Questioning Techniques Essay

A number of researches conducted recently within the local setting on teaching skills of teachers show that there is a decline of the quality of classroom teaching of many teachers. The prime reason for this decline, as concluded by many researchers, lies in the problems of the training they receive at pre-service training institutions. For example; Lim, Cock, Lock et.al. (2009) state that though there is a practical element of pre-service teacher training, it does not provide enough knowledge and skills for the teachers to handle the challenges they encounter in the classroom brought by globalization and the development of modern technology. Because it is the National Colleges of Education that produce the pre-training to majority of teachers their syllabi were analyzed to understand that heavy theoretical knowledge given through the syllabi deprives the prospective teachers of opportunity of having enough practical teaching experience during their on campus training. On the other h and, no specific attention is paid on developing important teaching skills even though some practical teaching opportunities are given to them. Karaseva (2013) also highlights the importance of giving teachers assistance in getting their problems solved in relation to particular teaching skills of which they show weaknesses in. Among those important teaching skills, questioning techniques are one of the skills to which less attention is paid during pre- service teacher education. Cotton (1989) says that virtually no attention is paid on developing questioning techniques of teachers during their pre-service training period. Further, Aggarwal (2013) highlights the importance of questioning techniques because psychologically and philosophically asked questions help teachers achieving lesson objectives to expected level. Therefore, this research broadly aims at developing the questioning techniques of prospective teachers using a widely recognized technique and evaluating the efficacy of the used technique in developing teaching skills  of prospective teachers. Objectives of the Study; To review the theoretical background of questioning techniques in teaching. To investigate the development of questioning techniques of prospective teachers through the current programme of instruction. To find out innovative techniques that can be used in improving questioning techniques. Methodology/Design; Theoretical background of questioning techniques was reviewed through literature and a check list was used to determine the current states of questioning techniques employed by prospective teachers in their lessons. It was further expected to use the checklist to determine how far the existing methodology of instruction is capable of developing questioning techniques. The check list focused broadly on general aspects of questioning such as tone and accuracy of questions and specific skills such as eliciting, probing and Socratic questions. Lessons were videotaped for further analysis and at the same time descriptive field notes were kept by the researcher for recording and analyzing the questioning techniques employed by prospective teachers. Peer group members too observed the lessons and used an observation schedule to record and comment on the questioning techniques used by their colleagues. An available convenience sample of 30 prospective teachers of English was selected for the research and two lessons of each member were observed using the check list. From the 30 teachers observed, 12 were selected to conduct lessons in the classroom for the peer group. Half the peer group acted as students while the rest was observing the lesson using the observation schedule. Therefore, the data gathering instruments of the research include a checklist, field notes, an observation schedule, videotaping and lesson plans prepared by prospective teachers. Results/Findings; When the theories related to questioning techniques were analyzed it was understood that Bloom’s Taxonomy provides proper guidance for teachers in selecting, grading and using questions to develop the cognitive domain of students(Bloom et.al. cited in Huitt, 2011). Doff, (1988); Alexis,( 2009); and Hyman, (1982) add the importance of wait time to classification of  questions according to Bloom’s Taxonomy. They prove that longer wait time encourages critical thinking. When literature is further analyzed it was understood that probing questions are very important for the subject taught by prospective teachers, i.e. English language as probing questions demand authentic language production (Stepien, 2012). With the light of the theories related to questioning techniques, results of check lists were analyzed with comparisons to the field notes of observed lessons. The results of check list show that prospective teachers use tone appropriately in asking questions which is further verified by the field notes. Though high marks were noticed for the accuracy of questions in the checklist field notes and observation schedules record inaccurate questions especially in complex structures such as, â€Å"Can you tell me what is this colour?† There were five sections of the check list out of which probing questions recorded the least marks for a greater majority of the prospective teachers. This was further noticed in field notes and observation schedules because only a few such questions had been recorded. Teachers seemed to be happy with the received questions or directly corrected the inappropriate answers without attempting to probe into the answer. When research conducted to develop teaching skills were studied it was found out that â€Å"Micro Teaching† has provided effective results in international setting in developing skills such as class control and classroom management Conclusions; Prospective teachers should be encouraged to preplan their questions whenever possible to increase the accuracy of them because inaccurate questions lead to misconceptualization. New strategies must be employed to give more training to prospective teachers to develop aspects such as wait time, using probing questions because the existing method has not been able to develop those aspects of questioning. â€Å"Micro Teaching† is suggested to be used in developing questioning techniques since it has been successful in many other situations in developing several other teaching skills such as class control and classroom management. Reference; 1. Aggarwal, J. C. 2013. Essentials of Educational Technology. Innovations in Teaching – Learning. Dlhi, Vikas Publishing house Pvt. Ltd. 2. Alexis, 2009. A Questioning Strategy, Power of Wait Time/Think Time. Retrieved from http://schoolvisitexperts.com/?p=563 on 10.02.2014. 3. Asking Questions to Improve Listening. The Teaching Center. Washington University.(2009)Retrieved fromhttp://teachingcenter.wustl.edu/strategies/Pages/asking-questions.aspx on 12.02.2014 4. Beare, K. (N.D.) Speaking Skills – Asking Questions. About.com English as 2nd Language. (Retrieved on 13.02.2014) 5. Cotton, K. 1989. Classroom Questioning. School Improvement Research Series. NorthwestRegionalEducationalLaboratory.http://www.nwrel.org/scpd/sirs/3/cu5. html. 6. Doff,A. 1988. Teach English: A Training Course for Teachers. Trainer’s Hand Book. Cambridge, Cambridge University Press. 7. Fries-Geither, J. 2008; Why Ask Questions? The Ohio State University. Ohio 8. Hyman, 1982. Teaching Methods. Questioning in the Classroom. How to Ask Questions. Retrieved from,http:/ /www.teaching.iub.edu/finder/wrapper.php%3Finc_id%3Ds2_1_lect_04_quest.shtml on 14.02.2014 9. Innovations and Initiatives in Teacher Education in Asia and the Pacific Region. (1990).(Vol-II).Bangkok, UNESCO Principal Regional Office for Asia and the Pacific 10. Marzano, R. Pickering, D. and Pollock, J. 2001. Classroom Instruction That Works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. 11. Professional Development among Academic Staff at Selected Malaysian Public Universities: Preliminary Findings of the Impact of the Basic Teaching Methodology Courses, International Journal of Business and Social Science 2(3) 2011.p.125 12. Research Scholar. An Experimental Study to Find Out the Effectiveness of Some Micro Teaching Skills in Teaching Geography at the Secondary Level. West Bengal, Rabindra Bharati University. 13. Rowe, M.B. (n.d.) Wait Time: Slowing Down May Be A Way of Speeding Up. Journal of T eacher Education. 1986; 37; 43 Retrieved from, http://jte.sagepub.com/cgi/content/abstract/37/1/43 on 13.02.2014 14. Shomoossi, N(2004),.The effect of teacher’s questioning behavior on EFL classroom interaction: A classroom research study, The Reading Matrix, 4 pp. 96–104 15. Yang, C.C.R. (2010)Teacher questions in second language classrooms: An investigation of three case studies, Asian EFL Journal, 12 (1) (2010), pp. 181–201 Declaration Form for Corresponding Author Title of the abstract: Asking Questions the Right way; an analysis of the questioning techniques employed by prospective teachers. (Current state of an ongoing action research to develop the questioning techniques of prospective teachers) Name of authors: R.M.D. Rohan Address of institution where the work was carried out: Pasdunrata National College of Education Kalutara Name of the supervisor: Prof. Manjula Vithanapathirana I declare that the above abstract reports the results of original research work and that the work reported in the abstract has not been published or presented elsewhere. Name & Signature of the Corresponding Author: R.M.D. Rohan Address: Pasdunrata National College of Education – Kalutara Date: Supervisor’s signature:

Organic Chemistry (Methamphetamine) Essay

Methamphetamine was first synthesized from ephedrine in Japan in 1893 by chemist Nagai Nagayoshi. In 1919, crystallized methamphetamine was synthesized by Akira Ogata via reduction of ephedrine using red phosphorus and iodine. Synthesis is relatively simple, but entails risk with flammable and corrosive chemicals, particularly the solvents used in extraction and purification; therefore, illicit production is often discovered by fires and explosions caused by the improper handling of volatile or flammable solvents. Most of the necessary chemicals are readily available in household products or over-the-counter cold or allergy medicines. When illicitly produced, methamphetamine is commonly made by the reduction of ephedrine or pseudoephedrine. The maximum conversion rate for ephedrine and pseudoephedrine is 92%, although typically, illicit methamphetamine laboratories convert at a rate of 50% to 75%. Methamphetamine has been reported to occur naturally in Acacia berlandieri, and possibly Acacia rigidula, trees that grow in West Texas. Methamphetamine and regular amphetamine were long thought to be strictly human-synthesized, but Acacia trees contain these and numerous other psychoactive compounds (e.g., mescaline, nicotine, dimethyltryptamine), and the related compound ÃŽ ²-phenethylamine is known to occur from numerous Acacia species. Diagrams Health Concerns Physical effects can include anorexia, hyperactivity, dilated pupils, flushing, restlessness, dry mouth, headache, tachycardia, bradycardia, tachypnea, hypertension, hypotension, hyperthermia, diaphoresis, diarrhea, constipation, blurred vision, dizziness, twitching, insomnia, numbness, palpitations, arrhythmias, tremors, dry and/or itchy skin, acne, pallor, and with chronic and/or high doses, convulsions, heart attack, stroke, and death can occur. Psychological effects can include euphoria, anxiety, increased libido, alertness, concentration, energy, self-esteem, self-confidence, sociability, irritability, aggression, psychosomatic disorders, psychomotor agitation, grandiosity, hallucinations, excessive feelings of power and invincibility, repetitive and obsessive behaviors, paranoia, and with chronic and/or high doses, amphetamine psychosis can occur. Methamphetamine use has a high association with depression and suicide as well as serious heart disease, amphetamine psychosis, anxiety and violent behaviours. Methamphetamine also has a very high addiction risk. Methamphetamine also is neurotoxic and is associated with an increased risk of parkinson’s disease. Methamphetamine abuse can cause neurotoxicity which is believed to be responsible for causing persisting cognitive deficits, such as memory, impaired attention and executive function. Over 20 percent of people addicted to methamphetamine develop a long-lasting psychosis resembling schizophrenia after stopping methamphetamine which persists for longer than 6 months and is often treatment resistant. Meth labs can also be fatal seeing as they often blow up. This is usually due to amateur chemists operating them. They can also give off deadly fumes. Where It Is Commonly Found Methamphetamine is FDA approved for use in children and adults under the trademark name Desoxyn. A generic version became available in April, 2010. It is prescribed as a treatment for ADHD and exogenous obesity, as well as off-label for the treatment of narcolepsy and treatment-resistant depression. Physical Properties Formula C10H15N Mol. Mass 149.233g/mol Half-Life 9-12 hours Metabolism hepatic IUPAC Name N-methyl-1-phenylpropan-2-amine Structure Related To Function The structure of this molecule is very much related it’s function. It closely mimics another molecule which stimulates the brain. This molecule fits the receptor site and therefore acts as a stimulant. Functional Groups Methyl Amino Aromatic (Phenyl)

