Coca-Cola free essay sample

Monetary execution through 1995 estimate to 2005, items and income. Incorporates tables. (more) Coca-Cola free paper test Remote cash things in the Statements of Financial Position are changed over at the pace of trade administering at balance date. Swapping scale additions or misfortunes are brought to account in deciding the net benefit or shortfall in the period in which they emerge, as are trade increases or misfortunes identifying with cross cash trade exchanges on money related things. Trade contrasts identifying with fences of explicit exchanges in regard of the expense of inventories or different resources, to the degree that they happen before the date of receipt, are conceded and remembered for the estimation of the exchange. Trade contrasts identifying with other support exchanges are brought to account in deciding the net benefit or deficit in the period in which they emerge. Remote controlled substances are viewed as self-supporting. Resources and liabilities are interpreted by applying the rate administering at balance date and income and cost things are deciphered at the normal rate determined for the period. We will compose a custom exposition test on Coca-Cola or then again any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Conversion scale contrasts are taken to the outside money interpretation hold. 2. Inventories (AASB 1019) as a general rule, inventories are esteemed at the lower of cost (counting fixed and variable production line overheads where pertinent) and net feasible worth. Cost is resolved based on first-in-first-out, normal or standard, whichever is the most suitable for each situation. 2. 3 Revenue (AASB 1004) Revenue is perceived to the degree that it is plausible that monetary advantages will stream to the Group, at where a privilege to thought or pay has been built up and where the measure of the income can be dependably estimated. Terms of exchange connection to credit deals normal between 30 to 45 days from the date of receipt. The Group works in various differing markets, and in like manner the terms of exchange change by nation. Income is perceived net of the relevant measures of significant worth included charges, for example, Australian merchandise and enterprises charge. 2. 4 Changes in Accounting Policies (AASB 138, 1001) The Group have received the accompanying change in bookkeeping strategy on returnable compartments. In the past returnable compartments were accounted for as current resources held at store esteem. The overabundance cost over store esteem was accounted for as non-current resources. Given the idea of these benefits, it has been chosen to rename these advantages absolutely as non-current resources. The returnable compartments remain the property of the Group all through their helpful life. The life of the benefits has been resolved to be longer than one year. The holders will be sold and restored various occasions during their life that is more noteworthy than one year. As needs be, returnable compartments are perceived as non-current resources and completely devalued over their evaluated valuable life. No change to the net benefit announced came about. The budgetary effect of the adjustment in the current year has brought about a renaming inside the Statements of Financial Position and revelation of the deterioration cost. Relative data has been repeated to mirror this change. Another noteworthy changing issue is the utilization of the AASB138, under the overhauled bookkeeping norms, elusive resource is allowed to be conveyed advances as an advantage just when it has been remotely obtained, not inside produced. Inside created elusive resources (aside from inside produced improvement consumption) are permitted not to be conveyed forward as resources. This affects the interests in bottler’s understandings account, which has a sharp lessening of $1. 9 billion somewhere in the range of 2004 and 2005. 3. Adaptability in the Selection of Company’s Key Accounting Policies Being this is one of the notable Company in Australia, Coca Cola Amatil might be considered has adequate adaptability in picking their bookkeeping arrangements because of the way that Australian government intensely managed the money related revealing issue. In Australia, all organizations are obliged to consent to bookkeeping principles, proclamations of the Accounting Standards Board, Urgent Issues Group Consensus Views and the Corporation Act 2001, which compels money related supervisors at an extraordinary degree on the most proficient method to control those bookkeeping numbers to fulfill their likely customers and investors. Be that as it may, there is no totally inflexible mode for Coca Cola Amatil to pick, as it were, the CCL the board despite everything has certain measure of adaptability in choosing how to devalue current resources, remote money interpretations, underwrite a few expenses just as the employees’ benefits, etc. The administration consistently through choosing key bookkeeping arrangements to feature the company’s execution, so as to motivating force interests of investors along with the expected customers. As per the notes referenced in Coca Cola Amatil money related report, it is shown that as a result of the receiving certain International Financial Reporting Standards strategies, the organization has made a few adjustments to consent to those new principles. (Reference section 3) 4. Bookkeeping technique CCA works in the exceptionally serious nonalcoholic refreshments section of the business drinks industry. They face solid rivalry from numerous other general and claim to fame refreshment organizations. The board has talked about the turn of events, choice and revelation of basic bookkeeping approaches and gauges with the Audit Committee of the Companys Board of Directors. CCA’s budgetary report has been set up as per the necessities of the Corporations Act 2001 and Australian Accounting Standards. It has been set up based on authentic expense, with the exception of subordinate budgetary instruments which have been estimated at reasonable worth. CCA Ltd receives an authentic cost standard of bookkeeping. Recorded expense is the arrangement of bookkeeping that puts together resource esteems and costs with respect to the genuine costs paid, instead of on showcase valuations. It is takes into consideration consistency and likeness. The vast majority of the bookkeeping strategies embraced by CCA similitude to different organizations in the business, since Australia controlled all organizations to conform to bookkeeping norms. Be that as it may, the accompanying will appear as the key benefit drivers of CCA’s achievement. 4. 1 Inventories: Net feasible worth is the assessed selling cost in the standard course of business, less the expense of finish and selling costs. Expenses of inventories incorporate the exchange from value of increases or misfortunes on qualifying income supports identifying with stock buys. Under the AASB 1019, CCA’s stock is the expense in addition to the net feasible worth, which cause complete inventories expanded from $384M to $595. 9M. (Addendum 4. 1) 4. 2 Revenue: CCA perceived income at the net of limits, recompenses and appropriate measures of significant worth included assessments. Some particular acknowledgment measures should likewise be met before income is perceived. CCA produce expanded all out incomes in late year. Reference section 4. 2) 4. 3 Foreign money interpretations CCA had a Foreign Currency interpretation expanded from $45. 7M to $59. 2M in 2005. This has been taken to the asset report as opposed to indicating it as an increase in the benefit misfortune account. This incorporates supports for explicit duties. 4. 4 Changes in bookkeeping strategy CCA have embraced Australian reciprocals to Intern ational Financial Reporting Standards (AIFRS) for 2005. The money related report for the entire year to 31 December 2005 is CCA’s first entire year report under the new measures. AIFRS will negligibly affect profit in future years and won't influence incomes, obligation adjusting capacity or the capacity of CCA to deliver profits. Besides, altruism isn't amortized now however will be tried every year or all the more regularly whenever required, for any impedance in the conveying sum. Impedance is dictated by surveying the recoverable measure of the money producing unit to which the generosity relates. Altruism emerging on the securing of controlled elements is treated as a benefit of the controlled substance. These equalizations are named in the cash of the controlled substance and are meant Australian dollars consistently with different resources and liabilities held by the controlled element. CCA additionally changed bookkeeping strategy on returnable compartments. This change prompts an expansion of absolute non-current resources from $2697. 5M to $3539. 9M which appears to be decided sheets. Changes in bookkeeping strategy likewise can ascribe to improved budgetary execution or investors value position. Subsequently any effect of those progressions must be unveiled. . Nature of Disclosures According to Coca Cola Amatil’s (CCA) 2005 budget report, its revelations appear to be sensible and solid. Ernst and Young case that it has furnished a fiscal report which agrees to Australian bookkeeping gauges and the Corporations Act 2001 and gives a valid and reasonable perspective on the money related situation of Coca-Cola Amatil Limited and the united element at 31 December 2005 and of the exhibition for the year finished on that date. It additionally shows all the sensible changes that occurred during the ear. CCA has made changes to the creation of the element through 2005; it has made four acquisitions which are Northern Territory Coca-Cola packaging understanding and related resources, PT Coca-Cola Bottling Indonesia, SPC Ardmona Ltd and Grinders Coffee individually. It is accepted that if all the above mixes had occurred toward the start of the year, the evaluated benefit for the gathering may have been $322. 3 million and the assessed income may have been $4,222. 3 million (See Appendix 5a. ). The change to the Australian reciprocals

