Innovation Paper

? Introduction Innovation is about partnerships. It involves advancing new and improved ideas and is relevant to all communities. Partnerships create and promote entrepreneurship, the development of technology and its commercialization. Taken together, they are critical to enhancing many organizations and America’s global competitiveness. Workforce development and education support innovation and entrepreneurship, and linking these activities are important in developing a competitive innovation and an entrepreneurial system. This paper will discuss how to identify and characterize promoting innovation, the role of leadership in sustaining innovation and the ethical implications of promoting innovation in an office environment. How would you identify and characterize the roles of incentives, training, and education in promoting innovation in your organization. In order to effectively promote innovation organizations must give their employees; â€Å"meeting and recreational space which lead to spontaneous encounters and informal networking, both are important facilitators of innovation† (Bettina Von Stamm,  2003,  para. &5). These incentives cannot act alone and instead must act together through managerial efforts with their upper level management. By working together and introducing organizational competitiveness throughout the company, upper level management and everyone else will recognize the results of better communication, coordination and cohesiveness of their innovation related efforts. Through collaborative efforts, organizations become stronger by leveraging and combining the individual strengths and resources of each employee. America’s colleges and universities are key assets that must be tapped in order to advance our nation’s innovation strategy. The United States has the best higher education system in the world and that system should be continually expanding with more students, better trained faculty and more primary research capabilities. American colleges and universities are essential in educating our future workforce, conducting research, and producing innovations. What is the role of leadership in creating, managing, and sustaining innovation in your organization? Introducing organizational innovation incentives is not an easy task, and will take finesse, and people skill to be successful. The organization structure and its relationship to culture will need to be understood to develop an action plan that will fit the current and future organizational culture. Once the culture has been dissected and analyzed, it’s important to know who the key players are, in other words, those who have the power, and authority to make decisions will be the most instrumental to the success of increasing organizational innovation. During the change process it’s necessary that one possesses a certain skill set, or techniques to help deal with resistance once discovered. Communication, the art of negotiation, and people skills are the best tools one can possess when dealing with resistance to change. Once those attributes are exhibited, techniques will need to be implemented based on the leadership. What are the ethical implications of an individual reward system? To abandon or abuse the performance appraisal process is a breach of business ethics. While some managers are skillful and genuine in reviewing an individual's performance, that does not appear to be typical. The ethical ramifications of performance reviews have caused managers and employees all levels to become frustrated, cynical, and withdrawn. Many managers talk about ethics but do not recognize or act upon ethical issues in their day-to-day managerial responsibilities. Most ethical questions arise from people relationships within the organization. Managers must realize that ethics is the process of deciding and acting. Results of questions from my previous organization indicate that some of the managers believe they are recognized and reinforced for their ethical decisions and behaviors. Employees have a big stake in the way managers evaluate and operate. Managers and nonsupervisory employees alike cite concern about â€Å"politics and lack of fair treatment, honesty, and truthfulness† in connection with the performance review. References Bettina Von Stamm. (2003). Managing Innovation, Design and Creativity. Retrieved April  7, 2009, from Bettina Von Stamm, Week Five, OI 461.