Risks of Youth Using Social Media ( Privacy Issues)

Clinical Report: The Impact of Social Media on Children, Adolescents, and Families Gwenn Schurgin O'Keeffe, Kathleen Clarke Pediatrics Volume 127, Number 4, April 2011 pp. 800-804 RISKS OF YOUTH USING SOCIAL MEDIA Engaging in various forms of social media is a routine activity that research has shown to benefit children and adolescents by enhancing communication, social connection, and even technical skills. Social media sites such as Facebook and MySpace offer multiple daily opportunities for connecting with friends, classmates, and people with shared interests.During the last 5 years, the number of preadolescents and adolescents using such sites has increased dramatically. Since a large part of this generation’s social and emotional development is occurring while on the Internet and on cell phones, children and adolescents are at some risk as they navigate and experiment with social media, because of their limited capacity for self-regulation and susceptibility to peer press ure. Recent research indicates that there are frequent online expressions of offline behaviors, such as bullying, and sexual experimentation, that have introduced problems such as cyber-bullying, privacy issues, and sexting.Cyber-bullying Cyber-bullying is deliberately using digital media to communicate false, embarrassing, or hostile information about another person. It is the most common online risk for all teens and is a peer-to-peer risk. Although â€Å"online harassment† is often used interchangeably with the term â€Å"cyber-bullying,† it is actually a different entity. Current data suggest that online harassment is not as common as offline harassment (Lenhart, 2007), and participation in social networking sites does not put most children at risk of online harassment (Ybarra & Mitchell, 2008).On the other hand, cyber-bullying is quite common, can occur to any young person online, and can cause profound psychosocial outcomes including depression, anxiety, severe i solation, and, tragically, suicide (Hinduja & Patchin, 2010). Sexting Sexting can be defined as â€Å"sending, receiving, or forwarding sexually explicit messages, photographs, or images via cell phone, computer, or other digital devices†(Berkshire District Attorney, 2010). Many of these images become distributed rapidly via cell phones or the Internet.This phenomenon does occur among the teen population; a recent survey revealed that 20% of teens have sent or posted nude or seminude photographs or videos of themselves (National Campaign to Prevent Teen and Unplanned Pregnancy, 2010). Some teens who have engaged in sexting have been threatened or charged with felony child pornography charges, although some states have started characterizing such behaviors as juvenile-law misdemeanors (Gifford, 2010; Walker, 2010).Additional consequences include school suspension for perpetrators and emotional distress with accompanying mental health conditions for victims. In many circumstanc es, however, the sexting incident is not shared beyond a small peer group or a couple and is not found to be distressing at all (Lenhart, 2009). Facebook Depression Researchers have proposed a new phenomenon called â€Å"Facebook depression,† defined as depression that develops when preteens and teens spend a great deal of time on social media sites, such as Facebook, and then begin to exhibit classic symptoms of depression (Davilla et al. 2009; Sturm, 2010). Acceptance by and contact with peers is an important element of adolescent life. The intensity of the online world is thought to be a factor that may trigger depression in some adolescents. As with offline depression, preadolescents and adolescents who suffer from Facebook depression are at risk for social isolation and sometimes turn to risky Internet sites and blogs for â€Å"help† that may promote substance abuse, unsafe sexual practices, or aggressive or self-destructive behaviors.

Legal Thinking, Legal Logic, and Legal Philosophy Essay

Legal Thinking, Legal Logic, and Legal Philosophy - Essay Example Interpreting the law from different perspectives is a better approach to achieving justice. When using the constructive approach, interpretation of the law is more realistic because of its application to the specific situation at hand. Legal realism is the most appropriate legal philosophy for front-line supervisors in my profession. Notably, Holmes, who was a famous jurist in the United States Supreme Court, developed the approach. According to legal realism, the law defines the morality of the society. For this reason, the law has the role of promoting, redirecting, as well as hindering moral views. Supervisors should rely on legal realism and consider the law as an effective system for prediction of future outcomes if certain moral laws are broken (Posner, 2013). Moreover, supervisors who rely on legal realism do not let emotions confuse their analytical capability. Additionally, legal realism ensures that the supervisors do not base their judgments on their feelings, but rather focus on what is right. Legal realism promotes proactive behavior in supervisors who should focus on maintaining justice in all instances. Finally, legal realism ensures that supervisors can separate their opinions and emotions while ma king effective legal

Loss Aversion and Its Effects False Impact in Decision Making Research Paper

Loss Aversion and Its Effects False Impact in Decision Making - Research Paper Example â€Å"People’s choices are often prediction-based about how different results will make them feel† including loss aversion. Naturally, people tend to trust that the effects of all the losses are superior to hedonic effects of a similar-sized gain. If these people are right that the irregularity of the foretold feedbacks to debts and credits matches true irregularity in real reactions to credits and gains, then they would be right and wise to avoid losses, if they are positive that the asymmetry of predicted reactions to losses (Deborah, Kermer; Erin, Driver-Linn, and Gilbert, Daniel). We acknowledge the fact that losses might have a larger hedonic impact compared to gains, but it is not so the case at all times. Even though the brain appears to processes negative events in different other regions compared to the positive events while triggering more concentrated neural activity than when it processes positive, but this does not mean that loss aversion always affects peo ple’s decision. Sometimes people trivialize negative results by persuading themselves that these negative outcomes will improve and will not be exceedingly damaging. This has led to the conclusion that not all people are negative. It is not a fact that all people are loss averse. It sometimes seems that people have learnt from experience that losses have less emotional impact than they predicted to have. However, studies showed that a number of impediments such as learning. As noted, a large number of psychological defences ensue outside of conscious alertness, making their anticipation difficult to observe. Further, for correct prediction, individuals have learnt to recognize how they recently reacted to a similar and previous occasion, and further, gotten to predict correctly. People have recognized experiences simulating how they are reacting. Individuals have mug up that loss has less emotional effect than what they predicted. They have learnt that these losses have less emotional effect than what they predicted due to facing repeated losses in the exact area over a short time. The theory of loss aversion does not apply at all times. It is not necessary that one bases his decision making on loss aversion. Research has shown that despite the fact that people try to make their decision on the fear that they might lose something and fall in a deep set back full of regret, they also try to link it to a past situation where a similar event happened, and the turnout was different. In contradiction to the theory of loss aversion, an experiment conducted on the reaction of people when they have lost $100. The rules of the experiment were whether the participants were ready to gamble to take another round and risk gaining the $100 back or falling $200 down. Though most people would quit and end the game at being $100 down, others will take the gamble of gaining their $100 back or falling another $100 down because the risk is a 50-50. Comprehending that the r isk of falling down another $100 is 50 and the risk of gaining back their $100 are also 50; they will go ahead and try regaining it. Not all the individuals are get affected with the anxiety of the loss affecting them emotionally and impeding their vision to make soundness decisions (Deborah, Kermer; Erin, Driver-Linn, and Gilbert, Daniel). An argument that there might be a forthcoming negative outcome is presented. This argument is feasible in

The Concept Of Marketing Mix Case Study Example | Topics and Well Written Essays - 2000 words

The Concept Of Marketing Mix - Case Study Example The first objective in marketing is discovering the needs of prospective consumers. Effective marketing can clearly shape persons wants and tries to influence what we buy. The second objective in marketing is satisfying the needs of targeted consumers. Because an organization obviously can’t satisfy all consumer needs, it must concentrate its efforts on certain market one or more specific groups of potential customers towards which an organization directs its marketing program. Having selected the target market, consumers, the organization then takes action to satisfy their needs by developing a unique marketing program to reach them. These programs are planned to achieve organizations objectives. The marketing mix is the set of marketing tools which the organization uses to pursue its marketing objective in the target market  ¼Borden, 1994). McCarthy (1999) classified these tools into four broad groups that he called the four Ps of marketing i.e. product, place, promotion a nd price. Marketing-mix decisions influence trade channels as well as final consumers. Typically, the firm can change its prices, Salesforce size and advertising expenditures in the short run, although it can develop new products and modify its distributions only in the long run. Normally the firms tend to make fewer marketing mix changes in the short run. Clearly, marketing activities should be carried out under a well thought out philosophy of efficient, effective and socially responsible marketing. But with the growth of different activities at the market place these marketing tools i.e. 4 P’s may not be sufficient for the organization to have effective marketing action. Although it’s still very important to run an efficient operation, that alone is no longer enough for success.

ELEMENTS OF COMMERCIAL & CONSUMER LAW Essay Example | Topics and Well Written Essays - 2000 words

ELEMENTS OF COMMERCIAL & CONSUMER LAW - Essay Example In relation to the concept of Ayres & Braithwaite, the notion of responsive regulation comprises two major interpretations — the ‘tit-for-tat responsive regulation’ and the ‘restorative justice (RJ) responsive regulation’. With this regard, the concepts have been recognised to fetch a major debating subject for the organisations while remaining keen to implement responsive regulations2. Applying a critical point of view, in order to assess the way of effective persuasion of the model, the paper evaluates the key effectiveness of responsive regulation that can enable an organisation to maintain a strong reputation within a particular market or industry. Correspondingly, to assess the efficacy of the model, the report also describes its effectiveness in response to regulatory powers and responses available under the Consumer Protection from Unfair Trading Regulations 2008. With reference to an in-depth understanding, the concept of responsive regulation is designed by Ayres and Braithwaite, with the aim of addressing issues associated with the restricted resources. In addition to the observation, the regulation is also developed in order to effectively deal with limitations relating to modest compliance or deterrence execution strategies and efficiently respond towards numerous pluralistic motivations that are likely to be driven by the compliance behaviour of the individuals3. The key aspects of responsive regulatory concept that highly apprehend the imaginary attributes of the practitioners are often considered as an idea of the responsive regulatory pyramid. It is owing to the fact that interpretation of responsive regulation to the respective practitioners by any individual generally ends by asking them for selecting a regulatory challenge and is likely to bring major conflicts among the practitioners. The scenario is often observed to invite the practitioners to focus on preliminary designing of

Tourism Management Course Work Assignment Example | Topics and Well Written Essays - 1000 words

