Investment ratios of McBride plc Essay Example | Topics and Well Written Essays - 1000 words

Speculation proportions of McBride plc - Essay Example As indicated by David (2005), budget summaries furnish the potential clients with a limited understanding into the qualities and shortcomings of a business. This is on the grounds that what is accounted for doesn't give a top to bottom delineation of execution of an element. Such full perspective on a business is significant as it would at last impact users’ choices on whether to proceed with their relationship with a substance and furthermore, give potential financial specialists satisfactory data to help them in dynamic. In this manner, the idea of money related investigation The Mcbride Plc had fundamental standardized profit per portion of 2.9p, 12.3p, 9.2p, and 6.4p for the monetary year of 2011, 2010, 2009 and 2008. This proportion is significant in looking at the presentation of organizations, as this is impossible utilizing the benefit they make straightforwardly in light of contrasts in the quantity of exceptional offers and pay. A higher Earnings for every Share is alluring to financial specialists as it demonstrates a higher relative salary. This organization has an EPS that changes now and again which implies that investors returns is unsteady. Cost to profit proportion (P/E proportion)- David (2003) states that value/income proportion is the most ordinarily used to assess interest in a substance. He further calls attention to that verifiably, the normal P/E proportion for the wide market has been around 15, in spite of the fact that it can vary essentially relying upon financial and economic situations. A stock with a significant expense/profit proportion proposes that speculators are expecting higher income development later on contrasted with the general market while a stock with a low value/income proportion recommends that financial specialists have increasingly unassuming desire for its future development contrasted with the market overall (David, 2003). From the calculations of value/profit proportion for McBride plc in table underneath, the proportion declined from 10.8 in 2010 to 9.44 in 2011. This decay may not be appealing to forthcoming development financial specialists regardless of

Parents Keep Gender Secret free essay sample

Would keeping your child’s sexual orientation mystery be something worth being thankful for or a terrible thing? In this article, Parents keep child’s sex mystery by Jayme Poisson, I am going to impart to you my contemplations and worries just as reality in this article I have perused. I have blended sentiments about this article and all through my article I will disclose to you why. Keeping sexual orientation of your youngster mystery can be hazardous to the child’s public activity. This article starts with a case of how individuals continually requesting that they revel the baby’s sex. The neighbors ask them every week what Storms sex is. They begin to censure them about how they are bringing up their other two kids, which are young men. They let the boy’s dress how they need with long hair, pink dresses, and they ride pink bicycles. Kathy Witterick and David Stocker, the guardians of Storm accept what they are doing is typical. We will compose a custom article test on Guardians Keep Gender Secret or then again any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page They state â€Å"we have chosen not to share Storm’s sex for the present †a tribute to opportunity and decision instead of constraint, a confront what the world could become in Storm’s lifetime(a increasingly dynamic spot? ). The grandparent’s point of view toward it is they are strong, yet they won't clarify the way Storm’s guardians decide to raise the infant genderless to their associates or to their companions. They have numerous worries about the kids being derided and being tormented when they get more established. Others can be pitiless to untouchables like the kids are turning out to be. Diane Ehrensaft , a California-based analyst, a creator of â€Å"Gender conceived, Gender made†, a guide for guardians of nonconforming children, says guardians ought to be strong of kids who are sexual orientation imaginative. Then again she stresses by not unveiling Storms sex; the guardians are denying the child an approach to discover oneself in reality as we know it where you are either male, female, or in the middle. My reaction to this article would need to me that I accept that the guardians did this since they believed that it was going to help Storm. I don't concur nor do I differ that is was acceptable. What I do accept is that it can hurt the children seriously in the public eye as well as in a psychological manner. I accept that the kids would have picked how they would have preferred to act male, female, or in the middle. Taking everything into account my convictions are that bringing up a youngster genderless can have great and awful results. Regardless of whether it be simply the kid finds all alone or the youngster gets lost and can't work in consistently social standards. I myself would not have brought up my kid genderless on the grounds that I feel it's anything but something worth being thankful for to do to a youngster by befuddling them. So in this end I can't help contradicting the manner in which they parent their kids.

8 Bookish Holiday Traditions to Start this December

8 Bookish Holiday Traditions to Start this December If youre decking your halls with books and book accessories (and you  should be), theyre already pretty bookish. But they could be MORE bookish. Its like, how much more bookish could they be? Im dying over the idea of the  Jólabókaflóð,  the Icelandic tradition of giving books on Christmas Eve and then all retreating to your separate couches with your books and hot chocolate and not talking to each other (I assume). We have way too many family obligations to ever make this fly, but I do have an enormous pile of wrapped books and cozy socks to give to my children on the first day of school break, because I can imagine nothing better as a child than days of unstructured free time and a pile of new books. Itll be our own little  Jólabókaflóð! You could spread that flood out and make a bookish advent calendar for all of December, or just the twelve days of Christmas, or the eight days of Hanukkah. Or give a book every year on St Nicholas Day! YOU get a book, and YOU get a book. Speaking of advent calendars, you should be reading this carefully curated advent calendar of short stories, essays, and poems (starting Dec 1). Straight-up literally read The Night Before Christmas on the night before Christmas. Or ditto but for Hanukkah with  The Night Before Hanukkah! Other December holidays are still waiting on someone to adorably illustrate  in rhyme what happens on them, so…get on it, authors. Read a book featuring a holiday-specific food and then make that food! I highly recommend  The Latke Who Wouldnt Stop Screaming but you have to really commit to the screaming. Watch some festive holiday adaptations! The Muppets Christmas Carol, e.g. Or How the Grinch Stole Christmas  (but Miss Me With That Jim Carey Nonsense). My parents like to re-watch all of the Harry Potter movies in December because they find them generally festive, but if you are not a pair of adorable semi-retirees, you can watch all the holiday scenes  in a fraction of the time. A lot of parents find that gift-giving to their children gets out of hand, so its helpful to curtail gifts to something they want, something they need, something to wear, and something (or somethingsssssss, I dont care, go nuts on this part) to READ. And then you can always take your holiday bonus and any cash gifts and blow them at the book store on Boxing Day. What sort of bookish holiday traditions do you celebrate?

The effects of chinas one child policy Free Essay Example, 2250 words

The sociological effects of One Child Policy are also not very favorable. There is typically extended family structure in China. Each child in China bears the responsibility of supporting two parents as well as four grandparents in addition to his/her family. Since they have only one child, parents associate very high hopes with their child. Not all children manage to fulfill the hopes, desires, and dreams of their parents. Hence, when their child cannot get admission in a good university or he/she cannot join a respectable profession, parents are depressed and disappointed. The single child has to make a lot of sacrifices and compromises to fulfill the desires of his/her parents. The single child has to choose the carrier selected for him/her by his/her parents. Likewise, from carrier to job and accommodation, the single child cannot decide about anything independently. A 32-year-old woman, Ge Yang from Beijing shares the relentless and unflinching attention she got from her parent s that changed her life, â€Å"If my parents had had other children, they would have paid less attention to me, in which case I might have spent more time and energy doing things that interest me. We will write a custom essay sample on The effects of china's one child policy or any topic specifically for you Only $17.96 $11.86/pageorder now Chinese parents of my parents generation like to plan life for their children†¦ I think if I had another chance, I might choose to work in the tourism industry, or live in another city†¦But as a single child, I have the responsibility to look after my parents. I couldnt leave my city. I need to be with them. This is something I cannot change† (Yang cited in Hatton). One Child Policy understandably does not leave any room for siblings. One’s bond with siblings is very important for healthy development psychologically, socially, and emotionally. In a developing country like China, where both male and female parents have to work in order to be able to afford a decent living, the single child has to spend a lot of time alone. Lack of siblings is a major deprivation in such a lifestyle. Life gets boring for children when they have no sibling to share their things with or even to quarrel with. It is very traumatic for the parents to lose their only child in an accident that they spent whole life raising. The grief and sorrow experienced by parents who lose their child because of illness or accident or any reason cannot be explained in words. Not only they lose their child, but their generation essentially comes to an end with the death of that child. Parents in the Chinese society are not very enthusiastic about having their child join the ar med forces.

