How did John Dewey influence on childrens learning

How did John Dewey influence on childrens learning Cambodia was known as Khmer Kingdom, which was one of the most powerful states in South East Asia. (Ayres, 2000, p.1). However, Cambodia has shrunk and deteriorated since the collapse of Khmer Empire. (Duggan, 1996, p.363) The civil war has jeopardized the social and economic development of Cambodia. Most of the social structures and rural infrastructures were completely destroyed during Khmer Rouge, especially in the educational sector, which is one of the most important for developing the country. The education system has changed dramatically since the French colony from 1968 to 1953, in which education started in the pagodas combined modern and traditional pattern a small group of children entered the French school system. ( Duggan, 1996, p.363). Cambodia was granted full independence in 1953 (Ibid). Therefore, Prince Sihanouk was very interested in educational sector, and he decided to adopt 20 percent of the national budget in order to expand the educational system in Cambodia, however, his decision was bitterly criticized by other people for not providing the educational equity, because the rural children did not receive any educational system from the Prince. He just mainly focused on the urban children. (Duggan, 1996, p.364) Lon Nol came to power in 1970, he started cambodianizing by encouraging students to participate in fighting against the national enemy [Vietnamese]. Most of the students were involved in the army, so they were not able to attend schools, and there were not enough teaching materials for the teachers in the classrooms.(Ayres, 2000, pp.76-80) April 17, 1975 Khmer Rouge took control of Phnom Penh and abolished all social structures and some schools were eradicated and others were changed into prisons, workshops, etc., Children were not allowed to study. A Ministry of Education really existed, but did not work actively and there were several textbooks were produced to guide teachers (Ayres, 2000, pp. 109-110). Moreover, Ayres (2000) wrote that the educational crisis in Cambodia between March 1970 and April 1975 was a function of the material and human destruction generated by a nation at war. (p.68) This research will focus on the following questions: 1. What are some of the current problems in education in Cambodia? 2. What is the role of the teacher and methods of instruction in Cambodia? 3. What is John Deweys perspective on the role of the teacher and methods of instruction? 4. What contributions Deweys would be useful in developing the role of the teacher and methods of instruction in Cambodia? 1. The current issues in education in Cambodia. The new government was elected under the supervision and support of the United Nations (UN) which assisted in running a free and fair election in Cambodia in 1993. The democracy and free market have been exercised in Cambodia since then. The foreign investors and international organizations, namely the United Nations Children Fund (UNICEF), the World Bank (WB) and other Non-governmental Organizations (NGOs) began to operate their projects in educational sector in Cambodia. (Duggan 1996, p.362). Although there have been considerable changes recently, the educational system has not reached an international goals by 2015 yet, because the number of drop-out and repetition in primary school is still high. The repetition rates in primary dropped from 26.3 percent to 10.2 percent between 1998 and 2005. In addition, drop-out rates in primary school is less than in secondary school. (MoEYS, 2008, p.8) Noticeably, the quality of education service provided for both in primary and lower secondary levels is still in a bad condition caused by the lack of resources, poorly-trained teachers and principalspoor controlling system, teaching and learning materials and irresponsibility from the district and provincial principals.(World Bank, 2008, p.11) Furthermore, the survey which was conducted by the CSES in 2004, based on the question What are the major problems with schooling in this village? reported that there were three main problems: The living standard of teachers which means that teachers salary is still low that cannot afford to buy anything. Poor infrastructure because the schools are in a bad condition. For example, there are not enough chairs and tables for the students to sit and learn. The location of the schools is not close enough for the students to walk from their home. The collected data provided by EMIS in 2004 detailed that 69 percent of primary school teachers had received a degree from lower secondary school (grade 9), and there was only 7 percent of the teachers who finished the primary school. Besides, there was 24 percent of primary teachers had completed the upper secondary school. (MoEYS, 