Childhood obesity in the United States

Childhood obesity in the United States and internationally has become a wide spread public health catastrophe. Over the years childhood obesity has increased at a rapid pace. This paper will show the results of the data collection method, the data analysis procedure, and the conclusion of how to apply the background and methodology of the research process with the problems in health care, and apply the emphasis on childhood obesity. Data Collection: The data collection method was appropriate for this study because children were involved and the research was based on previous studies already performed.The collection method used was a reviewed and detailed â€Å"search of CINAHL, MEDLINE, ERIC, Academic Search Premier data bases was carried out for the time period 1999-2011† (Karnik & Kaneka, 2012, p. 1). Key words for this search were â€Å"calorie imbalance, childhood obesity, interventions, physical activity, and policy changing† (Karnik & Kaneka, 2012, p. 1). The subj ects researched were children, the appropriate actions to be taken were parental consent and supervision; the identities of the children remained anonymous throughout the studies.Based on the outcomes of the research, there was no harm or negativity to the children participating in the research project. The concealment of the children was the main concern for the study, this way the children would not undergo the prejudices and abuse for developing an overweight condition, eating an unhealthy diet, and not exercising. There was no communication of individual names, or identifying factor of the children researched. Data Analysis Procedure:The provisions and procedures are appropriate for the type of study conducted and the results received from the research answered the hypothesis that the researchers were considering. The study was centered on preset criteria and questions. The qualitative data is based on numerical facts, which were extracted from the National Health and Nutrition Examination Survey (NHANES) according to Karnik & Kaneka (2012) the report stated the following: In the years 2007-2008 there were an estimated 16. 9% of adolescents and children aged in groups of 2-19 that were over weight.The total number of childhood obesity cases for children in preschool between the ages of 2-5 for boys and girls increased from 5. 0% to 10% between the years of 1976-1980. In the years 2007-2008 childhood obesity increased from 6. 5% to 19. 6% in children who were 6-11 years old. With the data that was collected during the same time period for adolescents aged 12-19 years old obesity increased from 5. 0% to 18. 1% (Karnik & Kaneka, 2012, p. 2). The non-statistical methods of review and the studying of social phenomena have qualitative research concerned.The research is appealing to a primary method in which subjects and groups appear through analysis of information gathered by techniques for example, case studies, observations, interviews, and videotapes. Sample s are typically small and are often nominated intentionally. Descriptions must be detailed when they are of qualitative research and are the perspective of all research members as a way of examining certain problems and issues under study (McCroy, 2013). In this qualitative research the article consists of the information found in relation to genetics, behavior, environmental factors, and interventions.Genetic factors may affect the metabolism, through altering fat, energy consumption, and energy disbursement. Hereditary traits may cause childhood obesity. Childhood obesity can be caused by behavioral issues. The food and drinks that children are ingesting cause more energy, and is not being used in the correct way. With the larger portions of food that children are eating which are high in glucose, and carbohydrates, the energy consumption is higher than the energy expenditure. This can lead to weight gain in children and cause childhood obesity (Karnik & Kaneka, 2012).Children who are not physically active are prone to obesity. The energy that is gained needs to be properly balanced with the energy used (Karnik & Kaneka, 2012). There is a realization that many teens and children are absence of the necessary quantity of some physical activity; therefore the calories are not being used properly, which can lead to obesity. In Iran there was a mixed-methods study which went to prove that there is a shortage of safe places that has easy access for children to get the physical activity they need.The inactive lifestyle may be caused because there are no facilities, for example, safe sidewalks, parks, and paths to ride bicycles on. The main barriers for these adolescents were the unsupportive families. It is seen that inactive lifestyles are a big part of childhood obesity. Children today spend a lot of time sitting and playing video games, watching television, and using their computers. Children tend to eat more goodies while they sit watching television and playin g video games and are spending more and more time with no physical activity.These developmental issues are a brutal cycle. Children are more prone to an inactive lifestyle because of watching television, consuming larger portions of food that are more energy-dense, and with a lack of physical activity, this has caused a rise in childhood obesity. Television advertisements show foods that are high in sugar; this leads children to make the wrong choices when it comes to eating healthy, and can lead to weight gain and childhood obesity. Environmental factors have a huge impact on children, school, home and the community is some of these influences.Parents who interact with their children have a huge influence when it comes to their child’s food choices and can inspire them to live a healthier life style. A huge amount of children’s time is spent in school; schools can help to offer healthy food choices and more physical activity to help promote a healthier lifestyle. With the lack of availability and affordability of healthy food it can affect a child’s nutrition. Conclusion: The provisions and procedures are appropriate for the type of study conducted and the results received from the research answered the hypothesis that the researchers were considering.The study was centered on preset criteria and questions. Childhood obesity can be resolved through prevention, education, and supportable interventions associated to living a healthy lifestyle with the proper nutrition habits and physical activity. Childhood obesity can be decreased with encouragement from the children’s parents. There needs to be an implementation of schools and governmental monitoring of the success or failure of the interventions. If interventions are not working then there should be a reevaluation of intervention to prevent childhood obesity.

Artificial Birth Control

Definition of Artificial Birth Control Artificial birth control can be defined as any product, procedure or practice that uses artificial or unnatural means to prevent pregnancy. Barrier methods such as condoms and diaphragms, hormonal methods such as the pill and IUDs, and surgical sterilization procedures such as a vasectomy or hysterectomy are all considered to be artificial birth control methods. Artificial birth control is also refers to the use of any medication, barrier or device to prevent pregnancy.Many people use it instead of or in addition to natural family planning, which relies on tracking menstrual cycles, body temperature and consistency of mucus discharge to determine when a woman could conceive. The term â€Å"artificial birth control† is most frequently heard in relation to religious teachings on family planning. Many religious groups encourage the use of natural family planning as opposed to artificial birth control, believing that using artificial contrace ption is contrary to God's will. Certainly, though, there are also non-religious people who choose not to use artificial birth control for personal, ethical or medical reasons.Barrier Method The barrier method is one type of artificial birth control and as the name implies, barrier contraceptives use some sort of barrier to prevent sperm from reaching an egg. Available barrier contraceptives are male condoms, female condoms, diaphragms, cervical caps and contraceptive sponges. Spermicide acts as a chemical barrier and therefore also falls into this category. It is also to prevent pregnancy by killing ejaculated sperm. Spermicide is often used in conjunction with barrier birth control. Hormonal Method Any type of hormonal contraceptive is considered to be artificial birth control.Although the birth control pill is probably the most common hormonal contraceptive, it's far from being the only one. Other available hormonal contraceptives are the birth control patch, the vaginal ring, De po-Provera injections, Lunelle injections and the intrauterine device (IUD). Intra-uterine devices (IUDs) are small devices inserted in a woman's uterus. They prevent the fertilization and/or implantation of the egg by changing the mucus around the cervix and the uterine lining. They last for several years. Surgical Sterilization The final type of artificial birth control is surgical sterilization.For men, the sterilization procedure is called a vasectomy. For women, both tubal ligations (also known as having one's tubes tied) and hysterectomies cause sterilization. It's important to understand, though, that a hysterectomy is typically performed for medical reasons, including cancer or endometriosis. For this reason, a hysterectomy is not usually considered artificial birth control. Alternative Methods If you have decided that artificial birth control methods are not right for you but you aren't yet ready to have a child, you may want to consider natural family planning.Natural fami ly planning involves tracking your temperature or cervical mucus changes to determine your fertile days. On those days, you abstain from sex to avoid pregnancy. The rhythm method finding your ovulation date based on your menstrual cycle and withdrawals are also considered by some to be natural family planning methods. History Artificial birth control methods have been used for thousands of years. The ancient Egyptians created vaginal suppositories thought to prevent pregnancy, and many cultures used condoms made of linen or animal intestines.

Catalase Lab Report

Investigating the effect of different environmental factors on the reaction of liver and hydrogen peroxide Table of Contents 1 Design3 1. 1 Variables3 1. 2 Safety and Environment3 2 Data Collection and Analysis3 2. 1 Collected Raw Data3 2. 2 Qualitative data5 2. 3 Processed Data5 2. 4 Graph on test tube 25 2. 5 Graph on test tube 36 2. 6 Errors6 3. Conclusion and Evaluation6 3. 1. Conclusion6 3. 2. Evaluation7 3. 2. 1. Random Errors7 3. 2. 2. Systematic Errors7 3. 3. Improvements7 Design Look to sheet titled: ‘Investigating the action of the enzyme catalase' 1 1. 1 Variables The independent variables are the acids used, the dependant variables the height of the bubbles formed and the control variables the test tubes used. 2 1. 2 Safety and Environment The safety and environmental precautions for this lab are quite strict. Wear safety goggles and a lab coat to avoid getting any acid on your person, and dispose of the acids in a sink with plenty of water. Collect the used liver samples and dispose of accordingly. 2 Data Collection and Analysis 1 2. 1 Collected Raw Data |Test tube |Height of bubbles (cm) | | | | |pH | | |30s | 30s |60s |90s |120s |150s |180s |210s |240s |270s |300s | |1 |0 |0 |0 |0 |0 |0 |0 |0 |0 |0 | |2 |12,9 |13 |14,1 |13,3 |11,7 |10,4 |9,3 |6,7 |5,5 |5 | |3 |14,2 |10,8 |8,4 |6,9 |5,5 |7,5 |3,3 |3 |2,8 |2,7 | |4 |1,9 |1,9 |1,8 |1,4 |1,3 |1,3 |0,4 |0,2 |0,1 |0,1 | |5 |0,2 |0,2 |0,2 |0,1 |0,1 |0,1 |0,1 |0,1 |0,1 |0,1 | |6 |0,5 |0,6 |0,9 |1 |1,4 |1,6 |1,8 |2 |1,3 |1,4 | | 2 2. 4 Graph on test tube 2 3 4 2. 5 Graph on test tube 3 As can be seen from the two above graphs, test tube 3, which had the exact same conditions as test tueb 2 except for the surface area of the liver, had a much more vigourous reaction, due to the increased surface area of the crushed liver. 2. 6 Errors The only piece of equipment that is to be considered in error calculations is the ruler used which had an uncertainty of approx. Â ±0,2 cm. 3. Conclusion and Evaluation 3. 1. Conclusion The experiment was meant to create an artificial catalase reaction between the enzymes in the liver sample and hydrogen peroxide. The sample in test tube 2 reacted with the hydrogen peroxide and produced oxygen bubbles at a somewhat steady pace, while the sample in test tube 3 reacted vigorously at first and then slowed down as most of the enzyme had been used up. 3. 2. Evaluation 3. 2. 1. Random Errors The liver was quite hard to get into perfect ? cm3 cubes, as it tended to get squished when the knife was pressed down, making the sample larger lengthwise, but smaller height-wise. Also when the reaction was very rigorous, the oxygen bubbles sometimes lifted the liver out of the hydrogen peroxide, causing it to stop reacting with the hydrogen peroxide. While not a major issue, sometimes the time at which the results were checked were not exactly at the designated 30 second intervals, due to many things going on at once. 3. 2. 2. Systematic Errors The ruler we were using was quite old and dirty, with some of the finer millimeter markings rubbed off or obscured, leading to readings that were not as accurate as they could have been. The molarity of the chemicals used can also be put into question. 3. 3. Improvements The liver could be frozen or in some other way petrified to make the cutting easier and more precise. The liver should be checked constantly and adjusted back down with a glass rod if necessary. Enough time should be allocated to ensure that the experiment can be done in a calm and orderly fashion to avoid any oversights in the time taking. Clean and clear rulers should be used to measure the bubbles. The molarity of the chemicals should be checked with titration or some other form of double checking the molarity.

