No topic, just answer the following questions Research Paper

No topic, just answer the following questions - Research Paper Example Sale of the company would realize a profit return of about 4.39 million dollars (30) PressureShot Management structure proved to be a good plan for the company. The company’s operations would run smoothly and reliably because of the excellent corporate structure. Product brand chosen would improve public image and profit returns. Increased profit and market share results from the monopoly status of the company. PressureShot is the sole producer and service provider in tennis industry (Thuell, King, and Dennison). The company also boost of good Customer service plan that would improve its relations both locally and internationally. PressureShot strengths besides excellent customer service provision also include fantastic products that are long lasting (17). Based on PressureShot structure on capacity levels and inventory management, the company ought to have created its own storage facilities. Although trusting Sandstrom manufacturing company with storage, production, and shipment of company paints increases convenience, it would be expensive in the end. Installation of storage and paint manufacturing facilities will not only reduce operations costs but also remain as Company’s assets (21). Though the exit strategy promised good return on investment, it is immature as the company still has space for

Romeo and Juliet Paper Essay Example for Free

Romeo and Juliet Paper Essay One who is immature may make rash decisions. When someone is immature they have a lack of experience. In literature, the choices a person makes may cause problems for themselves and the people around them. In The Tragedy of Romeo and Juliet, Shakespeare portrays the two star ­crossed lovers making decisions without thinking of the consequences that often lead to permanent damage. Throughout the play, Romeo and Juliet are faced with long lasting feuds, star ­crossed secret marriages, life, and overall death. Due to several unexpected deaths, the characters in the story make decisions that cannot be reversed. William Shakespeare proves innocence/immaturity leads one to act rashly causing irreversible problems through the use of characterization and dramatic irony. Through Romeo and Juliet’s youthfulness and immaturity they believe they can conquer all without worrying about consequences. Just after Romeo and Juliet met, it was instantly love at first sight. Romeo admiring Juliet from her balcony when he overhears her talking about how she does not care that he was a Montague and that Montague was just a name. Romeo showed  himself to Juliet telling her that he felt the same way. Juliet proceeds to tell Romeo he must leave, he states, â€Å"I have night’ cloak to hide me from their eyes/ And but thou love me, let them find me here/ My life were better ended by their hate/ Than death prorogued wanting of thy love† (II.ii.75 ­78). Romeo, as he is   sitting on Juliet’s balcony, would rather be caught by the Capulet guards and be killed, then have to leave his true love, Juliet. Romeo acts overly dramatic as he would not mind dying as long as Juliet loves him. Romeo has only just met Juliet earlier that day and is already saying he would rather die than be without her. After Romeo is exiled from Verona, Juliet pretends to kill herself and Romeo actually kills himself, the Friar awakens Juliet. At first, Juliet is confused as she is not exactly sure what is going on. Then Juliet sees Romeo’s body on the floor and says, â€Å"What’s here? A cup, closed in my truelove’s hand?/ Poison, I see, hath been his timeless end/ Oh Churl! Drunk all and left no friendly drop/ To help me after? I will kiss thy lips,/ Haply some poison yet doth hang on them/ To make them die with a restorative† (V.iii.161 ­166). After Juliet finds her true love lying on the floor of her grave dead, she cannot control her emotions. All she wants is to be with Romeo. Not once does Juliet, take a moment to think of the consequences of her actions. She acts quickly, without thinking and she kills herself, acting immaturity. Overall, Shakespeare demonstrates Romeo and Juliet acting immature and overdramatic when facing their star ­crossed love. As addition to Romeo acting overdramatic, when he is faced with Juliet’s â€Å"death†,  he acts childish and recklessly, causing irreversible results. After Romeo was banned from Verona because of his fight with Tybalt, Juliet’s parents decide that she must marry the county Paris at once. The Friar provides Juliet with a plan to escape her from the marriage with Paris.

