter schools di%%er %rom public schools b# man# characteristics. 7or instance! the# can o%%er longer school da#s b# giving classes in the evening! on weekends and into the summer months. And the# can adjust curriculum to meet student needs. Additionall#! charter schools can create a uni$ue school culture. 7or e-ample! there are charter schools %ocused on per%orming arts! project-based learning! college preparation! career readiness! language immersion! civic engagement! classical education! global awareness or meeting the needs o% autistic students O just to name a %ew (=A?;S). *&S#4R5 'he charter school idea in the :nited States was originated b# <a# Budde a pro%essor at the :niversit# o% assachusetts Amherst .'he %irst law allowing the establishment o% charter schools was passed in innesota in 0220 and ;ali%ornia was the second! in 022+. In school #ear +,0,-00! charter schools legislation had been passed in R0 states and the )istrict o% ;olumbia. In aine! no charter schools were operational in +,0,-00! even though the establishment o% them had been approved. In the %ollowing states! charter school legislation has not been passedH Alabama! Kentuck#! ontana! =ebraska! =orth )akota! South )akota! (ermont! 9ashington! and 9est (irginia (IAS). "43#R4!.RS&A)
&SS,.S A%4,# "*AR#.R S"*44)S

an# studies have been done on charter schools over the #ears. But the $uestion isG are charter schools bene%icial5 :n%ortunatel#! ever# stud# that supports one point o% view is opposed b# other %act that supports the opposite view. 'he problem is that measuring education is unclear. As a matter o% %act! it is almost impossible. 'here are too man# variables to take into account! such as %unding! student diversit#! location! economic issues! cultural issues and a whole slew o% other %actors. In spite o% this! we will present some advantages and disadvantages o% charter schools. ?eople who support charter schools argue that charter schools can be adjusted to their students* needs. 'here%ore! the# can create their own curriculum to %ocus in speci%ic areas! emphasi/e di%%erent aspects o% education! o%%er innovative classes! and teach subjects that are not alwa#s %ound in a t#pical public school. 'he other support %or charter schools is that the# provide $ualit# education without the cost o% private school. ;harter schools consistentl# deliver higher test scores than public schools. :nlike private schools! which also deliver a superior education! charter schools are paid %or b# ta- mone# and %ree and open to all parents. D'he new studies published since +,0, show positive results %or students who attend public charter schools compared with traditional public schools. 'hree national studies and ten studies %rom major regions across the countr# since +,0, %ound positive academic per%ormance results %or students in public charter schools compared to their traditional public 19

school peers! suggesting a strong upward trend among new studies in the e%%ect o% public charter schools on student per%ormance. Since +,0,! just one stud# that used longitudinal student-level data %ound neutral or negative results looking at public charter schools in the state o% :tahE(=A?;S). According to ;enter %or <esearch on Aducation Cutcomes! a stud# shows the results that students who persist in charter schools %or a longer period o% time have stronger growth in both reading and math (;<A)C).

A%ter all! even though charter schools have its %le-ibilit# and independence! the# must still %ollow the standards set b# the state or local board o% education. 'he students still have to take and pass standardi/ed tests as re$uired b# the state! and school per%ormance is generall# measured b# the students8 scores on these tests. I% a charter school8s test scores %all too %ar below the scores in nearb# districts! the school ma# be in danger o% losing its charter and closing. Cn the other hand! the opponents o% charter schools claim that this kind o% schools have produced man# negative conse$uences. 'he =ational Aducation Association points out several problemsH _ ;harter schools drain mone# %rom public school s#stems. ;harter schools are able to cherr#-pick the best students and turn awa# weaker students or those with discipline problems. ;harter reviews ever# %ew #ears do not provide enough accountabilit# to ensure that the schools are properl# and e%%ectivel# teaching the necessar# material (=AA).

