Barangay West Rembo essays

Barangay West Rembo essays When Fort Bonifacio was designated to be the home of the Philippine Army, B/Gen. Alfonso Arellano, the Commanding General of the Philippines Army at that time, relocated inhabitants of the nearby barrio to a well-situated area, which is now known as BARANGAY WEST REMBO. REMBO is actually an acronym for Riverside Enlisted Mens Barrio. Bounded in the north by J.P. Rizal Extension going to Pateros and Pasig River; in the east by Circumferential Road (C5 Highway) and Barangay East Rembo; in the west by Lawton Avenue (old Gate 1 Fort Bonifacio) and Barangay Cembo; and Kalayaan Avenue (Radial Road) and BCDA Global City in the south, which is composed of eight sitios. It has a land area of 54.7 hectares. Its physical attributes are both residential and commercial but the majority of the patterns of its land use are for residential lots. To date, it has a population of 30,534and has 19,937 registered voters. Military authorities used to appoint the Barangay Leaders until 1982, when the Commision on Electionsauthorized the residents of Fort Bonifacio to elect their Barangay Leaders who came mostly from the Philippine Army. This paved the way to the escalation of a peaceful and progressive Barangay in Makati today. Barangay West Rembo has been under thirteen Punong Barangays. The fourteenth and present Punong Barangay is Maria Theresa Nillo-de Lara. Setting a new trend in the political history of Barangay West Rembo, she is the very first female Punong Barangay, the only non-military personnel and the only one who rose from the ranks Kabataang Barangay and Barangay Kagawad. With the leadership of the City Government and Barangay Leaders, Barangay West Rembo attained its finest years. They stood up to the vision of transforming West Rembo as Makati Citys Center for Education and Cultural Affairs. Among these transformations were the establishments of modern public schools, Barangay Hall, Sports Complex, peoples ...

Dry Ice Composition and Uses

Dry Ice Composition and Uses Dry ice is the general term for solid carbon dioxide (CO), coined in 1925 by Long Island-based Prest Air Devices. Though originally a trademarked term, dry ice has become the most common way of referring to carbon dioxide in its solid, or frozen, state. How Is Dry Ice Manufactured? Carbon dioxide is frozen by compressing carbon dioxide gas to a high pressure to create dry ice. When it is released, as liquid carbon dioxide, it quickly expands and evaporates, cooling some of the carbon dioxide down to the freezing point (-109.3 F or -78.5 C) so that it becomes solid snow. This solid can be compressed together into blocks, pellets, and other forms. Such dry ice snow also forms on the nozzle of a carbon dioxide fire extinguisher when it is used. Special Properties of Dry Ice Under normal atmospheric pressure, dry ice undergoes the process of sublimation, transitioning directly from solid to gaseous form. In general, at room temperature and normal pressure, it sublimates at a rate of 5 to 10 pounds every 24 hours. Because of the very low temperature of dry ice, it is used for refrigeration. Packing frozen food in dry ice allows it to remain frozen without the mess that would be involved with other cooling methods, such as water from melted ice. Several Uses of Dry Ice Cooling materials- food, biological samples, perishable items, computer components, etc.Dry ice fog (see below)Cloud seeding to increase precipitation from existing clouds or decreasing cloud thicknessTiny pellets can be shot at surfaces to clean them, similar to sanding ... since it sublimates, the benefit is less residue to clean upVarious other industrial uses Dry Ice Fog One of the most popular uses of dry ice is in special effects, to create fog and smoke. When combined with water, it sublimates into a cold mixture of carbon dioxide and humid air, which causes condensation of water vapor in the air, forming fog. Warm water speeds up the process of sublimation, producing more dramatic fog effects. Such devices can be used to make a smoke machine, although simplified versions of this could be created by putting dry ice in water and using fans on low settings. Safety Instructions Do not taste, eat or swallow! Dry ice is very cold and can damage your body.Wear heavy, insulated gloves. Since dry ice is cold, it can damage even your skin, giving you frostbite.Do not store in sealed container. Because dry ice constantly sublimates into carbon dioxide gas, storing it in a sealed container will cause pressure to build up. If it builds up enough, the container could explode.Use only in ventilated space. In a poorly ventilated area, the build up of carbon dioxide could create a suffocation hazard. This is a great danger when transporting the dry ice in a vehicle.Carbon dioxide is heavier than air. It will sink to the floor. Keep this in mind when thinking about how to make the space ventilated. Obtaining Dry Ice You can buy dry ice at most grocery stores. You have to ask for it, though. Sometimes there might be an age requirement on buying dry ice, requiring someone age 18 or over. Edited by Anne Marie Helmenstine, Ph.D.

The Unity of the Old and New Testament Essay Example | Topics and Well Written Essays - 3000 words

The Unity of the Old and New Testament - Essay Example Matthew and the Revelation of St. John the Divine, so as to see how they relate with the Old Testament. First, it is important to acknowledge that the New Testament is premised upon, and works on, and from the substance and the religious and cultural heritage in the Old Testament. In the Old Testament, there is the reality of the beginning: the beginning of God’s creation and all life forms, the beginning of sin, suffering, sickness, senescence and death, the first declaration of the plan of redemption and the coming Messiah, and the establishment of covenants. As God establishes His covenants with man, He interacts with man and this forms the bulk of religious and cultural heritage for the Jew. The New Testament then comes up and interprets, re-interprets and gives the encounters, realities and institutions newer meaning. In respect to the above, about 1,800 BC, Abraham is called and made the father of the Jews (Genesis 12:2 and 17:4-7). A covenant is made and circumcision is instituted as the seal of the covenant. Later on, Abraham’s descendants are taken into bondage for 430 years in Egypt, and after that, a 40-year wilderness experience. These experiences forge Israel into a common nation, having a common religious, socio-cultural and linguistic heritage. The tabernacle, the temple, the 490 years stay in Canaan, the Babylonian Exile and the post-exilic experiences are all Old Testament realities and substance that later add to the Jews’ cultural and religious heritage. Thus, when Jesus Christ comes into the scene, He comes against the backdrop of the development above. The messages He preaches are understood by the Jews in light of the Old Testament. For instance, Matthew 21:33-46 presents the Jewish audience (as the immediate audience) with the parable of the wicked tenants and since this audience is well acquainted with the Jewish tradition. The Jewish religious history in this case is replete with the killing of God’s prophets and servants, as can be seen in Matthew 23:31. As Jews, even the Pharisees understood the meaning of the parable, and this is why they sought to kill Jesus. In a closely related wavelength, during Jesus’ forty-day fast and subsequent temptation by Satan, the Old Testament Scripture is revisited heavily. Satan quotes from Psalm 91:11-12, while Jesus quotes from Deuteronomy 8:3, Deuteronomy 6:16 and Deuteronomy 6:13 or 10:20. Because of the foregoing, one can rightly surmise and posit that between the Old and New Testament, there is a strong element of continuity. The aspect of continuity is underscored by the fact that: the New Testament message addresses the same nation which was formed from Abraham; the same religious and socio-cultural traditions and heritage are used to enhance the New Testament message and give it new meaning. It is this aspect of continuity which allowed the Jews to understand the teachings of Jesus and later, the apostles. According to Stark, the aspec t of continuity is carried over to St. John’s Revelation which is heavily littered with Old Testament themes, particularly, Exodus. Exodus 15 presents the Jewish nation and Christians with the first song in the Bible, the Song of Moses. It is interesting that the last book of the Bible and New Testament is also graced with the Song of Moses (Revelation 15:3). That the object of God’s attention is His people, the nation of Israel is a matter