Enhancing Positive Thinking Essay -- Social Work

This research will include a pilot intervention program called Think Positive-Live Positive (TPLP), for young teens alongside with parental involvement, which will use cognitive behavioral techniques to teach children to identify the negative aspects of various situations and adjust successfully. The aim will be to help children modify their thoughts, focus on the positive perspectives of each event, and cope with negativity using positive and adaptable solutions. In addition, the intervention program will teach parents how to interact better with their children, and aims to make them good and understanding coaches. To measure children’s positivity, and negativity, the Positive and Negative Affect Schedule (PANAS) will be used ahead of the intervention and at the end to compare results. The theoretical and CBT activities that this intervention program will use are from a research based self-help book â€Å"What to Do When You Grumble Too Much - A Kid's Guide to Overcoming Neg ativity† by Huebner (PhD). Additional CBT exercises will be used for more results input and for children to gain a better understanding of the learned skills. The purpose of this intervention is to investigate whether the children and parents participating will enjoy, meaningfully discuss amongst them, and understand how to use these skills to help them. In this pilot intervention, three children (11-13 year-old) and one or both parents of each child will voluntary participate in a 6 hourly TPLP intervention sessions, 2 times per week, over a period of 4 weeks. The sessions will include PowerPoint presentations with audio and vivid illustrations, interactive and guided exercises, discussions and practice using the learned skills. Considering today's fast moving li... ...nal of Excellence, 7, 54-66. Gillham, J.E, & Reivich, K.J. (2007). The Penn Resiliency Program Curriculum. University of Pennsylvania. Huebner, D. (2007). What to Do When You Grumble Too Much - A Kid's Guide to Overcoming Negativity. Washington, DC: Magnitation press. Orlick, T. (2001). Nurturing positive-living skills for children: Feeding the heart and soul of humanity. Journal of Excellence. Partridge & Orlick (2008). Positive Living Skills for Teenagers: A Youth Intervention. Journal of Performance Education. Steinberg, L. (2001). We know some things: Parent-adolescent relations in retrospect and prospect. Journal of Research in Adolescence, 11(1), 1-19. Watson, D., Clark, L. A., & Tellegen, A. (1988b). Development and validation of brief measures of positive and negative affect: The PANAS Scales. Journal of Personality and Social Psychology, 47, 1063–1070.

Astonomy

Small tutorial groups for Individual discussions each eek (â€Å"Questions of the Week†) Welcome to Astronomy/Origins 2803 Your instructor: Dry. Christine Wilson – astrophysics, relativity, cosmology – Keep an individual Journal on the Avenue to learn site -Respond with your thoughts and questions (through the Avenue site) to the weekly topics Jeremy Webb (Head TA) Special guest lecturers & a team of excellent Task! Your tutorial group meetings start Swept. 10th! A bit about me – Professionally I am an â€Å"observational astronomer†. My main interests are gas and star formation in galaxies.I work primarily with radio and far-infrared data. A bit about the course – Vie been a professor at Master for 22 years. – Focus on big questions in physical sciences (with no math!! ): – Last year I was on sabbatical working with the Tacoma Large Millimeter Array (ALMA) in Santiago, Chile and in Charlottesville, Virginia. – The chance to discuss the big, fundamental questions of science – space and time, the universe on large scales, the big bang, dark matter Marking Scheme more details provided on Avenue Site 35% Final exam 15% 4% Clicker questions 22% Project 14% Participation in tutorials (not Just attendance!Individual Journal First Mark in the course comes from logging into Avenue to Learn â€Å"Tutorials† are a key component of the course tutorials start in the first full week of classes (10th) make sure you have signed up for one! ** account for a significant portion of your final mark switching of tutorial sections can only be done with Solar Log onto Venezuelan and introduce yourself to the rest of your tutorial section and introducing yourself to the rest of your tutorial group! Deadline – September 1 5th Avenue to Learn Astronomy 2803 / ORIGINS 2803 Tutorial groups start Swept 10th.Here's how they work: – The discussion â€Å"question of the week† will be announced b eforehand on Avenue – Think about it overnight and come to your tutorial group ready to discuss it – thoughts, reflections, conclusions, further questions. – Your TA will set up the question and divide you up into smaller discussion groups for half the period. Then, each subgroup summarizes its conclusions – final round for general discussion. What you'll find on the avenue page: – Course Materials (outline, detailed marking scheme, project lists) A discussion area for your tutorial group – Place to write your Journals (only your TA can see your entries! (more details to come) – Calendar of important dates – Place to ask questions Click on Content ‘-Clickers -Register using your MAGIC!!! (not student #) -Write down your clicker serial number somewhere, it will wear off! Discussion topic for next weeks tutorial meeting (tutorial groups start next week! ) What are the ethical implications of colonizing Mars or other places in the Solar System? Should we do it? What do you think about the Mars One Idea?