The Return: Nightfall Chapter 27

When Damon woke up, he was wrestling with the wheel of the Ferrari. He was on a narrow road, heading almost straight into a glorious sunset – and the passenger door was waving open. Once again, only the combination of almost instantaneous reflex and perfectly designed automobile allowed him to keep out of the wide, muddy ditches on either side of the one-lane road. But he managed it and ended up with the sunset at his back, gazing at the long shadows down the road and wondering what the hell had just happened to him. Was he sleep-driving now? The passenger door – why was it open? And then something happened. A long, thin thread, slightly waving, almost like a single strand of gossamer, lit up as the reddish sunlight hit it. It was dangling from the top of the passenger window, which was shut, with the roof down. He didn't bother to pull the car to one side, but stopped in the middle of the road and went around to look at that hair. In his fingers, held toward the light, it turned white. But turned toward the dark of the forest, it showed its true color: gold. A long, slightly waving, golden hair. Elena. As soon as he had identified it, he got back into the car and began to backtrack. Something had ripped Elena right out of his car without putting so much as a scratch on the paint. What could have done that? How had he managed to get Elena to go for a spin anyway? And why couldn't he remember? Had they both been attacked†¦? When he backtracked, however, the marks by the passenger's side of the road told the entire grisly story. For some reason, Elena had been frightened into jumping out of the car – or some power had pulled her. And Damon, who now felt as if there were steam rising from his skin, knew that in all the woods there were only two creatures that could have been responsible. He sent out a scouting probe, a simple circle that was meant to be undetectable, and almost lost control of the car again. Merda!That blast had come out as a sphere-shaped killing strafe – birds were dropping out of the sky. It tore through the Old Wood, through Fell's Church, which surrounded it, and into the areas beyond, before finally dying out hundreds of miles away. Power? He wasn't a vampire, he was Death Incarnate. Damon had a vague thought of pulling over and waiting until the turmoil inside himself had stopped. Where had such Power come from? Stefan would have stopped, would have dithered around, wondering. Damon just grinned savagely, gunned the engine, and sent thousands of probes raining from the sky, all attuned to catch a fox-shaped creature running or hiding in the Old Wood. He got a hit in a tenth of a second. There. Under a black cohosh bush, if he wasn't mistaken – under some unspeakable bush, anyway. And Shinichi knew he was coming. Good. Damon sent a wave of Power directly at the fox, catching it in akekkai , a sort of invisible rope-barrier that he tightened deliberately, slowly, around the struggling animal. Shinichi fought back, with killing force. Damon used the kekkai to pick him up bodily and slam the little fox body into the ground. After a few of these slams Shinichi decided to stop fighting and played dead instead. That was fine with Damon. It was the way he thought Shinichi looked best, except for the bit about playing. At last he had to stash the Ferrari between two trees and ran swiftly to the bush where Shinichi was now fighting the barrier around him to get into human form. Standing back, eyes narrowed, arms crossed on his chest, Damon watched the struggle for a while. Then he let up enough on the kekkai's field to allow the change. And the instant Shinichi became human, Damon's hands were around his throat. â€Å"Where is Elena, kono bakayarou?† In a lifetime as a vampire you learned a lot of curse words. Damon preferred to use those of a victim's native language. He called Shinichi everything he could think of, because Shinichi was fighting, and was Calling telepathically for his sister. Damon had some choice things to say aboutthat in Italian, where hiding behind your younger twin sister was†¦well, good for alot of creative cursing. He felt another fox-shape racing at him – and he realized that Misao intended to kill. She was in her true shape as a kitsune: just like the russet thing he'd tried to run over while driving with Damaris. A fox, yes, but a fox with two, three†¦six tails altogether. The extra ones usually were invisible, he gathered, as he neatly caught her in a kekkai as well. But she was ready to show them, ready to use all her powers to rescue her brother. Damon contented himself with holding her as she struggled vainly within the barrier, and saying to Shinichi, â€Å"Your baby sister fights better than you do,bakayarou . Now,give me Elena. â€Å" Shinichi changed forms abruptly and leaped for Damon's throat, sharp white teeth in evidence, top and bottom. They were both too keyed up, too high on testosterone – and Damon, on his new Power – to let it go. Damon actually felt the teeth scrape his throat before he got his hands again around the fox's neck. But this time Shinichi was showing his tails, a fan that Damon didn't bother to count. Instead he stomped one neat boot on the fan andpulled with his other two hands. Misao, watching, shrieked in anger and anguish. Shinichi thrashed and arched, golden eyes fixed on Damon's. In another minute his spine would crack. â€Å"I'll enjoy that,† Damon told him sweetly. â€Å"Because I'll bet that Misao knows whatever you know. Too bad you won't be here to seeher die.† Shinichi, rabid with fury, seemed willing to die and condemn Misao to Damon's mercies just to avoid losing the fight. But then his eyes darkened abruptly, his body went limp, and words appeared faintly in Damon's mind. †¦hurts†¦can't†¦think†¦ Damon regarded him gravely. Now, Stefan, at this point, would release a good deal of the pressure on the kitsune so the poor little fox could think, Damon, on the other hand, increased the pressure briefly, then released it back to the previous level. â€Å"Is that better?† he asked solicitously. â€Å"Can the cute little foxie think now?† You†¦bastard†¦ Angry as he was, Damon suddenly remembered the point of all this. â€Å"What happened to Elena?Her trail runs out up against a tree. Is sheinside it? You have seconds left to live, now. Talk.† â€Å"Talk,† seconded another voice, and Damon barely glanced up at Misao. He'd left her relatively unguarded and she'd found power and room to change into her human shape. He took it in instantaneously, dispassionately. She was small-boned and petite, looking like any Japanese schoolgirl, except that her hair was just like her brother's – black tipped with red. The only difference was that the red in her hair was lighter and brighter – a truly brilliant scarlet. The bangs that fell into her eyes had blazing fiery tips, and so did the silky dark hair falling over her shoulders. It was striking but the only neurons that lit in Damon's mind in response were connected to fire and danger and deception. She might have fallen into a trap,Shinichi managed. A trap?Damon frowned.What kind of trap? I'll take you to where you can look into them,Shinichi said evasively. â€Å"And the fox can suddenly think again. But you know what? I don't think you're cute at all,† Damon whispered, then dropped the kitsune on the ground. Shinichi-as-a-human fountained up, and Damon dropped the barrier just long enough to let the fox in human form try to take his head off with one punch. He leaned away from it easily, and returned it with a blow that knocked Shinichi back into the tree hard enough to bounce. Then, while the kitsune was still dazed and glassy-eyed, he picked him up, slung him over one shoulder, and started back to the car. What about me?Misao was trying to curb furious and sound pathetic, but she really wasn't very good at it. â€Å"You're not cute, either,† Damon said, recklessly. He could get to like this super-Power thing. â€Å"But if you mean, when do you get out, it's when I get Elena back. Safe and healthy, with all her bits attached.† He left her cursing. He wanted to get Shinichi to wherever they had to go while the fox was still dazed and in pain. Elena was counting. Go straight one, go straight two – untangle crutch from creeper, three, four, go straight five – it was definitely getting darker now, go straight six, caught by something in hair,yank , seven, eight, go straight – damn! A fallen tree. Too high to scramble over. She'd have to go around it. All right, to the right, one, two, three – a long tree – seven steps. Seven steps back – now,sharp right turn and keep walking. Much as you'd like to, you can't count any of those steps. So you're at nine. Straighten yourself because the tree was perpendicular – dear heaven, it's pitch dark now. Call that eleven and – – she was flying. What had caused her crutch to slip, she didn't know, couldn't tell. It was too dark to go frisking around, maybe finding herself a case of poison oak. What she had to do was to think about things, to think so that this all-pervading hellish pain in her left leg would quiet down. It hadn't helped her right arm either – that instinctive windmilling, trying to catch something and save herself. God, that fall had hurt. The whole side of her body hurt so much – But she had to get to civilization because she believed only civilization could help Matt. You have to get up again, Elena. I'mdoing it! Now – she couldn't see anything, but she had a pretty good idea which way she'd been pointed when she'd fallen. And if she was wrong, she would hit the road and be able to backtrack. Twelve, thirteen – she kept counting, kept talking to herself. When she reached twenty she felt relief and joy. Any minute now, she'd hit the driveway. Any minute now, she'd hit it. It was pitch black out, but she was careful to scuff the ground so she would know, the minute she hit it. Any†¦minute†¦now†¦ When Elena reached forty she knew she was in trouble. But where could she have gone so far wrong? Every time some small obstacle had made her turn right, she'd turned carefully left the next time. And there was that whole line of landmarks in her way, the house, the barn, the small cornfield. How could she have gotten lost?How? It had only been half a minute in the forest†¦only a few steps in the Old Wood. Even the trees were changing. Where she had been, near the road, most of the trees had been hickory or tulip. Now she was in a thicket of white oaks and red oaks†¦and conifers. Old oaks†¦and on the ground, needles and leaves that muffled her foot-hops into soundlessness. Soundlessness†¦but she needed help! â€Å"Mrs. Dunstan! Mr. Dunstan! Kristin! Jake!† She threw the names out into a world that was doing its best to muffle her voice. In fact, in the darkness she could discern a certain swirling wispy grayness that seemed to be – yes – it was fog. â€Å"Mrs. Dunstaa – a-aan! Mr. Dunstaa-aa-an! Kriiiissstiiiinnn! Jaaa-aaake!† She needed shelter; she needed help. Everything hurt, most of all her left leg and right shoulder. She could just imagine what a sight she would make: covered in mud and leaves from falling every few feet, her hair in a wild mop from being caught on trees, blood everywhere†¦. One good thing: she certainly didn't look like Elena Gilbert. Elena Gilbert had long silky hair that was always perfectly coifed or charminglydishabille . Elena Gilbert set the fashions in Fell's Church and would never be seen wearing a torn camisole and jeans covered with mud. Whoever they thought this forlorn stranger was, they wouldn't think she was Elena. But the forlorn stranger was feeling a sudden qualm. She'd walked through woods all her life and never had her hair caught once. Oh, of course she had been able to see then, but she didn't remember having to step out of her way often to avoid it. Now, it was as if the trees were deliberately reaching down to catch and snag her hair. She had to hold her body clumsily still and try to whip her head away in the worst cases – she couldn't manage to stay upright and get the tendril torn out as well. But painful as the tearing at her hair was, nothing scared her like the grabbing at her legs. Elena had grown up playing in this forest, and there had always been plenty of room to walk without hurting herself. But now†¦things were reaching out, fibrous tendrils were grabbing at her ankle just where it hurt most. And then it was agony to try to rip with her fingers at these thick, sap-coated, stinging roots. I'm frightened, she thought, putting into words at last what all her feelings had been since she stepped into the darkness of the Old Wood. She was damp with dew and sweat, her hair was as wet as if she'd been standing in the rain. It was so dark! And now her imagination began to work, and unlike most people's imaginations it had genuine, solid information to workwith . A vampire's hand seemed to tangle in her hair. After an endless time of agony in her ankle and her shoulder, she had twisted the â€Å"hand† out of her hair – to find another curling stalk. All right. She would ignore the pain and get her bearings here, here where there was a remarkable tree, a massive white pine that had a huge hole in its center, big enough for Bonnie to get into. She would put that flat at her back and then walk straight west – she couldn't see stars because of the cloud cover, but shefelt that west was to her left. If she were correct, it would bring her to the road. If she were wrong and it was north, it would take her to the Dunstans'. If it were south, it would eventually take her to another curve of the road. If it were east†¦well, it would be a long walk, but it would eventually take her to the creek. But first she would gather all her Power, all the Power she'd been unconsciously using to dull the pain and give her strength – she would gather it and light up this place so she could see if the road was visible – or, better, a house – from where she stood. It was only a human's power but, again, the knowledge of how to use it made all the difference, she thought. She gathered the Power in one tight white ball and then loosed it, twisting to look around before it dissipated. Trees. Trees. Trees. Oaks and hickories, white pine and beech. No high ground to get to. In every direction, nothing but trees, as if she were lost in some grimly enchanted forest and could never get out. But shewould get out. Any of those directions would take her to people eventually – even east. Even east, she could just follow the stream until it led to people. She wished she had a compass. She wished she could see the stars. She was trembling all over, and it wasn't just from the cold. She was injured; she was terrified. But she had to forget about that. Meredith wouldn't cry. Meredith wouldn't be terrified. Meredith would find a sensible way to get out. She had to get help for Matt. Gritting her teeth to ignore the pain, Elena started off. If any of her wounds had happened to her in isolation, she would have made a big fuss about it, sobbing and writhing over the injury. But with so many different pains, it had all melted into one terrible agony. Be careful now. Make sure you're going straight and not tilting off at an angle. Pick your next target in your straight line of sight. The problem was that by now it was too dark to see much of anything. She could just make out deeply grooved bark straight ahead. A red oak probably. All right, go to it. Hop – oh, it hurts – hop – the tears washing down her cheeks – hop – just a little farther – hop – you can make it – hop. She put her hand out on shaggy bark. All right. Now, look straight in front of you. Ah. Something gray and rough and massive ahead – maybe a white oak. Hop to it – agony – hop – somebody help me – hop – how long will it take? – hop – not that far now – hop.There. She put her hand on the wide rough bark. And then she did it again. And again. And again. And again. And again. â€Å"What is it?† Damon demanded. He'd been forced to let Shinichi lead once they were out of the car again, but he still kept the kekkai loosely around him and he still watched every move the fox made. He didn't trust him as far as – well, the fact was, he didn't trust him at all. â€Å"What's behind the barrier?† he said again, more roughly, tightening the noose around the kitsune's neck. â€Å"Our little cabin – Misao's and mine.† â€Å"And it wouldn't possibly be a trap, would it?† â€Å"If you think so, fine! I'll go in alone†¦.† Shinichi had finally changed into a half-fox, half-human form: black hair to his waist, with ruby-colored flames licking up from the ends, one silky tail with the same coloration behind him waving behind him, and two silky, crimson-tipped twitching ears on top of his head. Damon approved aesthetically, but more important, he now had a ready-made handle. He caught Shinichi by the tail and twisted. â€Å"Stop that!† â€Å"I'll stop it when I get Elena – unless you waylaid her deliberately. If she's hurt, I'm going to take whoever harmed her and cut him into slivers. His life is forfeit.† â€Å"No matter who it was?† â€Å"No matter who.† Shinichi was quivering slightly. â€Å"Are you cold?† â€Å"†¦just†¦admiring your resolve.† More inadvertent quivering. Almost shaking his entire body.Laughter? â€Å"At Elena's discretion, I would keep them alive. But in agony.† Damon twisted the tail harder. â€Å"Move!† Shinichi took another step and a charming country cabin came into view, with a gravel path leading up between wild creepers that loaded the porch and hung down like pendants. It was exquisite. Even as the pain grew, Elena began to have hope. No matter how turned around she was, shehad to come out of the forest at some point. She had to make it. The ground was solid – no sign of mushiness or slanting downward. She wasn't headed for the creek. She was headed for the road. She could tell. She fixed her sights on a distant, smooth-barked tree. Then she hopped to it, the pain almost forgotten in her new feeling of certainty. She fell against the massive, peeling, ash-gray tree. She was resting against it when something bothered her. Her dangling leg. Why wasn't it bumping painfully against the trunk? It had knocked continually against all the other trees when she turned to rest. She pulled back from the tree, and, as if she knew it were important, gathered all her Power and let it go in a burst of white light. The tree with the huge hole in it, the tree she had started from, was in front of her. For a moment Elena stood completely still, wasting Power, holding the light. Maybe it was some different†¦ No. She was on the other side of the tree, but it was the same one. That washer hair caught in the peeling gray bark. That dried blood washer handprint. Below it was where her bloody leg had left a mark – fresh. She'd walked straight out and come straight back to this tree. â€Å"Noooooooooooooo!† It was the first vocalized sound she'd made since she'd fallen out of the Ferrari. She'd endured all that pain in silence, with little gasps or sharp breaths, but she'd never cursed and screamed. Now she wanted to do both. Maybe it wasn't the same tree – Nooooooo, nooooooo, noooooooooooo! Maybe her Power would come back and she'd see that she'd only hallucinated – No, no, no, no, no, no! It just wasn't possible – Nooooooo! Her crutch slipped from under her arm. It had dug into her armpit so deeply that the pain there rivaled the other pains. Everything hurt. But worst was her mind. She had a picture in her mind of a sphere like the Christmas snow globes you shook to make snow or glitter fall through liquid. But this sphere had trees all over the inside. From top to bottom, side to side, all trees, all pointing toward the middle. And herself, wandering inside this lonely sphere†¦no matter where she went, she'd find more trees, because that was all there were in this world she'd stumbled into. It was a nightmare, but something like it was real. The trees were intelligent, too, she realized. The little creeping vines, the vegetation; even now it was pulling her crutch away from her. The crutch was moving as if being passed from hand to hand by very small people. She reached out and just barely grabbed the end of it. She didn't remember having fallen to the ground, but here she was. And there was a smell, a sweet, earthy, resinous aroma. And here were creepers, testing her, tasting her. With delicate little touches, they wound into her hair so that she couldn't pick her head up. Then she could feel them tasting her body, her shoulder, her bloody knee. Nothing about it mattered. She squeezed her eyes shut, her body heaving with sobs. The creepers were pulling at her wounded leg now, and instinctively she jerked away. For a moment the pain woke her up and she thought,I've got to get to Matt , but the next moment that thought was dulled, too. The sweet, resinous smell remained. The creepers felt their way across her moving chest, across her breasts. They encircled her stomach. And then they began to tighten. By the time Elena realized the danger, they were restricting her breathing. She couldn't expand her chest. As she let out her breath, they only tightened again, working together: all the little creepers like one giant anaconda. She couldn't tear them away. They were tough and springy and her nails couldn't cut through them. Working her fingers under a handful, she pulled as hard as she could, scraping with her nails and twisting. Finally one fiber sprang loose with the sound of a harp's string breaking and a wild whipping in the air. The rest of the creepers pulled tighter. She was having to fight to get air now, fight not to contract her chest. Creepers were delicately touching her lips, swaying over her face like so many thin cobras, then suddenly striking and going taut around her cheek and head. I'm going to die. She felt a deep regret. She had been given the chance of a second lifetime – a third, if you counted her life as a vampire – and she hadn't done anything with it. Nothing but pursue her own pleasure. And now Fell's Church was in peril and Matt was in immediate danger, and not only was she not going to help them, she was going to give up and die right here. What would be the right thing to do? The spiritual thing? Cooperate with evil now, and hope she'd have the chance to destroy it later? Maybe. Maybe all she needed to do was to ask for help. The feeling of breathlessness was leaving her light-headed. She would never have believed it of Damon, that he would put her through all this, that he would allow her to be killed. Just days ago she had been defending him to Stefan. Damon and the malach. Maybe she was his offering to them. They certainly demanded a lot. Or maybe it was just that he wanted her to beg for help. He might be waiting in the darkness quite close, his mind centered on hers, waiting for a whisperedplease . She tried to spark the last of her Power. It was almost depleted, but like a match, with repeated striking she managed to get a tiny white flame. Now she visualized the flame going into her forehead. Into her head. Inside. There. Now. Through the fiery agony of not being able to draw a breath, she thought:Bonnie. Bonnie. Hear me. No answer – but she wouldn't hear one. Bonnie, Matt is in a clearing in a lane off the Old Wood. He may need blood or some other help. Look for him. In my car. Don't worry about me. It's too late for me. Find Matt. And that's all I can say, Elena thought wearily. She had a vague, sad intuition that she hadn't gotten Bonnie to hear her. Her lungs were exploding. This was a terrible way to die. She was going to be able to exhale one more time, and then there would be no more air†¦. Damn you, Damon, she thought, and then she concentrated all her thoughts, all her mind's reach on memories of Stefan. On the feeling of being held by Stefan, on Stefan's sudden leaping smile, on Stefan's touch. Green eyes, leaf green, a color like a leaf held up to sunlight†¦ The decency he had somehow managed to retain, untainted†¦ Stefan†¦I love you†¦. I'll always love you†¦. I've loved you†¦. I love†¦