2008, p. 20) Therefore, the quality of education in Cambodia needs improving. Thus the Royal Government of Cambodia has expanded national budget from 0.9 percent in 1997 to 1.5 percent in 2006. (MoEYS World Bank. June 2008, p.59) .Also, the government has promised to increase salary for all teachers from 15 percent to 20 percent every year. (MoEYS World Bank: June 2008, pp.59-62) 2.1. The role of the teacher in Cambodia The students learning progress is mainly based on the teachers performance in the classroom. Thus the teacher act as the model or sample for the students to acquire knowledge, and teachers must be committed to time and efforts in order to instruct and motivate students to achieve their learning objectives. Teachers have to spend more time beside the office working hour to prepare lesson plans, correct homework and give a social and friendly atmosphere to the students in the classroom in order to develop their learning ability. (World Bank, 2008, p.71) 2.2. The methods of instruction in Cambodia The traditional teaching style, was totally based on the teacher frontal and rote learning, has applied in the Cambodian classroom for many years. But in 2005, the Ministry of Education, Youth and Sports (MoEYS) accepted the new educational theory, which has applied in European and American classrooms, The Principles of Child Friendly Schooling and exercised it Cambodia. These principles are very useful for Cambodian students because it focuses on the childs freedom, which creates a social and friendly environment for the pupils to do a variety of activities in the classrooms. Moreover, it really helps students learn things through their own experiences. (MoEYS World Bank. June, 2008, pp. 71-72) On the other hand, in 2002 the Government of Cambodia passed a new law related Early Childhood Education and Care (ECCE). This law focuses on the child who aged 3 to 8. There are three categories of the programs: First, the Royal Government of Cambodia is responsible for controlling pre-school program. Second, the responsibility comes from the community and the last one is the parents responsibility. The main purpose of the program is to develop not only the childrens mind but also the physical body and the program is under the Department of Early Childhood Education, Ministry of Education, Youth and Sports. (UNESCO, 2006. pp.5-6) 3. What is John Deweys perspective on the role of the teacher and methods of instruction? The man who has changed the educational system from traditional style (authoritarian classroom) to modern style (democratic classroom) is John Dewey. He was known as American psychologist, philosopher, practical teacher and educational reformer, was born in Burlington, New England, Vermont in 1859 and died in 1952. He finished Bachelor degree in 1879 at Vermont University, continued his study in philosophy for a year and received PhD from Hopkins University. (Taneja. V.R. 2010, p.136). Moreover, he worked as a high school teacher at a remote areas in Pennsylvania. He was so curious in philosophy, so he started writing his philosophical essay called Medical physical Assumption of Materialism. (Allen. C. 2005, Track: 139) Beside teaching, Dewey opened his own school University Elementary School. The most important idea of opening this school was to continue to research and experience in new ideas and methods. The children who were under 15 years are permitted to register, and teachers must have many years experience in teaching and the classes are not big, and there are around 10 pupils provided for each teacher. This school was to engage the pupils in social experience. For example, pupils learned how to cook, sew, and weave.(Taneja, 2010, p.p.136-137) Role of the teacher of Dewey For Dewey, the role of the teacher play vitally important role. A Deweyan teacher should be (encourage?) involved in the childs driving force and interests rather than the inculcation of knowledge (fixing ideas in mind by repetition). Moreover, the role of the teacher is to pave the way for the students to experience the consequences in the real world. The other role is to assist the pupils in dealing with contemporary conditions and experiences and activities they have to confront daily. Childs freedom is the most significant of all. However, teachers role is to regulate and organize it well. The teacher should be aware of his own responsibilities and power to instruct the children to acquire the skill and knowledge. In order to save time by not exercising chalk and talk, teacher have to observe, plan and encourage students to learn. Deweyan teachers take a huge responsibility and big chance to provide the pupils with both in democratic co-operation and the higher intellectual pursuits and the fullest aesthetic experience. (Taneja, 2010, pp.150-152) Methods instruction