ISO 14000 Essay Example | Topics and Well Written Essays - 250 words

ISO 14000 - Essay Example ISO 1400 series are grouped on the basis of two major categories; one is from the perspective of the organization, while the other focal point being product. A few of the standards from the 14000 series are: The ISO 14001 focuses on the specifications of the standards and the guidance for use. The ISO 14002 focuses on the principal systems and supporting techniques, the ISO 14011 has guidelines for the Environmental auditing procedures (Cheremisinoff, 2001). Following the ISO standards it helps the organizations to minimize the harmful or dangerous impact of the procedures that they are using for product manufacturing or service providing, and also the services and products will be produced with a more consistent quality. The standards compliance is an ongoing process; first the policy is created, then according to the policy, planning is done, the plans are then implemented, after the standards are put into practice there has to be a constant check and proper audit

Teaching as an art and science Essay Example | Topics and Well Written Essays - 1500 words

Teaching as an art and science - Essay Example Most schools and colleges run for only nine months in the year altogether, and there is seldom any necessity for a teacher to be on call every hour of the working day. Of course there is a great deal to be done outside teaching hours. Some of it is routine -- preparing examinations, reading papers, interviewing pupils. Some of it is research and preparation. But much of this kind of work can be done in one's own time, at one's own home, or in the quiet of a book-room. The great advantage of this is that comparatively few teachers are tied to the desk, chained to the telephone which begins to ring at nine on Monday morning and is still chattering at noon on Saturday, or limited for vacations to a fortnight in July among the millions of exhausted factory-workers (Highet, 1950). Teaching is an art form. The educator is an artist and, as artist, aims at creating an experience of enduring meaning. Varieties of techniques are developed to generate this extraordinary experience. Success is measured in the degree that students and educator have this experience. Sharing in or participating in the development and enhancement of knowledge is one of the richest of aesthetic moments. The rare teacher who understands and creates the conditions for such moments becomes a seminal image in student memories. Students who participate in a magic moment of learning become and remain a source of delight and pride for the artist - they become, with reverence, his or her students. But, if education does have an aesthetic dimension, what is it and what is its connection with the ethical constituents of teaching and learning The answer is found when learning is conceived of as a shared experience given form by a most special aim or end. The point at which the tensions of struggling individual selves, the distinctions of rank and function flower into a unity of shared meanings that enhance the experience of teacher and student constitutes the end, the target, the bull's eye of the academic process. An understanding of what shared meanings enhance our lives indicates how they are to be shared, that is, what the ethics of teaching are (Hook, Kurtz, & Todorovich, 1977). Teacher and learner strive to know how the social, biological, and physical processes that constitute existence can be unified in ways that render our lives more wondrous, more humane, more gratifying - that is, more wise. This communal process, the communal development of wisdom itself, becomes the criterion, the aesthetic measure of the quality of teaching and learning. To repeat, the aesthetic objective - the sharing of meanings in ways that promote mutual growth - serves as the criterion to evaluate the worth of the means employed to teach. Are the means employed conducive to developing habits that constitute intelligence and confidence in judgment Do the means render one more sensitive to the beauty of learning from and teaching others Do we gain a growing appreciation of what actions establish connections with the social, biological, and physical world that sustain becoming The "ethics of teaching" is quite clearly, then, the effort to understand and implement those actions that stimulate

A Visit to the Indiana State Museum Essay Example | Topics and Well Written Essays - 500 words

A Visit to the Indiana State Museum - Essay Example Likewise, as the partner of NHI, it is likewise tasked with enjoining community members to increase their awareness of the rich historical legacy of the state of Indiana and should thereby be instrumental in maintaining cleanliness in the environment, in and outside the perimeter of the museum; as well as assist in conserving natural resources, especially landmark trees within the area. In addition, since it is situated at the heart of the White River State Park, all the more that it extends responsibility towards maintaining cleanliness of the White River and avoid throwing or disposing of anything that could contribute to water or air pollution. As disclosed in its official website, the Indiana State Museum â€Å"with 21,190 square feet of state-of-the-art, high-security collection storage designed for different types of cultural and historical materials, as well as an additional 6,905 square feet for the natural history collections, the Indiana State Museum is superbly equipped t o care for the collections†. Vigilant and highly professional personnel assists in maintaining the pristine condition of its environment and the expertise in preserving the condition of its collections make Indiana State Museum the most effective repository of historical artifacts that would ensure that the future generation would appreciate what has transpired in the history and culture of Indiana’s life. This confirms Indiana State Museum’s commitment to environmental preservation and conservation as paramount among its goals.

The implications of the Intended Audience in Jewish Museaums Essay

The implications of the Intended Audience in Jewish Museaums - Essay Example This is the case with the two museums chosen for this report: The Beth Tzedec Reuben and Helen Dennis Museum and the Holocaust Centre of Toronto. The Beth Tzedecs Museum is important because it holds information for "all things Jewish" and The Holocaust Centre of Toronto is important because they educate the community about the Holocaust. The Beth Tzedecs Museum opened its doors in 1965 with the acquisition of Dr. Cecil Roths extensive Judaica collection. Dr. Roth was a prominent Jewish historian and his full collection contained over a thousand artifacts. Some were ceremonial objects, rare Esther scrolls, Chanukah lamps and more. Since their beginning they have acquired 1,800 artifacts that represent "Jewish art and history from ancient times to the present." (Beth Tzedec Website). This museum is housed inside a synagogue and it is open to the public. The museum is located in an old conservative synagogue in the Lawrence neighborhood in Toronto. The museums purpose is to be one component of the entire synagogue so that people can browse and learn about Jewish history. The museum and synagogue seem to be very welcoming to anyone who wants to learn about Judaica. Gopnik would call this museum a mausoleum type because it is "a place where you go to see old things and where you go to find yourself" (32). It is a reposit ory of ancient and current artifacts that are maintained for the world to see and talk about. This museum is small and it seems to be a small part of the synagogue and it is a small museum compared to The Holocaust Centre of Toronto and it does not seem to be of primary importance. The synagogue is a place for anyone to come and they seem to encourage people to explore them through videos, joining one of the many "shuls" or reading many of their materials. The audience seems to be anyone who would be

Psychological Disorders Term Paper Example | Topics and Well Written Essays - 1250 words

Psychological Disorders - Term Paper Example This piece of research paper presents a brief outline in to various psychological disorders and its respective treatments can effectively cure the mental illness or reduce the dangers of it. This paper focuses on major five disorders, namely Mood disorder, Anxiety disorder, Schizophrenic disorder, Somatoform disorder and Sexual disorder. Mood is sustained feeling tone that a person experiences internally and influences his behaviour, attitude and perception of the world. Mood can either be normal, elevated or depressed. Mood disorders are mental conditions that are characterized by loss of sense of control and subjective experience of greater distress (Sadock, Kaplan and Sadock, p. 527). Mood disorders are major depression, bipolar disorders, dysthymic disorder and cyclothymic disorders (Weiten, Lloyd and Dunn, p. 483). A patient with mood disorder may feel euphoric, angry, irritable, dejected, hopeless or apathetic etc. People with major depressive disorder normally show feelings of sadness and despair and they seem less interested in sources of pleasure that they previously found pleasure with. Depressed people seem to avoid activities that they previously found enjoyable. People with bipolar disorder are marked by symptoms of both depressive and manic periods (Weiten, Lloyd and Dunn, p. 495). Mania is when an individual becomes excessively active in either talking too much or distracting others or even becoming aggressive to others. When a person experiences both mania and depression, he is bipolar (Morris and Maisto, p. 492- 493). People with dysthymic disorder are found to be moderately depressed for around two years and people with cyclothymic disorder are found to be experiencing emotional ups and downs for several months. Normally, symptomatic treatment is recommended for the affected symptom like mania or depression.

The Ballad of the White Horse Essay Example | Topics and Well Written Essays - 500 words

The Ballad of the White Horse - Essay Example These lines were quoted by leading journals which were carrying war news. The Lady appearing before Alfred tells him that there is nothing much to look forward to, if it is only comfort that he is desiring. Things would only get tougher and man has to keep fighting as evil would only return stronger each time to engulf. Earl Ogier of the Stone and Sling, a General in King Gurthrum's army sings these lines in reply to the sentimental songs sung earlier by another Earl Elf, and Prince Harold before him who sang of the pleasures of this earth. He refutes their songs in which they speak about gods and women. Here he says that when all the pleasures are enjoyed , in life there is only Hate left. Having grown old, men like him and King Guthrum know that there is no such thing as true love. Chesterton with his strong faith in Roman Catholicism writes such lines to underline the state of Hell in side the minds of men of no belief. There is only despair and no faith in God to relieve the despair. This is King Gurthrum's song which express the bleakness of his heart. He sings in reply to the songs of Ogier and Elf before him , that, by now men have grown up to realize that there is no comfort of truth in any of the fanciful tales of gods and youth. The cold truth is that even gods die; even the mightiest kingdoms are raced down.

