The Effects of Temperature free essay sample

The Effects of Temperature on the Action of Diastase on a Starch Suspension Hypothesis: The practical being carried out is to observe the effects of temperature on starch break down using a synthesized version of salivary amylase, this being Diastase. The starch will be placed into the Diastase and water and then placed in baths of water of different l. temperatures. The test tube containing water will have little or no reaction at all. However, the test tube containing the Diastase will have several different times to which the starch will break down. Once the Diastase reaches etween 30 40 degrees Celsius, the time taken for the starch to break down should decrease and be at its lowest to do so. However, in cold solutions the starch will take longer as it will in temperatures beyond 40 degrees. Once it reaches this point, the break down will either take a very long period of time or have no reaction at all as enzymes are denatured at a certain point. We will write a custom essay sample on The Effects of Temperature or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Materials: 4 x test tubes 5mL Diastase 5mL Water 10mL 2% Starch Suspension. Pipette 2 x Spotting tiles Large Beaker filled with water of assigned temperature Thermometer Iodine Ђ Marker Method: 2. To the tube labelled W, 5mL of water were added and to S, the Diastase. In tubes A and B, 5mL each of 2% Starch Suspension was added. 3. Water was heated to 400C in a kettle and added to a large beaker. 4. The four test tubes were placed in the bath of water for 5 minutes to adapt. 5. Two clean spotting tiles were collected, and in each indentation a drop of iodine was added. 6. The contents of A and B were poured into tubes S and W, respectively. These tubes were then placed back into the water bath, which has been kept constant by adding several drops of warm water to it. . As soon as this took place the procedure was timed. The pipette was used to place drops from test tube S into the iodine filled indents on the spotting tiles. 8. The same step was repeated using the contents of test tube W, after cleaning the pipette of its former contents. 9. Steps 7 and 8 were repeated every 30 seconds until the solution in the iodine did not turn black, thus indicating that the starch has been completely broken down. 10. The time was taken for the Diastase to break down and recorded in order to share with the class. Diagram: [IMAGE] The following results are ones that would be expected if both classes had successful outcomes. Neither classes obtained proper results, so the following will be used instead to demonstrate what should have taken place. Temperature (oc) Time taken for starch to break down (minutes) 10 18 20 9 4. 5 2 50 7 70 14. 5 No reaction No Reaction Discussion: Enzymes are specific. A model that helps illustrate this is the Lock and Key Model. The model demonstrates that only certain keys (substrates) will fit into the correct lock (enzymes). The practical carried out illustrates that starch is broken down by Salivary Amylase, which in this case has been substituted with Diastase, a synthesized version of the original substance. Enzymes are affected by the concentration of the enzyme, the pH of the medium in which the reaction is taking place and the presence of certain ions or non-protein molecules. However, the main factor affecting the rate of reaction in this examination is temperature. Temperature influences enzyme activity. Most chemical reaction rates heighten as the temperature increases. The optimum temperature of an enzyme is the temperature at which it works best. So, although reaction rate may increase, as does he temperature, once it reaches its optimum temperature the enzyme is denatured. That is, due to the fact that enzymes are proteins, they will change shape once they exceed 45-50 degrees Celsius. The optimum temperature of most enzymes in the human body is between 30 and 40 degrees Celsius. The table above shows that at 10 degrees, the starch took 18 minutes to completely break down. Due to the fact that the temperature is low, the enzyme is far from its optimum temperature and will not work as fast or efficiently. It can be noticed that as the temperature increases, the time taken for the starch to reak down decreases.

Biography of General Tom Thumb, Sideshow Performer

Biography of General Tom Thumb, Sideshow Performer General Tom Thumb (Charles Sherwood Stratton, January 4, 1838–July 15, 1883) was an unusually small man who, when promoted by the great showman Phineas T. Barnum, became a show business sensation. When Stratton was 5 years old, Barnum began exhibiting him as one of the wonders in his popular New York City museum. Fast Facts: Tom Thumb (Charles Stratton) Known For: Sideshow performer for P.T. BarnumBorn: January 4, 1838 in Bridgeport, ConnecticutParents: Sherwood Edwards Stratton and Cynthia ThompsonDied: July 15, 1883 in Middleboro, MassachusettsEducation: No formal education, although Barnum taught him to sing, dance, and performSpouse: Lavinia Warren (m. 1863)Children: Unknown. The couple traveled with a baby for a while, which may have been one of several rented from foundling hospitals, or their own who lived from 1869–1871. Early Life Tom Thumb was born Charles Sherwood Stratton on January 4, 1838, in Bridgeport, Connecticut, the third of three children of carpenter Sherwood Edwards Stratton and his wife Cynthia Thompson, who worked as a local cleaning woman. His two sisters, Frances Jane and Mary Elizabeth, were of average height. Charles was born as a large baby but he simply stopped growing at the age of five months. His mother took him to a doctor, who couldnt figure out his condition- it was likely a pituitary gland issue, not known at the time. Until his teens, he stood only 25 inches tall and weighed 15 pounds. Stratton never had a formal education: at the age of 4, he was hired by P.T. Barnum, who taught him to sing and dance and do impressions of famous people. Barnums Discovery of Tom Thumb Visiting his home state of Connecticut on a cold November night in 1842, the great showman Phineas T. Barnum thought to track down an amazingly small child he had heard about. Barnum, who already employed several â€Å"giants† at his famed American Museum in New York City, recognized the value of young Stratton. The showman made a deal with the boy’s father, a local carpenter, to pay three dollars a week to exhibit young Charles in New York. He then hurried back to New York City to begin promoting his new discovery. A Sensation in New York City â€Å"They came to New York, Thanksgiving Day, December 8, 1842,† Barnum recalled in his memoirs. â€Å"And Mrs. Stratton was greatly surprised to see her son announced on my Museum bills as General Tom Thumb.† With his typical abandon, Barnum had stretched the truth. He took the name Tom Thumb from a character in English folklore. Hastily printed posters and handbills claimed that General Tom Thumb was 11 years old, and that he had been brought to America from Europe â€Å"at great expense.† Charlie Stratton and his mother moved into an apartment in the museum building, and Barnum began teaching the boy how to perform. Barnum recalled him as â€Å"an apt student with a great deal of native talent and a keen sense of the ludicrous.† Young Charlie Stratton seemed to love performing. The boy and Barnum forged a close friendship that lasted many years. General Tom Thumb’s shows were a sensation in New York City. The boy would appear onstage in various costumes, playing the part of Napoleon, a Scottish highlander, and other characters. Barnum himself would often appear onstage as a straight man while â€Å"The General† would crack jokes. Before long, Barnum was paying the Strattons $50 a week, an enormous salary for the 1840s. A Command Performance for Queen Victoria In January 1844, Barnum and General Tom Thumb sailed for England. With a letter of introduction from a friend, newspaper publisher Horace Greeley, Barnum met the American ambassador in London, Edward Everett. Barnum’s dream was for Queen Victoria to see General Tom Thumb. Barnum, of course, maximized the trip to London even before leaving New York. He advertised in the New York papers that General Tom Thumb would be having a limited number of farewell performances before setting sail on a packet ship to England. In London, a command performance was arranged. General Tom Thumb and Barnum were invited to visit Buckingham Palace and perform for the Queen and her family. Barnum recalled their reception: We were conducted through a long corridor to a broad flight of marble steps, which led to the Queen’s magnificent picture gallery, where Her Majesty and Prince Albert, the Duchess of Kent, and twenty or thirty of the nobility were awaiting our arrival. They were standing at the farther end of the room when the doors were thrown open, and the General walked in, looking like a wax doll gifted with the power of locomotion. Surprise and pleasure were depicted on the countenances of the royal circle at beholding this remarkable specimen of humanity so much smaller than they had evidently expected to find him. The General advanced with a firm step, and as he came within hailing distance made a very graceful bow, and exclaimed, â€Å"Good evening, Ladies and Gentlemen!† A burst of laughter followed this salutation. The Queen then took him by the hand, led him about the gallery, and asked him many questions, the answers to which kept the party in an uninterrupted strain of merriment. According to Barnum, General Tom Thumb then performed his usual act, performing â€Å"songs, dances, and imitations.† As Barnum and â€Å"The General† were leaving, the Queen’s poodle suddenly attacked the diminutive performer. General Tom Thumb employed the formal walking stick he was carrying to fight off the dog, much to everyone’s amusement. The visit to Queen Victoria was perhaps the greatest publicity windfall of Barnums entire career. And it made General Tom Thumbs theater performances a huge hit in London. Barnum, impressed by the grand carriages he saw in London, had a miniature carriage built to take General Tom Thumb around the city. Londoners were enthralled. And the smashing success in London was followed by performances in other European capitals. Continued Success and a Celebrity Wedding General Tom Thumb continued performing, and in 1856 he embarked on a cross-country tour of America. A year later, along with Barnum, he again toured Europe. He began to grow again during his teens, but very slowly, and he eventually reached a height of three feet. In the early 1860s, General Tom Thumb met a small woman who was also in Barnum’s employ, Lavinia Warren, and the two became engaged. Barnum, of course, promoted their wedding, which was held on February 10, 1863, at Grace Church, an elegant Episcopal cathedral at the corner of Broadway and 10th Street in New York City. Scenes of General Tom Thumbs life, including his wedding. Getty Images   The wedding was the subject of an extensive article in The New York Times on February 11, 1863. Headlined â€Å"The Loving Liliputians,† the article noted that a stretch of Broadway for several blocks was â€Å"literally crowded, if not packed, with an eager and expectant populace.† Lines of policemen struggled to control the crowd. The account in The New York Times began by pointing out, in a humorous way, that the wedding had been the place to be: Those who did and those who did not attend the wedding of Gen. Tom Thumb and Queen Lavinia Warren composed the population of the Metropolis yesterday, and thenceforth religious and civil parties sink into comparative insignificance before this one arbitrating query of fate: Did you or did you not see Tom Thumb married? While it may seem absurd, the wedding was a very welcome diversion from news of the Civil War, which was going quite badly for the Union at that point. Harper’s Weekly featured an engraving of the married couple on its cover. President Lincolns Guest On their honeymoon trip, General Tom Thumb and Lavinia were guests of President Abraham Lincoln at the White House. And their performing career continued to great acclaim. In the late 1860s, the couple embarked on a three-year world tour that even included appearances in Australia. A genuine worldwide phenomenon, General Tom Thumb was wealthy and lived in a luxurious house in New York City. In a few of the couples performances, they held a baby said to have been their own child. Some scholars believe that Barnum simply rented a child from local foundling homes. Strattons obituary in The New York Times reported that they did have a child of normal size born in 1869, but that he or she died in 1871. Death The Strattons continued to perform until the 1880s, when they retired to Middleboro, Massachusetts where they had had a mansion built with custom-made small furniture. It was there, on July 15, 1883, that Charles Stratton, who had fascinated society as General Tom Thumb, died suddenly of a stroke at the age of 45. His wife, who remarried 10 years later, lived until 1919. It is suspected that both Stratton and his wife both had growth hormone deficiency (GHD), a condition related to the pituitary gland, but no medical diagnosis or treatment was possible during their lifetimes. Sources Hartzman, Marc. Tom Thumb. American Sideshow: An Encyclopedia of Historys Most Wondrous and Curiously Strange Performers, p 89–92. New York: Jeremy P. Tarcher/Penguin, 2006.  Hawkins, Kathleen. The real Tom Thumb and the birth of celebrity. Ouch Blog, BBC News, November 25, 2014. Web.Lehman, Eric D. Becoming Tom Thumb: Charles Stratton, P.T. Barnum, and the Dawn of American Celebrity. Middletown, Connecticut: Wesleyan University Press, 2013.  Obituary for Tom Thumb. The New York Times, July 16, 1883.