'here are elements o% truth to all these complaints! but there are $uali%#ing %actors as well. 7or instance! charter schools are able to set high academic standards %or admission. 'his o%ten results in a waiting list or lotter# s#stem to determine who can attend the school! and students with poor grades ma# not make the cut. &owever! there are charter schools whose missions revolve around working with troubled students or raising the grades o% students with academic problems. ;C=;":SIC= 'o sum up! charter schools are a new choice %or students and their parents in which the# %ind a di%%erent educational st#le. ;harter schools are public schools that are %unded b# the states but are t#picall# administered b# a group or organi/ation under a legislative contract or charter with the state. 'he states asses these schools regularl# and decide whether it will continue or shot down. 9hile the issue o% charter schools seems comple-! there8s actuall# a %airl# simple answer. ;harter schools are like an#thing elseH when the# are well-managed and well-%unded! the# produce good results. 'he same can be said to public schools. <A7A<A=;AS 20

6All A'out "harter Schools(7 ;enter %or Aducation <e%orm.0 )ec +,0NPhttpHLLwww.edre%orm.comLissuesLchoice-charter-schoolsLlaws-legislationLQ D;harter Schools.E =ational center o% education statistic IAS.00 )ec +,0NPhttpHLLnces.ed.govL%ast%actsLdispla#.asp5idWN,Q D;harter Schools.E =ational education association =AA.N )ec +,0NPhttpHLLwww.nea.orgLhomeL0>NN+.htmQ D=ational ;harter School Stud# +,0N.E ;enter %or <esearch on Aducation Cutcomes ;<A)C. +F =ov +,0N PhttpHLLcredo.stan%ord.eduLdocumentsL=;SSM+,+,0NM+,7inalM+,)ra%t.pd%Q D9hat Are ?ublic ;harter Schools5.E 'he =ational Alliance %or ?ublic ;harter Schools. .=A?;S 0 )ec +,0NPhttpHLLwww.publiccharters.orgLAbout-;harter-SchoolsL9hat-are-;harter-Schools,,N7.asp-Q D9hat are ;harter Schools5E ;ali%ornia charter school association ;;SA.@ )ec +,0NPhttpHLLwww.calcharters.orgLunderstandingLwhat-are-charter-schools.htmlQ

Fast Food ajed (Saudi Arabia)

9hat is the most popular %ood recentl#5 7ast %ood have come much popular in these da#s. 7ast %ood is the term given to %ood that can be prepared and served ver# $uickl#. Aarlier the %irst restaurant o% %ast %ood in :SA was in Brookl#n! =ew 3ork in 0B>@ which was created b# ;harles 7eltman! it was simple &ot dog stand. A%ter that date 7ast %ood have become much popular with several options such as &amburger. <ecentl# people eat it dail#! the# look like addictedZZ. <estaurants have been around in some %orm %or most o% human civili/ation. But the# usuall# catered to travelers. As %ar back as ancient 1reece and <ome! inns and taverns generall# served %ood to people who had a reason to be awa# %rom home. 'his trend continued until relativel# recentl#. Although taverns and co%%ee houses were popular places to gather and share beverages in the 0@th centur#! the idea o% eating out %or %un didn8t take o%% in 9estern societ# until the late 0Bth centur#. odern commercial %ast %ood is o%ten highl# processed and prepared in an industrial %ashion! i.e.! on a large scale with standard ingredients and standardi/ed cooking and production methods. It is usuall# rapidl# served in cartons or bags or in a plastic wrapping! in a %ashion which minimi/es cost. In the :nited States! consumers spent [0>, billion on %ast %ood in +,0+ (up %rom [> billion in 02@,). In total the :S restaurant industr# had projected sales o% [>>,.F billion in +,0N. (%ranchisehelp). 'h secret behind 21