The Natural Nature Of Life - 957 Words

â€Å"Sublime in nature†, the word itself is enough to know how horrific and dangerous experience that one can experienced from a natural activities. The natural experience that can last forever due to the terror and pain that you faced while experiencing it is called the natural sublime. Natural sublime experience could be anything that can take away your breath because of some kind of horror and astonishment that your faced/remember from that particular [natural sublime] experience. In my case, I had experience a natural sublime, which almost killed me. I have also imagined two other natural sublime experiences that I am planning to do next summer; climbing Mt. Everest and bungee jumping [I am going to experience both in Nepal]. Who want to experience a death? Everyone right? I mean no one wants to die but experiencing it is a whole different idea. My Natural Sublime experienced is no less than that. I experienced a death [not literally]. I was about 12 years old, hanging out with my friends. We had a pond near our house. We went there without our parent’s permission. We were having fun in the pond. As like a swimming pool, the pond had a different water level. Accidently I got into the water where it was more that 20 ft. of water [I didn’t know how to swim]. I was in the water, drowning deep down, almost unconscious. For a few second I didn’t know what to do, I was thinking about how I am going to die soon, I thought about my friends, families [mostly I was scared that IShow MoreRelatedThe Natural Law Theory Of Human Nature954 Words   |  4 Pagesour human nature that makes us feel great when we get a job and makes us feel horrible for something we steal something. This is because it feels natural for us to feel that we did something right or wrong. The natural law theory tells us that an action is morally right if it is natural and an action is wrong if it is unnatural. This means that human morality comes from nature and h as a purpose to live a good life. If someone’s actions are preventing them from making them live a good life, then theirRead MoreThe Wrongfulness Of Euthanasia By J. Gay Williams1473 Words   |  6 Pagestaking the life of a presumably hopeless person† (Gay-Williams 1979, 278). Based off aspects of his definition, Gay-Williams formats his three main arguments against active euthanasia which stem from nature, self-interest, and practical effects. Out of the three proposed arguments, the argument from nature stands out personally, as the least sound. Briefly stated, this argument is not sound because it fails to offer distinction between human characteristics which are the result of natural selectionRead MoreThe Natural Law Theory Essay examples1037 Words   |  5 PagesObeying by the natural law theory is the only true and moral way to live life; especially a life lived in God’s image. 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Moreover, Jim links à ntonia, theRead MoreNature And Nature : Emily Dickinson And Walt Whitman1326 Words   |  6 Pages Nature has an undefinable meaning as the theme is utilised in literature, and it has been a topic of reflection within the Romanticists since the beginning of the era. Romanticism and nature and inextricably linked ideas. Poets; Emily Dickinson and Walt Whitman wrote during the romantic era, and both drew heavily from aspects of nature in their work. Nature can be paralleled against several things, including humanity and the idea of life and death. The contrast between the natural world and theRead MoreDarwin s Theory Of Natural Selection1189 Words   |  5 Pages When Charles Darwin presented his theory of natural selection in On the Origin of Species he was aware that it would not easily be accepted. Darwin compares the struggle he anticipates to the challenges encountered in other scientific fields, writing, â€Å"The difficulty is the same as felt by so many geologists, when Lyell first insisted that long lines of island cliffs had been formed, and great valleys excavated, by t he slow action of the coast-waves† (Darwin, 392). Darwin anticipates that his theoryRead MoreThe Environmental Issues Of Avatar1395 Words   |  6 Pagesthe Earth by 2154. In particular, Avatar demonstrates the results of overusing natural resources and thus forcing humans to continue to destroy other areas of nature for sources of energy. Since there is no longer energy on Earth, the only option is to seek out energy from a natural habitat where indigenous Na’vis have been living for years. In addition, since there is no energy, Earth is not able to sustain organic life or rich produce. Furthermore, the place is called Pandora and contains an atmosphereRead MoreEssay The Natural Law by Thomas Aquinas1670 Words   |  7 Pagessense guides people, culture, and even whole countries to act in certain ways. Thomas Aquinas called this innate sense the natural law. The natural law is established by God in order to make men more virtuous. When examined closely it is found t hat the natural law contains the precept of all law and, is at odds with certain laws that exist today, specifically abortion. The â€Å"natural law is appointed by reason† (Aquinas IV, 94, 1) and given to everyone. This is very contrary to popular belief that rightRead MoreThe New Technology Can Save Lives960 Words   |  4 Pages(44). When he says this he is talking about the meaning of life. Our early ancestors looked at everything in nature as living, and everything had purpose, but now we look at all of nature’s beauties as resources. 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Tobacco Industry Analytic Free Essays