World War II Essay Example for Free

World War II Essay Together, Canada and the United States, on behalf of the Allies, made military contributions in the Second World War, albeit with varying results. Canada had declared war on the Axis Powers only a week after Great Britain and France had made their declarations. The war continued on, and Axis victory was being averted by sheer Allied bravery, even though Britain was near to collapse and France and the rest of Europe had long fallen. Allied victory seemed impossible, until the United States entered the war in December 1941. It was a turnaround and a triumph of American material and logistics superiority. Canadian contributions were not as decisive, yet helped provide stability and note-worthy support to America’s swift and decisive military actions, which helped to bring the war to a predictable end. The Canadian effort was more intrinsic, in nature, and was not very impactful; however Canada’s support to Great Britain proved to be crucial for the latter after the loss of their ally, France and before the Soviet alliance. The participation of Canada, in the Second World War was the largest combined national effort in their short independent history. Canada entered the war willingly, since it realised that Nazi success in Europe could definitely threaten the existence of Western civilization. During the â€Å"Phony War†, from 1940 to 1941, the Royal Canadian Navy helped protect convoys of troops and supplies to Britain. Canada was also the biggest British training ground, with the British Commonwealth Air Training Plan based there. Its military was active in the war from early on – mainly in the Italian Invasion, Northern Europe and North Atlantic. Full-fledged Canadian involvement in war came with the Battle of Dieppe, which was, in reality, a failure for the Allies, but it gave them a first-view of German defences on the French coast, later to be very useful for future operations on D-Day. Canada was also involved in the Allied invasion of Sicily, in 1943 and the D-Day landings, at Juno Beach, in June 1944, both of which proved to be successes. Canada made some minor contributions in the Pacific Theatre including the Battle of Hong Kong, in order to help Britain to defend their royal colony from Japan, which, however, was a failure. Canadian involvement in the Second World War was largely self-gratifying, in a way, as it began to develop a huge war industry of aircraft, military vehicles and cargo carriers’ production, most of which went to Britain, which kept its factories working, which spurred them to keep alive their interest in elping to win the war. The major contribution by the Canadians was the usage of the Corvettes that acted as escorts for supply ships on the way to Britain. Without these supplies, D-Day would never have happened. These military skirmishes and actions kept the war alive, but did not initiate any significant results on their own; however they were a pivotal support force. America’s late entry into the war was made up with its efficient and strategic fighting in battles, which ended the Second World War. Most of American military contributions in Europe were in collaboration with troops from other Allied nations, such as the Italian Campaign, D-Day landings (under American General D. Eisenhower) and the Battle of the Bulge. Starting from the West, Allied forces moved further eastwards, with the United States leading from the front, while Soviet forces attacked westwards, trapping Berlin. Hitler committed suicide, Nazi Germany was in disarray, and the war in Europe was won. It was a victory for American troops, and an overall Allied victory; with this, it seemed to be the â€Å"beginning of the end† for the Third Reich’s rule. On the other hand, the Pacific Theatre was won practically single-handedly by the United States. The entry of the United States into the war was literally forced by Japanese actions, in attacking the American naval base at Pearl Harbor, resulting in the loss of a good portion of the US Navy. Ostensibly, US interests were physically attacked, for the first time in the war, by Japan, and this provoked the United States to enter the war, even though America, straight out of Depression, did not want to get involved in the war directly, but stay on the periphery. The Battles of Coral Sea and Midway followed, and prevented Japanese attack on Oceania. It was at Guadalcanal that America first took the offensive, resulting in a victory. The long-drawn Battle of Okinawa was the final push towards one of the greatest events of World War Two – the atomic bombings of Hiroshima and Nagasaki, which led to subsequent Japanese surrender, and the end of the Second World War. Most American battles were over a shorter span of time, but their strategies were effectual and precise and their military prowess helped to end the war. The American military contributions essentially led to an Allied victory and helped to finish a lingering and indecisive war conclusively. The United States and Canada witnessed no actual war on home soil, but together with Britain, USSR and other Allies, they played a decisive role in securing a victory against Nazi Germany and Fascist Italy. Before the entered the war, both Canada and the United States possessed small militaries, but war mobilization and export of war materials transformed both these countries into mighty military powers by the end of the war, in their own respects. Canadian relations with the US became notably closer during the war. Both USA and Canada were reticent to enter the war, but once they did, their contributions were profound. The contributions of both the nations, albeit in slightly different aspects, helped to sustain and accelerate, and eventually end what became known as the most devastating war of all time.

Advantages And Disadvantages Of Design And Build Method Construction Essay

Advantages And Disadvantages Of Design And Build Method Construction Essay While construction contracts serves as a means of pricing construction, they also structure the allocation of risk to the various parties involved. The construction field is a very extensive and unique in each project. In this world most of the projects are managed by contracts. And as a principle to manage the project effectively we should first manage the contracts. The owner has the sole power to decide what type of contract delivery method should be used for a specific facility to be constructed and to set forth the terms in a contractual agreement. A firm has to choose the right delivery method which is project to project base and present its bid offer to the engineer/client during tendering stage to enable it to present competitive price and win the project without compromising the functional and the quality of the project. Choosing the right method to deliver the project will ease the project execution and give flexibility during construction as well as saving money and time for a firm and subsequently the same to the owner. It is important to understand the risks of the contractors associated with different type of delivery methods. In this instant you may ask what the contract delivery methods are and we should choose the right delivery methods. Projects delivery methods. There are three types of project delivery methods. In this section we will concentrate on design and Build because it s the best method for small and medium projects. 1- Tender or design-bid-build method In this type the owner/client will choose engineer to design the whole project and get the Approvals from authorities then floating tender to choose suitable contractor for the Construction under his supervision. In this type of method the client /engineer has full control of the project and the contractor has to comply with full design given by the engineer. Most suitable type of contract for this method is lump sum contract which the price given by the Contractor is fixed and the whole project is already designed and the scope of work is clear and fully detailed. 2-indefinite quantity contract method Under this type of contract there shall be no design and it is based on maintenance or repairing projects. Under this agreement the owner and the contractor will upfront set up prices for the labors and Equipments and markup etc 3- Design and build method. The term design-build refers to a range of alternatives to the traditional project delivery system. A useful way to look at design-build is by what it is not. Traditional design-bid-build is a segmented, sequential process in which the owner first contracts With a design professional to prepare detailed, suitable-for-construction plans and specifications (or Sometimes has them prepared by its in-house engineers), then uses the detailed plans and Specifications to solicit competitive bids for construction, and finally awards the construction Contract to the low bidder. Design-build means a procurement process in which both the design and construction of A project is procured from a single contractor. Usually, the design-build contract is awarded by some process other than competitive bidding Providing the best value (in price, features, functions [and] life-cycle costs) Thus, design-build differs from traditional design-bid-build in two ways. First, the design and construction components are packaged into a single contract. Second, the single contract is not necessarily awarded to the low bidder after competitive bidding I-Why Design-Build? (Advantages) Potential Cost Savings Design-build has the potential to reduce over-all project cost because the design-build contractor performing the design has a better feel for the construction cost of various alternatives, Thus can come up with a design that is less expensive to build and has an incentive to do so. Another way to look at this advantage is that it moves value engineering cost reduction incentive After contract award (with the contractor proposing cost-reduction ideas and sharing the savings with the owner) to pre-award (with the owner enjoying most of the cost savings). B. Earlier Project Completion Design-build may result in earlier completion and occupancy of the project because there is no Dead time between completion of design and start of construction. Further, the design-build Contractor can begin construction of early phases of the project (e.g. mobilization, site utilities, Foundations) before design of later phases (building envelope, interior partitions, HVAC, electrical) Is 100 percent complete? This process sometimes is referred to as fast track. C. Reduced Claims Exposure Design-build eliminates the liability gap. Design professionals can obtain insurance coverage only for negligent errors and omissions, and virtually all design contracts limit the designers liability to such. However, there can be non-negligent errors and omissions, which cost the owner money but for which the design professional is not liable. For example, a design professional may undertake Reasonable subsurface investigations but fail to detect a rock outcropping that will require additional work. In the traditional design-bid-build approach, the owner warrants the correctness of the plans and Specifications to the construction contractor. There can be design mistakes for which the owner is liable to the construction contractor under the Warranty of correctness but cannot transfer the liability on to the design professional. Even when the designer is in fact negligent, proving negligence can be difficult. The owner must obtain a certificate of merit from another design professional and then prove that the designer failed to meet the applicable professional standard of care, which requires expert testimony. On the other hand, the contractor usually can prove there was a defect in the plans that cost the Contractor money based on fact testimony alone. Thus, the owner may have to bear the cost. Design- build eliminates this gap because the design-bid build entity has no one but itself to blame For defective plans and specifications or differing site conditions. D. New Technologies Public Contracts usually prohibits brand-name or model-number specifications unless the Specification lists at least two brand names and is followed by the phrase or equal. This makes it difficult for traditional design-bid-build to reach innovative, proprietary Products where there may be only one brand-name and no equal. Further, substitution of a new or equal product for a standard product often is impracticable Because of the ripple effect. The designer designs the project around current generation Products and substitution of new or equal products after bidding can require revisions to structure, mechanical or electrical components to accommodate the new product. Who is going to pay for these ripple changes? Design-build resolves this problem. The design-build contractor selects the equipment (right down to make and model number) and Then designs the building around the selected equipment, which is a more logical way to proceed. In fact, the design-build contractor can sometimes obtain free design assistance from equipment Manufacturers desiring that their new technologies be used. E. Over-All Project Optimization Design-bid-build can suffer from sub-optimization when individual project participants optimize their own positions, often at the expense of the over-all project. The total cost to the owner of a building element, such as the steel frame, includes the cost of the engineering to determine the required steel sections plus the cost of the steel. The designer has little incentive to use a sharp pencil to achieve the minimum amount of Structural steel; he optimizes his own position by spending only the design time necessary to Ensure that there is enough steel to meet gravity and seismic loads, often by employing Conservative assumptions that may result in more steel than necessary. So, the owner may save money on design but pay for it in steel. With design-build, on the other hand, the design-build entity has an incentive to use the Optimum amount of engineering. As long as an additional dollar of engineering will save more than one dollars worth of steel, the design-build contractor will spend the engineering time up To the point of diminishing returns when an additional dollars worth of engineering saves only a Dollar s worth of steel because both the cost of design and the cost of steel come out of the same pocket. This is not to say that design-build results in flimsy or less-safe structures. More (steel, concrete, etc.) is not necessarily better. Simply specifying extra steel or concrete in one place because the engineer does not have the time or incentive to calculate exactly how much is actually required does not improve the over-all performance of the building. A chain is only as strong as its weakest link. If the owner wants a building with higher floor Loadings, less floor deflection or resistance to a bigger earthquake than required by code, then The way to achieve this is by placing that requirement on the design-build entity up front not by Hoping that the designer will throw in some extra steel or concrete because he or she does not have time in the budget to use a sharp pencil. F.Reduced Administrative Burden Design-build may reduce the administrative burden on the owner because there is one solicitation, one award and one contract to administer. G. Earlier Cost Visibility The total cost of the project is apparent earlier with design-build. In traditional design-bid-build, Construction costs are not known until bid opening, and it is possible to spend money on a design that the agency cannot afford to build. All too often, construction bids exceed the budget, and the Project must be re-designed to bring it within the budget, thus delaying completion. H. Agency CM with Multi-Prime Contracts One of the advantages of design-build can be achieved by a construction management (CM) to Manage design and over-all project coordination and then contracting directly with several contractors, which are then managed by the CM. Construction project management s services provided by a licensed architect, registered engineer, or licensed general contractor. Under this approach, the early phases of the project (earthwork, site utilities, and foundations) can be placed under contract before design of the building shell and interior is 100 percent complete, and the structural steel and other long lead-time components can be ordered. Then, the contracts for the early phases can be awarded to follow-on contractors. There are two types of construction managers. An agency CM is a consultant to the owner; an agency CM is not in the chain of privity between The owner and the contractor(s) and does not guarantee the cost of the work. An at-risk CM, on the other hand, essentially is a brokering general contractor. The at-risk CM is either in the chain of privity between the owner and the trade contractors or Guarantees that the aggregate price of the contracts will not exceed some maximum figure. Any individual or firm proposing to provide construction project management services shall provide Evidence that the individual or firm and its personnel carrying out onsite responsibilities have Expertise and experience in construction project design review and evaluation, construction Mobilization and supervision, bid evaluation, project scheduling, cost-benefit analysis, claims Review and negotiation, and general management and administration of a construction project. Which type of contract is better for design-build? Most suitable type of contracts is lump sum contract because the owner has essentially assigned all the risks to the contractor, who in turn can be expected to ask for a higher markup in order to take Care of unforeseen contingencies. Beside the fixed lump sum price, other commitments are often made by the contractor in the form of submittals such as a specific schedule, the management reporting system or a quality control Program. If the actual cost of the project is underestimated, the underestimated cost will reduce the Contractor s profit by that amount. An overestimate has an opposite effect, but may reduce the Chance of being a low bidder for the project. The scope of work, the price, the time of performance is already defined. Usually the contractors include allowance for contingencies in their bid price so the price Small and medium projects are most suitable for this kind of project where is the design is easy not Complicated and can be managed by one party. II-disadvantages The potential advantages of design-build do not come without risk. A. Less Control. Under traditional design-bid-build, the owner has full control over the details of the plans and Specifications and does not publish them for bids until it is satisfied that they reflect its Requirements, including functional and aesthetic preferences. With design-build, the owner gives up some of this control. i.e., advancing the level of design through the design development stage (30 percent or so) before award of the design-build contract. Of course, by doing so the owner may give up some of the advantages of design-build. B. Need for Earlier Requirements Definition With design-build, the owner must lock in its requirements much earlier. With traditional design-bid-build, if the owner is a little fuzzy on its functional or aesthetic Requirements, it can clarify them during the design phase after if sees where the designer is heading. But with design-bid-build, post-award programmatic changes can be very expensive and disruptive. C. Recommendation So, if the city (country) rules are not certain what it wants, traditional design-bid-build may be the better alternative. D. Compliance with Subcontractors The Subletting and Subcontracting Fair Practices Act, requires that bidders list their subcontractors with their bids. This can be a problem for a design-build bidder. Without detailed design drawings, the subcontractors cannot precisely estimate costs. But, listing a subcontractor without a firm subcontract price puts the design-build contractor at a disadvantage in subsequently pricing the subcontract work. A listed subcontractor has the prime design-build contractor over the proverbial barrel. This is a manageable problem for a design-build contractor with many of the same type of projects in an Area, as a subcontractor can only get away with gouging the design-build entity once. Parking garages and housing are good examples of where the design-build entities work with a group of subcontractors on a repetitive basis, and subcontractors can estimate their work on a perspace. or.pre-square.foot.basis. Design-build contractor shall search for competitive bids for subcontracts not listed with its prime bid. The problem with this approach is that it depends on specific legislative authorizations that do not apply to the country. Thus, the safest approach may be to require listing of subcontractors at time of bid, even though this may result in either the subcontractors or the prime design-build entity including some contingency and mark-up. E. Payment bonds Generally it is required a payment bond payable by the terms of the contract. However, when the design services and the construction are procured under a single contract, must the payment bond be in the full amount of the design-build contract or only in the amount of the Construction portion? Logically, it would seem that 100 percent of the construction portion would fulfil the intent of the statute.