Joyce’s a Portrait of the Artist as a Young Man Essay

Unique Essayists of the main many years of the twentieth century got interested by the internal existences of abounding impressions , and by the psychological exercises of significance †making which establish our private inward lives. Crafted by Irish author James Joyce are recognized by their sharp mental knowledge and utilization of different scholarly methods; most outstandingly â€Å"stream of consciousness† which is an endeavor to write in the way where considerations and memory really work in our brains. This examination is an endeavor to analyze the ‘ steam of cognizance ‘ as a procedure utilized in Joyce’s A Portrait of the Artist as a Young Man (1916) which is one of the best of present day books. Joyce organized his novel in five parts which follow the protagonist’s life, Stephen Dedalus, from childhood to youthful masculinity. In this investigation , a cautious assessment of this method is brought out through moving from the honesty of adolescence to furious scenes of juvenile desire and afterward to a quiet consideration of ladies, tasteful hypothesis autonomy and craftsmanship . Presentation ‘ Stream of consciousness’ is an account strategy in non sensational fiction planned to render the progression of bunch impressions-visual, sound-related, physical, cooperative, and subconscious that encroach on the cognizance of an individual and structure some portion of his mindfulness alongside the pattern of his levelheaded thoughts.† This term was first utilized by the analyst William James in The Principles of Psychology (1890). James was figuring a mental hypothesis where he had found that † recollections, musings and sentiments exist outside the essential awareness appear to one, not as a chain, however as a stream , a stream .† In his presentation on the utilization of this story procedure, Robert Hurley shows that It was first utilized, as an abstract term, in the late nineteenth century. This term is † utilized to manifest abstract just as target reality. It uncovers the character’s emotions, musings, and activities, frequently following an acquainted instead of a coherent arrangement, without analysis by the creator. Generally utilized in story fiction, the method was maybe brought to its most noteworthy purpose of improvement in mid twentieth century books where continuous flow plays a significant role† . Journalists, for example, Dorothy Richardson , James Joyce , Virginia Woolf , and William Faulkner composing during a similar period, each created particular employments of this method. . James Joyce, whose abilities were so a lot more prominent, will be viewed as substantially more than this. In Chapter Two : Stephen’s Childhood the start of the book-depicting Stephen’s encounters as an infant speaks to the musings of a newborn child just as different people’s purported infant converse with a baby: â€Å"Once upon a period and an awesome time it was there was a moocow descending along the street and this moocow†¦His father disclosed to him that story: his dad took a gander at him through a glass: he had a furry face. (A Portrait, ch. 1, p. 7 ) Through the aesthetic utilization of the continuous flow , Joyce opens us straightforwardly to Stephen’s inside world. We are given no intimations how to feel or respond ; we have no special situation outside of the narrative_ Stephen’s condition is simply Stephen’s condition, Stephen’s thought’s are simply Stephen’s thought’s : â€Å"A improvement of the single perspective in which reality shows up just as it is reflected in the perceptions , sensations , and recollections of a solitary character . â€Å" his treatment of Stephen during this basic phase of his life. With Stephen , Joyce proposes instead of completely records the continuous flow; † as he strolls through Dublin, stray contemplations glimmer through his brain like fishes, considerations recommended by whatever business he is about, by things that get his attention in the avenues , by smells that attack his noses; and all the opportunity , approaching in some cases to cognizance through relationship with these sense-impressions†. Section Four : Stephen’s Manhood Joyce utilized St. Francis Feast Day as a passageway to another phase in Stephen’s life . It is the phase of masculinity ; or as it will be mirrored an insubordination to the Catholic qualities. From the start he enters a condition of good loss of motion and disarray. Having defied one norm , he appears to lose the capacity to keep up any sort of good structure or self-control. His profound agitation shows itself as a general souring of his entire character. His circumstance is troublesome. He is enjoying the delights of the substance just because , however he before long discovers that to desert the ethical request wherein one was raised is no simple thing: He had trespassed mortally not once but rather ordinarily and he realized that , while he remained at risk for unceasing perdition for the primary sin alone, by each succeeding sin he increased his blame and his discipline. His days and works and contemplations could make no compensation for him , the wellsprings of purifying effortlessness having stopped to revive his spirit †¦ his transgression, which had secured him from seeing God, had driven him closer to the asylum of heathens. ( Ch.3 , p.98 ) End In A Portrait of an Artist as a youngster , Joyce followed Stephen’s life from youth through immaturity to initially glimmer of masculinity utilizing one of the most imaginative and exceptional strategies at any point utilized in English Novel . As Stephen develops through different family clashes and times of study at Jesuit schools, he starts to defy his family, his religion, and his country. At long last, so as to build up himself as an individual and to discover his way of life as a craftsman, he looks for purposeful outcast in Paris What especially separates Portrait structure other † transitioning † books is Joyce’s control of the account itself-the language and grammar utilized at each point in the book mirror the age and scholarly advancement of Stephen. To interface the segments of his novel and the periods of Stephen’s life; Joyce utilized expound examples of images which reverberation and re-reverberation through the content, the utilization of continuous flow .

Finding Topics For Essay Writing For Grade 5

Finding Topics For Essay Writing For Grade 5In the current examination environment, finding good topics for essay writing for grade 5 is becoming increasingly difficult. The long essay now seems to be out of favor and people are looking for quick and easy ways to get the grade they need.Whether you want a high or low grade is up to you. Most people, however, are trying to find topics that will allow them to get at least an A grade. One way to do this is to turn your essay into a research paper.Studies show that students who participate in research projects, rather than writing essays, tend to produce better work. This is because students have to pay attention to detail and the process of writing a paper slows down considerably. Also, some students are more comfortable working with specific research material than others are. If you can show students that the research you have done will help them, they will find the essay much easier to read and comprehend.There are some topics for ess ay writing for grades 5 that you will not want to turn your essay into a research paper. One of these is the idea of the First Amendment. In today's world, many students believe that the government has overstepped its boundaries and they will not participate in any project that involves a discussion of the First Amendment.One of the easiest topics for essay writing for grade 5 is your personal beliefs. Students will always have a natural desire to write about their beliefs, but if you can create a workable topic that is relevant to the essay, students will be more willing to discuss them in the essay.If you are going to turn your essay into a research paper, you must make sure it has relevance to the grade. Some topics for essay writing for grade 5 are health, economy, or politics. These are just a few examples of topics for essay writing for grade 5.There are many different topics for essay writing for grades 5 that you will find if you look online. These are great for creating a s pecific topic or a broader one. You can look for topics for essay writing for grades 5 that fit your particular topic.Finding topics for essay writing for grade 5 is becoming more difficult. But, with a little research, you should be able to turn your essay into a well-written research paper.

Explain How Culture and Socialisation Interact in a...

Explain how culture and socialisation interact in a sociological context? Culture is our knowledge we gain from birth as a result of our immersement into our cultural group. Socialisation is the way in which we learn this information we gain from such contact. When we look at the two ‘Culture and Socialisation’ and study how this interaction occurs, what is gained, changed, modified, etc we are defining the interaction of culture and socialisation and how they react to each other we are using ‘Sociology’. Culture is known to us as the knowledge you learn from birth, from within your own group. It involves learning and establishing our languages, belief’s, norms, mores, sanctions, both positive and negative influences, sub and counter†¦show more content†¦How we learn to conform, acclimatise and transform. We look at the complicated relations between our bodies, our feelings and our ways of behaving with others in the living of everyday life so that social worlds can proceed in a fairly intelligible and orderly fashion most of the time. It will of course also be subject to serious conï ¬â€šict and breakdown, and sociology looks at this too.(Plummer 2010, p. 2) To understand the sociological perception or perspective you must first gain an understanding of the interaction of culture and people, their socialisation, and how it affects their lives. â€Å"Yet culture’s significance is profound; it touches almost every aspect of who and what we are.† (Henslin, Possamai amp; Possamai-Indesedy 2011, p. 77) After all we started off without ideas, ideals, values, morals etc. These types of information, values, ideas were a development as a result of culture and its associate socialisation, and your immersement into it from birth. Once we learn through sociology, what are the good, bad, beautiful and ugly of the values which a group hold with their culture, you are now aware of their ‘norms’, and you can now effectively work within these norms. These ‘norms’ are ‘expectations’, developed by the group which are a form of control, dictating the right and wrong way for acceptable and inacceptableShow MoreRelatedA Study Of Society And The Social Lives Of Each Individual1698 Words   |  7 PagesQ1. Sociology is the study of society and the social lives of each individual, group or society. Sociology uses patterns of social interactions, social culture and relationships to understand individual and group behaviours. The word sociology was used first by French philosopher, Auguste Comte (1798-1857). He believed that we could use the scientific method to study society in the same way as we use it to study other sciences.  Around the late 18th century into the 19th century, technology had begunRead MoreReflective Account Of My Childhood1469 Words   |  6 Pagesby democratic elected parliament that provided individual rights, also demolished death penalty and allowed divorce. In this essay, I will examine social context, experiences and influences in my childhood as well as unequal household labour based on gender roles within my family. I will evaluate and reflect using sociological theories. How my childhood developments were influenced by different levels environment from immediate surroundings, i.e. family and school, effected my childhood? I willRead MoreSociology Essay20437 Words   |  82 PagesDistance Learning 2010 Illustrations  © Nelson Thornes Distance Learning 2010 All rights reserved. The copyright holders authorise ONLY users of NTDL AS Sociology to make photocopies for their own or their students’ immediate use within the teaching context. No other rights are granted without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited, of Saffron House, 6–10 Kirby Street, London EC1N 8TS. Any person who commits any unauthorised act in relationRead MoreDepression: a Sociological and Psychological Perspective4924 Words   |  20 Pagessuch as the family environment, the socialization setting, and the discrimination against gender in certain cultures and instances. Depression has many brothers and sisters in the medical world, ranging from disorders such as Dysthymia, postnatal depression and in some extreme cases of depression such as Bio polar, and major depression (Unipolar). But no matter what the diagnosis is or how serious the depression is, depression is not trivial and is a real health condition contrary to what some peopleRead MoreCauses of Loitering Problems10544 Words   |  43 Pagesproject that focused on teenagers and their leisure-time activities, concentrating especially on teenagers who spend the majority of their leisure time in shopping malls. The goal of the article is to reveal how such teenagers use the micro-space of the shopping mall, how they socialise, and how their social identities may be produced through different practices in the mall space. The study focused on teenagers aged 14–17 ‘hanging out’ in shopping malls in the largest Czech cities. The data were collectedRead MoreDeterminants of Violence in the Greek Football League a Case Study of Paok Fc Supporters13608 Words   |  55 PagesMr Orfanos started a new scheme for confrontation of violent incidents in sports. But the same mistake was repeated for one more time. The governmental bodies responsible for the implementation of this anti-hooliganism scheme –Hellenic Ministry of Culture and Hellenic Football Association (E.P.O) - did not take under consideration the views and the perceptions of the Greek fans on this issue. As a result this new scheme caused more frustration and disappointment to the majority of football fans. AsRead MoreMarriage Guidance: Summary Notes19959 Words   |  80 Pagesmedia are unrealistic myths. Expectations about roles and responsibilities → Traditionally- culture defined, prescribed and allocated non-negotiable rules and duties, often according to gender. → Today – more egalitarian relationships exist. Expectations about life events Personal Intentions (PI) → The converse of expectations → Individuals decisions – both deliberate and unconscious, about how he/she should behave as a loving partner → Consider the way your partner wants to be loved Read MoreOrganizational Behaviour Analysis28615 Words   |  115 PagesIntroduction to the Workshop Topics And Themes The Nature and Scope of Organisation Theory Levels of Analysis The Metaphorical Approach Organising Processes Understanding Change Conflict, Negotiation, and the Politics of Change Group and Team Working Cultures and Leaders as Cultural Agents Trust Linking the Themes Introductory Notes on Organisational Analysis Understanding Organisations The Limits of Rationalism Levels of Analysis: The SOGI Model Limitations of the SOGI Model The Individual LevelRead MoreMethod of Teaching and Learning18614 Words   |  75 Pageswith the introduction of the Deanery’s new web-based learning package for clinical teachers. 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Available at LEE, SHIUAN,EN,CHRIS (2009) Durham E-Theses Online: http://etheses.dur.ac.uk/242/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal

