Effects Of Hypertension On High Blood Pressure - 999 Words

2.2HYPERTENSION 2.2.1DEFINITION: Hypertension has been defined as systolic pressure 140mmhg and diastolic pressure 90mmhg based on the average of two or more correct blood pressure measurement taken during two or more contacts with a health care provider (Chobania et al,2003). 2.2.2 CLASSIFICATION: It has been classified by the seventh report of the Joint National Committee on Prevention ,Detection, Evaluation and treatment of high blood pressure(JNC, 2003) TYPE MEASUREMENT(mmHg) Normal 120/80 Pre-hypertension 120/80-139/89 1st stage 140/90-159/99 2nd stage 160/100 2.2.3 SIGNS AND SYMPTOMS Hypertension is called the silent killer because often there are only mild symptoms and sometimes no noticeable symptoms at all. Symptoms of high blood pressure include headache that worsens when bending over, general weakness and fatigue, bilateral swelling of the ankles, chest pain with occasional shortness of breath, palpitations and sweating. Often hypertension has no symptoms at all, and the only way to accurately determine whether you have a problem is to have your blood pressure checked regularly by a qualified health professional (Avenue Group, 2009). 2.2.4 FACTORS CONTRIBUTING TO HYPERTENSION IN POSTMENOPAUSAL WOMEN. Genetic factors, environmental factors, and change in sex hormone levels have each been implicated in the development of hypertension. Interactions between gender, the genetic background, environmental factors, and changes in sex hormones have beenShow MoreRelatedHypertension And Its Effects On Hypertension1672 Words   |  7 Pages WHAT IS HYPERTENSION ERICA SAAVEDRA PALM BEACH VOCATIONAL INSTITUTE WHAT IS HYPERTENSION Hypertension, sometimes known as â€Å"Silent Killer† is America’s freighting combative illness we struggle to regulate. Due too many health risk factors, many people are sometimes unaware of hypertension until suffering from severe damaging effects. High blood pressure is a growing problem in today’s life Controlling it is the key priority. Approximately 50 million people in the United StatesRead MoreSymptoms And Treatment Of Hypertension1579 Words   |  7 Pages Franklin Delano Roosevelt, like many adults today, suffered from high blood pressure due to a lack of modern medicine that regulates and maintains hypertension. However, in the past fifty years, a wide range of hypertension (high blood pressure) medications have been created that have normalized the blood pressure of a majority of patients. Additionally, the alleviation of hypertension resulted in a decrease in other fatal incidents such as stroke and heart attack. Despite the fact that the creationRead MoreTaking a Look at Arterial Hypertension1401 Words   |  6 PagesHypertension Arterial hypertension, symptons, consequences and prevention. Christye Candell Hypertension Arterial hypertension increases in a chronic way the arterial pressure. This disease will not show symptoms during a long period of time, hypertension is also known as the silence disease. If hypertension is not treated, it can develop serious complications like heart attacks, cerebral thrombosis or hemorrhage but this can be prevented if it’s controlled adequately on time. Arteries are theRead MoreSymptoms And Treatment Of Hypertension1599 Words   |  7 Pagesbody; hypertension certainly applies to this due to its effect on both the mind and the body alike. Hypertension occurs when an individual has abnormally and excessively high blood pressure, in which stress is highly related to. High blood pressure can be perilous because it makes the heart work even harder in order to pump blood into your body, which ultimately leads to heart failure or other illnesses such as kidney disease and strokes. Approximately 29% of Americans suffer from high blood pressure;Read MoreGestation al Hypertension Developed Into Preeclampsia1491 Words   |  6 PagesHypertension is defined as persistent increase of blood pressure in human body. A pregnant women is considered high blood pressure when the systolic reading is greater than 140 mmHg and diastolic reading greater than 90 mmHg. High blood pressure in pregnancy is also known as ‘gestational hypertension’. Gestational hypertension could lead to development of a condition called preeclampsia. Initially, gestational hypertension is a new onset of high blood pressure after the 20th weeks of pregnancy withoutRead MoreHypertension And Health Complications, Prevention, Treatment Options, And Effects1176 Words   |  5 PagesThis powerful disease known as Hypertension runs through many in my family. That is including my mothers and fathers side. My grandmother on my mothers side, whom is now living with us, struggles with hypertension on a daily basis. This research paper will further explain this disease, the cause(s), health complications, prevention, treatment options, diet’s role, and effect(s) of physical exercise. Hypertension is a another way of saying High Blood Pressure (HBP). Markus MacGill author of an articleRead MoreHypertension ( Htn ), Or High Blood Pressure1000 Words   |  4 PagesHypertension (HTN), or high blood pressure, is the leading cause of cardiovascular disorders and is one of the most common health issues among adults. It affects nearly 50 million people in the United States and over 1 billion around the world (Porth, 2015, p. 425). Blood pressure is defined as the force exerted on arterial walls as blood is pumped from the left ventricle of the heart. A certain amount of pressure is necessary in order to perfuse blood throughout the whole body. Normal blood pressureRead More Hypertension Essay example607 Words   |  3 Pages Hypertension is the medical term for high blood pressure. A normal blood pressure is 120/80. A blood pressure reading higher or equal to 140/90 is considered abnormally high. Elevated blood pressure means your heart is working harder than normal, p utting both your heart and arteries under great strain. High blood pressure is serious business. On average, people with uncontrolled hypertension are:Seven times more likely to have a stroke. Six times more likely to develop congestive heart failureRead MoreLiving With Hypertension ( Htc )1161 Words   |  5 PagesLiving With Hypertension(HTC) Kimberly Hunt HS200 Diseases of the Human Body Unit 4 Capstone Project Living With Hypertension Kaplan University August 19, 2014 Hypertension (HTC)Read Morenur 427 Larry garcia poc1743 Words   |  7 Pagesï » ¿The Patient Education Plan on Hypertension for Larry Garcia Background of Larry Garcia Larry Garcia is a 45years old Hispanic male who was newly diagnosed with hypertension during a work-related physical exam. He has been married for eighteen years and has three children. He has been employed as a sales rep for ten years with the same company. His current position is a high pressured position, but he is performing very well at this present time. His is Catholic but only attends church on holidays