Sustainability in Project Management

Sustainability in Project Management This review discusses the journal Sustainable Project Life Cycle Management: the need to integrate life cycles in the manufacturing sector (2005) authored by Labuschagne and Brent. The theme of this paper is that incorporating the current project management methodologies with the principles of sustainable development requires comprehensive understanding and integration of different life cycles.[1] This journal provides a good introduction of life cycle management; however, the authors do not make holistic perspective on the aspects of sustainability in project management. At the outset of the paper, the authors note that the social, economic, and environmental impacts of a project long after its completion have required increasing attention; the project life cycle management principles thus require revision. However, reasons for the consideration to life cycles when aligning sustainability with project management has not been specified. According to Azapagic (2004), people may unintentionally aggravate the impacts when trying to alleviate them. Therefore, protecting the environment without increasing burdens can only be assured by adopting a systems approach based on life cycle thinking which takes the whole life cycle of an activity into account.[2][3] Labuschagne and Brent (2005) have focused on defining various life cycles, yet the descriptions of the proposed impact assessment indicators on the three main sustainability dimensions are only briefly stated which causes the concept rather vague. In 2005, Brent and Visser demonstrated an environmental performance resource impact indicator (EPRII) calculation procedure by introducing the life cycle impact assessment (LCIA) framework for comparing burdens at operational level.[4] The approach evaluated impacts in four different resource groups including water, air, land, and mined abiotic resources[5] based on three process parameters comprising water and energy usage, and waste produced.[4] Research regarding the social sustainability dimension has also been executed subsequently. All the social criteria and its sub-criteria were verified with respect to project management and business[6][7], but particular impacts were found to be more significant in certain appraised asset or techn ology life cycle phases. The EPRII approach was used as a basis to calculate the social impact indicators; however, results appeared to be unreliable and the method was hence concluded to be not applicable for decision-making purposes at the moment due to the lack of social project and footprint information (Labuschagne and Brent, 2008; Labuschagne and Brent, 2006).[7][8] Despite its defect, this paper is a well structured piece of work which utilizes a large number of diagrams and tables. Koedinger (1992) explained that diagrammatic representation outperforms sentential expression due to its use of location to group information which facilitates search and avoids the need of symbolic labels and also encourages perceptual inferences.[9] This consequently enables readers to have a better understanding of the concept. In conclusion, although this journal does not provide a holistic overview of sustainability in project management, its detailed descriptions of various life cycles and their interactions in projects have provided an explicit concept of project life cycle management. Moreover, a considerable amount of literature review has been carried out in this article; it therefore deserves to be widely read. References Labuschagne, C. and Brent, A.C. (2005), Sustainable Project Life Cycle Management: the need to integrate life cycles in the manufacturing sector, International Journal of Project Management, vol. 23, no. 2, pp. 159-168, Azapagic, A. (2004), Appendix: Life Cycle Thinking and Life Cycle Assessment (LCA), in Azapagic, A., Perdan, S., and Clift, R. (ed.), Sustainable development in practice: case studies for engineers and scientists, John Wiley and Sons, pp. 426-437. Azapagic, A., Millington, A., and Collett, A. (2006), A Methodology for Integrating Sustainability Considerations into Process Design, Chemical Engineering Research and Design,vol. 84, no. 6,pp. 439-452. Brent, A.C. and Visser, J.K. (2005), An environmental performance resource impact indicator for life cycle management in the manufacturing industry, Journal of Cleaner Production, vol. 13, no. 6, pp. 557-565. Brent, A.C. (2004), A life cycle impact assessment procedure with resource groups as areas of protection, The International Journal of Life Cycle Assessment, vol. 9, no. 3,pp. 172-179. Labuschagne, C., Brent, A.C., and van Erck, R.P.G. (2005), Assessing the sustainability performances of industries, Journal of Cleaner Production, vol. 13, no. 4, pp. 373-385. Labuschagne, C. and Brent, A.C. (2008), An industry perspective of the completeness and relevance of a social assessment framework for project and technology management in the manufacturing sector, Journal of Cleaner Production, vol. 16, no. 3, pp. 253-262. Labuschagne, C. and Brent, A.C. (2006), Social Indicators for Sustainable Project and Technology Life Cycle Management in the Process Industry, The International Journal of Life Cycle Assessment, vol. 11, no. 1, pp. 3-15. Koedinger, K.R. (1992), Emergent Properties and Structural Constraints: Advantages Diagrammatic Representations for Reasoning and Learning, SS-92-02, AAAI Technical Report, viewed 21 March 2010,