Holistic brand positioning of NB Entrust Essay Example | Topics and Well Written Essays - 2000 words

Holistic brand positioning of NB Entrust - Essay Example These combines proven expertise, tailored packages and bulk purchasing power with tailored packages vital for enhancing the business property value to both investors and occupiers. Many systems of NB Entrust have been developed from company services, as well as, adapted them from property management services. They refer tenants as clients and this is a significant aspect of the company philosophy. The company internally manages the delivery of varied property services and facilitates effective management integrator. The company outsources delivery of direct services to varied specialist providers in significant areas including landscaping, electrical services, security and cleaning. The company currently has nine principal supplier partners and they intend to expand them to more than 20 diverse companies. The revenues for the year 2007, was approximated 6.2 million dollars for the group companies, where by NB Entrust contributed to 18.9 percent. Thus, the company owner, Nelson Bake w ell has made significant efforts; thus, the company facility management services have now improved in terms of performance level. Holistic Brand Positioning of NB Entrust Branding theory is an effective approach for conveying and enabling customers to understand products and services available in the market. In the contemporary business environment, which is characterized by high competition, companies have made significant efforts by implementing effective marketing strategies vital for achieving their business goals successfully. Before employing branding strategy, companies should understand the strategic and detailed approach effective with a clear aim of meeting the desired needs of their customers (Burton 31). Trust is among the companies that have attempted to employ branding theory as an effective model for communicating about the management facilities they offer to their clients in the market. Dann and Susan (71) argue that brand positioning is an effective strategy that co ntributes to increased sales; hence driving business growth. NB Entrust employs varied business strategies effective for creating value to customers. Therefore, the holistic brand positioning focuses on brand details, and also evaluates these strategies based on the concerning levels, as well as, constraints, which offer a basis for recommendations. Culture Culture is one of the effective aspects that should be taken into consideration before implementing a branding strategy for a property brand. This is because culture may impact severely business performance in case it is not taken into considerations effectively (Bearden, Richard and Kelly 45). The organizational culture consists of varied aspects including the assumptions that the group has invented such as values, relationship with clients and many others; enabling the corporation to learn or cope up with problems within the internal and external environment. NB Entrust understand the significant of building property brands and they also understand that implementing a brand, which suits best in the cultural environment is effective. Relationship with NB Real Estate NB Entrust has attempted to maintain their relationship with NB Real Estate. Although the establishment of NB Entrust contributed to separation of the two companies, they have made significant attempt to work together in the new estate. Branding deals with two significant elements of delivering performance and establishing a relationship

Social Work Interviewing Skills Essay Example | Topics and Well Written Essays - 1000 words

Social Work Interviewing Skills - Essay Example The role that social workers play in improving the lives of socially challenged people cannot be undermined. Their responsibilities include working with specifically identified people from all ages who need support due to a wide range of dilemmas and guide them professionally to manage their own lives. In order for social workers to determine the scope and root cause of a client’s problem, they must have acquired the necessary skills to interview and solicit appropriate responses to enable them to apply uniquely designed interventions. For this particular endeavor, a 15-minute interview with an adult client diagnosed to be addicted to cocaine was developed with the purpose of setting goals for the intervention with the client and assisting the client to develop his skills in problem solving. In this regard, this essay is written to discuss responses to the following questions: (1) how did information from the literature/research on goal setting and intervening inform the contents of your interview? (2) How did the purpose and profession of social work inform your practice in this interview (support your discussion with evidence from the literature and examples from the video)? And (3) how were your strengths and area for development as a social worker shown in the interview (provide examples). The life of action requires more than analytical intelligence. It is not enough to have an idea and be able to evaluate its worth. Social workers are tasked with the responsibilities for the achievement of goals, the accomplishment of results, and the solution of problems. It is therefore a critical step to understand theoretical concepts underlying goal setting to serve the following purposes: assist social workers and clients in ensuring that they agree on the identified problems and â€Å"the changes that must occur to produce a suitable outcome†, to validate and empower the client through appropriate