Understanding Self and Others Free Essays

string(117) " then explained to Anthony how if they left him laying on the ground there was a high possibility that he would die\." After watching the movie crash a couple of times, I decided to mainly focus on Anthony who is played by Ludacris, who is an African American car thief. I felt that Anthony was a good character to choose for this character analysis because in my opinion he is the one character who had one view at the beginning of the movie, and by the end his views seemed to totally turn around. He was a very stereotypical man. We will write a custom essay sample on Understanding Self and Others or any similar topic only for you Order Now Anthony’s view of people from another colour, race, gender or economic class was strongly offensive, he assumed that â€Å"white people† were always racist towards blacks. Did you see any white people waiting an hour and a half for spagagetti†(Haggis, 2004) Anthony was under the impression that although the waitress was black, she saw that they were black and were not going to tip. Anthony’s views of any other race they his own, is very negative, but in his eyes African American people should all stick together, and never go against each other. â€Å"Bias is not a bad word. Biases is an attitude or belief- it’s not until we act it out in behaviour that our bias affects someone else- it may advantage or disadvantage an individual or a group†( Valenti, 2011). I felt that Anthony was very bias to cultures outside of his own, he was very stereotypical, with that being said, I would consider him to have a very negative attitude towards others with a different racial background. â€Å"She got colder as soon as she saw us† (Haggis, 2004), this was said by Anthony after noticing that Jean linked arms with her husband. Anthony just jumped to a conclusion that just because she was a â€Å"white† girl, she grabbed her husband’s arm to protect her from the â€Å"black† men. I think he is very self conscious and thinks that everyone has racial Character Analysis 3 iscrimination towards him. â€Å" this white women sees two black guys who look like ucla students strolling down the sidewalk and her reaction is blind fear†( Haggis, 2004). He is very bias, because if instead of it having been Jean and her husband walking down the street, if it was Christine and her husband, I am highly sure that he would not of made th ose comments that he did, after all that being said, he decided to steal they’re truck anyways, just because they were white, and assumed racial discrimination. When Anthony communicated with others he was the one being racist, and he assumed people made decisions based on their race. A perfect example of that is when he was talking to his friend Peter who is black, but is not African American like himself. Anthony: No, no, no, take that voodoo-ass thing off of there right now! Peter: I know you just didn’t call St. Christopher voodoo. Man’s the patron saint of travelers, dog. Anthony: You had a conversation with God, huh? What did God say? Go forth, my son, and leave big slobbery suction rings on every dashboard you find? Why the hell do you do that? Peter: Look at the way your crazy ass drive, then ask me that again! (IMDB, 1990) Although throughout the whole movie Peter was Anthony’s best buddy, and he was always with him, he still did not believe in what Peter believed in, he made fun of Peter because he wanted to put a statue of a Saint on the dashboard of the truck that was STOLEN, from the married couple. Anthony talks to others as if they are always incorrect or stupid. Anthony: That waitress sized us up in two seconds. We’re black and black people don’t Character Analysis 4 tip. So she wasn’t gonna waste her time. Now somebody like that? Nothing you can do to change their mind. Peter: So, uh†¦ how much did you leave? Anthony: You expect me to pay for that kind of service? (IMDB,1990). This is another good example of how he interacts with others, he thinks everyone looks down to him, at the beginning of the movie he stated that all black people stick together, but after going to a restaurant and getting this poor service from a black waitress, he still finds away to turn it around as if people were hating on him because he is black, and took it into his own hands and decided to walk out without paying. He made it seem like he got poor service because he did not tip, but maybe the waitress was the only one working and was extremely busy? , No according to Anthony everyone he interacts with his racist. In the beginning of the movie Anthony came out as a stuck up black man that was always right, and never wrong. He lived by the motto â€Å"Black people stick with they’re own kind† . His friend on the other hand took into consideration of others, and tried to help Anthony understand but he was too stubborn. In the beginning of the movie, Peter and Anthony had no way of getting around so Peter waved down the bus, for them to take Anthony was shook by the fact and said â€Å"you have no idea why they put them big windows on sides of buses do you? † Peter was curious was to why Anthony thought they put big windows on buses, any other person would just know they are there just to let some natural lighting in the bus, and to open windows on warm days, but Anthony stated â€Å"One reason only, to humiliate the people of colour who are reduced to riding on them. Anthony again assuming that only coloured people are meant to ride the bus and the Character Analysis 5 reason windows are on buses is so that people could look inside and laugh at them. Later on in the movie Peter and Anthony ran over a â€Å"china man† and Anthony wanted to ditch the Chinese man, and drive away. Peter then explained to Anthony how if they left him laying on the ground there was a high possibility that he would die. You read "Understanding Self and Others" in category "Essay examples" Anthony then began to understand, so they provided him for him and pulled him out from under the truck. Later on in the movie, Anthony was then seen riding on the bus. It goes to show that his attitudes in the beginning of the movie did not reflect who is was near the end. He slowly began to realize that not everybody was against him because he was black. A specific scene that really caught my attention is when Anthony took the Chinese man’s truck and brought it to the shop to get cleaned up, and then realized there were a bunch of Asians in the back of the truck that had been locked up for only God knows how long, The man at the shop offered Anthony 500$ a body, and he decided to turn down the offer, and bring them into the city. He then gave money to one of them to go buy everybody chop suey. I found that very positive of him to do, which really showed that there was a turning point from him, and he started to see situations in a more mature manner. I think the character that I feel I can relate to best is Jean Cabot. I think that I relate to her most is because when I was young, I was at my grandmothers house who lives in Jane and Finch, where the majority of the population is coloured people, and I heard a bang and just assumed it was a bang from a gun, and I went crazy and blamed it all on â€Å"black people† because they all have guns. I was then freaking out and made my grandmother ock all the doors, and whenever I seen a black person I would hide in fear. The scene where Jean was still in shock from her truck being stolen, and Daniel the Character Analysis 6 Latino was changing her lock, she freaked out on her husband because of his appearance, and assumed that he was a gang member, when really he was an innocent guy who changes locks for a living. I feel tha t I relate a lot to her also because, I have had many people turn their backs on me when I need them most, and the one person you never thought you would rely on turns out to be your greatest friend ever. Me and Jean seem to judge a book by its cover, when it is not the cover that is important, it’s the information written in the book that is important. A few scenes that had a strong reaction from me was right in the beginning of the movie, when Jean and her husband were so innocent walking down the sidewalk, not causing any harm and Anthony and Peter noticed Jean link arms with her husband and they just assumed they did that because they were black, so they then decided to steal their truck for absolutely no reason. It is so scary to think that black people think like that, it makes me wonder, if I am ever in public and I decide to hold on to my boyfriends arm, and a black person seems to notice, does that mean my life is in danger? Another scene from the movie that evoked a strong reaction from me was when Officer Ryan pulled over Christine and her African husband for literally nothing, and he disgustingly physically put his hands on her in ways an officer should never even think of. This scene had me worried and disgusted at the same time, it also worries me because if I was ever put in a situation like that I am not sure as to what I would exactly do, would I open my mouth to him knowing he has a gun attached to his belt? or would I just accept the fact that a dirty pig just offended me physically. When Daniel was trying to fix the store owners lock, he tried to explain to him in Character Analysis 7 a calm manner that in order to fix the lock he needed to change the door, and the store owner didn’t believe him, he was constantly calling Daniel a liar nd a cheater, and was saying that Daniel was trying to steal his money. It made me upset because Farhad was only saying that he was a cheater and a liar because of his appearance, when really Daniel is an innocent guy who works hard for his money, and just because he has tattoos people get the wrong impression. I was so upset at the scene where the store owner showed up at Daniel’s house with the int ention to shoot him without even confronting him of the situation, but when his daughter Laura ran out to save her daddy, Farhad then decided to shoot, with the impression that he shot the little girl it got my eyes to water. I was then relieved that the gun had blank bullets and did not harm either of them. The scene that I felt very offended by was when the man in the shop offered Anthony 500$ a person for the innocent Asians that were found at the back of the truck, why would this man want innocent Asians for, I am so proud of Anthony that he realized that money was not the only thing in the world, and he allowed the Asians to experience life outside of the truck that they probably thought they would never see again. This movie has changed my perceptive of others because of the fact that in this movie there were so many different stereotypes and so many people being judge because of their race. I was never really aware of the types of discrimination that went on in the world until actually watching this movie, it really opened up my eyes. It is not fair to be treated based on your race, everybody was put on this earth to do the same thing, there is no reason that someone should be discriminated. It really broke my heart at some of the Character Analysis 8 situations that occurred in the movie, I almost couldn’t handle them. Sometimes we are to blind to see how a silly little comment can affect somebody so much, and really hurt they’re feelings. This movie really changed my look on other cultures, I realize that everyone is equally the same. I am happy that Anthony realized that not only coloured people take the bus and he put his pride aside and actually rode the bus, because in eality the bus is for anybody, there is no such thing as â€Å"he does this because he is black† or â€Å"she is only good at doing that because she is Spanish. † It is very important to keep in mind other peoples feelings, imagine being the only white person in a class of majority colour people, would you want to be treated like the outsider? Or did you want to be treated the exact same way as the other 23 people in the classroom. How to cite Understanding Self and Others, Essay examples

Business Process Engineering Strategy and Implementation

Question: Discuss about theBusiness Process Engineering for Strategy and Implementation. Answer: Introduction The 13th International Conference on Business Process Management took place at Innsbruck, Australia as Business Process Management 2015 (BPM 2015). This conference presented a stage for the business researchers from all over the world to share and exchange their own views on the subject as well as providing some valuable suggestions that would enrich the field of business engineering on an overall. Moreover, different research papers from researchers were accepted and reviewed. The main objective of the conference was to exploit the emerging areas of business process management and review the researchers views for understanding the possible techniques and ways with which BPM can be further enriched. From the huge number of submitted research papers, a limited number of papers were selected and published. One of the most prominent and useful papers of all these was Improving Business Processes: Does anybody have an Idea? presented by Rob J.B. Vanwersch, Irene Vanderfeesten, Eric Rietz schel and Hajo A. Reijers. The main gist of this research paper was emphasized on the development of business processes in addition to the experimental applications of some techniques (for example, RePro). The researchers also analyzed the performance of business process management on application of different management techniques. In this essay, a review of the chosen research paper has been conducted and analyzed for further understanding of the subject. Review of Selected Paper from BPM 2015 As per the view of the researchers, business process management (BPM) can be redesigned in potentially many ways can improve the performance in the long run. Before presenting their own views, they performed an in-depth analysis of the available works of researchers as well as the most commonly used techniques in different organizations and institutions. They also tried experimental verifications of the existing concepts and finding performance results. According to their findings, most of the practitioners fail to provide proper guidance to the applied techniques and emphasizing on analyzing the case situation instead (Vanwersch et al. 2015). Due to this, many business processes fail to grow or develop. Moreover, due to lack of proper guidance, the possibilities and potentials of the used techniques are never fully explored and this results in lack of creative ideas of the practitioners for using these techniques. However, this is contradictory to Jeston and Nelis (2014) who said th at business process management must be emphasized on case situations as business processes are always expected to have immediate impact. According to his research, only the business organizations that enjoy huge amount of extra revenue can have the luxury of exploring the business processes potential in the market. Now, back to the paper for the review, the researchers have claimed that instead of regular creative techniques, practitioners can well opt for RePro (Rethinking of Processes) technique that can be efficiently used for further exploitation of the process potential. They also published as research results that the RePro technique promotes the gradual improvement and upgradation of the existing business process but no business organizations opt to spend extra resources on further exploration and creative techniques as long as their business criteria are fulfilled (Weske 2012). The researchers also stated that the RePro successfully integrates process improvement principles and application improvement technique into one common process and can be successfully implemented in a business strategy. After the review process, the researchers conducted an experimental research on the existing business process along with their own ideas and theories. They mainly focused on the RePro technique and its exploitation for further development of the techniques. They created the RePro technique usage hypothesis by focusing on productivity. For their experiment, they considered two stimulating effects. These were: minimization of negative ideas while starting a new exploration and more creative application to expand the study more within the solution space (Rosemann and vom Brocke 2015). In the first stimulation effect, they identified that if too many ideas and theories are assimilated, a negative thought develops, as the practitioner cannot determine a specific path of progress and fails to proceed with the exploration. Hence, the researchers identified one specific approach and technique and hence were able to drive out any negative thought or idea. Again, the researchers found that sin ce the potential of the BPM technique is very high, the solution space is quite large, which is never fully utilized (Fleischmann et al. 2014). For this reason, they wanted to conduct the research such that the solution space is more utilized and new possibilities can come up. After determination of the feasible approaches, the researchers felt the need of diverse ideas in order to increase productivity. During the course of their research, they published three main hypotheses as follows. Hypothesis 1: The RePro technique supports individuals in generating more ideas as compared to traditional brainstorming. Hypothesis 2: Individuals using the RePro technique are more satisfied with their techniques than individuals using traditional brainstorming. Hypothesis 3: Individuals using the RePro technique have a positive intention-to-use the technique. However, they mentioned in their paper that they did not have sufficient supporting articles regarding their proposed hypotheses. On the other hand, they mentioned that their experimental results fully supported their hypothesis. They found that as they focused on productivity, their proposed hypothesis strongly supports increase in productivity of business process management systems. They conducted their research experiments within an academic environment in a university where they selected some student to help in their experiment. From these experiments, they found some values regarding the business productivity of a particular sector and how it is influenced by manual interference (Chang 2016). As a follow up to their experiments, they focused on business productivity due to application of some specific business process management model. For this part, they used some mathematical calculations that lead them to some specific values regarding business process management and producti vity. Besides all these calculations and values of business productivity, the researchers focused on whether the business organizations really apply business models appropriately within their process management systems. According to their study, besides some large scale multinational business organizations, most of the regular and big scale business organizations do not follow suitable process management techniques (Dumas et al. 2013). Moreover, they implement their business models simply for immediately improving productivity. However, due to lack of future sight of the business organizations, they do not actually spend extra funds on the further development of the process management along with the development of the organization. Due to this particular reason, the researchers raised their question, Improving Business Processes: Does anybody have an Idea? As a part of their research results, the researchers emphasized on the fact that most of the business organizations fail to identify th e real potential of process management development and may encounter some stages of failure due to poor development of business process management. According to some other research works, most notably of van der Aalst (2013), a successful business process management model consists of cyclic development of four distinct processes process improvement, process excellence, best practice and industry standard. As per their study, if all these mentioned processes are explored and improved properly, then the productivity will automatically develop (Lohrmann and Reichert 2013). These researchers explored into the development of the sub-processes and studied their individual effects on the overall business process management. They also suggested certain steps regarding the cyclic development of the process. Now, in the current research paper (case study), the researchers did not much emphasize on these sub-processes, rather they emphasized on the total process management on a whole. Their main objective was to find the possible flaws within the business organizations that are unlikely to develop their business models for the future evolution of the business productivity. Hence, even though, their research paper contained a good number of legitimate points, they had some flaws as well (Rglinger, Pppelbu and Becker 2012). As discussed previously, they only emphasized on exploration and future development of the business process management models. However, they did not sufficiently emphasize on the constraints faced by the organizations in developing the model. They also did not research on the possible solutions that can be implemented by the business organizations so that they can further research on their business model for improving the process management (Krumeich et al. 2014). In eve ry research activity, there are several parts development of research scope, study of the research topic, analysis of the constraints and mitigation of the constraints, while these researchers only researched on their research topic. Hence, the validity of their research claims are questionable if they are unable to provide suitable risk analysis results as well as solutions for the constraints that might be faced by the organizations if they follow their model. Final Analysis Results of the Chosen Research Paper After the review of the chosen paper, a final analysis result can be discussed by comparing with the current business situation in a global background. In the current global business background, most of the business organizations are trying to find instant success with large productivity value in the market. For this purpose, they implement a business model and instruct their practitioners immediately develop the model according to standard norms and techniques for achieving immediate success. In this selected paper, the researchers accused these business organizations of not having any idea of business model development. This is mainly because of the fact that the business organizations do not further explore the possibilities and the potential of their chosen model. Also, they do not further think about the potential new techniques that will increase their productivity in the long run if the model is developed properly. Up to thi s point of their research, there are many contradictory research papers that claim the implementation of business model quite differently. In spite of this, the researchers provided some valid points regarding the business process management that can be considered by the business organizations. However, the main problem with this research paper is the failure of the researchers to provide suitable justifications of their claims as well as not discussing anything about the constraints to be faced by the business organizations if they choose to develop their business model further. Another issue with their research is that, they mainly conducted their research in an academic environment with academic human resources. Hence, it is still questionable whether their claims and suggestions are really applicable in the global stage within a large scale government organization. As a final statement of the review of this research paper, it can be said that: This research paper provides an open scope of the development of the business process management that can be extremely beneficial for the business organizations that are seeking to increase their business productivity. However, this paper does not give a proper idea regarding the constraints and problems that might be faced by the business organizations. Hence, the concepts and the hypotheses suggested by these researchers can be used as a basis for further research and development only if a proper study is conducted regarding the issues and constraints of the suggested process management technique. Conclusion In this essay, a review of the chosen research paper has been conducted and analyzed for further understanding of the subject. The 13th International Conference on Business Process Management presented a stage for the business researchers from all over the world to share and exchange their own views on the subject as well as providing some valuable suggestions that would enrich the field of business engineering on an overall. One of the selected research papers, which is the focus of this review essay, was Improving Business Processes: Does anybody have an Idea? by Rob J.B. Vanwersch, Irene Vanderfeesten, Eric Rietzschel and Hajo A. Reijers. According to their findings, most of the practitioners fail to provide proper guidance to the applied techniques and emphasizing on analyzing the case situation instead. Due to this, many business processes fail to grow or develop. They performed an in-depth analysis of the available works of researchers as well as the most commonly used techniqu es in different organizations and institutions. They also tried experimental verifications of the existing concepts and finding performance results. They mainly focused on the RePro technique and its exploitation for further development of the techniques. However, the main problem with this research paper is the failure of the researchers to provide suitable justifications of their claims as well as not discussing anything about the constraints to be faced by the business organizations if they choose to develop their business model further. Hence, the final conclusion is that this research paper gives a bright idea regarding the development of the business process management but also lacks sufficient exposure on the constraints of the whole management process. References Chang, J.F., 2016.Business process management systems: strategy and implementation. CRC Press. Dumas, M., La Rosa, M., Mendling, J. and Reijers, H.A., 2013.Fundamentals of business process management(Vol. 1, p. 2). Heidelberg: Springer. Fleischmann, A., Schmidt, W., Stary, C., Obermeier, S. and Brger, E., 2014.Subject-oriented business process management. Springer Publishing Company, Incorporated. Jeston, J. and Nelis, J., 2014.Business process management. Routledge. Knuplesch, D., Reichert, M., Fdhila, W. and Rinderle-Ma, S., 2013. On enabling compliance of cross-organizational business processes. InBusiness Process Management(pp. 146-154). Springer Berlin Heidelberg. Krumeich, J., Weis, B., Werth, D. and Loos, P., 2014. Event-Driven Business Process Management: where are we now? A comprehensive synthesis and analysis of literature.Business Process Management Journal,20(4), pp.615-633. Lohrmann, M. and Reichert, M., 2013. Understanding business process quality. InBusiness Process Management(pp. 41-73). Springer Berlin Heidelberg. Rglinger, M., Pppelbu, J. and Becker, J., 2012. Maturity models in business process management.Business Process Management Journal,18(2), pp.328-346. Rosemann, M. and vom Brocke, J., 2015. The six core elements of business process management. InHandbook on Business Process Management 1(pp. 105-122). Springer Berlin Heidelberg. Schmiedel, T., Vom Brocke, J. and Recker, J., 2014. Development and validation of an instrument to measure organizational cultures support of business process management.Information Management,51(1), pp.43-56. Trkman, P., 2013. Increasing process orientation with business process management: Critical practices.International Journal of Information Management,33(1), pp.48-60. van der Aalst, W.M., 2013. Business process management: a comprehensive survey.ISRN Software Engineering,2013. Vanwersch, R.J., Vanderfeesten, I., Rietzschel, E. and Reijers, H.A., 2015, August. Improving business processes: does anybody have an idea?. InInternational Conference on Business Process Management(pp. 3-18). Springer International Publishing. Weske, M., 2012. Business process management architectures. InBusiness Process Management(pp. 333-371). Springer Berlin Heidelberg.

