THE LEGAL ENVIRONMENT OF BUSINESS Essay Example | Topics and Well Written Essays - 1250 words - 2

THE LEGAL ENVIRONMENT OF BUSINESS - Essay Example It made more than 60 acquisitions to become the second biggest long distance company in the U.S. LDDS later became a public company in 1989 after its purchase of advantage companies. WorldCom’s plan was to bring in economies of scale that were desperately needed to become successful in the flourishing telecom market at the time (Monks and Nell 577) (Fernando 218). LDDS then changed its name in May 1995, to WorldCom Inc. Nearly every one of WorldCom’s possessions were paid for by its stock. At first WorldCom was in the voice telephony business, however, novel technology as well as growing competition decreased revenues in addition to profits of the business. WorldCom consequently sought to broaden its horizons in mid-1990 by buying companies that facilitated it venture into data, satellite communications as well as webhosting market among others. Nevertheless, these businesses experienced their own slow down then making it difficult for WorldCom to meet its earnings fore cast as well as its own revenue (Monks and Nell 577) (Fernando 218). Besides being seventy percent better than Enron in terms of assets, WorldCom Inc. was also the second biggest telecommunications company in the United States. ... In June 25, 2002; WorldCom announced that it had deliberately furthermore inappropriately inflated its cash flow by $ 3.8 billion (Brooks and Paul 122) (Fernando 218). The declaration followed the resignation of WorldCom CEO Bernard Ebbers in the midst of questions of his personal loans from WorldCom as we as the launch of SEC’s investigations into WorldCom’s accounting. WorldCom later filed for liquidation protection in July, 2002. A year after rising from bankruptcy protection WorldCom amended its name from MCI to Verizon (Monks and Nell 576). The major personalities embroiled in accounting manipulations at WorldCom include: Bernard J. Ebbers (CEO), Scott D. Sullivan (CFO), Burford Yates (Director general accounting), David F. Myers (Controller), Betty, L. Vinson (Director of management reporting) and Troy M. Normand (Director of legal entity accounting) (Brooks and Paul 122). WorldCom’s financial meltdown took place at the center of the uproar emanating from e vents at the time that can be enumerated as follows: (a) the looming depression of stock markets at the time. (b) Enron’s liquidation in December 2, 2001 as well as the linked senate and congress hearings; plus the fifth amendment by Enron executives. (c) Petitions by president Bush as well as business leaders for reinstatement of trust in addition to reliability to financial markets, reporting as well as corporate governance. (d) Receptive introduction of governance guide lines by Stock and Exchange Commission (SEC). (e) Deliberations by U.S senate as well as congress of separate bills to enhance accountability in corporate governance. (f) Condemnation of Arthur Andersen, auditor of both