Subatomic Particles and the Human Buffer System

Essay-Subatomic Particles There are three different types of subatomic particles. The nucleus of an atom is composed of two different types of particles, protons and neutrons. Protons are positively charged atoms. The weight of a proton is one amu. Protons are located inside the nucleus and cannot move from inside the nucleus. The proton symbol is . Neutrons are also located inside the nucleus and have a neutral charge. Neutrons are also one amu like protons. Neutrons can move from the nucleus of an atom making an atom an isotope. The neutron symbol is .Electrons are located outside the nucleus in energy levels. Electrons have a negative charge and weigh approximately 1/2000th of an amu. The weight is almost insignificant. Electrons can vary in an atom making cations and anions. Cations are a positive charge when an atom loses an electron. Anions are a negative charge when an atom gains an electron. These are the three subatomic particles that make up an atom and their characteristic s. Essay- Buffer System Buffers resist pH fluctuations. A buffer is composed of a weak acid and a weak base. Carbonic acid is the weak acid and bicarbonate is the weak base.When a solution is to acidic the pH is low and there are to many hydrogen ions. The low pH level is caused by to many hydrogen ions. To make a solution neutral you would need to make more acid my combining bicarbonate and hydrogen ions to form carbonic acid. By doing this you are reducing the number of hydrogen ions in a solution. When a solution is to basic the pH is high and the number of hydrogen ions is low. The pH is high because the solution has a low number of hydrogen ions. To make a solution neutral in a basic solution you need to break down carbonic acid increasing the number of hydrogen ions.

Managerical stats problem Speech or Presentation

Managerical stats problem - Speech or Presentation Example The National Football League (NFL)records a variety data for individuals and team (http://www.nfl.com).Some of the year-end performance data for the 2005 season appear on the data disk in the file NFL Stats. Each row of the data set corresponds to an NFL team, and the teams are ranked by winning percentage. Descriptions for data follow: WinPct : Percentage of games won, DefYds/G: Average number of yards per gam given up on defense, Rush Yds/G: Average number of rushing yards per game PassYds/G: Average number of passing yards per game, FGPct: Percentage of field goals, TakeInt: Takeaway interceptions; the total number of interceptions made by the teams defense, Takefum: Takeaway fumbles; the total number of fumbles recovered by the teams defense, GiveInt: Giveaway interceptions; the total number of interceptions thrown by the teams offense, GiveFum; Giveaway fumbles; the total number of fumbles lost by the teams offense 6.Starting with the estimated regression equation developed in question 1, delete any independent variables that are not useful (i.e., the variable with p_value bigger than 0.05). Use the variables left, run the regression (Y variable is the same). 3. r2 = 0.419 meaning that 42 % of the dependent variable (Winpact) can be explained by the independent variables: DefYds/G, RushYds/G, PassYds/G and FGPct. This means that about 58 % cannot be explained as a result the equation is not very useful. 4. From the regression equation it seems the independent variable, RushYds/G has the largest positive effect on the independent variable by 0.004249, DefYds/G decreases the dependent variable by a multiple of 0.00333 while PassYds/G has a positive multiple effect by 0.000375 and finally FGPct decreases the independent variable by a scale of – 0.00064 7. r2 = 0.266 meaning that 26 % of the dependent variable (Winpact) can be explained by the independent variables:

Safavids and Ottoman empire Essay Example | Topics and Well Written Essays - 750 words

Safavids and Ottoman empire - Essay Example Being born in a more peaceful religious background the ideologies the Safavid Empire were more religion centric and less militarist in nature than the Ottoman Empire that was initially a response to the crumbling Seljuk Sultanate trough the conquering of the Byzantine territories at the northwest of Anatolia. Therefore being positioned at the frontline of the Christianity vs. Islam conflict the Ottomans empire-builders had to restructure their political system as capable of defending the Empire from any outside invaders as well as sturdy enough to lead any quick and effective offense into the heart of Eastern Europe. Military power was the most important and common component of both of the Safavid and the Ottoman Empire. The policies as well as the ideologies of these had been greatly shaped by the militarism of those empire-builders. Indeed the militarisms of these empires were fervently supported by the ideologies and policies that they adopted. Indeed the moral strengths and the p opular support were achieved mainly by managing the commoners’ religiosity but in two different ways. ... Apart from the support of the mass population, the imams or religious leaders had a large group of followers known as Qizilbas who later serves as the muscle power. When the Ottomans used a regular army from the very beginning of the Empire, the Safavids initially were the disciples of the twelve Imams. Referring to the Shiite Imam’s use of religion to legitimatize their position in power, Robinson says, â€Å"During the 15th Century the order was transformed into a revolutionary movement†¦.acquired political importance as the Safavid Sheiks commanded their disciples to fight for these beliefs † (52). The Ottomans primarily focused on the capturing the European cities and thus annexing them to the Empire. They grew a culture in which people of all religions, Islam, Christianity, and Jews, could live peacefully. Capturing the cities that were formerly under the control of Christian rulers and leaving them under the existing Christian troops as vassals were a common practice in the Ottoman Empire. This strategy, indeed, helped the Ottoman rulers to save energy to pay their attention to conquer more cities and countries in the Eastern European. Also it inspired to the Christian troops as well as commoners either to be converted to Islam or to participate in the Ottoman army spontaneously. Indeed the Empire was benefited from the inclusion of the Christian troops into the army, because those Christian and the converted troops enhanced the army’s capability to fight in the unfamiliar east European Environment. But in the early16th century, when the Ottoman rulers focused their attention on brining entire state under the control of a unified army, the primary condition for one to participate in the army

Chapter 10 and 11 Assignment Example | Topics and Well Written Essays - 500 words

Chapter 10 and 11 - Assignment Example Actually, Wilson invoked the principle of confidentiality and sought to use it against the mandate of the rule of law.   Particularly, Nixon sought to exploit the idea that the principle of confidentiality was abstract enough to conflict the rule of law.   Thus, to defend his decision not to hand over the documents, Nixon argued that the right to confidentiality was the most paramount legal term. It is a fact that by 1972, Nixon’s appeal had started to wane. This follows the fact that he had been elected in 1968 mainly because of his â€Å"Nixon Secret Plan† that would have seen him stop the Vietnam War immediately he became president. Because Americans were decisively against the Vietnam War, Nixon secured the largest victory in 1968. However, four years later, he had not yet stopped this war. Growing nationwide antiwar protests and demonstrations which Nixon described as ‘a tiny but vociferous’ minority was an indicator of this waning popularity. To counter this unpromising development, Nixon controversially stated that there was a silent majority that understood the need for his administration to keep the war going, as an end to peace and honor (Chafe, 2009). The recession that raised inflation and interest rates to double digits also helped puncture Nixon’s popularity. The Watergate scandal also serves as a clear testimony that Nixon himself seriously considered his waning popularity a reality. At the time, there was a serious economic recession that caused interest rates and the rate of inflation to soar. The situation was deplorable to an extent that even Nixon’s imposition of price and wage controls miserably failed. High rates of unemployment, the falling supply of oil that made oil became subsequently expensive and an array of environmental crises and serious catastrophes such as the 1979 Three-Mile Island Nuclear Accident aggravated this feeling of helplessness in America.    It was also at this time that the War in

Perception Management Essay Example | Topics and Well Written Essays - 1750 words

Perception Management - Essay Example Each person selects various cues that influence his perceptions of people, objects, and symbols. Because of these factors and their potential imbalance, people often misperceive another person, group, or object. To a considerable extent, people interpret the behavior of others in the context of the setting in which they find themselves. Research has shown that managers and direct reports often have different perceptions of the same events as illustrated in Table 1 (Allen, Plotnick, 2001). Managers and direct reports both act based on their perceptions, regardless of their accuracy. And that can create problems. Most people want to make favorable perceptions on others. This is particularly true in organizations, where individuals compete for jobs, favorable performance evaluations, and salary increases. The process by which individuals try to control the perceptions others have of them is called perception management. Individuals use several techniques to control others' perceptions of them (Schein, 1990). Some employees may engage in perception management to intentionally look bad at work. Methods for creating a poor perception include decreasing performance, not working to one's potential, skipping work, displaying a bad attitude, or broadcasting one's limitations. Why would someone try to look bad to others Sometimes employees want to avoid additional work or a particular task. They may try to look bad in hopes of being laid off, or they may create poor perceptions in order to get attention. Perception management seems to have an impact on others' perceptions. As long as the perceptions conveyed are accurate, this process can be a beneficial one in organizations. If the perceptions are found to be false, however, a strongly negative overall perception may result. Further, excessive perception management can lead to the perception that the user is manipulative or

Benefits of College Essay Example | Topics and Well Written Essays - 1000 words

Benefits of College - Essay Example â€Å"The median earnings of full-time workers with bachelor’s degrees were $55,700 in 2008 — $21,900 more than those of workers who finished only high school.† (Lewin, New York Times). While it cannot be denied that a college degree confers unequivocal advantages in terms of career prospects and financial remuneration, opponents argue that a college education is not essential for skill development and the steep costs are not justified by its benefits. On the contrary, the benefits of a college education are not only economical but also encompass tangible benefits involving health, society, family and personality. A college education contributes several health benefits. According to recent data from the Center for Disease Control and Prevention, people with a college education have an average life expectancy of 9.3 years more than those who are less educated. The percentage of women above the age of 25 who are obese is 39-43 percent for those who have not attende d college, in comparison with 25 percent for those with a bachelor’s degree. Similarly, 31 percent of adults in the age group 25 – 64 years, who hold only a High School diploma, are smokers, while only 9 percent of adults with a college degree smoke (Griesmer, College Insider). College graduates are also likely to make other healthier lifestyle choices, such as exercising. Research from the BMC Health Services shows that a higher level of education is also linked to lower blood pressure. College graduates are also at a lower risk of developing colorectal, prostate, lung and breast cancer, according to a 2008 study published in the  Journal of the National Cancer Institute (Hardy, Yahoo Education). Their higher paying jobs also ensure that graduates have better access to preventive health care. This also contributes to better health. The societal benefits of a college education are substantial. The higher income earned by graduates translates into higher taxes. The he alth benefits listed above, combined with the fact that graduates are more likely to have jobs that offer health insurance and retirement benefits, means that graduates are less dependent on government social programs, such as unemployment compensation, Medicare and Medicaid, food programs, and welfare. This results in substantial public savings. The incarceration rate for graduates is only a quarter that of those with a High School diploma, or less. Prison costs are thus reduced. Another emphatic societal benefit stems from the fact that the mission statement of all universities includes civic education. As a consequence, graduates are more likely to participate in community services. 2004 statistics show that 36 percent of graduates performed voluntary community service, in comparison with only 21 percent of High School diploma holders. Similarly, 76 percent of graduates voted in the 2000 election, while only 56 percent of High School diploma holders voted. Educational attainment stimulates public awareness and interest in community issues (Cunningham, John Carroll University). ). The multicultural and multiethnic university world also promotes racial understanding and tolerance, and encourages the belief in common values across racial divides. As such, graduates are more likely to be free of social prejudices and stereotypes than their less-educated peers. A college education benefits the family structure. Studies show that college graduates a