The Simplicity of Happiness free essay sample

Happiness can occur at the simplest of times. Unintentional and unpredictable, these moments have the longevity of a butterfly. It is not in the â€Å"during,† but the â€Å"after† where the realization actually hits: I have just experienced the joy of happiness. I achieved this realization when I cleared my throat, and its raspiness suddenly reminded me of the wonderful, ephemeral event taking place just moments ago. â€Å"What’s so funny?† my friends wanted to know as we all sat down at our lunch table. I tried to explain through a series of uncontrollable laughter, but nothing comprehensible came out. However, because my laugh was so contagious, my friends eventually joined in. Soon, we were all laughing, our heads bouncing like a bunch of ridiculous bobble heads. We laughedcrazily, stupidlywith absolutely no purpose, at absolutely nothing. Somewhere in the middle of our laughing session, the bell rang, bringing an abrupt halt to the highlight of my da y. We will write a custom essay sample on The Simplicity of Happiness or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This seemingly insignificant event enhanced not only the quality of my day, but also my well-being. It cleansed my soul and filled it with positive thoughts. Perhaps happiness is like a phoenix. The moment dies, but its flame lingers on, and eventually sparks another instant of happiness. Even though lunch is over, my newfound optimism lives on as I experience my next moment of happiness. My memories of happiness may be simple, but their impacts are profound. They build inside me a driving force that enables me to conquer the many challenges that I face in life.

Parole in America essays

Parole in America essays Parole defined by the Columbia Encyclopedia is the release from prison of a convict before the expiration of his term on condition that his activities be restricted and that he report regularly to an officer. Which basically means that a convict must meet certain criterias before being let out on parole. Even on parole a convict is still property of the state. A convict must regularly meet with the Parole Board or with an officer to monitor the convicts progress in society and prevent any relapse into crime. Certain restrictions are placed on the convicts such as residence (where the convict lives is very important in preventing a repeat offense), occupation (where the convict is working, is he/she is w9orking regularly, he/she on time.), and the type of associates who he or she hang out with, even who they live with, and who they work with are all very important issues in the parole process. The Government of Canada National Parole Board. Under the Corrections and Conditional Release Act have the power to grant, deny, cancel, terminate or revoke day parole and full parole. They (National Parole Board) have the power to enforce convicts to carry out their full sentences. A Chairperson, who must answer to Parliament, heads the National Parole Board. The Board is comprised of 95 Board members, 45 are full-time and 50 are part time. Also along with the Board members there are 225 employees In 1997 a new parole law toke action here in New Jersey. With this new law an inmate must be released on parole at the time of parole eligibility unless information provided at the Parole hearing would indicate that the convict would return to a life of crime. If the Parole Board denies parole to the convict they must state the reasons for coming to their decision. The Connecticut parole law is much more complex than the p ...