Back to school icebreakers Essay Example for Free

Back to school icebreakers Essay 1. OPENING-DAY LETTER. WRITE A LETTER TO YOUR STUDENTS. IN THAT LETTER, INTRODUCE YOURSELF TO STUDENTS. TELL THEM ABOUT YOUR HOPES FOR THE NEW SCHOOL YEAR AND SOME OF THE FUN THINGS YOULL BE DOING IN CLASS. IN ADDITION, TELL STUDENTS A FEW PERSONAL THINGS ABOUT YOURSELF; FOR EXAMPLE, YOUR LIKES AND DISLIKES, WHAT YOU DID OVER THE SUMMER, AND YOUR HOBBIES. ASK QUESTIONS THROUGHOUT THE LETTER. YOU MIGHT ASK WHAT THEY LIKE MOST ABOUT SCHOOL, WHAT THEY DID DURING THE SUMMER, WHAT THEIR GOALS FOR THE NEW SCHOOL YEAR ARE, OR WHAT THEY ARE REALLY GOOD AT. (IN YOUR LETTER, BE SURE TO MODEL THE CORRECT PARTS OF A FRIENDLY LETTER! ) ON THE FIRST DAY OF SCHOOL, DISPLAY YOUR LETTER ON AN OVERHEAD PROJECTOR. THEN PASS EACH STUDENT A SHEET OF NICE STATIONERY. HAVE THE STUDENTS WRITE A RETURN LETTER TO YOU. IN THIS LETTER, THEY WILL NEED TO ANSWER SOME OF YOUR QUESTIONS AND TELL YOU ABOUT THEMSELVES. THIS IS A GREAT WAY TO GET TO KNOW EACH OTHER IN A PERSONAL WAY! VARIATION: MAIL THE LETTER TO STUDENTS BEFORE SCHOOL STARTS, AND ENCLOSE A SHEET OF STATIONERY FOR KIDS TO WRITE YOU BACK. 2. STRINGING TOGETHER CONVERSATION. CUT STRING OR YARN INTO PIECES OF DIFFERENT LENGTHS. (EACH PIECE SHOULD HAVE A MATCHING PIECE OF THE SAME LENGTH. THERE SHOULD BE ENOUGH PIECES SO THAT EACH STUDENT WILL HAVE ONE. ) THEN GIVE EACH STUDENT ONE PIECE OF STRING, AND CHALLENGE EACH STUDENT TO FIND THE OTHER STUDENT WHO HAS A STRING OF THE EXACT SAME LENGTH. AFTER STUDENTS HAVE FOUND THEIR MATCHES, THEY CAN TAKE TURNS INTRODUCING THEMSELVES TO EACH OTHER. YOU CAN PROVIDE A LIST OF QUESTIONS TO HELP STUDENTS BREAK THE ICE, OR STUDENTS CAN COME UP WITH THEIR OWN. YOU MIGHT EXTEND THE ACTIVITY BY HAVING EACH STUDENT INTRODUCE HIS OR HER PARTNER TO THE CLASS. 3. ANIMAL GROUPS. ON THE FIRST DAY OF SCHOOL, GATHER ALL THE STUDENTS FROM A GRADE LEVEL IN A LARGE COMMON AREA. GIVE EACH STUDENT A  SLIP OF PAPER WITH THE NAME OF AN ANIMAL ON IT. THEN GIVE STUDENTS INSTRUCTIONS FOR THE ACTIVITY: THEY MUST LOCATE THE OTHER MEMBERS OF THEIR ANIMAL GROUP BY IMITATING THAT ANIMALS SOUND ONLY. NO TALKING IS ALLOWED. THE STUDENTS MIGHT HESITATE INITIALLY, BUT THAT HESITATION SOON GIVES WAY TO A CACOPHONY OF SOUND AS THE KIDS MOO, SNORT, AND GIGGLE THEIR WAY INTO GROUPS. THE END RESULT IS THAT STUDENTS HAVE FOUND THEIR WAY INTO THEIR HOMEROOMS OR ADVISORY GROUPS FOR THE SCHOOL YEAR, AND THE INITIAL BARRIERS TO GOOD TEAMWORK HAVE ALREADY BEEN BROKEN. 4. A TANGLED WEB. GATHER STUDENTS IN A CIRCLE SITTING AROUND YOU ON THE FLOOR. HOLD A LARGE BALL OF YARN. START BY TELLING THE STUDENTS SOMETHING ABOUT YOURSELF. THEN ROLL THE BALL OF YARN TO A STUDENT WITHOUT LETTING GO OF THE END OF THE YARN. THE STUDENT WHO GETS THE BALL OF YARN TELLS HIS OR HER NAME AND SOMETHING GOOD ABOUT HIMSELF OR HERSELF. THEN THE STUDENT ROLLS THE YARN TO SOMEBODY ELSE, HOLDING ON TO THE STRAND OF YARN. SOON STUDENTS HAVE CREATED A GIANT WEB. AFTER EVERYONE HAS SPOKEN, YOU AND ALL THE STUDENTS STAND UP, CONTINUING TO HOLD THE YARN. START A DISCUSSION OF HOW THIS ACTIVITY RELATES TO THE IDEA OF TEAMWORK (FOR EXAMPLE, THE STUDENTS NEED TO  WORK TOGETHER AND NOT LET OTHERS DOWN). TO DRIVE HOME YOUR POINT ABOUT TEAMWORK, HAVE ONE STUDENT DROP HIS OR HER STRAND OF YARN; THAT WILL DEMONSTRATE TO STUDENTS HOW THE WEB WEAKENS IF THE CLASS ISNT WORKING TOGETHER. 5. STUDENT DICTIONARY. WRITE FIVE QUESTIONS ON THE BOARD. QUESTIONS MIGHT INCLUDE THE FOLLOWING: WHAT IS YOUR NAME? WHERE WERE YOU BORN? HOW MANY BROTHERS OR SISTERS DO YOU HAVE? WHAT ARE THEIR NAMES? DO YOU HAVE ANY PETS? TELL STUDENTS TO WRITE THOSE QUESTIONS ON A PIECE OF PAPER AND TO ADD TO THAT PAPER FIVE MORE QUESTIONS THEY COULD ASK SOMEONE THEY DONT KNOW. PAIR STUDENTS, AND  HAVE EACH STUDENT INTERVIEW HIS OR HER PARTNER AND RECORD THE RESPONSES. THEN HAVE EACH STUDENT USE THE INTERVIEW RESPONSES TO WRITE A DICTIONARY DEFINITION OF HIS OR HER PARTNER TO INCLUDE IN A STUDENT DICTIONARY. YOU MIGHT MODEL THIS ACTIVITY BY CREATING A SAMPLE DICTIONARY DEFINITION ABOUT YOURSELF. FOR EXAMPLE: REYNOLDS, KIM. PROPER NOUN. 1. BORN IN RIVERSIDE, CALIFORNIA. 2. NO BROTHERS OR SISTERS. HAVE STUDENTS BRING IN SMALL PICTURES OF THEMSELVES TO PASTE NEXT TO THEIR ENTRIES IN THE STUDENT DICTIONARY. BIND THE DEFINITIONS INTO A BOOK, AND DISPLAY IT AT BACK-TO-SCHOOL NIGHT. 6. CLASSMATE SCAVENGER HUNT. PROVIDE EACH STUDENT WITH TWO INDEX CARDS. ASK EACH STUDENT TO WRITE A BRIEF DESCRIPTION OF HIS OR HER PHYSICAL CHARACTERISTICS ON ONE INDEX CARD AND HIS OR HER NAME ON THE OTHER. (PHYSICAL CHARACTERISTICS USUALLY DO NOT INCLUDE CLOTHING, BUT IF YOU TEACH THE PRIMARY GRADES, YOU MIGHT ALLOW STUDENTS TO INCLUDE CLOTHING IN THEIR DESCRIPTIONS. ) PUT ALL THE PHYSICAL CHARACTERISTIC INDEX CARDS IN A SHOE BOX, MIX THEM UP, AND DISTRIBUTE ONE CARD TO EACH STUDENT (MAKING SURE THAT NO STUDENT GETS HIS OR HER OWN CARD). GIVE STUDENTS TEN MINUTES TO SEARCH FOR THE PERSON WHO FITS THE DESCRIPTION ON THE CARD THEY HOLD. (THERE IS NO TALKING DURING THIS ACTIVITY, BUT STUDENTS CAN WALK AROUND THE ROOM. ) AT THE END OF THE ACTIVITY, TELL STUDENTS TO WRITE ON THE CARD THE NAME OF THE STUDENT WHO BEST MATCHES THE DESCRIPTION. THEN HAVE STUDENTS SHARE THEIR RESULTS. HOW MANY STUDENTS GUESSED CORRECTLY? http://www. ToLearnEnglish. com – http://www. ToLearnFrench. com – Spanish : http://www. espagnolfacile. com/english German: http://www. allemandfacile. com/english 7. COOPERATIVE MUSICAL CHAIRS. THIS ACTIVITY IS A TAKEOFF ON THE FAMILIAR MUSICAL CHAIRS GAME. SET A CIRCLE OF CHAIRS WITH ONE LESS CHAIR THAN THE NUMBER OF STUDENTS IN THE CLASS. PLAY MUSIC AS THE STUDENTS CIRCLE AROUND THE CHAIRS. WHEN THE MUSIC STOPS, THE STUDENTS MUST SIT IN A SEAT. UNLIKE THE TRADITIONAL GAME, THE PERSON WITHOUT A SEAT IS NOT OUT. INSTEAD, SOMEONE MUST MAKE ROOM FOR THAT PERSON. THEN REMOVE ANOTHER SEAT AND START THE MUSIC AGAIN. THE KIDS END UP ON ONE ANOTHERS LAPS AND SHARING CHAIRS! YOU CAN PLAY THIS GAME OUTSIDE, AND YOU CAN END IT WHENEVER YOU WISH. AFTERWARD, STRESS THE TEAMWORK AND COOPERATION THE GAME TOOK, AND HOW STUDENTS NEEDED TO ACCEPT ONE ANOTHER TO BE SUCCESSFUL. REINFORCE THAT IDEA BY REPEATING THIS GAME THROUGHOUT THE YEAR. 8. HANDS-ON ACTIVITY. HAVE STUDENTS BEGIN THIS ACTIVITY BY LISTING AT LEAST 25 WORDS THAT DESCRIBE THEM AND THE THINGS THEY LIKE. (NO SENTENCES ALLOWED, JUST WORDS! ) THEN ASK EACH STUDENT TO USE A DARK PEN TO TRACE THE PATTERN OF HIS OR HER HAND WITH THE FINGERS SPREAD APART. PROVIDE ANOTHER SHEET OF PAPER THAT THE STUDENT CAN PLACE ON TOP OF THE TRACING. (SINCE THE TRACING WAS DONE WITH A DARK PEN, THE OUTLINE SHOULD BE VISIBLE ON THE SHEET BELOW. ) DIRECT STUDENTS TO USE THE OUTLINES AS GUIDES AND TO WRITE THEIR WORDS AROUND IT. PROVIDE STUDENTS A VARIETY OF DIFFERENT COLORED PENCILS OR MARKERS TO USE AS THEY WRITE. THEN INVITE STUDENTS TO SHARE THEIR WORK WITH THE CLASS. THEY MIGHT CUT OUT THE HAND OUTLINES AND MOUNT THEM ON CONSTRUCTION PAPER SO YOU CAN DISPLAY THE HANDS FOR OPEN HOUSE. CHALLENGE EACH PARENT TO IDENTIFY HIS OR HER CHILDS HAND. 9. CHAIN GANG. BEGIN BY ASKING STUDENTS, WHO CAN DO SOMETHING REALLY WELL? AFTER A BRIEF DISCUSSION ABOUT SOME OF THE STUDENTS TALENTS, PASS OUT PAPER AND ASK STUDENTS TO WRITE DOWN FIVE THINGS THEY DO WELL. THEN PROVIDE EACH STUDENT WITH FIVE DIFFERENT COLORED PAPER STRIPS. HAVE EACH STUDENT WRITE A DIFFERENT TALENT ON SEPARATE PAPER STRIPS, THEN CREATE A MINI PAPER CHAIN WITH THE STRIPS BY  LINKING THE FIVE TALENTS TOGETHER. AS STUDENTS COMPLETE THEIR MINI CHAINS, USE EXTRA STRIPS OF PAPER TO LINK THE MINI CHAINS TOGETHER TO CREATE ONE LONG CLASS CHAIN. HAVE STUDENTS STAND AND HOLD THE GROWING CHAIN AS YOU LINK THE PIECES TOGETHER. ONCE THE ENTIRE CHAIN IS CONSTRUCTED AND LINKED, LEAD A DISCUSSION ABOUT WHAT THE CHAIN DEMONSTRATES (FOR EXAMPLE, ALL THE STUDENTS HAVE TALENTS; ALL THE STUDENTS HAVE THINGS THEY DO WELL; TOGETHER, THE STUDENTS HAVE MANY TALENTS; IF THEY WORK TOGETHER, CLASSMATES CAN ACCOMPLISH ANYTHING; AND THE  CLASS IS STRONGER WHEN STUDENTS WORK TOGETHER THAN WHEN INDIVIDUAL STUDENTS WORK ON THEIR OWN). HANG THE CHAIN IN THE ROOM AS A CONSTANT REMINDER TO STUDENTS OF THE TALENTS THEY POSSESS AND THE BENEFITS OF TEAMWORK. 10. SILHOUETTE COLLAGE. STOCK UP ON OLD MAGAZINES. (YOUR SCHOOL LIBRARIAN MIGHT HAVE A DISCARD PILE YOU CAN DRAW FROM. ) INVITE STUDENTS TO SEARCH THROUGH THE MAGAZINES FOR PICTURES, WORDS, OR ANYTHING ELSE THAT MIGHT BE USED TO DESCRIBE THEM. THEN USE AN OVERHEAD PROJECTOR OR ANOTHER SOURCE OF BRIGHT LIGHT TO CREATE A SILHOUETTE OF EACH STUDENTS PROFILE; HAVE EACH STUDENT SIT IN FRONT OF THE  LIGHT SOURCE AS YOU OR ANOTHER STUDENT TRACES THE OUTLINE OF THE SILHOUETTE ON A SHEET OF 11- BY 17-INCH PAPER TAPED TO THE WALL. HAVE STUDENTS CUT OUT THEIR SILHOUETTES, THEN FILL THEM WITH A COLLAGE OF PICTURES AND WORDS THAT EXPRESS THEIR IDENTITY. THEN GIVE EACH STUDENT AN OPPORTUNITY TO SHARE HIS OR HER SILHOUETTE WITH THE GROUP AND TALK ABOUT WHY HE OR SHE CHOSE SOME OF THE ELEMENTS IN THE COLLAGE. POST THE SILHOUETTES TO CREATE A SENSE OF OUR HOMEROOM. 11. HEADLINES. AS PART OF THE NORMAL FIRST-DAY ROUTINE, MANY TEACHERS HAVE EACH STUDENT FILL OUT A CARD WITH SUCH INFORMATION AS NAME,  ADDRESS, PHONE NUMBER, PARENTS NAMES AND WORK NUMBERS, AND SO ON. YOU CAN USE SUCH CARDS TO GATHER OTHER INFORMATION TOO, SUCH AS SCHOOL SCHEDULE, WHY THE STUDENT SIGNED UP FOR THE CLASS, WHETHER THE STUDENT HAS A PART-TIME JOB, AND WHETHER HE OR SHE HAS ACCESS TO THE INTERNET AT HOME. AS A FINAL BIT OF INFORMATION, ASK THE STUDENT TO WRITE A HEADLINE THAT BEST DESCRIBES HIM OR HER! THIS HEADLINE MIGHT BE A QUOTE, A FAMILIAR EXPRESSION, OR ANYTHING ELSE. WHEN STUDENTS HAVE COMPLETED FILLING OUT THE CARDS, GIVE A LITTLE QUIZ. ASK STUDENTS TO NUMBER A SHEET OF PAPER FROM 1 TO __, DEPENDING ON HOW MANY STUDENTS ARE IN THE CLASS. THEN READ ALOUD THE HEADLINES ONE AT A TIME. ASK STUDENTS TO WRITE THE NAME OF THE PERSON THEY THINK EACH HEADLINE BEST DESCRIBES. WHO GOT THE HIGHEST SCORE? (BONUS! IT SEEMS AS IF PARENTS ARE CONTACTED ONLY IF THERE IS A PROBLEM WITH STUDENTS. AT THE END OF EACH GRADING PERIOD, USE THE HOME ADDRESS INFORMATION TO SEND A POSTCARD TO A HANDFUL OF PARENTS TO INFORM THEM ABOUT HOW WELL THEIR CHILD IS DOING. THIS MIGHT TAKE A LITTLE TIME, BUT IT IS GREATLY APPRECIATED! ) 12. POP QUIZ. AHEAD OF TIME, WRITE A SERIES OF GETTING-TO-KNOW-YOU QUESTIONS ON SLIPS OF PAPER ONE QUESTION TO A SLIP. (YOU CAN REPEAT SOME OF THE QUESTIONS. ) THEN FOLD UP THE SLIPS, AND TUCK EACH SLIP INSIDE A DIFFERENT BALLOON. BLOW UP THE BALLOONS. GIVE EACH STUDENT A BALLOON, AND LET STUDENTS TAKE TURNS POPPING THEIR BALLOONS AND ANSWERING THE QUESTIONS INSIDE. 