of Dewey According to Dewey, curriculum is not based upon fixed human knowledge, subdivided logically into subjects, and parts of subjects. The curriculum should set up round the childs activities and not subjects. Dewey refused to offer religious and moral education through lessons, but he chose to offer the practical experience. ((Taneja, 2010. p.p.150-152) His contribution and influence Deweys curriculum and methods of teaching have applied not only in the American classrooms but also in the worlds classroom including Cambodia. Dewey had changed the traditional education system into democratic education system by accepting child-centered, which focused attentively on the freedom of the child in the classroom. Conclusion After Khmer Rouge collapsed in January 7, 1979, the new government was installed by the Vietnamese government. Educational system was being restored. However, the Phnom Penh government has estimated that 75 percent of teachers, 96 percent of University students and 67 percent of all primary and secondary school students were murdered. (Beveniste, World Bank, 2008.p.8) Ayres, (200) wrote that in 1979, education was in a severe crisis because there were no settled administrative offices no curricular, teaching materials were not enough and teaching staff is not qualified. Mr. Chan Ven was appointed as the Minister of Education, Youth and Sports with a team of Vietnamese advisers to plan the rehabilitation of Cambodian educational system. Vietnamese government started supporting both the provincial and national levels. Therefore, the Vietnamese was able to hire teachers which were virtually picked up from the streets and village pathway. ( p p.128-130) According to Duggan (1996) in Phnom Penh itself, there were three Vietnamese advisers for every Cambodian official, ten Vietnamese soldiers for every Cambodian one. (p.366) The number of schools has increased rapidly since the 1980s, however, the government of Phnom Penh still faces the big problems running proper educational system because most of teachers are not well-trained and school curricular is not standardized. For instance, farmers, artisans and menial workers were chosen to teachers. Therefore, the Ministry of Education, Youth, and Sports and other international organizations (UNESCO, UNICEF and World Bank) have worked co-operatively to develop the educational sector in order to achieve the Cambodian Millennium Development Goals (CMDG). Moreover, in 2005 Ministry of Education developed national plan of action to reach the goals of educational for all (EFA) by 2015 to ensure that Cambodian children and youths have an equal opportunity to access education. (pp.6-8) In 2004, Ministry of Education, Youth and Sports accepted a new program which is called Child Friendly Schools program focused on primary level.(Ibid) This educational theory might have been affected by the American educational reformer Dewey because his teaching methods and the role of the teacher is to facilitate and motivate the pupils to learn new things through their own freedom and experience. Statement Name: YIM SOPHEAK Date: January 31, 2011 I prepared the following assignment by myself and only with the help of the literature mentioned in the references. I did not use other literature to write my assignment. I know that plagiarism is a serious offence and I am totally aware of the negative consequences. Signature: YIM SOPHEAK

Human Anatomy and Physiology Essay

Abstract On October 1, 2014, a 56 year old man, Mr. Brown, came in for his follow-up appointment to talk about his cholesterol panel. Mr. Brown’s cholesterol levels are not within healthy standards and he needs to change his life style before his health diminishes. Mr. Brown likes to eat and hates to exercise. I am going to show him his cholesterol levels so that he can see what he is doing to his body. If he does not get his cholesterol levels where they need to be his arteries might get so clogged up that he could have a heart attack or stroke. He needs to do some preventive medicine on his own with a little help from me and my staff. Hello Mr. Brown thank you for coming back for your follow up on your test results. My name is Laura Bramlett and I am the Physician Assistant (PA) that will be going over your tests results. First I would like to give you some good news. Your Triglycerides is at 145 mg which is a normal range. Triglycerides are fats, oils, and waxes known as Lipids that are in your body and their functions are energy storage, insulation, and protection. Now your cholesterol on the other hand are in a dangerous bad area. Cholesterol is a waxy, fat-like substance found in the body cells to make hormones, vitamin D and substances that help you digest foods (NIH). Your overall cholesterol level is 210 mg/dl which is border line high and your Low