Bec Curriculum

Speaking includes skills in using the language expressions and grammatical structures correctly in oral communication. Reading is getting meaning from the printed page. It includes skills for vocabulary development, levels of comprehension namely, literal, interpretative, critical analysis and application, literary appreciation and study skills. Writing includes readiness skills, mechanics, guided writing, functional, and creative writing. Learning activities to develop competence in these phases of communication should be varied, meaningful and realistic. Science and Health concepts may be used as content in English especially for Grades I and II, but not to the extent of neglecting the content in the English books for the grade. Grade III is considered the threshold in reading. Thus, at the end of the third grade, every child is expected to be a functional/successful reader. TIME ALLOTMENT Learning Areas English Daily Time Allotment III IV V 100 80 80 I 100 II VI 80 100 The daily period of 100 minutes is allotted for Grades I-III. There is no increase in time allotment for Grades IV-VI because basic literacy skills are expected to have been developed in Grades I-III. The 20-minute increased time allotment may be used for mastery of the skills through any of the following: peer tutoring spelling lessons enrichment/reinforcement for fast learners writing (practice) remediation for slow learners free reading 1 EXPECTATIONS GOAL: Access varied information and creatively use them in spoken and written forms; communicate fluently and accurately orally and in writing, for a variety of purposes and different social and academic contexts at their level while carrying out activities in everyday life At the end of Grade VI, the learner is expected to listen critically; communicate one’s feeling and ideas orally and in writing with a high level of proficiency; and read various text types materials to serve one’s own learning needs in meeting a wide range of life’s purposes. At the end of Grade V, the learner is expected to listen critically to different text types; express ideas logically in oral and written forms; and demonstrate interest in reading to meet one’s various needs. At the end of Grade IV, the learner is expected to listen critically to news reports, radio broadcasts and express ideas accurately in oral and in written form; demonstrate more independence in the use of language to meet everyday needs; and read independently for pleasure and get information from various text types. At the end of Grade III, the learner is expected to listen critically to get information from text heard; demonstrate independence in using the basic anguage structure in oral and written communication; and read with comprehension. At the end of Grade II, the learner is expected to listen critically to 1-2 paragraphs; use appropriate expressions in varied situations and about places and topics of interest; read critically and fluently in correct thought units, texts for information and entertainment and respond properly to environmental prints like signs, posters, commands and requests; and write legibly simple sentences and messages in cursive form. At the end of Grade I, the learner is expected to recognize differences in speech sounds, word stress, intonation patterns in sentences heard; speak clearly and use appropriate expressions in talking about oneself and the immediate environment; read with ease and understanding beginners’ books in English; and write legibly information about oneself, common words and simple sentences in manuscript form. 2 The Philippine Elementary Learning Competencies (PELC) The PELC is a listing of expected outcomes in the four phases of Communication Arts, namely, listening, speaking, reading and writing. The expected outcomes are stated in behavioral terms hierarchically arranged from the simplest to the most complex. The expected outcomes (skills) for each component are in matrix form per grade level. With this arrangement, teachers can easily pick out objectives from each phase in preparing his/her lessons to show integration within learning areas. The teacher is free to decide whether to have the four components or only two or three components integrated in a day’s lesson. Here is a sample lesson plan showing the four components integrated in a day’s lesson for 100 minutes. Science concepts are integrated in this lesson. I. Objectives Tell what the story heard is about (Listening) Use of this/that with singular form of nouns (Speaking) Give appropriate heading for a set of pictures/sentences (Reading) Write words/phrases – copying from a model (Writing) II. Subject Matter Telling what the story/picture is about Use of this/that with singular nouns III. Materials: short story, pictures 3 IV. Procedure A. Listening †¢ †¢ Motivation – showing pictures of animals; talking about pets or animals they know Listening to a story Pussy Cat is big. Its color is white and black. She sleeps under the chair with her three little baby kittens. The baby kittens are very small. Pussy Cat is always beside the baby kittens. †¢ Comprehension Questions Who has baby kittens? What is Pussy Cat doing? What are the baby kittens doing also? What is our story about? B. Speaking Show picture of a cat and say: This is a cat. The cat is big. Ask pupils to hold the picture and repeat the sentence. Ask them to tell something about their personal belongings. e. g. This is my bag. My bag is red. Introduce the use of that. Teacher says: This is a bag. What is this? Guide the pupils to say – This is a bag. (pointing to the object) Practice: Pupils take turn in asking and answering questions using this-that. e. g. Pupil 1: This is a pupil. What is this? Pupil 2: That is a pencil. (Pupil 2 shows another object and repeat the sentence pattern. ) (There is pupil to pupil interaction with this kind of activity. ) Let the pupils understand that – This and That refer to one object. 4 C. Reading Teacher recalls the story used in listening. Teacher/pupils read the story. Question: Which of the following is a good title for the story? a. My Pet b. Pussy Cat c. Pussy Cat and Her Kittens Present these words on the board or show pictures. Pupils read the words or give the names of the pictures. a. pig b. pig dog goat bird carabao monkey cow Question: What are these words called? What words would be the title/heading for the animals in Set A? Set B? Science Concepts: There are different animals around. Some animals make good pets. Some animals give us food. Infusion of Values: Animals need care. We should be kind to animals. Practice: Read these sentences and give a title for each group of sentence. e. g. There are many animals in the farm. The animals make different sound. The dog barks. The cat says, â€Å"meow, meow. † The duck says, â€Å"quack, quack† Group Activity: Assign 3 or 4 leaders who will be holding strips of paper with titles of the sentences or pictures distributed to the pupils. When the leaders show the strips of paper, the pupils holding the pictures/sentences group together to their respective leaders. D. Writing – Copy the sentences and fill in the blanks. My Pet I have a ______. I call it ______. Its color is _____. My pet eats ______. 5 V. Evaluation: †¢ †¢ Evaluation of written work, neatness, etc. Fill the blank with this or that. Father reads a book and says, â€Å"_____ is a good book. † (Picture of father holding a book. ) †¢ Give a title for the set of words and sentences. orange VI. Agreement: apples guavas pineapple Ask the pupils to write down words or sentences related to the following: Games I Like to Play The teacher should strive for mastery of a particular objective before proceeding to the next higher one. Objectives may be taught for two or more days but with different activities/exercises for each day. Criterion – reference test should be administered to measure mastery of the objectives/skills taught. ENGLISH – GRADE I LISTENING 1. Respond appropriately to expressions listened to * †¢ greeting others †¢ leave taking SPEAKING 1. Use expressions listened to in appropriate situations Ask and answer questions e. g. What’s your name? Where do you live? What grade are you in? How old are you? etc. 2. Give short commands and directions READING 1. Recognize wo rds commonly heard through sight word †¢ courteous expression †¢ one-step direction WRITING 1. Demonstrate Writing Readiness Skills * †¢ free-hand writing †¢ connecting dots 2. Follow simple one-step direction heard e. g. stand up sit down . Identify common printed materials e. g. book, newspaper, 2. 1 Turn the pages of a reading material properly 2. Trace and copy lines * †¢ straight †¢ slanting †¢ horizontal †¢ curve †¢ circular 3. Write legibly, accurately in manuscript form the capital and small letters of the alphabet 3. 1 Trace and copy letter with †¢ straight lines †¢ combination of straight and slanting lines e. g. Nn Aa †¢ combination of straight and curved lines e. g. Dd †¢ rounded strokes with loops e. g Cc 3. Identify specific sounds from a background of different sounds heard * †¢ loud and soft †¢ high and low 3. Talk about the meaning of sound signals heard e. g. roosters crow in the morning, ships make loud sounds when they arrive 3. Sharpen visual discrimination skills * †¢ similarities and differences of objects/pictures as to size, length †¢ identifying missing parts of pictures †¢ left to right eye movement Identify letters that are similar/ different in a group of letters * included in the 8-Week Curriculum 7 LISTENING 4. Identify speech sounds heard †¢ initial and final consonant and vowel sounds e. g. /f/ vs. /p/; /e/ vs. /iy/ SPEAKING 4. Produce words listened to with †¢ initial and final consonant ounds †¢ initial and medial vowel sounds READING 4. Associate names of objects/ pictures with their printed symbols e. g. words with †¢ initial and final consonant sounds †¢ critical consonant and vowel sounds 5. Sing/act rhymes, poems, jingles WRITING 4. Write the letters of the alphabet according to: †¢ grouping †¢ proper sequence 5. Ide ntify words that rhyme in poems/jingles 6. Recognize rising and falling intonation and meanings they signal †¢ yes-no questions †¢ wh- questions †¢ statement 5. Recite rhymes, jingles with correct intonation and stress 6. Talk about oneself/others/things 6. Read orally high frequency words in running print – Dolch Use singular form of nouns Basic Sight Word †¢ this/that is with objects 6. 1 Increase one’s vocabulary †¢ a and an in naming †¢ words about family members objects †¢ labels and sign in school Use the plural form of nouns †¢ synonyms and antonyms †¢ noun + s 6. 2 Identify the parts of a book †¢ these are/those are + cover, title, table of contents noun 7. Use personal pronouns 7. 1 Use the pronoun that agrees in gender with its antecedent 7. Tell what the picture or a series of pictures is about 7. 1 Tell what the story is about †¢ composite picture e. . a garden scene †¢ solo picture e. g. red rose 8. Answer wh-questions based on stimuli presented Objects: †¢ composite pictures †¢ experience charts 8 5. Write words and phrases 5. 1 Copying from a model †¢ name, grade, school 5. 2 Dolch Basic Sight Word †¢ days of the week 7 Give the main idea of a selection heard 6. Copy paragraph with 2 to 3 sentences †¢ use the correct punctuation mark 8 Note details in a selection heard †¢ answering wh- questions †¢ identifying setting, characters, events 8. Use verbs †¢ simple present form 7. Write from dictation †¢ common words †¢ phrases †¢ simple sentence LISTENING 8. Select the details of a story heard from a set of pictures SPEAKING 8. 1 Use –ing form of the verb in response to: †¢ What is _____ doing? ____ is cooking. †¢ What are _____ doing? ____ are playing. READING 9. Organize ideas †¢ Grouping pictures based on similar ideas †¢ Select appropriate heading for a: set of related pictures set of words/phrases set of sentences 10. Tell the sequence of natural events †¢ plant growth †¢ life stages of animals 10. 1 Tell what happened first, second, last in a series of pictures 11. Perceive relationship †¢ source e. g. egg-chicken †¢ function e. g. tab le-trees †¢ part-whole e. g. eyes-face 12. Predict outcomes †¢ Give the possible ending of a series of pictures/given events †¢ Tell what would happen next to a set of pictures 13. Infer 13. 1 what a person or animal does 13. 2 what have happened before/after an event 9 WRITING 8. Write names of common objects learned in listening and speaking †¢ common signs in the classroom 9 Tell the sequence of events in a 8. 2 Use the verb to be (am, is, are) story heard through pictures with nouns and pronouns as subject 8. 3 Use the simple past form of the verb (regular verb) 10 Act out best liked parts of story heard 9. Use words that describe persons, animals, places (adjectives) 9. Use the positive form of regular adjectives 9. Write sentences using synonyms and antonyms to describe objects 11. React to what the character said/did on a story listened to 10. Talk about topics of interest in 2-3 sentences 10. Write sentences about one’s self and family 12. Infer the feeling/traits of characters in a story heard 1 1. Compose greetings in cards e. g. Happy Birthday ENGLISH – GRADE II LISTENING 1. Identify speech sounds heard initial consonant blends initial and medial vowel sounds words with diphthongs 1. 1 Discriminate speech sounds heard critical consonant and vowel sounds e. g. /s/ vs. z/ /? e/ vs. /ey/ SPEAKING 1. Improve pronunciation skills 1. 