13. FACT OR FIB? THIS IS A GOOD ACTIVITY FOR DETERMINING YOUR STUDENTS NOTE-TAKING ABILITIES. TELL STUDENTS THAT YOU ARE GOING TO SHARE SOME INFORMATION ABOUT YOURSELF. THEYLL LEARN ABOUT SOME OF YOUR BACKGROUND, HOBBIES, AND INTERESTS FROM THE 60-SECOND ORAL BIOGRAPHY THAT YOU WILL PRESENT. SUGGEST THAT STUDENTS TAKE NOTES; AS YOU SPEAK, THEY SHOULD RECORD WHAT THEY THINK ARE THE MOST IMPORTANT FACTS YOU SHARE. WHEN YOU HAVE COMPLETED YOUR PRESENTATION, TELL STUDENTS THAT YOU ARE GOING TO TELL FIVE THINGS ABOUT YOURSELF. FOUR OF YOUR STATEMENTS SHOULD TELL THINGS THAT ARE TRUE AND THAT WERE PART OF YOUR PRESENTATION; ONE OF THE FIVE STATEMENTS IS A TOTAL FIB. (THIS ACTIVITY IS MOST FUN IF SOME OF THE TRUE FACTS ARE SOME OF THE MOST SURPRISING THINGS ABOUT YOU AND IF THE FIB SOUNDS LIKE SOMETHING THAT COULD VERY WELL BE TRUE. ) TELL STUDENTS THEY MAY REFER TO THEIR NOTES TO TELL WHICH STATEMENT IS THE FIB. NEXT, INVITE EACH STUDENT TO CREATE A BIOGRAPHY AND A LIST OF FIVE STATEMENTS FOUR FACTS AND ONE FIB ABOUT HIMSELF OR HERSELF. THEN PROVIDE EACH STUDENT A CHANCE TO PRESENT THE 60-SECOND ORAL BIOGRAPHY AND TO TEST THE OTHERS NOTE-TAKING ABILITIES BY PRESENTING HIS OR HER OWN FACT OR FIB QUIZ. YOU CAN HAVE STUDENTS DO THIS PART OF THE ACTIVITY IN SMALL GROUPS. 14. CIRCULAR FACT OR FIB? HERES A VARIATION ON THE PREVIOUS ACTIVITY: DIVIDE THE CLASS INTO TWO GROUPS OF EQUAL SIZE. ONE GROUP FORMS A http://www. ToLearnEnglish. com – http://www. ToLearnFrench. com – Spanish : http://www. espagnolfacile. com/english German: http://www. allemandfacile. com/english CIRCLE EQUALLY SPACED AROUND THE PERIMETER OF THE CLASSROOM. (THERE WILL BE QUITE A BIT OF SPACE BETWEEN STUDENTS. ) THE OTHER GROUP OF STUDENTS FORMS A CIRCLE INSIDE THE FIRST CIRCLE; EACH STUDENT FACES ONE OF THE STUDENTS IN THE FIRST GROUP. GIVE THE FACING PAIRS OF STUDENTS TWO MINUTES TO SHARE THEIR 60-SECOND ORAL BIOGRAPHIES. WHILE EACH STUDENT IS TALKING, THE PARTNER TAKES NOTES. AFTER EACH PAIR COMPLETES THE ACTIVITY, THE STUDENTS ON THE INSIDE CIRCLE MOVE CLOCKWISE TO FACE THE NEXT STUDENT IN THE OUTER CIRCLE. (STUDENTS IN THE  OUTER CIRCLE REMAIN STATIONARY THROUGHOUT THE ACTIVITY. ) WHEN ALL STUDENTS HAVE HAD AN OPPORTUNITY TO SHARE THEIR BIOGRAPHIES WITH ONE ANOTHER, ASK STUDENTS TO TAKE TURNS EACH SHARING HIS OR HER FACTS AND FIB WITH THE CLASS. THE OTHER STUDENTS REFER TO THEIR NOTES OR TRY TO RECALL WHICH FACT IS REALLY A FIB. 15. PEOPLE POEMS. HAVE EACH CHILD USE THE LETTERS IN HIS OR HER NAME TO CREATE AN ACROSTIC POEM. FOR EXAMPLE, BILL COULD TAKE HIS NAME AND WRITE BIG INTELLIGENT LAUGHING LOVING. TELL STUDENTS THEY MUST INCLUDE WORDS THAT TELL SOMETHING ABOUT THEMSELVES FOR EXAMPLE, SOMETHING THEY LIKE TO DO OR A PERSONALITY  OR PHYSICAL TRAIT. INVITE STUDENTS TO SHARE THEIR POEMS WITH THE CLASS. THIS ACTIVITY IS A FUN ONE THAT ENABLES YOU TO LEARN HOW YOUR STUDENTS VIEW THEMSELVES. ALLOW OLDER STUDENTS TO USE A DICTIONARY OR THESAURUS. YOU MIGHT ALSO VARY THE NUMBER OF WORDS FOR EACH LETTER, ACCORDING TO THE STUDENTS GRADE LEVELS. 16. ANOTHER POETIC INTRODUCTION. ASK STUDENTS TO USE THE FORM BELOW TO CREATE POEMS THAT DESCRIBE THEM. NAME ______________________ TITLE (OF POEM)_______________ I WILL NEVER _______________; I WILL NEVER ________________; AND I WILL NEVER ______________. BUT I WILL ALWAYS ______________. THIS ACTIVITY IS ANOTHER THAT LENDS ITSELF TO BEING DONE AT THE BEGINNING OF THE SCHOOL YEAR AND AGAIN AT THE END OF THE YEAR. YOU AND YOUR STUDENTS WILL HAVE FUN COMPARING THEIR RESPONSES AND SEEING HOW THE STUDENTS AND THE RESPONSES HAVE CHANGED. 17. FOOD FOR THOUGHT. TO GET TO KNOW STUDENTS AND TO HELP THEM GET TO KNOW ONE ANOTHER, HAVE EACH STUDENT STATE HIS OR HER NAME AND A FAVORITE FOOD THAT BEGINS WITH THE SAME FIRST LETTER AS THE NAME. FOR EXAMPLE: HI, MY NAME IS LATRECE, AND I LIKE LIVER. AS EACH STUDENT INTRODUCES HIMSELF OR HERSELF, HE OR SHE MUST REPEAT THE NAMES AND FAVORITE FOODS OF THE STUDENTS WHO CAME BEFORE. WATCH OUT; IT GETS TRICKY FOR THE LAST PERSON WHO HAS TO RECITE ALL THE NAMES AND FOODS! 18. I AM NOT! HERES A CHALLENGING ACTIVITY THAT MIGHT HELP HIGH SCHOOL TEACHERS LEARN ABOUT STUDENTS ABILITIES TO THINK CRITICALLY. SEND STUDENTS INTO THE SCHOOL HALLWAYS OR SCHOOLYARD, AND ASK EACH TO FIND SOMETHING THAT IS COMPLETELY THE OPPOSITE OF YOURSELF. (OPTION: TO WIDEN THE AREA TO BE EXPLORED, PROVIDE THIS ACTIVITY AS HOMEWORK ON THE FIRST NIGHT OF SCHOOL. ) WHEN STUDENTS BRING THEIR ITEMS BACK TO CLASS, ASK EACH TO DESCRIBE WHY THE ITEM IS NOT LIKE HE OR SHE. YOULL GET A LOT OF FLOWERS, OF COURSE, AND STUDENTS WILL  DESCRIBE HOW THOSE FLOWERS ARE FRAGRANT OR SOFT (OR OTHERWISE UNLIKE THEMSELVES). BUT YOU MIGHT ALSO GET SOME CLEVER RESPONSES SUCH AS THE ONE FROM A YOUNG MAN WHO BROUGHT IN THE FLIP-TOP FROM A DISCARDED CAN; HE TALKED ABOUT ITS DECAYING OUTWARD APPEARANCE AND ITS INABILITY TO SERVE A PURPOSE WITHOUT BEING MANIPULATED BY SOME OTHER FORCE (AND HOW HE WAS ABLE TO SERVE A PURPOSE ON HIS OWN). 19. PERSONAL BOXES. IN THIS ACTIVITY, EACH STUDENT SELECTS A CONTAINER OF A REASONABLE SIZE THAT REPRESENTS SOME ASPECT OF HIS OR HER PERSONALITY OR PERSONAL INTERESTS (SUCH AS A FOOTBALL HELMET OR A SAUCEPAN). ASK STUDENTS TO FILL THAT OBJECT WITH OTHER ITEMS THAT REPRESENT THEMSELVES FOR EXAMPLE, FAMILY PHOTOS, CDS, DIRTY SOCKS (BECAUSE THEIR ROOM AT HOME IS ALWAYS A MESS), OR A BALLET SHOE AND BRING THEIR CONTAINERS BACK TO SCHOOL. STUDENTS CAN USE THE OBJECTS IN THE CONTAINERS AS PROPS AS THEY GIVE A THREE-MINUTE PRESENTATION ABOUT THEMSELVES. (THE TEACHER WHO PROVIDED THIS IDEA SUGGESTS THAT YOU MODEL THE ACTIVITY AND ENCOURAGE CREATIVITY BY GOING FIRST ITS IMPORTANT FOR THEM TO SEE YOU AS HUMAN TOO! SHE INCLUDED IN HER CONTAINER A WOODEN SPOON BECAUSE SHE LOVES TO  COOK, A JAR OF DIRT BECAUSE SHE LOVES TO GARDEN, HER SONS FIRST COWBOY BOOT, A POEM SHE WROTE, A ROCK FROM ITALY BECAUSE SHE LOVES TO TRAVEL, AND SO ON. ) YOULL LEARN MUCH ABOUT EACH STUDENT WITH THIS ACTIVITY, AND IT WILL CREATE A BOND AMONG STUDENTS. AS EACH STUDENT GIVES THE PRESENTATION, YOU MIGHT WRITE A BRIEF THANK-YOU NOTE THAT MENTIONS SOMETHING SPECIFIC ABOUT THE PRESENTATION SO THAT EACH http://www. ToLearnEnglish. com – http://www. ToLearnFrench. com – Spanish : http://www. espagnolfacile. com/english German: http://www. allemandfacile. com/english STUDENT CAN TAKE HOME A SPECIAL NOTE TO SHARE WITH PARENTS. IT MIGHT TAKE A FEW DAYS TO GIVE EVERY STUDENT THE OPPORTUNITY TO SHARE. 20. FOLLOWING DIRECTIONS. HOW WELL DO YOUR STUDENTS FOLLOW DIRECTIONS? PROVIDE INSTRUCTIONS FOR FOLDING A DRINKING CUP FROM A PIECE OF PAPER, AND SEE HOW MANY STUDENTS CAN MAKE A CUP. YOU CAN USE THE PRINTABLE TEMPLATE AND INSTRUCTIONS AT THE ORIGAMI JAPANESE PAPER FOLDING WEB PAGE. FILL EACH COMPLETE CUP WITH APPLE JUICE TO SEE HOW MANY STUDENTS CORRECTLY FOLLOWED THE DIRECTIONS! (YOU MIGHT WANT TO CONDUCT THIS PARTICULAR ASSESSMENT ON THE PLAYGROUND, HOWEVER! ) 21. LEARNING STYLES SURVEY. HOW DO THE STUDENTS IN YOUR CLASS LEARN BEST? DO THEY LEARN BY SEEING, HEARING, OR DOING? INVITE STUDENTS TO DISCOVER THEIR MOST SUCCESSFUL LEARNING STRATEGIES BY TAKING THE MODALITY QUESTIONNAIRE PROVIDED BY THE CENTER FOR THE ADVANCEMENT OF LEARNING AT OHIOS MUSKINGUM COLLEGE. 22. A WORLD OF CHANGE. ON THE FIRST DAY OF SCHOOL, PROVIDE STUDENTS WITH AN 11-INCH BY 17-INCH PIECE OF DRAWING PAPER. CHALLENGE STUDENTS TO DRAW A MAP OF THE WORLD AND LABEL AS MANY COUNTRIES AND BODIES OF WATER AS THEY CAN. COLLECT THE MAPS AND PUT THEM AWAY. AT THE END OF THE SCHOOL YEAR, REPEAT THE ACTIVITY. HAS A YEAR OF LESSONS FOCUSED ON WORLD GEOGRAPHY AND CURRENT EVENTS INCREASED YOUR  STUDENTS KNOWLEDGE OF THE WORLD? (IF THIS ACTIVITY ISNT APPROPRIATE FOR YOU, WHY NOT SHARE IT WITH A SOCIAL STUDIES OR HISTORY TEACHER IN YOUR SCHOOL? ) 23. TIME CAPSULE. TURN EMPTY PRINGLES CANS OR PAPER TOWEL TUBES INTO MINIATURE TIME CAPSULES. ASK EACH CHILD TO CREATE A TIME CAPSULE THAT INCLUDES SUCH ITEMS AS A HANDWRITING SAMPLE, A HAND TRACING, A SELF PORTRAIT, AND SO ON. AT THE END OF THE SCHOOL YEAR, COMPARE SAMPLES FROM THE BEGINNING OF THE YEAR WITH NEW SAMPLES. 24. A VIDEO KEEPSAKE. AT THE START OF THE SCHOOL YEAR, OR BEFORE SCHOOL STARTS, IF POSSIBLE, PROVIDE PARENTS WITH A LIST OF SUPPLIES TO SEND TO SCHOOL WITH THEIR CHILDREN. INCLUDE ON THE LIST A BLANK VIDEOTAPE FOR EACH STUDENT. AT LEAST ONCE A MONTH, INVITE A PARENT VOLUNTEER TO COME IN AND VIDEOTAPE EACH STUDENT READING ALOUD FROM A FAVORITE BOOK. SEND THE VIDEOTAPES HOME AT THE END OF THE YEAR AS A MEMENTO AND AS A REMINDER OF THE READING GROWTH THAT HAPPENED DURING THE COURSE OF THE YEAR. 25. STICKS AND STONES THIS SIMPLE ACTIVITY HAS BEEN MAKING THE ROUNDS OF MAILING LISTS RECENTLY: PROVIDE EACH STUDENT WITH A SMALL PAPER CUTOUT IN THE SHAPE OF A HUMAN, OR HAVE STUDENTS CUT OUT THEIR OWN PAPER FIGURES. ASK EACH STUDENT TO WRITE HIS OR HER NAME ON THE CUTOUT. HAVE STUDENTS FORM A CIRCLE. THEN TELL STUDENTS TO PASS THE CUTOUTS TO THE PERSON ON THEIR RIGHT. AS THE CUTOUTS ARE PASSED AROUND THE CIRCLE, HAVE EACH PERSON MAKE A SMALL CRUMPLE OR TEAR IN THE CUTOUT OR ADD A PENCIL MARK. WHEN THE CUTOUTS HAVE MADE THEIR WAY AROUND THE ENTIRE CIRCLE, HAVE STUDENTS TRY TO REPAIR THEIR OWN CUTOUTS BY FLATTENING, ERASING, OR TAPING. AFTER THE CUTOUTS ARE REPAIRED, DISCUSS THE ACTIVITY. TALK ABOUT THE EFFECTS OF UNKIND WORDS AND HURT FEELINGS. YOU MIGHT DISPLAY THE CUTOUTS ON A CLASSROOM BULLETIN BOARD AS A CONSTANT REMINDER OF THE EFFECTS OF HURTFUL ACTIONS. 26. ILLUSTRATED STUDENT REFLECTIONS. STUDENTS IN MIDDLE SCHOOL AND ABOVE CAN REFLECT ON THEIR DREAMS AND ACCOMPLISHMENTS WITH THIS FIRST DAY OF SCHOOL ACTIVITY PROVIDED BY AN INDIANA TEACHER. A SIMPLE ILLUSTRATION PROVIDES A BACKDROP STUDENTS CAN USE TO SHARE THEIR DREAMS, THEIR INTERESTS, AND THE HIGH AND LOW POINTS IN THEIR LIVES. THE ACTIVITY CAN PROVIDE TEACHERS WITH IMPORTANT INFORMATION ABOUT STUDENTS INTERESTS, CONCERNS, AND GOALS; TEACHERS CAN USE THE INFORMATION TO DETERMINE HOW BEST TO DIRECT STUDENTS AND PROVIDE FOR THEIR INDIVIDUAL NEEDS. I Wish I Were a Butterfly. Students across the grades will enjoy this book, written by James Howe and illustrated by Ed Young. A CRICKET LONGS TO BE A PRETTY BUTTERFLY UNTIL A SPIDER TEACHES HER THAT ALL FRIENDS ARE BEAUTIFUL. READ THE BOOK ALOUD, AND THEN DISCUSS THE STORYS MESSAGE. 