How Reporters Get Quotes for Their News Stories

So you’ve done a long interview with a source, you have pages of notes, and you’re ready to write. But chances are you’ll only be able to fit a few quotes from that lengthy interview into your article. Which ones should you use? Reporters often talk about using only â€Å"good† quotes for their stories, but what does this mean? What Is a Good Quote? Broadly speaking, a good quote is when someone says something interesting, and says it in an interesting way. Look at the following two examples: â€Å"We will use U.S. military force in an appropriate and decisive manner.† â€Å"When I take action, I’m not going to fire a $2 million missile at a $10 empty tent and hit a camel in the butt. It’s going to be decisive.† Which is the better quote? Let’s consider this by asking a broader question: What should a good quote do? Grab the Reader’s Attention Using our two examples, it’s clear the first quote is dry and academic-sounding. It sounds like a sentence taken from a particularly dull research paper or dissertation. The second quote, on the other hand, is colorful and even funny. Evoke Images A good quote, like good writing, evokes images in the reader’s mind. Using our two examples, it’s clear the first quote evokes nothing. But the second quote evokes a bizarre image that’s bound to stick in the reader’s brain – a camel being hit in the posterior with an expensive, high-tech missile. Convey a Sense of the Speaker’s Personality Our first quote leaves no impression of who the speaker might be. Indeed, it sounds more like a scripted line from an anonymous Pentagon press release. The second quote, however, gives the reader a feel for the personality of the speaker – in this case, President George Bush. The reader gets a sense of both Bush’s determination and his penchant for off-the-cuff humor. Convey Regional Differences in Speech Looking again at our first quote, can you discern where the speaker was raised? Of course not. But one could argue that Bush’s quote, with its salty humor and coarse imagery, contains some of the colors of his Texas upbringing. A reporter I worked with once covered a tornado in the Deep South. He interviewed victims of the twister and in his story contained a quote that included the phrase, â€Å"I tell you what.† That’s a phrase you’re only likely to hear in the South, and by putting it in his story, the reporter gave readers a feel for the region and the people affected by the storm. A good reporter could do the same thing in any area with distinctive patterns of speech, from the South Bronx to the upper Midwest to East Los Angeles. Given everything we’ve discussed, it seems clear the second of our two examples is by far the better quote. So what makes a bad quote? Unclear Speech Anytime someone says something in an unclear or unintelligible fashion, chances are you’re not going to use that as a quote. In such cases, if the information contained in the quote is important to your story, paraphrase it – put it into your own words. In fact, reporters often must paraphrase much of what they gather in interviews because many people simply don’t speak very clearly. People don’t craft their speech the way a writer crafts a sentence. Basic Factual Data If you’re interviewing a source who’s giving you reams of data, such as numbers or statistics, that kind of information should be paraphrased. There’s simply no point in quoting, for instance, the CEO who tells you his company’s revenues increased 3 percent in the second quarter, 5 percent in the third quarter and so on. It may be important for your story, but it’s boring as a quote. Profane or Offensive Speech Most mainstream news organizations have policies banning or limiting the use of vulgar or offensive speech in news stories. So, for example, if a source you’re interviewing starts swearing profusely, or uttering racial slurs, you’re probably not going to be able to quote them. An exception to that rule might be if the profane or offensive speech serves some larger purpose in your story. For instance, if you’re profiling your town’s mayor, and he has a reputation for salty language, you might use part of a profane quote in your story to show that, indeed, the man likes to cuss.

U.s. Relations Between The United States And Cuba - 843 Words

An Inquiry In the recent months, the media has been in a frenzy with the topic of the new emerging relations evolving between the United States and Cuba. This new development, following merely years after Raul Castro was succeeded by his brother Fidel, prompted an inquiry. Why new relations now? Has there been a significant current event to prompt the end to a 50 year embargo? Is Cuba becoming more liberal? Or is the United States merely become more sensible? In essence, we are aiming to unearth the underlying forces this modern direction of joint Cuban and U.S forces. In our study we considered many angles and the possible effect that the Castro brother’s varying ideologies influenced the relations between the neighboring states, as well as an impact on Cuba’s economy. Our hypothesis is as follows: Question: Does Raul Castro’s less belligerent view of the U.S., which leads to more relaxed U.S.-Cuba relations, have a positive impact on the Cuban economy? Claim: Raul Castro’s view of the U.S. has led to better U.S.-Cuba relations, which has improved the Cuban economy Before we dive into our focal point, it is essential to better understand the totality of U.S/Cuban relations. Below is a quick overview of the of the long, complex, and contentious relationship to between the two states. The Initial Road to Close Ties The Cuban Revolution which began in in 1895, was one of three wars fought with Spain for autonomy. The other two wars in the fight for independenceShow MoreRelatedHow the Cuba Policy Affected trade with the U.S. Today Essay1286 Words   |  6 PagesHow the Cuba Policy Affected trade with the U.S. Today The Cuba Policy came into effect to end all relations between the United States and Cuba. The U.S. policy toward Cuba is controlled by the embargo, which contains economic agreements and restrictions on travel to Cuba. The effect of this policy is to minimize commercial, political and resident relations between the United States and Cuba. The State Department indicated that the purpose of the embargo was to have a nonviolent transition to aRead MoreRelationship Between United States And Cuba765 Words   |  4 Pages Trade Between U.S. and Cuba Zoe McDowell Randolph Community College Since 1961, the United States and Cuba have had no relations with one another, and have used Switzerland as a mediator for the two countries to communicate (Suddath, 2009). This is beginning to change; the U.S and Cuba did business and trade together long ago, but when the U.S. found that Cuba allowed the Soviet Union to build missile bases in Cuba, along with other things leading up to this down-fall,Read MoreThe Relations Between The United States And Cuba1487 Words   |  6 Pages The turbulent relations between the United States and Cuba became more controversial since the Cold War. They reached their apex on 15th October 1962, when after realizing that the Soviet Union was developing missile bases in Cuba, President Kennedy started taking strong procedures against Cuba. Indeed in February 1962 he signed the Embargo, which has not yet been lifted but reached improvements after more than 50 years, in April 2015 during Barack Obama and Raul Castro presidency (Renwick and LeeRead MoreThe United States1267 Words   |  6 PagesFollowing nearly six decades of severed diplomatic relations, President Obama announced in September 2015 that the United States would loosen a variety of economic restrictions on Cuba. This announcement came in the wake of a â€Å"diplomatic thaw† beginning in December 2014 with the intention of normalizing political, social, and economic relations between the two nations. While Cuba remains under restrictions imposed by the 1960 C uban Embargo, the steps taken by the Obama administration represent aRead MoreTrouble Of The Thaw Of U. S Cuban Relations1748 Words   |  7 Pages Trouble in Paradise: The Thaw of U.S-Cuban Relations Camilla Kondracka 0887306 AHSS1210: Reading Writing Effectively - Section 1 University of Guelph-Humber Trouble in Paradise: The Thaw of U.S-Cuban Relations The dispute between the U.S and Cuba dates back more than two centuries. Centuries within which some say conflict primarily arose due to the United States’ attempts to exercise and impose its governing concepts upon Cuba; ignoring the islands own right to independenceRead More fidel castro Essay866 Words   |  4 Pages The United States of America is a country that believes in democracy and has unfavorable ties with communist countries. The United States has tried for decades to improve relations with the countries that don’t practice democracy. History shows disagreements between the United States and dictators of these irreverent countries, disagreements that brought the world to the brink of nuclear war. The most recent of these confrontations involved three countries. United States of America, Cuba and theRead MoreCuban and U.S. Relations Essay example1098 Words   |  5 PagesCuban and U.S. Relations From the time, Fidel Castro came to power in Cuba tensions ran high between the Cuban government and the United States government. Relations between Cuba and the United States grew during Eisenhower and Kennedy administrations. Not as much during the Eisenhower administration as the Kennedy administration did tensions between between the two countries intensify. Kennedy faced many a different situations as President. He faced such situations like the Bay of PigsRead MoreThe United States And Cuba Essay1008 Words   |  5 PagesThe United States and Cuba The United States is the leader of the free world. The United States exercises strength in this role through trade agreements and military strength. 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It took the effortsRead MoreThe Warming Of Relations Between Cuba And The United States1285 Words   |  6 PagesA controversial subject,yet not spoken about enough,the warming of relations between Cuba and the U.S exists only due to the two countries having a rough past with each other. This â€Å"rough past† consists of aspects such as the protectorate status the U.S had previously put onto Cuba, which severely limited their independence and the U.S had, ironically, just helped them achieve. Some take a stance that we as countries should stay distant from each other due to our vast governmental and cultural differences