Analysis of Personal and Organizational Ethics and Values between Assignment

Analysis of Personal and Organizational Ethics and Values between For-Profit and Not-for-Profit Organizations - Assignment Example On the other hand, in a for-profit organization, the organization is operated with the sole purpose of returning profit to its owners and are subjected to paying taxes (Business Dictionary, 2013). The distinctive feature between for-profit and not-for-profit organizations is for-profit organization dispenses profits to its owners while not-for-profit do not. Also, when it occurs that a for-profit organization becomes bankrupt or goes out of business, then its assets will be liquidated and the fund distributed to the shareholders or owners, while when a not-for-profit organization ceases to be, its assets have to be given to another not-for-profit organization. There are however similarities between the two organizations. Both wish to accomplish objectives using management techniques and business tactics that are manly applied in for-profit organizations. The not-for-profit organization that we will be examining is American Red Cross (2013), because it is well organized and has all the properties of a not for-profit organization. Walmart (2013) a for-profit organization will also be examined, because it houses all the properties of a for-profit organization. Both of these mentioned organizations are worth examining when looking at personal and organization or business ethics. There are three business ethic theories that we will observe. These include divine command, virtue and social theory. Austin (2006) describes divine command theory as a view where morality is in some way dependent upon God, and moral obligation entails obedience to God’s commands. A person running a business based on divine command theory would want to use God’s commands to run the business where the employer will treat the employees just as he want to be treated. For instance, if the business is producing running shoes and there is excess work remaining for the day and allowed extra working time has passed, the employer should let the employees go home. This is because in