its popularit# and the reasons that have pushed people to sa# it is unhealth# will be our target in this research. 7ast %ood has gotten its popularit# because 4It8s eas#! it8s %illing! and it8s convenient and ine-pensive. ;ompared to other %oods it8s something that working people and ordinar# people can go out and enjo#. c)onalds is the most popular %ast %ood chain. 'he all-American meal is hamburger! %ries and a coke or a shake. c)onald8s revolutioni/ed %ast %ood. 'he# introduced a wa# to eat %ood without knives! %orks or plates. ost %ast %oods can be eaten while steering the wheel o% a car and the restaurants are usuall# drive through. 7urthermore 'he design o% a %ast %ood restaurant is ver# well thought out. 'he seats in %ast %ood restaurants are com%ortable but not too com%ortable and the colors are bright primar# colors! which are designed to make #ou sit but eventuall# get up and leave. 'he# don8t want #ou to linger to long4. In addition! hamburgers have had a long wa# with %ast %ood. 4'he new 4wrap4 concept is also considered %ast %ood and is the newest concept in the %ast %ood business. 'he chicken nugget changed the wa# Americans ate chicken. 'he overwhelming majorit# o% chicken sold is as chunks and processed meat as opposed to whole birds. In the %ast %ood! chicken has twice as much %at as hamburgers because the# are %ried. But continue to gain popularit# with the public4. oreover as we know the most o% %ast %ood is %ried which is so deliciase and its taste is great! and people don8t seem to care about their health# as well as a %ood taste. Besides 4onl# a %ew %ast %ood companies such as Kentuck# 7ried ;hicken has changed its name (to K7;!) in order to be more responsible in the wa# the compan# is presented to the public. I don8t think people8s eating habits have become healthier. <ight now! in the %ast %ood industr# the trend is to add bacon to their meals. Cnl# 4Subwa#4 is working to promote a more health# wa# o% eating4.

7irst basic necessit# %or a human being is health. %ast %ood is considered harm%ul %or human because it causes several harm%ul things. Cbesit# one o% their a%%ects. 4&igh calorie! unhealth# %at.. All these are e-tra empt# energ#. Something e-tra will de%initel# go sit on #our hips. It won*t allow #ou to %it inside skinn# jeans. ?resentl#! we see 0 in 0, people obese. A-tra calories in a junk %ood lead to epidemic obesit#. It*s ver# eas# to put on weight! but it*s reall# hard to reduce the same. Cbesit# is a medical condition in which e-cess bod# %at has accumulated to the e-tent that it ma# have an adverse e%%ect on health! leading to reduced li%e e-pectanc# andLor increased health problems. &igh bad cholesterol levels in our bod# are hard to cut down. :suall# high calorie content will not be broken b# en/#mes in our bod#. I% it remains unbroken it*s again a dead energ#. &ere we can understand one thing that an onset o% a disease is just the dis-%unctionalit# o% en/#mes in our bod#. Aven a%ter knowing wh# should we give space %or such disorders5 Cur health in our hands. Avoid .unk and sta# health#4. In addition 4eating deep %ried %oods boosts #our risk o% prostate cancer! according to a new stud# %rom the 7red &utchinson ;ancer <esearch ;enter in Seattle. <esearchers anal#/ed surve# data %rom more than N!,,, men ages NF to @R! and discovered that gu#s who reported eating 7rench %ries! %ried chicken! %ried %ish! andLor %ried doughnuts once or more a week had a N,- to N@-percent higher risk o% prostate cancer. 'he risk remained the same even a%ter the researchers considered %actors like age! race! %amil# histor#! bod#-mass inde-! and prostate-speci%ic antigen (?SA) levels4. In conclusion! %ast %ood have become popular via man# %actors such as its taste that is deliciace and because people who do not have time to cook like to eat some thing which is prepeared so $uickl# even i% it not health#. Besides! %ast %ood is considered not health# because it causes obesit# and some diseases %or instance cancer. "astl# %ast %ood is not %eeding an#one! it is just pushing the hunger back an hour. <e%rences -9orld actualit#. &ealth. httpHLLwww.world-actualit#.comLinde-.phpLhealthL &3?A<"I=K 4httpHLLwww.worldactualit#.comLinde-.phpLhealthL>>F-top-0,-things-wh#-%ast-%oods-are-unhealth#4>>F &3?A<"I=K 4httpHLLwww.worldactualit#.comLinde-.phpLhealthL>>F-top-0,-things-wh#-%ast-%oods-are-unhealth#4-top- &3?A<"I=K 4httpHLLwww.world-actualit#.comLinde-.phpLhealthL>>F-top-0,-things-wh#-%ast-%oods-are-unhealth#40, &3?A<"I=K 4httpHLLwww.world-actualit#.comLinde-.phpLhealthL>>F-top-0,-things-wh#-%ast-%oods-are-unhealth#4-things-wh#-%ast%oods-are-unhealth# CctR! +,0N. 22