Gain of Postural Responses Increases

Question: Discuss about the Gain of Postural Responses Increases. Answer: Introduction Pain is a complex feeling that is systematically tuned by the brain. Pain is usually triggered when body tissues are injured and is meant to be acknowledged by the person. The response by the brain to external and internal harm is a mechanism meant to make a person protect their body (Young, 2007). The survival mechanism results to extraordinary and counter-intuitive experiences. It is therefore worth noting that every single pain sensation in the body is entirely generated by the brain. When a person walks into a dark room bare footed and kicks a metal chair by accident, they will feel an excruciating pain external pain from there body. The pain becomes agonizing because the brain that is involved in pain management does not anticipate for an impending external harm (Young, 2007). When the brain is prepared for danger, the pain becomes substantially minimal but it is still dependant on the extent of harm caused on the person. The fact that pain is usually an output from a persons br ain makes the pain process a complex concept. Neurological Response to Pain by the Body The person will first feel pain due to the acute injury then his leg may swell depending on how hard he kicks the metal chair. The person in the dark room does not see the object at all therefore the brain does not know that the body is in danger and that something is to be done even though the brain is naturally set for danger at all times. Depending on which part of the body the person kicks the chair, his body nerve endings will be triggered thereafter send quick warning signals to his brain (Lane et al., 2003. The brain interprets the information thereafter decides on initiating pain that helps to encourage the person ensure protective actions thereby minimize extra damage as the body heals. The type of pain that the person feels depends on many factors such as the impact of the harm on parts that control emotions, previous memories as well as the future intentions that the person had in mind. It is therefore evident that the level of tissue damage in the body is not directly pro portional to the type of pain felt but rather the result of the signal action. Reaction of the Person to the Painful Stimulus The person is likely to check on the wounded part due to the pain that he undergoes. The pain in this situation does not make survival harder as the brain does not anticipate for damage and it is less likely that the person was in so much hurry (Rolfe, 2014). The person may stop for a while to check on the extent of damage to their body. Options for Pain Management The person experiencing the pain is supposed to be very cautious while treating themselves. It is highly advisable that someone seeks medical treatment from a physician more so when they experience severe pain (Hodges et al., 2015. The person could resort to home remedies of treatment which involve a small process. The first step is usually applying a cold ice bag on the injured part or alternatively frozen vegetables like peas if there is no ice bag around. The person can then wrap the toe using a firm bandage to avoid swelling even though the wrapping should not be very tight to stop blood circulation. Conclusion Pain is a natural way of survival and people avoid being harmed for the fear of feeling pain. It is prudent for people to know basic ways of controlling pain when injured. Medications are important to minimize pain as well as relieving inflammation. List of References Hodges, P.W., Tsao, H. and Sims, K., 2015. Gain of postural responses increases in response to real and anticipated pain. Experimental brain research, 233(9), pp.2745-2752. Lane, P., Kuntupis, M., MacDonald, S., McCarthy, P., Panke, J.A., Warden, V. and Volicer, L., 2003. A pain assessment tool for people with advanced Alzheimers and other progressive dementias. Home Healthcare Now, 21(1), pp.32-37 Rolfe, A., 2014. Management of chronic pain. InnovAiT: Education and inspiration for general practice, p.1755738014525141. Young, T., 2007. Assessment of wound pain: overview and a new initiative. British Journal of Nursing, 16(8), pp.456-461

Reaction Paper in Globalization and Its Discontents Face the Heat

There has been much said about globalization and its possible outcomes, including the positive ones, such as the opportunity to expand worldwide for literally any organization, and the negative ones, such as a steep rise in the prices for such crucial products as oil.Advertising We will write a custom critical writing sample on Reaction Paper in Globalization and Its Discontents: Face the Heat specifically for you for only $16.05 $11/page Learn More Indeed, like many other events of a truly massive scale, globalization cannot be viewed as fully positive or, on the contrary, a completely negative process. It certainly has its issues, which will, doubtlessly, trigger a negative aftermath; still, it is important to admit that globalization also has a significant economical, political and financial value, opening huge prospects for the development of all states of the world. There is no doubt that the effects of such a massive process as globalization are go ing to sweet the entire world, therefore, having effect on the political, financial and economical state of every single state. However, Sassen offers another way to view the aftermath of the globalization process; stressing that globalization is bound to shape the infrastructure and politics of the world’s major cities first, the author invites the audience to check the supposed outcomes of globalization, both positive and negative, as well as the ones that have already become evident. While Sassen delivers his argument concerning the new centrality of the economic operations in a clear and very straight-forward fashion, by focusing on primarily large cities and disregarding the effect that the globalization process will have on the smaller ones, Sassen makes it clear that the globalization will not contribute to the integration of a whole state into the world economic process, thereby, denying the key principle of globalization, i.e., the overall involvement into the econom ic cycle. It would be wrong, however, to claim that Sassen’s argument boils down to the idea that large cities are going to make the bulk of the economy in the globalized environment.Advertising Looking for critical writing on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More In addition to stressing the role of large cities like New York, Sassen also offers a deep introspective on the specifics of the globalization process within urban setting. Considering the example of such a city as New York, one can possibly evaluate the strengths and weakness of Sassen’s work. As Sassen explains, to get prepared for the changes of such scale, the humankind will have to work on the strategies that will help overcome the shock that will inevitably follow the analysis of the changes brought upon the world by globalization. According to Sassen, creating a transactional system of alliances can be viewed as an opportunity to make the effects of globalization less drastic. Sassen claims that â€Å"We must develop a transactional system of alliances if we are to deal with a political economy that, while it is rooted in national regimes, increasingly escapes national regulation† (Sassen, 1998, XIV). In the given statement, Sassin stresses the contradictory nature of the globalization process, thereby, questioning the viability of globalization as a process that is going to take place on an international scale. When considering an example of a large city like New York and comparing it to a city of a considerably smaller influence, like Hoboken, one must agree that, compared to new York, Hoboken will be regarded as the city of minor importance after the globalization process is over. The given event, however, is likely to lead to the decay of farming, fishing and forestry industries, which Hoboken is responsible for (Greenland Sheldon, 2007).Advertising We will write a custom critical writing sample on Reaction Paper in Globalization and Its Discontents: Face the Heat specifically for you for only $16.05 $11/page Learn More It is also rather impressive that, along with stressing the international and even intercultural nature of globalization, Sassin makes it clear that in the end of the process, globalizing forms of elite culture are highly likely to appear, therefore, re-stating the hegemony of a specific nation and, thus, its culture (Sassin, 1998). Therefore, Sassin emphasizes that even at the end of globalization, equality among states will not be achieved; instead, each of the states will be given equal opportunities for changing its economical, financial and political strategy. Although the given argument seems rather reasonable, it still leaves many questions unanswered, such as whether the significance of agriculture is going to drop in the realm of globalization, since the minor states, which are typically responsible for the agriculture devel opment, will lose their significance; and, if it does, what alternatives can be provided. Again, considering the example of New York and Hoboken, one must agree that the former has much more potential, yet the latter has more natural resources; therefore, abandoning the development of smaller cities will leave such major ones as New York without primary supplies for producing goods and services that people need for everyday life. Without a proper emphasis on smaller cities, New York will gradually die after being consumed by its own dwellers. Another issue that Sassen raises in her work, the concept of urban economy has also been brought up as the possible stumbling block for the further progress of the economy. As Sassen stresses, at present, a huge boost of private entrepreneurships can be observed, with rather predictable outcomes, i.e., a large variety of â€Å"firms, types of workers, types of work cultures, types of residential milieux† (Sassen, 1989, XXIV) appears; whi ch is even more important, the newly appearing concepts, types of businesses, new employee classifications, etc. is never registered on the global radars. Therefore, Sassen’s key concern must be that the process of globalization is likely to get out of hand soon, which will, in its turn, lead to confusions and misunderstandings in the economical sphere, as well as the possible crash of the global market.Advertising Looking for critical writing on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More As Sassen explains, while the recently coined concepts â€Å"may be essential to operation of the urban economy and the daily needs of residents, their survival is threatened in a situation where finance and specialized services can earn superprofits† (Sassen, 1989, XXIV). However, it can be considered that new businesses are much more viable and competitive than Sassen gives them credit for. It is important to realize that in the global environment, competitiveness will become the most important asset of an entrepreneurship. Therefore, getting companies ready for new competitive environment is crucial. That being said, stating that Sassen completely misses the point of globalization would be rather far-fetched; however, the author has clearly overlooked several details concerning the specifics of the globalization process, which might head the globalization process towards smaller cities and towns development. While globalization does presuppose that the major cities should serve as the links between the states of the world, it still involves a robust development of the smaller cities, since a number of important elements of state economics, like agriculture, often depend on such small elements. Nevertheless, it must be admitted that the paper provides a detailed overview of the changes that may happen to the world several decades later, especially in the sphere of the servicing network development. Providing a thorough account of the possibilities that globalization will open for the humankind in the future, Sassen offers a very solid statement worth taking into account. Reference List Greenland, P. R. Sheldon, A. L. (2007). Conservation and environment. New York, NY: InfoBase Publishing. Sassen, S. (1998). Globalization and its discontents. New York, NY: The New Press. This critical writing on Reaction Paper in Globalization and Its Discontents: Face the Heat was written and submitted by user Thunderball to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Essay over the Cold War essays