string(89) " a chance for domestic growth opportunities and premium pricing in the tobacco industry\." The barriers to entry in the tobacco industry are initially low and it is easy for small local and regional companies to enter into the market, but the barriers to enter the market nationally are very high. The economies at scale in manufacturing, distribution costs, and marketing at the national level make it very difficult for start-up companies to enter into the national market. There are substantial costs in raising the capital needed to build manufacturing facilities that can mass-produce tobacco products at the national level. We will write a custom essay sample on Tobacco Industry Analytic or any similar topic only for you Order Now Also, the costs of packaging goods such as cigarettes, at a mass level can generate high costs. Brand identity can also pose a barrier to entry for new entrants. Advertising restrictions imposed on electronic media by the U. S. government make it hard for any new entrant to gain brand awareness and also make it difficult for current top players in the market to increase their brand awareness. While many companies once relied on brand incentives in order to increase customer loyalty, they agreed to no longer use these incentives in the Master Settlement Agreement (MSA) in 1998. Also with many already established brands such as Altria’s Marlboro Cigarettes brand already have a huge stake in the market place. They have generated a lot of brand loyalty and awareness making it difficult for a new company to generate enough brand awareness to enter the market. Suppliers In the tobacco industry farmers supply the tobacco to dealers and manufacturers. Many of the tobacco farmers in the U. S. are located in the Southeastern states such as North Carolina, South Carolina, Georgia, and Florida. Farmers usually sell their tobacco at public auctions to the highest bidders. A federal program that started with the Agricultural Adjustment Act of 1933 once protected tobacco farmer’s prices. The tobacco growers were guaranteed minimum prices in exchange for limiting their production through allotments and quotas. U. S. grown tobacco is generally more expensive than non-U. S. grown tobacco because of the U. S. governments price-support system. Then in 2004 the government allowed for buyouts of the quotas, thus eliminating the price support system. However, in recent news many tobacco farmers are protesting for the entire buyout of their quotas and equipment. They say that the U. S. tobacco growing industry is on the verge of disappearing and they blame the high taxes on cigarettes and cheap tobacco imports. Thus illustrating that the farmers have little bargaining power due to the government interaction. Buyers Buyers in the tobacco industry are greatly affected by the economy and the level of their disposable income. Whenever a buyer’s disposable income declines, they are more likely to purchase cheaper brands of tobacco, and if a buyer’s disposable income increases, then they are more likely to buy more expensive brands. Buyer power was displayed in 1993 whenever Phillip Morris USA Inc. slashed their prices on leading brands such as Marlboro by 20% to raise their share of the market, thus leading many other leading companies to also reduce the prices of their popular brands. After many companies lowered their prices, discount cigarette brands saw a drop in their percentage of the market. However, in 2003 premium cigarette brands raised prices, then allowing discount cigarette brands to gain more of a share in the market, but the discount brands share in the market has been declining ever since. Consumers in the United States are now increasingly becoming more concerned with health issues. Consumer health awareness has hurt the market for tobacco sellers and has also led to the increase for government regulation. Many companies are now going international to focus on the increasing demand for tobacco products abroad. They are focusing on developing countries where the population is increasing much faster than in the United States and many of these countries have less government regulation, which can help with advertising and prices. Countries that have less taxation on tobacco sales can lead to higher revenues and sales of tobacco products because the costs involved are less. Industry Competitors/Intensity of Rivalry Within the tobacco industry there are three main competitors that control 90% of the domestic market. These three main players are: Altria Group, Inc. (Domestically known as Phillip Morris USA); Reynolds American; and Carolina Group. Phillip Morris USA, the United State’s largest tobacco company since 1983, controlled 50. 3% of the market share in the year 2006. Phillip Morris USA’s leading brand Marlboro had a 40. 5% share of the market in 2006; thus, displaying the importance of brand identity in the tobacco industry. Phillip Morris USA also offers different brands such as their premium brands Virginia Slims and Parliament, while also targeting the discount market with its brand Basic. The United States second largest tobacco company is Reynolds American, which offers premium brands such as Kool, Winston, Salem, and Camel; and two different discount brands, Doral and Capri. Reynolds American controlled 29. % of the market in 2006 and is also the second largest moist smokeless tobacco producer in the United States. The third largest company in the United State is Carolina Group with their premium menthol brand cigarette Newport that controlled 9. 7% of the market in 2006. For the cigarette industry unit volumes have declined and the price of cigarettes has increased,thus creating higher net revenue for companies. Many companies are u sing cost efficient strategies and are merging to help gain profits in the industry. For example, R. J. Reynolds and Brown Williamson Tobacco merged and now have a higher share of the market. Tobacco consumption declined a lot from 1994 to 2004 and the decline has started to slow down in the past couple of years, the growth rate is still not what it once was. [pic] Figure 1 : Market share holders in 2006 Rivalry in the menthol sector of the tobacco industry has been a strong focus of the leading companies in recent years. Menthol cigarettes offer a chance for domestic growth opportunities and premium pricing in the tobacco industry. You read "Tobacco Industry Analytic" in category "Papers" Carolina Group controls this sector with its leading brand Newport, while Reynolds American offers two brands, Kool and Salem, which have been in the market for a long time. With the potential growth in the menthol sector, the leading tobacco company Marlboro introduced their menthol brand with strong promotions to compete with already existing brands. Other potential areas of domestic growth in the tobacco industry include cigars, which are on the rise again; and snuff or smokeless, which is one the rise due to smoking restrictions in public places. By using the Porter’s Five Forces Framework I was able to discuss the five basic competitive forces within the tobacco industry. The level of difficulty for new entrants; the lack of bargaining power of suppliers; the bargaining power of buyers between different brands; the high level of potential substitutes; and the competition rivalry, as well as domestic growth areas; were all analyzed within the tobacco industry using the Porter’s Five Forces Framework. Dominant forces such as government regulation and health awareness influence change in the tobacco industry. The potential impact that theses forces could play on the tobacco industry could be harsh if companies don’t adjust and change with them. Strengths: Altria and R. J. Reynolds both display much strength within the tobacco industry. Both companies display high levels of brand identity and brand awareness with many different well-known brands. Altria has dominant control of the market with their diversified Marlboro brands of cigarettes that dominate the market, contributing a 40. 5% share in the market. R. J. Reynolds also has many well-known diversified brands such as Kool, Winston, Salem, and Camel that help to control 29. 8% of the market. Both companies can use their strong brand awareness to build customer value with existing and new products. B oth companies are aligned with their mission statements to provide for their customers and maintain levels of responsibility and integrity for their operations. Altria, for instance offers a wide array of information concerning health issues, tobacco laws, cigarette ingredients, and youth smoking prevention on their website. While R. J. Reynolds offers information to the public on legal and regulatory issues, maintaining responsible marketing, and also health issues related to their products that consumers can access on their website. Also, both companies produce mass amounts of tobacco products and in order to be the top two producers in the United State they must both have strong manufacturing infrastructures. Weaknesses: Both companies face the weakness of selling dangerous products to consumers. Tobacco products obviously involve a great deal of health risks and consumers have been made well aware of the risks involved in tobacco use. Both companies face liability issues and litigation for the sale of such a dangerous product, which can cost the companies a lot of money. These companies must place a great deal of concentration on defending themselves in numerous lawsuits that come about frequently due to the health liability issues. Recent cases involving the â€Å"light† cigarettes have been brought against Altria, these cigarettes have lighter amounts of nicotine and tar but still can be just as harmful as regular cigarettes. Also a lot of blame for such high health care costs in the United States is placed on these companies as well. Another weakness that Altria and R. J. Reynolds suffer from is their dependencies to rely solely on the sale of tobacco products in order for them to remain such profitable companies in the market place. Sales from 2000 to 2005 declined at around an average rate of 4% a year and a decline of about 1% in 2006. If sales continue to decline every year, this could lead to substantial effects on profits. With the cigarette consumption declining, companies such as Altria and R. J. Reynolds have began to look towards international markets with growth opportunities. With so much concentration on tobacco sales both companies also have the weakness of being so heavily invested in the success of the tobacco industry. These companies could face a great deal of losses if the tobacco industry keeps declining. Opportunities: Both Altria and R. J. Reynolds have the opportunity to expand the ir companies internationally to target new customers in areas that provide potential for growth in sales. With the help of countries with rising personal incomes, high per capita cigarette consumption, and less government regulation in foreign countries Altria is taking action to expand their horizons abroad. An article from Wall Street Journal by Vanessa O’Connell describes how Altria is using spin off, Phillip Morris International to focus on international markets such as Pakistan, where smoking consumption is up 42% since 2001; Ukraine, where smoking consumption is up 36%; and Argentina, where smoking consumption is up 18%. She also explains how China offers 50 million more tobacco buyers than in the United States, thus showing that China offers great potential market opportunities. R. J. Reynolds is also focusing on the global market with creation of R. J. Reynolds Global Products. R. J. Reynolds is participating in joint ventures in European countries and Japan, collaborating with other companies to produce American-like brand cigarettes in foreign markets. They have also been establishing a business presence in Puerto Rico and the Caribbean and are supplying cigarettes to the U. S. military outlets and U. S. Duty Free sectors. R. J. Reynolds also manufactures cigarettes to be sold by other companies in foreign countries. Both companies are taking advantage of the potential growth in international markets. Another opportunity that both companies are focusing on is the opportunities of marketing new tobacco products to consumers. With more consumers looking for alternatives to smoking Altria has been f ocusing on developing its smokeless tobacco product line. With snuff being providing potential growth in the market, Altria is exploring the moist snuff or chew market as well as a new product called Snus. Altria is currently test marketing its Marlboro Snus products and its Marlboro moist smokeless tobacco in certain areas of the United States. They are also using the strong brand identity of Marlboro to help their new products enter into the market. R. J. Reynolds is also developing new products that have potential market opportunities. Reynolds is developing new exotic brands of Camel cigarettes and also trying to capitalize on smokeless tobacco opportunities with their brand of Camel Snus. Both brands are using their already existent brand awareness to help romote new products in the market. Threats: Companies in the tobacco industry such as Altria and R. J. Reynolds have a negative public perception because of providing such dangerous products and must deal with this perception accordingly in order to remain in the market. With the threat of being seen so negatively in the public eye companies must provide support in educating consumers about the dangerous health risks involved wi th smoking. Government regulation also poses a threat to both companies. In the 1998, the Master Settlement Agreement between tobacco companies and the government came to an agreement that tobacco companies would have to pay $250 billion over a 25 year span to help reimburse healthcare systems for to higher costs due to many patients with tobacco use related illnesses. The threat of government regulation poses high cost threats dealing with litigation and taxes. Both companies have been affected by the high taxes placed on the sale of tobacco products, thus causing them to have to raise prices, which could have a negative effect on sales. Also the threat of changes in the legal atmosphere pose a problem on companies. As new laws are adopted both companies must adapt to stay profitable, such as the new public smoking laws that threatens both these companies that rely on cigarette sales. The threat of Altria’s and R. J. Reynolds’ consumer base growing old and dying off from tobacco related illness and America’s new focus on healthy living styles display how these companies are affected by the benefits of substitutes for smoking and quitting smoking. There has also been a huge decline in the number of smokers in the United State over the past 40 years, which has cut the consumer base in half. With the number of smokers in the domestic market declining both companies also face the threat of marketing restrictions in the United States. Tobacco products cannot easily be marketed to consumer in the United States, which threatens the growth of tobacco products. Both Altria and R. J. Reynolds are aware of the threats that they face and that can explain why they are developing new products and moving towards international markets. The SWOT Analysis displayed how strengths such as brand identity have played a huge role in the success of both Altria and R. J. Reynolds. Altria leads the market with its well-known brand Marlboro and is taking on opportunities with new products and international markets. While R. J. Reynolds has a smaller share in the market they are also trying to grow by focusing on the same opportunities. Both companies also face many of the same weaknesses and threats, that being in the tobacco industry pose, such as government regulation and health awareness. They are taking action to deal with them by exploring new opportunities. How to cite Tobacco Industry Analytic, Papers