-;BS=ews. Americans Are Cbsessed with 7ast 7oodH 'he )ark Side o% the All-American eal. httpHLLwww.cbsnews.comLnewsLamericans-are-obsessed-with-%ast-%ood-the-dark-side-o%-the-all-american-mealL. .anN0!+,,+. - en8s &ealth. 'he 7ast 7ood 'hat cause-cancer. 7eb>!+,0N a# ;ause ;ancer. httpHLLwww.menshealth.comLhealthLthe-%ast-%ood-that-ma#-

-Brain# Kuote. httpHLLwww.brain#$uote.comL$uotesLke#wordsL%ast-%ood.html. -=ational 1eographic. httpHLLscience.nationalgeographic.comLscienceLarticleL%ood-how-sa%e.html. a#!+,,+

#he importance of innovation management policy in 8apan 9A'stract: Itaru (.apan) Almost all the products and services available in societ# are the result o% technolog#. 9ithout technolog#! the world as we know it toda# would not e-ist. Some technologies are developed and produced b# pro%it-oriented companies. 9hat i% a compan# is success%ul with a new technolog#5 'his means a process what we call Vinnovation* occurred. And then! innovation is the biggest concern to world companies in recent decades not onl# because innovation is a major driving %orce in organi/ations or companies in order to improve their technolog# and products! but also because it is a source o% competitive advantage! which gives them a dominant position in a market. 'oda# it is! however! an e-tremel# di%%icult problem %or industries and %irms to keep encouraging innovation. At this point! the management o% technological innovation is one o% the most demanding challenges to them. 9hen it comes to national level! a ke# challenge in innovation is how to manage the whole industries and companies with holistic perspective in terms o% national competitiveness and economic growth. Indeed! innovation is %undamentall# the task o% private sector and entrepreneursG however! %or getting more bene%its e%%ectivel#! innovation had better to be managed b# not onl# companies and industries but also government bodies. 'he reason is that the innovation management %orms the %oundation %or economic growth and determines national and organi/ational competitiveness. 9ith regard to the econom# in .apan! the econom# has been mired in a de%lationar# spiral %or decades. Cne o% the main reasons is an economic phenomenon called Vbubble econom#* in which prices! especiall# asset prices! rise above their true value and continue doing so until prices %all sharpl#. Since the .apanese econom# su%%ered %rom the emergence o% the economic bubble in the late 02B,s and its burst in the earl# 022,s! the econom# has been in a long recession %or the long run. 7urthermore! recentl# two severe shocks O the credit crisis triggered b# the "ehman de%ault in +,,B and the 1reat Aast .apan Aarth$uake in +,00 O also gave a blow to .apanese econom#. 9hile the economic situation in .apan seems to have been graduall# recovered in recent #ears as a whole! a long-term and strategic polic# is needed %or %uture economic growth in terms o% innovation. Besides! there is another serious problem from the perspective of international competitiveness in Japan. According to IMD World Competitiveness Ranking 2 !"# Japan ranks 2$th although in !%&% Japan 'as one of the most competitive advanced economies. 'he latest statistics (he )lobal Innovation Inde* 2 !" also shows that .apan ranks ++nd in innovation! well behind Asian rivals like &ong Kong (@th) ! Singapore (Bth)! and South Korea (0Bth). 'hat is wh# one purpose o% this research paper is to o%%er a bird*s-e#e view o% innovation management polic# b# government which mainl# encourages domestic industries or companies as a source o% economic growth and national competitiveness. 'he other is to discuss more e%%ective solutions especiall# to .apanese innovation polic#. 'oda# innovation management is an essential part o% technolog# polic#. Cne o% the crucial roles in innovation management polic# is to give a compan# or an industr# a wa# to predict %uture events more e%%ectivel# instead o% non-planning and non-rational process. 'o put it concretel#! there are some t#pical t#pes o% innovation management policiesG such as research and development (<J)) programs! evaluation! technolog# roadmap! and standardi/ation. Several o% them are actuall# being used in combination in current polic#. Also! how to use methods depends on nations* circumstances. &owever! it would be in%ormative %or polic# makers! especiall# the .apanese government! to see some notable innovation management policies in other countries. 7or e-ample! one o% the major innovation policies in the :.S. is called S'A< A'<I;S (Science and 'echnolog# %or America*s <einvestmentH easuring the A%%ec's o% <esearch on Innovation! ;ompetitiveness and Science). 'he purpose o% S'A< A'<I;S is to create a repositor# o% data and tools that will be use%ul to assess the impact o% %ederal <J) investments. =otabl#! S'A< A'<I;S is a uni%ied evaluation polic# based on huge data anal#sis. Another e-ample is the A: <esearch 23