Air Canada Case Study Example | Topics and Well Written Essays - 250 words

Air Canada - Case Study Example One of the ways shows that a section of politicians preferred to support the management in order to prevent to control the actions of the workers (Organization behavior). Another level of influence suggests that the political order was largely conditioned by the desire by the politicians to protect the interests of the workers from the bad policies of the political establishment. In 2011, there was conflict between the union and the management and the union members against the government. The best solution was to hold negotiations and identify the root cause of the conflict hence address the issue comprehensively. In the new labor agreement negotiations, there were negotiation errors made by Air Canada Management that can be explained in terms of its omission of specific matters that touched on the welfare of the flight attendants. The management did not directly address the concerns of the flight attendants with regard to pensions and compensations. The conflict that ensued was mainly caused by the rigidness of the parties involved. In this particular negotiation the management should have demonstrated their willingness to create better standards for their attendants and incorporate the aspect of motivation and trust. In any negotiations, success or failure is determined by how the parties involved in the conflicts balance their priorities in line with the situation at hand (Berkowitz).Case analyses have shown that the use of legal or structural coercion to force certain objectives is not sustainable and usually heightens the levels of conflict. Mills, Albert J, Mills, Jean Helms. "Masculinity and the Making of Trans-Canada Air Lines, 1937-1940: A Feminist Poststructuralist Account." Canadian Journal of Administrative Sciences (March 2006.):

Defining Reason and Morality in Kant Essay Example | Topics and Well Written Essays - 2000 words

Defining Reason and Morality in Kant - Essay Example Investigating the validity of this point then moves into reliance on both the morality which Kant sees as true as well as how other circumstances would change the decisions made by an individual. Kant’s Theory of Rational Morality The main principle which Kant has created is based on the ideology that each individual should be treated with equal respect. The ethical consideration is based on a sense of reason that each individual should have. Kant states that reason is what requires one to act in a humanitarian way, specifically which requires looking at circumstances instead of the end means in a given situation. The ideology is to use morality with the understanding that humanity is the most important aspect of practicing morals, whereas, the individual beliefs and life of an individual is not as important as the whole. More important, Kant’s belief sates that when one is able to create equal respect toward individuals, then there is the ability of building a formula which stops the disrespect and other forms of unethical values which are often created (Hill, 1980: p. 84). The idea of respect is one that is then further defined with the concept of morality, value and what the end result will be if these ideologies are withheld in any given situation. The theory behind this is based on altering the foundational principles for justice and humanitarian acts toward others in society. The concept which Kant creates is one which he leaves as a basis of being logical in terms of creating responses within the way in which an individual treats another. The requirement which Kant states is one based on three approaches which are linked to the logic of this discussion. The first is based on the preservation of rational will, which states that each individual should have the capacity to decide and rationalize how to treat another individual. The second principle is respect for human dignity and integrity. Even if there is a situation in which one is unable to justify the end result, the ability to keep integrity and dignity as a main association becomes more important. The third which Kant states is based on the end which eventually takes place. When applying reason to a given situation, it is known that each individual has the capacity to overcome the situation. If justice and forms of overcoming a specific situation remain intact, then the means eventually justify the ends with the right end decisions being made (Green, 2001: p. 247). From several perspectives, the ideologies of Kant are able to show logical solutions to given circumstances and environmental needs. For instance, in the ethics of business, there is the ability to apply this specific concept to change the circumstances of a situation. When a manager or leader is able to use reason and actions based on humanitarian ideologies then it helps to offer better advancement within the company. This attribute is often referred to as a form of transformational leadership. When the right and reasonable decision is made with the manager, than others will begin to transform and follow the same approach and perspective. This creates a sense of attraction to doing the right action in any given circumstance while building a sense of moral principles that are followed by others within a given environment

Evaluate the impact Line Managers have on organisational performance' Assignment

Evaluate the impact Line Managers have on organisational performance' - Assignment Example As they are responsible for ensuring the operation of employees and monitor their performance on a day-to-day basis, their role in influencing staff performance is crucial. Researchers have highlighted the role played by line managers in producing an integrated culture of managing employees via line management while others have demonstrated the role that line managers play in increasing employee commitment, thereby leading to rise in productivity. The psychological contract between the employee and line manager is claimed to be the lens through which workers view the entire workplace. Organizational Culture and the line manager Organizational culture is said to have a significant impact on the way in which the organization, including line managers function. It includes beliefs values and behavioral patterns that form the foundations of organizations. The power of organizational culture in influencing line managers’ communication and leadership style cannot be negated. If the c ulture is open and encourages freedom of speech, the line managers will be inclined towards adopting a participative management style whereby employees’ views are incorporated during decision making. Under such an environment, tasks are delegated and the worker has the flexibility to accomplish tasks without being closely monitored. On the other hand, cultures where deference to authority and bureaucracy prevail tend to produce line managers which do not favor employee participation, are wary of employees’ intention to work and lack the trust necessary for successful delegation. An extreme form of such management prevails in the form of micromanagers which are typically found at lower levels of organizational hierarchy. Such managers often fall into the trap of over-scrutinizing employees’ work and adopting the â€Å"my way or the highway† philosophy (Chambers, 2005). It is no surprise that under such organizations communication is often top-down and line managers expect submissive behavior from employees who, in turn, seek to â€Å"please the boss† in every way possible (Chambers, 2005). The impact of both these styles on employee motivation and commitment is profound and shall be explored in depth later. However, it is important to note that a two-way relationship exists between line managers and organizational culture. The role of line managers is crucial in order to make any organizational culture functional. If the culture is directed towards the achievement of incorrect objectives then it can become largely dysfunctional. The management’s role is critical in that it determines whether the cultural orientation needs to be adapted to internal policies or individuals in the organization. This, in turn, determines and develops a dominant leadership style which results in a mutual relationship between the organization’s culture, efficiency and leadership styles. For instance, in a study conducted on over 32 lar ge corporations in Croatia (from the manufacturing, service and financial sector), the organizational culture was resistant to change and preferred the status quo which resulted in slow development of an entrepreneurial leadership orientation amongst managers (Buble, 2012). Complementing this

Managing Staff Essay Example for Free

Managing Staff Essay Health care managers have many different roles in any health care facility. According to Chapter 9 of Health Care Finance, â€Å"The manager is responsible for seeing that an employee is present and working for each position and for every shift required for that position’. Managers have a role to understand and know how to use staffing measurement known as the full-time equivalent (FTE). The role of health care managers can vary depending on their position as well as the size of the facility. The role of a health care manager consist of many different things such as staffing, budgeting, scheduling, marketing, accounting, and organizing decisions that will benefit the facility and ensure that everything is effective. â€Å"Group medical practice managers work with a group of medical doctors and handle the budgets, billing, personnel, and patients†, (Role of a Healthcare Manager, 2010). Another role of health care managers is to be available at all times. Comparing Productive and Nonproductive Time According to Chapter 9 of Health Care Finance, â€Å"Productive time actually equates to the employee’s net hours on duty when performing the functions in his or her job description†. Nonproductive time is paid-for time when the employee is not on duty: that is, not producing and therefore â€Å"nonproductive.† Some things that will consist of nonproductive time would be holidays, paid-for vacation days, personal leave days, and/or sick days. Some things that will consist of productive time would be an employee net time or days that they actually at worked on the job. Costs Tied to Staffing Costing is tied to staffing in a variety of ways, because the health care field is a 24-hour job. In the health care setting you have staffs employees working majority of the day. Some employee work sixteen hours shifts, but shift does change every eight to twelve hours in many facilities. The role of a manager is staffing, and employees normally work forty hours per week. If the facility consists of eight hour shifts then the staff would normally work eight hour shifts five days a week, and if it is a twelve hour shift the staff would work three in half days to get forty hours. The Difference between the Annualized Method and the Scheduled-Position Method There are two different approaches to use to compute the staff full-time equivalent (FTE). The Two approaches are the annualized method and the scheduled-position method. The role of a manager comes into place when concerning the annualized method, because the manager would take the productive days and the nonproductive days of each employee and account them in the formula used to complete the hours. The annualized method is a yearly thing and it is calculated with the time the employee has worked. The role of a manager comes into place when concerning the schedule-position method, because the productive days and nonproductive days are accounted for when filling a scheduled shift. The scheduled-position method is a weekly schedule thing. It is important to have a staffing plan in any health care facility. It is important to have enough staff present for the quality of the residents or patients. A staffing plan can help to determine what staffs are schedule and if more staffs are needed to work. Having a staffing plan helpful, because this way every employee time worked are accounted for when recording productive days and nonproductive days. Annualize Staffing Annualizing staff is important in any health care facility, because it is something that the staff have worked hard for and deserve what they have coming to them. Annualizing staff is important because the staffs will be get days off such as Christmas, New Years and etc., and still get paid for it depending on how long they have been employed, because the annualized method is hours accumulated on a yearly method. According to Chapter 9 of Health Care Finance, â€Å"Annualizing is necessary because each employee that is eligible for benefits (such as vacation days) will not be on duty for the  full number of hours paid for by the organization†. The Benefits of Recording Productive and Nonproductive Time There are many benefits of recording productive and nonproductive time in health care management. One benefit of recording productive and nonproductive time is that it improved productivity and decreased non-productivity. Some other benefits of recording productive and nonproductive time are to presence-to-performance ratio, to keep a time log, to make a checklist of recoverable time, and to sharpen the saw. It is important for managers to have a staffing plan available to manage staff and keep record of all staff hours to avoid miscommunication. References T Bureau of Labor Statistics. (n.d.). Occupational employment statistics. Retrieved from http://www.bls.gov/oes/current/oes113031.htm#ind Crainer, S., Dearlove, D. (Eds.) (2004). The Financial Times handbook of management. (3rd ed.) New York, NY: Pearson. Tina Su (2010) http://workawesome.com/productivity/full-engagement-at-work/