Silent Killer Essay Example

Silent Killer Essay According to the Bible, â€Å"Where your treasure is, there will your heart be also.†(Matthew 6:21). Indeed, the role of the heart in the body is as valuable as a treasure. As one important muscle in our body, it has a very vital function in our human body. This muscle pumps blood in our body, so that blood could distribute oxygen to other parts of our body. Oxygen is needed in order for our organs to function properly. However, when the blood pressing on the inside of our arteries (blood vessels) is higher than normal, a person will have high blood pressure. In this case, high blood pressure, also known as hypertension, may damage our arteries. This will make a person more likely to have a stroke, heart attack, kidney problems, or heart disease. High blood pressure can cause serious health problems even if you do not feel sick. This is why hypertension is often called the silent killer because you may not have symptoms. To know the physiological origins of high blood pressure, we should discuss the normal functions of the heart first. Normally, the pumping of the heart creates a rhythmic pulsing of blood along and against the walls of the blood vessels, which are flexible enough to dilate or contract and thus keep the pressure constant. Most physicians consider the blood pressure of a healthy adult to be   near 120/80—i.e., equivalent to the pressure exerted by a column of mercury 120 mm high during contraction of the heart (systole) and 80 mm high during relaxation (diastole). However, for a variety of reasons, the blood vessels could lose their flexibility, or the muscles surrounding them may force them to contract. As a result, the heart must pump more forcefully to move the same amount of blood through the narrowed vessels into the capillaries, thereby increasing the blood pressure. Over time, this higher pressure, or hypertension, can damage the arterioles (the small terminal twigs of an artery that end in capillaries) in such organs as the liver, kidney, or brain and can also weaken the overworked heart. The increased risk of death from congestive heart failure, kidney failure, or stroke is the chief danger of hypertension (Encyclopaedia Britannica, 2006). We will write a custom essay sample on Silent Killer specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Silent Killer specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Silent Killer specifically for you FOR ONLY $16.38 $13.9/page Hire Writer High blood pressure occurs when the systolic number is higher than 140 or when the diastolic number is higher than 90. Only one of these numbers needs to be high to have high blood pressure. For example: 118/98, the systolic number (118) is normal, but the diastolic number (98) is high. For the blood pressure of 180/70, the systolic number (180) is high, but the diastolic number (70) is not. A good systolic number is less than 120. For some people, a number between 90 and 100 is normal. A good diastolic number is usually lower than 80 millimeters of mercury (mm Hg). There are three types of high blood pressure: 1.) Prehypertension A blood pressure that is very close to the numbers for hypertension is called prehypertension. A systolic pressure between 120 and 139 or a diastolic pressure between 80 and 89 is considered prehypertensive. Having prehypertension makes a person more likely to develop an even higher blood pressure in the future. If one is prehypertensive, the doctor may suggest lifestyle changes. If one has kidney disease or diabetes, the person may need medicine to treat   prehypertension. 2.) Primary hypertension: Also known as essential or idiopathic hypertension. This is the most common type of hypertension and occurs in about 90% of people. The cause of primary hypertension is not known. 3.) Secondary hypertension: Is usually caused by a medical condition or a medicine. Some examples include: Kidney disease, Sleep apnea (when breathing stops for short periods during sleep), and Stress (AltCareDex Medicine Modality, August 2006). With all these information about hypertension, we realize that the function of the heart is more than a remarkable pump affects our entire body. If the flow of blood to or through the heart or to the rest of the body is reduced, or if a disturbance occurs in the small bundle of highly specialized cells in the heart that generate electrical impulses to control heartbeats, the result may at first be too subtle to notice. However, without diagnosis and treatment, these changes could develop into a life-threatening problem. To top it all, hypertension could lead a person to have a heart attack. What happens in a heart attack, or myocardial infarction (MI), is that the blood supply to the heart muscle, or myocardium, is severely reduced or stopped, as when a blood clot becomes lodged in a coronary artery. Deprived of its blood supply, the area of heart muscle served by the blocked artery weakens and dies. The affected area is called an infarct, hence the term â€Å"myocardial infarction.† A heart attack is also called coronary thrombosis (referring to a clot) or coronary occlusion, meaning an obstruction. A heart attack can also be the result of an unexplained temporary spasm of a coronary artery (Physicians Desk Reference, 23 June 2003). This brings us to what are the main causes of heart disease – the risk factors are often related to lifestyle—smoking, physical inactivity, a high-fat diet, raised blood pressure—account for at least three in every four new cases of cardiovascular disease (Edwards, 2001). With the threats of heart disease, the best way to protect your heart is by making positive changes in your lifestyle, such as not smoking, exercising, controlling your weight, and limiting fat in your diet (Lenfant, 23 August 2000). Risk factors may be controllable or uncontrollable: 1.)  Ã‚  Ã‚   Genetics African Americans are at higher risk for high blood pressure than are whites and if you have people with high blood pressure in your family, your risk of developing it is higher. But the high blood pressure that plagues African Americans is no longer thought to be only the product of genetics. Lifestyle differences, environment and poorer access to quality health care are also factors. 2.)  Ã‚  Ã‚   Aging   Our risk for high blood pressure tends to rise as we age. It generally begins in people between the ages of 35 and 50, and occurs in over 50 percent of people over the age of 65. 3.)  Ã‚  Ã‚   Weight Carrying too much weight around is not only physically and emotionally difficultit can be life threatening. Being overweight is a major risk factor in developing high blood pressure. 4.)  Ã‚  Ã‚   Smoking A significant rise in blood pressure goes with the smoking of each cigarette. 5.)  Ã‚  Ã‚   Inactive lifestyle Not participating in any form of regular exercise can increase your risk for high blood pressure. 6.)  Ã‚  Ã‚   Nutrition A diet high in fat increases your risk for high blood pressure. 7.)  Ã‚  Ã‚   Salt Eating salt drives up blood pressure, and African Americans tend to be more sensitive to sodium than whites. 8.)  Ã‚  Ã‚   Stress Emotional stress, including the stress brought on by acts of racial prejudice, encourages high blood pressure. 9.)  Ã‚  Ã‚   Alcohol Excessive alcohol intake is an important risk factor for high blood pressure (Black Enterprise, May 2001). As we now know how important the heart is to our body, we should take steps in taking care of it by improving our lifestyles and prevent the risk factors associated with high blood pressure. As it is a muscle, we need to keep our hearts healthy by having a regular exercise and proper diets. We should not wear our hearts under our sleeves and we should start lifestyle changes in fighting heart disease. Prevention is always a better alternative than any drugs or surgical procedures known to man.

The impact of hosting the World Expo 2020 on Dubais future economic, social and cultural life The WritePass Journal

The impact of hosting the World Expo 2020 on Dubais future economic, social and cultural life Introduction The impact of hosting the World Expo 2020 on Dubais future economic, social and cultural life ). The possibility that the Expo 2020 will be a crucible for interacting creative forces across the world is, moreover, encapsulated in Dubai’s chosen theme: ‘Connecting Minds, Creating the Future’ (Big News Network, 2013). Research questions This research will aim to answer the following questions: What factors are likely to contribute to the success or failure of the World Expo 2020? What are the social, economic, and cultural changes that Dubai is a likely to experience? How will be Dubais future in the global stage change as a result of this event? How might Dubai use the World Expo 2020 as a marketing tool? How might Dubai use the symbolic economy to aid its cultural and urban regeneration and shape its new urban identity? Will Expo 2020 commentary and press show Dubai in a positive or negative light? Literature review Due to the very recent nature of the announcement, there is almost no literature dealing directly with the relationship between Dubai and the Expo 2020. However, there has been considerable commentary in the form of political and economic punditry, much of which is academic. Piers Schreiber, Vice President of Corporate Communications Public Affairs at the Jumeirah Group, claimed that ‘the Expo will create up to 270,000 jobs in the region, bringing great economic and social benefits’ (cited in Wilson, 2013). Among these are an injection of roughly â‚ ¬17.7 billion into the economy and a migration of talent from abroad (Wilson, 2013). These estimations are supported by the forecasting group Oxford Economics, which claims that the event will contribute nearly $40 billion to Dubais GDP and create 277,000 new jobs over the next seven years (Big News Network, 2013). A similar argument is put forward by Rose and Spiegel (2009), whose work suggests that ‘mega eventsâ⠂¬â„¢ lead to a substantial increase in trade (approx. 30%); however, they also show that ‘unsuccessful bids to host the Olympics have a similar positive impact on exports†¦trade is attributable to the signal a country sends when bidding to host the games, rather than the act of actually holding a mega-event’ (p1). Although Sheik Mohammed has claimed that the Dubai Expo 2020 will breathe new life into the ancient role of the Middle East as a melting pot for cultures and creativity (Big News Network, 2013), the goal of cultural diversity has been questioned due to the strong emphasis on boosting an ‘Islamic economy’, which suggests continuity more than change (Wilson, 2013). Based on comparisons with other ‘mega events’, it is often argued that the effects of the Expo 2020 are likely to be negative for Dubai. Rose and Spiegel (2009), for example, stress that much of the evidence for the benefits of mega events is commissioned by groups with biasing agendas (e.g., Humphreys and Plummer, 1995; Fuller and Clinch, 2000, both cited in Rose and Spiegel, 2009). The same is argued by Nitsch and Wendland (2013), who also point to the large initial investment in facilities and infrastructure associated with mega events, which can place a considerable burden on the local or national economy; there tends also to be a dramatic and unpredictable effect on property prices. The conclusion of Nitsch and Wendland (2013) is that mega events tend to have an overwhelmingly negative effect on population growth (i.e., a population decline), as measured relative to a control group. However, Nitsch and Wendland (2013), and Rose and Spiegel (2009), point to the difficulty of estimating the impact of major events. Problems quantifying the effects, especially on phenomena such as labour markets, are often exacerbated by the fact that many studies are commissioned ex ante by biased groups. Moreover, in conducting analyses such as this, it is difficult to find an adequate sample size due to the infrequency of mega events. Then there are problems with the intangibility of cultural and social spillover effects, as well as the economic multiplier (Rose and Spiegel, 2009). Methodology The effects of the Expo 2020 are best assessed using a variety of methodological approaches, employing both quantitative and qualitative methods. From the quantitative side there will be content analysis-case studies and statistical analyses. From the qualitative, there will be surveys, questionnaires, and interviews. In terms of research philosophy (or methodology, strictly speaking), this research will take both an objectivist and a subjectivist approach (Crotty, 1998). It would be advantageous to use what Nitsch and Wendland (2013: 4) call a ‘difference-in-differences methodology’. This draws ‘before and after’ comparisons, and in this case would entail looking at the effect of former Expos on host nations and cities and extrapolating about the probable effects on Dubai. Bibliography Crotty, M. (1998) The foundation of Social Research: Meaning and Perspective in Research Progress. Sage Publications: London Big News Network (Nov 2013) Dubai wins right to host Expo 2020 bignewsnetwork.com/index.php/sid/218715287/scat/3a8a80d6f705f8cc/ht/Dubai-wins-right-to-host-Expo-2020 [Retrieved 03/02/2014]. Nitsch, V. and Wendland, N. (2013) The IOC’s Midas Touch: Summer Olympics and City Growth, CESIFO WORKING PAPER NO. 4378, Centre for Economic Studies Ifo Institute. Expo 2020 Dubai, UAE (2013) Our Bid http://expo2020dubai.ae/en/our_bid [Retrieved 03/02/2014] Rose, A. K. and Spiegel, M. M. (2009) The Olympic Effect, NBER Working Paper No. 14854, The National Bureau of Economic Research nber.org/papers/w14854 [Retrieved 03/02/2014]. Wilson, J. A. J. (Dec 2013) Global Islamic Economy Summit and World Expo 2020 boost Dubais Halal credentials, The Huffington Post huffingtonpost.co.uk/jonathan-aj-wilson/global-islamic-economy_b_4366436.html [Retrieved 03/02/2014].