and 'echnological )evelopment 7ramework ?rogram (7?). 'he signi%icant %eature o% the 7? is that technolog# roadmaps! %unding programs and the wise use! government policies and initiatives! and the long-term strategies are well s#nthesi/ed. C% course! in .apan several <J) %unding programs %or individual industries or companies are being implemented. &owever in recent #ears the terms o% national projects have been decreasingG thereb# reducing li%e c#cle o% major products. 'hat is! to improve basis o% innovation in .apan! other e%%ective policies that %ocus on development in long-term instead o% not depending on huge public budgets are needed as a whole. Based on the above! it is an integral part %or .apanese polic# to learn! understand! and combine some possible innovation management methods in other countries. Cverall! this research paper stands at the position that innovation management polic+ must be the most promising route to economic gro'th and competitiveness in Japan.

,3D.RS#A3D&3G 4%AMA"AR.; #he implementation of Afforda'le "are Act ?ilar (Spain) 0. I='<C):;'IC= 9h# the re%orm o% the health insurance in :S is one o% the 0, top in mass media %or the last three months5 And moreover! do American people have a better and cheaper health insurance a%ter the so called DCbamacareE5 In :nited States! there are two main health insurance programs %unded b# the 7ederal 1overnmentH edicare and edicaid. 'he %irst one is devoted to resident retired people who %ul%ill certain re$uirements and to handicapped people regardless o% age. Cn the other side! edicaid covers health insurance to people who both have low income and low resources. ?eople under >F without severe disease have private health insurance plans. Some companies or the government itsel% %unds %or their workers! but there are still millions o% persons who can*t a%%ord the pa#ment o% their health insurance. In +,0,! 'he ?atient ?rotection A%%ordable ;are Act (A;A) was signed b# the ;ongress! and in +,0+ it was upheld b# the Supreme ;ourt. 'he aim o% this regulation is to %acilitate low income people to have a health insurance. 'he main points o% this 7ederal "aw are as %ollows (Krugman! +,0N)H a) It is compulsor# %or all the Americans to have a health insurance under the threat to be %ined. 3oung adults be%ore +> can sta# under their parent*s plans. b) 'he insurance companies must o%%er the same plans to ever#one and the# can*t take into consideration %actors as pre-e-isting conditions to %i- the premiums. c) 'he premiums are %unded b# the 7ederal 1overnmentH the %irst three #ears the# pa# the 0,, percent and! a%terwards! the 2,M until +,++. According to .acobs and ;allagham! it is e-pected that N+ millions o% Americans will have access to health insurance! two-thirds o% them with an income level below 0NB percent o% the %ederal povert# line. (.acobs and ;allagham! 0,+R). 'his paper is devoted to e-plain and anal#/e the change o% health insurance program in :S. Since +,0R! it will be compulsor# %or all the Americans to have a health insurance which could be partl# %unded b# the %ederal government. 'he two main points are the problems that the implementation have and the e%%ects o% the new regulation. +. '&A I ?"A A='A'IC= C7 '&A A;A 'he states are the ones that have to implement the A;A. &owever! in +,0+ the Supreme ;ourt ruled on that the states can decide whether to joint it or not. As o% Cctober +,0N! +> states have decided to opt out o% the e-tension o% edicaid. 1enerall# speaking! )emocratic-controlled states embrace the re%orm and <epublican-controlled states oppose it. But! according to .acobs and ;allagham! some o% the )emocratic-controlled states haven*t alread# started to implement it (i.e. increasing capabilit# in health centers) while some o% the <epublicans are taking steps to be prepare %or the e-pansion. 7or instance! in =evada and Ari/ona! edicaid is progressing although <epublicans could have blocked it. (.acobs and ;allahgam! 0,NN) N. '&A A77A;'S C7 '&A <A1:"A'IC= 24