Comparison Of Learning Theories

Comparison Of Learning Theories There are three main categories of learning theories, behaviourism, cognitivism, and constructivism. Behaviourism is concerned with observable behaviour; it classified learning as acquiring new behaviour based on environment. Cognitivism basically is concern with person thinking process. On the hand congnitivism philosophy of learning based it premise that as person reflect on past experiences they construct their own meaning of experiences and knowledge. These three theories will be discussed with some focus on their likeness and differences. Since, they all have implication to teaching and learning. Such as, keeping students thinking process in mind; looking at students responses and the consequences of those responses. Introduction There is not single set of learning theory that if devotedly followed guarantee educators perfect results in the classroom. However, the study of learning has generated much discussion for many years. It has been at the core of educational psychology. Although the importance of learning as a topic of study is agreed by psychologists; they often disagreed on the mechanics of how learning process occurred. (Wittrock, 1977) cited by (Good and Brophy 1995) defined learning as the process of acquiring relative permanent change in understanding, attitude, knowledge, information, ability and skill through experience. This paper seeks to explain congnitivism, behavioural and constructivist theorists of learning, examining the similarities and differences between the theories, gives examples of how theses theories could used in the classroom. Cognitive theories focusing on how people process information and learn. They discuss concept such as memory, problem solving and decision making. David Ausubels (1963) cognitive theory distinguishes reception learning from rote and discovery learning. It is concern with how students or persons learn large amount of meaningful material thought a verbal expository teaching method (Woolfolk1990 P. 292). He suggested that learning is based on presenting information in a hierarchical sequential, organized, manner to learners. This aid and encourage meaningful learning, connection and retention of new information. Since, information presented is usually related to previous learned subsumer. A subsumer is a concept or idea that includes others concept (Woolfolk, 1990). Simple put, for learning to become meaningful there must be a possible fit or incorporation between learners existing cognitive structure and the information to be learned. To do this Ausubel postulates that educator should always start with advance organizer. Advance organizers are simple statement used to introduce higher- level concepts to be learn. They provide a structure for new information in a general manner and covers the concepts to be learnt (Slavin, 2003). To illustrate, as a teacher I at times uses the KWL chart to teach certain topics, such as the continents. First I gave the students a KWL chart; I encourage them to record what they already knows about the continents, then want they wants to know about continents and finally what new information they learned. Therefore with knowledge of advance organizers in mind educators should be cognisant of students prior knowledge and pre-requisite capabilities should be determined before giving any instruction. When teaching new concepts teachers should incorporate and commence with advance organizers. Instructions or concepts should be integrated which will encourage integrative review, links and transfer of information. Moreover, to facilitate transfer of knowledge teachers should present information in a progressive way starting with lower- level skills before moving up to higher-level skills. Additionally, a much as possible learning material taught in one subject area should facilitate learning in another subject area. For example, students can be encouraged to make links between some English words and Spanish words or Latin words. Also, in the classroom, instructions should include both discovery and receptive teaching. To facilitate this, after given instructions teachers should follow up with questions and assessments which will provide opportunities for students to encode material in their own way and apply the concept learn. Furthermore, provide instructions in simple steps, organizing information in sequential and logical ways which will be easy to follow. This will also aid and facilitate mastery of information at each stage. This hierarchical format of giving instruction was supported by Gagnes theory. Robert Gagne (1979) has proposed a theory of instructions (Woolfolk, 1990). Gagne postulate several types of learning which needs different types of instructions. According to (Good Brophy, 1995) Gagne identified five major types of learning. They are attitudes which are internal state that influence personal choices, for example how student feel after reading a poem. Motor skills involve using your reflexes such as tying your shoes. Information entails facts and knowledge stored in the memory, for example addition and subtraction facts. Using intellectual skills that allow learners to discriminate between concrete, define concepts, and solve problems using rules. Finally, use personal ways to guide learning, acting and develop solutions to problems. Additionally, (Woolfolk, 1990) said Gagne was more interested in the quality, permanence and usefulness of students learning. To achieve this, he postulated that teacher used nine instructional events. First teachers must gain students attention. This can and should be done using a variety of approaches and methods. For example, to get my Kindergartens attention I sometimes incorporate music, drama, nursery rhymes, or poems to introduce my lessons. These are expected to grab students attention and interest since children generally like these activates. After students attention is gain, Gagne proposed that teachers communicate to learners of the objectivities of the lesson. This can be done by reviewing prerequisites, oral questioning or quizzes. Teachers can also provide demonstrations of learning products or outcomes (Slavin, 2003). For example, when teaching students how to use different shapes to build a house I will present then with a model of what they can finally make themselves. When attention is gain educators must stimulate students recall of prior learning. This involves getting students to retrieved information they have learned. Then, present the stimulus that is presenting the material to be learnt, followed by providing learning guidelines. This could be anything from guided discovery activities, explanations or demonstrations, however, information presented should be in a logical and understanding way. After doing this (Woolfolk ,1990) said learning does not stop there. Since, teachers has to insure learner demonstr ate understanding of taught information. Gagne proposed this is done by his next step which involves providing guidance to learners. Gagnes sixth instructional event involves questioning students for understanding, their responses allow teachers to evaluate learners comprehension this also provides reinforcement, feedback and assess performance, which Gagne posited as his seventh and eight instructional level. His theory indicates that after each topic is taught teachers should assess pupils performance, this can be done via formal or informal evaluation. Finally, educators must enhance retention and facilitate transfer of knowledge to other top and subject areas and real life situations. With this information in mind, educators must be mindful that different instructions are required for different learning outcomes. For example in my classroom when I want my class to identify letter a I do not focus on the letters sound but on its formation or differentiating it from others. Furthermore teachers must be purposeful in selecting instruction strategies, understanding the limitations and advantages of the strategies they choice. Additionally, strategies choice should be based on the students, content and situation of it used, for individual differences are to be considered. Likewise, lessons should commence with declaration of what and why students are required to learn the information. Additionally, Pavlovs and Skinners theory were behaviourist. Behaviourism is concern with observable and measurable aspects of human behaviour (Good Brophy, 1995). This means that their theories focused on observable, measurable behaviour. Classic conditioning is a term used to describe learning which has been acquired through experience. According to Legge Harari, 2000). Pavlov used animals mainly dogs in his experiments to demonstrated classical conditioning, he arranged for the study of salivary conditioning. The dogs he used showed a salivation response when they where offered food (unconditional stimulus). The food was offered a number of times with the sound of a buzzer (conditional stimulus). After this, the sound of the buzzer alone could produce the salivation response. This theory has some links to classroom situations. For instance, a bell ringing is used in schools to indicate the end of instruction time, recess time, or use a whistle to get students attention during physical educati on exercises. Like Pavlovs theory B. F. Skinner agreed that some human reflexive behaviour is clearly encouraged by specific stimuli. However, Skinner proposed that reflexive behaviour accounts for only a small proportion of all actions (Slavin, 2003). He proposed the use of pleasant and unpleasant consequences. He work focused on placing subjects in controlled situations and observing their behaviour. Operant conditioning is sometimes referred to as instrumental conditioning is a method of learning involving reward and punishment of behaviour (Legge Harari, 2000). Skinners theory has has some important principles, is that, behaviour changes according to its immediate consequences. Pleasant consequences strengthen behaviour, unpleasant consequences weakens it (Slavin 2003). Simple put a person will repeat a behaviour if the consequences of that behaviour is pleasing or pleasant. Slavin also, posit that pleasant consequences are call reinforcer, unpleasant consequences are called punishers. Reinfo rcers are any consequence that strengthens or increase behaviour. Reinforcers can be positive or negative and both are used to strengthen behaviour. Positive reinforces which are favorable events that are presented after the behaviour, such as, praise, grades and stickers. Negative reinforcers are unfaviourable Negative reinforcers involve the removal of an unfavorable events to strengthen a behaviour.( ww.psychology.about .com) Obviously, teacher can apply Skinners and Pavlovs theories. They can decide what behaviours they want students to emulate, and reinforce these behaviours when they occur. For example in my class when I want my students to practice raising their hand to indicate they desired to give an answer, I praise them when they do so and over time I get the desired behaviour I want. However, as teacher we must be careful not to praise or reward work that do not deserve praise. Since, students may not strive to work to their fullest capabilities. Also, after determining of the objectives teachers must analyze the task into prerequisite skills and sub-skills. Additionally, rewards for academic effort should be meaningfully, such as extra recess time, opportunities to work on the computer or extra credit on key projects. Furthermore, students should know what behaviour you desire and when students exhibit the desired behaviour and they are reinforce, you tell them why. Additionally, as educators we must ensure reinforcement is truly reinforced. For example, when presenting class rules, set up both negative and positive consequences for breaking or following the rules. Also, use cues to help establish new behaviours. Sometimes at the beginning of the school year I Call students attention to the notice board, which usually has list of material they should have or will need when official class begins. Moreover, teachers must remember to reinforce appropriate behaviour as soon as possible. For delayed reinforcement are usually less effective than immediately reinforcement. In addition, one must keep in mind anything children like can be use as an effective reinforcer, although all can not be utilize in the classroom. However, as a teacher I sometimes use what whatever practical reinforcement to motivate my students. Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. According to Slavin (2003) it draws many of it philosophy on the work of Piaget and Vygotsky, they emphasis the social nature of learning, and both suggested the use of different abilities grouping to promote conceptual change. Jean Piaget (1896-1980), is one of the most influential child psychologies. He proposed a theory of cognitive development which has many implications on teaching and learning. In Piagets theory he viewed cognitive development on two biological tendencies organization, and adaption( Legge Harari 2004). Organization as Piaget saw it involved organising experiences and observation into cohesive systems. Adaption involves adjusting to the environment. It is a process by which individual create matches between their pervious learnt information and new information that might not exactly fit together. This is where individuals demonstrate patterns of behaviour or thinking described by Piaget as schema (Slavin 2003 P.30). This involves using two techniques assimilation and accommodation. Assimilation involved trying to understand something new by fitting it into what one already knows. For example, the first time many children see the moon they call it a ball. They are assimilating the information into their current view of the world. If the child observation does not fit into their existing schemas they accommodate or change schema. When the individual has strik e a balance between assimilation and accommodation that person has achieved equilibrium because existing schemes and change schemas now fits. Therefore, with the above information in mind teachers or educators should facilitate assimilation process by matching new learning experiences with learners existing thinking patterns. However, the match between new experiences and existing thinking scheme of learners should not be too exact, for no or little accommodation will occur. When planning teachers should create opportunities of experiences that generate novel ideas and divergence views this will require some reconstructing of thinking and belief. Also, when presenting new information to learners it is essential that this is done in a sequential and meaningful way this will facilitate organization of information and encourage learners to organize their thought into main ides, concepts and generalisation; this helps students to consider past learning in a divisive and integrated way which can becomes problem solving tools. According to (Woolfolk 1990) Piaget also postulates a stage theory. He suggested that all children regardless of factors such as race and gender go though different stages of development, and that at each stage they think qualitatively different to the stage before. In the first stage sensorimortor, (birth to 2 years) is the time when infants gain knowledge about the world though manipulating objects and innate reflexes. They learn that an object will continue to exit even if it is out of sight Woolfolk (2003). The preoperational stage (2 to 7 years) children can now use imagery based on his or her memory of previous behaviour in the same situation (Good Brophy, 2008). Preschoolers language develops at an incredible rate. However their thinking remains egocentric and central. Therefore, teachers should use visual aids whenever possible. When given instructions to preschoolers, educators can allow them to act it out as well as give them oral information and do not expect students in the preoperational stage constantly see the world from others perceptive. Moreover opportunities must be provided for group word, this facilitates co-operation, and reduce subjectivity. The next stage is the concrete operational (age 7 to 12) Children at this age are in schools they are able to solve concrete (hands on) problems (Slavin 2003). They heavily depend on concrete experiences to facilitate his or her thinking. Therefore, teacher must provide opportunities for learner in this stage to meaningfully manipulate objects. For example, when I am teaching topics such as addition or time I give student models of clocks or counter to aid their understanding. . Also, importantly students must have occasions to interact with the physical and social environment The final stage (age 12 and beyond) of cognitive development is defined by the childs ability to think abstractly and use logical hypothesis testing to solve problems. Teachers must therefore integrate new examples and illustration from previously taught lesson to extend old learning. Also provide higher level problems to engage student in critical abstract thinking. In my teaching my questions and problems are set at different levels such as requires knowledge to answer, others required comprehension skills while other may need analysis skills. Vygotsky (1896-1934) is a Russian psychologist who made significant contributions to developmental and constructivism theory. He proposes a theory of development in which he presented several key concepts Legge Harari 2004). He viewed cognitive developments as a result of a dialectical process, where a child learns through shared problem solving experiences with someone else. It is primarily through their speech that adults are assumed to transmit to children the rich body of knowledge that exists in their culture. As learning progresses, the childs own language comes to help as his or her primary tool of intellectual transformation (Slavin 2003). Another concept is his theoretical construct of the zone of proximal development (ZPD) which provides an explanation of how a child develops with the help of others (Woolfolk 2003). It is the gap between what children are already able to do and what they are not quite ready to accomplish by themselves (Slavin 2004). He explains how children develop through contact with others such as parents, teacher, siblings or a peer.The person interacting with the child undertakes most of the responsibility for guiding the problem solving, but gradually this responsibility transfers to the child. Vygotsky also posited scaffolding. It is similar to scaffolding around a building. In that, it can be removed after the need for it ends. For instance, when a child is shown how to something and has mastered the idea he or she can now complete this assignment on his or her own. Vygotskys theory can be applied to the classroom, he suggests the teachers Is important in the process of the transmission of knowledge .This means teacher must ensure information given are accurate and useful to learners. Moreover, they must provide opportunities for peer tutoring, cooperative learning arrangements among student with mix-abilities. Personally I can attest that this approach works. Since, I have successful use this in many of my lessons. Allow students to gradually take on more independent responsibilities, removing the scaffold. Teachers responsibilities are to facilitate learning, what teachers do in the classroom are important to the overall effect of students learning. Therefore, teachers endeavour to making learning occur must be his or her best efforts. In so doing teachers can draw of all of the theories discussed in the essay. However, one must be mindful that these theories ha some thins in common and differences. Behaviourism is concern about behaviour that can be observed while cognitive psychology assumes that humans have the capacity to process and organise information in their mind. It is concerned less with observable behaviour and more with the thought processes behind it. Constructivism like congnitivism focuses on thinking processes and problem solving but also considered students reactions which is an important feature of the behaviourist theory. All three discussed theories attempt to explain and describe how learning occurs and viewed education and the instructional process as a whole. However, behaviourism formed the basis for all learning theories. Cognitivism and constructivism both stressed the importance of forging relation between previous learnt information to new information. In other words, learners are expected to relate new information to prior knowledge and experiences. As stated before there is no ideal educational theory. However the approach teachers used in their daily instructions are important. The approaches they use should be based on a variety of issues, such as the age of the students, their cognitive processing level, the subject matter and difficulty of the required task in order to successfully achieve all the objectives.