12 Awesome Learning Games for Kids

12 Awesome Learning Games for Kids SAT / ACT Prep Online Guides and Tips Learning games, or educational games, are all about making learning, well, fun! They’re also about getting kids to see the practical nature of the skills they’re acquiring, whether that’s how to identify shapes in the world or how to spell difficult words. In this article, we explain what kinds of skills children can learn through games and give you 12 examples of learning games for kids in preschool, kindergarten, and elementary school. What Skills Can Children Gain From Learning Games? Learning games are entertaining, highly effective methods for teaching children valuable life skills. Here are some of the most important skills kids can hone through learning games: Fine Motor Skills: Coordinating small muscles in specific movements using the eyes Pattern Recognition: The ability to grasp and predict patterns in images, numbers, etc. Visual Scanning: Using your eyes to look in a systematic, pragmatic manner, such as when learning to read Visual Attention: Being able to focus on specific visual information and filter out irrelevant information Short-Term Memory: The ability to recall images, patterns, or other qualities that have just been shown or said and then hidden or removed from sight Reasoning Skills: The ability to process information, think critically, and solve problems Social/Emotional Skills: Includes cooperation and patience as well as how to maintain eye contact, resolve conflicts with others, and communicate effectively Public-Speaking Skills: Expressing yourself verbally in front of others both confidently and appropriately Foreign Language Acquisition: The ability to learn vocabulary words, grammar, and other characteristics of a language that is not your native tongue Active Listening/Listening Comprehension Skills: Giving your full attention to a speaker and understanding the message the speaker is trying to express Language Skills: Linking together words to form proper sentences/phrases and improving vocabulary knowledge The kinds of skills children gain from educational games can vary a lot depending on the game, the ages of the children playing it, and its purpose as a whole, such as reviewing a basic math concept or improving vocabulary knowledge. For example, a learning game that works to improve kids' fine motor skills would be better suited to preschoolers and younger children than it would be for older elementary school students who have already mastered these skills. Educational Games for Kids: 12 Fun Examples In this section, we give you 12 examples of learning games for children in preschool all the way through upper elementary school. We've divided the games into three age groups: Preschool Learning Games (Ages 3-5) Early Elementary Learning Games (Ages 5-9) Upper Elementary Learning Games (Ages 9-12) Preschool Learning Games This first set of educational games is geared primarily toward preschoolers, or kids aged 3-5. Puzzles Number of Players: 1+ Time: 5-15 mins Skills Learned: Fine motor skills, pattern recognition, visual attention, reasoning skills, social skills Puzzles are great (not to mention fun) tools for preschoolers to practice their fine motor skills and pattern recognition. Some of the best puzzles for toddlers and preschoolers are those that teach simple concepts, such as the names of shapes, numbers, and alphabet letters. Be sure you're using puzzles that are geared specifically toward young children and not adults (so as to prevent possible consumption of small pieces). You can also have preschoolers solve puzzles in pairs or groups, or see whether they can solve the puzzle within a certain time frame. This should naturally be followed by a reward for the winners! Hot Potato Number of Players: 3+ Time: 5-15 mins, depending on size of group Skills Learned: Fine motor skills, social skills, public-speaking skills Hot potato is a classic game you likely played as a kid but perhaps never realized just how many skills you were learning as a result! There are many variations on hot potato, but the most basic form, which is the easiest to do with extremely young players, is to have all the kids sit in a circle and give one of them a beanbag (or other soft "potato" substitute, such as a small pillow or a stuffed animal). Turn on some music and then have the kids quickly pass the "potato" to the person next to them in the circle as fast as they can. Once the music stops (you decide when to pause it- remember, random pauses are key to the surprises in the game), the child holding the potato is out (or must do something as punishment, such as reciting the alphabet or counting aloud 1-10). Continue playing until just one child is left. Here are a few other variations on hot potato you could try: Allow the children to toss the "potato" to anyone in the circle (except for the person who just tossed it to you, unless there are only two players left) Have each kid answer a question when given the potato before they can pass it to someone else (for example, you show them a picture of a shape and ask what its name is) Use multiple "potatoes" to up the ante! A teddy bear works well as a "potato." This one's even the right color! Memory/Concentration Number of Players: 1+ Time: 10-15 mins Skills Learned: Short-term memory, fine motor skills, visual attention Memory, or concentration, is a fun, easygoing game that improves children's short-term memory and fine motor skills. There are several different ways you can set up this game depending on the resources you have: Picture cards with matching pairs: With this method, you’ll take a deck of picture cards and spread them out face down on a desk or the floor. Each child will then take turns flipping over two random cards. If the two cards are different, the child must flip them back over and leave them in their original spot. If the two cards do match, the child places them in front of herself. Continue playing until there are no more cards left; the child with the most matches wins. Puzzle pieces with pictures and matching pairs: Puzzle pieces with different edges and/or shapes work well for young children because they’re easier to grab and provide clearer hints as to which pieces will likely fit together. Flip over puzzle pieces two at a time, and play in the same way as described above. Pre-made memory game with windows: If you don’t want to set up your own concentration game with cards or puzzle pieces, then you might want to buy a pre-made memory game that comes with windows, such as this classic version by Melissa Doug (for ages 5-7). Four Corners Number of Players: The more, the merrier! Time: 10-15 mins per round Skills Learned: Active listening skills, public-speaking skills, social skills This classic game is great for burning off some energy. Start by labeling each corner of the room with a different number (or letters, shapes, cardinal directions, or anything else you’re currently teaching your kids). For example, if you want to focus on shapes, you could label each corner a different shape, such as a rectangle, a circle, a trapezoid, and a triangle. Choose one child to be "it" and blindfold them. The rest of the children will each pick a corner and move to it (without the child who is "it" knowing which corner has how many people in it). Still blindfolded, the "it" kid says the label of one of the four corners. With the example above, this would be one of the four shapes. All children standing in the corner whose label is called must immediately return to their seats, as they are now out. Repeat this process until there are four or fewer children left, at which point each kid must choose a different corner. The last person standing wins and becomes the "it" kid for the next round. Early Elementary Learning Games These kids' learning games can be played with children in early elementary school (kindergarten to around third grade). Fruits Basket Number of Players: Best with 8+ Time: 10-15 mins Skills Learned: Active listening skills, foreign language acquisition, public-speaking skills, language skills Fruits Basket is a wild game often played to get kids moving and learning things such as foreign-language vocabulary, numbers, letters, and so on. The game is similar to musical chairs. Put chairs in a circle so that there’s one less chair than there are children playing (e.g., if you have seven kids playing, you’d have six chairs). Make the chairs facing inward toward the middle of the circle. Each child will wear a picture of something around their neck, such as a particular shape, alphabet letter, or animal. Limit the number of unique cards to three or four, depending on the size of the group. This means that there should always be at least two kids per picture card. So let's say you have a group of 12 children playing. In this case, it would be best to have four unique card types, such as apples, oranges, bananas, and peaches. Four unique card types means three cards for each category(in other words, three kids will be apples, three will be oranges, etc.). One kid stands in the middle of the circle (also with a picture card around their neck) while the rest of the children sit in the chairs. The child in the middle picks one of the card names to say out loud. For example, if every child is a shape, the child in the middle could say, "Circle!" to make all the kids with "Circle" cards around their necks stand up and move. Once a category has been said aloud, all children sitting down who have the card with this category on it must stand up and find an empty chair to sit in. Meanwhile, the kid in the middle will also look for an empty seat to try to steal. Whoever doesn't get a chair is now the new child in the middle. Play continues until you decide to end the game- there are no winners or losers. Here are some additional tips for playing Fruits Basket: If a child is having trouble finding a seat and keeps getting stuck in the middle, they can say, "Fruits basket!" to make everyone get up and move at the same time. For an extra challenge, make it so that you can’t just exchange seats with the people sitting directly next to you (if they're wearing the same card as you). This game works great as a foreign-language activity. Have your children practice saying simple words in the target language. I often used this activity to teach my Japanese students English. Bingo Number of Players: The more, the merrier! Time: 10-15 mins Skills Learned: Visual scanning, fine motor skills, active listening skills, pattern recognition, foreign language acquisition Bingo isn’t just for the elderly- lots of kids love playing Bingo, especially if it means winning a prize or two! To play, you can either buy or make your own Bingo sheets. The traditional Bingo sheet looks like this, with each letter of "Bingo" representing a separate column with numbers in it (there's also a free space in the middle): The caller (usually the teacher