The growth of Starbucks Case Study Example | Topics and Well Written Essays - 2500 words

The growth of Starbucks - Case Study Example (Marios Theodosiou). The rise of multinationals such as Starbucks came with the advent of globalization, where trade restrictions were eliminated. Doing businesses in most countries abroad became much easier than before. Government regulations are more relaxed and tariffs were reduced or totally eliminated. These developments have given chance to big companies in the developed countries to capture bigger markets including the Third World. This has given rise to the issue of how to standardize product internationally and at the same time adapt to the individual idiosyncrasies of each country. Multinational firms such as Starbucks face this type of dilemma. Product standardization is the introduction of domestic products internationally with a little or no modification (International Product Decision). Product standardization is done in commodities such as shoes. Multinational shoe firms such as Nike, Adidas and Reebok release shoes that are sold across different countries. The other way of marketing product is through adaptation. If the firm spouses this marketing strategy, it adapts domestic product to suit the foreign market. Product modifications are done. They can be specifically designed for foreign markets. It is believed that 'global marketing of standardized products can, however, lower operating costs, and with effective coordination exploit a company's best product and marketing ideas" (Powers). One of the benefits of standardization is it allows current technology to adapt products and services to the local needs and wants. "It is also possible to tailor standardized strategies for different worldwide segments that exist cross-nationally" (Powers). On the other hand, there are doubts on the standardizing domestic products. Some concerns raised against standardization are national prejudices (Powers). Buzzel posited that "it is a mistake to assume that product standardization is possible without careful consideration of the idiosyncrasies of each market, such as physical environment, the stage of economic development, cultural characteristics, the stage of product lifecycle, competition, distribution systems, advertising media, legal restrictions, and finding the right balance between local autonomy and central coordination" (Powers). There is a need for both. Both have advantages and disadvantages. At this point, we will specifically be analyzing how Starbucks was able to make a decision on choosing between product standardization strategy and product adaptation. The Starbucks' Case Starbucks is known for coffee. But people around the world know that it does not only offer coffee or food, it offers experience, tranquility, and class. This is something that the company has standardized. Covering three continents, the green and white emblem has dominated various countries. Starbucks management has decided to standardize the product all over the world. Its cozy interior, plus

Britain of evacuation in World War Two Essay Example for Free

Britain of evacuation in World War Two Essay During the course of World War Two, many people were evacuated, not just children. There were many differing reactions to evacuation. The reaction would depend on the experience you had. Reactions would also change over time during the war and even after the war had finished. One set of people affected by Evacuation was the Children. Many children did not know where they were going and therefore experienced feelings of fear and anger. The children disliked being separated from their parents but put on brave faces so not worry their families. When the children arrived at their destination, they were taken to school halls of town meeting places where the were chosen by their foster families, which they disliked because often they were split from their sisters and brothers. If they had negative attitudes, they very often did not settle quickly like those who had positive attitudes and would see their stay as a holiday. If an evacuee had a positive experience, they would have pleasant memories of being treated as one of the family. Evacuation was described as no better than a paedophiles charter as it would have been easier to abuse children away from home. However, in a study of 450 ex-evacuees, only 12% of them had bad experiences. Michael Caine remembers being evacuated with his brother Clarence. He said My brother used to went the bed when he was nervous. My foster mother could not figure out who it was so she beat both of us, and Clarence became more nervous and wet the bed more. However, not all experiences were bad. On ex-evacuees remembers being given clothes when he was evacuated. A childs reaction to evacuation would depend on their experiences while in care. Another set of people who were affected by evacuation was the childrens parents. Most parents were reluctant to send their children away but agreed because of propaganda. Not all parents sent their children away though. Some parents thought that their children were safe in their family home. However, most parents brought their children home due to the phoney war. But the children were evacuated again when the Blitz happened, although the scale of evacuation was not as large as the first wave in September 1939. Thanks to the Blitz, many parents changed their opinions on evacuation, now agreeing that it was probably best for their children.

New York vs. Willow Springs in Mama Day Essay -- Comparing Compare Con

New York vs. Willow Springs in Mama Day The soft island breeze blows across the sound and the smell of the sea fills the air in Willow Springs. Meanwhile, a thousand miles away in Lower Manhattan the smell of garbage and street vendors’ hotdogs hangs in the air. These two settings are key to Gloria Naylor’s 1988 novel Mama Day where the freedom and consistency of the Sea Islands is poised against the confinement of the ever-changing city, two settings that not only changes characters’ personalities but also their perceptions. On the surface the two places seem to share no similarities and represent different aspects. There are, however, some similarities, among which is the effect of the setting on the characters. Naylor demonstrates through the characters Cocoa Day and George Andrews that a person’s surroundings affect the way they behave and either allows or permits them to believe in certain aspects of life, especially in respect to believing in magic or logic. The first setting introduced in Mama Day that affects significantly George and Cocoa is the island of Manhattan. This society separated from the mainland represents a plethora of opportunity. It is only in a city like New York where a child like George who was left with nothing on the doorstep of an orphanage could become a successful, disciplined engineer. It is also in the city where we are first introduced to Cocoa looking for her opportunity for success. While waiting to be interviewed by George for a job, Cocoa observes a variety of people in the waiting area, which was representative of the diversity of the city: â€Å"one very very gay Oriental†¦Cherry Vanilla† (Naylor 20). In addition to diversity, the city is a place of constant change, wher... ...Perhaps if we focus more on the impact of the setting on character’s behavior and ideals in novels such as Gloria Naylor’s Mama Day, we can develop a better understanding of the true essence of a novel. Through analysis it is evident that the setting impacts not only the characters, but also affects the behavior of the characters. Unfamiliar locations cause Cocoa to turn to racism as a defense mechanism for protecting herself from the unknown of New York City; George turns to logic to protect himself from the unknown and magic of Willow Springs. These two completely different settings are actually very similar, having a similar affect on the characters and values learned in each location. Who would have thought that a place where the smell of the sea filled the air could be compared or even is similar to a place where the stench of garbage and hotdogs lingered?