National Council of Teachers of Mathematics

National Council of Teachers of Mathematics (NCTM) Standards: Website Lesson Plans Edwina Schweitzer Grand Canyon University: EED 364 November 25, 2012 The National Council of Teachers of Mathematics (NCTM) is a council that has set in place standards that are to be followed and adhered to when creating mathematical lesson plans. These standards are national and require a lot of the teachers as far as what and how they teach math. While there are many choices of lesson plans that support the standards set by the NCTM regarding number sense and operations, only four will be used to fulfill the following criteria. . Four lesson plans were chosen to illustrate the support of the NCTM standards: A. Problem-solving: Math, episode 1, (Discovery Education, n. d. ) is a lesson plan that helps students understand the importance of numbers. In this lesson the objectives are to show the students the importance of numbers in math, and show examples of how they are used in everyday life. The stud ents start out by watching the video, Problem-solving: Math, episode 1, and then talking about all of the numbers that they see in the classroom, such as the numbers on a clock or how many paint brushes or windows there are.The students are then asked to imagine a world without numbers and give ideas of how things would be different. They are then asked to write down examples of how they have used numbers, such as dividing candy among friends, being first in line, or being measured at the doctor. They are then asked to share these examples with the class and post them as a reminder of the importance of numbers in their everyday lives. B.Activity 3: Exploring the effect of operations on decimals, (Illuminations, 2000-2012) is a lesson plan that gives students the opportunity to â€Å"explore the effects of addition, subtraction, multiplication, and division on decimal numbers. † This lesson provides a Maze Playing Board sheet that allows students to play a game while making th eir way through the maze. The object of the maze is to finish the maze with the highest decimal number. Examples of addition, subtraction, multiplication, and division of decimal numbers are shown on an overhead projector for the students to see as a visual aid.This activity requires the use of the calculator, which provides practice using a calculator while having fun with a maze. The students are then put into groups of three to discuss their results. C. I’ll halve s’more please!! (Jackson, n. d. ) is a lesson plan that uses fractions to solve riddles provided in a PBS episode of Cyberchase, entitled Zeus on the Loose. The students watch the episode and then use fractions to solve the riddles while learning the parts of the fractions and their importance in everyday life.There is a handout that is included with the lesson plan and a list of materials, including s’mores ingredients, large numbers and a bar of paper cut out for fractional use. D. Life is Full of Problems, (Young, n. d. ) is a lesson plan that helps students learn how to read, interpret, and devise a solution to math problems. This lesson requires the use of mental solving, paper and pencil, and calculator usage. The students learn to double check their answers for correct procedures and solutions. There are several ideas listed in this lesson plan that may fit into any diverse classroom.This is a lesson plan that is particularly good for encouraging mental solving of mathematic equations. While the mental solving is attempted first, they may check their mental answers by working the problem out on paper, then double checking themselves with the calculator. This incorporates three different means of problem solving, and not only teaches the importance of mental capabilities, it enables the students to finish with the use of calculators. 2. The methodology of number sense is used in each of the lesson plans in various ways. Problem-solving: Math, episode 1, (Discovery Educat ion, n. . ) includes a vocabulary list that the others do not. â€Å"Vocabulary is an integral part of developing the skills and concepts necessary to explain solutions to problems,† (Camelot Learning, n. d. ). All of the lessons use number importance and provide activities to enhance this importance. Even though some of these activities may not have vocabulary words to accompany the lesson, they could be incorporated into them. If the higher grades already know the vocabulary words for the lessons being taught, they could be a refresher so that the students did not forget them. 3.The activities that were included in these lesson plans include mathematical operations such as addition, subtraction, multiplication and division of decimals and fractions. Calculators are used in two of the activities, and the importance of the use of numbers is emphasized in all activities. Problem solving techniques are given as examples and the students are encouraged to improve on them through the completion of the activities. One lesson plan even includes a S’mores snack in the activity. Students would not only get to work with S’mores, but eat them afterwards! 