Henry Hyde: From Henry To Hyde - Two Different Types of Leaders :: Essays Papers

Henry Hyde: From Henry To Hyde - Two Different Types of Leaders Henry Hyde was preaching to a small constituency during the Impeachment trial. Though the information spread through the internet and mass media, those who supported Hyde’s views remained the minority throughout the Impeachment process, and if anything, his support only decreased. Because Hyde felt that Clinton’s lying under oath about his relationships with Monica Lewinsky and Paula Jones was morally wrong, he took steps to punish Clinton for those actions. However other people, from all across the political spectrum, felt differently, and due to the divisive nature of issue, the only people who listened to and supported Hyde was the small conservative Republican constituency that had elected him and the other House Managers initially. For Hyde his core Catholic beliefs formed the basis for his political agenda. Those consisted of Catholic, family values issues, primarily pro-life ones. For example, he was on the Advisory Board of the Illinois Citizens for Life. Therefore the way that Hyde related to his audience was through a mutual agreement that family values, especially monogomy between spouses, were very important concerns, amplified by their percieved degredation of American culture. Clinton had a wife and a daughter, and during both campaigns ran as a women friendly president. Therefore the House Managers, who were all similar in ideology to Hyde conspired together to make the Impeachment a political statement. There were so many other reasons that they wanted to convict him and ruin is career, ranging from that fact that he had smoked pot to needing to discredit the Democrats before the 2000 election, that the Managers pursued Clinton ruthlessly. Often they were vindictive and bitter, as exemplified by Hyde’s rejection of the Joint Resolution of Censure which would have been politically advantageous to the Republicans offensively and diverted the thrashing they later took in the polls. However during his closing argument before the Senate, Hyde spoke venerably and grandfatherly, and limped up to the podium with the support of a cane, as if America had wounded him. It was during this speech that Hyde introduced his Henry V analogy, comparing himself to Henry V and the Managers to the English longbowmen as they prepared to die in defense of their country. Hyde saw himself and the Managers as protecting America from Clinton and what would happen if he was acquitted. If Clinton won, the president would have defeated America’s saviors and snaked his way out of punishment and justice, forever damning American culture and making a mockery of its system of justice. Henry Hyde: From Henry To Hyde - Two Different Types of Leaders :: Essays Papers Henry Hyde: From Henry To Hyde - Two Different Types of Leaders Henry Hyde was preaching to a small constituency during the Impeachment trial. Though the information spread through the internet and mass media, those who supported Hyde’s views remained the minority throughout the Impeachment process, and if anything, his support only decreased. Because Hyde felt that Clinton’s lying under oath about his relationships with Monica Lewinsky and Paula Jones was morally wrong, he took steps to punish Clinton for those actions. However other people, from all across the political spectrum, felt differently, and due to the divisive nature of issue, the only people who listened to and supported Hyde was the small conservative Republican constituency that had elected him and the other House Managers initially. For Hyde his core Catholic beliefs formed the basis for his political agenda. Those consisted of Catholic, family values issues, primarily pro-life ones. For example, he was on the Advisory Board of the Illinois Citizens for Life. Therefore the way that Hyde related to his audience was through a mutual agreement that family values, especially monogomy between spouses, were very important concerns, amplified by their percieved degredation of American culture. Clinton had a wife and a daughter, and during both campaigns ran as a women friendly president. Therefore the House Managers, who were all similar in ideology to Hyde conspired together to make the Impeachment a political statement. There were so many other reasons that they wanted to convict him and ruin is career, ranging from that fact that he had smoked pot to needing to discredit the Democrats before the 2000 election, that the Managers pursued Clinton ruthlessly. Often they were vindictive and bitter, as exemplified by Hyde’s rejection of the Joint Resolution of Censure which would have been politically advantageous to the Republicans offensively and diverted the thrashing they later took in the polls. However during his closing argument before the Senate, Hyde spoke venerably and grandfatherly, and limped up to the podium with the support of a cane, as if America had wounded him. It was during this speech that Hyde introduced his Henry V analogy, comparing himself to Henry V and the Managers to the English longbowmen as they prepared to die in defense of their country. Hyde saw himself and the Managers as protecting America from Clinton and what would happen if he was acquitted. If Clinton won, the president would have defeated America’s saviors and snaked his way out of punishment and justice, forever damning American culture and making a mockery of its system of justice.

Essay --

Prioritizing care is one of the first things that nurses learn in their career. Prioritizing requires critical thinking whether it comes to discharging a patient, caring for a patient, or delegating a task to a LPN or CNA. As the charge nurse they must look at the whole picture and not just the tasks that need to be done. The charge nurse is the one makes the assignments for the individual nurses, so if there happens to be a float nurse from a different department they might give them the patients with the lowest acuity depending on the nurse’s experience. The charge nurse must know which patients could be discharged if there was an emergency to arise or not enough hospital beds for those patients who need to be admitted. For example, the nurse is not going to recommend someone who came in with a heart attack; they would most likely recommend someone who is two days post op and is being discharged to a rehab facility in a couple of days. It is the charge nurses duty to make t hat everyone providing great and safe care to the patient. Prioritization is to make sure that the patient receives safe and quality care. A nurse would prioritize care of a patient based on their individual needs. The nurse uses critical thinking to determine what issues need to be addressed first, such as assessing the patients respirations, circulation, neurosensory, food and fluid intake, bowel and bladder eliminations, comfort, rest, sleep, safety, activity, hygiene, significant relationships, ego, integrity and sexuality. The first level of prioritizing to makes sure that the patient’s ABC’s are not compromised. ABC’s refer to airway, breathing, and circulation. The nurse is going to take care of a patient who is having trouble breathing or does not... ...ing student would take the patient to the bathroom, while they are in there get pain meds for my other patient, get the first patient back to bed, check in on the patient that is doing well and let them know I would be back with their meds shortly, go talk to family, and then do the discharge. Its basic and one piece could turn around that whole scenario. With prioritization this can also help the nurse save time, because then one knows how much time is needed for each task that needs to be done. In conclusion prioritizing in nursing is important to insure the patient safety, by ensuring their safety, they are not only ensuring proper care, they are making sure that everything following their care is done properly and that the right tasks are being delegated to the proper person, so proper care is given at proper time and they are always acting as patient advocate

The Short Second Life of Bree Tanner Chapters 14

â€Å"I heard someone get hurt – Kristie needs me more than Raoul,† he explained quickly. â€Å"Are you†¦ leaving us?† Riley's face changed. It was like I could see his shifting tactics written on his features. His eyes widened, suddenly anxious. â€Å"I'm worried, Bree. I told you that she was going to meet us, to help us, but I haven't crossed her trail. Something's wrong. I need to find her.† â€Å"But there's no way you can find her before Raoul gets to the yel ow-eyes,† I pointed out. â€Å"I have to find out what's going on.† He sounded genuinely desperate. â€Å"I need her. I wasn't supposed to do this alone!† â€Å"But the others†¦Ã¢â‚¬  â€Å"Bree, I have to go find her! Now! There are enough of you to overwhelm the yel ow-eyes. I'l get back to you as soon as I can.† He sounded so sincere. I hesitated, glancing back the way we had come. Fred would be halfway to Vancouver by now. Riley hadn't even asked about him. Maybe Fred's talent was stil in effect. â€Å"Diego's down there, Bree,† Riley said urgently. â€Å"He'l be part of the first attack. Didn't you catch his scent back there? Did you not get close enough?† I shook my head, total y confused. â€Å"Diego was there?† â€Å"He's with Raoul by now. If you hurry, you can help him get out alive.† We stared at each other for a long second, and then I looked south after Raoul's path. â€Å"Good girl,† Riley said. â€Å"I'l go find her and we'l be back to help clean up. You guys have got this! It might be over by the time you get there!† He took off in a direction perpendicular to our original path. I clenched my teeth at how sure he seemed of his way. Lying to the end. But it didn't feel like I had a choice. I headed south in a flatout sprint again. I had to go get Diego. Drag him away if it came to that. We could catch up with Fred. Or take off on our own. We needed to run. I would tel Diego how Riley had lied. He would see that Riley had no intention of helping us fight the battle he'd set up. There was no reason to help him anymore. I found the human's scent and then Raoul's. I didn't catch Diego's. Was I going too fast? Or was the human's scent just overpowering me? Half my head was absorbed in this strangely counterproductive hunt – sure, we would find the girl, but would we be ready to fight together when we did? No, we'd be clawing each other apart to get to her. And then I heard the snarling and screaming and screeching explode from ahead and I knew the fight was happening and I was too late to beat Diego there. I only ran faster. Maybe I could stil save him. I smel ed the smoke – the sweet, thick scent of vampires burning – carried back to me on the wind. The sound of mayhem was louder. Maybe it was almost done. Would I find our coven victorious and Diego waiting? I dashed through a heavy fringe of smoke and found myself out of the forest in a huge grassy field. I leaped over a rock, only to realize in the instant I flew past it that it was a headless torso. My eyes raked the field. There were pieces of vampires everywhere, and a huge bonfire smoking purple into the sunny sky. Out from under the bil owing haze, I could see dazzling, glittering bodies darting and grappling as the sounds of vampires being torn apart went on and on. I looked for one thing: Diego's curly black hair. No one I could see had hair so dark. There was one huge vampire with brown hair that was almost black, but he was too big, and as I focused I watched him tear Kevin's head off and pitch it into the fire before leaping on someone else's back. Was that Jen? There was another with straight black hair that was too smal to be Diego. That one was moving so fast I couldn't tel if it was a boy or a girl. I scanned quickly again, feeling horribly exposed. I took in the faces. There weren't nearly enough vampires here, even counting those that were down. I didn't see any of Kristie's group. There must have been a lot of vampires burned already. Most of the vampires stil standing were strangers. A blond vampire glanced at me, meeting my gaze, and his eyes flashed gold in the sunlight. We were losing. Bad. I started backing toward the trees, not moving fast enough because I was stil looking for Diego. He wasn't here. There was no sign he had ever been here. No trace of his scent, though I could distinguish the smel s of most of Raoul's team and many strangers. I had made myself look at the pieces, too. None of them belonged to Diego. I would have recognized even a finger. I turned and real y ran for the trees, suddenly positive that Diego's presence here was just another of Riley's lies. And if Diego wasn't here, then he was already dead. This fel into place for me so easily that I thought I must have known the truth for a while. Since the moment that Diego had not fol owed Riley through the basement door. He'd already been gone. I was a few feet into the trees when a force like a wrecking bal hit me from behind and threw me to the ground. An arm slipped under my chin. â€Å"Please!† I sobbed. And I meant please kill me fast. The arm hesitated. I didn't fight back, though my instincts were urging me to bite and claw and rip the enemy apart. The saner part of me knew that wasn't going to work. Riley had lied about these weak, older vampires, too, and we'd never had a chance. But even if I'd had a way to beat this one, I wouldn't have been able to move. Diego was gone, and that glaring fact kil ed the fight in me. Suddenly I was airborne. I crashed into a tree and crumpled to the ground. I should have tried to run, but Diego was dead. I couldn't get around that. The blond vampire from the clearing was staring intently at me, his body ready to spring. He looked very capable, much more experienced than Riley. But he wasn't lunging at me. He wasn't crazed like Raoul or Kristie. He was total y in control. â€Å"Please,† I said again, wanting him to get this over with. â€Å"I don't want to fight.† Though he stil held himself ready, his face changed. He looked at me in a way I didn't total y get. There was a lot of knowledge in that face, and something else. Empathy? Pity, at least. â€Å"Neither do I, child,† he said in a calm, kind voice. â€Å"We are only defending ourselves.† There was such honesty in his odd yel ow eyes that it made me wonder how I had ever believed any of Riley's stories. I felt†¦ guilty. Maybe this coven had never planned to attack us in Seattle. How could I trust any part of what I'd been told? â€Å"We didn't know,† I explained, somehow ashamed. â€Å"Riley lied. I'm sorry.† He listened for a moment, and I realized that the battlefield was quiet. It was over. If I'd been in any doubt over who the winner was, that doubt was gone when, a second later, a female vampire with wavy brown hair and yel ow eyes hurried to his side. â€Å"Carlisle?† she asked in a confused voice, staring at me. â€Å"She doesn't want to fight,† he told her. The woman touched his arm. He was stil tensed to spring. â€Å"She's so frightened, Carlisle. Couldn't we†¦Ã¢â‚¬  The blond, Carlisle, glanced back at her, and then he straightened up a little, though I could see he was stil wary. â€Å"We have no wish to harm you,† the woman said to me. She had a soft, soothing voice. â€Å"We didn't want to fight any of you.† â€Å"I'm sorry,† I whispered again. I couldn't make sense of the mess in my head. Diego was dead, and that was the main thing, the devastating thing. Other than that, the fight was over, my coven had lost and my enemies had won. But my dead coven was ful of people who would have loved to watch me burn, and my enemies were speaking to me kindly when they had no reason to. Moreover, I felt safer with these two strangers than I'd ever felt with Raoul and Kristie. I was relieved that Raoul and Kristie were dead. It was so confusing. â€Å"Child,† Carlisle said, â€Å"wil you surrender to us? If you do not try to harm us, we promise we wil not harm you.† And I believed him. â€Å"Yes,† I whispered. â€Å"Yes, I surrender. I don't want to hurt anybody.† He held out his hand encouragingly. â€Å"Come, child. Let our family regroup for a moment, then we'l have some questions for you. If you answer honestly, you have nothing to fear.† I got up slowly, making no movements that could be considered threatening. â€Å"Carlisle?† a male voice cal ed. And then another yel ow-eyed vampire joined us. Any sort of safety I'd felt with these strangers vanished as soon as I saw him. He was blond, like the first, but tal er and leaner. His skin was absolutely covered in scars, spaced most thickly together on his neck and jaw. A few smal marks on his arm were fresh, but the rest were not from the brawl today. He had been in more fights than I could have imagined, and he'd never lost. His tawny eyes blazed and his stance exuded the barely contained violence of an angry lion. As soon as he saw me he coiled to spring. â€Å"Jasper!† Carlisle warned. Jasper pul ed up short and stared at Carlisle with wide eyes. â€Å"What's going on?† â€Å"She doesn't want to fight. She's surrendered.† The scarred vampire's brow clouded, and suddenly I felt an unexpected surge of frustration, though I had no idea what I was frustrated with. â€Å"Carlisle, I†¦Ã¢â‚¬  He hesitated, then continued, â€Å"I'm sorry, but that's not possible. We can't have any of these newborns associated with us when the Volturi come. Do you realize the danger that would put us in?† I didn't understand exactly what he was saying, but I got enough. He wanted to kil me. â€Å"Jasper, she's only a child,† the woman protested. â€Å"We can't just murder her in cold blood!† It was strange to hear her speak like we both were people, like murder was a bad thing. An avoidable thing. â€Å"It's our family on the line here, Esme. We can't afford to have them think we broke this rule.† The woman, Esme, walked between me and the one who wanted to kil me. Incomprehensibly, she turned her back to me. â€Å"No. I won't stand for it.† Carlisle shot me an anxious glance. I could see that he cared a lot for this woman. I would have looked the same way at anyone behind Diego's back. I tried to appear as docile as I felt. â€Å"Jasper, I think we have to take the chance,† he said slowly. â€Å"We are not the Volturi. We fol ow their rules, but we do not take lives lightly. We wil explain.† â€Å"They might think we created our own newborns in defense.† â€Å"But we didn't. And even had we, there was no indiscretion here, only in Seattle. There is no law against creating vampires if you control them.† â€Å"This is too dangerous.† Carlisle touched Jasper's shoulder tentatively. â€Å"Jasper. We cannot kil this child.† Jasper glowered at the man with the kind eyes, and I was suddenly angry. Surely he wouldn't hurt this gentle vampire or the woman he loved. Then Jasper sighed, and I knew it was okay. My anger evaporated. â€Å"I don't like this,† he said, but he was calmer. â€Å"At least let me take charge of her. You two don't know how to deal with someone who's been running wild so long.† â€Å"Of course, Jasper,† the woman said. â€Å"But be kind.† Jasper rol ed his eyes. â€Å"We need to be with the others. Alice said we don't have long.† Carlisle nodded. He held his hand out to Esme, and they headed past Jasper back toward the open field. â€Å"You there,† Jasper said to me, his face a glower again.