1 Use initial consonant blends initial and medial vowel sounds words with diphthong critical consonant sounds critical vowel sounds 1. 2 Use courteous expressions in appropriate situations greeting others taking leave offering help READING 1. Associate names of objects. pictures with printed symbols 1. 1 Read automatically high frequency words in running print 1. 2 Recognize words using spelling patterns. c–v–v–c c–v–c–c consonant clusters in initial and final position consonant clusters and blends in initial/final position WRITING 1. Copy legibly, accurately and neatly in manuscript form of a given text sentences paragraph rhymes/poems learned 2. Recognize the rising and falling intonation in: yes-no questions wh- questions statements 2. Ask and answer questions 2. 1 Use short answer forms to questions e. g. Who is your teacher? Does the dog bark? 2. Increase one’s vocabulary by learning synonyms and antonyms of common words 2. Use capital letters in writing one’s address, names of persons, subjects, the beginning letter of the first word in a sentence 1. 1 Write common abbreviations e. g Mr. , Mrs. 1. Copy words in alphabetical order 3. Copy paragraph observing indention, capitalization and punctuation 4. Copy poems/rhymes accurately 5. Demonstrate readiness skills in cursive writing 2. Follow simple one-step directions heard 3. Give commands/directions two-step direction 3. Do accurately slow reading to follow a simple one-step direction 3. 1 Follow printed directions for test taking 4. Pantomime/act out rhymes and jingles 4. 1 Feel the rhythm through clapping, etc. 3. Identify words that rhyme in 2-3 stanza poems 4. Recite short verses, two-stanza poems with correct intonation and stress 0 LISTENING 5. Give the main idea of a selection listened to Tell what the story is about SPEAKING 5. Talk about oneself/others things/ events 5. 1 Use nouns This/that with singular form of nouns Plural form of regular noun These are/those are with plural noun 5. 2 Use possessive pronouns (My, You, His, Her, Your) Use the pronoun that agrees in gender with its antecedent READING 5. Get the main idea 3. 2 Tell what the set of related pictures is about Give the appropriate heading for a set of †¢ pictures †¢ sentences 3. 3 Group similar ideas under proper heading WRITING Write important dates, abbreviations in cursive Birthday Days of the week Months Address 6. Write from dictation Phrases Simple sentences Sentences in paragraph form 3. 4 Distinguish big ideas from small ideas 7. Write sentences/short paragraph about the pictures 3. Note details in selection listened to 3. 1 Answer wh-questions 7. Retell best-liked parts of a story heard 5. 3 Use verbs 5. 3. 1 Use simple present form of verbs with singular/plural nouns as subject 5. 3. 2 Use the -ing form of verbs (verbs of being) 5. 3. 3 Use the simple past of the verbs commonly used 5. 3. Use positive/negative form of auxiliary verbs 5. 3. 5 Use two-word verb 6. Use adjectives to describe people, animals, places Use the positive form of regular adjectives 4. Note details in short paragraph, poems, stories read 4. 1 Note explicit details descriptive words identify characters, setting etc. of the story 5. 2 Note implied details 5. Organize ideas 5. 1 Group pictures showing similar ideas 5. 2 Identify words/phrases sentences that go with a given concept/idea 7. Sequence events 7. 1 Tell what happened first, second, etc. 7. 2 Tell what happened before/after an event 7. Arrange words alphabetically based on the first letter 11 8. Act out best-liked parts of a story heard 7. Use preposition and prepositional phrase 8. Write the correct spelling of words learned in auditory discrimination LISTENING 9. Impersonate well-liked characters in a story heard SPEAKING 8. Talk about topics of interest in 3-4 sentences READING 8. Perceive relationship shown in pictures 8. 1 Identify the cause of a given effect 8. 2 Infer details in passages that are not signaled explicitly WRITING 9. Write sentences from a picture stimulus 10. Give a possible ending to a situation/story heard . Predict outcomes 9. 1 Tell the possible ending of a situation presented through pictures 10. Write a different story ending to a story read/heard 9. 2 Give events that could happen next 11. Make inferences Inf er hidden information from oral texts 10. Infer what have happened before/ after an event 11. Write a composition about a given topic 10. 1 Prepare an invitation card based on a model 10. 2 Write short notes to friends/family member 12 ENGLISH – GRADE III LISTENING 1. Identify words with – †¢ final consonant sounds †¢ initial and final consonant blends and clusters SPEAKING 1. Increase one’s speaking vocabulary 1. 1 Use words presented under auditory discrimination in sentences READING 1. Recognize words using spelling patterns as clues e. g. digraphs Cvc Consonant clusters in initial and final position 1. 1 Recognize words through repeated exposure 2. Read orally 1-2 stanza poems with correct pronunciation, stress and rhythm 2. 1 Read orally or commit to memory well liked lines in a poem/selection 2. 2 Use context clues to get meaning of unfamiliar words 2. 3 Use the glossary to get meaning of new words 3. Read orally conversations/dialogs observing proper intonation 4. Follow simple two-step directions two separate simple sentences compound sentences 5. Get the main idea distinguish big ideas from small ideas give appropriate title for a paragraph identify key sentence in a paragraph WRITING 1. Write legibly and neatly observing correct letter form, capitalization, punctuation and spelling copying from a model letters of excuse, apology name and write the parts of a letter 2. Identify words that rhyme in poems heard 2. Recite short verses, 1-2 stanza poems with correct intonation and stress 2. 1 Recite poems with gestures 2. 2 Memorize short verses . Write contractions correctly 3. Recognize the rising and falling intonation in questions and answers heard 4. Follow two-step directions heard 3. Use courteous expressions in appropriate situations e. g. inviting someone 4. Give short commands/directions three-step directions 5. Ask and answer questions about oneself/others using pictures dialogues comic strips 3. Write different kinds of sent ences Telling, asking, requesting and exclamatory sentences 3. 1 Write one’s own address correctly 4. Copy paragraph with 4-5 sentences observe indention, capitalization and punctuation 5. Give the main idea of a selection listened to 13 LISTENING 6. Note details in selections listened to (1-2 short paragraphs) answer who, what, when, where questions SPEAKING 6. Talk about oneself things/events 6. 1 Use the singular form of nouns with verbs of being 6. 2 Use the plural form of Nouns 7. Use possessive pronouns 7. 1 Use pronouns that agree in gender with its antecedent 8. Use verbs 8. 1 Use the correct form of the verb that agrees with the subject in number 8. 2 Use the correct time expression to tell an action in the present past future 8. 3 Construct sentences with simple subject and predicate 9. Use words that describe persons, places, animals, ideas, events (adjectives) READING 6. Note explicit and implied details from a story read Answer how and why questions 6. 1 Decode words using structural analysis prefixes compound words 7. Organize ideas 7. 1 Classify related ideas/concept under proper headings 7. 2 Identify proper heading for related sentences 7. 3 Outline a 2-paragraph text with explicitly given main idea 8. Sequence events 8. 1 Arrange events as to space order line order both space and time order 8. 2 Number events in a story read 8. 3 Arrange words alphabetically based on the first and second letter 9. Perceive relationship 9. 1 Identify cause – effect relationship 9. 2 Identify and use language clues that signify cause-effect relationship e. g. because, as a result 10. Predict outcomes 10. 1 Give an appropriate ending to a given situation 14 WRITING 5. Write from dictation different kinds of sentences with correct punctuation marks –telling, asking etc. 6. Write the correct spelling of words learned in listening, speaking and reading 7. Write simple letters for a given purpose letter of excuse letter of apology 7. Sequence events in the story listened to through pictures/groups of sentences/guided questions 8. Write utterances on a given situation/comic strip presented 8. Retell best-liked parts of a story heard Use the positive, comparative and superlative forms of adjectives 9. Write a different story ending 10. Write sentences from a set of pictures to make a story LISTENING 9. Make inferences Infer traits of characters based on what they do or say in a story listened to SPEAKING 10. Use expressions to show location 11. Talk about topics of interest in 4-5 sentences 11. Infer READING WRITING 11. Write a different story ending 11. 1 what have happened before or after 11. 2 insight from what is read or observed 12. Draw conclusion using picture-stimuli/passages 12. Fill out forms correctly †¢ library form †¢ Information Sheet 10. Distinguish between facts and fancy from stories heard 13. Evaluate ideas 13. 1 Tell whether an action or event is a reality or fantasy 13. 2 Identify irrelevant ideas in a passage 14. Read orally or commit to memory poems/verses 13. Write a short story from a given situation 15 ENGLISH – GRADE IV LISTENING 1. Distinguish rising and falling intonation 2. Identify the stressed and unstressed syllables e. g. stress on the: first syllable (library) second syllable (industrious) third syllable (elementary) 3. Recognize pauses and stops in utterances that signal meaning e. g. Roy, the boy in white/is my cousin. (describing Roy) Roy/the boy in white is my cousin. (talking about Roy) 4. Follow 3-4 step directions heard 2. Give series of directions using sequence signals e. g. first, then, next, etc. SPEAKING 1. Use words with stressed and unstressed syllables in sentences READING 1. Decode words in stories read using phonetic analysis e. g. /ze/z/- breeze /th/ thank Read orally stories/poems with correct stress and Intonation Show enjoyment of stories/poems read 2. Use the dictionary to interpret stress marks for correct accent select appropriate meaning from several meanings given to locate words using guide words 3. Do accurate, slow reading in order to follow common directions in: prescriptions medicine labels simple experiments 4. Identify meaning of unfamiliar words through structural analysis words with affixes and inflectional endings compound words and their components words written as: one word (backyard) two words (security guard) hyphenated (sister-inlaw) WRITING 1. Write the correct spelling of words with stressed and unstressed syllables e. . words with silent letters words ending in –ph sounded as f 2. Write sentences/paragraphs giving simple directions in doing something e. g. making a project playing a game 3. Write from dictation sentences and short paragraph observing correct spelling capitalization and punctuation marks 5. Get information from a conversation listened to 3. Use courteous expressions in ap propriate situations e. g. telephone conversation 16 LISTENING SPEAKING 4. Ask and answer questions about oneself/others/pictures use because, so that, in order 5. Use the plural form of nouns in sentences e. g. ouns ending in f: chief-chiefs leaf-leaves use expressions denoting quantity e. g. a lot of, some, etc. READING use context clues synonyms, antonyms, homonyms WRITING 6. Give the main idea of a selection listened to: -Tell what the story/poem/ news is about in two or three sentences 4. Give the main idea of a 2-paragraph text 4. 1 Identify the main idea that is implied or explicitly stated 4. 2 Evolve a title in topic form for text based on the main idea or big idea 4. 3 Skim the general idea on what the material is about 4. 4 Read orally one’s best liked part of a story 5. Note significant details that relate to the central theme 5. Locate answers to wh-, how and why questions that are explicitly stated in the texts 5. 2 Demonstrate knowledge of story grammar by be ing able to identify setting, characters and main events in the story 5. 3 Find descriptive words/action words in selection read 5. 4 Read orally one’s best liked part of a story 6. Organize ideas 6. 1 Classify related ideas/concepts under proper heading 6. 2 Give a heading or title for texts read 6. 3 Identify sub-heading for a given heading 17 4. Write a paragraph/short story from one’s experience 7. Note details in a selection listened to: -identify setting, suspense, climax in the story 6. Use possessive form of singular nouns e. g. Renato’s bag 6. 1 Use possessive form of plural nouns e. g. the boy’s shirt 5. Write letters observing the correct format thank you letter letter of invitation letter of congratulations 8. Classify related ideas from news/ stories heard 7. Use a variety of sentences declarative interrogative imperative exclamatory 7. 1 Construct simple sentences with modifiers and compliments 6. Write a paragraph based on an outline LISTENING SPEAKING READING 6. 4 Outline a two-paragraph passage 6. 5 Outline a story read 6. 6 Use the outline as a guide in retelling or summarizing the story 7. Sequence events/ideas 7. 1 Sequence the major events/ideas in a selection 7. 2 Arrange a set of given events in logical order to make a story e. g. time order space order both space and time order 8. Perceive relationship 8. 1 Identify statements/events that show cause-effect relationship 8. 2 Give cause-effect relationship in paragraph/passages read 8. 