4.These websites are appropriate for K-5th grade students, depending upon the lesson being taught and the extent to which the teacher would like to instruct it. All of the lesson plans are adaptable for students, but grades 3-6 seemed to be the best to benefit from them as they are listed. A couple of the lesson plans included variations that could be made simpler or more difficult, depending upon the grade and needed difficulty level. This variation in difficulty is also good for the differentiation of the students. 5. The lesson plans all provided ideas for differentiated instruction.These were also ideas that could be used for different grade levels, depending upon how in-depth the teacher wanted to go. Small groups were assigned to discuss the results of some of the activities. This could be hel pful with those students that have greater challenges and may struggle with their activities. Some of these activities could be made partner activities to help ELL students or those that may tend to be slower academically. 6. These lesson plans are important to the student’s understanding of mathematics because all of the lesson plans contained vital knowledge of the importance of numbers in everyday life.The students need to learn the components of these lessons to be successful at anything in life, as they are basic but important components. All of these lessons show the students how numbers surround them and that without numbers their world would not be the same at all. They constantly use numbers on a daily basis, right down to their phone number, address, age, size of clothes, and how tall they are. By providing the examples of this and then providing the opportunity for hands on activities to illustrate this importance, the students may be less likely to make the commen ts, â€Å"Why do I have to learn this? I will never use this! 7. The activities within the lesson plans could improve student achievement by providing the visual, hands on activities necessary for student understanding and growth. By allowing the students to participate in the activities and have fun, they will remember the concept being taught better because they have witnessed how important it is and have learned by the fun activities provided. The success of the students can be far greater when they are allowed to participate in hands on activities as opposed to simply being lectured on a particular concept. It is always easier to remember something when you had fun doing it.This principle is the same with lessons. The more opportunities for the students to do activities or games that pertain to the lesson, the better chance the students have to remember the concept being taught. This is only a success builder in academics. 8. Manipulatives were used in all of these lessons to s ome extent. The Problem-solving: Math, Episode 1 lesson plan could use a few more ideas for manipulative use. Where the students were asked to look around the classroom and find things that contained numbers, they could choose items from the classroom to total one to ten items.This could be done by counting out one book, two sheets of paper, three markers, four crayons, etc. Manipulatives may be changed or increased in any of the lesson plans, depending upon the teacher and how he/she chooses to provide them. The four lesson plans that were chosen and described all adhere to the standards set in place by the National Council of Teachers of Mathematics (NCTM). Each lesson plan had the NCTM link or listed standards included in the body of the lesson plans. These standards are important for teachers to be aware of and use when creating lesson plans for mathematic instruction.By having these standards set in place and using them, all of the students will have the same emphasis and impor tance put on number sense and operations, regardless of grade level or school. Reference Camelot Learning. (n. d. ). Camelot learning math intervention curriculum. Retrieved November 25, 2012 from http://www. camelotlearning. com/why-camelot/methodology. Discovery Education. (n. d. ). Problem-solving: Math, episode 1. Discovery education. Retrieved November 25, 2012 from http://www. discoveryeducation. com/teachers/free-lesson-plans/problem-solving-math-episode-1. cfmIlluminations. (2000-2012). Activity 3: Exploring the effect of operations on decimals. Illuminations. Retrieved November 24, 2012 from http://illuminations. nctm. org/LessonDetail. aspx? id=L252. Jackson, C. (n. d. ). I’ll halve s’more please!! National teacher training institute. Retrieved November 25, 2012 from http://www. thirteen. org/edonline/ntti/resources/lessons/m_half/index. html Young, K. (n. d. ). Life is full of problems. Retrieved November 25, 2012 from http://www. learningpt. org/pdfs/mscLes sonPlans/young. pdf ———————– National Council of Teachers Page 2