Bill of Rights and Amendments Paper Essay

The United States Constitution was ratified and made law September 17, 1789. For Americas yet-to-be history the Framers knew the Constitution had to have a way to grow and change with the people, and their needs. This paper will cover the amendment process, the need for the Bill of Rights, how the Bill of Rights has affected America, what the Bill of Rights have granted American’s, discuss the later amendments, and what effect the later amendments have had. Amendments In order for America to continue to grow and change with the needs of the people, the Constitution was created with an amendment process in Article V. Article V gives two ways in which the Constitution can be amended; first is by a two-thirds vote from both the House or Representatives and the Senate, it must be ratified by 38 of the50 states. To date this is the only method that has been used. Second method is to hold a Convention called for the sole purpose of amending and two-thirds of the state legislatures must attend. Then it must be ratified by three-fourths of the state legislatures. The Constitution The Framers of the Constitution were specifically concerned with creating a charter for a working government, of the people, for the people, but the Constitution covered very few rights for the American citizen. During the secret convention of 1787,there was some opposition to the Constitution because it was viewed as not  having enough protections for Americas’ rights. â€Å"A bill of rights is what the people are entitled to against every government on earth† Jefferson, T (1787). Including an agreement to add immediately the Bill of Rights, gave way for the Constitution to be ratified. James Madison argued that a declaration of rights for the American people would help the judiciary branch protect individual rights. â€Å"They have given the right of man and fair discussion, and explained them in so clear and forcible manner as cannot fail to make a lasting impression† Washington, G. (1791). The Bill of Rights The Bill of Rights has affected countless court cases on individual rights. Communities and states can become involved to push moral or financial standards on others, and the Bill of Rights stops neighbors, states, and the federal government from infringing on the rights of an individual. The Bill of Rights protects the civil liberties that Americans are granted with citizenship, but it also gives America something to strive to be. The Bill of Rights is an ideal, a powerful statement of what America is trying to be. Amendments beyond the Bill of Rights The Bill of Rights accounts for amendments one through ten. Each of the additional 17 amendments has come about because of clarification needed for the original mechanics of the first three articles or to ensure civil rights. Amendments 11,16, and 24 are for clarifications of Article III. Amendments 12, 17, 20, 22, 25, 26, and 27are for further clarification of Articles I and II. Amendment 23 is further clarification of Article I. Only six amendments are to provide or clarify civil rights, those are13, 14, 15, 18, 19, and 21. Amendment 18 is the only one ever repealed. As we take a deeper look at amendments 13,14, and 15 they were also known as the Reconstruction Amendments. After the Civil War in early 1865 amendment 13 to abolish slavery, was found to be lacking in clarification of what happened to the freed slaves, and the 14th amendment was proposed in 1866, to allow all slaves citizenship. After this the rights for freed Black men came into question, the 15th amendment was created, that race would not bar anyone from the right to vote. Effects of the Constitutional Amendments The amendments beyond the Bill of Rights have each come when needed for the political and changing human rights that America has faced in the past 224 years. Rights have been granted; laws passed and recalled when they were no longer applicable for the climate of what Americans wanted for themselves. Clarifications for the running of the United States government, what should happen in case of emergencies and representation of all citizens have come from a government for the people, by the people. Conclusion Article V of the United States Constitution provides for America to change. The Framers knew that a simple document that was black and white could not govern a people for all time. Our Constitution is alive; it grows with America, and allows changes to be made allowing it stay relevant