3 Use the word because/so that to identify statements that show cause-effect 9. Predict outcomes 9. 1 Give an appropriate ending to a given situation and give justification for such ending 10. Infer 10. 1 character traits from a selection read WRITING 9. Sequence events in the story listened to through groups of sentences/guided questions 8. Use object pronouns (me, him, her, us, them, you) 8. 1 Use the object pronoun that agrees in number with its antecedent 7. Write essays arrange paragraphs according to order of time/events and location 9. 10. Report on a news item/radio broadcast heard Use the different verb forms (regular and irregular) present form past future 9. 1 Use the verb that agrees with the subject in number 8. Write a variety of texts letters, paragraphs using a variety of sentences riddles, mottos, sayings 11. Predict the outcome of stories heard 0. Use words that describe persons, places, animals, events (adjectives) 10. 1 Use the positive, comparative and superlative forms of regular adjectives 11. Use adverbs of place and time 9. Compose riddles, slogans and announcements from given stimuli e. g. semantic maps, planned activities/programs 10. Write utterances/expressions on situations/comic strip presented e. g. Thank you! You’re great! 12. Infer the feelings of characters based on how they talk (volume, voice, stress) 13. Give conclusions to situations/ news/oral report heard 12. Use prepositions and prepositional phrase e. g. among in a month 11. Draw conclusions based on information given 18 LISTENING 14. Evaluate ideas and make judgments on oral texts presented orally 14. 1 Distinguish between fact and opinion SPEAKING 13. Talk about topics of interest in 56 sentences READING 12. Evaluate ideas and make judgments 12. 1 Tell whether an action or event is reality or fantasy 12. 2 Distinguish between fact or opinion 12. 3 Compare and contrast text information with prior knowledge 12. 4 Evaluate the likelihood that a story could really happen 12. 5 Determine an author’s perspective on the central topic WRITING 11. Write paragraphs Descriptive Narrative 12. Write diaries and journals 13. Write summary of story read fable fairy tale 19 ENGLISH – GRADE V LISTENING 1. Distinguish changes in meaning in sentences caused by shift in intonation e. g. She’s coming. (plain statement) She’s coming? (for confirmation) 1. 1 Distinguish changes in meaning of words caused by stress shift e. g. Please record (verb) the test result in the class record (noun) SPEAKING 1. Increase one’s speaking vocabulary 1. 1 Pronounce words putting stress on the correct syllable 1. 2 Use the correct intonation for statements and questions 1. 3 Use courteous expressions in conducting a club meeting READING 1. Decode meaning of unfamiliar words 1. 1 Decode words in stories using structural analysis 1. 1. 1 words with affixes prefixes and suffixes 1. 2 Identify the different information given to a word in a dictionary syllabication stress marks multiple meaning of words. 1. 3 Use synonyms and antonyms 2. Follow printed directions in filling up school forms Information Sheet 3. Get the main idea 3. 1 Give heading to a set of related ideas 3. 2 Identify the key sentence in a paragraph 3. 3 Identify the details that support the key sentence 3. 4 Skim to get a general idea on what the material is about 4. Note significant details 4. 1 Identify the setting, characters and ending of stories read 4. 2 Draw pictures of Incidents/characters from a selection heard 4. 3 Identify oneself with a character in the story WRITING 1. Write the correct spelling of words learned in listening, speaking and reading 2. Follow a series of directions (5 to 6 steps) 3. Give titles to paragraph/stories listened to 4. Note details in a selection listened to: Make a story grammar to remember details (setting, character, events Give implied ideas or information 5. Get information from news report heard 5. 1 List down important ideas/events . Make simple and accurate descriptions and announcements 3. Use plural form of nouns in talking about oneself/others irregular nouns 4. Retell selections listened to 5. Use a variety of sentences simple compound complex 6. Use possessive form of plural nouns proper nouns ending in s or z 2. Fill out school forms correctly Information Sheet Bank deposit and withdrawal s lip 3. Write a paragraph from the pictures drawn Beginning sentence Middle Ending 4. Arranging sentences according to order of time/importance in writing a paragraph 5. Write rhymes/jingles related to the selection read 20 LISTENING 6. Sequence events in the story listened to through groups of sentences SPEAKING 7. Use pronouns 7. 1 Demonstrative (who, where, etc. ) 7. 2 Reflexive (myself, herself, etc. ) 7. 3 Ask and answer questions about oneself/others No + negative (No, I’m not. ) rejoinder Yes + positive rejoinder (Yes, I am. ) positive stem + negative stem It’s a puppy, isn’t it. negative stem + positive tag READING 5. Organize ideas 5. 1 Identify the major ideas/concept in a selection 5. 2 Organize the key sentence and supporting details into an outline 5. 3 Make a two-point outline of a 2 to 3 paragraphs 6. Sequence the major ideas/concept in a selection 7. Perceive relationship give possible causes to a given effect and possible effects to a given cause 8. Predict outcomes 8. 1 Give possible endings to a selection 8. 2 Give an appropriate ending to a selection WRITING 6. Write a 2-point sentence outline 7. Identify cause/effect from statements/situations heard 7. Write reports from writing models Science report television shows schools and community news 8. Write an ending to an incomplete story 8. Give justification to a possible ending to a story heard 8. Use the different verb forms 8. 1 Simple present for general truth 8. 2 Habitual past (use to + verb) 8. Future (going to + verb) 8. 4 Use two-word verb 9. Use words that describe Persons, places, animals, Ideas (adjectives) 9. 1 Use the positive, comparative and superlative forms of adjectives 9. 2 Use descriptive words and phrases as + adj. + as 10. Use adverbs10. 1 Adverbs of manner and frequency 10. 2 Use words that can function as adjectives and adverbs 10. 3 Use prepositio n + prepositional phrase 21 9. Identify action words/ descriptive words in sentences/paragraphs heard 9. Infer traits of character the general mood of expression in a selection how the story would turn out if some episodes were changed 9. Write descriptive paragraph letters of invitation/request telegrams announcements 10. Evaluate and make judgments on oral texts presented orally 10. Draw conclusions based on information given 11. Evaluate ideas/make judgements 11. 1 Identify facts/opinions in a selection read 11. 2 Give opinions about information read 10. Respond in writing based on stimuli- result of an observation/ experiment acceptance letter descriptive/narrative LISTENING 11. Report accurately information heard SPEAKING 11. Direct and indirect discourse e. g. Direct – Lydia said, â€Å"Fe write a letter. † Indirect – Lydia told Fe to write a letter. 1. 1 Transform direct to indirect or vice versa 11. 2 Change statement to question or vice versa e. g. Nora writes a letter. Does Nora write a letter? 12. Talk about topics of interest in 7-8 sentences READING 11. 3 Get information from newspapers parts of a newspaper and information from each part 12. Use library resources to get informa tion Card catalog Atlas, encyclopedia Newspapers WRITING 11. Write reported statements in paragraph form 11. 1 direct discourse to indirect 12. Write different texts Narrative Description Appointments Advertisements 22 ENGLISH – GRADE VI LISTENING 1. Distinguish changes in meaning of sentences caused by stress e. g. This is your dress. (It’s yours. ) This is your dress. (It’s definitely a dress. ) 2. Follow a series of directions listened to labeling diagrams completing a chart 3. Give the main idea of a selection listened to 2. Use courteous expressions on appropriate situations Participate in club meetings Conducting an interview 3. Ask and answer questions using pictures/dialogues/comic strips 3. 1 Change statements into questions 3. 2 Use tag questions negative and positive e. g. We get food from the forest, don’t we? You don’t buy junk food, do you? . Retell a selection listened to – news broadcast fiction stories 4. 1 Read orally/recite poems cast for a verse choir 4. 2 Give accurate announcements Give a report based on an interview SPEAKING 1. Increase one’s speaking vocabulary 1. 1 Relay information accurately using different discourse (statement, questions, commands) 1. 2 Use the correct intonation Yes-No questions Questions introduced by interrogatives READING 1. Decode meaning of unfamiliar words using structural analysis words with affixes †¢prefixes and suffixes the dictionary †¢words with multiple meanings context clues 1. Learn some common idioms e. g. stone’s throw 1. 2 Use figurative language to describe people and events Simile; Metaphor; Hyperbole 2. Follow a series of directions in- experiments prescriptions cooking 3. Tell the big ideas/key concepts implied in each paragraph of the story read3. 1 Give the details that support the big idea 3. 2 State the main idea of a paragraph that is explicit or implied 4. Note significant details 4. 1 Identify the events of the plot of a story, poem, short plays 5. Sequence the key concepts/big ideas to show wholeness of the story/selection 5. Use a story grammar to show sequence of episodes in a story 23 WRITING 1. Write a composition showing introduction body conclusion 2. Write specific directions on given situations e. g. interpret a diagram/road map 3. Write a model composition arrange details in order †¢ home reading report †¢ diaries †¢ minutes of meeting 4. Write a summary of what was read 5. Write from dictation 5. 1 Reconstruct a dictated text by taking down important notes 4. Note details in selections listened to- identify the setting, main and secondary characters, climax and ending of the story 5. Sequence events of a story listened to through guided questions LISTENING 6. Give possible cause/effect to situations/news stories heard SPEAKING 5. Use nouns- plural of compound nouns, gerunds 5. 1 Use nouns that are plural in form but singular in meaning e. g. news, measles 6. Use a variety of sentences as to structure †¢ †¢ †¢ †¢ †¢ †¢ simple simple subject with compound predicate compound subject and simple predicate simple subject and compound predicate compound predicate and compound subject compound using connectors and and but complex dependent and independent clause READING 6. Organize ideas Make a heading/sub-heading for paragraphs in a selection Identify the key concept/ sentence that make up the story Identify the details, heading for an outline Make a three-point outline of an expository text read 7. Perceive relationship Tell the relationship expressed in the selection as to cause and effect Give other possible causes to a given effect and other effects to a given cause 8. Predict outcomes 8. 1 Give other events that could happen next 8. 2 Draw pictures of incidents/characters that is possible to happen 8. 3 Give possible endings to a selection 9. Infer traits of character the general mood of the selection how the story would turn out if some episodes were changed alternative actions taken by characters alternative actions taken by characters 24 WRITING 6. Write reported statements in a story form 6. 1 Change statements, questions, requests and commands to reported sentences 7. Analyze ideas as to what could happen next from stories heard 7. Write an ending to a given situation 8. Write a model composition write about one’s feelings/reactions using the correct form of the verb 8. Make inferences 8. Infer the mood of certain events through the speaker’s actions/ intentions/utterances 7. Use indefinite pronouns 7. 1 Use the verb that agrees with the indefinite pronouns 8. Use verbs 8. 1 Use the different verb forms present perfect form active and passive voice expressions about future plans – hope-can; wish, could if were 9. Write an outline of a story read Write a two to three point sentence outlin e LISTENING SPEAKING 9. Use adjectives 9. 1 Use descriptive words and phrases too + adj. + nominal e. g. too short for adjective + enough e. g. old enough two-word adjective e. g. two-story building 9. degree of comparison of irregular adjectives 9. 3 adjectives in series 10. Use adverbs degrees of comparison of adverbs words that can function as adjective /adverb 11. Use direct and indirect discourse 12. Talk about topics of interest use a variety of sentences preposition and prepositional phrases READING 10. Draw conclusions based on information given 10. 1 Evaluate if a conclusion made is justifiable 10. 2 Identify sufficient evidences to justify a conclusion/generalization 11. Evaluate ideas/make judgement 11. 1 Give opinions about information read 11. 2 Determine the purpose of the author 11. Identify author’s device to bring out his message 12. Use the library resources effectively 12. 1 Use card catalog, atlas, almanac, and other general references 12. 2 Get inf ormation from newspapers and other references Parts of a newspaper Information one gets from each part WRITING 10. Organize one’s thoughts in writing information description resume 9. Evaluate and make judgments 9. 1 Distinguish advertisement from propaganda 11. Respond in writing based on stimuli and triggers application letter directions ads for work, editorials 12. Fill out forms Information Sheet Community Tax Certificate Bank Notes 25