How Does Divorce Affect Children? Essay

How divorce can affect children and teens while growing up in today’s society. Most of the information is gathered from parents and their observations of their children, but parents who have had marital problems may have an altered psychological well being and therefore affect the results negatively. (Journal of the American Academy of Child and Adolescent Psychiatry) Children from divorced families are on â€Å"average† somewhat worse off than children who have lived in intact families. These children have more difficulty in school, more behavior problems, more negative self-concepts, more problems with peers, and more trouble getting along with their parents. (The Effects of Divorce on Children, Robert Hughes Jr.) It is likely that children of divorced parents experience more difficulty in school than those with intact families, but this information is difficult to gather as students’ marks are so personal. Most commonly, children had trouble in five categories, behavioural problems, parental loss, emotional and psychological problems, economic difficulties and future relationship difficulties. The literature that was selected were summaries or direct results of studies conducted on children with divorced parents. This review is divided into five sub-categories of observed trends. The literature that is included is mainly that which is written by Americans about children in the United States. Canadian studies are much harder to find online as most websites are American-based. Behavioural Problems Parental divorce was the strongest predictor of children’s behavioral problems. They were reported to have various behavioral and emotional problems, aggressive behavior, withdrawal, and social problems. Children of divorce were almost 12 times more likely to present behavioral problems than those from intact families. (Journal of the American Academy of Child and Adolescent Psychiatry, Xianchen Liu) On a measure of behavioral problems, Hetherington (1993) reports that 90% of adolescent boys and girls in intact families were within the normal range on problems and 10% had serious  problems that would generally require some type of help. The percentages for divorced families were 74% of the boys and 66% of the girls in the normal range and 26% of the boys and 34% of the girls were in the problematic range. MOST children in divorced families do not need help, but MORE children in this group than in intact families are likely to need help (The Effects of Divorce on Children, Robert Hughes Jr.) Among teenage and adult populations of females, parental divorce has been associated with precocious sexual activity and greater delinquent-like behavior. Adolescent girls who had experienced parental divorce when they were younger than six or between six and nine years old reported becoming involved with alcohol or drugs in proportions higher than did girls from intact families. (How Divorce Affects Children, Mitchell Miller) Parental Loss Having supportive adults is very beneficial for children. With this loss, children also lose the knowledge, skills and resources (emotional, financial, etc.) of that parent. In terms of which children are better off, the findings suggest that children between 5 and 12 years of age may do the best and children younger and older may have more difficulties. Another implication of the parental loss hypothesis is that frequency of contact with non-custodial parent should be associated with children’s well being. (The Effects of Divorce on Children, Robert Hughes Jr.) Emotional and Psychological Problems Divorce often results in many changes in children’s living situations such as changing schools, child care, homes, etc. Children often also have to make adjustments to changes in relationships with friends and extended family members. These changes create a more stressful environment for children. There is also evidence that indicates that children whose parents divorce more than once are worse off than children whose only experience one parental divorce. (The Effects of Divorce on Children, Robert Hughes Jr.) One of the biggest fears for children is change. With added stress to a child’s life, it can have a negative effect on their emotional stability.  Children fear that if they have lost one parent, they may lose the other. They may blame themselves, feel unlovable, or unsafe. (Focus on Kids: The Effects of Divorce on Children, Karen DeBord, Ph.D.) Parental divorce had adverse and pervasive impacts on children’s mental health across a variety of outcomes. Females often have lower self-esteems as a result. (Journal of the American Academy of Child and Adolescent Psychiatry, Xianchen Liu) Economic Difficulties Due to limited economic resources, children in single-parent families may have more difficulties. It is very well documented that single parent families headed by mothers have less income than most two-parent families and there is a common belief that many of the difficulties experienced by children are the result of the economic difficulties experienced in these families. It might also be expected that since fathers typically have more economic resources and because getting remarried usually results in higher incomes, children in these families would be better off, but they are not automatically healthier. (The Effects of Divorce on Children, Robert Hughes Jr.) Money, or lack of it, becomes a problem. Child support payments and financial assistance place a monetary strain on one or both parents, which directly affects the children. (Children & Divorce: The Effects of Divorce on Children, Divorce Source) There were significant differences of family income between divorced and intact families, which has been reported to be associated with both divorce and children’s behavioral problems. (Journal of the American Academy of Child and Adolescent Psychiatry, Xianchen Liu) Future Relationship Difficulties Studies show that ten years after their parents’ divorce, 30% of the children cope successfully in life, while 40% have mixed successes with relationships, and personal problems. The remaining 30% continue to struggle with significant relationship and personal problems. Some children remain angry with their parents or reject the departing parent. Some remain sad  over the divorce and long for the absent parent or hold unreal idealized memories of their lives before the divorce. Others feel â€Å"needy† with an increased concern for loyalty, security, and commitment in relationships. (Divorce and its Effects of Children, Barbara Cyr) Females often have difficulty establishing gratifying, lasting adult heterosexual relationships. (How Divorce Affects Children, Mitchell Miller) The information contained in The Journal of the American Academy of Child and Adolescent Psychiatry by Xianchen Liu, is quite extensive and gives an incredible amount of statistics of divorced children and families living in China. This information can be applied to western civilization as well because of the great influence it has on eastern countries. The article entitled The Effects of Divorce on Children by Robert Hughes Jr. is insightful as it gives specific summaries on many factors that contribute to negative effects on children of divorce and excellent references. All information sources seemed to present similar findings and none were found to contradict each other or give incorrect information. Because there has been such extensive research done on the topic of divorce, many researchers have drawn the same conclusions and acquired accurate statistics. More and more families are having marital problems resulting in divorce and this leads children to often require outside help in adjusting and continuing life in healthy household. At times, family counselors, therapists and social workers are required to assist families and especially children to cope through these difficult times. With the help of these individuals, it is possible that children will grow up more capable of developing their own healthy relationships in the long run.