Density Lipoproteins (LDL) and High Density Lipoproteins (HDL) are just as high. Lipoproteins is made up of protein and lipids. In reference to your LDL and your HDL they are out of control and I am here to help you get them under control. Your LDL is 160 mg/dl which is high and we need to get it down to the normal range of 100 – 129 mg and your HDL is 33 mg/dl which is a poor level and needs to be 60mg/dl or higher to be at its best levels. (Mayo) What is LDL and HDL? Mr. Brown LDL is known as bad cholesterol and could lead to a buildup of cholesterols in your arteries if we do not get it under control. HDL is known as good cholesterol and it carries and collects the cholesterol from all over your body and sends it to the liver and the liver will remove the choleste rol from your body. Cholesterol is produced in the liver and small  amounts of it is produced in the small intestine and individual cells and the causes of high cholesterol are as follows: is a person who is a smoker, is obese, has a poor diet with lack of exercise and a possible diabetic. (NIH) Mr. Brown, our records show that you smoke and are obese for your age and height. We need to get your good (HDL) and bad (LDL) cholesterol under control before it is too late and you have a heart attack or stroke. Reducing your high cholesterol is manageable and treatable, we just need you to commit on eating right and healthy so that you can lose some of your weight. I know you do not like to exercise but if you can just walk around the block or walk 30 min a day to start off with it will jump start everything to a better health. There is medication that I can give you however, I would like for you start off exercising and eating right to lower your cholesterol before we resort to medication. One of the medications that I would have you take is called Crestor and it will help lower your LDL or bad cholesterol and increase your HDL or good cholesterol. However, like most medications Crestor does have some side effects. You could experience muscle pain or weakness, feel unusually tired or have a fever, and have  headaches or abdominal pain. Sir, if you have any of these symptoms I need you to come back in so we can see what is going on. Once I give you your medication I still need you to exercise, at least walk, for 15 – 30 min a day. Mr. Brown, it is better for you to exercise and eat right before we add Crestor to your diet. Because of the side effects that the medication gives I believe we should try everything else before adding something that is at risk to you and your health. Mr. Brown I know that you might be unwilling to change your life style but take your family into consideration. If you do not get your health, especially your cholesterol under control you might end up in the emergency room and not only will you be suffering but so will your family. I know that I have said it before but I really need you to consider walking and exercising to get your Cholesterol down before we think about giving you the Crestor. The Gwinnett Medical Hospital, my staff, and I are here for you to help with any concerns or fears you might have to jump start your healthy life style. I assure you that if you start to walk during halftime of your football games or even during your games it will make a difference in your life. Here are some pamphlets I would like for you to read about Cholesterol and what it can do to your body. Focus on small accomplishments first and then we can set up some larger goals and accomplishments. Now if you have any more question or concerns ab out your health, after you leave here, please give us a call immediately. References Griffin, Morgan R., Cholesterol and Triglycerides Health Center, High Cholesterol Treatment – What Works? WebMD retrieve from http://www.webmd.com/cholesterol-management/features/high-cholesterol-treatme nt-what-works Mayo Clinic, Diseases and Conditions, High cholesterol, Cholesterol levels: What numbers should you aim for? Retrieve from http://www.mayoclinic.org/diseases-conditions/high-blood-cholesterol/in-depth/cholesterol-levels/art-20048245 National Heart, Lung, and Blood Institute, What is Chlosterol? Retrieve from http://www.nhlbi.nih.gov/health/health-topics/topics/hbc/ Tortora, G. J. and Derrickson, B. (2014), Principles of Anatomy and Physiology, Hoboken, NJ. Wiley & Son Inc.,

My Proof of Theism