Structured Teaching On Behavioral Problems

Structured Teaching On Behavioral Problems School age is the period between 6-12 years. Schoolers are emerging as creative persons who are preparing for their future role in society. The school years are a time of new achievement and new experiences. Childrens individual needs and preferences should be respected. Children who are productive and engaged in the school experience, whether academic or vocational, is not likely to become at risk student. All young children can be naughty, defiant and impulsive from time to time, which is perfectly normal. However, some children have extremely difficult and challenging behaviors that are outside the norm for their age. The behavior of some children and adolescent are hard to change. Children do not always display their reactions to events immediately although they may emerge later. Children who suffer from behavior disorders are at a higher risk for school failure, suicide, and mental health problems. A behavioral problem is a departure from normal (acceptable) behavior beyond a point, to the extent behavioral problems can manifest themselves in many ways. There are interchangeable terms for behavior disorders- disruptive behavior disorder, conduct disorders, emotional disorders, and emotional disturbances. Warning signs of behavior disorders include: Harming or threatening themselves, other people Damaging or destroying property Lying or stealing Not doing well in school, skipping school Early smoking, drinking or drug use Early sexual activity Frequent tantrums and arguments Consistent hostility towards authority figures. Children misbehave for a variety of different reasons. Children problems are often multi-factorial and the way in which they are expressed may be influenced by a range of factors including developmental stage, temperament, coping and adaptive abilities of the family, the nature and duration of illness. The school is an institution in society specifically designed as the formal instrument for educating children. School is a place where children spend the largest portion of their time outside the home. Schools should offer a safe and respectful learning environment for everyone. In addition to scholastic achievement, school experiences should contribute to healthy development in terms of harmonious interpersonal relations and positive self image. Teachers appear to be important social partners, as the quality of a teacher and child relationship has been related to several aspects of short and long-term school adaptation. Studies have shown that teachers may reject these children, respond to them with less support and punishment than other child receives. A parent is really the childs first teacher and critical to student success is the involvement of parent. A teacher is a person who provides students direct classroom teaching, or classroom-type teaching in a non-classroom setting, or educational services directly related to classroom teaching. Teachers play an influencing role in development of personality. Listening to childs problems is an important skill of a teacher. Disruptive behavior is a major factor contributing to teacher stress and discontent and significantly affects teachers capacity to maintain a productive and orderly learning environment. Most teachers and school personnel concur that they are able to identify behavioral and academic problems within first few weeks of a school year. Teachers expectations and actions greatly affect the childs behavior. Dealing with difficult or inappropriate behavior in schools can be a challenging task for any educator, regardless of experience. Teachers need to use positive interactive approaches than responding to inappropriate behaviors. Teachers need to communicate care and concern rather than a desire to punish when reacting to inappropriate behaviors. Children with behavioral problems have received more criticism and have suffered deterioration in their interactions with teachers over time. The early detection and treatment of children with behavioral problems at an early age may reduce treatment costs and improve quality of life of those children. Effective way of reducing behavioral problems can be through behavioral plan developed by parents, teachers, children, administrators and school staff. Use positive interactive approaches that remove the need for inappropriate behavior. The components include, inform pupil what is expected, avoid threats, build self confidence, use positive modeling and provide positive learning environment. REVIEW OF LITERATURE Review of literature is a key step in research process. The typical purpose for analyzing a review existing literature is to generate research question to identify what is known and what is not known about the topic. The major goals of review of literature are to develop a strong knowledge base to carry out research and non research scholarly activity. Review of literature from the present study is been divided into: Studies related to behavioral problems of school children Studies related to knowledge of teachers on behavioral problems of school children Studies related to structured teaching programme. Studies related to behavioral problems of school children Margrot Prior, Shanya Virasinghe and Diana Smart (2005) conducted a study on behavioral problems in Sri Lankan school children associations with socio economic status, age, gender, academic progress and religion. Using the strengths and difficulties questionnaire modified version of the rutter parent questionnaire including items on childrens strength: with parent, teacher and child informants, was administered to assess the mental health problems in this population. In this study 10 13 years children were included. The study concluded that rates and types of problems consistent with other international studies on children mental health. Problem rates were higher in boys and were associated with lower socio economic status, religion and poorer academic performance. The study confirms the need for development of child and adolescent health services in Sri Lanka. Sujit Sar Khel, Vinod Kumar Sinha, Mani Arora, Push De Sarkar (2006) done a study on prevalence of conduct disorder in schoolchildren of Kanke. The study included 240 students studying in class V to X. Stratified random sampling were used to estimate the prevalence of conduct disorder in children. Present and Lifetime Version screening interview was used to assess the children. The result showed that conduct disorder was found in 4.58%; the ratio of boys to girls being 4.5:1. Childhood onset was found in 73% and adolescent onset in 27%. Mild conduct disorder was found in 36%, moderate in 64% and severe conduct disorder in none. Manuel Barrera et al. (2002) gave an intervention on early elementary school to reduce conduct problems: A randomized trial with Hispanic and Non-Hispanic children. The study included European American (n = 116) and Hispanic (n = 168) children from 3 communities were randomly selected to an intervention or no-intervention control condition. Intervention families received parent training, and their children received social behavior interventions and supplementary reading instruction over a 2-year period. The study concluded that at the end of a 1-year follow-up, treated children showed less teacher-rated internalizing and less parent-rated coercive and antisocial behavior than controls. Maj Prakash, Brig .S. Sudarsanan, P.K. Pardal, S. Chaudhury (2006) conducted a study on behaviour problems in a paediatric outpatient department. A sample of 50 children between the ages of 6-14 years was selected randomly for the study. The data was collected by administering child behaviour check list to children. The study concluded that behaviour problems in the subjects were externalizing ones and the mean score was 40.7 than internalizing problems and the mean score was 10.3. Mc Farlane.J.M, Groff JY, OBrien .J.A, Watson. K. (2006) done a comparative study on behaviors of children who are exposed and not exposed to intimate partner violence: an analysis of 330 black, white, and Hispanic children. Samples included 258 abused mothers and 72 non abused mothers and their children were between age of 18 months to 18 years of age and these children were compared with normative children. Data was collected using child behavior checklist from mothers. Data was analyzed using multiple analysis of variance performed for ages 6 through 18 years revealed a significant group difference (Frequency[3,183] = 3.13). Univariate tests revealed significant group differences for internalizing behavior (Frequency [1,185] = 6.81), externalizing behavior (Frequency [1,185] = 7.84), and total behavior problems (Frequency [1,185] = 9.45). Overall, children of abused mothers had significantly higher internalizing (58.5 +/- 12.1), externalizing (55.5 +/- 12.4), and total behavior pr oblems (57.6 +/- 12.3) scores than the internalizing (52.9 +/- 13.7), externalizing (49.7 +/- 10.6), and total behavior problems (51.0 +/- 13.0) scores exhibited for children of non abused mothers. b) Studies related to knowledge of teachers on behavioral problems of school children Bibou-Nakou, G.Kiossseoglou and A. Stogiannidou (2008) done a study on elementary teachers perceptions regarding school behavior problem: implications for school psychological services. The study involved 200 elementary school teachers. The questionnaire was administered to assess casual attributions and goal directed behavior on part of teachers when dealing with classroom misbehavior problems. The study concluded that misbehavior related attributions were significantly associated with teachers preferred practices and suggested that application of psychological principles to education practice should be included. Sarah B. Dwyer, Jan M.Nicholson (2005) assessed teachers knowledge of children exposure to family risk factors: accuracy and usefulness. The study involved 756children indicated that teachers had accurate knowledge of children exposure to factors such as adverse life events and family socio economic status, which predicted children mental health problem at 1 year follow up. The study concluded that asking teachers to report children exposure to particular family risk factors is feasible method for identifying children for selective interventions. Stuart W. Twemlo, M.D (2005) estimated the prevalence of teachers who bully students in school with differing levels of behavioral problems. In this study 214 teachers answered anonymous questionnaire about their perceptions of teachers who bully students and their own practices. Teachers were grouped into whether they taught at low, medium or high suspension rate schools. The study concluded that teachers from high suspension rate schools reported they bullied more students, had experienced more bullying when they were students, had worked with more bullying teachers over the past three years and had seen more bullying teachers over the past year. Dougherty J, Pucci P, Hemmila MR, Wahl WL, Wang SC, Arbabi S (2007) did a comparative study on worldwide child and adolescent mental health begins with awareness: a preliminary assessment in nine countries. In this study awareness campaign was conducted among community leaders, health professionals and teachers. The school-based studies were conducted in communities in nine countries. The study concluded that there is an increase in willingness to discuss emotional problems freely and suggested that utility of collaborating with schools so as to foster better child mental health in such under resourced communities. Kaiser, Ann P; Cai, Xinsheng; Hancock, Terry B; Foster, E Michael. (2007) conducted a survey on of primary school educators regarding burn-risk behaviors and fire-safety education. A written survey, consisting of 24 questions, was distributed to 8 primary schools. The study results shows that twenty percent of elementary school educators surveyed had experience teaching burned children (mean age: 7+/-3; range: 2-17); 8% had experience with children that were injured due to fire-play. Fire experimentation begins at 6.1+/-2 years of age (range: 2-13). Educators believe students can benefit from a fire prevention curriculum beginning at 7.3+/-1.8 years (range: 5-12). c) Studies related to effectiveness of structured teaching programme Pamela Orpinas and Arthur M. Home (2008) conducted a workshop on teacher-focused approach to prevent and reduce students aggressive behavior: the guiding responsibility and expectations for adolescents for today and tomorrow teacher program. The goals of the program were (1) to increase teacher awareness of different types of aggression, risk factors, role of the classroom teacher, and influence of the school climate on the childs behavior; (2) to develop strategies that will prevent aggression; (3) to improve teacher management skills to reduce power struggles and aggression; and (4) to enhance skills to assist students who are the targets of aggression. The study included guiding responsibility and expectations for adolescents for today and tomorrow manuals were administered to teacher. The study concluded that teachers had to increase teacher awareness of different types of aggression, risk factors, role of the classroom teacher, and influence of the school climate on the childs b ehavior; to develop strategies that will prevent aggression; to improve teacher management skills to reduce power struggles and aggression; and to enhance skills to assist students who are the targets of aggression. Lorrie L. Hoffman (2009) conducted a workshop on improving school climate: reducing reliance on rewards and punishment. The study included 200 teachers. Data was collected by survey on school climate and classroom management methods among teachers who are exposed to and not exposed to the conscious discipline workshops. The study demonstrated that the untrained group was unaware of the social relationship and cultural principles of conscious discipline that include releasing external control, embracing conflict resolution and implementing a more emotionally targeted reward structure in the classroom. Many teachers also showed improvement in student/teacher relationships (r=.325) and in mutual support among teachers (r=.306). Kathleen Lynne Lane, Andrea Phillips and M. Annette Little (2009) did experimental study on preventing conduct problems and improving school readiness: evaluation of the incredible years teacher and child training programs in high-risk schools. The study included teachers and students. Data was collected from them before and after the intervention. The intervention included teaching social and emotional school curriculum for students and trains teachers in effective classroom management skills and in promotion of parent-school involvement. They sent home weekly homework to encourage parents involvement. The study concluded that an intervention used by the teachers was effective and the students showed more social competence and emotional self-regulation and fewer conduct problems than control teachers and students. Carolyn M. Evertson (2005) did an experimental study on training teachers on classroom management in secondary classrooms. The studies in primary grades and more recently in the secondary