27. SURVEYS AND GRAPHS. START THE YEAR WITH A SURVEY ACTIVITY IN WHICH STUDENTS GET TO KNOW ONE ANOTHER AS THEY CREATE SIMPLE BAR OR PICTURE GRAPHS. STUDENTS WORK IN PAIRS OR SMALL GROUPS TO COLLECT RESPONSES TO A CLASS SURVEY, AND THEN THEY GRAPH THE RESULTS. OLDER STUDENTS CAN DEVELOP THEIR OWN SURVEY QUESTIONS; YOUNGER STUDENTS MIGHT COLLECT DATA IN RESPONSE TO QUESTIONS PROVIDED BY THE TEACHER. QUESTIONS MIGHT INCLUDE THE FOLLOWING: †¢ WHEN YOU BRING LUNCH TO SCHOOL, HOW DO YOU CARRY IT? †¢ IF YOU WERE TO CARRY A THERMOS BOTTLE TO SCHOOL, WHAT WOULD BE IN IT? †¢ WHAT IS YOUR FAVORITE SANDWICH? †¢ HOW DO YOU GET TO SCHOOL MOST DAYS? †¢ WHAT IS YOUR BEST SUBJECT IN SCHOOL? †¢ HOW MANY MILES DO YOU LIVE FROM SCHOOL? †¢ WHAT IS YOUR FAVORITE SNACK? http://www. ToLearnEnglish. com – http://www. ToLearnFrench. com – Spanish : http://www. espagnolfacile. com/english German: http://www. allemandfacile. com/english †¢ WHAT WAS YOUR FAVORITE SUMMER MOVIE? AFTER STUDENTS COLLECT THE DATA, THEY CREATE A SIMPLE GRAPH TO DISPLAY THE RESULTS OF THEIR SURVEY. ONE STUDENT IN EACH PAIR OR GROUP CAN THEN REPORT THE FINDINGS WHILE ANOTHER EXPLAINS THE GRAPH. DISPLAY THE GRAPHS ON A BULLETIN BOARD FOR ALL TO SEE! 28. AN AVERAGE DAY. CHALLENGE STUDENTS TO COMPUTE CLASS AVERAGES. HAVE STUDENTS WORK IN PAIRS OR SMALL GROUPS TO COLLECT, CALCULATE, AND REPORT ON THE AVERAGE AGE, SHOE SIZE, HEIGHT, FAMILY SIZE (AND SO ON! ) OF THE STUDENTS IN YOUR CLASS. 29. PERSONALIZED CLASSROOM CALENDAR. EVERY CLASSROOM HAS A CALENDAR. WHY NOT PERSONALIZE YOUR CLASSROOM CALENDAR WITH PHOTOGRAPHS OF YOUR STUDENTS? FIRST, MAKE A CALENDAR POCKET CHART WITH SEVEN COLUMNS (ONE FOR EACH DAY OF THE WEEK) AND FIVE ROWS  (SO THE CHART CAN HANDLE MONTHS WITH FIVE WEEKS). THEN HAVE STUDENTS MAKE SIGNS WITH THE NUMBERS 1 TO 31 ON THEM. THE NUMBERS SHOULD BE LARGE ENOUGH TO BE CLEARLY SEEN FROM A DISTANCE. USE A DISPOSABLE CAMERA TO TAKE A PICTURE OF EACH STUDENT HOLDING ONE OF THE NUMBERED SIGNS. SLIP THE PHOTOGRAPHS INTO THE POCKETS ON THE CALENDAR. CHANGE THE CALENDAR EACH MONTH! BACK-TO-SCHOOL ABC BOOK. THIS IS AN ACTIVITY THAT CAN BE DONE ACROSS THE GRADES! SHARE WITH STUDENTS SOME ABC BOOKS FROM THE SCHOOL OR TOWN LIBRARY AND TELL THEM THAT THEY WILL BE WORKING TOGETHER TO CREATE A BACK-TO-SCHOOL ABC BOOK. ASSIGN A LETTER OF THE ALPHABET TO EACH STUDENT. BRAINSTORM WITH STUDENTS POSSIBLE WORDS FOR EACH LETTER OR ALLOW EACH STUDENT TO CHOOSE HIS OR HER OWN WORD. EXPLAIN THAT THE WORDS MUST BE RELATED TO ACTIVITIES ASSOCIATED WITH SCHOOL. OF COURSE, THE DIFFICULTY OF THE WORDS WILL VARY, DEPENDING ON THE GRADE LEVEL OF THE STUDENTS. FOR EXAMPLE, A MIGHT BE REPRESENTED BY THE WORDS ART, ABACUS, ATTENDANCE, ALGEBRA, ADDITION, ADVISOR, ATHLETICS, AUDITORIUM, ALPHABET, ANSWER KEY, APPLE, ARITHMETIC, ANNOUNCEMENT, AWARD, A-V, AIDE, OR ASSISTANT PRINCIPAL. FINALLY, HAVE EACH STUDENT ILLUSTRATE HIS OR HER WORD. COMBINE THE PICTURES TO CREATE A BOOK. DISPLAY THE BOOK IN THE CLASSROOM OR SCHOOL LIBRARY. AS AN EXTRA CHALLENGE, YOU MIGHT LIMIT OLDER STUDENTS TO CHOOSING ADJECTIVES; NO NOUNS ALLOWED! BACK-TO-SCHOOL WORD SEARCH. PRINT A BACK-TO-SCHOOL WORD SEARCH AND CHALLENGE STUDENTS TO FIND THE SCHOOL-RELATED WORDS HIDDEN IN THE PUZZLE. OR CREATE YOUR OWN WORD SEARCH PUZZLE CONTAINING THE FIRST NAMES OF ALL THE STUDENTS IN YOUR CLASS. GO TO PUZZLEMAKER. COMS WORD SEARCH PUZZLEMAKER TO CREATE YOUR PUZZLE. 30. Making An Important Book ON THE FIRST DAY OF SCHOOL I READ THE IMPORTANT BOOK BY MARGARET WISE BROWN. I REVIEW PARAGRAPH WRITING AND INSTRUCT THEM TO WRITE A PARAGRAPH FOLLOWING THE SAME FORMAT AS THE BOOK ABOUT THEMSELVES. I ALSO DO THE SAME. AFTER THE ROUGH DRAFTS ARE WRITTEN THEY ARE TO DO A FINAL DRAFT AND ATTACH IT TO A WHITE PIECE OF PAPER, WHERE THEY ADD AN ILLUSTRATION. ALL THE PAGES ARE LAMINATED AND BOUND INTO A BOOK. STUDENTS REREAD THIS BOOK THROUGHOUT THE YEAR. IT EASILY BECOMES A FAVORITE. STUDENTS ALSO ENJOY READING THE BOOK FROM THE PREVIOUS YEARS CLASSES. 31. Names Word Search IN ORDER FOR MY STUDENTS TO GET TO KNOW THEIR CLASSMATES, I CREATE A WORD SEARCH WITH THE NAMES OF MY STUDENTS. AFTER ALL THE NAMES ARE FOUND THE REMAINING LETTERS REVEAL THE HIDDEN MESSAGE WELCOME BACK TO SCHOOL. THIS WEBSITE IS GREAT FOR CREATING VARIOUS TYPES OF PUZZLES HTTP://WWW. PUZZLEMAKER. COM 32. Me Puppets ON THE FIRST DAY OF SCHOOL (UNLIKE THE REMAINING DAYS OF THE SCHOOL YEAR), THE CHILDREN ARE USUALLY RELUCTANT TO TALK ABOUT THEMSELVES. WE MAKE ME PUPPETS USING PAPER PLATES FOR THE HEAD, YARN FOR THE HAIR, AND CONSTRUCTION PAPER FACIAL FEATURES, WITH A POPSCICLE STICK FOR A HANDLE. UPON COMPLETION, WE STAGE A PUPPET SHOW. THE CHILDREN HIDE THEIR FACES WITH THE PUPPETS AND TELL THEIR CLASSMATES ALL  ABOUT THEIR FAMILIES, HOBBIES, PETS, ETC. 33. First Day Name Puzzle ON THE FIRST DAY OF SCHOOL, I LIKE TO MAKE A NAME PUZZLE WITH MY STUDENTS. I TAKE A LARGE PIECE OF POSTER BOARD, AND MARK OUT LINES THAT CAN BE CUT INTO PIECES. MAKE SURE THAT THE PUZZLE WILL HAVE ENOUGH PIECES FOR EACH STUDENT TO HAVE ONE. WE ALL GATHER ON THE FLOOR TO WRITE OUR NAME ON THE BLANK SIDE OF THE POSTER BOARD. I WRITE MY NAME IN THE MIDDLE, AND THE STUDENTS WRITE THEIR NAME IN ALL DIFFERENT DIRECTIONS. WHEN I HAVE FREE TIME, I CUT THE BOARD INTO PUZZLE PIECES. AS A CLASS WE EACH FIND THE SPOT WHERE OUR PUZZLE PIECE BELONGS. TAPE THE PUZZLE TOGETHER AFTER SCHOOL, AND POST IT ON THE WALL IN THE CLASSROOM. WHEN THE STUDENTS RETURN THE NEXT DAY, THE WILL BE EXCITED TO SEE THE PUZZLE, AND TO SHOW OFF THEIR NAME. MY KIDS HAVE FUN TALKING AND, WORKING TO PUT THE PUZZLE TOGETHER. 34. First day (or week) of schoolFamily Wreath I COLLECTED FAMILY PICTURES OF EACH OF MY STUDENTS DURING OUR INTRODUCTION DAY. I TOLD THE FAMILY I WOULD PROBABLY NOT RETURN THESE PICTURES. I THEN TOOK THE PICTURES AND MADE A FAMILY WREATH, FOR THE LONELY DAYS OR WHEN THE STUDENTS JUST MISSED HOME. THIS WAS A  HUGE HIT WITH ALL THE FAMILIES AND THE CHILDREN. I PLACED THE WREATH IN THE HOME LIVING AREA, AND WAS AMAZED TO SEE THE STUDENTS, ALL YEAR http://www. ToLearnEnglish. com – http://www. ToLearnFrench. com – Spanish : http://www. espagnolfacile. com/english German: http://www. allemandfacile. com/english LONG, GO OVER TO THE WREATH AND TAKE TIME TO ADMIRE IT AND THEIR FAMILY. (SOME FAMILIES INCLUDED PET PICTURES TO PUT ON THE WREATH). ON THE LAST DAY OF SCHOOL I AUCTIONED IT OFF TO A FAMILY AND BOUGHT SUPPLIES FOR THE CLASS ROOM. ALL MY PARENTS WANTED THIS KEEPSAKE. 35. Getting Acquainted.. I LIKE TO HAVE SOME GET ACQUAINTED PROJECTS FOR THE FIRST FEW DAYS. ONE THING I DO IS WHEN I SEND MY PARENTS A WELCOMING LETTER, I ASK THAT THE CHILDREN BRING IN A SMALL BAG OF PICTURES AND OTHER SMALL OBJECTS THAT COULD BE PART OF A ME COLLAGE. THESE COLLAGES ARE A GOOD SPRINGBOARD FOR THE CHILDREN TO DISCUSS THEIR UNIQUE QUALITIES, AND AT THE END OF THE YEAR, THEY ENJOY SEEING HOW THEY HAVE CHANGED. WE ALSO MAKE SCHOOLHOUSE PICTURE FRAMES FOR THEIR FIRST DAY OF SCHOOL PHOTOS. I CUT SCHOOLHOUSES OUT OF OAKTAG, AND THE CHILDREN GLUE PASTA ON THE FRAMES. I SPRAY PAINT THE PASTA FRAMES GOLD. THE PARENTS LOVE HAVING THIS MEMENTO OF THEIR CHILDS FIRST DAY WHEN I GIVE IT TO THEM ON BACK-TO-SCHOOL NIGHT. 36. Getting to Know Each Other .. ON THE FIRAT DAY OF SCHOOL DO AN ACTIVITY TO BRING THE CLASS TOGETHER SUCH AS A CLASSROOM SURVEY. THE STUDENTS WALK AROUND AND TALK TO THE OTHER STUDENTS AND FILL OUT A QUESTIONAIRRE. AT THE SAME TIME THEY ARE GETTING TO KNOW EACH OTHER. 37. Fun First Day Activity .. ON THE FIRST DAY OF SCHOOL I HAVE PLENTY OF PRE-CUT LETTERS IN LOTS OF DIFFERENT COLORS ON A TABLE. AS THE CHILDREN COME IN THEY FIND THE LETTERS TO SPELL THEIR NAMES AND GLUE THEM TOGETHER. I HANG THESE FROM THE CEILING! THEY REALLY BRIGHTEN UP THE ROOM AND LOOK GREAT FOR OPEN HOUSE! USUALLY THIS IS THE FIRST THING THEY POINT OUT TO THEIR PARENTS. 38. What are your expectations? ASK FOR THEIR EXPECTATIONS. TELL THEM YOURE INTERESTED IN THEIR OPINIONS AND YOURE ASKING THEM THESE QUESTIONS AS A WAY OF FINDING OUT ABOUT THEIR LEARNING STYLES AND PREFERENCES. ASK THEM TO WRITE, USING AS MUCH DETAIL AS POSSIBLE, THEIR RESPONSES TO QUESTIONS, SUCH AS †¢ NOW THAT IVE TOLD YOU MY EXPECTATIONS OF A GOOD STUDENT, WHAT ARE YOUR EXPECTATIONS OF A GOOD TEACHER? †¢ TELL ME ABOUT THE BEST TEACHER YOUVE EVER HAD. WHAT MADE THAT PERSON SUCH A GOOD TEACHER? †¢ NOW THAT IVE TOLD YOU SOME OF MY IDEAS ABOUT HOW WE WILL GO ABOUT LEARNING THIS YEARS MATERIAL, TELL ME ABOUT HOW YOU LEARN BEST. GIVE ME AN EXAMPLE OF A PROJECT OR UNIT WHERE YOU LEARNED A LOT. DESCRIBE THE PROJECT IN DETAIL. 39. TIME CAPSULES: A TIME-PROVEN YEAR OPENER I GIVE EACH STUDENT A SHEET WITH QUESTIONS SUCH AS WHATS YOUR FAVORITE TV SHOW? WHATS YOUR FAVORITE SONG? AND WHATS YOUR FAVORITE BOOK? ON IT. THERES A SPACE FOR STUDENTS TO ANSWER THE QUESTIONS AT THE BEGINNING OF THE YEAR AND ANOTHER SPACE FOR THEM TO ANSWER THE SAME QUESTIONS AT THE END OF THE YEAR. AFTER STUDENTS PUT THEIR ANSWERS IN THE FIRST BLANK, I TIE ALL THE SHEETS TOGETHER AND PUT THEM IN MY FILE CABINET, BRIGHT TOLD EDUCATION WORLD. ITS ALWAYS FUNNY AT THE END OF THE YEAR TO HEAR THEM LAUGHING AND SCREECHING OVER THEIR ANSWERS FROM THE BEGINNING OF THE YEAR. THEY ALWAYS CHANGE THEIR MINDS BY THE END OF THE YEAR! BEGINNING-OF-THE-YEAR TIME CAPSULES CAN INCLUDE MANY OTHER ITEMS TOO. IN ADDITION TO STUDENTS QUESTION SHEETS, THEIR INDIVIDUAL TIME CAPSULES MIGHT ALSO INCLUDE A. TRACING OF THEIR HAND, A PIECE OF YARN CUT TO MEASURE THEIR HEIGHT, AND A WRITING SAMPLE. SEALED THE ITEMS IN ENVELOPES, AND OPEN THEM AT THE END OF THE SCHOOL YEAR. STUDENTS WILL SURELY BE AMAZED AT THEIR GROWTH PHYSICALLY AND ACADEMICALLY! FOR THAT TIME CAPSULE WRITING SAMPLE, YOU MIGHT USE ANOTHER OF BRIGHTS FAVORITE BEGINNING-OF-SCHOOL ACTIVITIES. I HAVE STUDENTS INTERVIEW EACH OTHER LIKE NEWSPAPER REPORTERS SOMETIME DURING THE FIRST WEEK OF SCHOOL, BRIGHT EXPLAINED. THEY HAVE TO ASK A PARTNER FIVE QUESTIONS AND USE THOSE ANSWERS TO WRITE A PARAGRAPH ABOUT THEIR PARTNER. THEN THEY INTRODUCE THEIR PARTNER TO THE CLASS BY READING THE INTERVIEWS. 40. THESE ARE A FEW OF MY FAVORITE THINGS INVITING STUDENTS TO SHARE A FEW OF THEIR FAVORITE THINGS IS A GREAT WAY TO BREAK THE ICE! INTRODUCE AN OVERHEAD TRANSPARENCY ON WHICH YOU HAVE ALL KINDS OF PICTURES THAT DESCRIBE YOURSELF. THERES A PLANE, LOTS OF BOOKS, A HILL, AND MORE. INVITE YOUR STUDENTS TO GUESS FROM THE DRAWINGS WHAT YOUR FAVORITE OUTSIDE INTERESTS MIGHT BE. (DID YOU GUESS TRAVELING, READING, AND HIKING? ). GIVE EACH STUDENT A SHEET OF DRAWING PAPER AND ASK THEM TO TELL ME ABOUT THEMSELVES USING ONLY  PICTURES. BREAK INTO SMALL COOPERATIVE GROUPS, AND EACH GROUP TRIES TO TELL ABOUT THE PEOPLE IN THEIR GROUP. OF COURSE, WALK AROUND AND INTERACT WITH EACH GROUP TO KNOW THEM TOO. 41. MAKE A LARGE CHART TITLED GETTING TO KNOW YOU. LAMINATE THE CHART AND HANG IT ON A WALL IN YOUR CLASSROOM. THE CHART HAS SECTIONS FOR EACH STUDENTS NAME AND INTERESTING FACTS, SUCH AS HOW MANY PEOPLE ARE IN THEIR FAMILY, HOW MANY PETS THEY HAVE, THEIR FAVORITE http://www. ToLearnEnglish. com – http://www. ToLearnFrench. com – Spanish : http://www. espagnolfacile. com/english German:

Broadway Tavern Customer Satisfaction :: Marketing Management

Table of Contents Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 CHAPTER1†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.5   Ã‚  Ã‚  Ã‚  Ã‚  Description of the Problem†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..5   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Statement of Purpose†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..5   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Setting of the Problem†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.5   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  History and Background of the Problem†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Scope of the Project†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.7   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Importance of the Project†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 CHAPTER 2†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8   Ã‚  Ã‚  Ã‚  Ã‚  Literature Review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..8 CHAPTER 3†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10   Ã‚  Ã‚  Ã‚  Ã‚  Research Strategy and Data Collection Plan†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Summary of Chapter 1 and 2†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.10   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Research Strategy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Data Collection Plan†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦11 CHAPTER 4†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14   Ã‚  Ã‚  Ã‚  Ã‚  Result, Conclusion, and Recommendation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..14   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Summary of Chapter 1,2, and 3†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...14   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Summary of Results†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...14   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Conclusions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.15   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Recommendation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...15   Ã‚  Ã‚  Ã‚  Ã‚  References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...16 Appendix A - Survey Instrument†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦17 Abstract Customer Satisfaction is a crucial part of a successful business and can make or break a business. Customer satisfaction in the tavern business is an important element, if you do not meet the needs of your customers they will gladly go to another tavern or bar. The tavern business is unpredictable whereas when times are good, people are going to party and drink. On the other hand, when times are bad, people are going to drink out of anger or depression. So providing great customer service is a must. A tavern isn't like the power company where you only have one choice; there are numerous bars to choose from. The purpose of this project is to see if the customers who patronize the Broadway Tavern are satisfied with the customer service which they receive. In my research strategy in completing my project had one primary objective, my customers such as gender, age, and martial status. The secondary objective was to find out if my customers' needs are satisfied. The results of the surveys that my customers at the Broadway Tavern completed show that they are satisfied with the overall service that they receive. Chapter 1 Description of the Problem Statement of Purpose   Ã‚  Ã‚  Ã‚  Ã‚   Customer Satisfaction is a crucial part of a successful business and can make or break the business. Customer satisfaction in the tavern business is an important element, if you do not meet the needs of your customers they will gladly go to another tavern or bar. The tavern business is unpredictable whereas when times are good, people are going to party and drink. On the other hand, when times are bad, people are going to drink out of anger or depression. So providing great customer service is a must. A tavern isn't like the power company where you only have one choice; there are numerous bars to choose from. The purpose of this project is to see if the customers who patronize the Broadway Tavern are satisfied with the customer service that they receive. Setting of the Problem In the Centralia vicinity (Centralia, Wamac, and Central City) within one town and two villages there are approximately twenty different taverns or bars.

The Gym

As I stroll up to the two giant doors I reach out and grasp one of the pairs of handles, my fingers smudging its shimmering, chrome profile. As I enter the gym, the smells of stale sweat and cleaner mingle with my nose, creating flashbacks of prior experiences. I flash my ID card to the employee working at the front desk and continue on through until I reach my ultimate destination; the basketball court.When I enter the court the first thing I notice are the baskets. They stand over the court like sentinels; opposing each other on opposite sides like guards on the border of North and South Korea. The padding on the backboards, now a bland blue from wear and tear, is falling apart like an old sofa, while the backboard itself, once crystal clear, is streaked with white blotches and scratches. The rims, connected to the backboard, are a rusty orange that blisters whoever is foolish enough to hand on it. While the baskets are needed to play the sport, the most important component of a ba sketball court is the floor.The basketball court’s floor is springy and seems to assist in your jumping ability. They are made of a hard wood that is a tinged yellow, similar in color to an old desk. When the floor is clean, you can nearly see your reflection, but don’t let its shiny surface fool you though; landing on it may prove to be more painful than you think. However, when the floor is dirty it is unforgiving; your shoes slip and slide across the surface, like a scene out of a comic book. Even though the floor of a basketball court is important, there is something else needed to play the sport.In order to play the sport of basketball you need, quite simply put, a basketball. Employees working in the front of the complex will provide you with a basketball, but you have to leave your ID card with them. The basketballs are made out of bright, orange leather that is firm, yet soft to the touch. They bounce easily, allowing you to perform whatever dribbling technique your heart desires. Every player handles a basketball differently though and there are many different types of players that play at the gym.The people that hoop at the gym can be put into different categories. Most players fall into the stereotypical role of the player that just plays for fun: he wears ankles socks and cheap shoes, and usually isn’t that great of a player. Other people include the buff guy that relies on his strength rather than his fundamentals, the shooter with his reliable ability to spread the floor with his range, the slasher who is able to get to the hoop and create open shots for the shooters, and finally the ballhawk who annoys you with his intense defense and his knack of getting loose balls. All of these people are different but they mesh because their strengths compliment other people’s weaknesses.Whenever I go to the gym all of the sights, smells, and sounds help create images in my head that make me want to go back again and again. But pr obably the most memorable experiences are leaving; my slow, fatigued steps finally leading myself back through the giant doors and out into the world.

Abortion should only be used to empower women Essay

Dear Chris Christie, â€Å"The advocates of abortion on demand falsely assume two things: that women must suffer if the lives of unborn children are legally protected; and that women can only attain equality by having the legal option of destroying their innocent offspring in the womb.†(Casey). Abortion is a legal common act in almost most countries, leading to an estimate of 2 million destroyed unborn babies. Although abortion seems like an equal fair right towards women, murder isn’t an â€Å"equal right† to embrace or granted to a certain gender. As of the law, it is illegal to commit a crime of harm or death to a human being (murder). Robert Casey is trying to say that abortion shouldn’t be viewed as a positive right. Abortion officially started in the late 1800s, â€Å"women healers† in Europe and the U.S. Provided abortions and trained other women to follow along with this same act (Reproductive Health).Now, abortion is still taken action and is in some cases 100% legal without any strict rules/cases. In this case, abortion should be strictly looked after, but legal for medical emergencies. The fetus shouldn’t be harmed but available to put up for adoption. Before delving deeper into the history of abortion, it is important to simply look at the fact of its existence and participants in the United States. According to studies released in 2005 by the Physicians for Reproductive Choice and Health (PRCH) and The Guttmacher Institute, there were 1.29 million abortions performed in this country. Research by the same group shows that in 1994, approximately half of all pregnancies in the United States were unintended, with only about half of those actually ending in abortion. In comparison to other countries, the U.S. accounted for three percent of worldwide abortions in 1995 (PRCH and Guttmacher). With that said, the political history of abortion has been a bit scary and the position that the Supreme Court takes on abortion 100% influences the issue. Although, with the many performances of abortion there leads to ongoing reasons for the pro choices of this action. From the point of view of many humans, decisions makeu  human’s everyday lives and gives us the right to independence. Supreme Court Justice Sandra Day O’Connor wrote in the 1992 decision in Planned Parenthood v. Casey, â€Å"The ability of women to participate equally in the economic and social life of the Nation has been facilitated by their ability to control their reproductive lives.† (O’Connor). From this point of view, because women are now financial to equality in the U.S, having the right to control their own bodies is an improvement to the ranking of fair treatment and the act of fitting into society’s social and economic requirements. Therefore, there is an automatic option for women with the struggling fetus issues. Not only does this advantage their rights, but it puts their privacy in control. The Constitution gives a gu arantee of certain areas or zones of privacy, and that this right of privacy is broad enough to encompass a woman’s decision whether or not to terminate her pregnancy (The 7-2 decision). This gives women the advantage of safe privacy, in which their business is only open to them and/or their partner. The government cannot and should not control a woman’s fetus and if so, this will Outdo the exact purpose of the 7-2 decision. Not only that but, but abortion can be a serious decision to prevent financial future conflicts. â€Å"Many couples†¦ don’t have the resources, don’t have the emotional stamina, don’t have the family support [to raise a child with disabilities]. As of the United States, 1 billion babies have been bored with a disability.† (UOP Student) .Going through the pain of raising a baby without the advantage of fair money (for medication), family support, or strong determination towards the child isn’t worth raising an offspring. In which, may lead to the option of abortion. However, there are many serious outcomes and effects that make abortion a strict case. From sources of doctors and professional professors, abortion leads to health risks involving serious amounts of pain. Doctors who perform abortions at this stage of pregnancy -a rarity, according to a 2012 Italy by the Centers for Disease control and prevention- must provide Anesthetic or analgesic to alleviate organic pain to the unborn child. It also requires doctors to tell women that Substantial medical evidence shows that a 20-week fetus may feel pain during an abortion.(USA law). Babies may come to a chance of experience of pain, resulting in an act of murder. Based on the government, murder is viewed as a crime, so abortion should be considered as an illegal practice. Not only does this affect the fetus itself, but it’ll result in health issues towards the actual human carrying the fetus.   Approximately 10 percent of women undergoing induced abortion suffer from immediate complica tions, of which one fifth was considered major. Many women who had an abortion state that they went through these types of physical and mental complications of abortion (Elliot Institute). Abortion can lead to lack of healthy mental states and may even cause serious important health risks. This will vastly impact the lives of these women in a negative way and may lead to a reduced lifespan. Lastly, the act of abortion affects a woman’s happiness. This lowers the chance of adoption rates. According to the U.S department of health and human services, â€Å"as the result of lack of women putting their children up for adoption, The number of infant US adoptions dropped from about 90,000 in 1971 to 18,000 in 2007. Around 3.6 million women were trying to adopt children as on 2002 .† (USDHHS). Due to abortion, there were and still are, fewer chances of other families with the abilities to have a child and becoming parents. The rates of women in want of children are outrageous while the rate of orphans is accurate but has drastically dropped. So far, Mothers are throwing away their opportunities of life and aren’t creating a positive perspective. In conclusion, abortion is supportive of a women’s rights and own decisions but does lead to health risks and blocking the ability of a precious treasure. Therefore, abortion needs to be strictly looked after and MOSTLY used for important serious issues. But a Woman should ALWAYS have full privilege over their bodies.    Works Cited â€Å"Abortion ProCon.org.† ProConorg Headlines. Web. 30 May 2017. â€Å"Pros and Cons of Abortion.† HealthGuidance.org. Web. 30 May 2017. â€Å"[query].† InstaGrok. Web. 30 May 2017. CONDADO, ANAKAREN. â€Å"Abortion Pros and Cons.† DiginetXpress. N.p., 15 Nov. 2011. Web. 30 May 2017.