Tourism Management Course Work - Assignment Example 5. Identify five motivations for travel of Europeans during Roman times, the Middle Ages, and Tudor times. Do such motivations exist today? Answer: Motivations for travel during ancient, medieval, and Tudor periods consisted of many reasons including visiting family, political purposes, trade, exploration, and military objectives. All of these motivations for travel still exist in modern contexts. The primary difference between ancient forms of travel and modern forms is that it takes a great deal less time to get from one place to another, and where 50 miles was once a great distance, it is now an hour in an automobile. 6. How important are the motives of discovery and curiosity? Answer: The types of interests that are stimulated during a holiday are vital in defining how important discovery and curiosity are in terms of travel. When on a vacation based on seeing more of the world, these two aspects are vital and central to the experience. If the purpose is to relax and enjoy the en vironment, they are diminished a bit, but still important as new experiences stimulate and create new memories. 8. Provide a few examples of how a person's travel needs change over a life span. Answer: Financial considerations will change as a person ages, their ability to travel based upon the amount of funds available towards that pursuit. When one is young, travel is defined by others who choose where one will travel. As one grows older, business purposes may provide for travel needs, as well as the need to decompress. Travel becomes defined more clearly by interests. As age approaches, an individual will become more limited on how they respond to their environment. How those limitations are manifested will contribute to determining how travel will be achieved and what kind of travel will best suit the intended purposes of the individual. 9. Give an example of travel experience overstimulation (mental or physical exhaustion or both). Similarly, give an example of boredom (too lit tle stimulation). Answer: Walt Disneyworld in Orlando Florida is an example of overstimulation as there is so much to see that often families do not plan for rest appropriately. It becomes a marathon to get to the end of the vacation having seen as much as possible. Boredom can be found in a place that has a beach venue, the idleness on the beach not providing enough stimulation to feel how different the experience is to daily life. The beach, however, is still lovely. Chapter 10 1. Evaluate culture as a travel motivator. Answer: Culture is motivational where travel is concerned in relationship to how one culture interchanges their understandings and meanings with another through activities that are designed for discovery. How a culture views travel is central to the purposes that travel is used for. 3. Give an example of a cultural experience that would be most satisfying to a visitor in a country much different from his or her own. Answer: Food is one of the most interesting ways in which to experience a culture that is different from one’s own. Understanding the relationship of food to the individuals within a culture and how it is used in regard to their traditions can provide an informative framework for meaningful discovery. 4. Create a life-seeing tourism program in your community. Answer: In creating a life-seeing tou

Case Study - Rumpole Ltd Essay Example | Topics and Well Written Essays - 2500 words

Case Study - Rumpole Ltd - Essay Example The positive NPV indicates that the company will generate sufficient cash inflows, which will cover the initial investment and generate profits for the company. The payback period is also estimated at 2 23/69 years. The project has a positive NPV and the payback period appears to be reasonable (Kinney & Raiborn, 2008). On the basis of the project evaluation with positive NPV and reasonable payback period, it could be recommended to the company that it should go with the project. Since, the company is currently considering only one project therefore, it will be appropriate for the company to go ahead with the project. Otherwise, the company should consider other projects, which have higher positive NPV and short payback period (Maher et al., 2012). The financing required for the project requires assessment of different types of funding sources available to the company. Since, Rumpole Ltd. is a private company, therefore it will not be possible for the company to acquire its funding from issuance of share capital or debt instrument in the secondary market. The company has two options from which it could raise capital for the net project. These include raising funds from internal equity and / or external debt financing. Internal equity comprises of retained earnings of the company. These earnings are accumulated over the year and disclosed on the face of the company’s balance sheet. These earnings are available to the company for investing into the company’s existing operations or investing in the new project, which the company is considering at the moment (Brigham, 2013). Managing retained earnings require time. In short run, the company will have to manage its working capital. Active recoveries will work a lot. Aging of the receivables should be monitored actively. Buffer levels of inventory should be lowered so that lesser amount is bound in stock. On the other hand, the company can also raise from external sources. The company can

Christians today Coursework Example | Topics and Well Written Essays - 250 words

Christians today - Coursework Example All believers met together at a certain place, and they shared whatever they had. Likewise, Christians today should share what they have with those in need. Another thing that Christians of today can learn from the early church is that there is a need to fellowship with other Christians and worship together. This should be done regularly in churches and other places of worship. Today’s Christians should also learn that they should share generously so that God can add other people to their fellowship. As Christians, there is a need to be in touch with one another and share talents apart from the usual sharing of possessions (Sommer, 2007). Christians of today can also learn from the early church that there is the need to help other people at what they cannot be able to do. In addition, Christians should seek help at what they are not perfect. Just like the bodies of human beings have several parts each playing a certain role, so is the body of Christ. As such, there should be the realization among Christians that they belong to one another as they can be termed as many parts that comprise Christs body (Sommer,

Global Warming Essay Example | Topics and Well Written Essays - 1750 words - 1

Global Warming - Essay Example While scientists maintain that the impact of global warming will not be felt for years to come, its effect is visible in both changing average temperatures and the effect of these changes. In 2005, Moscow, one of the world’s coldest cities, experienced one of the warmest winters in its history. Not only were temperatures high but these unusual temperatures were sustained for a lengthy period of time, with the consequence being a reversal of the normally consistent and unchanging laws of nature. Quite simply stated, Russian bears woke up fro their winter hibernation, in the midst of winter, as their body temperatures deluded their biological clocks into believing that spring, the season for waking up, had arrived (Stuff, 2006). This example, while seemingly inconsequential insofar as it has no embedded doomsday scenarios within it, is perfectly representative of what global warming is and what its effect on the environment can be. Indeed, just as Bongaart (1992) had warned seve ral years ago, global warming has the power to upset the laws of nature and, in so doing, threaten all forms of life on earth. Global warming, despite evidentiary support, is a source of controversy. One camp insists that it is an undeniable reality whose consequences, although impossible to accurately assess, are bound to be disasterous if corrective and preventative policy are not adopted by governments across the world (McCarty, 2001).

Organizational Culture and Cultural Values Essay Example for Free

Organizational Culture and Cultural Values Essay One of the most prominent instrumental values of 3M’s culture, and which has contributed to its success is employee risk-taking and encouragement of the same (Mitsch, 1990). 3M’s policy of creating room for employees to experiment and conduct research means that the researchers are more exposed to the risk of failure than they would be were risk-taking not encouraged. However, risk-taking also enhances chances of making improvements on existing products and developing new products. Another instrumental value in 3M is efficiency. Management of new technologies and innovations, assessing, reacting to and anticipating market trends, and assessing customer needs can be very challenging for the management. Research and Development can be costly yet some results are not always positive or available for immediate use. The management of available resources requires efficiency in management. Efficiency is therefore central to 3M’s culture. An important terminal value of 3M’s culture is high quality of output to meet customer expectations. 3M improves the quality of its output by encouraging research and development for long-term and short-term purposes. By encouraging risk-taking, allowing researchers to spend 15 percent of their time researching for new products and technologies, and scaling up RD budget from 4. 6 percent to 6. 5 percent within a decade, 3M declares its intention to ensure that consumers get a continous supply of high quality products (Mitsch, 1990). A second terminal value is innovation. As noted above, 3M attaches high premium on research and development of new technologies and improvement of existing technologies and products (Mitsch, 1990). Innovation is one of the factors which separate market leaders from mediocre organizations and 3M invests heavily to sharpen its innovative edge. Question 2: Human interactions, property rights and ethics do influence 3M’s cultural values. The involvement of marketing, manufacturing, quality, laboratory, financial and packaging staff in production of new products promotes healthy relationships between staff members working with the different units. This team-work reduces the frequency of inter-departmental rivalry and exchange of blame for mistakes and failures. Healthy interactions among units and sub-units are instrumental to increased productivity and staff motivation. An important property right at 3M is access to and right to use laboratory resources and technologies developed within one’s operating unit, as well as technologies developed by other units. A leading cause of failure in many organizations is unhealthy rivalry among units, which lead to some units keeping technologies and resources to themselves and barring others from accessing them. The management of 3M ensures that workers, regardless of which unit they come from, can access laboratory resources and technologies easily (Mitsch, 1990). Such property rights encourage inter-unit co-operation and cohesion, reduce RD costs, and promote productivity in the long-term. They also enrich the organization’s cultural values. Reference Mitsch, R. (1990). Case: Three Roads to Innovation. Journal of Business Strategy (Sept/Oct 1990), pp 18-21.