grades show that the more academically effective teachers in those generally had better organized classrooms and fewer behavioral problems. Additionally, research indicates that the key to managing classrooms effectively begins from the first day of school with the systematic approach, advance preparation and planning. The study concluded that workshops and manuals were enough to provide changes in teachers behavior in the desired direction: However more specific information about nature of the training was needed to support the development of an exportable statewide model with recommendations and guidelines for use. The role that classroom observation could play in encouraging teachers to practice and perform the desired behaviors needed to be explored further. Lee Canter and Terry Paulso (2006) did a pilot study on college credit model of in- school consultation: a functional behavioral training programme. The study included 50 teachers and data was collected before and after classes for teachers in mental health principles and techniques. The teacher was trained in the implementation of functional- behavioral intervention skills. The study concluded that teachers post test score was significantly higher than pre test score. The study suggested that teachers gained knowledge on functional behavioral skills. NEED FOR THE STUDY Disruptive behavior students are in every classroom across the nation. Teachers are constantly searching for assistance, guidance, ideas, suggestions and relief from this challenge. Yet teachers must remember that they are the source of hope for many of these children and the person who plays a most important role in their lives. A teachers words and actions can affect child forever. Success in school involves being able to complete work, stay organized, get along with kids and adults, be positive about your abilities and school, follow rules, and do your best work. Before we understand children behavior, we must understand their needs. In addition to their physical needs, kids need fun, clothing, freedom, power, and a sense of belonging. Teachers who exhibit high level of efficacy use more positive reinforcement, prefer to work with whole group and present with students who are experiencing difficulty rather than ignoring or giving up on them. The teachers ability to be empathetic can also be associated with students success. School based intervention has been popular for a number of years and has produced varying degree of success in prevention of behavioral problems in children. Children should be allowed to express their true fears and anxieties about impending events. Older children may exhibit relationship disturbances with family and friends, poor school performance and behavior regression. It can be difficult to assess whether behavior of such children is normal or sufficiently problematic to require intervention. Conduct disorder are seen in appropriate 5-8% of general child population. Kadzins review of prevalence indicated that the estimated rate of conduct disorder in children aged 4-18 has ranged from 2-6%. Conduct disorder for youth underage of 18 range from 6-16% for males, 2-9% for females. Prevalence of conduct disorder was 4.58% more common in boys, the majority had childhood onset, and one-third had co morbid attention deficit hyperkinetic disorder. Conduct disorder prevalence in United States is 1-6% (1999) in children. Conduct disorder prevalence in New York is 12% had moderate level of conduct disorder and 4% had severe conduct disorder. The study was undertaken in the schools under rural and urban field practice areas of Department of community medicine. The total population of children between (10-19 yrs) of all schools was included. The prevalence of conduct disorders were maximum (12.9%) in the 6-14 yrs age group. Oppositional defiant disorder prevalence rate is 2-16% for youth (American psychiatry association 2000). School refusal occurs at all ages, appropriately 1-5% of all school-aged children have school refusal. In US aged 14-16 years children showed that 4.3% of teenagers, suffers from school phobia and 5% are identified as school refusal. The average age of onset is 7.5 years and 10.5 years. A study was conducted on prevalance of behavioral problems of school going children in Ludhiana. The study included 957 school children they assessed the behavioral problems by using Rutter B scale, which was to be completed by the class teachers. Based on the screening instrument results and parental interview, 45.6% of the children were estimated to have behavioral problems, of which 36.5% had significant problems. A comparative study was done on preschool teachers knowledge, attitude and practices on childhood developmental and behavioral disorders. The study involved 503 preschool teachers. It compared early childhood educators well versed in normal development and childhood developmental and behavioral disorders were evaluated in detecting children with potential difficulties, refer for early diagnosis and intervention. The study concluded that educational deficits in childhood developmental and behavioral disorders were found among preschool teachers. The study suggested that there is need to improve their skills to aid integration and improve special education needs, calling for training and resource support. A workshop was done on children with behavior problems: improving elementary school teachers skill to keep these children in class. This study aimed at improving their skills for coping with behavioral problems in children. The ability to hold these children helps to prevent them from dropping out of school and avoids referral to special education programs. The workshop integrated 2 interventions (1) Behavior modification skills. (2) Experimental work on the feelings that the misbehaved child evokes in teachers. In this workshop 57 elementary school teachers participated pre-test and post-test was administrated. The study concluded that evaluation of teachers skills and their ability to cope with child who misbehaves score was higher in the post-test than the pre-test. Evaluation of emotional variables after workshop had no significant change in scores. In the light of the above mentioned studies the investigator observed that the prevalence rate of psychiatric disorder in India is more in middle class children and the knowledge of teachers regarding behavioral disorder is inadequate. If the early identification of conduct disorder is not done in the child age then they may go for antisocial personality disorder. So the investigator took up this study for diploma in education students so that helps in of early identification of behavioral problems among school children. SCOPE OF THE STUDY The study to assess the effectiveness of structured teaching programme on behavioral problems of school children has tremendous scope in practice, education and further research. The scope related to nursing practice has manifold. The research contributes to detect the effective alternative intervention to manage the behavioral problems of school children, its prevention and rehabilitative measures. It attributes further research in clinical practice for super specialty in psychiatric nursing. The research to develop structured teaching programme helps to mould the nursing education curriculum in depth about its discharge process, preventive and curative procedures. The nursing educators can rebuild the concepts further in education. The findings of this study, further helps the researchers to act as catalyst to generalize the findings. The new research findings help for extensive in depth research in different aspects of assessing the effectiveness of structured teaching programme in managing the behavioral problems of school children. When behavioral problems of school children are reduced, the bodys immune system gets a boost that also effectively enhances cognitive abilities, it is considered as an effective intervention in managing stress, behavior disorders, and many other illnesses. The findings of this study help the school teachers in changing mental attitude towards problems and develop effective way to behavioral problems of school children. The research finding of the study contributes to know the epidemiology of behavioral problems of school children and in turn helps in medical and national health statistics. This data further helps to view the future planning and contributes in national health programme. STATEMENT OF THE PROBLEM A study to assess the effectiveness of structured teaching programme on behavioral problems of school children among diploma in education students in selected college at Mandi Gobindgarh. . MAIN OBJECTIVE To assess the effectiveness of structured teaching to reduce the behavioral problems of school children. Sub Objectives To modify and translate standardized tools of assessing stress and coping strategies among hospitalized clients To check validity and reliability of developed/modified tools. To assess the existing knowledge of diploma in education students regarding behavioral problems of school children. To evaluate the effectiveness of structured teaching programme on behavioral problems of school children among diploma in education students. To find out association between knowledge score of diploma in education students on behavioral problems of school children with selected demographic variables. OPERATIONAL DEFINITIONS Effectiveness: It refers to the significant difference between pre and post test knowledge scores of diploma in education students on behavioral problems of school children after receiving structured teaching programme. Structured teaching programme: It refers to systematically developed instructional aids designed for diploma in education students on behavioral problems of school children. Behavioral problems: Behavioral problem refers to a behavior that goes to an extreme level- behavior that is not slightly different from the usual. It includes the conditions like conduct disorder, aggression, stealing, lying, truancy, bullying, fire setting, impulsivity, oppositional defiant disorder and school fear. Diploma in education students: It refers to diploma in education students who are studying in diploma in education college at Mandi Gobindgarh. Assumptions Assumptions are the basic principles that are accepted as being true on the basis of logic or reason, without proof or verification. The study assumes that Diploma in education students may have inadequate knowledge regarding behavioral problems of school children. Structured teaching programme may improve the knowledge of diploma in education students. Diploma in education students knowledge may vary with selected demographic variables. Hypothesis Hypothesis is a statement of predicted relationship between variables. H1-There will be significant difference between pre and post test knowledge scores of diploma in education students on behavioral problems of school children after administering structured teaching programme. H01: There will be no significant difference between pre and post test knowledge scores of diploma in education students on behavioral problems of school children after administering structured teaching programme. H2-There will be significant association between the knowledge scores of diploma in education students on behavioral problems of school children with selected demographic variables. H02:-There will be no significant association between the knowledge scores of diploma in education students on behavioral problems of school children with selected demographic variables. DELIMITATION Study is delimited to diploma in education students. Effectiveness of a structured teaching programme in terms of knowledge aspects only. MATERIALS AND METHODS Research approach Quantitative approach Research design Pre experimental one group pre-test post-test design Pretest X (Structured Teaching Programme) Posttest Variables The Independent variable of the study is Structured Teaching Programme on behavioral problems of school children. The dependent variable in the study will include Knowledge of diploma in education students on behavioral problems of school children. Research Setting The study will be conducted in a selected diploma in education college. The reason for selecting the setting is: 1) Easy access to subjects 2) Administration approval and expected cooperation Target Population Population includes clients who are diploma in education students Sampling procedure For selecting subjects The Purposive sampling technique through non-probability sampling approach will be used for selecting the study subjects fulfilling the inclusion criteria. Inclusion Criteria Clients who are willing and able to participate Males females of age range 20 25 years. Clients who are able to read and write English. Written informed consent Exclusion Criteria Who have been previously sensitized with same or similar intervention. Sample size Out of the total clients who will be admitted in a selected college of education, complete enumeration will be done and those who fulfill the inclusion criteria will be taken for the study. A total 200 samples, after meeting the inclusion criteria will be included. Tools and protocol for data collection The tool consists of The structured interview schedule comprised of two sections. SECTION-I Socio Demographic Data: It contains the questions related to identification data, socio demographic data, and clinical profile of the clients. The data includes 8 items which age, gender, religion, education, marital status, residence, type of family and family income. SECTION-II Self administered structured Knowledge questionnaire consists of 40 items. The tools will be checked for validity and reliability. Content Validity will be done by having the expert opinions from different fields and reliability will be done by split half method. Method of Data Collection Data will be collected by using developed and modified tools. The data will be collected in the following manner: Upon review of clients, consenting subjects who will meet the inclusion criteria will be selected. Self introduction establishing rapport with the subjects. Setting up of conductive atmosphere for data collection. Subject will be assured of the confidently of their data. On the first day purpose of the study will be explained to the sample and informed consent was taken before starting the study. A pretest will be conducted by self administration of structured knowledge questionnaire to each sample. Duration of 25 minutes will be given for each sample to complete the tool . On the same day the Structured Teaching Programme will be administered on behavioral problems of school children for 45 minutes using flash cards, ohp sheet and slides. Post test will be conducted by using the same structured knowledge questionnaire after 7 days of the structured teaching programme. Plan of pilot study Pilot study will be conducted on the diploma in education students and will be admitted in a selected college of education in Mandi Gobindgarh with 10% samples to check the feasibility of the study and validity of the tools and methodology. Methods of data analysis The data obtained will be analyzed in terms of objectives of the study using descriptive and inferential statistics. The pla