Introduction to Philosophy 200 Spring 2008 My Proof of Theism Jenny Wiggins In this essay, I plan to give proofs that defendtraditional theism. Traditional theism is defined by E. K. Daniel in his essay, A Defense of Theism, as: â€Å"there exists a being, God, who has all of the following attributes: God is omnipotent (all powerful), omniscient (all-knowing), supremely good (omnibenevolent), infinite, eternal, a being who possesses all perfections, transcendent to the natural universe, but the creator of the universe (Daniel, p. 259). † I find it ironic to prove theism in philosophy class. Even Greek philosophers believe in a higher power. The question that is not always agreed upon is which or what higher power to believe? That being said, since there are views that refute theism, I will also take some of these arguments and try to find their weakness. The first classical argument that I will put forth to argue the existence of God is the first cause argument also known as the cosmological argument. This argument simply says that everything has a cause, so if we proceed backwards to find every cause,we would never be able to stop. This is unintelligible. For one to think about it rationally there must be a first cause, a cause that in itself is uncaused. This uncaused being we will call God. Therefore, God exists. The first cause argument proposes that the universe is finite, which means it is limited, and to think of it as infinite would be unintelligible. It also says that the universe is contingent, by stating that each thing in it has a cause. Since the universe could not have caused itself, there must something uncaused that caused the universe. Daniel reformulates the first cause (cosmological) argument this way: P1: Everything in the universe is finite. P2: Whatever is finite is limited. P3: Hence, whatever is limited cannot be the cause of its own existence. P4: Everything in the universe is contingent. P5: Whatever is contingent is dependent on something else for its existence. P6: Hence, whatever is contingent cannot be the cause of its own existence. P7: The totality of things making up the universe is also finite and contingent. P8: Thus, the totality (universe) must also have a cause for its existence. P9: Since it cannot be the cause of its own existence, the cause must be something external to the universe. P10: That is, since the universe cannot contain the reason for its existence within itself, the reason for its existence must be something external to it. P11: Hence, there must exist an infinite and self-subsistent (non-contingent) being who is the cause of the universe. P12: Unlike that which is finite and contingent, such a being must exist necessarily. P13: Such a being is commonly called God. Conclusion: Therefore, there exists an infinite, necessary, and uncaused cause – God (Daniel, p. 68). A question to this argument may be: Do the attributes of finite and contingent, referring to the universe, necessarily need an uncaused being to have created its existence? The very definitions of finite and contingent rationally conclude, yes. If the claim that an infinite sequence of causes was untrue the universe would possibly not exist at all, because if even one of those causes were taken out all succeeding causes would cease to exist. I would also like to take a look at another classical argument which is the design argument also known as the teleological argument. The design argument says that the universe is created in such a way that everything is designed and adapted for a purpose (Daniel, p. 261). The fact that the universe and everything in it seems to be put there in an orderly fashion with things working together in order to give purpose and produce a means to an end, suggests that there was a maker. Consider my argument in defense of the teleological argument below: P1: If we examine an automobile of any kind, we can see that each part has a purpose and design. P2: We can also see that there is an order and complexity. P3: We find that the parts are arranged in such a way that they will operate together in order for us to drive the automobile. P4: This is certainly evidence of rationality and design. Conclusion: Hence, there exists a rational being that designed and brought the automobile into being. Daniel defends the teleological argument by reformulating it in this way: P1: Look out at the universe and the things within it. P2: The universe also shows evidence of design and purpose. P3: We detect orderliness and intricacy. P4: More importantly, we find purposiveness: a marvelous adaptation of means to ends. P5: An example of such purposeful adaptation is the existence of two sexes for the end of procreation or the structure of the eye for the end of seeing. P6: All this is also evidence of rationality and design. P7: Hence, there must exist a rational being who designed and brought the universe into existence. Conclusion: That is, there must exist a Cosmic Designer –God (Daniel, 269). An objection to the teleological argument could be: This earth is not well made; there are plenty of things that do not have adaptation of means to ends. An explanation for this is even though it seems that something does not have purpose for one reason or another it does, but we cannot understand it. Yet