Course Project Part

While the initial investment in materials and equipment is steep, the output of this system rapidly accelerates to full potential and sots very little to maintain on an annual basis. The versatility of this system allows for the simultaneous production of a variety of sought after vegetables at reasonable cost and can reproduced In nearly any area of the united States. Project Description This project Is designed to develop a reproducible and self-sustaining aquaplanes system based on $100,000 Initial investor Input.A functioning model will be created to prove the viability of a self contained and symbiotic relationship that combines hydroponics vegetable production with aquaculture production. Hydroponics is the arming of vegetables using only water and loose fill media instead of soil. Aquaculture is the farming of fish in a controlled and sustainable environment. Putting these two systems together provides a source of nutrient rich water for growing plants and a natural filtration system, rich with oxygen, for growing fish.The combined system will be operated and monitored over a five year period to determine the total cost of production for a variety of leafy green vegetables as well as the price per pound of fish created over the same time period. The greatest price actor of getting food to local markets Is the fuel cost from the production location, through one or more levels of storage and packaging and lastly the trip to each point of sale. The system we propose to build would remove the fuel and transportation costs of a variety of vegetables that could easily be grown local to the market in which they are ultimately sold.Each certified organic occupations production facility could support the growth of several varieties of vegetables on a year round basis. This would allow local markets and restaurants the opportunity to provide locally grown organic produce and fish at reduced prices. Creating a system that is both self- sustaining and profitable is the key in the development of a solution that can be marketed. After the initial startup of a location, minimal financial input must be maintained while keeping the operational costs as low as possible to create a viable business model.