A Self-Publishing Formula That Works

A Self-Publishing Formula That Works If you are an author who is currently self-publishing, or planning to self-publish, Self-Publishing Formula is a valuable resource. The site is packed with up-to-date information on writing, publishing and marketing your book. The site offers a regularly updated blog and a weekly podcast, along with courses, resources and a weekly email newsletter.SPF offers an excellent range of tools to help authors keep up with the complex and fast-moving world of self-publishing. The mastermind behind the site is Mark Dawson, an award-nominated USA Today Bestselling Author, who has published more than 20 books and sold over 2 million copies. SPF really is a one-stop resource for self-published authors, offering everything from a free starter package and video training, to a closed Facebook community where authors can network and get answers to their questions.Navigating the siteThe site is user-friendly and easy to navigate, with clearly displayed links to the blog, the podcast and the online cou rses currently on offer. A handy start here page shows a brief introductory video, and invites new visitors to download their free resources. On that page, you will also find a direct link to the podcast, an invite to join the private Facebook Group, and directions on how to download the SPF app, should you wish to. The app lets you listen to the podcast, download the free books, and log into any courses you are taking, with just one click, from your phone or mobile device.The blogThe SPF blog aims to educate, inform and entertain, with regular news from the self-publishing industry, along with a lot of practical and actionable tips that cover writing, publishing, launching, and marketing your self-published books. Topics covered in recent posts include:How to build your author websiteBig name authors who are now self-publishingHow to work effectively with a critique partnerBranding yourself as an authorSteps to building a successful author careerHow to be more productiveHow to get found by readersHow to increase your writing speedWord counts and whether they really matterThe ten most valuable tools for an indie authorThe blog also publishes a Weekly Write-Up every Wednesday, where they collect together any news that may affect self-published authors. This can cover anything from changes in Amazons publishing terms, to new author services that companies are launching, to changes within the major social media networks that could affect authors.The SPF podcastThe podcast runs weekly and includes interviews with authors making their name in the self-publishing world. Authors Dawson has interviewed include Ian Sutherland and Laurie Wright, among many others. The topics covered by the podcast are wide-reaching, and as with any podcast, the conversation can go off topic, often revealing even more valuable snippets of information. Recent podcast episodes include:A Successful Author Mindset, with Adam CroftKeeping It Clean, with sweet romance author Anne-Marie MeyerWh y You Need To Be Publishing Audiobooks, with Tina DietzHow To Start That Awesome Author Website, with John DyerHow To Self-Publish and Market a Childrens Book, with Laurie WrightThe Power of Focus, with Kam KnightNovel Adaptation: Turning Books Into Screenplays, with Paul FitzsimonsFacebook Changes What They Mean For Authors, with Mark DawsonFive Types of Bad Review What To Do About Them, with Molly McCordGetting Twitter To Fly For Authors, with Ian SutherlandTurning Personal Stories Into Marketable Books, with Owen ZuppGreat Website Design for Authors, with Dave StansbieAs you can see, there is a huge variety within the topics offered and the authors invited on to the podcast. All podcasts are available to listen to for free via a variety of apps, or you can listen direct via the website. You can also, of course, download the SPF app and listen on any device.Book marketingAny self-published author knows that writing and publishing a book is only half the battle. SPF places a stro ng emphasis on marketing your book, looking at every stage in the process, from pre-publication tasks (such as cover design, blurb writing and building an email list) through to planning a launch, and running advertising campaigns to boost ongoing sales.Resources that are particularly useful to help you market your books include these podcast episodes:Systemised Book Marketing, with Gabriel MercerHow To Boost Your Book Marketing With Pinterest, with Pip ReidTop Book Launch Tips, with Tim GrahlThe first two of the free books listed below are also valuable resources if you are planning paid advertising campaigns for your books.Free resourcesIf you click on the resources link in the website header, you will be taken straight to a page where you can opt to receive seven eBooks for authors, completely free. The books on offer are:Mastering Simple Facebook AdsLearn Amazon AdsWriting a Page TurnerHow To Work With An EditorWriters Yellow PagesTen Tips For Topping the Romance ChartsThe Vault Once again, the topics covered are varied, with something that will be of interest to most indie authors. The last eBook on the list, The Vault, is a compilation of the transcripts of fifty SPF podcast episodes, packed with tips and strategies for self-published authors. The eBook is searchable, so you can easily find the topics that most interest you.These books form part of the SPF starter package, which also includes a three-part video series on getting started with Facebook Ads, to compliment the book on the same topic. Along with these downloads, subscribers receive a useful weekly newsletter by email, and an invitation to join the private Facebook group.Courses for authorsSelf-Publishing Formula also provides three paid online courses for authors.Self-Publishing 101Advertising For AuthorsCover Design For AuthorsThese courses are open for registration at specific times throughout the year, but if the one you are interested in isnt currently running, you can join a waiting list to be notified when the course opens again.Self-Publishing 101 claims to teach you everything you need to know from the moment your type THE END on your manuscript. The course covers formatting your books for publication, making your books available on all major sales platforms, cover design, writing your blurb, creating your website and building your mailing list, getting reader reviews and creating a launch plan for your book.Advertising for Authors markets itself as the premier social media advertising course specifically crafted for writers. This course is aimed at people who already have a basic knowledge of social media advertising and is suitable for authors at the intermediate to advanced level, writing both fiction and nonfiction. Some topics in the course include how to create and target your Facebook Ads correctly, how to monitor your ads, optimising your Amazon product page, and optimising your Amazon ads campaign. There are bonus modules on using specific platforms, nam ely Twitter, YouTube, and Bookbub, and a further module on copywriting for success.In the Cover Design for Authors course, authors learn to craft cover designs that attract attention, boost visibility and increase sales. The course covers effective design, understanding genre, and familiarity theory (or why its better to fit in with what readers expect of your genre rather than stand out), as well as practical Photoshop skills to enable you to produce a professional-looking cover that sells your book. The course also gives you access to a private, students-only Facebook group so you can share tips and ideas, and get feedback.On the courses page, you can also access the free List Building for Authors mini-course, described as a three-part Masterclass to show you how to use simple, cost-effective Facebook ads to find prospective readers and get them on to your mailing list.The author behind the siteMost indie authors know that to become successful, you have to be able to wear the hat of a marketer as well as a writer. Mark Dawson, the brains behind the SPF website, has certainly embraced that idea. Dawson had his first two books traditionally published, and while they were initially well-received, without marketing momentum behind them, they quickly sank without a trace as Dawson puts it. The author decided to learn about publishing, marketing, advertising and self-promotion to ensure future books didnt suffer the same fate.He went on to publish over 20 books, both fiction and nonfiction, and now enjoys a high six-figure income and an amazingly flexible lifestyle. Based in Salisbury, England, Dawson is now a USA Today bestselling author, who has been featured everywhere from Forbes to The Financial Times and interviewed on national radio.Mark Dawsons commitment to helping other authors succeed is reflected in the lengths he has gone to make the SPF website a resource library for new and established self-published authors. It is a website well worth bookmarking, for any writer thinking about self-publishing or struggling to make a success of marketing their current books.

