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

Research Methods - Critique Essay Example | Topics and Well Written Essays - 1500 words

Research Methods - Critique - Essay Example A critique of the research proves that the study is well directed so as to arrive at the hypothesis and thus contains remarkable strength needed for an authoritative study. However, certain oddities and speculation in the way towards the findings point to specific weaknesses of the research in methods and approaches used. The empirical study is based on a well-defined theoretical framework and its finding that approves the merit of the hypothesis. The loose ends of the study result mainly derive from the inadequacy of the relevant data in general, and that of the Netherlands in particular, where sociological factors limit the findings of the study. The speculative nature of the finding towards the end of the study constrains the appeal of the empirical result. There is a great relevance to this type of research and the objectives of the study prove this point. The research contributes to the study of complementarities among HR dimensions and the selection of Ireland and the Netherlands for data collection, where no such studies are conducted, also proves to be its strength. The introduction states the hypothesis clearly and illustrates the significance of the study. The hypothesis is logically presented, leading to the empirical analysis of the study. As the authors of Research Paper Handbook instruct the researcher, â€Å"Your thesis will show the special nature of your paper.† (Lester Jr & Lester Sr 2005). The paper clearly establishes the thesis that â€Å"the high performance HR management system is the most effective form of the HR management in enhancing the performance of the employees,† with the research method used. It also succeeds in emphasizing that â€Å"this superior effectiveness in part is derived from a com plementarities among the five HR dimensions.† (Horgan & Muhlau 2006). The clarification added for the ineffectiveness of the theory in the Netherlands almost satisfies the finding of the study. The authors provide relevant reasons