Personal Leadership Reflection Paper Essay

Taking the Big Five Personality assessment was incredibly informative to me. I learned that my primary strengths are my openness to experience and conscientiousness. Openness-to-experience personality dimension includes traits of flexibility, intelligence, and internal locus of control. (Leadership: Theory, Application, & Skill Development, 2010, p41) I am an incredibly flexible individual and tend to go with the flow even in high stress situations. I need to be relaxed in my field of expertise otherwise I will go absolutely insane. I am a Graphic Designer and clients change their minds more than you would believe. Another great attribute about this strength in my field is the ability to solve problems such as how to create a high end product on a low budget. I also am a firm believer that one’s level of success is primarily based on the work that they put in to themselves, not on luck or other people. The conscientiousness personality dimension includes traits of dependabilit y and integrity.(Leadership: Theory, Application, & Skill Development, 2010, p40) I am an incredibly dependable individual. If I say that I will stay at work all night if I have to in order to complete a task to meet deadline, I will make it happen regardless. As far as my integrity goes, I am incredibly ethical and honest. If a coworker needs to speak with me about a personal matter they can do so without ever having to worry about me using it against them for personal gain. I want to create a trusting and supporting group to work with which is a product of integrity and dependability. The weaker traits for me were adjustment, surgency, and agreeableness. Although I scored decently high on adjustment, I’m still categorizing it as a weakness. The adjustment personality dimension includes traits of emotional stability and self-confidence. (Leadership: Theory, Application, & Skill Development,  2010, p39) I have issues with keeping my emotions in check. I need to work on my self-control and my confidence in my ideas and ability to make decisions. Unfortunately, I’m incredibly insecure about my work. I have untouchable work ethic and I’m really good at what I do, however, I will let the most unimportant comment about my work get under my skin. That then and ruins all of the confidence that I recently managed to build up. On a positive note, I work incredibly well under pressure and I don’t criticize other people’s work. I rather praise them and lift them up. That goes back to the ideal environment that I seek. The last thing that I want to do is criticize my co-workers in turn creating a bad work environment for me and everyone else. Also, if the individual that I criticize has a hard time with the insecurities, saying something negative to them will not only create animosity it will also decrease productivity in the office. I scored fairly low on surgency. The surgency personality dimension includes dominance, extraversion, and high energy with determination. One of the main reason in which I scored so low in this area is that I don’t like to manipulate people in order to get my way. I also am not really interested in climbing the corporate ladder. From what I’ve seen in my field, I’d rather be known as â€Å"just a designer.† Reason being, the higher up you are in my field, the less actual design you tend to do. I enjoy art directing and helping people out; however, I wouldn’t want to art-direct all day long. Lastly we have the trait in which I scored the lowest, agreeableness. The agreeableness personality dimension includes traits of sociability and emotional intelligence. (Leadership: Theory, Application, & Skill Development, 2010, p38) The reasons I scored so low in this area are I’m not too crazy about working with others and I’m not concerned about having a bunch of friends. Theory, Concepts and Application There are a few observations that I’ve made about myself over the course of this class. One of them is that I need to adjust my self-concept. Self-concept refers to the positive or negative attitudes people have about themselves. (Leadership: Theory, Application, & Skill Development, 2010, p51) I’ve learned throughout this course that my self-concept is incredibly negative. This is largely due to the fact that I’m afraid of my confidence appearing to be narcissism. In other words, the lack of confidence is more  in other’s ability to perceive me in the correct manner. I have an innate and irrational fear that I’m going to come across the wrong way and people will dislike me if I show how proud of my work I am. . I have a rough time at balancing my confidence. I’m usually way below the level I should be. My new focus is to have more self-efficacy in order to not only benefit myself, but to also inspire my peers to do the same. My self-assess ment showed that I had a moderately high number for adjustment personality dimension. If I’m able to work on my self-confidence, my overall adjustment personality will also improve. Another thing that I’ve learned about myself is that I’m truly not what one would define as a powerful leader. I have little need for surgency. I scored the lowest on surgency on my personality profile. If someone is trying to get to the rung above my on the later, I’ll probably assist them. I’m just not competitive like that and I surely am not cutthroat. I scored the second worst on agreeableness. I get along with people okay; however, I am not equipped with the social mechanisms needed for a powerful leadership role. I am okay with that seeing as that a powerful leadership role isn’t what I seek. I simply want to teach and inspire people. I don’t care about the money or the power. Lastly, I’ve learned that I would have more of a Theory Y attitude as a manager. Theory Y attitudes hold that employees like to work and do not need to be closely supervised in order to do their work. (Leadership: Theory, Application, & Skill Development, 2010, p.50) The reason the fits me is that I personally feel that a Theory Y manager would be the ideal leader for me. This also can relate to the incredibly high score I got for conscientiousness on my personality profile. I am a trusting and dependable individual and I will trust my employees to be the same. Everyone deserves an honest chance to prove themselves. Reflective Observation I’m also more insightful after speaking to my direct supervisor about the results of my leadership profile. She said that she views me as an incredibly dedicated worker indicating that I will do what is needed to get the job done and to get it done right. She also views me as a very honest individual. For example, she has seen me critique people’s work time and time again and she said that what she respects about me is that I won’t hold back anything and give my honest opinion. To me, honesty right up front  saves a lot of time and money. I hate to see people trying to dance around the truth. Just say what needs to be said so everyone can keep moving in the right direction. Her description of me fit the conscientiousness personality profile the most. She did agree that I could most definitely work on my confidence and that I’m way too insecure. People see me praising coworker s about their work. However, I will bash my work up and down and hardly give myself the credit that I deserve. I can see why outsiders would see my behavior as negative. In a nutshell, people would describe me as an inspirational leader to others and a hazard to myself. The reason people perceive me as having low confidence is the way that I speak about my own work. My goal is to begin to speak good about myself and my talents so people will follow suit. I received another perspective on my personality profile from the Vice President of the company I work with. One thing that stood out to him about my profile was the openness-to-experience personality trait. He mentioned that our company has been through drastic changes over the past four years and that I’ve been flexible and resilient all along. He said that flexibility is unfortunately one of the traits he tends to struggle with in employees. However, he felt that flexibility is a very strong attribute of mine. I have been a pretty go with the flow kind of gal over the past four years regardless of the stressful environment. I’m elated that this behavior has been noticed. It makes me feel good about all of the sacrifices that I’ve made for the company. Personal Leadership and Skill Development In conclusion, I’ve learned a lot of valuable information throughout this course. First and foremost, I’m simply not made to be a powerful leader. I am more of an inspirational teacher who will probably be underpaid due to my lack of surgency. I couldn’t be more okay with this; As long as I stay true to myself. My conscientiousness is more important to me than power or money any day. Another thing that I’ve learned about myself is that I need to work on building up my self-confidence. In order to influence others, the first step is to show them that I have absolute faith and confidence in what I’m doing. There’s no way that I will captivate a faithful audience if I’m  questioning myself on the stage. One of the positive traits that I’ve learned about myself is that I’m flexible and dedicated. I will be open to working long hours and performing tasks that normally aren’t day to day for me in order to get the job done. I also am very honest and straight forward. The only goals that I truly plan to set are working on my confidence and possibly attempting to mingle a bit more in order to heighten my agreeableness. Overall, this has proven to be an incredibly informative class. I’m anxious to begin to apply the applications and theories on the job. References Lussier, R. N., & Achua, C. F. (2010). Leadership: Theory, Application, & Skill Development.(5th ed) Mason, Ohio: South-Western.

Impact of Economic Growth and Employment Rate on Inflation Essay

The public sector has used a mix of policies to control inflation, and it is also held responsible for its creation. The consumer price index (CPI) increased over 11 percent in 1981-82, and over 12 percent in 1990-91. Similarly, sensitive price index (SPI) increased over 15 percent in 1981-82, and over 12 percent in 1990-91. The GDP deflator was also double-digit for several years. Inflation not only affects sectoral allocation and distribution of income but also generates poverty. Several supply side and demand side factors could be responsible for this surge in inflation. Inflation can be a result of shocks to the supply of certain food items and to world oil markets. Rising oil prices can pose risk of increase in prices of almost all other commodities of the consumer basket. Such supply-side shocks are very volatile and can cause large fluctuations in food and oil prices. The effects of this on overall inflation at times can be so excessive that these cannot be countered through demand management, including monetary policy. However, greater emphasis in the recent debate on inflation remained on the demand side factors. The demand side pressures were often considered as an outcome of the September 11, 2001 incident in the United States of America (USA) and a combination of expansionary monetary and fiscal policies. First, increased domestic demand due to remittances from abroad and liberal demand-management policies outpaced the domestic production, creating a positive output gap, which in turn put upward pressure on prices. A recently conducted survey by the PIDE on inflation expectations reveals that people are expecting high inflation together with high unemployment, a decline in growth rate and decreasing currency value.