International Warfare Essay -- American History Essays

International Warfare International warfare has always been a topic of debate and that debate increased greatly throughout the 1990s. The conduct of individual states, previously regarded as an exclusively domestic matter, is now of international concern. That international concern has spread to encompass several areas within the domain of international warfare, from the Nuclear Test Ban Treaty to the Genocide Convention to the Convention on the Prohibition of the Use, Stockpiling, Production and Transfer of Anti-Personnel Mines and on their Destruction. It is this last treaty that has been the subject of much international attention in the last few years. That attention was generated through a multitude of causes including: the joint awarding of the 1997 Nobel Peace Price to Jody Williams and the International Campaign to Ban Landmines; the involvement of the late Princess Diana with the cause; the awareness efforts of organizations such as Amnesty International to publicize the effects of mines; and , last but not least, the drafting and signing into effect of the Convention on the Prohibition of the Use, Stockpiling, Production and Transfer of Anti-Personnel Mines and on their Destruction. The resulting media coverage and public awareness has resulted in increased initiatives to ban land mines and public outcry over the effect of landmines on affected areas. It is those effects and initiatives that provide the motivation for the Convention on the Prohibition of the Use, Stockpiling, Production and Transfer of Anti-Personnel Landmines and on their Destruction and some of the controversy surrounding it. According to the Mine Action Information Center at James Madison University, eighty nations and territories thro... ... mines are impressive and the educational initiatives helpful, but the realities remain. The United States needed to provide an example back in 1997 of how a country maintains a humanitarian focus while refining the rules of war. Instead, the United States hid behind President Clinton’s pleas on the behalf of American troops and the limited aid efforts it provided. 2002 places the United States at a precipice and the time to choose is now. Currently engaged in a war without an end in sight, the United States is focused on the now and the methods of warfare. Reform efforts are far from the top of the list, but they should be right up there. There is no better time to send the message that although America is pursuing victory at what seems all costs, the U.S. still realizes that â€Å"at all costs† is not just for now but that the effects reach far into the future.

Types of Crimes Essay -- Crime Violence Felony Misdemeanor Laws Essays

Types of Crimes A crime is an act against the public good, punishable by a fine, imprisonment, or both. There are two major classifications of crime. The first classification of crime is a felony. A felony is a major crime punishable by imprisonment or death. Murder, manslaughter, burglary, robbery, and arson are examples of felonies. The second major classification of a crime is a misdemeanor. A misdemeanor is a less serious crime with a less severe penalty. Misdemeanors that aren’t as serious are known as petty offenses. Driving an automobile without a license, lying about your age to purchase alcohol, and leaving the scene of an automobile accident are all examples of misdemeanors. Crimes are defined by two elements. The first element is the criminal act. Every law that defines a crime must specifically explain the conduct that is forbidden by that law. The criminal act must also involve voluntary conduct. The second element is the required state of mind. The required state of mind is specified in the law that defines the crime. In this statue the mental state of mind is required. There are many different crimes that are against people. Murder is the unlawful killing of another human being. There are two degrees of murder. To be charged with the first degree of murder you must kill some one with premeditation, you use cruel torture in killing someone, and you kill someone while acting out a felony. The second degree of murder is known as mans...

Olivia Shaw Essay -- English Literature

Plot and Sub-Plot A Streetcar Named Desire ======================== The main plot in A Streetcar Named Desire is all based around the character Blanche DuBois and the never-ending downfall of her life. The play opens with Blanche arriving in New Orleans where she has come to find and stay with her sister Stella. Stella lives in an apartment with her controlling husband Stanley, when Blanche sees the apartment which she stays she cannot believe her sister lives in such a place. Blanche and Stella greet each with passion but before long Blanche becomes irritable. Blanche has bad news and tells Stella she has lost they’re old home ‘Belle Reve’ Blanche says to Stella it’s her fault and her leaving was the reason they lost their home. This gets Stella upset so she goes to the bathroom. While she is there Stanley comes home, he gives Blanche a frank stare and they have an awkward conversation, we find out Blanche had a husband who died when they were both very young. Stanley is common and rough compared to Blanche who is delicate. Stanley is a very sexual man and sex is part of what makes him tick. His appraisal of women is frank and straightforward. It becomes obvious that the sexual bond between Stanley and Stella is intense, and that this is what keeps their relationship going. Stella tells Stanley about the loss of ‘Belle Reve’ and Stanley thinks Blanche has profited from this and goes through her things. When Stanley routes through the letters her husband had written this makes Blanche angry and also brings back memories of her past. That night Stanley has his friends round for a poker game and this is where Blanche first meets Mitch they talk about things they have in common and she tells him she is ... ...l ingredients to a play. ‘A play should be about one character’, in A Streetcar Named Desire, Tennessee used Blanche, the tragic heroin the protagonist he based his play around Blanches character. ‘A play should be set in one place’ Tennessee used New Orleans, with the play begin set in one place this increased the tension, be more intense so more confrontations would occur if there was no where else to escape to. For Blanche’s character New Orleans becomes a trap. Aristotle also said ‘A play should be set over a 24hr period’ Tennessee didn’t use this ingredient in his play because we needed time for Stella’s pregnancy to develop and cause more conflict. We needed to see Blanche and Mitch’s relationship develop and unfold. Also Blanches mental state needed time to deteriorate so we wouldn’t feel so shocked when she was taken away by the nurse and doctor.

Movers and Shakers in Education Essay

Trailblazers in American Education There have been several individuals throughout America’s history who have helped develop, shape, advance, balance, and reform education to what it is today. America’s educational system has a rich background from its roots of one room school houses to our current system of education which offers an array of opportunities for students to obtain a public education. John Dewey John Dewey was an American philosopher, psychologist and educational reformer whose ideas have been influential in education and social reform. Dewey is known as the founder of the progressive education movement. He argued that it was the job of education to encourage individuals to develop their full potential as human beings. Dewey’s educational theories were presented in a variety of books he authored. Several continuous themes ring true in most of Dewey’s books. They include his frequent argument that education and learning are social and interactive processes, thus school should be considered a social institution where social reform can and ought to take place. In addition, he believed that students thrive in an environment where they are allowed to experience and interact with the curriculum so all students should have the opportunity to take part in their own learning. He was especially critical of forms of memorization learning where repetition of facts and information was exercised. He argued that children should learn by experience. Rather than just gaining knowledge, Dewey believed that students should develop skills, habits and attitudes necessary for them to solve a wide variety of problems. Dewey’s legacy of the importance of experiential learning remains to this day. There are a number of schools across the United States that follow his theories and methods of teaching. [pic] Alvarez vs. The Board of Trustees of the Lemon Grove School District. The history of school desegregation legislation in the United States did not begin with the 1954 Supreme Court’s decision in the case of Brown vs. he Topeka school board, but rather in a rural community called Lemon Grove located in Southern California. It has recently been discovered that the earliest court cases concerning school desegregation occurred in the American Southwest in the 1930s. In these cases, Mexican immigrants and their communities were the targeted groups of segregation by school officials. A significant case during this era was the 1930 decision in Roberto Alvarez vs. the Board of Trustees of the Lemon Grove School District. This was the first successful school desegregation court decision in the history of the United States. It represents an instance when community members took court action and won their case, despite negative sentiment towards them, to ensure the rights of their children to receive an equal education, making it an important event in both San Diego and U. S. history. The case stands as a credit to the activism of San Diego’s Mexican community who used the public system of justice to ensure that not only Mexican-American children in California, but the rest of the United States had access to a quality education (Alvarez, Jr. , 1984). [pic] Science and Math Education Movement With the launching of Sputnik in October 1957, Americans became extremely fearful that the United States was falling behind in the areas of technology, science, and mathematics. Citizens of the United States feared that their country could see a shortage of trained teachers, engineers, and highly educated students in the near future if something was not done. In response to public pressure, the federal government passed the National Defense Education Act (NDEA) in 1958. The act supported efforts of academic specialists to revise curriculum according to the latest theories and methods. Improvements were made in all subject areas and institutes were held to train teachers in the use of new materials and methods (Webb, Metha, ; Jordan, 2010). In addition to enhancing the curriculum, the NDEA also funded programs that provided guidance, counseling, and testing programs for students. According to authors Webb, Metha, ; Jordan, the NDEA set the stage for the federal government’s increased involvement in education (2010). [pic] Out of the Education for All Handicapped Children Act (EHA) of 1975 came the Individuals with Disabilities Education Act (IDEA) in 1990. These pieces of legislation were a result of the earlier Civil Rights Movement in Education during the 1960s where marginalized groups were fighting for justice and equality within the education system. The federal law, IDEA, was established in 1990. It applies to all children with disabilities from birth to age twenty-one. The statue defines â€Å"disabled children† as those with mental retardation, hearing impairments, emotional disturbance, orthopedic impairments, autism, traumatic brain injury, multiple disabilities, or specific learning disabilities. To receive services under the IDEA, a student must not only have a disability, but the condition also must affect the student’s education. The major principles included in the IDEA are: the right to a free and appropriate education, identification and nondiscriminatory evaluation, an individualized education program (IEP), least restrictive environment, and procedural due process (Webb, et al. , 2010). While the law has transformed and grown over the years, it remains evident in the classroom to this day. It has promoted research and technology development, details on transition programs for post high school students, and programs that educate children in their neighborhood schools instead of separate schools.