Essay over the Cold War essays How has the ninth edition been updated? In this updated edition, certain chapters have in added in light of the attacks of September 11, 2001. There was a chapter added on the foreign policies of Clinton and Yelstin-Putin also, an introduction to the beginnings of George W. Bushs foreign policies. Some of the new chapters touched on the technology revolution that the world has undertaken. Also, included in the chapters was recent scholarship and materials information that was taken from the opening of archives from the U.S., Soviets, and Chinese. Statements that were important at the time of the unrevised book were cut out of the revised version. Basically, the book has been revised to show how the world has changed since Sept. 11, 2001 by focusing on reasons for terrorism, changes in Islamic world that prioritize U.S. policy making, and U.S. response which has an affect on other nations. Why does the author claim that there has been a history of hostility between the United States and Russia? Explain in a long paragraph and provide specific examples. The author claims that there has been a history of hostility between the U.S. and Russia by first clearing up that the conflict really didnt begin in 1945 nor, was the hostility a result of the 1917 communist victory in Russia. The author stated, The two powers did not initially come into conflict because one was communist and the other capitalist. Rather, they first confronted each other on the plains of north China and Manchuria in the late nineteenth century. (1) The Author backs up the above quote with the statement, Until that confrontation the two nations had been good friends. (1) It was inevitable the U.S. and Russia sides would meet since the U.S. had been expanding west and Russia had been expanding east. Also, both empires were run differently. The American empire decentralized and comprised of states that could govern themselves with...

English Assignment Example | Topics and Well Written Essays - 250 words - 4

English - Assignment Example The two presidents talked in length of their commitment to ensuring that there were peace, justice and security for the people of Middle East. The two countries bank on their strong bilateral cooperation to aid in a successful working relation. Another key issue dealt with was on the issue of terrorism. Qatar as emerged as one country in the Middle East that committed to the course of fighting terrorism. They act as mediators and diplomats around the world. The two presidents agreed that military action alone cannot eliminate terrorism. The Qatar president talked about terrorism as being a case of hopelessness and not a problem of Islam. In sum, the presidents looked at ways of dealing with real issues causing terrorism and the establishment of peace in the Middle East. They noted that terrorism requires a strategic approach, courage among leaders and that tyrant leaders should be held accountable. All people including Arabs should be ready to contribute in the fight (Al-Thani,

How HR managers should best staff their new subsidiary Essay

How HR managers should best staff their new subsidiary - Essay Example x-patriots is oftentimes seen in a negative light by the host nation; either through the understanding that their own human resources are too expensive or otherwise not suited to the task at hand. Another potentially negative drawback from utilizing ex-patriots as a means of fulfilling certain needs and expanding a given business within certain geographical region has to do with the danger that these ex-patriots might not fully recognize all of the cultural nuances that are part and parcel of the way in which business is conducted within such a locale. The inherent harm that is affected within such a situation is that expatriates might be totally and completely clueless with respect to the cultural norms that underscore effective business negotiation and development within a given international space. As can be seen from the information thus far discussed, it is of inherent importance that a firm seeking to expand within an international market space should carefully consider the iss ue of human resource allocations and whether or not they will be brought in from the external environment or they will be leveraged from the internal environment. The case in question illustrates a situation faced by Las Vegas Sands Corp-one of the largest gambling companies in the entire world. As such, the firm is seeking an international expansion within Japan; in anticipation for the expected legalization of gambling in 2015. As no other entrants into this market currently exists, the firm hopes to effect a dominating position as the first to effectively establish a base of operations and market presence within the nation of Japan. However, before this can be affected, the firm faces a fundamental issue with respect to where it will draw its human resources from. Three choices are essentially represented; two of which involve leveraging ex-patriots from either the Las Vegas corporate office or employees at the Macau branch of the firm. The third choice is that the employees for