Romeo and Juliet Film Review Essay Example

Romeo and Juliet Film Review Essay Example Romeo and Juliet Film Review Paper Romeo and Juliet Film Review Paper Baz Luhrmanns version of â€Å"William Shakespeares Romeo + Juliet†, who is also the director of Strictly ballroom, is a bold adaptation of the worlds famous tragedy. He offers a trendy, contemporary re-telling of the classic love story with Leonardo DiCaprios Romeo and Clare Danes Juliet. Even though it is set in a modern day Verona, it still shows the beauty of the romance and keeps in Shakespeares dialogue. Juliet is a naive, obedient girl at the beginning of the story, having not experienced true love, but by the time shes met Romeo and her love has deepened, we see how dramatically her character has developed. Will Romeo and Juliet ever come out with their marriage ? Well youll have to go and see the film ! Claire Danes was brilliantly casted by Luhrman to make a breathtaking Juliet. She flawlessly looks and acts the part whilst beautifully showing her love and passion for Romeo and captures her dramatic transition from childhood to womanhood. Leonardo DiCaprio was almost as impressive as Romeo. Leonardo captures the intentions of his emotions amazingly. He captures Romeos characteristic of acting at the heat of the moment wonderfully, this unfortunate characteristic however, plays a huge role leading up to the lovers tragic fate. Like Juliet, we see his character develop throughout the play. Romeo is acted very well by Leonardo DiCaprio even though he is a little over exaggerated. The supporting cast are very well played as well. John Leguizamo plays an effective and amazing Tybalt, Juliets Latino cousin. Lurhman makes a daring move by making Mercutio, Harold Perrineau, a high-energy drag queen he sings and dances with Shakespearean lyrics, but it comes off very humorous and effective. The film is set in Verona Beach (Mexico City and a beach on the Pacific Coast) but works extremely well. The fact that it is set very modernly, helps the audience relate to the story and is more entertaining to a wider audience range. The audience range is to people who think Shakespeare is boring and you only see/read his plays in school but adults also would enjoy his film. The music, is also very modern and trendy, not what you would expect in a Shakespeare film. There are some key scenes that stand out and you cant forget. For example, when we see Mercutio singing at Capulets party it is one of the humorous scenes in the play as is Tybalts entrance at the petrol station. He walks in and you instantly know he means business and you could say loves himself a little. Some of the more serious scenes sti ck in your mind as well. For instance, when Romeo and Juliet first meet you instantly know that it is love at first sight from the gaze in each others eyes and how they react. Also, Romeo and Juliet dying. This is one of the most memorable scenes in the play as it is a dramatic, emotional scene as you see how much love is in their relationship. All in all, what Luhrman did with the film was both bold and brilliant, and he succeeded wonderfully. I highly recommend you see this film, even if you arent a Shakespeare fan, you will enjoy this hip modernization of Shakespeares most famous play ever.