Motor Neurone Disease Health And Social Care Essay

Motor Neurone Disease Health And Social Care Essay sensory neuron and motor neuron. Sensory neuron brings the signal from the target organ to brain in the form of electrical impulses and motor neuron has just the opposite function i.e. it brings the impulses from brain to target organ to respond against the particular stimulus. In MND these motor neurons are get affected that control voluntary muscle including speaking, walking, breathing, sawalloing and general movement of body. Skeletal muscle are innervated by a group of neurons (lower motor neuron) located in the ventral horn of spinal cord which projectout the ventral roots to the muscle cells. These nerve are innervated by corticospinal tract or upper motor neuron that project from motor cortex of brain. In microscopic pathology there is degeneration of ventral horn of spinal cord as well as atrophy of ventral roots. Introduction: Motor neuron disease (MND) are the group of neurological disorder. It affects the motor neurons. Motor neurons have main function in bringing the signal in form of impulses from brain to the effectors organs (target organ) and in this way control the voluntary activity like walking, speaking, swallowing and other general movements. A French neurologist, Jean Martin Charcot, first suggested club together all conditions that affect the lateral horn of spinal cord in 1869. The other common name for MND are- ALS (amyotrophic lateral sclerosis), primary lateral sclerosis (PLS), progressive muscular atrophy (PLS). The cause of MND is sporadic. Genetic factor and environmental factor are responsible for it up to some extent. The motor system mainly consist of four parts: pyramidal system, basal ganglia, cerebellum and neuromuscular system. The lesion in any of them can lead to neurodegenerative disease. There may be several reason associated with lesion like intracellular hemorrhage, stroke etc. There is not much scope available for treatment of this disease permanently. Medical science still does not have any effective and permanent cure. Here I am trying to use stem cell technology approach for the treatment of this disease. As stem cells are the master cells of human body and can have capacity to derive all kind of cells. Because of its versatile nature, these cell can generate the motor neuron cells which get degenerated in MND. Here some stem cells cell approach is being consider and technique involved for its treatment are neural stem cell approach, the delivery of stem cells into multiple site and affected area, induced pluripotent cells approach, glial restricted precursor approach, cell therapy approach etc. The motor system: The motor system consist of: Pyramidal system (upper motor neuron) The basal ganglia (extrapyramidal system) The cerebellum Neuromuscular system The normal motor pathway contain upper motor neuron that synapse in the brainstem and spinal cord with lower motor neuron. The nerve cell bodies of of upper motor neuron (UMNs) lie in the precentral gyrus of the cerebral cortex and in several brainstem nuclei, their axon synapse with motor nuclei in brainstem (cranial nerve nuclei) and the spinal cord (peripheral nerve). Lower motor neuron (LMNs) have their cell bodies in the anterior horn (AHC); their axon transmit impulse through their anterior root into peripheral nerve terminating at neuromascular [junction Rosa-Eva Huettl et al, Feb 2011]. Skeletal cells which are voluntary in nature are innervated by group of neurons (LMNs) which are located in the ventral horn of spinal cord and these nerve cells are innervated by corticospinal tract(UMN) which project from motor cortex of brain. Three kinds of motor pathways impringe on the anterior horn cells ; the corticospinal tract, the basal ganglia system, and the cerebellar system. These are additional pathway originating in brainstem that mediate flexor and extensor tone in limb movement and posture most notable in coma. All these higher motor pathways affect movement through the LMNs- so called the final common pathway. C:UsersGUDDU-SUDDUDesktoppari2.gif Fig 1: representation of motor cortex and internal capsule. The principal motor pathway (pyramidal tract) is depicated. The movement whether initiated voluntarily in the cortex, automatically in the basal ganglia or reflexly in the sensory receptors, must ultimately be translated into action via anterior horn cells. A lesion in any of the above mentioned area will affect movement or reflex activity. The three principal motor pathway are: The corticospinal (pyramidal) tract: the cortiocospinal (pyramidal) tracts mediate voluntary movement and integrate skilled, complicated, or delicate movement of selected muscular actions and inhibit others. They also carry impulses that inhibit tone, hence, their lesion results in hypertonia. The corticospinal fibres originate in the cerebral cortex (precentral mortex cortex) pass through corona radiata and condense in the internal capsule, pass through its posterior limb and travel own through mid brain, pons and comes down into lower medulla, where they form an anatomical structure resembling a pyramid. There most of the fibres cross to the opposite or contralateral side of the medualla, pass downwards and synapse with the anterior horn cells or with internuncial neurons. Tracts synapsing in the brainstem with motor nuclei of the cranial nerves are termed corticobullar fibres (tract). The basal ganglia system: it included motor pathways between the cerebral cortex, basal ganglia, brain stem and spinal cord. It controls tone, posture and body movement especially gross automatic movement such as walking. The cerebellum: it receives both sensory and motor inputs and controls the co-ordinates the motor activity, maintains equilibrium and control posture. Body part representation in motor cortex and internal capsule: The body part are represented in contraleteral hemisphere in a characteristic fashion i.e. lower limb occupies upper position, face occupied lower most, arm and trunk occupy a large area. Similarly, the parts of the body capable of performing delicate movements have largest cortical representation. In internal capsule, the representation of the part is reserved. The upper limbs, trunk and lower limbs occupy upper middle and lower parts of posterior limb of the internal capsule. Change in the posture and alteration in the tone of many muscles requires for the movement of body. Some quite distant from the part being moved. The motor system consist of hierarchy of control mechanism that maintain body posture, baseline, muscle tone upon which a specific movement is superimposed. The lowest order of the hierarchy lies in the gray matter of spinal cord which control the muscle tone in response to stretch and the reflex withdrawl to noxious stimuli. Above the spinal cord, circuits between basal ganglia and motor cortex constitute the extrapyramidal system which control background muscle tone and body posture and gate the initiation of movement. Cause of MND and symptoms associated with it: Almost 90% of MND cases are sporadic [Leyanx Xu et al, April 2009] i.e. the patient have not family record of this disease. Genetic factors and environmental factor is important in determing individuals sucettibility. Some genes linked to ALS are: Cu/Zn superoxide dismutase SOD1, ALS2, NEFH, SETX and vesicle associated with protein B (VAPB). SOD1 mutation is responsible for about 20% of the MND case among in a family. The main product of SOD1 gene is superoxide dismutase enzyme. It act as a free radical scavenger and function as to reduce the oxidative stress of cells throughout body [Gurney ME et al, April 1997] . Till now about more than 100 different kinds of mutation in SOD1 gene have been found, which account for development of MND and its some other forms as well (ALSOD database). AV4 is the most commonly mutation occurring in North America and occur in up to 50% of SOD1 cases. In such a way different region and countries have different mutation which directly or indirectly affect SOD1 gene. For instance, in Japan the most common mutation is H46R. D90A mutation is associated with the slow progression of ALS is found in the people of Scandinavian [Gurney ME et al, April 1997]. As SOD1 gene is involved in the reduction of oxidative stress so its mutation confers a gain in toxic and affect the nerve cells. Rather than this aspect lesion in various parts of the motor system produce distructive pattern of motor deficit. These can induce negative symptoms of weakness, lack of coordination, lack of stability and stiffness or positive symptoms such as tremor, dystonia, chorea, athetosis, hemiballism, tics and myoclonus. When the lower limbs are affected, characteristic pattern of gait disorder may result. Lower motor neuron lesion: It consist of anterior horn cells, nerve roots, peripheral nerves and myoneural junctions. Groups of muscle fibres innervated by single anterior horn cells (LMN) from a motor unit, hence, it will cause loss of function of these motor unit and muscle fibres innervated by them result into weakness, flaccid, paralysis, atrophy and wasting the muscles and these muscle fibres depolorise spontaneously producing fibrillation. Sign and symptoms of lower neuron lesion: Weakness or loss of movement. Decrease tone (hypotonia-flaccid paralysis). Loss of tendon and superficial reflexes. Wasting of muscle leading to atrophy. Fasciculation. Trophic change in skin and nail in neutropathies. Contractures of muscle. Upper motor neuron lesions: The corticospinal tract (UMM) extended from the cortex to spinal cord, when damaged or destroyed, its function are reduced or lost below the level of lesion. When UMNs are damaged above the crossover of tract in medulla, motor impairment develops on opposite or contralateral side. In damage below the crossover, motor impairment occur on same or ipsilateral side of body. A UMN lesion manifests clinically: Weakness of limb or limbs. Brisk tendon stretch reflexes and loss of superficial reflexs. Hypertonia i.e. spastic increase in tone greater in the extensors of lower limb and flexors of upper limb which is a characteristic pattern of hemiplegia. Extensor plantar responses. The weakness is more pronounced in extensors of upper limbs and flexors of lower limb. Little or no wasting of muscles. Extrapyramidal lesions: Disease of basal ganglia or extrapyramidal system does not cause paralysis but produce an increase in tone, disturbance in posture and gait, a slowness or lack of spontaneous and automatic movement termed bradykinesia, and a variety of involuntary movements. Cerebellar lesions: it leads to: Lack of coordination on the same side of body. The initial part of movement is normal but as target is approached and accuracy of movement deteriorates resulting in intention termor. Impairment of gait, equilibrium and postures. Lesions involving the cerebellar hemisphere lead to ataxic gait; while involvement of central vermis leads to truncal ataxia (patient has difficulty in sitting up, or standing). Decrease in muscle tone due to involvement of red nucleus. Paralysis is not a feature of cerebellar disease. Except all these stroke is also one of the commonest cause for motor neuron disorder. Diagnosis: Clinical diagnosis established by neurologist on the basis of neurological examination. Investigation such as blood test, EMG (electromyography), MRI (magnetic resonance image) and sometime genetic testing to diagnose the disease. The other way to diagnose the disease is by concentrating on symptoms and body condition. Treatment: Riluzole is the only drug that affect the course of disease [Theiss RD, et al, mar 2011]. This drug function by blocking the effect of neurotransmitter glutamine and is extend the life spain of an an ALS patient by only few months. Still there is no total cure of MND. The other treatment is being used are acute stroke management, as stroke is one of commonest cause of development of this disease. Stem cell approach for treatment of motor neuron disease: As mention above the main cause of this disease is degeneration of motor neurons. So application of stem cell technology in the generation of motor neuron can be very useful technique to treat this disease. Stem cells are the master cells of the human body. Because of versatile nature, stem cells have potential to repair or replace the degenerated cells. There are many issue which are important to be consider if we translate the current knowledge of stem cell into the treatment of neurodegenerative disease. First of all the clinically competitive and risk to the patient acceptable is necessary to be define. One of the important issue is that the proliferation and differentiation are difficult to control. Animal model may not fully predict their toxicity and risk involve for development of tumor formation after implantation [ Olle lindvall et al,4 jan 2010]. The disease pathology has to be determine that which cell be generating from stem cells. Different cells will be needed for different disease in replacement therapy. Prior to the clinical application, it must be demonstrated in animal model that stem cell based approach induce substantial improvement of function deficits that resemble the debilitating symptoms in patient. It is also important to determine biological mechanism involved the observed effect of stem cell treatment in animal model. Motor neuron cell has been developed invitro from different stem cells sources including mouse and human stem cells [Roy et al, year 2005]. Neural stem cells (NSCs) has been derived from fetal rat spinal cord [Lee H, et al. year 2007] and human forebrain and some other cells like iPS cells. These stem cell derived motor neuron precursors and neuroblast inviro. The motor neuron have extended axon to ventral roots. After transplanting into spinal cord of adult rabbit having the motor degeneration problem, form the neuromascular junction and it give rise to partial recovery from paralysis. after transplantation into the affected area of adult mice and maturation, the stem cells derived motor neuron and attend muscular atrophy. C:UsersGUDDU-SUDDUDesktoppari.jpeg Fig 2 : stem cell based therapeutic approach for motor neuron disease (ALS). ALS leads to degeneration of motor neuron in the cerebral cortex, brainstem, and spinal cord. The stem cell based approach can be induce neuroprotector or dampen detrimental inflammation by implanting stem releasing growth hormone. Finally stem cells derived spinal motor neuron precursor or neuroblast could be transplanted into damaged area to replace damaged or dead neurons. [ Olle lindvall et al,4 jan 2010] Still this approach has not been successful totally to cure MND in case of human. There a several experiment hurdle which must have to overcome so that the cell replacement therapy to become successful. To achieve this goal we must know the specificity of the cell target, homing and special markers. The stem cell must be delivered at multiple site along the spinal cord . the upper motor neuron formed must be innervates to the lower motor neurons the other important aspect is that differential of spinal motor neurons can be directed to the correct cervical, thoracis or lumber phenotype and finally cell project at axial or limb muscles . The central motor neuron like corticospinal neuron also can be replaced which gate degenerated in motor neuron disease. The life Spain of new motor neuron generated should be appropriate. It should also be determine weather the environment in the spinal cord of patient with ALS, which hostile to motor neuron, can be altered [ Olle lindvall et al,4 jan 2010]. The genetical factor is one of the important factor to be consider. The person having ALS carrying genetic mutation in the glial cell so modification of the microglial cell or astrocyte for long term survival of transplanted motor neuron. Stem cell transplantation to counteract motor neuron loss by releasing neurotrophic molecules or modifying the inflammatory environment, play a major role in disease progression. It is more near term clinical goal for ALS [ Olle lindvall et al,4 jan 2010]. Induced pluripotent stem (iPS) cells approach: Induced pluripotent stem (iPS) cell as indicated above in the previous section, can be one of the important approach to treat motor neuron disease. These iPS cells are derived from epigenetic reprogramming of somatic cells through the exogenous expression of transcription factor. These iPS cells are also having the characteristic property like to that of embryonic stem cells and hence can have the major impact on disease like neurodegenerative disorder and regenerative medicine. These iPS cells are also self renew and retain potential to be differentiated into all cell type of body [Evangelos kiskins et al]. The another approach to treat MND is directed differentiation of human induced pluripotent (iPS) cell to functional neural phenotype is unknown. Human embryonic stem cells, specified to neural lineage, this cell could be differentiated to form motor neuron with similar efficiency [S karumbayaram et al, July 2010]. Spinal muscular atrophy (SMA) is also one of the common type of neurological disorder leading to infant mortality. This cause selective loss of lower motor neurons which finally result into muscle weakness, paralysis and often death. In this iPS cells were used. iPS cells were taken from skin fibroblast from the child with SMA. These cells expanded robustly in culture, maintained the disease genotype and generate motor neuron that showed selective deficits compared to those derived from childs unaffected mother. This was very essential in many other aspects like it can be used to model the specific pathology seen in a genetically inherited disease, study disease mechanism, screen drug compounds and develop new therapies [Allison D Elbert et al, 15 jan 2009]. Recently human neural stem cells (NSC) graft ameliorate MND in SOD1 transgenic model [Leyan Xu et al, April 2009]. One of the important stem cell approach for treatment of MND is that stem cells derived motor neuron may not survive when exposed to the harsh microenvironment in spinal cord of ALS. Rather than this stem cell may be used for studying glia- mediated toxic mechanism and other therapies in ALS [Jason R Thonhoff et al, June 2008]. Cell therapy may be a promising new treatment for MND. Recently it has been shown a single low dose (106 cells) of mononuclear human umbical cord blood cells administrating intravenously to mice delayed symptoms progression and modestly prolong life span [Svitana Garbuzova Davis et al, 17 June 2010]. Conclusion: Motor neuron disease is due to degeneration of motor neurons. The reason associated with it may be several like genetic factor, environmental factor etc. lesion in the parts of motor system is also one of the important cause of motor neuron disease. Although still there is no permanent cure of this disease. Medical science is concentrating on controlling the factors which are responsible for account of this disease to cure this disease like stroke is one of the common cause for MND so medical science is concentrating to overcome this stroke. Except this, medical science is also concentrating on lesion cure this disease. The main problem with medical science is that it is unable to activate the degenerated cell. Once the cell is dead or degenerate is impossible to make active. The only possible way is replacement of those degenerative and dead cells. Studies are being done to replicate the function of the neuron in term of MEMS (microelectromechanicalsystem) which can be used to replicate the degenerated neurons with these MEMS based microdevices. Apart from all these aspect according to me, stem cell technology approach is the best way to cure this disease. Because the cell which gets degenerated are being replaced here by the new cells produced by stem cells. So the biological environment is being maintained and the normal physiology can be retained by development of same cells which gets degenerated. Still this approach is not being successful because of the experimental hurdle. There is need of more study specially in specificity of the cell target, homing and special markers so that the transplantation is appropriate and it produce the degenerated cells. The various clinical trials are in progress in USA and hopefully as in other animal models it will be also work on human.