Educational psychology Essay Example for Free

Educational psychology Essay I am a big proponent of social cognition, and I am going to use it in my classroom. I believe that is a student puts their mind to something, and they really try to accomplish that goal it can be done. In order to elicit this response one must often use the operant condition when it comes to learning. People thrive on the words of others and their praise. â€Å"In operant conditioning the organism learns that a particular behavior produces a particular consequence. If the consequence is useful or pleasurable, the organism will tend to repeat the behavior to produce the consequence again. If the consequence is unpleasant, the organism will tend not to repeat the behavior. Pleasant consequences are sometimes called ‘rewards’, and unpleasant consequences are sometimes called ‘punishments’ (Berger p 42. )† This theory came about by the studies of B. F. Skinner. This is where I tend to move towards metacognition and self-efficacy. I believe that when a student does well on something it is quite satisfying, and they would like to see this result again. They noticed that when they studied hard the reward was the good grade. They receive their grade and self-gratification sets in. If they did not study they may fail the test and they are then negatively reinforced because they do not want to see this result again. I want to use this conditioning and encourage my students to do well. I know they can do it; they just have to have the right attitude and behavior about it. An example of this reinforcement is if I tell my student, â€Å"good job, I really enjoyed that†, when referring to a project they did; the student will most likely work harder and come up with and even more impressive project. My student wants the affirmation that he did a good job. The student want the positive reinforcement as it brings about a rewarding stimulus. This not only gets the student to do their work it also gets him thinking metacognitivly, which he will benefit from later on in life. He is looking at what he did to get my praise and analyzing what he did, and looking at how he can do better. This is exactly what I want from my students I want them to take an active role in their education. He does not know it, but my student through operant conditioning has arrived at a deep thought process. It is brilliant. As teachers I believe we use operant conditioning every day. We will prompt our students with cues helping them arrive at the answer. In giving the students positive reinforcement they do get a true yearning to learn. It may start out as just for the reward, but it is my hope that eventually they realize learning is the reward. Classical conditioning is useful, and thanks to Pavlov; we see that it works. I do want to condition somethings so that there is an automatic response. For example, when I ask my students quite down they will automatically respond to my voice, I know optimistic. In general though I prefer operate conditioning as it goes deeper into thinking. I again go with the cognitive approach when it comes to motivation. When someone internally processes something it becomes more real. It means more to them. When a student reflects on his work and looks at how he can improve upon it. This very closely reflects extrinsic motivation. Here someone does something to obtain something else. This could relate to the student who studies to obtain a good grade. I like this theory and will apply it to my classroom, because I really want to get my students gears turning. â€Å"They emphasize the importance of creating learning environments that encourage students to become cognitively engaged and take responsibility for their learning. This goal is to get students to become motivated to expend the effort to persist and mat ideas rather than simply doing good enough work to just get my and make passing grades (Perry, Turner, Meyer, 2006, p 467. )† If my students can come to the point of realization that studying equals doing well in the class I am in a good spot. Many students know this but they do not fully believe it because they have never tried (Wigfield, 2006, p 463.) Even stronger than this is intrinsic motivation. This motivation becomes so real to the student when they realize they can self-determine their outcomes. I love this method so much. The student is growing and understanding how to truly learn, they are learning that what they learn truly effects them. â€Å"In this view, students want to believe that they are doing something because of their own will, not because of external success or rewards (Deci, Koestner, Ryan, 2001, p 464. )† They have learned to stop relying on others; they have learned to push themselves through life. â€Å"Researchers have found that student’s internal motivation an intrinsic interest in school tasks increase when students have some choice and some opportunities to make personal responsibility for their learning (Grolnick, 2002, p 464. )† I want to motivate them by allowing them some freedom in my class. I will give my students choices because they then be more motivated to do the work with all their effort. The thing is, whatever choice they make they are still learning! Also they are processing it all through information processing to make sure that how they are acting now will be duplicated. They know their actions constituted a response from me, which was giving them more freedom. They enjoyed this stimulus and will want it to continue, so they will work really hard. This loops them all the way back to operant conditioning and positive reinforcement! It is all connected. Another big thing with this idea is interest. â€Å"Interest is especially linked to measure of deep learning, such as recall of main ideas and responses to more difficult comprehension questions, than to surface learning, such as responses to simple questions and verbatim recall of text (Wigfield, 2006, p 466. )† This is where I hope my passion for history comes in. I want to get my students excited about history. If I do get my students excited they will show interest and if they show interest they will understand the history at a deeper level than they normally would. My management plan also fits in with these ideas. I am going to run my classroom according to the authoritative perspective. I will be the teacher and the students will follow my rules, but they will be integrated into the classroom. My students will have a say as to what goes on in my classroom, in our classroom (Baumrind, 1971, p 513.I will manage my classroom with effect rules that can be up for change depending if the students do not agree with the rules. â€Å"To function smoothly, classrooms need clearly defined rules and procedures. Students need to know specifically how you want them to behave. Without clearly defined classroom rules and procedures, the inevitable misunderstandings can breed chaos (Evertson Emmer, 2009, p 515. )† I will have my procedures laid out at the beginning of the year so that the kids will have excuse when they do not follow the rules. I will be integrating William Glassers management plan. He suggested that there be a classroom meeting every once and while. This is just a chance for the students to say yes or no regarding structures of the classroom. I will also manage my classroom by listening to what my students have to say. I want them to know that I do care. I want them to trust me. If there is mutual peace between us, there will be far less conflicts that arise. â€Å"When most of us think of your favorite teacher, we think of someone who cared about whether or not we learned. Showing that you genuinely care about student as individuals apart from their academic work helps gain their cooperation (Pianata, 2006. )† Students feel safe and secure when the teacher shows that he cares. The classroom atmosphere if much more relaxed. It is not up tight and tense. If I teach like this a lot of anxiety and stress will be avoided. Target Group I am getting my teacher degree in secondary education. I will be teaching at the high school level. I would like to, at least some point in my career, teach in the Christian school system. I grew up in it, and I love what their mission is. I also would not mind teaching in a public school. It would be good experience for me and help me grow as a teacher. I would like to teach in traditional public schools and in Christian schools. I would like the experience of both. Public schools would allow me to reach out to those who are really in need and to those who thirst for knowledge and cannot get it anywhere except through free public education. This would be especially true if I were in an inner city situations. I would not mind this at all as I volunteer now helping with inner city children. I have a heart for them and would love to serve as a teacher there someday. I want to offer them knowledge and help them meet their full potential. I also would like to teach at a charter school. I observed a classroom at a charter school and I really liked. It is a good system and is run well and I would like to be a part of it, at least for a time. So, I am happy at any school; I will go where God sends me. The ages that I will be teaching will be ranging from the age of thirteen to nineteen. It is my hope that I will be teaching history. There is a scarcity of history teaching jobs right now, and I hope that will be able to find one. I absolutely love history and I really want to teach it. The other subjects I would be teaching would be biology or just a general science class, and depending on where I teach, bible class. I would also like to teach at a smaller high school, about six-hundred to seven-hundred students. A big high school with two thousand people, I believe, is too impersonal. A smaller high school, like my own, is just the right size and encourages kids to get to know one another. Also, in a big school I could not be as relational to the students as I would want to because there would be so many in all my classes. Environment and Routines If things are not explained clearly, or if things are not put in a well thought out manner; a teacher may run into behavior problems. In order to create good student behavior I plan to take the three-step approach that the Wongs developed. I need to teach my students how to follow procedures, or else I will run into problems. I must first explain the classroom procedure as clearly as I possibly can, and if there are questions I will answer them. Also it is a good idea to distribute my procedures at the beginning of the semester or at the beginning of a certain activity so the students know what is expected. After I explain what is going on I should practice or rehearse the procedure until it becomes routine. â€Å"Behaviors must be taught, modeled, practiced, and retaught (Wong p 175. )† In going over the procedures repeatedly the students then understand what is expected of them. Finally I must reinforce this procedure and I also must reinforce what is the wrong procedure. After going about this my students will know exactly how to act and what is expected of them, and there should be very few behavioral problems. A positive classroom environment involves both the teacher and the student. The students must respect the teacher and his authority. They must listen to what the teacher has to say, and they must be disciplined when they do not. The teacher also must respect the students. He must listen to what the students have to say, and he must not make it a dictatorship where the classroom is harsh and rigid in structure. The kids are only human. â€Å"A positive classroom environment encourages participation and risk-taking because students know they will not be harassed or belittled by the teacher. Students do not have to shrink within themselves to survive the forty-five minutes, ninety minutes, or full day with teacher who yells, throws things, or makes hurtful comments. In a positive classroom environment students can make jokes, engage in their learning, banter with the teacher, and feel comfortable with the tasks given. † (Kendrick) In a classroom a teacher should be encouraging to his students. He should let the students know that he believes in them. Students do not do well in class when their teacher does not believe in them. They stop trying, viewing themselves as failures, and it carries on later into life. I want to have a positive classroom environment. In order to achieve this I am going to teach from an authoritative classroom management style. I will encourage my students to think for themselves, if I think for them no real learning is accomplished. I will engage my students and show that I do care about them. I will listen to what they have to say and if things need to be changed I will. I will allow them freedom within their education and learning in my classroom; but I will still clarify the rules and establish the standards with some student input. I am not there to be their friend, but I do want them to understand that I care about them and to have some say in their education. I care whether or not I learn, and if I am doing something wrong I want them to feel comfortable telling me. To achieve a connection with the students I must be a good oral communicator. I must clearly communicate the information I am presenting. I will use words and ideas that meet the level of understanding of my class. I do not want them getting lost in my rhetoric. They will automatically tune me out if they think I am teaching above them; I have even done this myself without realizing it. Also many teachers speak way too fast and the students cannot keep up, or the teacher talks way too slow and the students are lost to boredom. I must teach at an appropriate pace so that my students learn and remain interested. When I teach, especially in history, I must be precise. I am going to avoid being vague. My students will fail or do below their academic level if I am vague. I also will not just teach the facts; facts are what lose classes when it comes to history. History is so much more than just dates and it is still relevant today, even though they are just a bunch of, â€Å"old dead guys. † Also I will have what I am going to do for class planned out. I do not want to be disorganized, and I am not going to wing it through my teaching. I will have my lesson ready for each class so that I am ready to teach. The students will then have confidence in me as their teacher and I will not lose time to senseless things. (Florez, 1999) Each class period I am going to start with a couple of facts of history that happened on that day. This would just be a fun way to start off the class period. It is always to cool to see what happened in the past. I will begin each class with the objectives for the day so that the students know what we will be covering. I will not always give out note sheets for my lesson, but sometimes I will hand out fill in the blank notes so that they can keep up and still learn. I will have them ready before hand each period. Also I do plan to have some group projects. At the beginning of the year I will number them off as to create groups of four; I believe more than this can be counter-productive. As the year goes on I will let them choose their own groups; this being because I now know the dynamics of my classroom much better, and I can switch people if I know work will not be done. Every week I will allow the students to choose from a list of events in history relating to the period we are covering in class. I will have them explain what happened and how it relates to us today, and what we can learn from it. This project will consist of a one to two page paper and a one to two minute presentation. All history is relevant history and I want my students to understand that. As a history teacher, I would like major historical events to be represented on my walls. I am going to be going to be teaching secondary education. I will not have the cute and cuddly decorations, but I will still have things that will bring the classroom to life. One thing I must have in my classroom no matter what, is a copy of the Declaration of Independence. I will also have the students add to the classroom with their projects and other things they do so that they feel a part of the classroom. I want to have a classroom where the students are excited to be there, in good measure of course, so that it is not so distracting that they do not learn. Twice a week I am going to hold a classroom meeting. This is a meeting to make sure that my students are understanding the material, and that I am teaching to their needs. This is where the students really get to give their input on the class and what is going on. This idea was set forth by William Glasser. It follows my method of teaching, authoritative, and fits how I would like to relate to my students. This would take up to ten or fifteen minutes, but I do not believe it is wasted time. I will start off the meeting to see if anyone has any questions about the subject/time period we are on. I will establish if they are understanding it enough or not. Then I will ask for suggestions on things I can improve upon, and also ask for things that they like. I will then change some things and keeps some things according to how I think the classroom would best fit the current needs of the students. I will make sure to always hand my students test within a week of the test date. I also appreciated it when the teacher had a set time that they would get my test and assignments back to me. I believe it is important for them to see how they did and then gage how they can improve for the next time. At the beginning of the year I will establish things like this with them. They will then know what to expect from the class. I will set up my rules and regulations and procedures so that they will know how to act in my class. Also, every class period at the end I will have them write a few sentences on how what we learned in class effects us today. I want them to understand how the history we are learning relates to their own live and their interactions with others. Motivational Strategies Motivation focuses on mainly two categories, behavioral and cognitive. One of the big pushes in motivation is rewards or incentives. These are positive or negative stimuli that drive the student to succeed. This can be allowing the student to do something special, such as playing computer games or going on a field trip. The other big approach is internal motivation. The student’s thoughts are what guide their motivation. Motivation is what pushes students forward towards their objective. The cognitive perspective encourages giving students should be given more chances to do things of their own desire and to give them more responsibility. They are then taking their education into their own hands. They will have much more incentive to do well and strive for perfection; they are of course still monitored and rules still do apply. This strategy focuses on â€Å"goal setting, planning, and monitoring progress toward a goal (Shunk, 2008, p 462. † If a student has a goal before them they will want to achieve it. This strategy has the student look at how their actions determine the outcome of their school work. They take responsibility and gain more incentive to do well. There are another two main types of motivation associated with behavioral and cognitive motivation : internal and external motivation. Internal motivation is formed by our own wants, needs, and what we like to do. â€Å" It is determined by your personal values and goals. The drive to do something because it is interesting, challenging, and absorbing is essential for high levels of creativity. Enjoyment based internal motivation is the strongest and most pervasive driver as is a belief that it is a good or right thing to do. Often it is something we pursue even without a tangible result. † (Weisner) External motivation is the second kind of motivation. External motivation focuses much more on rewards than on one’s likes or goals. â€Å"Your motivation to attain your goal comes from a source outside yourself. It reflects the desire to do something because of external rewards such as awards, money, and praise. † (Weisner) This motivation tool is much less satisfactory than internal. In my classroom I will use this motivation, but I will try to use internal motivation when I can. If a student is doing something because he is motivated by rewards it is not near as gratifying if done for self interest. I will use both in my classroom as, unfortunately; sometimes rewards and external motivators are the only ones to get them to do their work. Some kids need incentives to be motivated to achieve their best, or to even try. They add interest or excitement to a classroom and in turn motivate them to do well. This is especially true of those who seem to not even care about the class (Emmer Evertson, 2009, p 460. ) If I see that there is somewhat of a lack of interest in what I am teaching I could implement a game. The more they know the better they will be at the game. Most people are competitive by nature, especially those who do not care it seems. So , a game in my class would motivate them to pay attention and learn the material. We could play history hot potato. A ball would be thrown around as history questions would be asked, if they took too long the student would have to sit down. The winner would then get maybe some extra credit points, or if I feel generous maybe some candy. In reaching the kids who do not care, I believe this is the best method. If they get something for learning they will start paying attention. This is not the most desirable, but this is sometimes the route that must be taken. (Skinner, p 236) There are also those who are just plain hard to reach; most of the time this stems from no confidence in themselves. I will most often use the cognitive approach when it comes to this. I will encourage them to set goals. I will encourage them and I will make sure they understand that they as a student can effectively control their environment. (Shunk) I will constantly encourage them and remind them that they are smart and that they can do it. I will also use Skinner’s operant conditioning in this situation. I will use positive reinforcement. I will reinforce their work with a smile, or a â€Å"good job†. Students feed off the praise of their teachers; we as humans naturally want to please others. Problem Behaviors The behaviors of students are not always conducive to the classroom and can cause disruptions. I will implement some rules so that they know exactly what is expected and I will have less problems. One rule that I think should be followed in my classroom is that the kids must be in their desks when the bell rings. This is a really good rule, because so much time can be lost on a class period just by making people sit down at the beginning. Another rule I would have for my classroom would be my students would have to bring all their books and materials to class. This rule is good as it is a distraction to people when someone leaves the room. A third rule I would have in my room would be ‘hands to yourself. ’ This rule prevents not only distraction between a couple people, but it also helps prevent distraction for others in the class. Another big rule I will have is no swearing, cursing, profanity, coarse jokes, or vulgar of any kind will be allowed in my classroom. They are not called for and should not be used, let alone in my classroom. A fifth and final rule I would implement would be that my kids would have to raise their hands to answer a question. If the kids just blurt out answers it will be chaos and I will not be able hear what people are trying to say. These five rules will help run my class smoothly. Rules however are not a safety net against behavioral problems. When dealing with behavioral problems I am not going to send my student to the principal’s office right away. The most desirable action when dealing with behavior problems is to work it out with the student first; after trying hard to work it out if the student still refuses to listen then more drastic measures must be taken. I would at first use minor interventions. (Evertson and Emmer, 2009, p 528. ) Nonverbal communication can be very useful when dealing with disruptions. One thing I could do is when a student is acting up is take make eye contact with them. I could give them the look, and convey with my eyes that what they are doing is not appropriate or I could make signs such as shaking my head, hand signal, or put my finger to my lips. This simple action lets the student know that they must get back on task. Another thing I could do is to keep the activity going. When there is not time in between things a student no longer has time to be disruptive. This way one does not even have to address the behavior issue; it is eliminated by procedure. Placement can even change the behavior. I can move the spot where I am teaching from. If a student is acting up I can move over by them and usually they will quite down and get back to work. Sometimes the student just needs to be reminded what they are supposed to be doing, I could address the class reminding them what they are supposed to be doing; in doing so the distracted student gets back on task. Also, a student may just need to be told no. I would need to keep eye contact and keep my voice down. I would address them with assertiveness and tell them that their actions are not accepted. I could also give the student a choice. He can either behave or accept the consequences. This makes him think and he will most likely choose to be good as to avoid a negative consequence. These strategies most often work as the student just gets off task and needs a little nudge in the right direction. The strategies above stem from positive and negative reinforcement and correlate with Skinner’s operant conditioning. The student, however, will not always respond to these strategies and more drastic measures. The students will not always cooperate and sometimes more moderate action must take place. Some students will abuse privileges, be disruptive, or interfere with my work with individual students. There are always the students who completely abuse the privileges they have been given, when this happen the teacher can take it away. This takes away an activity that the students use to enjoy and the next time they will think about their actions twice. They will not want to lose their freedom again. Also if a student acts up I could remove the student from positive reinforcement. If the student is removed from his element the gratification of his actions is taken away. I could take the student into the hall and talk to him one on one. This is never a pleasant experience and should stop the student from repeating the action; no one likes to hear, â€Å"can I see you in the hallway please. † Also I could impose a penalty such as extra homework; this needs to be done with care so as to not stem more annoyance with the class. (Evertson, Emmet, Worsham, 2009, p 528. ) Also I could have my student attend detention for their inappropriate behavior. This enforces that their actions will not be tolerated. â€Å"The teacher is given command over the student, who is expected to be respectful, submissive, and willingly obedient. When the pupil does not readily conform to the request made on him, discipline becomes necessary. By this is meant the use of coercive measures to bring about the desired behavior. †(Phenix p 41) If these actions still do not work a trip to the principal’s office or a phone call may be in order. Assessment Assessment is a big part of education, and helps a teacher gage how their students are doing. There are two main types of assessment in education, informal and formal. â€Å" ‘Informal’ is used here to indicate techniques that can easily be incorporated into classroom routines and learning activities. Informal assessment techniques can be used at anytime without interfering with instructional time. Their results are indicative of the students performance on the skill or subject of interest. Unlike standardized tests, they are not intended to provide a comparison to a broader group beyond the students in the local project (Navarete. )† I will use a variety of informal assessment to tools to gage how my students are doing. One tool I will be using is regular homework. This will tell me if they can grasp the subject enough that when asked to dive into the book and the content that they can give back to me a fair understanding of what is presented. Another tool I could use would be journaling. I would have my students journal about something they find interesting in what we are studying and then check how good their understanding of it is. When my class plays a game I can also check to see how well they know the material; if they are struggling for the answers something must done. Also general observation of my students is informal assessment. I would look for participation and understanding in class, and also as I would walk around I would observe their work. (Navarete. ) â€Å"Formative assessment is utilized to immediately determine whether students have learned what the instructor intended. This type of assessment is intended to help instructors identify material which needs to be clarified or re-taught and should not be used to evaluate or grade students. Results of formative assessment can assist instructors to ascertain whether curriculum or learning activities need to be modified during a class session or before the next class meets (Formative. )† I would quizzes mainly to judge this assessment. This is a quick way of assessing how much they know. It gages their current progress, not their progress as a whole. Other things would be reading quizzes to see if they get the material I have asked them to go over. It could also be something like a minute write where I have them write down something that tells me they understood what I thought during class that day. These tools give me a fast analysis or where they are at. Another assessment like this is the summative assessment. This assessment documents the students performance. This assessment uses a lot of standardized tests and things related to that format. This allows the tester to understand where the students are at as a whole. In the classroom I would use this when administering unit end tests. I can see how they have progressed and I can assess what to do better for the next unit. A Measure I would measure my students how they are doing on my tests and assignments, if they are failing I am doing something wrong. This, however, is not the only way that I would measure if my management plan was working. I would, as stated above, have classroom meetings. This would give me an opportunity to discuss with my students how the class is going. This would be my chance to get input on them on what I am doing right and what needs to be changed. I would hope that they would be mostly satisfied with the way things are going, but if they are not I will change my plan so they can learn better. This of course goes back to William Glasser and it also goes back to the authoritative management style. Glasser is very keen on having students involved in the classroom and the teaching process. I very much agree with him. The opinion of my students is very important to me. The authoritative plan also focuses in on the student’s role. They need to have a hand in their education. If their voice is not heard, the students will just continue to fail and the teacher will not know why. So, if my plan is working well my students will do well on their tests, quizzes, and assignments and they will have positive things to say at our classroom meetings. Our relationship will be a cordial one and not one of animosity. Completed Rubric 1. I believe that I have a very compelling argument for my planned proposal. It fits to the rest of my paper and sets a precedent for how I will go about running my classroom. I have many cited supports and they were all knowledgeable on the subjects I discussed. 2. I described all five of the target groups at a satisfactory level. I let the reader know exactly what my future looks like for teaching. The reader can look at any one of the components and know what I want to achieve in my vocation. 3. I believe that I very effectively communicated my rules policies and management ideas in such a way that is very understandable to students and teachers. This letter home is in a very nice format with great colors, and it is pleasing to the eye. It is attractive and professional.