Healthy Living For Homeless Families Health And Social Care Essay

Chronic diseases are the prima causes of decease and disablement nation-wide. Populations with economic and societal unfairnesss are unreasonably affected by chronic disease, predominately fleshy and fleshiness. Statisticss have shown the incidence of all chronic diseases is higher for people in the two lowest-income groups than for those in the three upper-income groups ( 1 ) . Overweight and fleshiness are the major signifiers of malnutrition in stateless households ( 2 ) and mortality rates of the homeless in North America are at least 3-5 times greater than that seen in the general populations of Canada and the U.S ( 3 ) . Low income groups besides engage in more high hazard behaviours, such as coffin nail smoke, unhealthy diet, and deficiency of physical activity, than groups with higher incomes ( 1 ) . Interventions concentrating on the primary bar of chronic disease utilizing physical activity and nutrition instruction in the low-income population have been developed and reviewed in the yesteryear. These intercessions proved to hold successful result steps within participants, including an addition of fruit and vegetable ingestion, physical activity and healthy weight loss. There has been deficient committedness at the national, province and local degrees to implement policies and give support and resources to the enlargement of comprehensive primary preventive plans that deliver services to this alone population.Statement of ProblemThe intent of this survey is to find the effectivity of a community-based nutrition instruction and physical activity intercession plan to a low-income population. The intercession will be designed and facilitated by a Loma Linda University nutrition alumnus pupil. Workshops will be implemented in traditional group Sessionss dwelling of one hr each heb domad for five hebdomads. Participants are enrolled in the Inland Temporary Homes plan in Loma Linda, California. Fundss for the plan will be provided by the City of Loma Linda through the awarded California Healthy Cities grant.Hypothesis:Will the nutrition and lifestyle intercession plan have positive wellness results of participants harmonizing to evaluated informations from pre and station intercession study ‘s and pre and station intercession trials? 90 % of the participants will go to all five workshops. 90 % of participants will reply more inquiries right on the post-test than on the comparable pretest. 90 % of participants will increase fruit and vegetable ingestion compared to their pre-intervention study. 90 % of participants will increase physical activity compared to their pre-intervention study. 60 % of participants, harmonizing to pre and station study consequences, will travel up one phase of alteration from baseline towards the action stage as evaluated utilizing the Transtheoretical Model.Null Hypothesis:There will be no difference between the pre and station intercession studies of the participants measuring the effectivity of the nutrition and physical activity intercession.Boundary lines:Boundary lines of this survey include geographical location, cost measuring and the rating of one workshop. Participants are limited to those of the Inland Temporary Homes located in Loma Linda, CA. The consequences of this survey may non be generalized to other locations or income categories. Four sets of workshops are offered to participants each twelvemonth. This survey will merely include the consequences from one of the Sessionss.Restrictions:Language and literacy barriers may be restrictions of the survey. This survey will be limited by the self-reporting truth of the participan ts. Specifically, participants will be asked to supply information on statements of their personal life style wonts, nutritionary, physical activity degree. Any inaccuracy of these self-reports may impact the survey consequences. The research worker has no control over who attends the workshop and how many abodes will take part during the evaluated workshop.Premises:The undermentioned premises are made: a ) the participants ‘ self-report on the study is honorable, accurate, and complete.Operational Definitions:Inland Temporary Homes: a non-profit organisation that provides lodging, rehabilitation, and ongoing support to homeless households throughout the Inland Empire. Transtheoretical Model: Assesses an person ‘s preparedness to move on a new healthier behaviour, and provides schemes, or procedures of alteration to steer the person through the phases of alteration to action and care.Chapter 2Literary ReviewPopulation BackgroundHomelessness is a quickly intensifying job in both rural and urban United States. Health jobs associated with homelessness documented throughout literature show that about 40 % of stateless persons are reported to hold some type of chronic disease ( 4 ) including increased rate of cardiovascular and infective diseases ( 5 ) along with inordinate rates of substance ( baccy, intoxicant and cocaine ) maltreatment ( 6 ) . Many of these instances, nevertheless, travel un-reported. In the United States, more than 50 % of the stateless deficiency wellness coverage ( 7 ) , doing diagnosing and intervention of their cardiovascular hazard factors even more ambitious. Overweight and fleshiness are the major signifiers of chronic disease and malnutrition in stateless households. Corpulent is defined as holding a BMI of 30 or greater and being morbidly corpulent is holding a BMI of over 40 ( 8 ) . Bing fleshy or corpulent is associated with many diseases and conditions such as: coronary bosom disease, high blood pressure, shot, malignant neoplastic disease, increased cholesterin and triglycerides, sleep apnea and gynaecological jobs ( 8 ) .Dietary Habits of Low-Income PopulationHomeless people eat nutrient prepared, by municipal and charity shelters, drop-in centres, fast nutrient eating houses, 24-hour convenience shops and from refuse bins ( 3 ) . Research suggests that because diets high in refined grains, added sugars, and added fats by and large cost less than healthful diets composed of thin meats, whole grains and fresh fruits and veggies, the low-income population has greater exposure to an unsanitary diet ( 9 ) . Calorie-dense, processed and nutritionally unequal nutrient points are easy accessible in low-income vicinities and more cost-efficient opt ions to healthier nutrient picks. Devouring these nutrient points may lend to fleshy and fleshiness and lead to chronic disease in the low-income population. Datas on the nutritionary consumption of stateless population is slightly limited. However, most surveies report a high prevalence of inadequate or unbalanced food, vitamin and mineral consumption puting the homeless at hazard for nutrition-related upsets and lending to the increased prevalence of ill controlled diabetes, high blood pressure and cholesterin ( 10 ) , all good established hazard factors for Cardiovascular disease. Luder et Al ( 11 ) revealed that stateless people ‘ s diets are frequently high in concentrated fats and cholesterin and inadequate in indispensable foods, lending to adverse lipid profiles. Another survey of nutritionary position among a group of grownup stateless adult females found that recommended day-to-day allowances ( RDA ‘s ) were normally exceeded for Na and saturated fats, both of which are independently associated with increased cardiovascular disease hazard ( 12 ) .Intervention Programs Targeting the Low-Income PopulationInterventions concentrating on bar of chronic disease with purposes to change physical activity and nutritionary wonts have been developed and reviewed in the yesteryear. Outcome measures for these plans have shown an addition of fruit and vegetable ingestion, physical activity and fat decrease ( 1 ) . Intervention plans targeted at low-income audiences with the most successful results tend to be delivered in an synergistic ocular format, to be culturally appropriate, supply trim stuffs, administered in accessible primary attention scenes, and to give inducements to move on the information provided ( 1 ) . Nutrition intercession plans with successful results involved some signifier of nutrient readying and tasting ( 1 ) . The end of this attack was to turn to the 5 -A -Day message ( devouring 5 helpings of fruits and veggies per twenty-four hours ) with vibrant shows, while supplying participants with an chance to savor and smell alimentary nutrient samples in a comfy acquisition environment. Educators besides demonstrated easy and cheap ways to fix and function veggies and fruit, and provided participants with promotional take-home stuffs such as formulas, booklets, spines and magnets ( 1 ) . A gulf between diet and wellness among low-income groups calls for nutrition intercessions that educate low-income households on cheap, healthful feeding and chronic disease bar in a structured environment. This literature reappraisal will assist set up the principle for planning and implementing a nutrition and lifestyle intercession plan aiming the homeless population. The intent of this reappraisal is to detect and compare assorted methods of plans developed for the aforesaid population to better program and implement the intercession plan.Overview of Intervention ProgramsA figure of intercession schemes advancing primary bar and wellness have been intended to better the nutritionary position of the stateless population. Interventions ranged in a assortment of attacks from traditional group Sessionss taught by wellness professionals, peer-led workshops, one-on-one guidance and home-based telephone and mail intercessions to multimedia schemes and experiential activities such as nut rient presentations, educational picture and group exercisings ( 1 ) . One survey ( 13 ) implemented and evaluated an educational plan for female parents who resided in a homeless shelter. The aim was to better the nutritionary position of stateless kids ages 18 months to 6 old ages. Mothers ‘ cognition of nutrition was tested before and after plan engagement. Four lessons aiming the nutritionary demands of immature kids based on growing and development demands were designed and addressed by a registered dietician. Classs were offered over a nine moth period and each category lasted an hr. As an inducement to promote engagement, female parents ‘ who completed all four categories were given bus base on ballss for one hebdomad, and their kids were given a healthy bite. Subjects for the four lessons were: Benefits of Beverages, Building Strong Bones and Muscles, Healthy Meal Choices, and Nutritious Snack Ideas. Teaching stuffs, press releases, and category activities were developed in a low-literacy format. Teaching stuffs were visually appeali ng, with a assortment of colourss and images. Ocular presentations were used to demo the differences in fat and sugar in healthy and non-healthy nutrient points. Consequences of the intercession found that female parents significantly scored higher on each post-test than on the comparable pretest ( 14 ) .Theory of FrameworkThe bulk of intercessions incorporated theoretical theoretical accounts or were guided by theories. Such documented theories included the transtheoretical ( phases of alteration ) theoretical account, societal cognitive theory theoretical account, the societal ecological model, the community intercession theoretical account, and the wellness publicity manner ( 1 ) . These theories were tailored to the participants ‘ conceptual adulthood. The Transtheoretical Model ( TTM ) will be used as a model for the intercession. Participants may be in different phases of the TTM throughout the plan, and the plan will on each phase of alteration so that everyone participating may profit.Nutritional Counseling in InterventionMethods of nutrition reding with behavioural dietetic guidance have proved good in increasing low-income grownups ‘ long term alterations in ingestion of fruit and veggies ( 14 ) . The combination of turn toing the importance of fruit and vegetable ingestion and its benefits to wellness with specific, individualized advice and short-run and long-run goal-setting proved to bring on alteration in this population. Steptoe et Al ( 14 ) compared brief nutrition reding with behavioural dietetic guidance in a primary attention puting. Each 15- minute audience was supported with written information, and an overall mark was to increase the consumption of veggies and fruit from baseline degrees. The nutrition redi ng group received instruction about the importance of increasing the consumption of veggies and fruit, and the nutritionary benefits were emphasized. The behavioural group was given reding tailored to each individual ‘s demands harmonizing to motivational preparedness, with personalized, specific advice and short-run and long-run end scene. Both methods of reding proven good in increasing low-income grownups ‘ ingestion of veggies and fruit.IncentivesIncentives were used in many intercessions to promote engagement and/or straight affect results. Incentives can be used to increase engagement and battle in the acquisition activities. Surveies have demonstrated that low-income populations may profit from inducements such as nutrient vouchers to better the affordability of veggies and fruit, and therefore increase ingestion ( 1 ) . These surveies provide grounds that authorities attempts should concentrate on taking the barriers of cost and handiness of healthy nutrients by turn toing societal and economic factors that will extenuate wellness unfairnesss.DrumheadThe reviewed literature provided positive results of step on ends of increasing nutritionary position and cognition of low-income participants. Nutrition intercessions aimed at low-income audiences tend to be delivered in an synergistic ocular format, are culturally appropriate, administered in accessible scenes, and give inducements to move on the information provided. Get the better ofing barriers refering to this population is of concern when planning this intercession plan. These barriers include low literacy, handiness, cognition and skill degree, and deficiency of clip and money. Experiential activities such as cooking presentations, group exercisings, and synergistic pictures