The Day Of The Dead In Mexico

The Day Of The Dead In Mexico Every Mexican is closely acquainted with death, jokes about it, caresses for it, sleeps with it, celebrates it, said the Mexican poet Octavio Paz (Kuhn. 2006). Day of the Dead (Spanish: Dà ­a de los Muertos) is a holiday, festival which is dedicated to the memory of the dead people, and is held on the 1st -2nd of November in Mexico. There is a belief that the souls of dead people come to their relatives` homes these days (Williams, 1998). The origin of the holiday goes back to the tribes of Maya, Purà ©pech, Naun and Totonac. These people had been praising the dead during more than 3 thousand of years. The Aztecs considered that the death was more important than the life. The life was worth of nothing, and they believed that leaving, a man was going through the nine lower worlds in Miktlan, which is the shelter of the dead people. No matter how people lived, it is important how they were dying; it influenced their fate in the netherworld. It is also said that the Day of the Dead was brought to Mexico by Spanish people. But the Catholic Church is not able to eradicate pagan holidays till the end. Day of the Dead is a dangerous mix of Christian traditions of the conquerors and the ancient Aztec customs. Talking about the history of this holiday, it is necessary to mention that the life for the inhabitants of ancient Mexico was just a moment. Death was waking dreams in the present, in order to enter the world of the dead and appear in front of the other gods, depending on the type of case, which took away their lives. Those who have been sacrificed or died in a result of the war, went to the sun after death, the same fate awaited the women who died, giving life to the child. Those who have drowned found themselves in paradise (Smith, 2005). The souls of the dead children were regarded as precious, thats why they stayed in the house; the soul that was not chosen by God was left in the underworld. In order to help souls to travel from this world into the world of the dead, without delay, people who died were buried or burned, along with things, food, a dog as a companion and water for the road. In the sixteenth century, when the conquest and colonization began, the widespread dissemination of the Catholic religion also started. People were afraid of death and hell that time. But in the eighteenth century, two types of attitude toward death were intertwined in a single cult. Skeletons and bones appeared again, but with a festive and the comic mood, in addition, the Catholic symbols appeared in the local crafts and foods. Now it is a popular holiday, which involves all segments of society. It is believed, the souls of the dead people return to the world of alive in order once again to see their families for two days. Houses in these days look like the crypts, but the graves are decorated with flowers and ribbons, and all the relatives and friends come to honor the memory of dead people. And in order their souls which are returning to earth in the form of butterflies or hummingbirds dont get lost, candles are lit everywhere, pointing them the way home (Verti, 1993). The holiday gathers the friends and family together in order to remember and pray for those have already died. The cult of the dead was very important for Indian tribes, which are why nowadays ceremonies, rituals and traditions come from that time. One of the mysteries of the holiday is the altar, which is traditionally built on October 31. The Aztecs believed that the dead are returning home in order to take the necessary things for the journey to the world of the dead: el Mictlon. Now to build the altar is an unusual way to show the deceased relatives, friends, that they are remembered and loved. Each component of the altar has a special meaning. The altar stands on a table covered with an embroidered cloth. The most important component is the bread which has the shape of the human body and has the name of the deceased. The bread is surrounded by orange flowers of calendula, symbolizing the sadness. Candles should be burning around the altar (each of them gets the name of the deceased). In some homes the road from the entrance door to the altar is sprinkled with petals of calendula, in order the deceased not to get lost. On the 1st of November Mexicans go out, meet friends, and then have dinner at home, telling funny stories. Usual altar, which Mexicans have on The Day of Dead has such things as: calaveras, fruit, nuts, candles, bread of dead, alcohol, cigarettes, papel picada (perforated paper) and a lot of petals of flowers (Conklin, 2001). And on the 2nd of November people bring rice with milk, sweets, tequila, cigarettes and coffee to altar. The bottom of the altar is decorated with pumpkins and rolls of various shapes and colors. Sometimes the part of the altar, is carried to the grave of the deceasedà ¢Ã¢â€š ¬Ã‚ ¦ decorating tracks of cemetery with candles. In those days, people treat each other on behalf of the deceased, in the hope that in the future the deceased will help in a difficult moment. The first day of the holiday is called Dà ­a de los Angelitos (Day of angels) and is dedicated to the commemoration of little children. For adults is meant to be the second day; which is in fact, the Day of the Dead. All major events and celebrations are on the second day. It is the day when street marches, especially in small towns and villages are arranged. The way of the celebration can be very different: in some areas of the country the residents organize sad solemn torch procession, the type of funeral, while others prefer the burlesque fun, bright colors, dances and songs. Usually people dress up as skeletons and at night the whole country under the light of torches rushes to the graves of relatives, taking traditional tequila, favorite food of the deceased and sugar skulls with the names of dead people on forehead. In the night, it looks like a fiery river flows in the direction of the cemetery. At cemeteries people drink, eat, and dance (Greenleigh, 1998). On the Day of the Dead it is common to write humorous epitaphs and draw caricatures of the deceased. Thus, during the holiday people can buy sugar and chocolate skulls of all sizes, marzipan coffins, skeletons and marmalade in every shop. Women bake cakes and donuts with the pattern of bones, the crosses of the dough, and other decorations for the altar, for the picnic at the cemetery. The Day of the Dead is the most popular holiday in Mexico. Mexicans` attitude to the death is not usual; it is not tragic, but joyous day for meeting with those who were dear for them. It is not a tragic holiday, but triumphant festival, with the colorful costumed procession and the music. This holiday is so significant, unusual, and colorful, that in 2003, it was declared the heritage of mankind by UNESCO (Kuhn, 2006). It is very beautiful and interesting to walk at Mexican cemetery at the Day of Dead. Every grave is a peace of art, which can form an idea about the dead person: whether he was a carpenter, or a watchmakerà ¢Ã¢â€š ¬Ã‚ ¦ There is a small building at every cemetery, which looks like a room with a hole in the ceiling. This is a special place which people use in order to talk to dead people. If someone has something important to tell to the dead people, he can go into this room and whisper his important information. And if the teller is sincere, then he will be always heard by the deceased person. There is a need to say that while celebration, people cook sweets in the form of skulls, make special figurines of dressed female skeletons Katrina (Spanish: La Calavera de la Catrina). In 2004 the students of the National Autonomous University of Mexico, built a wall from 5,667 sugar, chocolate and caramel skulls, which is 2,667 skulls more than the former wall. The wall has become one of the records from the Guinness Book of Records (Brandes, 2006). Mexicans have very specific attitude to death, that is why their holiday Day of the Dead is one of the best and popular holidays in their culture. As famous Mexican poet Octavio Paz wrote: Fearless Mexican doesnt feel confused when death comes, he is ready to move forward it, to teas, tempt it, squeeze it in his arms, lie down with it in bed; it is his favorite toy and the last love. Work Cited Brandes, Stanley. Skulls to the Living, Bread to the Dead. Blackwell Publishing. ISBN 1405152478. 12.15 (2006). pp. 232. Conklin, Paul. Death Takes A Holiday. U.S. Catholic 66 (2001): 38-41. Greenleigh, John., Beimler, Rosalind Rosoff. The days of the dead: Mexicos Festival of Communion with the Departed. (1998). p. 56. Kuhn, John. Making a night of Day of the Dead. Los Angeles Times 18. 10 (2006). Smith, Fiona. Bolivians Honor Skull-Toting Tradition. Associated Press. 11.08 (2005). Verti, Sebastià ¡n. Mexican traditions. (1993). pp. 112-115. Williams, Rick. The Day of the Dead, Halloween, and the Quest for Mexican National Identity. Journal of American Folklore 442 (1998). pp. 359-80.