'he direct e%%ect o% the A;A is to provide access to health insurance to most poor American people. 7irstl#! it covers people below >F and with incomes up to 0NB percent o% the %ederal povert# level. Secondl#! the A;A creates an Dinsurance health marketplaceE where people %rom 0,, up to R,, percent o% the %ederal povert# level can purchase a subsidi/ed private insurance (Shin! Sharac and <osenbaum! R). As it is said above! states can opt out. 'hat means that it is e-pected that A;A will assure F millions o% patients coming %rom states that e-pand edicaid and 0 million will remain uninsured in states that opt out (Shin! Sharac and <osenbaum +,0N! R). Cbviousl#! opt-out states won*t receive the %ederal government %unds. =evertheless! the e%%ects o% the Act are e-pected to go be#ond the %act that man# individuals could receive the health insurance. 'he health centers o% states that e-pand the edicaid will receive %ederal %inancial resources %or new insured people. 'hese resources! estimated at [+ billion! will allow them to increase their capacities not onl# %or these new people but also %or those who were alread# insured. &ealth ;enters will improve health care $ualit# and! in the end! it is e-pected that clinical sta%% will pre%er them. Cn the other side! F0B &ealth ;enters in states which opt out will lose nearl# [FFF million in revenues in +,0R dollars. (Shin! Sharac and <osenbaum! 00). 'his is because i% the# had implemented the Act! the# would have received [0.+ billion. But! as the# opt out! the# are going to receive onl# hal% that amount. In sum! health insurance re%orm will a%%ect the whole s#stem. R. '&A <A'IC=A"A C7 '&A )I77A<A=;AS BA'9AA= '&A S'A'AS 9h# some o% the states are e-panding edicare and others re%use it5 According to Kaiser 7amil# 7oundation! +> states support the Act! 0@ opt out and the @ le%t have not. $.! (he political e*planation 'he Act has been controversial since the beginning. =one o% the <epublicans in ;ongress voted in %avor while near all democrats did it. 'here%ore! at that moment republican-controlled states are opting out whereas democratic-controlled ones are implementing it. In %act! the A;A has been used to hamper the Cbama politics so as to %orce a partial Administration shutdown during two weeks (%rom Cctober 0 st to Cctober 0>th +,0N). <epublicans have blocked the passing o% the +,0R budget to make Cbama dela# the so called DCbamacareE. As a result! @,,.,,, %ederal emplo#ees didn*t work nor the# were paid during this period (BB; =ews and Brownstein). But now! the A;A is a big issue inside the <epublican part#. 7or house members and senators it is eas# to be against it! because bills can be passed even i% the# vote against. But %or the 1overnors! it is not so eas#H the# have to %ace decisions that a%%ect the residents o% their states. It is di%%icult %or them to e-plain wh# the# don*t want to accept the mone# coming %rom the %ederal government (which will %inance the 0,, percent o% the program the %irst three #ears and 2, percent a%terwards) to %und edicaid program. But! on the other side! the# are a%raid o% being %or! because this could hamper the +,0> campaign %or being ?resident o% :S ( artin). Cn top o% that! due to technical problems in the website! the deadline %or people who need insurance b# the .anuar# 0st +,0R to enroll the A;A has been e-tended a week (until )ecember +N rd! +,0N). 7or the second #ear o% insurance! the deadline has also been dela#ed until =ovember 0F! +,0R. 'his is a week a%ter the polls o% midterm elections. <epublicans complain because voters won*t have in%ormation about the rise o% the insurance premiums and the# could be much higher than the %irst #ear ones. (<ampton and Begle#). 'o help to solve this technical problem! insurance companies are working with the administration to allow direct enrollment to %acilitate it. $.2 ,conom+ and histor+ as e*planations Cne o% the e-planations o% wh# some states are e-tending the edicaid program and others are not! regardless o% the part# that control them! is the economic situation. In some <epublican states with weak conditions! <epublicans argue that re%using %unds won*t reduce the ta-es o% the state. 'hese ta-es will be used to %inance other states. ('his is the case o% Ari/ona). Cthers states reject the %unds %rom %ederal government (2, percent o% the costs) because the# are not able to %inance the 0, percent le%t. 'his is the case o% ississippi and Idaho. A second e-planation is the previous political trajector# on social securit#. Cnce it is established! bene%iciaries behave as a group and vote in %avor o% new social bene%its (.acobs and ;allaghan). F. ;C=;":SIC=S In +,0,! the %ederal government decided to e-tend the health insurance so that all American residents had health insurance. 7or this purpose! the edicaid program was modi%ied to make health insurance compulsor# and to %acilitate people the accessH (0) premiums are partiall# %unded b# the %ederal government depending o% the income o% the bene%iciar# and (+) insurance companies can*t take into account things like pre-e-isting conditions or illness histor# to %i- the premiums. Cnce the law has been passed! states are implementing the program. At this stage! the# can decide whether to join it or not. ost o% the )emocrat-controlled states are implementing it and most o% the <epublicancontrolled states are opting out. 'he direct e%%ects o% this regulation %or states which are implementing are to help and %inance the health insurances %or American residents. 7urthermore! as the health centers are the ones that are going to receive the 25