Policies for elderly care in the UK Essays

Policies for elderly care in the UK Essays Policies for elderly care in the UK Essay Policies for elderly care in the UK Essay Ripening SocietyPeoples are populating longer, particularly across the Western universe. This has produced a corresponding addition in wellness attention costs, because older people have a higher prevalence of degenerative and infective diseases ( Dietetics, 2006 ) . Ageing has been implicated in fleshiness, diabetes, cardiovascular disease, and abnormal psychology ( Hu et al, 2000 ; BNF, 2004 ) . Presently, more than a fifth of the UK population is aged over 65 old ages, and this proportion will increase to around 30 % across Europe by 2030 ( BNF, 2001 ) Old age is characterised by a greater susceptibleness to degenerative, infective, familial, and lifestyle-related unwellnesss. ADepartment of Healthstudy in the early 90s found that over 50 % of the aged have a chronic unwellness, 20 % have problem visual perception, 10 % are unable to walk ( down the route, or up a stairway ) , and 50 % of adult females and a one-fourth of the work forces aged gt ; 85 old ages lacked the ability to cook a repast ( DOH, 1992 ) . These troubles continue to afflict the aged today ( BNF, 2003 ) , haltering their ability to provide for their nutritionary demands.NUTRITIONAL PATTERNSMalnutrition is a turning job amongst the aged ( Smithers et al, 1998 ; BNF, 2001, 2002, 2003 ; Dieteticss, 2006 ) . Nutrition demands go more critical with increasing age. Energy degrees drop off aggressively, doing an exponential decrease in BMR ( radical metabolic rates ) . It is of import for older people to stay active, consume equal measures of fat, fiber, saccharides, vitamins, and other micronutrients ( BNF, 2002, 2004 ) , and avoid intoxicant. However, a recent DEFRA [ 1 ] study of dietetic patterns in grownups ( DEFRA, 2004 ) revealed upseting nutritionary tendencies. Consumption of intoxicant and dietetic fat increased with aged, top outing between the ages of 50 to lt ; 65 ( intoxicant ) , and 65 to lt ; 75 ( fat ) ( see Figure 1 ) . Fruit ingestion peaked between 50 to lt ; 65 old ages, so showed a diminution through age 75. Energy consumption from fat and cholesterin increased with age, while Iron and fibre consumption seemed to stagnate throughout maturity ( see Figure 2 ) .Figure 1Household Outgo on Selected Foods by Age ( DEFRA, 2004, p.61 ) . X Axis represents the Age Groups, while Y Axis represents Pence per Person per Week.Figure 2Energy A ; Nutrient consumption for Selected Foods by Age ( DEFRA, 2004, p.62 ) . The X Axis represents the Age Groups. The Y Axis represents Intake per Person per Day in Grams ( Milligrams for Iron, Calcium, Cholesterol A ; Vitamin C ) . To suit the graph more handily, figures for Vitamin D and Potassium x 10, and Calcium /10 . Figure for Cholesterol foremost converted to Grams, so x 10.FACTORS IN MALNUTRITIONOlder people are more vulnerably to malnutrition for assorted grounds ( BNF, 2004 ; Dieteticss, 2006 ; Furman, 2006 ) . First, medical conditions, such as osteoporosis and bosom disease, may order what should or should non be eaten. Therefore, for illustration while oily/fatty nutrients like oleo spreads, which are a good beginning of Vitamin D, may besides be high in cholesterin and hence inappropriate for person with cardiovascular infirmities. Second hapless teething may halter the ability to masticate. Mobility restraints may forestall shopping for and readying of nutrient. Potential complications caused by drug prescriptions means that ingestion of certain nutrients may non be recommended. Economic adversities can restrict both the measure and quality of nutrient that can be purchased. Even the age-related impairment in the senses ( e.g. odor and gustatory sensation ) can impact nutrient pick i n the aged ( BNF, 2003 ) . Changes in intestine map can impair efficient soaking up of foods by the organic structure ( Dietetics, 2006 ) . Finally, as people age, they are more likely to be entirely and homebound ( e.g. due to illness ) . Suddenly, cooking and shopping at the local supermarket may go hard, and many aged people may happen themselves to a great extent dependent on shop closet nutrient or meals on wheels’ . Consequently nutrient policies have been developed in the UK specifically to provide for the nutritionary demands of the aged.Existing nutrient policies [ 2 ] in Britain basically amount to supplying the aged with sufficient advice and information to enable them make the right nutrient picks ( FSA, 2005, 2006 ) . TheFood Standards Agencyhas outlined specific nutritionary guidelines for old people ( FSA, 2006 ) . These include eating plentifulness of nutrient rich in amylum and fiber ( e.g. staff of life, rice, cereals ) , iron-rich nutrients ( e.g. ruddy mea t, eggs, lentils, oily fish ) , foods/liquids rich in Vitamin C ( fruit juice, citrous fruit fruit, Piper nigrums, tomatoes ) , nutrients, rich in folic acid ( e.g. brown rice ) , and Ca rich nutrients ( e.g. milk, cheese ) . The FSA besides recommends Vitamin D addendums ( particularly for individuals of Asiatic beginning, who seldom venture out-of-doorss, and eat no meat or fish ) . Consumption of Vitamin A, K, and salt should be moderate. In their Strategic Plan 2005-2010 Puting Consumers First, the FSA ( 2005 ) places considerable accent onpick. Their policy is to advance healthier nutrient picks by supplying better information ( e.g. improved nutrition labelling, allergen labelling ) , modulating nutrient supplements/health claims based on sound grounds, and protecting against nutrient fraud. In add-on to FSA nutrition recommendations ( FSA, 2006 ) , Government sections, such as theDepartment of Health( DOH ) , and professional organic structures, notably theNational Institute for Clinical Excellence( NICE ) , besides issue specific guidelines for advancing nutrition in the aged in specific clinical and community scenes. These are considered below.Care/Nursing HomesSince a important proportion of the aged population reside in attention places, general ordinances for attention places – which include nutritionary criterions – have been published byDepartment of Health( DOH, 2001 ) , the Care Standards Inspectorate for Wales ( CSIW, 2004 ) , and the Scots Commission for the Regulation of Care ( SCRC, 2005 ) . Guidelines for Northern Ireland are espoused in theResidential Care Homes Regulations( NI ) 2005 ( Statutory Rules for Northern Ireland, 2005 ) . TheScots Office Department of Health( SODOH, 1997 ) published the Nursing Home Core Standard, which provides nutritionary counsel for nursing/care places. These organic structures all specify compulsory criterions associating to meal times, repast content, and bill of fare pick, consistent with n utrition specifications of the Food Standards Agency ( FSA, 2005, 2006 ) and NICE ( 2006 ) . Hospitals Hospitals in England and Wales are guided by NICE nutritionary guidelines, which although non specific to older patients, are applicable to any grownups who are malnourished or at hazard of malnutrition ( NICE, 2006 ) . TheBritish Dietetic Associationpublished Standards of Care for Older Adults in Hospital every bit early as 1993 ( BDA, 1993 ) , which includes nutritionary counsel. TheScots Nursing Home Core Standards for Nutrition( NHCSN ) provide a practical usher for staff working with aged patients in infirmaries. In 2002The National Nursing, Midwifery and Health Visiting Advisory Committee( NNMHVAC ) ( Scots Executive, 2002 ) set up a working group to see the nutritionary demands of older patients in Scots Hospitals, utilizing the Nursing Core Standards ( SODOH, 1997 ) . Overall, it is a recommended that patients’ nutritionary demands are adequately addressed through nutritionarytesting, dietetic appraisal ( patients at hazard, dietetic penchants, hapless intake degree ) , dietetic consumption ( e.g. hygiene, meal telling system, menu design etc ) , and staff training/monitoring. Nutritional showing is now compulsory in Scots Hospitals ( Scottish Executive, 2002 ) . In Northern Ireland single Hospital Trusts are responsible for developing and implementing their ain guidelines. Own Home NICE guidelines are besides applicable to the place ( NICE, 2006, p.4 ) . Health attention professionals are required to set about supervising both in the infirmary and community. They are expected to develop patients and carers to recognize alterations in their nutritionary demands, and take appropriate action. Additionally, the FSA has published Ages and Stages – Eat Well’ , a self-help counsel that on what to eat ( nutrients rich in amylum, fiber, Fe etc ) , and vitamin/salt intake ( FSA, 2006 ) . These criterions are applicable across England, Wales, and Scotland [ 3 ] . Homebound In England, Scotland and Wales, it is the Local Governments that provide nutritionary support for homebound aged people, for illustration repast proviso ( e.g. place delivered hot/frozen repasts, aid with shopping ) and appraisal ( placing people at hazard of malnutrition ) . In Northern Ireland it is the Health Boards that provide these services. Other Developments In 2005 the Health Ageing Action Plan was published by theWelsh Assemblyto supply support to older people ( aged 50+ ) on assorted wellness issues, including nutrition ( Welsh Assembly Government, 2005 ) . The papers outlines assorted proposals such as supplying free conveyance to supermarkets, measuring the proviso of a meals-on-wheels strategy, and supplying appropriate preparation for caterers. The Welsh Assembly in concurrence with the FSA besides launched Food and Well-being in 2003, which outlines nutritionary schemes for vulnerable groups including the aged ( FSA/Welsh Assembly Government, 2003 ) .Figure 3Change in nutrient policy for the aged requires justification and a clear set of standards. Tangible conceptual and matter-of-fact restraints may hinder alteration. A theoretical account slackly based on Kurt Lewins ( 1951 )alteration’model.DEVELOPING NEW POLICIESDeveloping new nutritionary constabularies for the aged requires standards that define appropriate criterio ns and ends. The immediate concern is that policy alteration must be evidence-based ( Khan et al, 2003 ) . Second, precise aims must be set, which can be translated into auditable action programs ( e.g. addition in QALY [ 4 ] , or BMI [ 5 ] ) . Goals must be client- or patient-centred, in maintaining with professional ethical, and where possible involve input from multidisciplinary staff and carers. Once new policies are developed they have to be implemented. This entails a procedure of alteration, whereby bing criterions are modified, supplemented, or replaced wholly. Harmonizing to Kurt Lewin ( 1951 ) such alteration is occurs in an environment of restraining and drive forces ( see Figure 3 ) . Furman ( 2006 ) elucidates some of these restraints, including the deficiency of clear definitions about what exactly constitutes malnutrition, inconclusive diagnostic standards, confusion about symptomatology and associated unwellnesss, uncoordinated attention proviso, limited intervention options, and improper prescriptions ( e.g. medicines that interfere with soaking up of foods ) . Extra restraints include organizational inactiveness, increased work loads for attention staff, entrenched behavioral norms, in both patients’ and attention staff, unequal preparation for all concerned, and overall, a generalinvoluntarinessamongst the aged to alter long-run life styles and dietetic patterns. Antagonizing these barriers are driving forces, chiefly the demand to better attention proviso for the aged and cut down the prevalence and incidence if malnutrition. Policy execution is improbable to win unless hindrances to better nutritionary wellness are first overcome.RecommendationExisting nutrient policies for turn toing the demands of the aged population seem adequate at aconceptualdegree. Both the NICE, and FSA, offer really exact counsel on specific nutritionary demands, so that many aged people populating on their ain, or being cared for in a hospital/nursing place , may in fact be feeding healthily.The job is non the policies themselves but instead the deficiency ofconsistenceof application, across different attention scenes and parts of the United Kingdom. The consequence is that the quality of nutritionary attention and back up the aged receive may depend to a great extent on where they live. Both Wales and Scotland appear to hold better developed policies for advancing nutrition in the aged. For illustration, in Scotland, theNursing and Midwifery Practice Development Unit( NMPDU, 2002 ) has issued a best practice’ statement for nutritionary attention of the aged within the Scots NHS, which includes specific action programs for nutritionary appraisal, diet, etc. In Wales, Welsh Assembly and FSA have both produced counsel paperss specifically to advance wellness eating in older grownups ( FSA/Welsh Assembly, 2003 ; Welsh Assembly, 2005 ) . However, there is less lucidity about best practice’ criterions being applied in England and Northern Ireland, nor do at that place look to be specific NHS, FSA, orHouse of Commonspolicies for England and Northern Ireland. Three outstanding policy issues are considered below ( see Figure 4 ) .While the FSAsStrategic Planfor 2005-2010 lineations specific ends and actions to be taken over the following few old ages to better nutritionary criterions, this papers makes no specific mention to the aged. It is clear that older people have really specific nutritionary demands, non to advert alone restrains that may contradict proper eating ( e.g. limitations imposed by medical or dental damage, such as deficiency of mobility, trouble cookery ) . Therefore, it is indispensable for the FSA to put out age-specific proposals sing nutrient safety, wellness feeding and pick, the cardinal issues highlighted in the current papers. The FSA can besides assist develop strategies specific to England, Scotland, and Northern Ireland, instead similar to theFood and Wellbeingproposals develope d with the Welsh Assembly ( FSA/Welsh Assembly, 2003 ) . Best Practice The Scots NHS best practice’ criterions published by theNursing and Midwifery Practice Development Unit( NMPDU, 2002 ) should be applicable across the UK. Presently, it isn’t clear whether these criterions are implemented outside Scotland. The execution ofNursing Home Core Standardsin Scotland has been closely monitored with the publication of a study, set up by the NNMHVAC [ 6 ] ( Scottish Executive, 2002 ) . The purpose of this working group was to measure execution of criterions, and place illustrations of best practice’ . Similar execution and monitoring of nutritionary criterions and best pattern for the aged should use to the NHS in England, Wales, and Northern Ireland. Nutritional Screening Malnutrition in the aged can hold really terrible wellness deductions ( Scots Executive, 2002, p. 3 ) . Therefore, it would look sensible to guarantee that every older grownup above a certain age is undergoes compulsory nutritionary showing on a regular footing. Presently, NICE guidelines recommend testing in clinical ( i.e. infirmary and professional attention ) scenes. However, Ellen ( 2006 ) emphasises the importance of nutritionary appraisal for the aged acrossbothclinical and community ( i.e. place ) locales, reasoning that failure to measure and handle malnutrition in community-dwelling older grownups can take to both physical and functional disablements that result in admittance to acute attention infirmaries, long-run attention installations, or death ( p.23 ) . Old people who are populating at place or homebound may non undergo need particular agreements to be in topographic point ( e.g. regular place showing carried out by a sing nurse ) , to guarantee that those with nutri tionary lacks are identified rapidly. Nutritional showing should be cosmopolitan and applicable to all attention places and NHS Hospital Trusts. Screening processs published by theBritish Dietetic Association( BDA, 1999 ) can be used as a templet for developing guidelines. Other Considerations The DEFRAFamily Foodstudy ( DEFRA, 2004 ) indicated upseting age-related derived functions in nutritionary hazard ( see Figures 1 and 2 ) . For illustration, 50-65 old ages olds seems to describe peculiarly high degrees of outgo on intoxicant ( Figure 1 ) , Calcium and Vitamin C intake both seem to drop off beyond age 75, and dietetic fat ingestion seems to increase exponentially from the 50-65 to the 65-75 age bracket, and beyond ( see Figure 2 ) . Such forms may warrant the development of nutritionary policies tailored for specific mark ( age ) groups even among the aged, but this is non a major consideration.Figure 4Bettering Nutrition for the Aged: Three Avenues for ImprovementDecisionIn decision, bing nutrient policies for the aged are multifaceted and applicable to a assortment of scenes. The adequateness of current policies is remains questionable every bit long as malnutrition amongst older grownups continues to turn. Make new policies need to be developed? Possibly, albeit i t can be argued that bing policies are non needfully flawed ( i.e. inadequate ) . Rather, the job is that execution has been inconsistent across different parts of the UK, and besides different attention scenes. Policy development, executing, and scrutinizing, seem far more advanced in Scots NHS Trusts, compared to England, Wales and Northern Ireland. The 2002 study by the Nursing and Midwifery Visiting Committee cites legion illustrations of good practice’ in which Nursing Home Core Standards for nutrition were implemented to advance nutrition for older patients ( Scots Executive, 2002 ) . What is required hence isn’t new policies, but instead the constitution ofPractice Development Unit of measurementsacross the UK. These can publish statements of best pattern, and back up execution of nutritionary guidelines, as is the instance in Scotland ( NMPDU, 2002 ) . Guidelines must besides be in topographic point to ease best pattern incommunityscenes ( e.g. at place ) , non merely in professional attention scenes ( e.g. infirmaries ) , with particular support for home-alone’ or home bound’ people.BDA ( 1993Dietary Standards of Care for the Older Adult in Hospital. London:British Dietetic Association.BDA ( 1999 )Nutritional Screening Tools–Professional Development CommitteeBriefing Paper No. 9. London: British Dietetic Association.BNF ( 2001 )Healthy Ageing in Europe ( HP 9 ). London: British Nutrition Foundation.BNF ( 2002 )Vitamins A and E for the Elderly ( CG 58 ). London: British NutritionFoundation.BNF ( 2003 )Reasonable Food for the Elderly ( CG 66 ). London: British NutritionFoundation.BNF ( 2004 ) Older Adults. London: British Nutrition Foundation.DEFRA ( 2004 )Family Food: A study on the 2002-03 Outgo and Food Survey.London: Department for Environment, Food, and Rural Affairs.DOH ( 1992 )Report on Health and Social Subjects 31–The Nutrition of ElderlyPeoples. Committee of Medical Aspects of Food Policy. London: Depa rtmentof Health.Dieteticss ( 2006 ) Undernutrition in the Elderly [ online ] Energy Active.hypertext transfer protocol: //www.dietetics.co.uk/article-undernutrition-in-the-elderly.asp [ Accessed12 August 2006 ]FSA ( 2005 )Strategic Plan 2005-2010: Puting Consumers First. London: FoodStandards Agency.FSA ( 2006 ) Eat good, be good [ online ] Crown Copyright.hypertext transfer protocol: //www.eatwell.gove.uk/agesandstages/olderpeople/ [ Accessed 12 August 2006 ]FSA/Welsh Assembly Government ( 2003 )Food and Wellbeing: ReductionInequalities through a Nutrition Strategy for Wales. Cardiff: Welsh AssemblyGovernment.Furman, E.F. ( 2006 ) Undernutrition in older grownups across the continuum of attention:nutritionary appraisal, barriers, and intercessions.Journal of GerontologicalNursing. 32, pp.22-27.Hu, F.B. , Rimm, E.B. , Stampfer, M.J. , Ascherio, A. , Spiegelman, D. A ; Willett, W.C.( 2000 ) Prospective survey of major dietetic forms and hazard of coronary bosomdisease in work forces .American Journal of Clinical Nutrition. 72, pp.912-921.Khan, K. , Kunz, R. , Kleijnen, J. A ; Antes, G. ( 2003 )Systematic Reviews to SupportEvidence-based Medicine: How to Review and Apply Findings of HealthcareResearch. Oxford: Royal Society of Medicine Press.Lewin, K. ( 1951 )Field Theory in Social Science. New York: Harper A ; Row.NICE ( 2006 )Nutrition Support for Adults: Oral Nutrition Support, Enteral TubeFeeding and Parenteral Nutrition. London: National Institute of ClinicalExcellence.NMPDU ( 2002 )Nutrition for Physically Frail Older Peoples. Edinburgh: Nursing A ;Midwifery Practice Development Unit.Scots Executive ( 2002 )National Nursing Midwifery A ; Health Visiting AdvisoryCommittee: Promoting Nutrition for Older Adult In-Patients in NHS Hospitalsin Scotland. Edinburgh: Scots Executive.Smithers, G. , Finch, S. , Doyle, W. , Lowe, C. , Bates, C.J. , Prentice, A. A ; Clarke, P.C.( 1998 ) The national diet and nutrition study: people aged 65 old ages and over.Nutrit ion A ; Food Science. 3, pp.133-137.SODOH ( 1997 )Nursing Home Core Standards. NHS MEL 34. Edinburgh: ScotsOffice of the Department of Health.Welsh Assembly Government ( 2005 )Healthy Ageing Action Plan for Wales: AngstromResponse to Health Challenge Wales. Cardiff: Welsh Assembly Government.1