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BAGHDAD, Iraq (CNN) -- Two explosions rocked western Baghdad's al-Shu'lah neighborhood near a Shiite Muslim mosque on Sunday, killing at least 15 people and wounding at least 57, Iraqi police said. The first blast was triggered near the mosque -- and when people gathered near the scene, a suicide car bomber drove into the crowd and detonated the vehicle in the second blast, police said. Word of the blasts in the capital came just hours after news of two suicide car bombs in Tikrit, about 90 miles (150 km) north of Baghdad. The bombs exploded just 15 minutes and a short distance apart, killing at least six people and wounding 26 at an Iraqi Police Academy in Tikrit, according to an official with Tikrit's governor's office. Police were responding to the first explosion -- which happened in front of the police academy at 8 a.m. (12 a.m. EDT) -- when the second car bomb detonated close by at the meteorology building, the official said. In an earlier attack Saturday evening, seven commandos with Iraq's Interior Ministry were wounded when five mortar rounds landed inside their facility in the al-Baiya' neighborhood of southwest Baghdad, Iraq police said. The attack in Tikrit, Saddam Hussein's hometown, occurred as new recruits at the academy were about to travel to the Jordanian capital of Amman for a training program, police Lt. Shalan Allawi said, The Associated Press reported. A doctor at Tikrit General Hospital said the bombs killed four policemen and two civilians, with 23 policemen and several civilians wounded, AP reported. Elsewhere, three insurgents were killed Sunday as the roadside bomb they were trying to plant in the town of Mahawil exploded, police said in the nearby city of Hillah. The explosions follow the deaths of at least 12 people Saturday in a series of attacks by insurgents. The U.S. military said Task Force Baghdad soldiers arrested eight people Saturday. They are suspected of shooting down a commercial helicopter Thursday. The military said in a release that an "Iraqi civilian helped Task Force Baghdad soldiers find" eight people, who were being questioned in the crash that resulted in the deaths of 11 people on board. Six American security contractors, two Bulgarian crew members and two Fijian security guards were killed in the crash. A Bulgarian crew member who survived the crash was shot to death, according to the Bulgarian company that owned the helicopter. The helicopter was flying from Baghdad to the northern city of Tikrit when it went down just north of the capital.