or adult) will draw cards with numbers on them or randomly call out numbers. Each child takes a few seconds or so to look for the number and see if it is on their Bingo sheet. If it is, the child places a small token (or uses a pencil to draw an X or O) on the square with the number in it. If the number is not there, the child does nothing. If a kid marks five squares in a row, in a column, or diagonally, they call out, "Bingo!" and receive an award. There are many variations on Bingo. Here are some ideas for changing it up: Use pictures or shapes instead of numbers- this is great for teaching foreign vocabulary Get rid of the "Free Space" to make the game more challenging Change the traditional winning pattern and instead require the children to cover spaces in the shape of a giant X, cover all four corners, or get a blackout (i.e., cover the entire board) This next game makes kids the detectives. Scavenger Hunt Number of Players: The more, the merrier! Time: 15-20 mins Skills Learned: Reasoning skills, foreign language acquisition, social skills Scavenger hunts are great for not just getting kids to exercise and run around but also teaching them problem-solving skills and the value of teamwork. There are tons of ways you can set up a scavenger hunt depending on the age, skill levels, and interests of the children. The basic idea of a scavenger hunt is to have children (usually in pairs or groups) search for specific objects or clues in a room or other closed environment. Some scavenger hunts don’t require any preparation. For example, you could have children search for specific shapes in nature or colors of objects (especially useful if you’re teaching color names in a foreign language). Slightly harder scavenger hunts can entail having the children look for math problems or riddles, which they must solve in order to get the hint to where the next problem is hidden. Other types of hunts include providing children with a list of objects to find and gather, perhaps to put together later in order to complete something, such as a jigsaw puzzle. Simon Says Number of Players: The more, the merrier! Time: 15-20 mins Skills Learned: Active listening skills, language skills, foreign language acquisition Simon Says is a great way to teach kids how to listen and understand a variety of words, thereby improving their language and literacy skills. It's also helpful for teaching vocabulary words and grammar in a foreign language. To play, have everybody stand up. Make one person (usually the adult or teacher) be Simon. This person is the leader and is trying to eliminate as many players as possible. As Simon, you will say action phrases for the children to do, such as "Touch your nose" or "Raise your left hand." If you use the phrase "Simon says" before the action, the children must do it. If you don’t use the phrase "Simon says," however, the children must not do the action. Any child who performs an action that does not have "Simon says" before it or who fails to do an action that has "Simon says" before it is out and must sit down. The game continues until one child is left standing. Upper Elementary Learning Games This last set of educational games is best for children in grades four through six. Hangman Number of Players: 2+ Time: 10-20 mins Skills Learned: Language skills (spelling and reading), reasoning skills, public-speaking skills, visual scanning, foreign language acquisition Hangman is one of those classic, simple games that requires no major prep and is very easy to learn. It’s best played with a larger group of people or in teams. One person (usually the adult or teacher) thinks of a word and writes down a short horizontal line, or blank, for each letter of that word. Make sure to use a word that the kids will know and that is ideally relevant to what they’re learning. For example, if you chose the word "flower," you would write down six blanks, one for each letter. Once you have a word chosen and have written down the blanks for it, draw a hook-like picture; this will be what the "hangman" hangs on. It’s similar to an upside-down L or J. Draw an empty box next to this as well- this will be for recording wrong letters: Now, each student (or group of students) takes turns guessing a letter in the mystery word. If the letter is correct, write that letter in whatever blanks it appears in for the word (so if there are multiples of that letter, write all of them in). If the letter is incorrect, put that letter in the empty box and draw part of the hangman. Most people start with the head and then move on to the body, the limbs, and finally the facial features, such as the eyes, nose, mouth, and ears. It's good to decide ahead of time what a full hangman looks like so the children can know at any point how close they are to losing. Anyone may guess the full word at any time. If the word is incorrect though, treat it as a wrong guess and draw part of the hangman. The players win if they guess the correct word or find all the letters in the word before the hangman is complete. You win if nobody guesses your word! To make the game slightly easier for kids, you can give them a category beforehand from which you’ll think of a word. For example, if the category were "School Supplies," then they’d know to be on the lookout for words such as "eraser," "pencil," or "notebook." Catch Phrase Number of Players: 4+ Time: 15-20 mins Skills Learned: Reasoning skills, active listening skills, language skills, public-speaking skills, social skills Catch Phrase gets its name from a popular board game, which involves describing a certain word or phrase to people without using any of the words in that phrase or any rhyming words. To play your own game of Catch Phrase, come up with dozens of words kids must describe to one another. If you have a large group of kids, divide them into teams (typically two). Write out the words on individual pieces of paper and then put them in a hat or bowl from which one kid at a time will select a word. Check that every child understands the word they get, and be sure they do not tell anyone else their word! There are several ways you can play this game; here are some of the most common: The traditional method is to have two teams. Each team takes turns describing a word to their teammates. Once a team guesses the correct word, play passes to the other team. The game continues like this until time runs out. The team not in the middle of describing a word when the timer stops wins one point. Time each group one minute and see how many words they can guess correctly. Have one child describe words one at a time (or have each child take turns describing one word). Give one point for each correctly guessed word. Don’t allow children to "pass" difficult words- this will make the game even harder! Teamwork is a vital part of Catch Phrase and other kids' learning games. Pictionary Number of Players: 2+ Time: 15-20 mins Skills Learned: Reasoning skills, visual scanning, visual attention, social skills Pictionary is an exciting board game that encourages kids to practice their drawing and reasoning skills. To play, divide children into pairs (or teams) and give them either a mini-whiteboard with a marker or a sheet of paper with a pencil. Each child will take turns drawing a picture of a word that’s been secretly given to them (written on a piece of paper and given to them or whispered to them by an adult). The other kid has a certain amount of time- usually one minute- to guess the word that is being drawn. There are many options for changing up the rules. For example, you could have all the children who are drawing pictures illustrate the same word at the same time, or have every child take turns drawing a picture at the front of the classroom on the whiteboard so everyone can guess. Here are the official Pictionary rules in case you’re interested. 20 Questions Number of Players: 2+ Time: 5-10 mins Skills Learned: Reasoning skills, active listening skills, language skills, short-term memory, public-speaking skills 20 Questions is an easy game to play that doesn’t take up much time and can be played with as few as two players. The purpose of this game is for the players to correctly guess what one person is thinking of within 20 yes-or-no questions. The thing being thought of is usually an object, person, or place. As the thinker, you'll come up with one word and then have the kids one at a time ask you yes-or-no questions to try to figure out what the word is. Questions typically begin broad: Is it a person? Is it something you can eat? Is it something in this room? If it’s the first time you’re playing this game with children, it'd probably be a good idea to go over some examples of basic questions they can ask you so they have a better idea of how to play. As the yes-or-no questions get more specific, children can begin guessing the word. For example: Is it a balloon? Is it George Washington? Is it the playground? If players can figure out what the secret word is within 20 questions, they win! If not, you win. The one message we hope you take away from this article! Review: The Importance of Kids' Learning Games Learning might not sound like much fun, but the truth is that there are tons of ways children can engage in activities that are both fun and educational. This list of 12 learning games is certainly not exhaustive, but it does manage to show just how many different types of (fun) educational games for kids exist. Most of these games can be bought at a store or created with simple tools, such as paper, markers, and colored pencils. If you’re not sure what kind of learning games to use with your own kids, think first of the types of skills you’d like them to learn. For example, if you want your very young students to practice their fine motor skills, a hands-on game such as a puzzle would be a great choice. Regardless of the games you decide to play with children, you’re sure to end up having lots of fun- perhaps more than you thought possible! What’s Next? Want more ideas for kids' learning games? Then check out our expert guides on spelling games (coming soon), alphabet games (coming soon), and toddler learning games (coming soon). If you want to teach children, then perhaps an early childhood education degree is right for you.Our guide goes over what this degree entails in terms of coursework, and gives you a helpful list of the best online BA in Early Childhood Education degree programs. Have friends who also need help with test prep? Share this article! Tweet Hannah Muniz About the Author Hannah received her MA in Japanese Studies from the University of Michigan and holds a bachelor's degree from the University of Southern California. From 2013 to 2015, she taught English in Japan via the JET Program. She is passionate about education, writing, and travel. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Environment and Space Assignment Example | Topics and Well Written Essays - 750 words