Advertisement Essay Example | Topics and Well Written Essays - 750 words - 3

Advertisement - Essay Example The first advertising phase effectively increases the target clients’ knowledge of the products’ benefits. The same advertising pattern is grounded on the understanding that the target clients have prior direct experiences on products’ benefit. The target clients affirm that the main advertisement message is very convincing (cognition phase). The eye drops advertisements target a certain target market. The market is composed of current, future, and prior users of eye drops. The target clients know that eye drops will improve the eyes’ physical condition. Consequently, the target clients will accept (cognize) the advertisement’s message (Shimp & Andrew, 2013). Next, the muscle pain medicine convinces the advertisement viewers that the gel product will alleviate muscle pain. Again, the advertisement targets the current and prior users of muscle pain medicines. The same users are convinced that most muscle pain products successful improve the patients’ muscle pain symptoms. The product targets customers having flu-related symptoms. Most of the patients diagnosed with the same symptoms accept (cognize) the advertisement is truthful, delivering what the company advertises (Shimp & Andrew, 2013). Finally, the arthritis advertisement targets customers who are currently patronizing arthritis and related pain medications. The advertisement easily convinces the arthritis patients that using the product will lessen the painful joint pains generated by arthritis. The target advertisement viewers know that the product will make the product users start living a more pain-absent life. Regarding the efficacy of the product, the target clients have no doubts (Shimp & Andrew, 2013). The second phase focuses adding convincing relevant knowledge to the advertisements’ target clients. The three advertisements contribute additional beneficial knowledge to the target clients. The clients will know that there is a new competing product in the market. The

Brazilian Real Currency Report Research Paper Example | Topics and Well Written Essays - 1000 words

Brazilian Real Currency Report - Research Paper Example The objective of this paper is to shed some light on the key factors affecting the behavior (in terms of appreciation) of the real, and specifically to evaluate the extent to which the expanding size of Brazil’s oil sector in the economy has influenced the explanation of these events. Oil production in Brazil has been growing strongly since the turn of the millennium. A variety of energy policies which brought competition in the oil market and abolished subsidies to price controls and imports has supported these developments. This is despite the fact that the industry is still dominated by Petrobas, the state-owned corporation (Kumar 25). Going forward, Brazil’s economy is likely to become increasingly dependent on oil production, particularly of offshore oil, for both local use and export (Guimara?es 19). Petrobas discovered huge oil reserves that have been estimated to have the capability to double the country’s current reserves, propelling the country to among the top 10 countries with respect to oil reserves alone. Oil developments have had a significant impact in explaining the movements of exchange rates, in addition to traditional factors. In a majority of equations, the productivity differential and net foreign assets have been found to be crucial determinants of the true effective exchange rate in the long-term (Kumar 47). Net foreign assets have also been found to be the factor affecting the most exchange-rate fluctuations in the short term. Oil production appears to be significant for movements in the real effective exchange rate in the long term. The case is similar in the oil export and the two standards of the terms of trade. In the short term, however, these variables appear to have an insignificant, if not fairly limited impact (World Trade Press 44). Exchange Rate Regime Brazil has implemented a governed floating exchange rate regime. This means that the exchange rate is free-floating and can shift daily in line with the su pply and demand in the market. If necessary, the Brazilian Central Bank can intervene in exchange rate. Interventions occur in 3 conditions: to manage extreme volatility that may affect the market’s normal functioning; to rectify monetary and localized instability in liquidity; and to grow foreign exchange rate reserves (Frieden & Stein 37). Balance of Payments (BOP) Position The Central Bank of Brazil (CBB), via the Balance of Payments Division of its Economic Department, is tasked with responsible for compiling, monitoring, and analyzing Brazil's balance of payments data (Frieden & Stein 74). In addition to this, it publishes and disseminates this data. The primary sources of information for compiling the entries of balance of payments goods are reports from the Secretariat of Federal Revenue of the Ministry of Finance, the Foreign Trade Secretariat of the Ministry of Development, Foreign Trade, and Industry. For other BOP transactions, the primary source is the exchange re cord a comprehensive statement of the exchange operations compiled by the Central Bank of Brazil’s Foreign Capital and Exchange Department and reported by the country’s banks. Brazil’s current BOP, in US dollars, is -52, 480,127,065 (Kumar 84). Purchasing Power Parity Brazil’s current purchasing power parity is $2.362 trillion (2012 estimates) (Guimara?es 59). Interest

Obesity In Children And Adolescence Essay Example for Free

Obesity In Children And Adolescence Essay Obesity in children and adolescence has become a major issue throughout America. Parents do not realize the health problems that their children have or will acquire later on in life. Obesity is a huge health issue, although it can be avoided by children becoming more active, changing their diet, or even taking away their video games. Children do not know any better, therefore, when parents over indulge them; eating large amounts becomes a learned behavior leading to obesity. Parents should encourage their child(ren) to become active as one of the ways to avoid obesity. Signing their children up to play in local sports leagues that their community may have such as t-ball and wee-ball for smaller kids or soccer, baseball, and basketball for older kids is a great way to keep them active. These sports are seasonal, which may help the child not feel overwhelmed with so much at once, then again being seasonal will help keep the child active all year around. Extra-curricular activities are a great way to keep older kids or teens active. High schools all over the country participate in track, cross-country, volleyball, swimming, even dance teams. Being active and working on physical fitness are just a few ideas to keep your body’s metabolism high and avoid obesity. A child’s diet has a massive impact on their weight, therefore maintaining a healthy eating routine will also prevent obesity. Although now a days America’s nuclear family has developed into a single parent family, the parent cannot slack off. Time is very limited but is not an excuse to tell the children â€Å"Hey kids we’ll grab some McDonalds on the way!† Even as a single parent there is still time to sit down and plan a menu with better food choices. Since the kids are at school all week that just means the menu only has to be for breakfast and dinner except on the weekends and days off. Taking time for the child’s eating routine is necessary and could save worry and struggles later on. Eating less fast food will definitely cut calories and over indulging, drinking more water, juice, and less soda will help as well. Video games! Children and teens absolutely love their video games, but are they playing on them too much? Video games encourage plenty of inside time, take away from the child running around and getting dirty because of eating a mud pie, and the child develops bad eating habits. By taking away the video game for a few hours you could go outside and run through the sprinkler in the summertime, or rake leaves in the fall. Going to the park could also be an alternative for the video games. Some chores would be helpful, having the child active to earn some Xbox or game time is an idea. It is surprising to think that burning calories and working out by just doing a little bit of cleaning around the house actually helps. Obesity is a huge health issue, although it can be avoided by children becoming more active, changing their diet, or even taking away their video games. These three solutions are just some food for thought, there are plenty more ideas and fun ways to stay away from the big issue; obesity. Children cannot avoid it on their own, it all starts at home. As a parent take charge and guide your child through a healthy life and lifestyle.

The Problem of Evil Essay -- God and Evil are Compatible

Introduction One of the oldest dilemmas in philosophy is also one of the greatest threats to Christian theology. The problem of evil simultaneously perplexes the world’s greatest minds and yet remains palpably close to the hearts of the most common people. If God is good, then why is there evil? The following essay describes the problem of evil in relation to God, examines Christian responses to the problem, and concludes the existence of God and the existence of evil are fully compatible. Body â€Å"The problem of evil is often divided between the logical and evidential problems.† At the heart of each problem is the belief that the existence of God and the existence evil are incompatible. They present an â€Å"either/or† dilemma: either God exists or evil exists, for they cannot exist together. Clearly evil does exist, therefore, God must not. The logical problem of evil (LPE) proposes that if God exists, He is omnipotent, omniscient, and omnibenevolent; in short, He would have the ability, knowledge, and desire to prevent evil. With the obvious existence of evil, God must not then exist. Christians have argued against LPE through in a variety of arguments (a number of these arguments could be labeled more broadly under the term â€Å"theistic,† but due to the nature of this paper, they will be cast from a Christian perspective). Some Christian arguments are considered sounder then others, but it is generally granted the Christian has succeeded in his task. Of note, the Christian doesn't need to explain why God would allow evil; he only needs to provide a reason that shows the existence of evil is not incompatible with the existence of God. Bluntly, the Christian could first appeal to the limits of human epistemology: claiming t... ...ers. 2. Cowan, Steven and Spiegel, James. 2009. The Love of Wisdom. Nashville, TN: B & H Publishing Group. 3. Dombrowski, Dan, "Charles Hartshorne", The Stanford Encyclopedia of Philosophy (Spring 2009 Edition), Edward N. Zalta (ed.), http://plato.stanford.edu/entries/hartshorne/, (Last accessed: October 15, 2011). 4. Ganssle, Greg, â€Å"The Problem of Evil,† Lecture, Dartmouth College, (February 2, 1998), http://www.gradresources.org/worldview_articles/problem_evil.shtml, (Last accessed: October 15, 2011). 5. Tooley, Michael, "The Problem of Evil,† The Stanford Encyclopedia of Philosophy (Spring 2010 Edition), Edward N. Zalta (ed.), http://plato.stanford.edu/archives/spr2010/entries/evil/, (Last accessed: October 15, 2011). 6. Waters, Larry and Zuck, Roy. Ed. 2011. Why, O God? Suffering and Disability in the Bible and Church. Wheaton, IL: Crossway Books.