Guide for Assignment Presentation

Introduction An assignment should be regarded as a piece of academic writing. The following comments and suggestions about the construction and presentation of assignments are intended to provide a guide.They are not intended to be considered as rigid rules. However, there are a number of academic conventions which should be met in academic work. Of most importance in academic writing is an overriding need for internal consistency in presentation. Internal consistency is achieved by thoroughness and attention to detail in the presentation of work. The purpose of an academic piece of writing is to report the results of an investigation to other members of the discipline for their information, evaluation and criticism.Communication of the results of academic activity is important as it allows the dissemination of information and is fundamental to the establishment of groups of people who are interested in similar problems and who are interested in applying similar analytical techniques to identify solutions to these problems. Writing an assignment is an exercise in effective communication and requires more than just learning of techniques of analysis and facts about the economic process. There are a number of books available that assist with writing assignments.See for example, Betts and Seitz (1986) Writing Essays in the Social Sciences and Anderson and Poole (1994) Thesis and Assignment Writing. It is recommended that students consult these for information about how to research and write an assignment. 2. Assessment Criteria Each units/modules offered through the HND Programme will have stipulated the criteria for assessment of assignments in the Course Outline. A number of assessment criteria that may be relevant for all courses are listed below. †¢ †¢ †¢ †¢ †¢ †¢ †¢ Relevance of your answer to the question or task set. Clarity of expression. Supporting documentation for arguments.Proper acknowledgement of documentation and t he use of a bibliographic convention. Logical planning and sequence. Overall presentation, including correct grammar, spelling and punctuation. Comprehensive coverage reflecting mastery of set readings and text. 3. Presentation of the Assignment You should always ensure that you prepare two hard copies of your Assignment and keep a copy on disc. On occasions assignments go missing, or second copies are required by University/College. †¢ Each Assignment should be clearly marked up with your name, your study centre, your Student registration number and at the end of the assignment a word count.The assignment should be word-processed. 1 TEG 2007 †¢ The assignment presentation format should directly meet the requirements of the assignment brief (i. e. reports and presentations are the most called for communication formats). You must ensure that your assignment does not appear to be an extended essay. If it does, you will lose grades. †¢ The word limit will be included in the assignment brief. These are specified by Lecturer/Tutor and must be adhered to. †¢ Appendices should clearly link to the assignment and can be attached as supporting documentation at the end of the report. However, failure to reference them by number (e. . Appendix 1) within the report and also marked on the Appendix itself will lose you grade. Only use an Appendix if it is essential and clearly adds value to the overall Assignment. The Appendix is not a waste bin for all the materials you have come across in your research, or a way of making your assignment seem somewhat heavier and more impressive than it is. 4. Time Management for Assignments One of the biggest challenges we all seem to face day-to-day is that of managing time. When studying, that challenge seems to grow increasingly difficult, requiring a balance between work, home, family, social life and study life.It is therefore of pivotal importance to your own success for you to plan wisely the limited amount of t ime you have available. Step 1: Find out how much time you have Ensure that you are fully aware of how long your module lasts, and the final deadline. If you are studying a module from September to December, it is likely that you will have only 10-12 weeks in which to complete your assignments. This means therefore, that the meeting of deadlines is vitally important, as submission schedules are extremely tight. Step 2: Plan your timeEssentially you need to work backwards from the final deadline, submission date, and schedule your work around the possible time lines. Clearly, if you have only 10-12 weeks available to complete three assignments, you will need to allocate a block of hours in the final stages of the module to ensure that all of your assignments are in on time. Late submissions will not be accepted, and no extensions will be allowed. Students who do not submit will be treated as a ‘no show', and will have to re-enter for the next assessment period and undertake an alternative assignment. Step 3: Set prioritiesYou should set priorities on a daily and weekly basis (not just for study, but for your life). There is no doubt that this mode of study needs commitment (and some sacrifices in the short term). When your achievements are recognised by colleagues, peers, friends and family, it will all feel worthwhile. Step 4: Analyse activities and allocate time to them Consider the range of activities that you will need to undertake in order to complete the assignment and the time each might take. Remember, too, there will be a delay in asking for information and receiving it. 2 TEG 2007 †¢Preparing terms of reference for the assignment, to include the following. 1 A short title 2 A brief outline of the assignment purpose and outcome 3 Methodology (the methods you intend to use to carry out the required tasks) 4 Indication of any difficulties that have arisen in the duration of the assignment 5 Time schedule 6 Confidentiality – if the assig nment includes confidential information ensure that this is clearly marked on the assignment 7 Literature and desk research undertaken †¢ †¢ †¢ †¢ †¢ †¢ †¢ A literature search in order to undertake the necessary background reading and underpinning information that might support your assignmentWriting letters and memos asking for information either internally or externally Designing questionnaires Undertaking surveys Analysis of data from questionnaires Secondary data search Preparation of first draft report Always build in time to spare, to deal with the unexpected. This may reduce the pressure that you are faced in meeting significant deadlines. 5. Planning and Sequence of an Assignment The assignment should contain at least three well defined and distinct sections: (a) An introduction (or ‘a beginning’) (b) The body of the assignment (or ‘a middle’) (c) A conclusion (or ‘an end’) †¢The introduction, whi ch occurs at the beginning of the assignment, should include a statement of the aims or objectives of the assignment. The introduction provides a clear statement of the problem or question to be considered; the limitations or assumptions you plan to use when examining the problem, and the analytical techniques used. Although the task set will frequently determine the question posed for the assignment, there is still scope for the introduction to define more precisely the question/task or to set the bounds of the assignment. Do not simply state the title of the assignment or repeat the task posed by the lecturer. The body of the assignment contains the argument that you present in support of the question you have posed in the introduction. The argument should be logical and embody the standard techniques of analysis as well as display familiarity with standard economic concepts and doctrines. †¢ The conclusion should complete the assignment by following up discussion points rais ed in the previous sections. It should relate clearly to your statement of aims and purpose provided in the introduction. As a general rule, no new material should be introduced in 3 TEG 2007 the conclusion.The conclusion normally should draw conclusions and point to further directions one could take from matters which have been argued fully and stated in the body of the assignment. Do not simply repeat, or summarise, what you have already said in the body of the assignment. Repetition is regarded as padding. 6. Common Specific Instructions used in Assignment Questions or Tasks Define Set down the precise meaning of a word or phrase and show why the distinctions implied in the definition are necessary by expanding on particular elements that may be sources of confusion or misunderstanding.Discuss Investigate an issue by examining the positive and negative arguments and by exploring interesting alternatives. Illustrate Use a model to clarify a particular point or use examples taken f rom everyday reality. Explain Clarify by the use of explanation, model and example. Compare Describe the similarities and differences and evaluate likely outcomes. Contrast Present an overview of two points of view and set them in opposition to bring out the differences. Describe Give a detailed explanation and clarification. EvaluateMake an appraisal on the basis of pre-established criteria, explore other points of view and, perhaps, include your personal opinion. Interpret Expand the meaning of a particular issue or event. Justify Show the basis for a decision or conclusion by the use of an appropriate model or relevant evidence. Outline Describe the major features of an issue or theory omitting minor details and emphasising structure and key conclusions. Relate Show how things are connected to each other and how they influence each other. State Present in brief, clear form. SummariseGive a brief overview of the key points of a matter, omitting details and examples. Trace Follow t he development of a topic from some point of origin. 4 TEG 2007 7. PRESENTATION The style and presentation of assignments are important. Your assignment should be easy to read and be presented in a way that shows you have organised your material to present your argument clearly. In addition, your assignment should be referenced where appropriate and literature cited in the text should be accurately documented. 7. 1 Writing Report Students often ask ‘what do they mean by a report? ‘ or ‘what should the report format include? ‘There are a number of approaches to reports, formal or informal: some report formats are company specific and designed for internal use rather than external reporting. For Assignment-Based Assessment process, you should stay with traditional formats. Below is a suggested layout that might assist you when presenting your assignments. A Title Page – includes the title of the report, the author of the report and the receiver of the re port Terms of reference – who ordered the report, when and why, any conditions (Optional) Contents page – providing a clearly structured guide to the contents of the report with page number references for each item.All section numbers and titles, using exactly the same wording as in the report. Executive summary – a brief insight into purpose, nature and outcome of the report, in order that the outcome of the report can be quickly established (Optional) Introduction – background information Main body of the report includes findings, description, facts, opinions, etc. This must be well structured and divided into sections, which are clearly labelled. Decimal numbering is common. Here is brief example. 1. 0 Introduction 1. 1 Situation Analysis 1. 1. 1 External Analysis 1. 1. 2 Internal AnalysisConclusions – draw the report to a conclusion, highlighting key points of importance that will impact upon any recommendations that might be made. It’s also summary of results. Recommendations – clearly outline potential options and then make your recommendations. Where appropriate, justify recommendations in order to substantiate your decision. Appendices – ensure that you only use appendices that add value to the report. Ensure that they are numbered and referenced within the text. If you are not going to reference it within the text, then it should not be there.Appendices (not always necessary) – additional details, tables, graphs, detailed analysis. 5 TEG 2007 Bibliography – whilst in a business environment a bibliography might not be necessary, for an assignment-based report it is vital. It provides an indication of the level of research, reading and collecting of relevant information that has taken place in order to fulfil the requirements of the assignment task. Where possible, and where relevant, you could provide academic references within the text, which should of course then provide the basis of your bibliography.References should realistically be listed alphabetically and in the following sequence Author's name and edition of the text; Date of publication; Title and sub-title (where relevant); Edition number; Place of publication; Publisher; Series and individual volume number where appropriate. 8. Tips for Writing Assignments Everybody has a personal style, flair and tone when it comes to writing. However, no matter what your approach, you must ensure your assignment meets the requirements of the brief and so is comprehensible, coherent and cohesive in approach. Think of preparing an assignment as preparing for an examination.Ultimately, the work you are undertaking results in an examination grade. Successful achievement of all four modules in a level results in a qualification. There are a number of positive steps that you can undertake in order to ensure that you make the best of your assignment presentation in order to maximise the grades available. Step 1 – Work to the Brief Ensure that you identify exactly what the assignment asks you to do. †¢ †¢ †¢ If it asks you to be a marketing manager, then immediately assume that role. If it asks you to prepare a report, then present a report, not an essay or a letter.Furthermore, if it asks for 2,500 words, then do not present 1,000 or 4,000 unless it is clearly justified, agreed with your tutor and a valid piece of work. Identify whether the report should be formal or informal; who it should be addressed to; its overall purpose and its potential use and outcome. Understanding this will ensure that your assignment meets fully the requirements of the brief and addresses the key issues included within it. Step 2 – Addressing the Tasks It is of pivotal importance that you address each of the tasks within the assignment.Many students fail to do this and often overlook one of the tasks or indeed part of the tasks. Many of the assignments will have three or four tasks, some wil l have even more. You should establish quite early on, which of the tasks requires you to collect information and which provides you with the framework of the assignment, i. e. the communication method. Possible tasks will include the following. †¢ Compare and contrast. Take two different organisations and compare them side by side and consider the differences and contrasts between the two. 6 TEG 2007 †¢ Carry out primary or secondary research.Collect information to support your assignment and your subsequent decisions †¢ Prepare a plan. Some assignments will ask you to prepare a plan for an event or for a marketing activity. Provide a step-by-step approach, rationales and a time-line. Ensure your intended outcomes are measurable and achievable. Make sure your actions are very specific and clearly explained. †¢ Analyse a situation. This will require you to collect information, consider its content and present an overall understanding of the situation as it exists . This might include looking at internal and external factors and how he current situation evolved. †¢ Make recommendations. The more advanced your studies, the more likely it is that you will be required to make recommendations. Consider and evaluate your options and then make justifiable recommendations. †¢ Justify decisions. You may be required to justify your decision or recommendations. This will require you to explain fully how you have arrived at as a result and to show why, supported by relevant information. In other words, you should not make decisions in a vacuum; as a marketer your decisions should always be informed by context. †¢ Prepare a presentation.This speaks for itself. If you are required to prepare a presentation, ensure that you do so, preparing clearly defined PowerPoint or overhead slides that are not too crowded and that clearly express the points you are required to make. †¢ Evaluate performance. It is very likely that you will be asked to evaluate a campaign, a plan or even an event. You will therefore need to consider its strengths and weaknesses, why it succeeded or failed, the issues that have affected it, what can you learn from it and, importantly, how can you improve performance or sustain it in the future.All of these points are likely requests included within a task. Ensure that you identify them clearly and address them as required. Step 3 – Information Search Many students fail to realise the importance of collecting information to support and underpin their assignment work. However, it is vital that you demonstrate to your tutor ability to establish information needs, obtain relevant information and utilise it sensibly in order to arrive at appropriate decisions. You should establish the nature of the information required, follow up possible sources, the time involved in obtaining the information and likely gaps in information.Consider these factors very carefully. Tutors are very keen that stude nts are seen to collect information, expand their mind and consider the breadth and depth of the situation. Submitting a bibliography is a good way of illustrating the level of information collection and application within the assignment. 