have been used as schemes to turn to these barriers. Suggestions for polish of intercessions included: kid attention for care-givers and convenient timing of categories, integrating motivational factors impacting female parents ‘ abilities to use wellness publicity, and turn toing other factors other than instruction, such as life style, that affect healthy behaviours.Chapter IIIMethodsThe intent of this survey is to measure the effectivity of a community-nutrition intercession plan for low-income occupants take parting in the Inland Temporary Homes plan in Loma Linda, CA. Residence of Inland Temporary Homes will be take parting in a series of nutrition and lifesty le workshops. The plan is designed to increase the cognition of wellness and nutrition while advancing healthy life and feeding in a community of predominately low income households. Chapter III is an overview of the research participants, plan design and execution of the nutrition intercession.Survey ParticipantsParticipants of the survey are limited to low-income grownups ( ages 18 and older ) who presently participate in the Inland Temporary Homes ( ITH ) . Inland Temporary Homes is a non-profit organisation that provides lodging, rehabilitation, and ongoing support to homeless households throughout the Inland Empire ( 15 ) . Inland Temporary Homes is a nurturing place environment where households can emerge self-empowered with the cognition and tools to re-establish themselves in the community. Applications to inscribe in the plan are considered throughout the twelvemonth although infinite in the places is limited. Throughout their 60-90 twenty-four hours residence, it is requir ed that each grownup complete certain plans. One of the plans is go toing the City of Loma Linda ‘s series of nutrition workshops. Engagement in the Nutrition Workshop depends on when occupants enroll in the ITH plan and managers facilitate who attends the five hebdomad session of categories during the twelvemonth. Nutrition Workshops are offered four times a twelvemonth to suit for new enrollees and to do certain each occupant gets the chance to take part. Past workshops have accommodated anyplace from three to fifteen participants during a given session of categories. Once occupants of Inland Temporary Homes have been rehabilitated, they re-enter back into the work force with their households. Many of the participants find lodging in Loma Linda ‘s North Central Neighborhood.Study DesignThe survey will be a formative rating research survey focused on run intoing the plan, behavioural and learning aims. Knowledge of nutrition and physical activity will be tested before a nd after engagement in the plan. Pre-and post-intervention studies will besides be filled out by participants. The intercession calls for a upper limit of 15 participants to go to a 60 minute seminar together one time per hebdomad for a sum of five hebdomads. Weekly seminars will be developed and facilitated by a current MPH/Nutrition pupil at Loma Linda University and tailored to increase consciousness and cognition of the importance of physical activity, increasing fruit and vegetable ingestion and schemes relevant to accomplishing a healthy diet and life style and cut downing chronic disease hazard.IncentivesA alimentary repast will be prepared for participants at each workshop. Free nutrient is a great inducement for participants to go to the workshop. Free kid attention during the workshop will besides be offered to those who have little kids and cut down restrictions to go to. Participants will have a booklet consisting of reading stuff for each lesson program. Each hebdomad a fter the lesson, inquiries will be asked to the participants. If they answer the inquiries right, they will able to pick from a assortment of healthy nutrient options and awards. Participants will be able to maintain workshop stuff and booklets after go toing the fifth and concluding workshop. These inducements will heighten engagement within the population and attain attending throughout the full series of workshops.Meal EngagementA healthy and alimentary repast will be prepared for participants at the beginning of each workshop. Some repasts will include synergistic engagement from occupants. For illustration, a pizza crust along with shredded veggies will be premade and displayed and participants will be responsible to add veggies and low-fat cheese to their pizza. This battle of activity with the repasts will let participants to prosecute in merriment and healthy behaviours in a hands-on environment. Each formula prepared for category will be simple and easy to follow, low-cost and easy for participants to seek at their ain place with their households. Recipes for the highlighted repast will be given to each participant each hebdomad.Lesson PlansEach hebdomad a different subject will be covered. The subjects covered by hebdomad will be: 1. Introduction to the Food Guide Pyramid, 2. Reading a Label, 3. How to Shop in a Grocery Store, 4. The Basics of Cooking and Snacking and 5. Why Should You Trouble oneself with Nutrition? Videos will besides be shown during category as synergistic acquisition tools. Group engagement and treatment will be encouraged each hebdomad. This will give participants the opportunity to inquire inquiries, talk with each other, job solve and be accompanied by a nutrition pupil who can help them with any barriers they may hold sing the subjects. After each session, participants will compose down short term and long term ends they would wish to accomplish. The group atmosphere will promote participants to remain accountable of their en ds.Data Collection and ProceduresMeasures and InterpretationPre and post trial and studies will be conducted to mensurate and construe the effectivity of the intercession. The trials and studies will be administered in a manner so that the participant will remain anon. , but besides so the pre and station information can be compared on the same individual. Each set of studies and trials will hold a figure from 1 through 15 on the upper right manus corner. Each participant will randomly pick a set of documents and must retrieve the figure on their paper. Merely the participant will cognize their figure. A piece of paper will be handed out so that participants can compose down their name on the line matching to the figure they randomly picked. This paper will be kept in a safe topographic point in instance participants bury their figure. At so terminal of the intercession, studies and trials will besides hold Numberss 1 through 15. Each participant will be asked to make full out the s tudy and trial inquiries from the paper with the same figure they had during the pre-survey and pre-test. This will let the participants to experience more comfy reacting to the inquiries without uncovering themselves to the pupil. It will besides let comparing ratings to be determined for each participant. Surveies will utilize simple footings and be easy to read. Surveys will give participants the ability to turn to what they would wish to larn from the category and how good the category was for them. This will let the pupil to turn to specific issues within the lessons. Participants will be able to measure how they felt about the category anonymously with the manager of Inland Temporary Homes, and the information will be directed back to the pupil research worker. Surveies ( see appendix ) will besides inquire participants sing ; how frequently they visit fast nutrient constitutions, how many times they eat inside the place, soft drink and intoxicant ingestion, fruit, veggie, whole grain, dairy and meat ingestion, if they read nutrient labels, how many yearss per hebdomad they engage in physical activity and preparedness for alteration. The study will measure their phase of alteration in conformity to the Transtheoretical Model. Participant ‘s phase will be measured at the beginning and at the terminal of the intercession utilizing two methods. Measured on a graduated table of one to ten ( one being least confident, 10 being most confident ) participants will be asked to mensurate their current preparedness to increase fruit and vegetable ingestion from baseline ingestion and their self-efficacy to accomplish this end. Participants will besides be asked to weigh the Pros and Cons of increasing fruit and vegetable ingestion. Precontemplation is the phase in which people are non meaning to take action in a six month period. In this phase, the Pros of fruit and vegetable ingestion far outweighs the Cons and self-efficacy tonss are low because they may be uninformed about the wellness benefits or held back by fiscal agencies or other grounds. Contemplation is the phase in which participants are meaning to alter in the following six months. In this phase, the Pros and Cons are more equal and self-efficacy mark may be mean. In the Preparation, Action and Maintenance phases, the Cons of fruit and vegetable ingestion outweigh the Pros and self-efficacy tonss are comparatively high ( 16 ) . The pre and station trials ( see appendix ) will inquire inquiries refering to the lesson programs throughout the five hebdomads. Trials will inquire consecutive forward inquiries and be of appropriate literacy degree. Test tonss will be measured to measure if cognition was gained as a consequence of the lesson programs.Ethical ConsiderationsThe IRB regulations and ordinances will be followed during the class of this survey. Participants will be informed that any information they provide in respects to studies and trials will be kept confidential and non attached to anything that will take to the designation of the person who provided the information. Information provided will non specifically place the supplier of information. The pupil research worker must be a Certified Food Worker in the county of San Bernardino in order to fix and manage nutrient decently for the workshops.ProtocolsThere will be no prejudice refering to the research worker sing the population, category treatment s or results of the ratings. All information from participants will be kept confidential and merely accessible to the pupil research worker who will analysis the informations. Pre-and post-tests and studies will be graded and consequences will be implemented into SPSS by the pupil research worker.Data Measurement and AnalysisDatas from the studies will be entered into the SPSS plan and consequences evaluated. Pre and station trials will be graded manually by the pupil, and that information will be entered into SPSS for rating. To find the phase of alteration pre and station intercession, both the graduated table and list of pros and cons will be evaluated pre and station intercession by the pupil and entered into SBSS for comparing. The effectivity of the intercession will be determined by the consequences of the participants pre and station studies, trials, and rating of phase of alteration.BudgetThe City of Loma Linda with the fiscal assistance of the California Healthy Cities Gra nt aimed to better nutrition and the quality of life among the low income occupants of Inland Temporary Homes. The grant enables the City of Loma Linda to engage a pupil houseman from the Loma Linda School of Public Health, Nutrition Department as the Nutrition and Wellness Educator. The financess will patronize the workshops for Inland Temporary Homes.Annual Cost of Workshop ( For 15 Participants )Forces Cost:-Student Intern $ 1,000 -Child Care $ 200Supplies:-Prizes- $ 100 -Folders $ 20 -Printed Material $ 50 Food & A ; Beverage: $ 800 Transportation system: $ 100 Facility: $ 250Entire COST $ 2,520MentionsChaudhary N. Kreiger N. Nutrition and Physical Activity Interventions for Low-Income Populations. Canadian Journal of Dietetic Practice and Research. 2007 ; 68:201-206. Schwarz K, Garrett B, Hampsey J, Thompson D. High Prevalence of Overweight and Obesity in Homeless Baltimore Children and Their Health professionals: A Pilot Study. MedGenMed. 2007 ; 9 ( 1 ) :48. Jones C, Perera A, Chow M, Ho I, Nguyen J, Davachi S. Cardiovascular Disease Risk Among the Poor and Homeless-What We Know So Far. Current Cardiology Reviews. 2009 ; 5:69-77. Plumb J. Homelessness: attention, bar, and public policy. Ann Intern Med. 1997 ; 126:973-975. Schanzer B, Dominguez B, Shrout PE, Caton CLM. Home-lessness, wellness position, and wellness attention usage. Am J Public Health. 2007 ; 97:464-469. Chau S, Chin M, Chang J, et Al. Cancer hazard behaviours and testing rates among stateless grownups in Los Angeles County. Cancer Epidemiol Biomarkers Prev. 2002 ; 11:431-438. Burt MR. Helping America ‘s Homeless. Washington, DC: Urban Institute Press ; 2001. ( Statistics in this brief are based on the 1996 National Survey of Homeless Assistance Providers and Clients, conducted by the U.S. Census Bureau: 1996 ) . Centers for Disease Control and Prevention. ( 2008, 2009 ) . Childhood Overweight. Retrieved January 13, 2010 from hypertext transfer protocol: //www.cdc.gov/nccdphp/dnp a/obesity/childhood/index.htm Dammann K, Smith C. Factors Affecting Low-income Women ‘s Food Choices and the Perceived Impact of Dietary Intake and Socioeconomic Status on Their Health and Weight. Journal of Nutrition Education and Behavior. 2009 ; 41 ( 4 ) :242-252. Strasser JA, Damrosch S, Gaines J. Nutrition and the homeless individual. J Commun Health Nursing. 1991 ; 8:65-73. Luder E, Boey E, Buchalter B, Martinez-Weber C. Assessment of the nutritionary position of urban homeless grownups. Public Health Rep. 1989 ; 104:451-457. Hu FB, Willett WC. Optimal diets for bar of coronary bosom disease. JAMA. 2002 ; 288:2569-2578. Yousey Y, Leake J, Wdowik M, Janken J. Education in a Homeless Shelter to Better the Nutrition of Young Children. Public Health Nursing. 2007 ; 24 ( 3 ) :249-255 Steptoe A, Perkins-Porras L, McKay C, Rink E, Hilton S, Cappuccio Fp. Behavioural reding to increase ingestion of fruit and veggies in low income grownups: randomized test. BMJ 2003 ; 326:885-861 Inland Temporary Homes. Available at: hypertext transfer protocol: //www.ithomes.org/ . Accessed February 13, 2010. Prochaska, J.O. , et Al. Detailed Overview of the Transtheoretical Model. Retrieved 11/06/09 from: hypertext transfer protocol: //www.uri.edu/research/cprc/TTM/detailedoverview.ht