Exercise and Pm Physical Education Essay Example

Exercise and Pm Physical Education Essay Example Exercise and Pm Physical Education Paper Exercise and Pm Physical Education Paper Arnis is a Filipino martial art that can be performed individually or with a partner, using a single stick or a pair of sticks for striking and blocking; it may also be used for self-defense. This module will allow me to learn the fundamental skills of Arnis through lessons that are presented in the order that they will be taken up in class. This will allow me to follow closely and participate actively in all the learning activities. Self- and peer evaluation will be used to monitor my progress and check how proficient I have become. A set of rubrics will be used for this purpose, which I can also use to help me identify  and correct my classmate’s errors, if there are any present. Appropriate warm-up, stretching and cooldown exercises will be routinely performed to make sure that my body is physically ready for the days lessons and to prevent any injury from occurring. As the lessons progress, my fitness level will 1 10/19/2012 5:44:49 PM Physical Education Learner’s Module also be monitored. Conducting regular fitness checks will enable me to be more conscious about my health and lifestyle. Also, having proper fitness will allow me to perform the drills in class with ease. LEARNING COMPETENCIES At the end of this module, I will be able to: 1. Practice the skills learned in this course with few observable errors in technique. 2. Execute with confidence the fundamental skills of Arnis. 3. Understand the rules, conventions and terminology in Arnis by using them during the execution of skills. 4. Perform the warm-up, stretching and cool-down exercises properly and on my own. 5. Determine my fitness levels and identify areas for improvement. 6. Be open to criticism when a peer is evaluating my performance, and at the same time, be critical and fair when evaluating others. 7. Be honest and fair at all times. 8. 2 10/19/2012 5:44:49 PM Physical Education Learner’s Module SESSION 1 INTRODUCTORY ACTIVITY 5 MINUTES REVIEW: In our previous lesson, I have assessed my skill-related fitness. Skill-related physical fitness (SRPF) consists of components that have a relationship with learning motor skills quickly and the ability to achieve a high level of performance in sports. This quarter, I am going to learn the fundamental skills in Arnis. I know that I will be able to improve my motor skills with practice so that I am able to strike and block well; and quickly shift my body while maintaining balance. Practicing these skills will therefore help me become more fit. PREVIEW: ? Today’s lesson consists of three (3) parts: first,  the routine warm-up and dynamic stretching exercises; second, the basic skills in grip and body stance, and third, the cool-down routine. ? The tasks include: ? Performing warm-up and dynamic stretching exercises. ? Learning the fundamental skills in Arnis: 1. Holding the stick with the proper grip. 3 10/19/2012 5:44:49 PM Physical Education Learner’s Module 2. Familiarizing oneself with the basic stance and salutation. ESSION 1 SKILL DEVELOPMENT 5 MINUTES GENERAL WARM-UP 1. Jog for 1 minute. 2. Side shuffle (left foot leading) for 20 seconds. 3. Side shuffle (right foot leading) for 20 seconds. 4. Carioca (left foot leading) for 10 seconds. 5. Carioca (right foot leading) for 10 seconds. 6. Butt kicks for 10 seconds. 7. High knees for 10 seconds. Side Shuffle High kicks Knees Carioca DYNAMIC STRETCHING 1. Knee hug to calf raise 2. Single leg deadlift 3. Lunge and twist 4 10/19/2012 5:44:49 PM Butt Physical Education Learner’s Module 4. Toe touch APPLICATION 20 MINUTES FUNDAMENTAL SKILLS 1. Grip: Proper hold of the stick ? Hold the stick one fist away from the punyo (butt) of the stick. Close the grip with the thumb. 2. Basic Stance and Salutation Handa ? Feet are positioned shoulder width apart. ? Stick is held in front of the body. Pugay ? ? Place the weapon hand  across the chest. Bow by bending at the waist. Handa sa Paglaban/Fighting Stance ? ? ? 5 10/19/2012 5:44:49 PM One foot in front (foot the same as the weapon hand), the other foot on the rear Keep feet apart, distance of one foot. Both knees slightly bent Physical Education Learner’s Module ? ? Toes facing forward Weight evenly distributed on both feet ? Distance of 5 steps between the feet. Back leg kept straight, rear foot is held at a 45 degree angle. Keep the front knee bent. Weight is evenly distributed on both feet. Forward Stance ? ? ? Backward Stance ? ? ? ? Distance of 4 steps between the feet. Both knees are slightly bent. Rear foot held at a 90 degree angle. 70% of the body weight on the rear foot while 30% is placed on the front foot. COOL-DOWN: Static Stretching Exercises 1. Wrist (fingers down, up, forward) 2. Finger stretch 6 10/19/2012 5:44:49 PM Physical Education Learner’s Module 3. Overhead stretch 4. Chest stretch 5. Triceps 6. Cross elbow 7. Zipper ASSESSMENT 5 MINUTES Using the rating scale below, I can assess my performance on the following skills accordingly: Rating: I I can practice the skill by myself. O I can practice the skill with others’ 7 10/19/2012 5:44:49 PM Physical Education Learner’s Module help. I will just wait for the next PE class. W RATING SESSION 2 ACTIVITY Warm-up Dynamic stretching Grip Stance Static stretching INTRODUCTORY ACTIVITY 5 MINUTES REVIEW: In our previous lesson, I have learned to properly hold (grip) the arnis stick and assume the proper stance. I have also learned how to perform the routine exercises for warm-up and cool-down. PREVIEW: ? Today’s lesson consists of the twelve (12) striking techniques which are aimed at different parts of the body that are considered to be vulnerable. I will be learning how to perform the first five (5) techniques: ? Striking technique 1-Left side of the head attack ? Striking technique 2-Right side of the  head attack ? Striking technique 3-Left side of the trunk attack ? Striking technique 4-Right side of the 8 10/19/2012 5:44:49 PM Physical Education Learner’s Module trunk attack ? Striking technique 5-Thrust to stomach SESSION 2 SKILL DEVELOPMENT 10 MINUTES GENERAL WARM-UP DYNAMIC STRETCHING EXERCISES SESSION 2 APPLICATION 20 MINUTES STRIKING TECHNIQUES: Hitting vital points of the body as targets by means of slashing, stabbing and thrusting actions; all techniques are performed with a fighting stance ST1: Left side of the head attack ? Assume fighting stance ? Stick held at one o-clock; slashing action ? Free hand on chest  ST2: Right side of the head attack ? Assume fighting stance ? Stick held at eleven o’clock; slashing action ? Free hand on chest ST3: Left side of the body (trunk) attack ? Extend weapon hand ? Strike any part of the trunk between the shoulder and hip joints; slashing action against the outer part of the trunk 9 10/19/2012 5:44:49 PM Physical Education Learner’s Module ST4: Right side of the body (trunk)attack ? Same as ST3 ST5: Thrust to solar plexus (stomach) attack ? Thrust weapon hand towards the target point (solar plexus) ? Follow-through with upward movement. COOL-DOWN: Static stretching exercises SESSION 2 ASSESSMENT 5 MINUTES Using the rating scale below, I can assess my performance on the following skills accordingly: Rating: I I can practice the technique by myself. O I can practice the technique with others’ help. W I will just wait for the next PE class. RATING ACTIVITY Warm-up Dynamic stretching Grip Stance Striking techniques 1-5 Static stretching 10 10/19/2012 5:44:49 PM Physical Education Learner’s Module