Cancer :: essays research papers fc

I chose to do my report on cancer because it is a subject I want to learn about and because it can probably fit 5 pages. My bibliography is on the ending of the report, my teacher helped me with it because I didnt know how to do it. Cancer is the name for tumors that are malignant. Malignant tumors do not respond to body mechanisms that limit growing. Malignant tumors show a not normal cell structure the same functional specialized cells. Also cancer cells growing in laboratory tissue culture do not stop growing when they touch each other on a glass or other solid surface but grow in masses several layers deep they are said to lack contact inhibition.   Ã‚  Ã‚  Ã‚  Ã‚  Loss of contact inhibition accounts for two other characteristics of cancer cells invasiveness of surrounding tissues and metastasis spreading via the lymph system or blood to other tissues and organs. Cells are typically controlled by growth factors competence factors that stimulate cells to enter the beginning phase of cell replication and progression factors that insure completion of the replication cycle. The unrestricted growth rates of cells are due to the activation and lack of inhibition of oncogenes. They are cancer causing genes.   Ã‚  Ã‚  Ã‚  Ã‚  Cancer tissue that grows without limits competes with normal tissue for nutrients kills the normal cells by nutritional deprivation. Cancerous tissue also causes secondary effects with the symptoms of a malignant growth caused by the pressure of the growing tumor against surrounding tissue or the metastasis of cancer cells and their invasion of other organs. Cancers are graded as to degree of malignancy on a scale of one through four the distinction between even benign and malignant neoplasms is obscure. All organs and tissues are susceptible to cancer.   Ã‚  Ã‚  Ã‚  Ã‚  A lot of human cancers may be caused or at least triggered by various chemical agents. Alkylating agents are thought to have a carcinogenic effect because they chemically alter the cell's nucleic acids. Nitrites common additives in processed meat react with amines in the stomach to form nitrosoamines which some authorities believe may be carcinogenic to humans. Other commonly occurring carcinogens are azo dyes, polycyclic hydrocarbons, and urethane. Certain carcinogens present occupational hazards. Asbestos particles once inhaled stay in the lung and act as an irritant. In the asbestos and construction industries workers have a high probability of developing a fatal cancer of the chest lining or abdominal lining 25 to 30 years after the initial inhalation of . Asbestos also has been linked to lung and colon cancers in exposed individuals. Oral cancer common in India is commonly attributed to the chewing of betel nuts. Although the apparently increasing incidence of some types of highly malignant

Lack of Economic Equality in Society Essay -- Economics Wealth

"Everywhere in the world there are gross inequities of income and wealth. They offend most of us" stated Milton and Rose Friedman in "Created Equal" (280) . Economic inequalities cause poverty, this disparity fuels social conflict. This economic oppression thrives within the heart of all societies. Poverty is recognized in many forms: hunger, homelessness, being ill without the ability to seek medical attention. Poverty also includes powerlessness, lack of freedom, spurred on by lack of representation. During economic change, whether gradual or suddenly, the fallout has an effect on all people. Social inequality is deeply and tightly woven throughout the world, defined by race, ethnicity, gender, or age differences. These inherent traits can dictate wealth, education, power or prestige, unfortunately, the female gender is most victimized. Women represent a staggering 70 per cent of the populous living at poverty levels. Gender alone should not be the determining factor regarding placement within society, experience and equal productivity should dictate compensation especially for similar scopes of work. Throughout history, male and female positions have been subjected to an enduring binary placement relating to jobs, income, and wealth. Women's economic history exemplifies centuries of sex prescribed inequality within the labor markets, within the structure of political rights, human rights or civil rights. Recent advances have buffered these inequalities in part, but true balance of equality has yet to be reached. The economic experience of women reflects the paradox of inequality, distilled within the c... ...tatus, education, employment, wealth and political power. Some writers prefer the terms "subordinate group" and "dominant group" rather than "minority" and "majority?. Even though women make up the majority of people in a number, women are still considered a minority and hence will continue their struggle for equal recognition. Ultimately, until a balanced representation is complete the struggle will continue. Any notion that society can change overnight is not realistic. Progress has been made, more in some areas of the world as opposed to others. The world should recognize the power and strength that women have, further, the power and strength they have not abused. Women?s contribution to society as workers, companions, mothers should be honored as opposed to oppressed, without gender being a considering factor.

Integration Paper

ON-THE-JOB TRANING at JR AND R DISTRIBUTORS, INC. In Partial Fulfillment of the Requirements for Bachelor of Science in Information Technology Submitted by: Dilag, Mary Grace S. Submitted to: Juville C. Ranises November 12, 2012 I. Table of Contents I. II. III. IV. Table of Contents Brief History/ Background of the Company/ Company Profile Summary of the OJT Experience Assessment of the OJT/Practicum Program A. New Knowledge, attitudes, and skills acquired B. Theories actually seen in practice C. Feedback that can be given to the company or institution D. Benefits gained E. Problems Encountered Related reading: Theories Actually Seen in PracticeV. Appendices A. Company brochure and/ or pamphlet B. Copy of Endorsement Letter C. Copy of the Training Plan D. Copy of the signed Waiver Form E. Daily Time Record F. Quarterly Performance Appraisal Form G. Certificate of Completion 2 I. BRIEF HISTORY, BACKGROUND OF THE COMPANY/COMPANY PROFILE ? History JR&R Distributors, Inc. was established in March 1993 and appointed as the Authorized Distributor of Procter & Gamble Philippines, Inc. for the CAMANAVA (Caloocan, Malabon, Navotas & Valenzuela) area. It began its business with eight (8) delivery vans and a working capital of Php 10M a month.At the same time, it consisted of manpower of 20. Four months after, it was awarded the Novaliches and Quezon City Area. In April 2001, the area of Bulacan was given to JR&R. Since then, the company has continued to expand. Today, JR&R stands as one of the biggest Procter & Gamble distributors in the country. Its working capital has increased to Php 150M with a manpower complement of over 1,000 employees and operates with one hundred twenty-four (124) delivery vans and trucks. ? Work Values The company believes that good values provide a strong â€Å"backbone† to a growing company. The ompany supports values to guide all employees in maintaining high standards of ethical conduct and behavior. These values are: ? HONESTY – being truthful and â€Å"up front† with our co-workers, customers, communities and shareholders. ? INTEGRITY – saying what we mean and meaning what we say; delivering what we promise; standing for what is right. ? RESPECT – treating one another with fairness and dignity; appreciating the unique abilities and strengths of the individual and the advantages of diversity. ? TRUST – building team spirit and confidence by communicating openly and honestly and delivering our promises. RESPONSIBILITY – taking the initiative to speak up and report concerns regarding ethical conduct and to seek reliable guidance when in doubt. ? CITIZENSHIP AND PATRIOTISM – obeying the laws of the land and taking an active role in making the communities where we operate better. ? Teamwork at JR & R The Company values TEAM relationship among employees regardless of rank. The Company believes that employees work together in harmony to accomplish given responsibilities and that everyone strives to maintain and be a part of the organization in the attainment of INDUSTRIAL PEACE.As a member of the TEAM, every employee exerts his best efforts for the company to achieve active leadership in the industry, something that every employee would be proud of. 4 ? JR & R Distributors, Inc. Vision We are the undisputed leader in our area of responsibility in terms of market share and profitable volume growth. Our business processes and customer service are most preferred by our customers over that of internal and external competitors. We continue to lead in current best approaches and innovate on best practices for effectiveness and efficiency.We are the envy of our peers, competitors and customers in our manner and level of business results. We are an organization of world class employees. Our success lies in the ownership of our people on core processes and results. Our employees can handle multiple tasks and responsibilities. Our sustainable growth comes from our drive to continually improve and excel. Our people are highly motivated and well compensated for their business and personal contribution to the company. Financial leadership is our key strength. We excel in using financial data to plan, analyze and improve our business.We are the benchmark for cost efficiency in the industry. Our expertise in cost management allows us to reinvest long term and improve our employees’ standard of living and increase our leadership share in the market. Together, we are the No. 1 Distributor always in all ways. III. SUMMARY OF THE OJT EXPERIENCE Fin ally my 486 hours of OJT is finally done. For a month and a half I learned a lot of things. I had my OJT at JR & R Distributors Inc, at first it’s hard for me to wake up too early and ride all alone to office and specially riding a bus but as time goes by my body is now used to my daily routine.On our first day we had our orientation where we talked about the history of the company, the people behind its success, the policies, benefits, codes of conducts, etc. And then Ma’am Louise route us to the whole company for us to be familiar with the place, she introduced us to the whole group of Human Resource Department and as well as to the other department and companies that are under the JR and R Distributors Group of Companies. And also this is the first time that we met our buddy in the office the PHOTOCOPY MACHINE! Ma’am Regine is the one who taught us the do’s and don’ts of the machine.What I learned and experience during OJT is that talent alone i s not enough. It is important, but it is no guarantee of success. One must also be hard-working and should practice self-discipline. Sacrifice is important, too. I learned how to love my job and all the staffs. I learned to appreciate the work given to me. I was so dedicated that I do all my best to give correct service but sometimes there were errors. 6 For me on-the-job training gives us a taste of the real world–a glimpse of what lies ahead after we graduate.I’ve been too caught up with work as if I were actually a regular employee of the company and as if I were being compensated for my work. I guess it comes with the territory of being a/an practicum, OJT, intern. I would have preferred it to be this way though rather than doing nothing at all or being made as gophers. If there’s anything that I’ve learned to do, more than anything else, it’s enhancing my communication skills and enhancing my skills in the field of Information Technology. I ki nd of feel proud of myself. I started out with nothing and worried as hell that I wouldn’t be able to do the job.In sum, the whole OJT experience wasn’t as bad as I thought it would be. In fact, the 486 hours was a breeze except for those days when I had a hard time waking up, when traffic was really bad and when I was feeling lazy and out of it. Going to work and seeing some friendly faces helped a great deal. Having to do OJT with friends made it a whole lot easier for me. Furthermore, I’m very grateful that they expose me so much on what I must know regarding the work which suits my course. I’m very thankful that they treat me like them and they trust me with my work.I appreciate so much the working environment I had within the company because it helps me absorbed what I need to know. IV. ASSESSMENT OF THE OJT /PRACTICUM PROGRAM A. New knowledge, attitudes, and skills acquired We learned how to interact with different people and how to be more flexible and how to be more responsible when it comes to our duties specially in monitoring the system, we also learned how to used different software applications used by our company. B. Theories actually seen in practice A Marketing and Information Technology theory is always what we seen. C.Feedback that can be given to the company or institution Working in JR and R Distributors, Inc. Company is a great experience, working with my co workers is not that much pressure and they also provide a allowance for their OJT trainee. 8 D. Benefits gained Experience is gained through time. The longer I do something the more I learn. The faster I gain knowledge & become a productive employee. I become more familiar with interpersonal relationships, networking, responsibility and the importance of interdependence within the working environment and I provided with job experience, an invaluable asset for achieving gainful employment.E. Problems encountered Making mistake on my first day is so embarrassi ng and during On-the-job training is that you have to get along with the employees. You have to know them better. And in technical part we encountered down system. V. APPENDICES A. Company Brochure and/or pamphlet 10 B. Endorsement Letter C. Training Plan D. Waiver Form 12 D. Waiver Form E. Daily Time Record 14 16 F. Appraisal Form 18 G. Certificate of Completion