Environment and Space - Assignment Example It is free from column ensuring maximum visibility from inside where the glass facades provide an attractive recreation environment. However, the building has an impressive multi-purpose banqueting hall that can hold approximately 2000 people in comfort. In addition, it has a landmark high office tower, a five star hotel, a retail mall, car parking, and residential accommodations (Stevenson, 1997). The Alfaselaya building is designed and supervised by a joint venture between Buro Happold and Foster and partners. The Buro Happold has a wide number of services such as design for construction and fit out, inspirational design, integrated design, intelligent reuse of sites and buildings, efficient and green design, and operational effectiveness of buildings. On the other hand, the foster and partners is one of the integrated design and innovative architecture practices in the globe. The practice has opened up a sustainable architectural approach over the past 4 decades. This is evident from it work that range from urban masterplans, airport, public infrastructure, offices and workplaces, civil and cultural buildings to product design an private houses (Stevenson, 1997). The Buro Happold and Foster and partners ventures came up with a thorough plan in designing of the Alfaselaya complex to ensure error free fit out and construction. There are a number of design directions provided by the two ventures. The first one was providing quality architectural design to ensure that the quality of Alfaselaya’s surrounding had a quality influence on peoples’ lives. The second one was environmental engineering design. The environmental engineers formed an integral part in ensuring electrical, mechanical and fire protection of the building (Stevenson, 1997). The third one was ensuring proper structural engineering. They came up with seismic and dynamic design to form a geometrical and conventional structure. The next one was coming up with a design that ensured

Garbage in china Essay Example | Topics and Well Written Essays - 1250 words

Garbage in china - Essay Example ident starting from Hong Kong to other places such as Bolou and Tonghzou are against the idea of government coming up with incineration facilities to manage this garbage. Protests are order of the day whenever the governments set up to build such a facility. In this regard, this research paper seeks to find an answer to the question what is the most appropriate way of managing the thousands of tonnes of garbage produced in China each day? The research argues out that incineration is the best alternative to manage garbage in China as it not only reduces the waste in landfills, but also offers opportunities for the generation of additional electric power to be fed in the countries power grid system. Handling waste, which is a result of a rapidly growing middle class and per annum double-digit economic expansion over the last decade, stands out as one of the most prominent challenges China’s urban planners contend with. While most of the garbage, which range from food waste to construction rubble and plastic packaging, is dumped in landfills, policy makers are gradually embracing incineration as volumes step-up, in spite of spirited protests from some residents and environmentalists. In a You Tube video posted by D (English)Beijing’s urban enlargement has resulted to the trash problem getting even closer to homes. Landfill fields that once occupied the city’s outskirts where a majority of the city’s migrant workers resided now sit in the center of the urban conurbation that has developed around them. According to Shapiro, while China generates rubbish to a lesser extent on per capita basis relative to other economies such as the United States, its cum ulative generation, at approximately 300 million tones every year, according to academic studies, is the largest in the globe, and still on an upward trend. Beijing’s population produces 23,000 tonnes of garbage each day, an equivalent of nine fully filled standard-sized swimming pools for Olympic Games.

Horror Versus Terror in Gothic Literature Essay -- Gothic Literature

Horror Versus Terror in Gothic Literature  Ã‚   Gothic literature can be described as literature that is used to terrify people by portraying situations that border between reality and unreality. The purpose of Gothic literature is to terrify people, not to horrify them. The definition of horror and terror is often misunderstood, many people think they have the same meaning. Devendra Varma, in the Gothic Flame described the difference between these words as "an awful apprehension and sickening realization." A situation that is horrifying is usually described very distinctly. It usually deals with something that is grotesque and may be so appalling that is it unrealistic. It gives an exact portrayal of what is being described, usually by physical characteristics. Its intention is to appall and scare the reader. A situation that is terrifying is also used to frighten the reader, but it instead suggests something that will happen instead of describing it exactly. It allows the readers imagination to determine the story so that there is a sense of uncertainty. It seems to give a feeling of dread instead of an alarming feeling as with horror. William Faulkner, in "That Evening Sun", uses the distinction between the words terror and horror to portray Jason's, the child, feelings of terror concerning racial differences by creating a situation that would be terrifying to the reader. The feeling of terror, similar to the terror that Jason feels about race, is exemplified several times throughout the story. Faulkner wants the reader to understand the meaning of terror so that they understand Jason's terror. He especially utilizes sound to terrify the reader. "One night we waked up, hearing the sound. It was not singing and it was... ... the possibility of being put in their position. The difference between the words terror and horror is essential to the understanding of "That Evening Sun" as Gothic literature. Varma further explains this distinction by saying, "Terror thus creates an intangible atmosphere of spiritual psychic dread, a certain superstitious shudder at the other world. Horror resorts to a cruder presentation of the macabre: by an exact portrayal of the physically horrible and revolting, against a far more terrible background of spiritual gloom and despair." Faulkner uses the definitions of these words to communicate that people who are prejudice are not scared of people from other backgrounds because of what they look or act like. They are instead terrified of being treated like they are treated. They are also terrified because they are uncertain of what makes them so different.