%unds! the result will be an increase o% their capacit# and $ualit# o% health. 'he $uestion is wh# there are some states that opt-out. 'here are several reasons. Cn the one hand! as republicans voted against the Act! it is understandable that the states the# control don*t want to implement it. Cn the other hand! the economic circumstances and social securit# background ma# be behind the state government decision. BIB"IC1<A?&3 BB; =ews :S J ;anada. httpHLLwww.bbc.co.uk 0 Cct +,0N Brownstein! <. 4&ow to And the Cbamacare )ebate.4 -ational Journal ,*panded Academic A.A/. httpHLLwww.nationaljournal.comLnjonlineL 0+ =ov +,0N. .acobs! ".<. and ;allagham! '. D<eport o% health implementationE. Journal of 0ealth /olitics# /olic+ and 1a'! NB (F)! pp 0,+N-0,F,. +,0N. Krugman! ?. DAl club del rencorE. ,l /a2s. httpHLLwww.elpais.com 2 .un +,0N. artin! .onathan. &ealth "aw is )ividing <epublican 1overnors. 'he =ew 3ork 'imes. httpHLLwww.n#times.comL =ovember +0st! +,0N httpHLLCbamacare%acts.comL <ampton! <. and Begle#! S. DCbama administration scrambles to boost Cbamacare enrollment as deadline loomE. <euters. +,0N. Shin! S.G Sharac! .. and <osenbaum! S. DAssessing the potential impact o% the a%%ordable care act on uninsured communit# health center patientsH a nationwide and state-b#-state anal#sisE. )eiger )ibson3RC0- Communit+ 0ealth 4oundation Research Collaborative. +,0N

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