another objection may be can we hypothesize that in order to have something of an intricate design that there had to be an intelligent maker? The answer would be yes because a designer cannot make something intelligent by not being so himself. Last but not least I would like to look at the moral argument. This argument states that people have a sense of moral obligation, a feeling to do what is good and right, coming from outside of them. There is no explanation for the sense of completemoral obligation that a person feels other than there is a moral law giver transcendent of the universe. Therefore, such a moral law giver, God, must exist. Human needs and behavior do not explain the complete sense of obligation to do what is right or moral (Daniel, p. 261). Take for example the missionaries sense of obligation to do whatever is in their power humanly and spiritually to help others that they do not even know. The missionaries may possibly risk their very own lives by entering a violent situation just by feeling a complete moral obligation to do so. Another example may be of parents that forgive a murderer who has murdered their only child and they are unable to conceive a new child. These instances are examples of the moral argument. Our doing of good works and deeds by complete moral obligation that is felt to come from outside of ourselves at the forfeit of our own happiness makes no sense unless there is something outside of this universe that compels us to do so, I believe that that compelling force is God. An objection to the moral argument would be: Couldn’t our parents have simply brought us up to do what is morally right? It is not a sense in that one can be taught but a complete sense that will not fail. The decision we make may go against what we are taught as children. I will now take a look at the problem of evil which is most frequently used in the argument against theism. In H. J. McCloskey’s essay, God and Evil, he states the problem in this way, â€Å"Evil is a problem for the theist in that a contradiction is involved in the fact of evil on the one hand, and the belief in the omnipotence and perfection of God on the other. God cannot be both all-powerful and perfectly good if evil is real. † An argument can be formulated to disprove the existence of God in the following way: P1: God is a being that is both all-powerful and perfectly good. P2: An all-powerful being could eliminate all evil. P3: A perfectly good being would eliminate all the evil it has the power to eliminate. P4: Evil exists in the world. P5: Therefore, there is no being that is both all-powerful and perfectly good (McCloskey, p. 328). An argument that would refute the problem of evil is as follows: P1: Evil is necessary to appreciate goodness. P2: Evil is unreal. P3: Evil is necessary for the goodness of the world. The world is made better by the evil in it. P4: Evil is not due to God but to man’s misuse of the free will that God gave him (McCloskey & Hick, 332 &347). With regards to the latter of these two arguments one might think of the analogy of having something that you think is not good, losing it, and then realizing that what you hadwasn’t so bad in the first place. Most people learn lessons from the hardships that they face in life and go on to live an even better life. Man does not always make the most rational decisions in his life and those bad decisions usually have consequences. This is no evidence that there is not an all-powerful and perfectly good God. K. D. Ellis refutes theism in his essay, Why I Am an Agnostic, on the grounds that there are no good reasons, meaning no reliable empirical evidence or sound rational arguments, to believe that there is a God (Ellis, p. 296). He suggests that the classical arguments that are stated in Daniel’s essay, â€Å"may offer some support for the plausibility of the belief in a god, but they are not sufficiently strong enough to compel our assent to the conclusion that a god exists. † He also says that there is no knowledge in the statement, God exists (Ellis, p. 297). However, Ellis also refutes atheism because of the philosophical atheist’s main arguments flaw which is as follows: P1: There is no good reason for anyone to believe that God exists. Conclusion: Therefore, God does not exist. This way of arguing is an argument of ignorance. To say I know what you mean by the ideal of God as a transcendent entity, but, he does not exist. This argumentis fallacious. This is Ellis’ reason for refuting atheism (Ellis, p. 298). Ellis instead makes his stand with agnosticism, because there are no good arguments for God’s existence or refuting God’s existence. Both claims cannot be trueas he states, â€Å"I have tried to show that we cannot know which is true. † Therefore, he takes the position of traditional agnosticism (Ellis, p. 301).