PROCEDURES The lessons and activities in every session are presented using the following format: INTRODUCTORY ACTIVITY: This contains a review of the previous lesson/activity and a preview of the lessons and activities that will  be taken up in the current session. SKILL DEVELOPMENT: The warm-up routine will serve as preliminary exercises before the introduction of the skill to be learned. APPLICATION: This explains the activity in detail so that I may be able to follow closely and participate actively in it. ASSESSMENT: This contains guides that will help me monitor myself before, during and after the lessons and the activities so I may know how well I am able to participate in class. SESSION 3 INTRODUCTORY ACTIVITY 10 MINUTES REVIEW: In our previous lesson, I learned how to perform the five (5) striking techniques: 11 10/19/2012 5:44:49 PM Physical Education Learner’s Module left (1) and right (2) side of the head attack, left (3) and right (4) side of the trunk attack, and the thrust to stomach (5) attack. Using the following rating scale, I can assess how I performed the following techniques: 4 – Performed the technique with no or few observable errors 3 – Performed the technique with some errors but I am able to correct myself easily 2 – Performed the technique with some errors but I relied on other’s help 1– I need more practice to get it right RATING TECHNIQUE. Left side of the head attack Right side of the head attack Left side of the trunk attack  Right side of the trunk attack Thrust-to-stomach attack 12 10/19/2012 5:44:49 PM Physical Education Learner’s Module PREVIEW: ? Today’s lesson consists of the remaining seven (7) of the twelve (12) striking techniques: ? Striking technique 6-Left chest stab ? Striking technique 7-Right chest stab ? Striking technique 8-Left knee strike ? Striking technique 9-Right knee strike ? Striking technique 10-Left eye poke ? Striking technique 11-Right eye poke ? Striking technique 12-Crown attack SESSION 3 SKILL DEVELOPMENT 5 MINUTES GENERAL WARM-UP DYNAMIC STRETCHING EXERCISES SESSION 3 APPLICATION STRIKING TECHNIQUES: ST6: Left chest stab? Assume the fighting stance. ? Extend weapon hand forward, palm facing outward. ? Keep elbow up. ST7: Right chest stab 13 10/19/2012 5:44:49 PM 20 MINUTES Physical Education Learner’s Module ? Assume fighting stance ? Scooping action ? Extend weapon hand forward, palm facing outward. ? Keep the elbow down. ST8: Left lower leg (knee/shin/ankle) strike ? Lower the body ? Extend weapon hand to hit any part of the lower leg between knee and ankle joint ? Palm upward ST9: Right lower leg ? Lower the body ? Extend weapon hand to hit any part of the lower leg between knee and ankle joint ? Palm downward ST10: Left eye poke? Assume fighting stance ? Extend weapon hand forward, palm facing outward ? Elbow down ST11: Right eye poke ?Assume fighting stance ? Extend weapon hand forward, 14 10/19/2012 5:44:49 PM Physical Education Learner’s Module palm facing outward ? Elbow up ST12: Crown attack ? Hack against the top of the head COOL-DOWN: Static stretching exercises SESSION 3 ASSESSMENT 5 MINUTES Using the rating scale below, I can assess my performance on the following skills accordingly: Rating: I I can practice the technique by myself. O I can practice the technique with others’ help. W I will just wait for the next PE class. RATING ACTIVITY Warm-up Dynamic stretching Grip Stance Striking techniques 1-5 Striking techniques 7-12 Static stretching ASSIGNMENT 1. Compute your heart rate given a MODERATE intensity exercise (minimum = 40% and maximum = 15 10/19/2012 5:44:49 PM Physical Education Learner’s Module 55%). (Minimum) _____ bpm TO (Maximum) _____ bpm 2. Compute your heart rate given a VIGOROUS intensity exercise (minimum = 60% and maximum = 85%). (Minimum) _____ bpm TO (Maximum) _____ bpm SESSION 4 INTRODUCTORY ACTIVITY 15 MINUTES REVIEW: In our previous lesson, I learned how to perform the remaining seven (7) striking techniques: left (6) and right (7) chest attack; left (8) and right (9) knee attack; left (10) and right (11) eye attack, and the crown (12) attack. Using the following rating scale, I will assess how I performed the following techniques: 4 – Performed the technique with no or few observable errors 3 – Performed the technique with some errors but I am able to correct myself easily 2 – Performed the technique with some errors but I relied on other’s help 16 10/19/2012 5:44:49 PM Physical Education Learner’s Module 1– I need more practice to get it right RATING TECHNIQUE Left chest stab Right chest stab Left knee strike Right knee strike Left eye poke Right eye poke  Crown attack PREVIEW: ? Today’s lesson consists of the following tasks: ? Practice the striking techniques 112 ? Monitor my heart rate to determine the intensity of the exercises. SESSION 4 SKILL DEVELOPMENT 10 MINUTES DETERMINING MY HEART RATE AT REST 1. My partner signals the time for me to â€Å"start† and â€Å"stop† counting my pulse (radial or carotid) for 6 seconds. HEART RATE AT REST: _____ bpm 2. I now signal my partner to â€Å"start† and â€Å"stop† counting his/her pulse for 6 seconds. 17 10/19/2012 5:44:49 PM Physical Education Learner’s Module GENERAL WARM-UP 1. Jog for 1 minute. 2. Side shuffle (left foot leading) for 20 seconds. 3. Side shuffle (right foot leading) for 20 seconds. 4. Carioca (left foot leading) for 10 seconds. 5. Carioca (right foot leading) for 10 seconds. 6. Butt kicks for 10 seconds. 7. High knees for 10 seconds. HEART RATE AFTER WARM-UP: _____ bpm DYNAMIC STRETCHING 1. Knee hug to calf raise 2. Single leg deadlift 3. Lunge and twist 4. Toe touch HEART RATE AFTERSTRETCHING: _____ bpm SESSION 4 APPLICATION 15 MINUTES STRIKING TECHNIQUES ST1: Left temple attack ST2: Right temple attack ST3: Left shoulder attack 18 10/19/2012 5:44:49 PM Physical Education Learner’s Module ST4: Right shoulder attack ST5: Thrust-to-stomach attack  ST6: Left chest attack ST7: Right chest attack ST8: Left knee attack ST9: Right knee attack ST10: Left eye attack ST11: Right eye attack ST12: Crown attack 19 10/19/2012 5:44:49 PM Physical Education Learner’s Module HEART RATE AFTER STRIKING: _____ bpm COOL-DOWN: Static stretching exercise HEART RATE AFTER COOL-DOWN: _____ bpm SESSION 4 ASSESSMENT 5 MINUTES 1. Rank the following exercises accordingly: 1-most intense; 2-moderate; 3-least intense. EXERCISES HEART RATE RANK INTENSITY (bpm) General warm-up Dynamic stretching Striking techniques Cool-down 2. Identify the exercise intensity as moderate or vigorous (base it on your Session 3 assignment). SESSION 5 INTRODUCTORY ACTIVITY 20 MINUTES REVIEW: In our previous lesson, we monitored our heart rate while performing all of the exercises. We also practiced the following skills: grip, stance and the 12 striking techniques. PEER EVALUATION: Using the following rating scale, assess 20 10/19/2012 5:44:49 PM Physical Education Learner’s Module YOUR PARTNER as s/he performs the following techniques: 4 – Performed the technique with no or few observable errors 3 – Performed the technique with some errors but is able to correct him/herself easily. 