The Fundamentals of Elementary Particle Physics

The Fundamentals of Elementary Particle Physics One of the most startling discoveries of the 20th century was the sheer number of particles that exist in the universe. Though the concept of fundamental, indivisible particles goes back to the ancient Greeks (a concept known as atomism), it wasnt really until the 1900s that physicists began to explore what was going inside matter at the smallest levels. In fact, quantum physics predicts that there are just 18 types of elementary particles (16 of which have been detected by experiment already). It is the goal of elementary particle physics to continue searching for the remaining particles. The Standard Model of Particle Physics The Standard Model of Particle Physics is at the core of modern physics. In this model, three of the four fundamental forces of physics are described, along with the particles that mediate these forces gauge bosons. (Technically, gravity isnt included in the Standard Model, though theoretical physicists are working to extend the model to include a quantum theory of gravity.) Groups of Particles If theres one thing that particle physicists seem to enjoy, its dividing up particles into groups. Here are a few of the groups which particles exist in: Elementary Particles - The smallest constituents of matter and energy, these particles which dont seem to be made from combinations of smaller particles. Fermions - Fermions are particles that have a particle spin equal to a half-integer value (-1/2, 1/2, 3/2, etc.). These particles make up the matter that we observe in our universe.Quarks - A class of fermion. Quarks are the particles that make up hadrons, such as protons and neutrons. There are 6 distinct types of quarks:Bottom QuarkStrange QuarkDown QuarkTop QuarkCharm QuarkUp QuarkLeptons - A class of fermion. There are 6 types of leptons:ElectronElectron NeutrinoMuonMuon NeutrinoTauTau NeutrinoBosons - Bosons are particles that have a particle spin that is equal to an integer (1, 2, 3, etc.). These particles are what mediate the fundamental forces of physics under the quantum field theories.PhotonW BosonZ BosonGluonHiggs Boson - part of the Standard Model. Detected for the first time in 2012 by the Large Hadron Collider.Graviton - theoretically predicted as part of quantum gravity, but not actually part of the Standard Model Composite Particles Hadrons - Particles made up of multiple quarks bound together.Baryons (fermions)Nucleons - protons neutronsHyperons - short-lived particles composed of strange quarksMesons (bosons)Atomic Nuclei - protons and neutrons form together to create the atomic nucleusAtoms - The basic chemical building block of matter, atoms are composed of electrons, protons, and neutrons.Molecules - A complex structure composed of multiple atoms bonded together. The study of how atoms bond together to form various molecular structures is the foundation of modern chemistry. A Note on Particle Classification It can be hard to keep all the names straight in particle physics, so it might be helpful to think of the animal world, where such structured naming might be more familiar and intuitive. Humans are primates, mammals, and also vertebrates. Similarly, protons are baryons, hadrons, and also fermions. The unfortunate difference is that the terms tend to sound similar to each other. Confusing bosons and baryons, for example, is far easier than confusing primates and invertebrates. The only way to really keep these different particle groups separate is to just carefully study them and try to be careful about which name is being used. Matter Forces: Fermions Bosons All elementary particles in physics are classified as either fermions or bosons. Quantum physics demonstrates the particles may have an intrinsic non-zero spin, or angular momentum, associated with them. A fermion (named after Enrico Fermi) is a particle with a half-integer spin, while a boson (named after Satyendra Nath Bose) is a particle with an integer spin. These spins result in different mathematical applications in certain situations, which is far beyond the scope of this article. For now, just know that the two types of particles exist. Simple mathematics of adding integers and half-integers show the following: Combining an odd number of fermions results in a fermion (because the total spin will still be a half-integer value)Combining an even number of fermions results in a boson (because the total spin will now be an integer value) Breaking Down Matter: Quarks Leptons The two basic constituents of matter are quarks and leptons. Both of these subatomic particles are fermions, so all bosons are created from an even combination of these particles. Quarks are fundamental particles which interact through all four of the fundamental forces of physics: gravity, electromagnetism, weak interaction, and strong interaction. Quarks always exist in combination to form subatomic particles known as hadrons. Hadrons, just to make things even more complicated, are divided into mesons (which are bosons) and baryons (which are fermions). Protons neutrons are baryons. In other words, they are composed of quarks such that their spin is a half-integer value. Leptons, on the other hand, are fundamental particles that do not experience strong interaction. There are three flavors of leptons: the electron, the muon, and the tau. Each flavor is composed of a weak doublet, which is made up of the aforementioned particle along with a virtually massless neutral particle called a neutrino. Thus, the electron lepton is the weak doublet of electron electron-neutrino. Edited by Anne Marie Helmenstine, Ph.D.

Student Debt and Its Implications Essay Example | Topics and Well Written Essays - 1000 words

Student Debt and Its Implications - Essay Example Many students engaged in borrowing as well as in huge sums of money. During graduation, the average debt in 2008 rose by six percent in the following year heating $24,000. In the year 2008, there was the highest number of defaulters in federal loan repayment in over a decade. This was when the nation’s economy slid into recession. Partly driven by the slow economy, federal loan defaulters are increasing. If a student fails to make payments for 270 days, it becomes a matter of increasing significance to both community colleges as well as the students. Loan default brings about severe consequences to the borrowers as well as colleges. When one misses some payments he/she could be demanded to play through calls and letters. However, defaulting can destroy a student’s future. Federal agents will demand that a defaulter pays the loan in full. In addition, the case may be assigned to some collection agency. A defaulter’s wages, as well as benefits, could be garnished till the balance (that may not be easy to discharge in bankruptcy) gets resolved. This may apply even to old age social security benefits being garnished (Clark, 499). Loan defaults for borrowers could wreck their credit, create the inability to buy a home or car, finding employment or even renting a home. Colleges, where only a few students get to borrow, have special protections, however, colleges could result to being not eligible to federal loans as well as grants where most of the colleges’ former borrowers default within a given period of 3 years’ time for entering payment (Bryce, Matthew and Debbie, 1). With federal loans as well as the grand plus loans, it is at a time when this loan is twenty-one to thirty days late that the loan can go to delinquency but the national credit bureaus may be informed when a loan is 60 days late. However, the program of federal loans provides a number of plans to that held defaulters. But one has to negotiate with their lender in the case for private loans which involve agreement terms of the loan as well as options for payment.  Ã‚  

Computers and Construction Dissertation Example | Topics and Well Written Essays - 22500 words

Computers and Construction - Dissertation Example Importantly, the literature review will give the study a rather vital starting point and framework, especially for an incisive comparative analysis of the current, past and future status of BIM and other technologies in the construction industry. Generally, the last three decades have seen a tremendous upsurge in the number of literatures written on BIM and other computer technologies applied in the construction, architecture and engineering sectors. In some of the old and even recent literary materials, BIM is also portrayed as a comparatively new subject, serving the interests of the AEC sciences and the construction industry (Wong & Wong, 2010). These literatures also emphasise the role of BIM in availing excellent opportunities for academics, researchers and practitioners to significantly contribute to the development and further implementation of BIM across AEC sectors of economy. Among the most popular topics in the reviewed literatures include BIM implementation in architectur al and construction practice, the influence of BIM on construction management, the changes that BIM creates to the cost estimation, virtual construction development and collaborative technique in construction industry. ... While countries such as England, Canada, Scandinavia, Australia, Singapore Slovenia, the USA and Hong Kong have reported considerable progress in the development of BIM, accompanied by adequate and valuable case studies, surveys, publications and researches, other regions such as Africa, South America, Ireland and Russia are lagging behind in BIM adoption and implementation (McGraw-Hill Construction, 2009). Similarly, big construction firms such as AutoDesk, Bentley and McGraw-Hill Construction have made tremendous steps in BIM adoption and implementation while their smaller counterparts such as those involved in building residential homes lag behind in this regard. The following sections review some of the literatures and studies related to BIM and the economic importance of its implementation. Past Publications and Results If the evidences from past and current studies and literatures on Building Information Modelling are anything to go by, BIM can be said to have immense economic value not only to its designers, owners and constructors but also to the users of the built structures (Rice & Gerber, (2010). The achievement of this project’s objectives is likely to be dependent on the information that will be assembled from past studies and literatures on the subject of the economic value of BIM. Although individual writers and researchers have also covered the subject of BIM in general and that of the economic impacts of the technology in particular, most of the authors and researchers are corporate organisations in the construction, engineering and architectural industries (McGraw-Hill Construction, 2009). One such authors and researchers is McGraw-Hill Construction. One publication by this organisation, which touches on the economic importance and impacts

Sustainability Assignment Example | Topics and Well Written Essays - 250 words

Sustainability - Assignment Example Sustainable business practice is important to take hold in a business because it ensures that continuity of the business not only for today but also in the future. It ensures continuity of the business by ensuring that there will still be enough raw materials that will be used in the future operation of the business. Practicing sustainability by going green in the operation of a business also has positive impact on the business because this is an excellent corporate citizenship practice that would earn the goodwill and patronage of its customers. This makes the business more sustainable and profitable in the long run because it has a loyal customer base. Above all, practicing sustainability in the business helps the planet to heal from global warming wrought by climate change. Helping the environment heal is also beneficial for the business because it meant less destruction of its properties brought by calamities such as storm, flood and hurricane. Practicing sustainability in a business benefits

Impact of media such as video games, film and TV on the behaviour of Essay

Impact of media such as video games, film and TV on the behaviour of teenagers - Essay Example The way the media has captured the hearts and the minds of young people has made people think that it will impact not only their routine but also their behaviour patterns and thinking patterns. It is feared that violence in media will make young people become violent in nature. Many people believe and are convinced that children and teenagers will become more aggressive and will indulge in unlawful activities if they are exposed to violence in media on a continuous basis (Freedman, 2002, p. ix). These beliefs and fears about media violence impacting the young people negatively have been fostered by claims of scientific research conducted by psychologists and health organisations. However, the fact that media violence does not cause aggression has been proven by many research studies in field of social psychology (Freedman, 2002, p. ix). Many shortcomings, like poor measuring of aggression, lack of appropriate methodology and failure to control the important third variable, have been found in the pieces of research that claimed that media violence causes aggression in teenagers (Holder, 2012, p. 77). However, the negative impact of violence in media, especially in video games and television shows, has been hyped so much by the media that it has created fear in the minds of people. People need to understand that there are several positive effects of video games and television shows that have been recorded through reliable research studies. It is the need of an hour to get deep into the topic. Instead of believing just half the story, people should make efforts to know the whole truth. The fear that media violence causes teenagers to behave in aggressive manner is baseless as research studies have proved that media can be useful not only in developing certain physical skills but can also help in the development of social and moral values. The impact of video games Video games are considered to be one of the most harmful screen based media of all. The fact that one of the most popular media among teenagers and young people is the video game has increased the concern of adults. It was understood that regular playing of video games have led to negative physical, psychological and social effects on players (Gunter, 1998, p. 15). It was also thought that the unhealthy level of pre-occupation with video games and computers can lead to development of addiction in children (Gunter, 1998, p. 15). In their study, Linn and Lepper (1987) have reported that teachers have found observably more impulsive and aggressive behaviour in boys aged 10 to 12 years, known to be regular video game players, and with whom they had regular contact in school (as cited in Gunter, 1998, p. 96). According to Anderson et al. (2010), a meta-analysis showed that aggressive behaviours in players across culture, and gender is found to be increasing with playing of violent video games (as cited in Holder, 2012, p.77). However, contrasting claims were made by various research stu dies on the impact of media on teenagers. The relationship between aggressive behaviour and video games is not established in all the researches (Gunter, 1998, p. 96). In a study of individuals aged 12 to 34 by Gibb et al. (1983), no relationship was found between the measures of hostility or self-esteem in the subjects with the amount of indulgence in the video games they played (as cited in Gunter, 1998, p. 96). In fact, a study by Kestenbaum and Weinstein (1985) has

Constitutional law Essay Example | Topics and Well Written Essays - 1000 words

Constitutional law - Essay Example The probability of preparing laws to protect American citizens will be limited if the Elected Officials safety is not provided in the constitution. In essence, enforcement of laws such as those of prior censorship or prior restraint to protect citizens is bestowed on the Elected Officials. Similarly, absence of such laws will result into subjects approaching their representative and present their perception over certain issues. Thus, laws such as prior censorship or prior restraints have been stipulated to ensure publishers to remain accountable for any publications or communication. Restriction of hearing and distribution of censored material is provided under the prior restraint. However, some regions such as Argentina and U. S impose sanctions after communication of this material. Different cases have been used to affirm this position of the law (Thomas and dale 1). They include Near Vs Minnesota (1931) Near was convicted for publishing a malicious, disreputable, and defamatory ar ticle against Charles G. Davis, a special law enforcement officer. As a result, the defendant was banned from publishing any kind of newspaper. Though the statute to suppress public nuisance of periodicals and newspaper is essential it raises questions of grave significance that transcends local interest s entailed in any particular action. Nevertheless, the ruling was based on the unusual and illegitimate manner the defendant sought to execute his desire. Further, more exposition is brought out through the 1971 New York Times Co. V. United States case. In this case, a court injunction was given to prevent publication of an article rather document that would endanger the nation’s security (Thomas and dale 1). I believe the prior restraint was valid since the first amendment was absolute. Similarly, the 1993 case Hill v. Colorado affirms the restriction of publication or passing of pamphlets to state officials. Restriction of protests around abortion clinics resulted into the 100-foot radius buffer zone. In my opinion, this legislation works in protection of the state officials. Therefore, I believe it is worth concluding that it is unlawful for any individual to hand any form of publication or publish any information that endangers the safety of a nation of state officials (Epstein 45). Question 2 I believe the students are free to hold their ceremony at the school’s graduation square as planned. Concerning Lee v. Weismen court case, the students club had prior knowledge on their rights thus their meetings in a room to use facilities after school was justified. The ruling approved clergies to lead prayers during graduation. As a result, subtle religious coercion emerged due to violation of the Establishment clause. I think acknowledgement of the presence of a supreme is essential thus; their desire to hold a separate graduation is justifiable. In my opinion, the option of not attending the graduation ceremony excuses any coercion or inducement in the ceremony itself is discarded. In the current society, high school graduation is a significant occasion; therefore, no student is free to absent himself or herself from the exercise in any real sense of the term "voluntary." In addition, not dispositive is the disputation that prayers are an essential part of these ceremonies because for many people