History of Special Education Essay

It was not until the middle decades of the eighteenth century that Europe turned, for the first time, towards the education of persons with disabilities. The spirit of reform, crystallized in the philosophy and precepts of the European Enlightenment, created new vistas for disabled persons and the pioneers who ventured to teach them. Although special education emerged in a number of national contexts, France was the crucible where innovative pedagogies to assist those deaf, blind, and intellectually disabled emerged and flourished (Winzer, 1986). Following the French initiatives, movements to provide services for those in the normative categories of deaf, blind, and intellectually disabled were contemporaneous in continental Europe, Britain, and North America. Prior to the mid-eighteenth century, individual deviations were rarely tolerated and little was done for those who in some way disrupted the norms of a society. Disability was not an innocuous boundary; rather, it was a liability in social and economic participation. People perceived as disabled – whatever the type or degree – were lumped together under the broad categorization of idiot, scorned as inferior beings and deprived of rights and privileges. This early period is replete with innumerable stories of healing, many imbued with an Indeed, many special educators seem curiously disinterested in the foundations of the field; historical knowledge is learned incidentally and unintentionally (Mostert & Crockett, 1999–2000; Winzer, 2004). To some, history becomes increasingly selective, with the past made over to suit present intentions; others speak to the ‘lack of history’ (Renzaglia, Hutchins & Lee, 1997, p. 361). At the same time, some contemporary writers disparage earlier events, programmes, and pioneers in favour of contemporary models. Some point to fossilized traditions; others hold that if today’s inclusive movement embodies the best ideals of social justice then the past, by extension, had to be unjust (Winzer, 2004). Implicit to this position is a steadfast unwillingness to learn from the wisdom of the accumulated past. The middle decades of the eighteenth century witnessed the pervasive influence of the European Enlightenment. While the intellectual project of the Enlightenment was to build a sound body of knowledge about the world, its humanitarian philosophy prompted ideas about the equality of all people and the human responsibility to take care of others, particularly individuals outside the private circle of the home and the family. Reform movements sprang up, aimed at the improvement of the well-being of groups of individuals, varying from poor people and slaves to prisoners, the insane, and disabled people. In France, the Abbe Michel Charles de l’Epee (sign language) assimilated Enlightenment ideals of equality, as well as novel concepts about language and its development. He joined these to the sensationalist philosophy of John Locke and the French philosophers to promote innovative approaches to the education of deaf persons. If de l’Epee’s doctrine promoting a silent language of the hands was not unprecedented, it was nevertheless revolutionary in the context of the times. In devising and instructing through a language of signs, the Abbe gave notice that speech was no longer the apex of instruction in the education of deaf persons. Simultaneously, he influenced and guided innovations for other groups with disabilities, specifically those blind, deaf blind, and intellectually disabled. Following de l’Epee’s successful mission with deaf students, Valentin Hauy in 1782 initiated the instruction of blind persons using a raised print method. Somewhat later, in 1810, Edouard Seguin devised pedagogy for those considered to be mentally retarded. The French educational initiatives travelled the Atlantic to be adopted by pioneer educators in US and Canada. Rejection of French innovations did not imply that British advances were minor. On the contrary. Building on the prerogatives of earlier pioneers, teachers and clergy such as Thomas Braidwood and John Townsend promoted education for deaf persons. Schemes to assist other groups soon followed. By the close of the eighteenth century in Europe and Britain, the instruction of disabled persons was no longer confined to isolated cases or regarded merely as a subject of philosophic curiosity. Permanent facilities were established, staffed by a cadre of teachers experimenting with novel and innovative pedagogical methods. The French endeavors formed the core of systems and methods adopted in the United States and much of British North America (Canada). In the latter, however, the Maritime provinces of Nova. Scotia and New Brunswick initially adopted British pedagogy (see Winzer, 1993). Founded on a humanitarian philosophy, evangelical commitment, and unbounded philanthropy, they established from 1817 onwards a complex of institutions designed to cater to the unique needs of exceptional individuals. Pedro Ponce de Leon(1578) in Spain created the first documented experience about education of deaf children (from nobility) AbbeCharles Michel de l’Epee(1760) in Paris created the â€Å"Institutpour sourds†(Institute for deaf) Louis Braille invented â€Å"Braille script†(1829). Pioneers in Special Education Jean-Marc Itard [pic] – DECS Order No. 1, s. 1997 – Organization of A Regional SPED Unit and Designation of Regional Supervisor in-charge of Special Education -DECS Order No. 14, s. 1993 – Regional Special Education Council -DECS Order No. 26, s. 1997 – Institutionalizing of SPED Programs in All Schools -DECS Order No. 5, s. 1998 – Reclassification of Regular Teacher and Principal Items to Special Education Teacher and Special School Principal Items – DECS Order No. 11, s. 2000 – Recognized Special Education (SPED) Centers in the Philippines. -REPUBLIC ACT NO. 7277 – AN ACT PROVIDING FOR THE REHABILITATION, SELF DEVELOPMENT AND SELF-RELIANCE OF DISABLED PERSONS AND THEIR INTEGRATION INTO THE MAINSTREAM OF SOCIETY AND FOR OTHER PURPOSES http://www. deped. gov. ph/default. asp SPED teachers to sharpen tools in a national conference PASIG CITY – Teachers and school administrators handling children with special learning needs are expected to further hone their skills during the 2013 national conference on Special Education (SPED) being put together by the Department of Education (DepEd). â€Å"We are opening the conference to public and private school teachers and administrators and other SPED service providers in line with our policy to continue to create a culture of inclusive education,† said Education Secretary Br. Armin A. Luistro FSC. The conference aims to engage teachers and school administrators in the discussions of the evolving practices in handling SPED learners with the end-view of producing inclusive policies. Preparations are now underway for the conference to be held in November in Iloilo which carries the theme â€Å"Special Education: A Bridge to Inclusion. † One of the conference highlights is the awarding of prizes to the winners of the Search for the Most Outstanding Receiving Teachers, as well as Outstanding SPED Teachers and SPED Centers. The national finalists will be awarded certificates while the national winners will receive plaques of appreciation and cash prizes. The conference will also be a venue to discuss current trends, skills and practices on the management of inclusive education schools. â€Å"We can also expect presentations on researches on inclusive education which others may adopt or adapt,† added Luistro. The Philippines, as a signatory of the Salamanca Statement of Action on. Special Needs Education, recognizes the principle of equal educational opportunities for â€Å"all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions† (Salamanca Statement, 1994). This framework was adopted in the Philippines through the Department of Education Culture and Sports (now DepEd) Order no. 26 which institutionalized inclusive education. The order required the organization of at least one SPED center in each division and implementation of SPED programs in all school districts where there are students with special needs. Special education started in the Philippines in 1907 with the establishment of the Insular School for the Deaf and Blind. The school started with 92 deaf persons and one blind person. Today, DepEd serves 11 types of children with special needs in public schools. As of school year 2006-2007, there were 162,858 students with special needs at the elementary level, 51% or 83,231 of whom are in the gifted program. The remaining 49 % were students with various disabilities such as hearing impairment, visual impairment, learning disability, mental retardation, behavior problem, autism, and cerebral palsy. Students with learning disabilities comprise 25% of students with special needs. However, up to this date, many children with learning disabilities, mental retardation, and autism remain unidentified in public schools (DepEd, 2006a). The inclusion of children under these three categories of special cases were among the major concerns of the TEEP-SBM-Inclusive Education (IE) project. Historical Foundation of Inclusive Education Based on the book of Teresita G. Inciong, Yolanda S. Quijano, Yolanda T. Capulong, Julieta A. Gregorio, and Adelaida C. Jines entitled Introduction To Special Education, it was during the year of 1902 and under the American regime that the Filipino children with disabilities were given the chance to be educated. Mr. Fred Atkinson, General Superintendent of Education, proposed to the Secretary of Public Instruction that the children whom he found deaf and blind should be enrolled in school like any other ordinary children. However, the country’s special education program formally started on 1907. Mr. David Barrows, Director of Public Education, and Miss Delight Rice, an American educator, worked hard for this program to be possible. Mr. Barrows worked for the establishment of the Insular School for the Deaf and Blind in Manila and Miss Rice was the administrator and at the same time the teacher of that school. Today, the school for the Deaf is located at Harrison Street, Pasay City and the Philippine National School for the Blind is adjacent to it on Polo Road. During the year 1926, the Philippine Association for the Deaf (PAD) was composed of hearing impaired members and special education specialists. The following year (1927), the Welfareville Children’s Village in Mandaluyong, Rizal was established. In 1936, Mrs. Maria Villa Francisco was appointed as the first Filipino principal of the School for the Deaf and the Blind (SDB). In 1945, the National Orthopedic Hospital opened its School for Crippled Children (NOHSCC) for young patients who had to be hospitalized for long periods of time. In 1949, the Quezon City Science High School for gifted students was inaugurated and the Philippine Foundation for the Rehabilitation of the Disabled was organized. In 1950, PAD opened a school for children with hearing impairment.

Power Of The President And Congress - 1303 Words

Power of the President and Congress In the United States, a knowledgeable and reliable president should bring a country into economic development and give citizens truth. It is easy to see how a president affects foreign policy. The President has the highest power to decide how to manage, control, and to solve problems. The president and Congress play important roles in running the country regarding foreign policy making. Foreign policy is very significant because it provides peace between countries without going to war. In order to develop the nation’s economy and increase job opportunities, effective foreign policies help to acquire more investments from foreign investors, and it also affects the world’s economy; therefore, foreign†¦show more content†¦The president can make decisions regarding, â€Å"Executive agreement or trade agreement† as long as they are beneath â€Å"treaty level† with senate confirmation (Welch et al. 335). Even though the president has his own power on hand, Congress still needs to check to see whether the president faithfully performs his bills (Welch et al. 335). As a result, the president’s treaties take effect only if they are passed by â€Å"two-thirds of the Senate†¦Ã¢â‚¬  (Welch et al. 335). Furthermore, veto power is another way to effect the lawmaking of the president, but the only exception is that two-thirds of each house can cancel the â€Å"president veto† (Welch et al. 309). However, the president is advised that they should not abuse veto power because â€Å"president who use the veto too often may appear isolated or uncooperative or may seem to be exercising negative leadership† (Welch et al. 352). Therefore, the â€Å"oversight† of Congress is so important to check and control whether the President practices making foreign policy appropriately. Second, Congress should continue to assert its own role to oversee the president’s work in controlling budget making. Budgeting is one of the most important factors effecting national activities. For example, the government cannot work without a budget; therefore, â€Å"the Constitution gave Congress the power to appropriate money and to account for its expenditure† (Welch et al. 311). Congress also oversees the federal budget by using the budget effectively. For example, itShow MoreRelatedThe Three Branches of the United States Government913 Words   |  4 Pagesensure a separation of powers. The executive branch, headed by the President, and Congress of the legislative branch both share responsibilities to govern the nation, both domestically and abroad. In terms of foreign policy, Congress and the President have different powers that ensure that each branch works in conjunction in handling foreign affairs. The President, as Commander-in-Chief, commands the armed forces and can negotiate and sign treaties. 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