Principles of Professional Practice Essay

Professional education and registration To become a qualified nurse you must be accepted to study at university for a three or four year degree. This education programme is theory and placement based. There is also another route people can take if they have the experience but not all of the qualifications, this is college for a year for then onto university for two years. Nursing students must be fit for practice and be able to demonstrate the requirements of their education. To register with the Nursing and Midwifery Council (NMC) you need to be able to carry out competences to state that they meet the required skills to be able to practice professionally and safely. NMC (2008) states that you have to recognise your own limits when working and not to practice anything you are not competent in without supervision. However to become a Social Worker requires studying for three years for an undergraduate degree or a two year postgraduate degree. The Social Workers register is â€Å"function based† rather  than qualif ication based. Social Workers must be performing a role rather than hold a specific qualification to be on the register (SSSC, 2011). Social Workers can also be employed before they finish their training. This is very different from Nursing as the requirements to register with the NMC are for you to have completed 2300 hours of clinical practice and 2300 hours of theory based learning. Background disclosure checks are taken before you are accepted to study for either profession. Principles of care professionals The principles of both codes are almost identical in protecting and promoting the rights, choices and beliefs of the patient and service user. NMC (2008) states that the principles of the care professional must consists of providing a high standard of care, acting with integrity, upholding your professionalism, protecting and promoting the health of those in your care and to be open and honest. SSSC (2009) states that Social Workers need to recognise individual differences, being aware of people’s rights, listening to people, sharing power, respecting privacy and dignity and helping the users make informed choices. Codes of conduct Nurses and Social Workers both look after vulnerable people and are regulated by codes of conduct to ensure the patient and service user are getting the best possible care. The Nursing and Midwifery code of conduct exists to set standards, promote education, provide guidance and to set rules that we must adhere to (NMC, 2008). â€Å"We exist to safeguard the health and wellbeing of the public† (NMC, 2008, p1). NMC (2008) states that nurses and midwives must treat every patient as an individual, to be open and kind, respect their dignity and their wishes regarding their care and treatment. The patients and public must be able to trust in nurses to provide a high standard of care, to act lawfully, uphold their professional reputation, be approachable and make the care of the patient their first and primary concern. The SSSC Code of Practice are standards that protect the public and deliver the best possible care to the service users. Vulnerable adults, children and older people rely on the professional skills of the Social Worker who must protect and promote the rights of the service user, respect  each person as an individual, be trustworthy and honest, never to put themselves or others at risk and behave in a way inside and outside of work that would not question their good character (SSSC, 2009). Continuing Professional Development Both these professions expect the same high standards when it comes to education and training. Nursing and Social Work both have requirements for continued professional development and lifelong learning. It is essential that Nurses and Social workers keep a record of their training throughout their careers. To be able to remain working and practicing as a nurse or a midwife you must keep your skills and knowledge up to date through lifelong learning. This requires that nurses complete 450 hours of registered practice along with 35 hours of learning activities every three years along with the annual fee of  £100. Medicines, treatments and equipment are continuously changing so it’s important that nurses keep up to date to ensure that patients are getting the best available care. â€Å"You must take part in appropriate learning and practice activities that maintain and develop you competence and performance† (NMC, 2008 p6). Social Worker’s must undertake â€Å"relevant training to maintain and improve your knowledge and skills and contributing to the learning and development of others† (SSSC, 2009 section 6.8). The requirement of continued learning is fifteen days which can consist of courses, reading and training. Five of these days is focused on working with colleges and other healthcare professionals. Social Workers must register with the SSSC every three years and pay an annual fee of  £30. Framework for clinical governance within the healthcare sector Clinical Governance are codes which sets out best practice and benchmarks of care that everybody must adhere to throughout the UK. NHS and SSSC organisations are accountable to clinical governance for continuously keeping an eye on their employees to ensure that high standards of care is given. Clinical governance does not only focus on patients care but also quality improvements, leadership, information and staff focus. Focusing on these elements insure that high standards is being met and past mistakes are not repeated (RNC 2013). Ethical issues and professional boundaries Nurses and Social Workers face ethical issues everyday throughout their working lives and they are educated to understand these. Professionals must be sure to never judge other peoples morals, values, religious or cultural beliefs and individual choices. Professionals also need to have an understanding of social diversity and oppression with mental health, disability, race and colour. The two schools of ethics which are important for professionals are Deontology and Teleology. Deontology highlights that laws and rules govern behaviour and people should keep them out of duty to society however this duty can be challenged if someone’s personal beliefs are in conflict with duties that’s being asked of them. Teleology discusses that the greater good for the greater number is more important than the action. For example euthanasia would be classed as deonotolgy as euthanasia is regarded as murder or manslaughter and would be punishable under law whereas teleology would see it as ending unbearable suffering for the greater good (NHS choices, 2012). It is essential to keep up to date with current discussions, trends and debates as this enables professionals to make informed decisions based on objectively rather than their emotions. Nurses and Social Workers must keep clear professional boundaries at all times with patients under their care by refusing gifts, favours, to give and receive money, hospitality, and to maintain clear sexual boundaries at all times. Parameters that occur within professional practice Nurses, Midwives and Social Workers are all responsible and professionally accountable to their employer and are also accountable in law for their actions as people rely on them. They are not only accountable for their own actions but also the students under their supervision. If any of these professionals breach any term of their job description then they must be accountable and to be able to explain their actions. â€Å"As a professional, you are personally accountable for actions and omissions in your practice,  and must always be able to justify your decisions† (NMC, 2008 p2). SSSC (2009) states that you must meet the required standards of practice, work in a lawful, safe effective way. Professionals must be responsible for knowing their own limitations and abilities within their practice and must not carry out tasks they are not competent in. They must not practice anything they are not competent in and if it hasn’t been signed off (NMC, 2008). SSSC (2009) states that must seek assistance if Social Worker’s feel they cannot carry out any aspect of your work. Professionals must refer to another member of the multidisciplinary team when it’s in the best interest of their patients and service users. Professionals must recognise and respect the roles of other professionals and work in partnership with them to ensure the best possible care is given. The role of a professional supervisor is to oversee training and to agree that you are competent in that task. New employees go through an induction, training and supervision. Students and newly qualified staff receive a mentor to guide them through their learning. â€Å"You must make sure that everyone you are responsible for is supervised and supported† (NMC, 2008 p5). SSSC (2009) states that Employers have a key role in supporting students and newly qualified Social Workers as this is to meet the requirements with the Post Registration Training and Learning (PRTL) and ensure staff feel supported. Conclusion Both professions are similar in the way they look after and support their patients and service users. Therefore are regulated by similar codes of conduct and expect the same high standards of care, education and training. References NHS choices (2012) Euthanasia and assisted suicide. Available at: http://www.nhs.uk/conditions/euthanasiaandassistedsuicide/Pages/Introduction.aspx Accessed on 26/11/13 NMC (2008) The Code: Standards of conduct, performance and ethics for nurses and midwives. London: Nursing and Midwifery Council RNC (2013) Clinical governance. Available at: http://www.rcn.org.uk/development/practice/clinical_governance Accessed on 26/11/13 SSSC (2009) Codes of Practice for Social Service Workers and Employers. Dundee: Scottish Social Services Council. SSSC (2011) What is Registration? Available at: http://www.sssc.uk.com/Applying-for-registration/what-is-registration.html Accessed on: 26/10/13