2 – Performed the technique with some errors but relied on my help1– Needs more practice to get it right RATING TECHNIQUE RATING TECHNIQUE Left side of the head Left chest Right side of the head Right chest Left side of the trunk Left knee Right side of the trunk Right knee Thrust-to-stomach Left eye RATED BY: DATE Right eye Crown PREVIEW: ? Today’s lesson consists of the ten (10) blocking techniques which consist of parrying an opponent’s strike in defense. Blocking with balance and in the correct stance will enable me to counter-strike with equal efficacy. I will be learning how to perform the five (5) basic techniques: 21 10/19/2012 5:44:49 PM Physical Education Learner’s Module  ? Blocking technique 1-Inward ? Blocking technique 2-Outward ? Blocking technique 3-Rising ? Blocking technique 4-Downward inward ? Blocking technique 5-Downward outward SESSION 5 APPLICATION 15 MINUTES BLOCKING TECHNIQUES: BT1: Inward ? Place free hand on the stick. ? From forward stance, shift body obliquely. ? Parry inward BT2: Outward ? Free hand rotates the stick downward. ? Shift body obliquely on the opposite side ? Parry outward. 22 10/19/2012 5:44:49 PM Physical Education Learner’s Module BT3: Rising ? Hold the stick parallel to the ground, waist level. ? Push the stick upward, over the head. BT4: Downward inward? From fighting stance, shift to back stance. ? Lower the body ? Extend weapon hand, palm up. BT5: Downward outward ? From fighting stance, shift to back stance ? Lower the body ? Extend weapon hand, palm down ? COOL-DOWN: Static stretching exercises Quadriceps Calf Seated Hamstring 23 10/19/2012 5:44:49 PM Groin Physical Education Learner’s Module Wrist (fingers up, down, forward) Finger Overhead Cross 24 10/19/2012 5:44:49 PM Trunk Elbow Zipper Triceps Glute Physical Education Learner’s Module SESSION 5 ASSESSMENT 5 MINUTES Using the rating scale below, I can assess my performance on the following skills accordingly: Rating: I O I can practice the technique by myself. I can practice the technique with others’ W I will just wait for the next PE class. help. RATING ACTIVITY Striking techniques 1-5 Striking techniques 6-12 Blocking techniques 1-5 Cool-down SESSION 6 INTRODUCTORY ACTIVITY 10 MINUTES REVIEW: In our previous lesson, we reviewed the 12 striking techniques and learned the five (5) basic techniques in blocking: inward (1), outward (2), rising (3), downward inward (4) and downward outward (5). PREVIEW: ? Today’s lesson consists of the following tasks: Practice the following skills or techniques: 1. Striking techniques 1-12 2. Blocking techniques 1-10 ? Monitor my heart rate to determine the intensity of the exercises. 25 10/19/2012 5:44:49 PM Physical Education Learner’s Module SESSION 6 SKILL DEVELOPMENT 10 MINUTES Determine heart rate at rest (6-second count): _____ bpm GENERAL WARM-UP 1. Jog for 1 minute. 2. Side shuffle (left foot leading) for 20 seconds. 3. Side shuffle (right foot leading) for 20 seconds. 4. Carioca (left foot leading) for 10 seconds. 5. Carioca (right foot leading) for 10 seconds. 6. Butt kicks for 10 seconds. 7. High knees for 10 seconds. HEART RATE AFTER WARM-UP: _____ bpm DYNAMIC STRETCHING 1. Knee hug to calf raise. 2. Single leg deadlift 3. Lunge and twist 4. Toe touch SESSION 6 HEART RATE AFTER STRETCHING: _____ bpm APPLICATION 15 MINUTES Striking techniques 1-12 HEART RATE AFTER STRIKING: _____ bpm 26 10/19/2012 5:44:49 PM Physical Education Learner’s Module Blocking techniques 1-5 HEART RATE AFTER BLOCKING: _____ bpm Cool-down: Static stretching HEART RATE AFTER COOL-DOWN: _____ bpm SESSION 6 ASSESSMENT 5 MINUTES 1. Rank the following exercises accordingly: 1most intense; 2-moderate; 3-least intense. EXERCISES HEART RATE RANK INTENSITY General warm-up Dynamic stretching Striking techniques Blocking techniques Cool-down 3. Identify the exercise intensity as moderate or vigorous (base it on your Session 3 assignment). 27 10/19/2012 5:44:49 PM Physical Education Learner’s Module SESSIONS 7 and 8 INTRODUCTORY ACTIVITY 10 MINUTES REVIEW: In our previous lesson, we rated our peer in the performance of the five (5) blocking techniques, and monitored our heart rates while performing the different exercises. PREVIEW: ? Today’s lesson consists of the following task: 1. Choreograph a 3 to 5-minute routine with a partner that combines the striking and blocking techniques which I have learned throughout the quarter. 2. Our routine will be rated by our teacher  using the following rubrics: a. Proper execution of techniques: ? Striking ? Blocking ? Stance and posture ? Body shifting b. Proper timing in the execution of technique c. Agility in moving the entire body to the proper position d. Proper coordination and continuous exchange between partners to show fluidity of movements e. Variety of techniques 28 10/19/2012 5:44:49 PM Physical Education Learner’s Module The following rating scale shall be used: 1- No or only a few observable errors; performed with high level of confidence 2- Some errors in technique but are able to keep presence of mind and carry on; encourages partner  3- Some errors in technique; more comfortable in starting all over again or backtracking; may show impatience or frustration 4- Needs more practice; shows impatience or frustration SESSION 7 and 8 SKILL DEVELOPMENT 5 MINUTES GENERAL WARM-UP. 1. Jog for 1 minute. 2. Side shuffle (left foot leading) for 20 seconds. 3. Side shuffle (right foot leading) for 20 seconds. 4. Carioca (left foot leading) for 10 seconds. 5. Carioca (right foot leading) for 10 seconds. 6. Butt kicks for 10 seconds. 7. High knees for 10 seconds. STATIC STRETCHING EXERCISES 1. Wrist (fingers down, up, forward) 2. Fingers 3. Overhead 4. Trunk 29 10/19/2012 5:44:49 PM Physical Education Learner’s Module 5. Triceps 6. Cross elbow 7. Zipper SESSION 8 APPLICATION 15 MINUTES CHOREOGRAPHY and PRACTICE SESSION 8 ASSESSMENT 10 MINUTES Rate your choreographed routine by checking the appropriate box: 1- No or only a few observable errors; performed with high level of confidence 2- Some errors in technique but are able to keep presence of mind and carry on; I encouraged/have been encouraged by my partner 3- Some errors in technique; more comfortable in starting all over again or backtracking; We may have gotten a bit impatient or frustrated with one another; 4- I/ We needed more time to practice; we  can do better next time 30 10/19/2012 5:44:49 PM Physical Education Learner’s Module RATING 1 2 3 4 Execution of technique ? Striking ? Blocking ? Stance posture ? Body shifting Timing of strikes blocks Agility of movements Coordination Variety of techniques All photos of PE faculty members of the University of Asia and the Pacific were taken in April 2012 by Mr. Joshua Ben R. Villareal. These photos are his and the module authors’ (Stella Marie M. Urbiztondo and Anamaria Laudet S. Mangubat) sole property. Use of these photos outside of this module is allowed provided that the owners are properly acknowledged. 31 10/19/2012 5:44:49 PM Physical Education Learner’s Module Bibliography American College of Sports Medicine (2010). ACSM’s health-related physical fitness assessment manual, 3rd edition. Philadelphia: Wolters-Kluwer/Lippincott Williams Wilkins. A. Mayfield (2006). Personal nutrition profile, 2nd edtion. Sudbury, MA: Jones and Bartlett Publishers. Canadian Society for Exercise Physiology (2003). Canadian Physical Activity, Fitness Lifestyle Approach: CSEP- Health 7 Fitness Program’s Health-Related Appraisal and Counseling Strategy, 3rd ed. U. S. Department of Health and Human Services and Centers for Disease Control and Prevention (1985). Physical activity and health: A report of the surgeon general. Atlanta: National Center for Chronic Disease Prevention and Health Promotion. National Association for Sport and Physical Education (1995). Moving into the future: National standard for physical education. Boston, Virginia: WCB/McGraw-Hill. YMCA USA (2000). YMCA fitness testing and assessment manual, 4th edition. Champaign, Illinois: Human Kinetics. nlm. nih. gov/medlineplus/ency/images/ency/fullsize/19917. jpg 32 10/19/2012 5:44:49 PM