Evaluating Effectiveness of Performance Management System

Evaluating Effectiveness of Performance Management System INTRODUCTION Performance management can be explained as the measures or systems put in place to ensure that the organization and all its subsystems i.e. departments, processes, teams, employees, etc. are working together in an optimum way towards achieving their goals and the results desired by the organization (Jackson, 1999:143). This field can be broken down into two components; one looks at the performance of a company as a whole evaluating the effectiveness of top management in reaching company goals while the other is a system of evaluating employees to help them reach goals that help them develop and ensure the company performs better. This paper will look at the later type of performance management. Performance management of individual employees involves setting of goals, planning work, giving feedbacks and reviews, providing opportunities for improvement and appraisal systems for well performing employees (Scullen, Bergey. Smith, 2005:28). This paper will focus on the case study, Perfor mance management at Network Solutions Inc. to give an informed review of performance management systems and their effectiveness. This will be achieved by providing detailed responses to four critical thinking questions emanating from the case study. It will begin by giving a review of the case study and proceed to evaluate the questions presented. REVIEW OF THE CASE STUDY The necessity of performance management system Network Solutions Inc. had been using more that 50 different systems of performance measurement in the company. Despite this huge number of systems, it was found that many employees did not receive a review, fewer than 5% of all employees received the lowest category of rating, and there was no recognition program in place to reward high achievers (Aguinis, 2009: 19). There was clear indication that the employee performance management systems that were coming at a high cost were ineffective in addressing the required issues. Being in the business of computer hardware and software, the company found that quality initiatives were driving change in a wide area of the company. It was therefore decided that such quality initiatives could be applied to improve people quality. Further, it was seen that linking each employees goal to the organizational goals would greatly help the company in achieving its objectives (Aguinis, 2009: 21). How the system works Due to the above mentioned needs, the company decided to adopt a forced distribution management system in which each employee would be classified into a category depending on comparative performance e.g. a rating of 1 to the top 20% of performers; a rating of 2 to the middle 70% of performers; and a rating of 3 to the bottom 10% of performers (Aguinis, 2009: 24). This system would be implemented by a global cross-divisional Human Resource team. Their plan was to begin by showing that business goals would be easily met by carrying down organizational strategy to team contributions which are translated to individual goals. This system would raise the bar on the companys performance management by focusing on the development of all employees. This would result into raised performance for all employees, talent identification and retention, and improvement of performance expectations for all employees. Company support To effectively manage this system, the team sought support from the companies top managers who were required to remain committed to the plan. They were required to stop using any other system of performance management and ensure that top leaders understood and accepted it. They were required to engage employees in talent management training in line with the new system. The result of the plan is a performance management system that revolves around a joint year round responsibility of employees and managers developing the planning phase of the system (Aguinis, 2009: 21). Managers schedule meetings which are prepared and finalized by the employees. Lowly rated employees are given time for performance improvement after which depending on their performance they could leave the company or continue with the plan. Average and best performers are given appraisals in form of salary increases, stock options and bonuses depending on the level of performance. The next part will use four questions to evaluate how the system at Network Solutions. compares with the ideal performance management system and give an assessment of its advantages, disadvantages and expected outcomes. OVERLAP BETWEEN NETWORK SOLUTIONS SYSTEM AND AN IDEAL SYSTEM Question 1: Overall, what is the overlap between Network Solutions system and an ideal system? To answer this question, this section will look at the extent to which the performance management system at Network Solutions corresponds with the ideal system. It will look at the process that it follows in terms of phases. Phase 1 Â ­- Performance planning. This is the stage where managers in the firm meet with the employees for discussion on the planning of the performance appraisal process. They define the behaviours and competencies expected of the employees and there is statement on what the person will achieve in the next twelve months. These goals are closely linked to the individuals development plans. As such, the manager automatically earns the right to hold the employees accountable at the end of the year (Simmons, 2002:86). Network Solutions have exhibited this phase by calling on all the senior managers to implement such measures. Phase 2 Employee Performance Execution This is the phase where employees display the actual performance that is subject to evaluation at the end of the year (Winstanley Stuart-Smith, 1996:66). Network Solutions displays this phase which is in accordance to the ideal system where there is a performance period of one year. In this period there are regular meetings to assess progress like they do at the company. The meetings are planned by the managers in conjunction with the employers who carry out the actual execution of the developments. In the meetings there is seeking of guidance and feedback in various issues (Rector Kleiner, 2002: 43). Phase 3 Employee Performance Assessment Senior managers assess how the employees in their departments have undertaken their duties and how much of their objectives they have fulfilled. They fill the various forms and paperwork intended for these purpose and forward them to the relevant team in readiness for individual appraisals based on performance (Molleman Timmerman, 2003: 95). At Network Solutions, the assessment is comparative with the rating being based on the performance level, e.g. a rating of 1 for the top 20% of performers, 2 for the middle 70% and 3 for the bottom 10% Phase 4 Employee Performance Review In this stage, the employee performers appraisal form that was prepared by the manager is reviewed together with the individuals self appraisal (Lawler McDermott, 2003:56). There is an honest assessment of the strengths, weaknesses, successes and areas needing improvement in the past twelve months. It is at this stage that the course of action to be taken in the next year is decided. In the case of Network Solutions, a low performer would consult with the managers to decide on the modalities of the performance improvement plan. From this assessment, it is clear that the performance management system at network Solutions overlap with the ideal system as has been demonstrated in the timeline approach taken. FEATURES IN THE SYSTEM Question 2: What are the features of the system implemented at Network Solutions that correspond to what was described in the chapter as ideal characteristics? Which of the ideal characteristics are missing? For which of the ideal characteristics do we need additional information to evaluate whether they are part of the system at Network Solutions? To supply an answer to this question, the paper will identify the aspects that are characteristic of the ideal performance system and for each identify if it is present or lacking in the Network Solutions system. Standardization: The ideal performance management system requires that the aspects of performance measured are uniform and there is a constant level of strictness (Scullen, Bergey and Smith, 2005: 27). This is meant to ensure that employees do not lack faith in their mangers and the system that might result from variations. The system at Network Solutions exhibits this aspect when the team ensures that the managers drop the previous systems and they offer training so that they can understand and apply it uniformly. Validity and conciseness: this means that the performance management system only measures what is valid at hand. The evaluation criterion therefore makes sure that employees are evaluated only in issue that regard their line of work (DeCenzo and Robbins, 2010: 214). In this case, the team of performance managers ensures that this is done by asking senior leaders to tailor new programmes applicable in their divisions. Hence the evaluation procedure in say the HR department is not the same as that in a technical field. Due process: this means that there are set guidelines that determine how measures are taken after the evaluation. In the case of network solutions, employees who are lowly rated are a given a specified time period to improve their performance (Fisher, 1995:55). If they do not improve, they can choose to leave the company with a severance package or take up a performance improvement plan. If this does not improve their performance they leave without a severance package. There is also set guidelines that dictate the appraisal of good performers with high salary increases, stock options and bonuses. ANTICIPATED RESULTS FROM IMPLIMENTATION OF THE SYSTEM Question 3: Based on the description of the system at Network Solutions, what do you anticipate will be some advantages and positive outcomes resulting from the implementation of the system? The real value purpose of employee performance appraisal in the organization is not only to transform the management of employee performance from an annual event to an ongoing cycle but also to harmonize the organizational goals with those of member employees (Cardy, 2004:128). The performance management system that the company adopts is fully geared to achieve this end. The systems will therefore yield immense advantages and positive outcomes. These will include the following: Goal setting: the system helps employees understand the link between their responsibilities and the overall objectives of the organization. The habit of goal setting is inculcated in both the managers and employees. This results into greater efficiency and provides a good tool of analysis (Luecke Hall, 2005:100). Communication: the system that the company adopts will encourage good communication between managers and employees. The communication about work performance creates a sense of security for the employees and helps the company in retention efforts. It provides ample time for all employees to learn and grow throughout the year. This fosters an organizational culture (). Motivation: the appraisal system acts as tool of motivation since employee rewards are tied directly to performance. This enhances the companys productivity and efficiency. Employees who know that their presence and contribution is valued may feel more committed to the job and the organization as a whole (Pulakos, 2009: 212). POSSIBLE DISADVANTAGES AND NEGATIVE OUTCOMES Question 4: Based on the description of the system at Network Solutions, what doe you anticipate will be some disadvantages and negative outcomes resulting from the implementation of the system? The following are the possible disadvantages associated with this system of management performance: Risk of Internal Competition: this system might encourage employees to compete with each other for job status, position and pay (Molleman Timmerman, 2003: 101). Teams might be broken down by backstabbing and misleading employee communication due to strong rivalry which would result to dysfunction and underperformance within the team. Expenses and time: this system requires that employees are given rigorous training to equip employees with skills as required by the plan. This requires the use of extra resources and time in the extensive training, retraining and career development workshop for every division and employee division (Scullen, Bergey and Smith, 2005: 34) Favoritism: due to the rating of employees, there emerges individuals who are viewed as key and they are increasingly entrusted with new job roles and duties as team leaders. This creates dissent and distrust among the team members which might adversely affect the morale and satisfaction ((Luecke Hall, 2005:108).