Broken Rules

The first discussion in this essay will focus on the reasons why institutional policies are broken; should those policies ever be broken; and discuss possible solutions that could eliminate the need to break these rules, which would lessen the pressure employees felt when the policies of the organization were not followed. The second discussion will be about the violent behavior in school-aged children and explore possible solutions to dealing with the explosive rage exhibited toward childcare workers. A problem with breaking rules during the flu and cold season puts not only other children’s health at risk, but the staff’s also.The cleaning schedule for childcare facilities should be on a daily schedule. Many organizations keep a spray bottle of bleach and water to wipe down tables, chairs, desks, and play areas. Others dip all of the toys in a bucket of bleach water at the end of the day to sterilize them, but this does not clean toys that are handled and played with amongst the children before the end of the shift. Facilities hold policies that if the children are running a fever, coughing, sneezing, and have runny noses, the parents should keep the child home or find alternative care while the child recuperates.Many of the organizations realize that in today’s world extended families could be located thousands of miles apart; and finding trustworthy alternative childcare is difficult. Thus, many facilities break their own policies in taking the sick children into their care to help the families, knowing that parents must go to work. The facilities also realize a financial loss in their economic budget when parents hire alternative childcare during the times that the children are ill. And ideal situation in childcare would be to recognize and implement childcare through all the ups and downs that families experience.I propose that childcare facilities create an area away from the main rooms of bustling activities for the ill child or chi ldren. The separate wing would be a quieter place with subdued lighting to induce restful activities while the child recuperates from their compromised physical conditions. The instructor/teacher/worker, who is assigned to that area for the shift, can initiate quiet activities and instruction time. This separate area allows for more nap times in a less busy environment; extra hydration can be given to the ill child without hindrance from the other children.Having assigned personnel to take care of the sick children and keeping them isolated from the main population of the facility, would do more in restricting the spread of the flu and cold viruses to the rest of the children and staff. Parents would not have to struggle with finding alternative childcare, and the facilities would be able to maintain a stable income by taking care of ill children. Most childcare facilities are considered small businesses; therefore, they would be eligible for certain grants to merge these two types of care packages for the parents’ choice of options.Or the facility could charge an extra fee for that month to the child’s family to offset the extra expense in tending to an ill child. The second position of this essay deals with the problems of explosive rage in children towards classmates and staff. Alarming rates in acts of violence have increased dramatically in lower elementary grades. â€Å"Elementary school principals and safety experts say they're seeing more violence and aggression than ever among their youngest students, pointing to what they see as an alarming rise in assaults and threats to classmates and teachers.† 1 Working with the parents to control the unacceptable behavior of their children has failed, so facilities have approached the problem with stricter discipline to get the attention of the children and the parents. It is rare to see full time counselors or social workers in the elementary grades. Many schools districts have opted to sha re these positions to ease the budget demands. Police have to be called in to subdue parents upset with the disciplining of their child.For instance, Minnesota has had to suspend nearly 4,000 kindergartners for violent behavior in 2004 to 2006. This is counterproductive to the classroom environment and hinders students from learning. To gain control of the classroom or childcare area, I propose that priorities be re-evaluated to obtain a higher budget level for implementing full time counselors and security positions. Ongoing certification classes for educators and childcare workers should place emphasis on what constitutes effective treatment for violent children.It is not just a gift to be able to work with difficult children, it takes the philosophy of the teacher/worker that they can make a difference, for the good, in the children’s attitudes. I believe that full time social workers or counselors in the childcare institutions can keep track of the nutrition, health, and sleep patterns of the child that exhibits aggressive behavior. Unions of childcare workers can unite to press Congress for more active research, comparing pre-natal care as it relates to aggression in children. Communities can work along with the schools or other children’s facilities with after school programs.Many ideas can be implemented for the prevention of juvenile delinquency; it only takes someone or some group to initiate and facilitate them. References 1 Toppo, Greg; USA Today, Online; (2003, January 12); retrieved June 7, 2007, from: http://www. usatoday. com/news/nation/2003-01-12-school-violence-usat_x. htm Gordon, Gerard; 1996; Managing Challenging Children; Australia, Prim-Ed Publishing. Taylor, Cecelia Monat, Ph. D. , R. N. ; Merness’ Essentials of Psychiatric Nursing, Thirteenth Edition; (1990); St. Louis, Missouri; The C. V. Mosby Company; pgs. 369-392.

Employee Compensation and Benefits Essay

Black Corporation, an innovative new technology corporation, has just hired John as the director of their Human Resources Department. As HR Director, John has been tasked with hiring an Administrative Assistant/ Secretary for the advertising department and to develop an employee compensation and benefits package that will be used for that position upon hire. He must elaborate on Black Corporation and the type of organization for which he is designing the package and develop an employee compensation and benefits package for this new position. He must be able to support his ideas the compensation/benefits package. This is the first time that John has had the task of hiring for Black Corporation and he will need quality resources to assist him to ensure that he is able to make the process as smooth and effective as possible. What type of Organization is Black Corporation? To begin with, John has recently been hired by Black Corporation as the director of their HR department. John has may years of HR experience and is also a certified Senior Professional in Human resources. BC is a brand new addition to the technology industry, which has just introduced an innovative communications device called the Talk Tablet. This device is a cellular telephone that is also a tablet that can be used for Internet access and app purchases. The head of Advertising, Mary, is in the process of launching a multi million dollar ad campaign and is in need of a Administrative Assistant/Secretary to assist her. Although BC has been open for less than a year they have established their stake in the industry with their ability to enhance current products and out sell many of its competitors. They are also known for employee satisfaction. BC considers its employees their greatest asset and offers excellent benefits and compensation. They are a very competitive employer; therefor e their employees are all experienced professionals in their area of expertise. The Administrative Assistant/Secretary Compensation Package Next, John has to develop the compensation/benefits package for his new hire Elizabeth. According to  BLS.gov the median pay in 2012 (the most updated reporting) for an AA/Secretary is $35,330 or $16.99 per hour. (â€Å"Secretaries and Administrative Assistants,† 2014) BC prides itself in hiring and retaining the cream of the crop in all of the areas they employ. They will pay Elizabeth a base salary of $61,000, due to her experience in this industry and position, and her performance will be evaluated in 90 days for a compensation increase. The base salary for an entry level AA/Secretary will be $51,000. This is $975 more than one of their competitors Apple Inc., according to Glassdoor.com (â€Å"Apple AA hourly pay,† 2014) Additionally John will decide on the benefits package. Susan Hatchfield, management and organization development consultant, who specializes in human resources, explains that â€Å"health insurance is the foundation of a comprehensive employee benefits package. Health insurance is the preferred employee benefit of the majority of people who work. [†¦] No comprehensive employee benefits package would be complete without employer paid time off from work. [†¦] Short-term disability insurance ensures that an employee will still receive a percentage of income if they cannot work due to sickness or a disabling injury. [†¦] Long-term care is an insurance policy that protects an employee from loss of income in the event that he or she is unable to work due to illness, injury, or accident for a long period of time. [†¦] Various dental insurance plans are available for employers to offer as part of a comprehensive employee benefits package. [†¦] Vision insurance is a lower cost addition to a comprehensive employee benefits package that is provided by employers. [†¦] Life insurance is an appreciated component in a comprehensive employee benefits package. [†¦]† (Heathfield, 2014, para. 6) All of these benefits will be the basis for the package for the Administrative Assistant/Secretary. Health, dental and vision insurances will be competitively priced with BC covering the majority of the premiums. The short term and long term insurance and a basic life insurance policy will be provided to the employees at no additional cost. BC will also provide a 401(k) investment option to allow employees to invest in their retirement with a 7% match to all investments. They will also allow an employee stock option with the improved dividends of the corporation. She will be given paid time off on a tiered scale, 4 weeks to begin with as well as a 2 day increase every 3 years with a maximum of 6 weeks. All major holidays will  also be paid with additional days off for some selected holidays. The package will include 12 stress/sick days per year. Elizabeth has been an AA/Secretary for the Advertising director with Google for 10 years and is excited to make the transition to Black Corporation. Google is the dream gig for many young professional according to a survey conducted by CB S News. Amy Levin-Epstein, of CBS News’s Money Watch reports that Google offers â€Å"a standard package of fringe benefits, but on top of that are first-class dining facilities, gyms, laundry rooms, massage rooms, haircuts, carwashes, dry cleaning, commuting buses – just about anything a hardworking employee might want.† (LEVIN-EPSTEIN, 2011, para. 2) They even offer free beer. With this in mind, John needs to develop a package that can offer some of the great fringe benefits that Elizabeth is used to. Although BC is a fairly new company they have invested in a state of the art facility, and they have done their research. They incorporated all of the amenities that Google offers as well as onsite training facilities and the option to go to school on campus to earn certifications and degrees. In conclusion, John has completed his task. He has hired Elizabeth as the Administrative Assistant/Secretary for Mary and he has developed a compensation package for the AA/Secretaries of Black Corporation. Elizabeth will start after she submits her 2 weeks notice. References Apple Administrative Assistant Hourly Pay. (2014). Retrieved from http://www.glassdoor.com/Hourly-Pay/Apple-Administrative-Assistant-Hourly-Pay-E1138_D_KO6,30.htm Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2014-15 Edition, Secretaries and Administrative Assistants, †¨on the Internet at http://www.bls.gov/ooh/office-and-administrative-support/secretaries-and-administrative-assistants.htm (visited June 16, 2014). Heathfield, S. (2014). What’s In a Comprehensive Employee Benefits Package? Retrieved from http://humanresources.about.com/od/compensation-structure/tp/employee-benefits-package.htm LEVIN-EPSTEIN, A. (2011). Google Job Perks: Top 10 Reasons We Want to Work There. Retrieved from http://www.cbsnews.com/news/google-job-perks-top-10-reasons-we-want-to-work-there/