7 Myths and Misconceptions About Serial Killers

7 Myths and Misconceptions About Serial Killers Much of the information that the public knows about serial murderers has come from Hollywood movies and television programs, which have been exaggerated and dramatized for entertainment purposes, resulting in a significant amount of misinformation. But its not only the public that ​has  fallen prey to inaccurate information concerning serial killers. The media and even law enforcement professionals, who have limited experience with serial murder, often believe the myths generated by the fictional portrayals  in movies.​ According to the FBI, this can hinder investigations when there is a serial killer loose in the community. The FBIs Behavioral Analysis Unit has published a report, Serial Murder - Multi-Disciplinary Perspectives for Investigators, which attempts to dispel some of the myths about serial killers. According to the report, these are some of the common myths about serial killers: Myth: Serial Killers Are All Misfits and Loners Most serial killers can hide in plain sight because they look just like everyone else with jobs, nice homes, and families. Because they often blend into society, they are overlooked. Here are some examples: John Eric Armstrong  confessed to killing prostitutes in Dearborn Heights, Michigan, and to 12 other murders that he committed around the world while he was in the Navy. He was a  former U.S. Navy sailor  known for being a good neighbor, who was a committed husband and devoted father to his 14-month-old son. He worked at Target retail stores and later with the Detroit Metropolitan Airport refueling airplanes.  Dennis Rader, known as the BTK Killer, murdered 10 people in Wichita, Kansas, over a 30-year period. He was married with two children, a Boy Scout leader, employed as a local government official and was the president of his church congregation.Gary Ridgway, known as the Green River Killer,  confessed to killing 48 women over a 20-year period in the Seattle, Washington, area. He was married, held the same job for 32 years, attended church regularly and read his Bible at home and work.Robert Yates  killed 17 prostitutes in the 1990s in the Spokane, Washington, area. H e was married, had five children, lived in a middle-class neighborhood and was a decorated U.S. Army National Guard helicopter pilot. Myth: Serial Killers Are All White Males The racial background of known serial killers generally matches the racial diversification of the overall U.S. population, according to the report. Charles Ng, a native of Hong Kong, China, possibly tortured and killed as many as 25 people with his partner, Robert Lake.Derrick Todd Lee, a black man from Louisiana, killed at least six women in  Baton Rouge.Coral Eugene Watts, a black man from Michigan, known as the  Sunday Morning Slasher, killed 17 people in Michigan and Texas.Rafael Resendez-Ramirez, a Mexican national, killed nine people in Kentucky, Texas, and Illinois.Rory Conde, a Colombian native, murdered six prostitutes in the Miami area. Myth: Sex Motivates Serial Killers Although some serial killers are motivated by sex or power over their victims, many have other motivations for their murders. Some of these include anger, thrill-seeking, financial gain, and attention seeking. D.C. Area Sniper, John Allen Muhammad, and  Lee Boyd Malvo  killed 10 people to cover up the fact that Muhammads eventual target was his wife.Dr. Michael Swango  was convicted of four murders in the U.S. but may have poisoned as many as 50 people in the United States and Africa. The motivation for his murders was never determined.Paul Reid  killed at least seven people during robberies of fast-food restaurants in Tennessee. His motive for the robberies was financial gain. He killed the employees to eliminate witnesses. Myth: All Serial Murderers Travel and Operate in Multiple States Most serial killers operate within a comfort zone and definite geographic area. Very few serial killers travel between states to kill. Ronald Dominique  of Houma, Louisiana, confessed to murdering 23 men in nine years and dumping their bodies in sugarcane fields, ditches, and small bayous in six southeast Louisiana parishes near his home. Of those who do travel interstate to murder, most fall into these categories: Individuals who constantly move from place to place.Homeless transients.Individuals whose employment lends itself to interstate or transnational travel, such as truck drivers or those in military service. Because of their traveling lifestyle, these serial killers have many comfort zones. Randolph Kraft, known as the Freeway Killer,  was a  serial rapist, torturer, and killer who murdered at least  16 young males from 1972 through 1983 throughout California, Oregon, and Michigan. He was linked to 40 additional unsolved murders through a cryptic list found during his arrest. Kraft worked in the  computer field, and he spent a lot of time on business trips to Oregon and Michigan. Myth: Serial Killers Cannot Stop Killing Sometimes circumstances will change in a serial killers life causing them to stop killing before they are caught. The FBI report said the circumstances could include increased participation in family activities, sexual substitution, and other diversions. Dennis Rader, the BTK killer, murdered 10 people from 1974 to 1991 and then did not kill again until he was caught in 2005. He told investigators that he engaged in auto-erotic activities to substitute for killing.Jeffrey Gorton  killed his first victim in 1986 and his second victim five years later. He did not kill again until 2002 when he was caught. According to the FBI, Gorton engaged in cross-dressing and masturbation, as well as consensual sex with his wife between the murders. Myth: All Serial Killers Are Insane or Monsters With Exceptional Intelligence In spite of fictionalized serial killers in the movies who outsmart law enforcement and avoid capture and conviction, the truth is that most serial killers test from borderline to above average intelligence. Another myth is that serial killers have a debilitating mental condition. As a group, they do suffer from a variety of personality disorders, but very few are found legally insane when they go to trial. The serial killer as an evil genius is mostly a Hollywood invention, the report said. Myth: Serial Killers Want toBe Stopped The law enforcement, academic and mental health experts who developed the FBI serial killer report said that as serial killers gain experience with killing, they gain confidence with each offense. They develop a feeling that they will never be identified and never be caught. But killing someone and disposing of their body is not an easy task. As they gain confidence in the process, they can begin to take shortcuts or make mistakes. These mistakes can lead to them being identified by law enforcement. It is not that they want to get caught, the study said, its that they feel that they cannot get caught.

Narrative Description and Reflection Assignment

Narrative Description and Reflection - Assignment Example The book offers directions on issues relating to problem solving, critical thinking and creativity. Teachers can implement active learning by using this book to get information on previous cases and the results that were achieved. Borasi and Rose have been focusing on how to improve the college algebra course by introducing journal writing as a means of allowing students to reflect on the contents of the course and encourage them to share their feelings. This article defines the educational value of engaging students to practice journal writing. Its main objective is to show the potential contribution that writing can provide in terms of the student’s writing and communication skills and encouraging independent thinking. A journal writing process designed for classrooms is also presented with other suggestions and recommendations on how to effectively encourage personal writing. The evaluation procedures and design will save instructors time in application and improve student’s participation. This article will offer help to instructors who have not yet adopted the model of journal writing in the classes by simplifying the complexity in introducing students to writing. Emig is among the first originators of writing to learn methodology. She argues that writing presents a special way of learning different from reading, talking and listening. In this book, she differentiates the nature of writing from other means of learning while taking note of problems in courses that primarily focus on reading and listening only. The book tries to show how writing is an active learning process by defining it as an organic process that engages a person in whole. The chapters elaborate that writing involves use of the eyes, hands and the brain making it a unique multi-representational mode for learning. In the last chapter, the book relates writing to the journals and notes that are a

Strategy and Plans of Operation on the Event of a Government Shutdown Essay

Strategy and Plans of Operation on the Event of a Government Shutdown - Essay Example .. 5 Causes of Federal Shutdown†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 Effects of a Federal Shutdown†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7 Strategies during Federal Shutdown†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....................... 8 Contingency Plan†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 10 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 11 Appendices†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 12 Abstract Government shutdowns occur when the Congress and the President fail to enact and make law the appropriations bills for the agencies of the government. On this case the opinions of Attorney General Civilleti and the Antideficiency Act take in action wherein the government is prohibited to spend, enter into contracts or other obligations, and provide government service and employees, except for those that are rated essential by the law. This paper will be focusing on the understanding of how the government shutdown occurs, as well as its adverse effects on the federal employees, public, and business institutions that are involved in providing goods and services to the federal government. This paper will also cover strategies and plans that a company can establish in order to anticipate and develop a course act ion plan in the event of a government shutdown. Strategy and Plans of Operation on the Event of a Government Shutdown Government shutdowns are events that can lead to tremendous effects among workers as well as the public. During a government shutdown, the government tends to stop all its services except those who are termed as essential. This leads to thousands of government employees to be furloughed for a certain period of time. In addition, there are also several institutions and business that will suffer the consequences of the shutdown since it will be expected that cash flow will not occur due to non-payment of invoices. Thus, the need of establishing strategies and a contingency plan is crucial for a company to cope up in the occurrence of a government shutdown. Government agencies will cease in the procurement of equipments or service, installation of equipments, and suspend delivery of equipments to these agencies. The closing will cause tremendous losses for the company e specially when a significant part of the market share of the business comprises the government offices. On the event of a Federal shutdown, several government agencies will furlough most of its employees. However, specific institutions will still continually operate on a normal basis. These agencies include police, fire fighting, postal services, armed forces, utilizes, air traffic management, and the penal system. The goal of the strategy and planning of a business company is to be able to pin-point the affected areas during a shutdown and be able to anticipate its effects on the normal operations. It will also be beneficial for the company if it can establish a contingency plan that will cover the overall course of action on the onset of the shutdown. This can be developed with the help of past records and data of occurrences of government shutdow