Valedictorian vs. Salutatorian Whats the Difference

Valedictorian vs. Salutatorian What's the Difference SAT / ACT Prep Online Guides and Tips There are lots of reasons to work hard in high school: you gain important knowledge and skills, your grades help you get into great universities, and your dedication can even earn you scholarship money for tuition! But your hard work can also help you become valedictorian or salutatorian, which are awards given to the top two students in your graduating class. But what does it mean to be a valedictorian vs. a salutatorian? Don’t worry: you’ve come to the right place! Not only will we explain what a valedictorian and salutatorian is, we’ll also dig into the similarities and differences between the two awards and what they mean for the college admissions process. What Is a Valedictorian? Let’s start by learning more about becoming a valedictorian. Most schools award the title of valedictorian to the student who graduates with the highest cumulative GPA. So what does that mean exactly? Your cumulative GPA is the average of every final grade that you’ve made throughout high school! Additionally, most schools use a weighted average when ranking students. In other words, grades from AP and IB courses are given extra points to account for the difficulty of the course (which means that instead of a 4.0, you can earn a 5.0 in those classes). So if you have your heart set on becoming valedictorian, you’ll want to make sure you take AP courses- and make great grades in them! Furthermore, valedictorians are usually named during the second semester of senior year, and the award comes with a few special perks. First, the valedictorian usually gets special graduation regalia (also known as graduation attire) to help them stand out from the crowd. This can be a different colored robe, a unique tassel on your mortarboard, or an additional stole, cord, or medal. Each school has a unique set of regalia, but you’ll definitely get some additional swag for your hard work. Second- and more importantly- the valedictorian plays an important role in the graduation ceremony. Unlike most graduates, who will only come on stage to get their diploma, valedictorians usually sit on stage and actually participate in the ceremony itself by giving a speech. (We’ll talk about what that looks like in depth a little later.) Because the valedictorian is the top of the class, they serve as a representative for their classmates, which is a huge honor! Famous Valedictorians If you earn the title of valedictorian, you’ll be in great company! Here are some famous valedictorians you may know: Comedian Weird Al Yankovic (Lynnwood High School, 1975) Actress Jodie Foster (Lycee Francaise, 1980) Model Cindy Crawford (DeKalb High School, 1984) Photo by Sgt. Tracy Ellingsen What Is a Salutatorian? Just like a valedictorian, salutatorians are students who have demonstrated outstanding academic achievement during their four years in high school. Traditionally, the title of salutatorian is given to the second highest-ranking student in a graduating class. Just like the valedictorian, this is determined by a student’s cumulative, weighted GPA. If you want to become your school’s salutatorian, you’ll want to use the same strategy as valedictorians. Not only should you take AP and IB courses, you need to make sure you’re making great grades in them! After all, the higher your cumulative GPA, the more likely you are to become your school’s salutatorian. Furthermore, becoming salutatorian comes with many of the same perks as valedictorian. Like the valedictorian, the salutatorian often gets special graduation regalia to recognize their achievement. These are usually similar to the valedictorian regalia with minor adjustments. For example, if your school gives out special stoles, the stoles may be the same style but different colors! But at the end of the day, the goal is the same: unique regalia helps you stand out from the crowd while honoring your incredible achievement. Additionally, the salutatorian also plays a pivotal role in the graduation ceremony. Like the valedictorian, the salutatorian is tasked with delivering a speech on stage during the ceremony itself. The salutatorian’s speech serves a different purpose than the valedictorian’s speech- which we’ll talk about in the next section!- but it also serves as a special reward for the salutatorian’s hard work. Famous Salutatorians Before we jump into the differences between the valedictorian and salutatorian, check out this list of famous salutatorians you’ll definitely recognize: Carrie Underwood (Checotah High School, 2001) Michelle Obama (Whitney Young High School, 1981) Jimmy Carter (Plains High School, 1942) Photo by Baim Hanif Valedictorian vs. Salutatorian: The Big Differences By now you’ve probably figured out that valedictorians and salutatorians have a lot on common. But they also have a few important differences, too. Let’s take a close look at the unique aspects of each title. The Rankings Of course, the most obvious difference is in the numbers: valedictorians graduate ranked #1 in their class, while salutatorians take the #2 spot. When you’re a high achiever, coming in second might sound like losing. After all, most of us want to be first! But the fact is, there is usually very little mathematical difference between graduating first and graduating second. The difference between becoming valedictorian vs. salutatorian often boils down to hundredths- and sometimes even thousandths!- of a point. That’s why schools reward the top two students, since often there is very little difference between their academic performances! It all boils down to this: graduating as your class' valedictorian or salutatorian is a huge honor and a giant recognition for your hard work! Photo by Kane Reinholdsten The Speeches So if a valedictorian and a salutatorian both graduate at the top of the class, get fancy regalia, and give speeches during the graduation ceremony, what makes the awards different from one another? The biggest distinction between a valedictorian and salutatorian comes in the content of their speeches! The Valedictory Speech The term â€Å"valedictorian† actually comes from the Latin phrase vale dicere, which means to say farewell. In other words, despite coming in first in the rankings, the valedictorian’s speech often comes toward the end of the graduation ceremony. That means the valedictorian’s job is to put a capstone on their classmates’ high school experience. It’s a chance for students to say goodbye to high school while looking forward to their next adventures. Because of that, a valedictory speech often has two parts. The first part looks back at the memories and lessons of high school, and the second part talks about how students can carry what they’ve learned into the future. In other words, think of the valedictorian’s speech as wishing everyone a fond farewell while looking forward to the next step in life’s journey! The Salutatory Speech If the valedictorian’s job is to deliver a farewell address, then the salutatorian’s job is to welcome everyone to the ceremony! (The term â€Å"salutatorian† comes from the word â€Å"salutatory,† which means â€Å"of the nature of a salutation.†) Unlike the valedictorian, who often speaks to their fellow students, the salutatorian speaks on behalf of the graduating class in welcoming friends, family, and other loved ones to the ceremony. They also introduce any other speakers and representatives to the audience. After the official welcome, the salutatorian also has the chance to offer a few remarks to kick off the graduation ceremony. If the valedictorian’s speech about how to take high school’s lessons and experiences into the future, then the salutatorian’s speech is a celebration of the moment. After all, you only graduate from high school once! Photo by Logan Isbell How Does Graduating as a Valedictorian or Salutatorian Affect Applying for Colleges? The short answer is that it doesn’t really affect your application or admissions process since these honors aren’t awarded until the second semester of your senior year. By this point, you’ve already submitted your college applications. In fact, you might have already committed to your dream school if you applied early action! Additionally, even if you can list valedictorian or salutatorian honors on your application, most universities don’t weigh them very heavily in the decision-making process. That’s because it can be hard for admissions counselors to understand what those honors really mean. For example, some schools rely solely on GPA to determine whether someone becomes valedictorian, while other schools use a combination of GPA and extracurricular involvement. Some schools even allow the student body to weigh in by voting on candidates! It’s impossible for every admissions counselor to know the valedictorian and salutatorian criteria for every high school, so it’s easier for them to remove the ranking from consideration. William R. Fitzsimmons, the dean of admissions at Harvard, summed it up best when he told the New York Times, â€Å"I think, [the title of valedictorian is] a bit of an anachronism. This has been a long tradition, but in the world of college admissions, it makes no real difference.† Photo by OakleyOriginals Do All High Schools Have Valedictorians and Salutatorians? Although these are very common awards in American high schools, some schools have decided to treat these titles differently. The â€Å"None Of The Above† Approach In recent years, some high schools have decided to get rid of the titles of â€Å"valedictorian† and â€Å"salutatorian† altogether. Some schools believe that it creates unnecessary competition between students, while others have decided to move away from the titles as a matter of fairness. As Dr. Mary Gruccio, the superintendent of the Cumberland County School District in New Jersey, explains, â€Å"We have had issues in the past where kids have been so close together, within a fraction of a point†¦ [and] in my opinion, it creates a lot of anxiety that does not have to take place." Because the top students in a class are often separated by fractions of a point, removing the titles of valedictorian and salutatorian are a way to ensure fairness and equal recognition of students’ hard work. But that doesn’t mean that because a school doesn’t have valedictorians or salutatorians that they don’t recognize academic achievement! Some schools instead award unique graduation regalia to all students with high grades, while others have switched to the collegiate approach of allowing students to graduate with honors (or cum laude). The â€Å"Multiples† Approach But there are other schools who have swung the opposite direction: instead of abolishing the awards, they have decided to designate multiple valedictorians and salutatorians in each graduating class. Take, for instance, Washington-Lee High School in Arlington, Virginia. In 2015, the school designated 117 valedictorians out of a class of 457 graduates. (The school awarded any student with above a 4.0 the title.) So why would a high school choose to do this? The goal in awarding multiple valedictorians is the same as naming no one the title: fairness. As Winnie Hu writes for The New York Times, school principals believe that recognizing multiple valedictorians â€Å"reduces pressure and competition among students, and is a more equitable way to honor achievement, particularly when No. 1 and No. 5 may be separated by only the smallest fraction of a grade.† Administrators also argue that naming multiple valedictorians prevents grade inflation, since teachers might feel pressured to give bright students better grades to help their chances at scoring one of the top two spots in their graduating class. The Bottom Line Regardless of whether your school has none, one, or tons of valedictorians and salutatorians, remember that the title of valedictorian or salutatorian does not impact your ability to get into your dream school. While the honor is certainly nice, it’s a recognition of a student’s hard work, not a golden ticket into an Ivy League university. So aim for becoming valedictorian or salutatorian because it means something to you, not because you think it will make a difference to an admissions counselor! Your Next Steps So now that you know the differences in a valedictorian vs. a salutatorian, it’s time to get your journey to greatness off on the right foot! Want to graduate with a perfect GPA? Start by getting advice from someone who’s been there, done that. It can be hard to know your real GPA if you’ve taken lots of weighted AP and IB courses. Never fear: our weighted GPA calculator is here to help! AP classes are important, but they only help you if you’re making great grades in them. Get the scoop on how to plan out your AP courses for maximum impact, and get some perspective on how much harder AP courses are than their regular counterparts. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in.

Addiction Essay Example | Topics and Well Written Essays - 500 words

Addiction - Essay Example For example, I have a cousin who is interested in knowing and trying drugs in order to understand what addiction means. He is a teacher who takes his students to know all about addiction. I am rigorously opposed to this view and my claim is that people do not have to understand what addiction means; they have to understand what it is going to happen if any kind of addiction becomes part of their lives. Two of the most essential readings on the topic of addiction are â€Å"The 10 Most Important Things Known about Addiction† by Doug Sellman and â€Å"Injecting Rooms Benefit All, Not Just Drug Users† by Robert Power. This paper makes a reflective summary of these two articles in order to bring out the major arguments of these authors about addiction and its consequences. One of the most fundamental articles on the question of addiction, Doug Sellman’s â€Å"The 10 Most Important Things Known about Addiction† offers a list of ten important things or facts abou t addiction. These ten essential facts about addiction have emerged over the last three or four decades and an understanding of these important things will fundamentally help the people in addiction treatment as well as general public. Bringing together a body of knowledge across multiple domains,

Marketing report Research Paper Example | Topics and Well Written Essays - 1750 words

Marketing report - Research Paper Example The company sells its products to more than two hundred countries. According to Abdul et.al (2012, p. 7-9), Pepsi holds an approximately thirty six percent of the total U.S snack food market and approximately twenty five percent of the U.S beverage industry. Today, Pepsi Company is a great contributor to the American economy and has employed over 200,000 people in America and more than 300,000 people worldwide. Over the years, Pepsi Company has not only worn global awards for having the best brands worldwide and being among the best global corporations but also awards for green production and sustainable development (Kendra et. al, 2010, p. 1-2). Pepsi Company is not only known all over the world for its products and strong brands but also for being a low cost leader (Kendra et. al, 2010, p. 1-2). Pepsi Company has also made history with its strong advertising strategies. In the 1960s, the most known Pepsi slogan was ‘nickel nickel’. This Slogan largely helped the company penetrate further into new emerging markets of the world during the time. Such slogans and others such as ‘Be Sociable have a Pepsi’ and ‘Refreshing without filling’ that followed thereafter have helped the company establish the today’s brand image that is long-lasting (Kendra et. al, 2010, p.2). Pepsi’s frequent change of the advertising slogans over the centuries has helped the company adequately capitalize on the changing environments and stay relevant to its customer (Kahn et.al, 1998, p. 384-390). Nevertheless, Pepsi Company fails to have a bigger market presence as compared to other major rivals suc h as the Coca Cola Company (Biswas and Sen, 1999, p. 1701-1708). The company also faces a threat of competition from new emerging firms in the food industry. Despite these weaknesses and threats, Pepsi Company the potential of growing further in the emerging economies of the world. The birth of the