Eating Healthily with a Busy Lifestyle

Comm 1100 – Pergrem Speech 1 – Informative Speech Assignment & Examples Hybrid-Online & Online COMM 1100 Spring 2012 Assignment Basics Speech: Present an extemporaneous informative speech to the class on a topic of your choosing in the format described. Time limits: 3-5 minutes Outline: â€Å"Write† your speech in the form of a detailed outline as discussed. Avoid using complete sentences; use bullet points. Do NOT write out your speech like an English paper.Notes: The outline you create will serve as your speech notes (you may bring these to the front of the room with you). You will need an extra copy for yourself. Visual Aid: A professional, college-level visual aid is required with your presentation. Bibliography/Copies of Sources: Include with your speech outline a printed, properly formatted Works Cited or References page. You may use either MLA or APA style. You must also include actual copies of your research sources (print the webpage, copy the magazine a rticle, etc. hat you use). Vocal Citations & Supporting Material: Include at least 3 vocal citations (â€Å"According to a December 2009 article in the New England Journal of medicine, obesity is the number one heath epidemic of the 21st century†) within your speech. Include at least 3 different types of supporting material (stats, examples, quotes, stories, etc. ) in your speech. Research Sources: Use at least 3 credible and scholarly (if possible) research sources (books, journals, magazines, websites, etc. ) when creating your speech.These are in addition to any personal experience you might have (you can’t count yourself as one of these sources). Turn in: At the time you give your speech, turn in the outline, bibliography and copies of sources with a copy of the â€Å"speech evaluation sheet† on the very top, your name and topic filled in. Staple these items together to make a â€Å"speech packet. † Make an extra copy of the outline to use as your spe ech notes. You may not present your speech without turning in your completed speech packet. Detailed Information What is an informative speech? An informative speech relays information to the audience.The primary goal is to increase the audience’s knowledge, understanding, or awareness of a topic. Informative speeches may: (A) Explain something (explain how to do something, how something is made, how something works, or how something occurs) Example: â€Å"How to Choose the Home Loan That’s Right for You† (B) Describe something (describe what a person, object or event is like) Example: â€Å"A Day in the Life of a Typical Third-Grade Teacher in Georgia† (C) Define something (define, elaborate or clarify a concept) Example: â€Å" What Freedom Means to Me,† or may cover any combination of these objectivesWhat are the objectives of the informative speech assignment (why are we doing this)? To provide an opportunity for practicing presentation skills, to promote the critical thinking skill of being able Comm 1100 – Pergrem to consider/reason from/understand a variety of perspectives oth er than one's own, to encourage informed global citizenship through the presentation process, to promote information competency/literacy. What are the time limits: 3-5 minutes Failure to meet these time guidelines (short or long) will result in a lower evaluation.Consider that you may be nervous so you may speak faster or slower than normal. You should practice and time your speech many times. When is this due? ? See the course syllabus for presentation dates. ? We will begin with volunteers and then I will go by the roll in order until everyone in the class has spoken. Speeches not completed by the time we move on to the next activity will not be heard and will be counted as missed. What do I turn in on speech day? At the time of your speech you will turn in: 1) A printed, stapled, detailed comprehensive/detailed outline of your peech. Fo llow the example provided at the end of this handout. Outlines that do not conform to appropriate outline standards and do not contain appropriate detail will be penalized. 2) A printed, stapled, detailed Works Cited or Reference page in correctly formatted APA or MLA style. Visit the Georgia Highlands Library site for more information/examples of how to cite sources correctly. 3) A Copy (printout or photo copy) of at least the first page of all research source materials used, including copies of webpages, magazine articles, portions of books, etc. ) A blank copy of the speech evaluation form from the course webpage, name and topic filled in. stapled All of these items must be together, evaluation sheet on the very top, with your name on them. If I do not receive all of these items stapled together with your name at them I will NOT li sten to your speech and those points will be lost. I know it sounds picky but please do not paperclip these items or put them in folders, please stapl e them beforehand. I will not have a stapler with me so you will need to staple them at home or bring your own stapler with you.Again, you may not present your speech without your speech packet. What are the research guidelines for this assignment? – Assignment must contain at least 3 credible and (if possible) scholarly research sources in addition to your own expertise (your own personal knowledge does NOT count as one of the 3 sources). – Wikipedia is not an appropriate source, though it can certainly be a starting point for gathering information. Neither is ask. com nor any of those types of websites. Remember, any time you cite statistics, stories, etc. n your speech you must tell us where the information came from (provide vocal citations – cite your sources). For example, â€Å"According to a 2008 study reported recently in National Geographic, forty-percent of the earth’s animals are considered endangered species. † You are required to have at least 3 vocal citations in your speech. What type of visual aid is required? This speech requires a professional looking college-level visual aid. What does that mean? It means a visual aid that one might find in a college class or the professional world.In other words, not a poster that looks as if a third-grader with crayons made it; not simply writing or drawing on the whiteboard; and not merely an object desperately thrown in at the last minute to meet the visual aid requirement. A good visual aid is well thought out/meaningful, large enough to be easily seen by every person in the room, clearly labeled, simple enough that the viewer can easily figure out the point, and is fully Comm 1100 – Pergrem incorporated into the speech – – NOT just tacked on at the end like â€Å"Oh and here's my visual aid.It's a picture of a dog. † What makes a good visual aid? An object can be a good visual aid. For example, I'm talking about par ts of a skateboard and I bring my board in as a model to show to the audience. A picture/chart/graph/drawing, etc. can be a good visual aid. Again, it should be large enough for everyone to see. How can you accomplish this? Enlarge it at Office Depot, Staples, etc. and put it on foam board (much better than poster board). Charts, graphs, etc. should be done on the computer and labels typed, not drawn by hand.Another option is to pass out a copy of our visual to everyone, for example, a National Guard recruitment brochure for everyone in the class to be passed out before you begin your speech. DO NOT PASS STUFF AROUND DURING YOUR SPEECH. This is very distracting for the audience and for you the speaker. And of course you can put graphics into a PowerPoint slideshow or other electronic medium and display them on the screen (you don't have to do a full-blown PowerPoint presentation to put the graphics up). This can be a very good way to get pictures, charts, etc. into a format that everyone can see.How do yo u do it? Create your stuff and then either email it to yourself or save it on a flash drive (do not save it in your student folder). I will have the projector and computer up at the front of the room. You will bring your flash drive up and plug in, or you will pull up your email on the computer and open your PowerPoint from there. NOTE: You cannot login under your name/password on the instructor computer at the front of the room. Therefore, you cannot access your visual aid if you store it in y our student â€Å"folder. † You can, however, access your student email. What about video clips as a visual aid?These are fine as long as they are 20 seconds or less. You must actually speak for three minutes. What if you have a Mac? You must get your Mac stuff into some type of format our windows based machines can read. It will not work to try and plug your Mac into our video system. How should I dress? I am not requiring that you wear dress clothes to present your speech. I am requi ring that you look reasonable and appropriate for a semi -formal classroom presentation: DO NOT wear a hat, DO NOT wear anything that distracts the audience, DO wear reasonabl e clothes that are neat and tidy.For example, your clothes should not look as though you were just mauled by wild animals, that you are auditioning for the adult entertainment industry, that you just finished plowing, that you are about to star in a musi c video, or that you are about to walk onto the playing field for a grudge match. What steps do I take to create a speech? 1. Analyze your audience and your interests, selecting an appropriate, worthwhile, and interesting topic on which you can find adequate research. 2. Develop and design your speech using adequate research material to meet the time limits. Decide upon your main points and sub-points.Be sure to include varied support devices (at least 3 different types) as discussed (stats, stories, examples, compare/contrast, etc). 3. Create your speech usin g a clearly organized structure: a. Use an introduction that includes an attention-getter, thesis, and preview. b. Organize a body that includes main points, supporting ideas, and varied support devices. c. Use transitions. d. Have a conclusion that reviews/summarizes the main points and lets the audience know the presentation is ending (provides closure). 4. Use at least vocal 3 citations as explained. Comm 1100 – Pergrem 5.Use appropriate, visible, professional (college-level), and useful visual aids. Practice using them beforehand. 6. Language/Nonverbal – Work on these elements: eye contact, appropriate gestures and posture, avoiding â€Å"uhs†, rate, volume, articulation, professional yet conversational tone, and appropriate language and grammar. Use correct pronunciation. No gum. Remember the â€Å"3 C’s† of speaking: Strive to appear confident, competent, and conversational. Be enthusiastic. 7. Delivery Style – This is an extemporaneou s speech! DO NOT READ YOUR SPEECH. Do not memorize your speech. You may have notes (your outline) while you present.Notes should be used as support, not as a crutch. Do not write out your speech in complete sentences (this makes you want to read). 8. Practice, practice, and practice. You should practice until you feel as though even if you lost your place you could find it in your notes and keep right on going. 9. Use proper speech etiquette: Turn off cell phones, do not use the computers, do not speak to others during speeches or be inattentive, and do not enter the classroom during a speech. 10. In this class we are here to improve our communication skills, not engage in moral, ethical or political debate over speech content.Disrespect for fellow speakers will not be tolerated. Just because you don’t happen to agree with a speech doesn’t mean it’s a bad speech. However, disrespect for the audience by a speaker will not be tolerated either. No profanity or inap propriate language should be used in speeches. 11. Remember, it is OK to have opinions but don't allow your personal views or emotions to dictate your speech. Find objective information. This is an informative speech. Do not let your feelings get in the way of good research. How will I be graded? A copy of the Speech Evaluation Sheet used for grading will be made available on the class website.I will return your grades via Vista (will take at least a week after presentation are completed). Automatic Point Loss on Speech Grade: ? Incorrect Works Cited or References page – 20 points This is pass/fail. Your works cited is either correct, in which case you lose no points, or incorrect, in which case you lose the entire 20 points. ? Failure to staple materials together – 5 points ? Failure to give your speech on the assigned date without prop er documentation – up to 20 points on your speech grade plus 20 additional points for each class day you do not give your spee ch. Failure to include an appropriate visual aid – 20 points ? Failure to turn in any part of the assignment or incorrectly submitting the assignment – 20 points for each missing item and for each item incorrectly submitted. For example, you only have two research sources instead of three – 20 points off the top of your grade. This is very important! ? You cannot present unless you have your speech packet As you can see, it is possible to lose a large number of points off the top for not following the instructions of the assignment. Follow instructions and keep the points! Comm 1100 – PergremExample Informative Speech Outline See textbook for additional examples, though it writes points out in complete sentences a bit too much â€Å"Eating Healthily With A Busy Lifestyle† Purpose: To inform the audience how to eat healthily on the run Introduction: I. How many of you want to be healthy? How many of you find it a challenge to eat well because you ar e always running somewhere such as from work to school or from school to another activity? Many of us find ourselves in that situation all too frequently and sometimes it just seems too difficult to overcome. (Get attention and establish audience relevance) II.However, with a little thought and planning you can still eat healthily even on the go. Today we will discuss ways you can incorporate healthy eating into your lifestyle. (Thesis) III. Packing a lunch, choosing restaurants wisely, and keeping nutritious snacks on hand are a just a few of the ways you can still manage to eat something wholesome while maintaining a hectic pace. (Preview of points) Transitions: Fully develop and smoothly move through attention-getter to thesis and preview, building upon each Body: I. Pack a lunch for healthy inexpensive choices A. Can choose healthier options than if eating out Statistic: from sources regarding fat and calorie content ; be sure to use vocal cite of source) 1. Turkey sandwich from home vs. turkey sandwich from Arby’s (nutrition breakdown) 2. Canned soup from home vs. a Big Mac B. Usually less expensive than eating out (Compare: Stats regarding cost of taking a lunch vs. cost of eating out) C. Many convenient options available (Examples: ) 1. Pre-cooked, pre-cut chicken, turkey, etc. 2. Fruit cups, apple sauce, etc. 3. Pre-cut veggies D. Can prepare the night before for convenience so easy to eat healthy (Story: how I pack each night to have something healthy to eat for breakfast in the car )Comm 1100 – Pergrem E. Microwaveable frozen healthy dinners are another option (Cite article from Good Housekeeping Magazine regarding the best new frozen dinners) (Examples: ) 1. 2. II. Lean Cuisine – nutrition content Healthy Choice – nutrition content Choose wisely if eating out A. Many restaurants (both fast-food and others) incorporating healthier choices into their menus (Examples: ) 1. Salads – McDonalds, Wendys, others 2. Baked o r grilled entrees 3. Low-carb options 4. Fruits and yogurts B. You can make choices that are healthier when eating out (Examples & Personal Stories: ) 1.Ask to hold the mayo and other fattening sauces 2. Choose broiled or grilled instead of fried 3. Leave off the French-fries and opt for a healthier side or none at all C. Some restaurants geared toward healthy eating (Examples: ) 1. Subway (Quote: regarding Subway’s commitment to healthy menu choices) 2. Sweet Tomatoes III. Keep healthy snacks easily accessible (in the car, etc. ) to stave off hunger (Examples: ) A. Fruit B. Low fat yogurt smoothies (also a good breakfast on the go) C. Whole grain cereal bars D. Water – lots of it E. Nuts Comm 1100 – Pergrem Conclusion: I.Today we have looked at various options for eating healthily on the go. We have learned how packing a lunch, choosing a restaurant and entree wisely, and keeping nutritious snacks on hand can all contribute to better eating habits even with a b usy lifestyle. (Summary of main points) II. The next time you think about heading to the drive-thru to order that burger and fries consider this: with just a little planning you can enjoy a meal that’s delicious AND healthy so that YOU don’t end up super -sized. (Provide closure) Comm 1100 – Pergrem Parts of a Speech Outline – Informative Speech (Use this as a guide when creating your outline)Topic/Name: Topic/Name of your speech Purpose: â€Å"To inform the audience . . . . . † (This is for your benefit so that you can craft a speech around your purpose. You do not read this section to the audience). Introduction: (Show relevance to the audience during this section) I. II. III. Attention-getter: story, actual or rhetorical question, quote, surprising fact or statistic, etc. Thesis statement: the main point or idea of your speech Preview of Main Points: Preview your upcoming main points Be sure to transition smoothly from attn-getter, to thesis & p review of main points, to the body (Main Point 1).Continue to use transitions to move smoothly from one point to the next and on to the conclusion. Body: I. Main Point 1 A. Supporting Ideas/Subtopic of Main Point 1 B. Supporting Ideas/Subtopic of Main Point 1 – These are backed up by Supporting Material: definition, statistics, example, illustration/story, testimony, compare/contrast. Use vocal citations when appropriate. Transition. II. Main Point 2 A. Supporting Ideas/Subtopic of Main Point 2 1. Additional supporting ideas 2. Additional supporting ideas B. Supporting Ideas/Subtopic of Main Point 2 1. Additional supporting ideas 2. Additional supporting ideas These are backed up by Supporting Material: definition, statistics, example, illustration/story, testimony, compare/contrast. Use vocal citations when appropriate. Transition. III. Main Point 3 A. Supporting Ideas/Subtopic of Main Point 3 B. Supporting Ideas/Subtopic of Main Point 3 – These are backed up by Suppo rting Material: definition, statistics, example, illustration/story, testimony, compare/contrast. Use vocal citations when appropriate. Conclusion: I. II. Summarize Main Points: Provide closure (closing statement, quote, story, etc. ): Comm 1100 – Pergrem Check List for Speech Day Printed comprehensive outline ? Printed works cited or bibliography page, correctly done ? Printed out actual copies of research sources (web pages, magazine articles, etc. ) ? Printed out the speech 1 evaluation sheet with name and topic completed ? Stapled all of the above together with evaluation sheet on top ? Visual aid (fully incorporated into speech) ? Practiced so that speech is within time limits and to the extent that I feel comfortable looking down and my outline and continuing should I lose my place. ? Practiced using a competent, conversational tone, not reading, and looking at audience