Resons To Stop Water Pollution - Free Essay Example

Sample details Pages: 3 Words: 892 Downloads: 1 Date added: 2019/04/15 Category Ecology Essay Level High school Tags: Water Pollutions Essay Did you like this example? Unsafe water kills more people each year than war and all other forms of violence. Water pollution has become a very big issue in countries all over the globe. Water is definitely the most valuable resource, but when it becomes contaminated, it is not only useless, but dangerous as well. Don’t waste time! Our writers will create an original "Resons To Stop Water Pollution" essay for you Create order Water pollution is defined as the addition of harmful chemicals to natural water. According to the World Health Organization, millions of people die each year due to the consumption of contaminated water (Denchak, 2). Although the Earth is made up of about 70 percent water, only about three percent is freshwater and is drinkable. This is already a very small amount and is continuing to fall. Water pollution is very harmful and must come to a stop because it is detrimental to aquatic ecosystems, leads to poor water quality, and causes diseases. Animals that many people adore such as dolphins, whales, and sea otters are falling rapidly due to the poor quality of the water they live in. Dangerous chemicals such as copper, lead, and arsenic from factories seep into rivers, lakes, oceans, and even our tap water (Denchak, 3). Over a 100,000 sea mammals are killed each year due to the poor quality of their ecosystems. This number continues to increase at an exponential rate each year. According to the EPA, approximately 80 percent of the worlds wastewater is dumped back into the environment. When this happens, the chemicals seep into the water and are consumed by small fish. These fish are then eaten by larger fish, and the chain goes on until even the whales are affected. This ultimately leads to the death of all these poor animals that are affected by humans. This cycle will continue to happen and lead to more death until proper action is taken to protect the aquatic ecosystems. Another reason why water pollution must stop is because it leads to poor water quality. An excess of sewage is one of the major problems. With billions of people on this planet, most of the sewage just gets disposed back into the lakes, rivers, and oceans untreated, as many treatment facilities are not able to keep up. Another cause is chemicals such as nitrogen and phosphorus that are released from factories. These chemicals end up in the groundwater and spread the pollution to other bodies of water. Because of these reasons, over half a billion people do not have access to clean drinking water (World Health Organization). Studies performed by the World Health Organization displayed that this number is on the rise as the population continues to increase and very few solutions have rose to tackle this issue. One might object that the exposure of nitrogen and phosphorus is good for the water as it promotes the growth of algae. Algae is an important resource for many ecosystems as it i s usually the main food source for many sea mammals. It is said to produce an estimated 70 to 80 percent of the oxygen humans breathe (Spalding, 6). However, when these chemicals are exposed, it results in an algal bloom, which makes the amount of algae grow exponentially and blocks out sunlight from entering the water. The blocked out sunlight causes the oxygen level within the water to decrease and makes the ph level rise. This makes the environment very dangerous for the animals that live there and deteriorates the water quality. The final reason is that water pollution leads to life threatening diseases to humans. Diseases such as lead poisoning, typhoid, dysentery, and hepatitis. Waterborne diseases cause close to 3.5 million deaths every year, and the majority of these are children (CDC). Drinking contaminated water is not the only way these diseases are contracted. They can occur through the consumption of seafood that may have been in contaminated water previously. Chemicals such as lead and arsenic are present in most contaminated waters and can lead to many permanent problems if consumed. These diseases could very well be considered man made as factories continue to disregard the damage that is being caused and do not act towards the issue. While many are privileged enough to have access to clean water whenever, there are people who not as lucky. They continue to die due to issues that have can be resolved if action were taken. Similarly, in the book Night by Elie Wiesel, it talks about the poor sanita tion in the camps. There was not much access to water and when there was, it would be avoided because it was very dirty and could do more harm (Wiesel). The factories in the camps all had harmful chemicals that the Jewish people were exposed to and the waste just flowed out into the bay, polluting the water and affected the life in it (Hoyt, 4). This was over 70 years ago, yet water pollution continues to be a problem even today. To reiterate, water pollution must be come to an end as it is harmful to aquatic ecosystems, causes bad water quality, and threatening diseases. It is a major problem that has been around for decades and causes harm to humans as well as animals. Too many people have struggled and lost their lives because of this. I strongly urge you all to take all of this into account and think hard about what you can do to fight against water pollution and make this Earth a better place.