7 TEG 2007 Step 4 – Develop an Assignment Plan Your assignment needs to be structured and coherent, addressing the brief and presenting the facts as required by the tasks. The only way you can successfully achieve this is by planning the structure your Assignment in advance.Earlier, we looked at identifying your tasks and, working backwards from the release date, in order to manage time successfully. The structure and coherence of your assignment needs to be planned with similar signs. In planning the Assignment, you should aim to include all the relevant information requested. You should also plan for the use of models, diagrams and appendices where necessary. Plan contents †¢ Introduction †¢ Content †¢ Main body of the assig nment †¢ Summary †¢ Conclusions and recommendations where appropriate Step 5 – Prepare Draft AssignmentIt is good practice to produce a first draft of a report. You should use it to ensure that you have met the aims and objectives, assignment brief and tasks related to the actual assignment. A draft document provides you with scope for improvements, and enables you to check for accuracy, spelling, punctuation and use of English. Some tutors provide you with an opportunity to review a draft assignment. If this is the case, you should take every opportunity to let them provide you with support. Step 6 – Prepare Final DocumentIn the section headed ‘Presentation of the Assignment' in this guide, there are a number of components that should always be in place at the beginning of the assignment documentation, including labelling of the assignment, word counts, appendices numbering and presentation method. Ensure that you adhere to the guidelines presented, or alternatively those suggested by your tutors. 9. Group Working †¢ Group work is necessary to develop the skills to be effective in real work situations. Very rarely do you work completely on your own †¢ Group work can be more productive as there are more people generating ideas †¢Group projects are often more interesting as the task can be more complex †¢ Group members can motivate and support each other Group problems: †¢ Domination – one or two members take over, and the others lose interest 8 TEG 2007 †¢ Critical – in order to sound knowledgeable, some members are always critical. Sometimes competition emerges †¢ Conflict – sometimes open, sometimes not †¢ Sexism and racism – you must inform your Tutor, or Equal Opportunities Co-ordinator †¢ Avoidance – whole group avoiding the task, often due to fear of failure †¢ Inactive listening – nobody listens – people working as individuals , not as a groupSome suggestions: †¢ Analyse the skills and strengths of each member †¢ Brainstorm ideas and form a plan of action †¢ Allocate tasks and set dates for task completion and regular meetings †¢ Set up communications – phone numbers, room numbers, e-mail addresses †¢ Set meeting places – this is absolutely essential at a first meeting †¢ Keep reviewing progress on the task and on any problems with the group †¢ Discuss any problems openly and with all group members 10. Effective Reading Before you start: †¢ Is this the correct book/article for your purpose? Check date/author/scope †¢Scan the contents, is it the right level? Read a section/chapter to check †¢ What questions are you trying to answer? †¢ Clarify before you start Reading: †¢ Read with purpose (what questions to be answered? ) †¢ Read selectively – scan and skim – only read in detail what you need to †¢ Mentally r ecite what you have just read †¢ Make notes at appropriate points – bullet points, do not rewrite the whole book. Review: †¢ Did I answer the questions I wanted to? †¢ Do I understand and remember what I read? 9 TEG 2007 11. Oral presentation Plan: †¢ What is the purpose? What are your objectives? †¢Who are your audience? †¢ What facilities can you use? – flip chart, OHP, PC, etc. †¢ Structure your presentation -the old rule is: Tell 'em what you're going to tell 'em, then tell 'em, then tell 'em what you told 'em. i. e. an introduction, the contents, a conclusion †¢ Make sure any visual aids can be seen and read †¢ Rehearse and time your delivery Delivery: †¢ A good start – make an impact, and make your audience want to listen †¢ Don't read – use crib cards, OHP slides as notes †¢ Speak slowly and clearly †¢ Look at your audience, don't talk to the wall, your feet, or the OHP screen †¢ Vary the speed and pitch of your voice †¢ Make sure you are not standing in front of the visual aids †¢ If it is a group presentation, make sure that you link well together †¢ Be lively and finish on a high note 12. Punctuation Why use it? It is to guide the reader in the natural pauses in writing. It is also there to show how the grammar of a sentence is supposed to work; a capital letter at the beginning of a sentence and a full stop at the end. Punctuating your sentence need only involve: colon, semicolon, full stop, question mark, dash, apostrophe, comma, quotation marks, brackets. †¢Colon (:) is most often used to introduce a quotation or a list. †¢ Full stop (. ) Use full stops more than you expect to. When in doubt, your instinct should always plump for a full stop. Semicolon (;) Represents a pause longer than a comma but shorter than a full stop. (If in doubt about its use don’t use it. ) †¢ 10 TEG 2007 It is used between clauses when the second clause expands or explains the first e. g. neither of them moved; they waited to see if the intruder made a quick exit. It is also used before clauses which begin with â€Å"nevertheless†, â€Å"therefore†, â€Å"even so†, and â€Å"for instance† e. . He looked before he leaped; even so he landed in the water. It is used to mark off a series of phrases or clauses which themselves contain commas. e. g. You will need the following ingredients: four eggs, preferably size 3; 4oz caster sugar; a few drops of vanilla essence; and 2oz almonds, which must be ground. †¢ Question mark (? ) Use a question mark every time there is a genuine direct question. That means Are you going? but not I asked if he was going? (wrong because it is a reported question). †¢ Dashes (-) Use dashes but don’t overdo them.You can use a pair of dashes – in place of brackets – or a single dash to mark a break in the sentence before a punch line or a throwaway remark: In life, two things are never with us – death and taxes. †¢ Apostrophes (‘) They do not make things plural. They are not used to make things plural e. g. 1990’s, MP’s HQ’s. The general rule is: if something belongs to someone you write someone’s or for example, the student’s. If it belongs to several people (the students), you write the students’. Plurals like people and children, that aren’t made with an s, take apostrophe s i. e. children’s.Apostrophes are also shown where letters are missed out – can’t play, won’t play. It’s is short for it is. Beware of : its, (meaning â€Å"of it†)yours, hers, ours, theirs, and whose. None of them takes as apostrophe. †¢ Commas (,) Commas, like buses, often come in pairs. It is wrong to write The reason is as it always was, to save money. Two commas should be used, like brackets, either side of the phrase as it al ways was. The test is whether, grammatically, the sentence would hold up if the section between the commas were removed. The common mistake is to forget the second comma.Commas are needed, and are not optional, when someone or something is being addressed. Kiss me, Hardy must take the comma after me. Yes Minister should have be Yes, Minister. Pairs of commas should be used when however, say, meanwhile and for instance are interjected into sentences – he might be paid, say, ? 50,000 a year. 11 TEG 2007 At the beginning of a sentence, these words or phrases need to be cordoned off with a single comma – However, investigations into†¦ , For instance, if we look at†¦.. Commas are used to mark off separate items in a list, except, usually between the last two items.You can put a comma in before and if it's needed to make the sentence clear Goods are transported by lorry, horse and cart, and even handcart. A strong adjective usually takes commas after each one excep t the last – old, crabby, pedantic Dr Johnson. †¢ Quotation marks (â€Å") Use double to enclose direct speech. Use a colon, not a comma before quotes – Mr. Smith said: â€Å"This is good news for all poor students. † Use a comma after quotes (before the second quotation marks) – â€Å"It will help many students,† said Jim. Quotations direct from a book or journal also need to have double quotation marks (â€Å") Davis et al. 1991, p243) stated that â€Å"Equilibrium is the sense which tells you when your body is balanced and when it is tipping, turning or inverting. † Unless the length of the quotation is more than three lines of your text, in which case it is indented and no quotation marks are necessary. †¢ Brackets ( ) The use of brackets (whose technical term is parenthesis) should be kept to a minimum. They are used to indicate a supplementary remark, or a qualification of some sort. Grammatically they work like commas, but the remarks inside the brackets tend to be less important than those inside commas.Brackets are always used in pairs. If the brackets surround an entire sentence then the full stop at the end of the sentence stays within the brackets. (This is the procedure you should follow. ) If the brackets only surround part of the sentence, the full stop goes outside. This is the procedure you should follow (under normal circumstances). †¢ Square brackets [like these] Square brackets are used to indicate your changes or your own comments on somebody else’s writing. The report that 25000 had been killed in battle [a figure shown to be greatly exaggerated] changed the course of the war. 3. Plagiarism Plagiarism is the act of passing off as your own work another person’s writing, words, or ideas. You must make it clear which ideas and which words you have obtained from someone else. Superficial and minor changes do not disguise your use of the words of someone else. You commit plagiarism if you do not acknowledge the source of a direct quote, or a specific piece of writing that you have paraphrased, or even if you describe an idea or concept that you have heard or read somewhere without a reference or acknowledgement.University / College rules will apply into plagiarism and also subject to disciplinary action. 12 TEG 2007 14. General Guidelines Follow these stages while you are doing your reading/note taking. Generating ideas †¢ What are the implications of the title? †¢ What ideas lie behind the title? †¢ What are you being invited to explore? †¢ Put your ideas on paper †¢ Things should become more complex at this stage †¢ There should be a mixture of fact/description and theory/argument Finding your perspective †¢ Try to sort the complexity into a clear, logical pattern †¢Is there an obvious sequence such as: intentions/results; pro/anti; before/after; cause/effect; hypothesis/evidence? †¢ What's most relevan t/interesting, convincing/contentious? †¢ What evidence supports your argument? †¢ What is the basic question/problem here? †¢ Diagrammatic structure of ideas may help A draft plan of the essay †¢ Roughly, the structure of the content †¢ Sequence of the argument †¢ You may be able to plan your paragraph structure †¢ A diagram plan may be useful †¢ Plan to go from the general to the specific Write a draft version †¢ Amend as you go along Maybe start each section on a separate page †¢ Several drafts may be needed †¢ Should new paragraphs be added/ some be divided? The final version †¢ Ask someone else to proof-read it for you. 13 TEG 2007 BTEC Higher National Grade Descriptors The assessment of BTEC Higher National qualifications will be at unit level and there will be no overall grade for either the Certificate or the Diploma. Each unit will be graded as a pass, merit or distinction. A pass is awarded for the achievement of all outcomes against the specified assessment criteria.Merit and distinction grades are awarded for higher-level achievement. In order to demonstrate achievement, learners typically undertake assessment activities that include a series of tasks or assignments, reflecting typical practice in the sector concerned. In order to judge the level of achievement, assessment criteria are used for the pass grade and grade descriptors for the merit and distinction grades. Achievement of a pass grade – a pass grade is achieved by meeting all the requirements defined in the assessment criteria for each individual unit.Achievement of a merit or distinction grade – all the assessment criteria and merit grade descriptors need to be completed within a unit to achieve a merit grade. All the assessment criteria, merit and distinction grade descriptors must be completed within a unit to achieve a distinction grade. The generic merit and distinction grade descriptors need to be viewed as a qualitative extension of the assessment criteria within each individual unit. The grade descriptors will be contextualised to meet the needs of the unit and be incorporated into the design of the assessment activities.Any single assignment however, as with BTEC Higher Nationals, will only be able to indicate that the learners has achieved some of the descriptors, say M1 and D2 unless it is a project style assessment that covers the whole unit (i. e. all learning outcomes and criteria). For example, if an assignment task requires the learner to: To pass the task you need to explored the organisational structures and cultures of the two organisations and prepared a suitable comparison in terms of the unit content requirements — types of organisation and associated structures, organisational networks and linkages, organisational culture.The qualitative aspect of the work, that will be used to determine your achievement of M1 on this occasion, will be the level of detail of both understanding of the subject matter (effective approach to study) and the depth to which you have taken this in the comparisons (effective approach to research). The approach taken in the example above shows how the indicative criteria can be adapted to better fit the work being undertaken in the task. In some cases the indicative characteristic could be used just as it is with no more than an identification of the evidence to which it relates (e. g. report, presentation, diagram, etc. ).