Tokyo ben and Kansai ben – Japanese has many local dialects

Japanese has many local dialects. The two dialects with the largest number of speakers are the eastern and western dialects. The eastern dialect is called â€Å"Tokyo ben† which is equivalent to standard Japanese and the western dialect is called â€Å"Kansai ben† which is spoken in western Japan such as Kyoto, Osaka and Kobe. There are four main differences between Tokyo ben and Kansai ben affecting vocabulary, spelling, pronunciation and grammar. The first difference is vocabulary. Different dialects use different words for the same things. For example, â€Å"arigato†(thank you) is used in Tokyo ben while â€Å"maido ookini†(thank you) is used in Kansai ben instead (Rie-Higuchi,2002). The easterners say â€Å"yano-assatte†(the day after tomorrow), â€Å"shoppai†(salty) and â€Å"-nai†(not) whereas the westerners use â€Å"shi-asatte† (the day after tomorrow), â€Å"ka-rai†(salty) and â€Å"-n† or â€Å"-nu† (not) (Shibatani,2002). The second difference between two dialects is spelling. The numbers of syllables decrease in Kansai ben. Many words in Tokyo ben are shorten when are used in Kansai ben. For example, he word â€Å"yoku†(very well) in Tokyo ben become â€Å"yo†(very well) in Kansai ben(Shibatani, 2002). â€Å"Omoshiroi† (interesting) is spelled in Tokyo ben while Kansai ben spells â€Å"omoroi†(interesting) ( Shibatani,2002). The most obvious difference between two dialects is pronunciation. Tokyo ben has such features as â€Å"z†, â€Å"chi† and â€Å"ku† are pronounced like â€Å"j† and â€Å"gu† in Kasai ben. For example, â€Å"0† (zero) is changed into â€Å"dero† or â€Å"jero†( Long,2002). â€Å"1†(ichi) is pronounced as † iji† (Long,2002). â€Å"6†(roku) is pronounced â€Å"rogu† in Kasai ben(Long,2002). Moreover, the first syllable is more emphasized in Tokyo ben while the second syllable is more carefully pronounced in Kasai ben. For example, â€Å"tabako† is pronounced like â€Å"tabako† in Kansai ben (Shibatani,2002). It is the same as in the case of the name of a person. â€Å"Mr. Tekeda† is pronounced in Tokyo ben while Kansai ben pronounces as † Mr. Tekeda†(Shibatani,2002). The last difference includes grammar which is concerned with the particle. The particle â€Å"-su† is omitted from verbs in Kansai ben. Therefore, â€Å"masu ka† in Tokyo ben (standard Japanese) ecome â€Å"makka† and † desu ka† become â€Å"dekka† in Kansai ben. For example, the verb â€Å"tabemasu ka†(eat) in Tokyo ben is changed into â€Å"tabemakka†(eat) in Kansai ben(Shibatani,2002). Also, â€Å"nan desu ka†(what's it? ) become â€Å"nan dekka†(what's it? ) in Kansai ben(Shibatani,2002). Furthermore, the particle â€Å"da†, which is thought to function as the verb â€Å"to be† or † to do†, is replaced by particle â€Å"ya† in Kansai ben. For example, â€Å"uso da†(you're kidding) in Tokyo ben is replaced by â€Å"uso ya† and † So dattara†(if it's true) is changed into † So yattara†(if it's true) in Kansai ben(Palter,2002).

The State Board Of Education Essay - 1218 Words

Educators and policy makers have concerns about how to improve students test scores. Research shows that foreign language study, especially when the study of a second language begins in the elementary school years is a viable solution. Foreign language study improves cognitive abilities, positively influences achievement in other disciplines, and results in higher attained test scores. Additionally, younger children are more receptive to learning a foreign language. Therefore, foreign language study should be made available in all elementary schools in Oregon. The Oregon State Board of Education is in place to maintain that all Oregon public school students have equal access to high quality educational services. This involves an education that supports a lifetime of learning and prepares students for the next steps after high school graduation including college, work, and social responsibility. The State Board of Education was created in 1951 by the Oregon Legislature and designed t o oversee the schools in the state (Department of Education, n.d.). The Oregon State Board of Education consists of seven members that have been selected by the Governor and approved by the State Senate. Five of the board members represent Oregon’s five congressional districts and two board members represent the state at large. The board members serve a four-year term with a maximum of two repeated terms. The board members elect their chair every year. The board members gather at least sixShow MoreRelatedThe Illinois State Board Of Education1474 Words   |  6 Pages As schools in Illinois transition to the new Common Core State Standards (CCSS), the Illinois State Board of Education (ISBE) has taken steps to provide districts with resources to aid in this transition. 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