The College Life Essays - Cramming, Free Essays, Term Papers

The College Life Essays - Cramming, Free Essays, Term Papers The College Life The College Life Schedules are a difficult thing to balance. A person must find the time to complete a number of tasks in a day. A normal adult may have time to get everything done and still have time to spare. The normal college student on the other hand is constantly on the go. College students have busy schedules that include working, studying, and socializing. Most college students work. How else are they going to have the money for all those late night pizza deliveries? Part time employees usually eat on the road on the way from school to work. They work about 5 or 6 hours a day and then head home tired and ready for bed. Maybe not every night but usually there is some kind of paper to be written or chapter to be read. Full time college students that are also full-time workers have to plan everything out in order to make the time to get everything done. One of the things most college students dont make time for is housework. They often wait until everything is dirty to start the laundry. Dishes are another thing that tend to pile up. Breakfast, lunch, and dinner plates and glasses add up after a week. College students must find time in their busy schedules to study. In order to keep up they must do daily assignments. Reading every night helps to prepare for the exams. Taking notes in class and out of class are also necessary. Students also have exams at the end of the semester that require hours of studying. Waiting until the last minute and then cramming it all in is often a final resort. Many students who have kept up just go over and recall the information. All students must find time to study in order to pass. To escape from studying and working college students are known for socializing. They may help out in service clubs. Visiting a nursing home can be relaxing and comforting for both people. Weekends are busy times for dance clubs in college towns. College students go to clubs for fun. Clubs can be a good place to make new friends or to meet up with old ones. To help relieve stress there is nothing like having a long talk with a good friend. College students are under a great deal of stress. They must manage their time wisely. As one can see their schedules are busy with working, studying, and socializing. Bibliography none

Communicating Effectively essays

Communicating Effectively essays Communicating Effectively in the Business Environment Communications in the workplace have become as relaxed as dress codes. Everyone has experienced miscommunications in his or her personal life, but when communications fail in the business world, opportunities to rectify the situations are rarely there. In many incidences, the damage has already been done and money or jobs have been lost. The reputation of the company has suffered immeasurable harm in the business community. Communicating effectively in the business environment is crucial as the success of an organization is directly connected to the abilities of its employees. The problem of miscommunications in the business world is far more serious than one might think. According to Patricia Eyres, author of Every Word Counts, Evidence from business records generated over years and even decades affects an increasing number of civil lawsuits. In fact, damage awards have soared in recent years, some due to explosive content of business communications, gaps in documentation, inflammatory e-mail, or charges of evidence tampering. (Eyres, 2003, p. 80) Ms. Eyres goes on to say, Any written information, whether formally or informally generated, can be considered documentary evidence if it is pertinent to a legal action, a regulatory proceeding, or a misconduct investigation. (Eyres, 2003, p. 80) Extreme care must be taken when choosing your words. Tone must be considered and attitudes or prejudices must be put aside when composing business communications. Michael Whelan, President of The Whelan Group, states, Writers should always plan before they write. Its interesting, but writing is the only thing businesspeople never plan. (Whelan, 2002, p. 27) Managers and employees may not be aware of the repercussions related to miscommunications within business communications. Knowing this, a company cannot afford to take the...

Response Essay Example | Topics and Well Written Essays - 500 words

Response - Essay Example This theory is evidenced in the case study by the fact that the executives of Enron and Merrill Lynch both thought it was fine to sidestep accounting rules that they viewed as lesser than the rules they felt were of a greater importance. Unfortunately, none of them felt bound to obey a greater law, so their disregard for law and acting in an immoral manner knew no bounds. From a utilitarian perspective, this deal would have been morally acceptable on several grounds. First, all of the parties involved would have benefited from the deal. Enron would have been able to use the proceeds of the â€Å"sale† to Merrill Lynch to help maintain their stock price. This would be good for everyone that owned Enron stock. Merrill Lynch stood to ear a 15% guaranteed return on their investment. These two principal partners would have been the most immediate beneficiaries of the transaction. But other beneficiaries would have included those employed to continue construction on the barges, local business and families that depend on the income and patronage of these employees and the beneficiaries of the electricity provided by the barges. This basic resource could improve the standard of living to many thousands of families in Nigeria. The only â€Å"downside† would be the breaking of some arcane accounting rules. From a utilitarian standpoint, this was a good deal because many people benefited from the transaction and no one was really hurt. The possibility of an inflated price for Enron stock is inherent in this deal, but the overwhelming utility of the transaction benefited the most possible people. Deciding if virtue theory has anything to do with this transaction is difficult. While I see the clear relationship between the character (or lack thereof) in the individual players and the outcomes caused by this deal, I do not see how virtue theory could be applied to this scenario. The reason I say this is,

Research and Statistics Module assignment Essay

Research and Statistics Module assignment - Essay Example ve shareholders as to their decision to continue maintaining money in the stocks which they have already invested or for future investors, to invest in stocks of companies. The earnings per share will give the investor one of the major factors in stocks investment. Between two or more companies, the investor is advised to invest in the company with the higher, or even highest, earnings per share. For if we apply probability here, if the company has a very high earnings per share and the earnings per share thru the many years of operation is increasing or remains the same, income producing, for the many years of historical experience, then this company is a very wise investment alternative. Gearing.( www.bized.ac.uk/compfact/ratios/gearing1.htm) is generated by dividing long term liabilities (Stickney, C & Weil, R, Financial Accounting 8th ed. Page 10 Dryden Press, Florida 1997) by equity shareholders’ funds. We should also study Gearing because the definition of gearing mean the relationship between long term liabilities has and the capital investment employed. The gearing ratio gives us a tip on which investment to invest our money in. The ideal situation is that the capital investment balance should be more than the liabilities or loan balance. Liabilities refers to both short term (loans payable within one year after the end of the balance sheet[Spiceland, D & Sepe, J, Intermediate Accounting, Page 212, McGrawhill, 1998, USA] date) or long term liabilities ( loans payable for more than one year after the end of the balance sheet date.) The accounting equation ( this formula is the one presented in the balance sheet) is Total assets ( includes cash, receivables from customers, inventory, buildings, office equipment, factory equipment, land, other items that is owned by the corporation either bought thru cash or loan agreements) is equal to the sum of all liabilities ( already explaine d above) and total capital. Capital includes the investments

Business Law Essay Example for Free

Business Law Essay Under the law governing offer and acceptance, a valid offer has been made through an advertisement. In order for an offer to be accepted, the party must entirely accept the offer. The rules governing acceptance has to be positive not passive. Silence does not forms acceptance. The general rule of acceptance is that the acceptance must be received by the offeror, otherwise it has no effect. An offer made to a particular person can be rightfully accepted by him alone and in order to avoid complications, acceptance is to be in writing received by the offeror or if it is orally, it must be heard by the offereor. In applying the law to the facts of the case before us, Wayne has made a valid offer to sell his house for $2 million dollars. In this case, Wayne is the offeror and Scott, Kyle and Magdelene are the offeree. Scott offers to buy the house for $1. 8 million dollars and Wayne said nothing. In this case, Scott has now become the offeror and Wayne is the offeree as a counter offer has been made. Looking at the principles of acceptance, an acceptance made must be positive not passive. Wayne said nothing about the offer therefore there was no communication between them of any sort of acceptance. This would highlight that the fact that silence does not form acceptance as per case of Felthouse v Bindly (1862) The offeror cannot impose acceptance just because the offeree does not reject the offer. Therefore, Scott wanting to take legal action towards Wayne is not valid as there was no form of acceptance in either form of writing or orally. When Kyle came to view the property, he agrees to Wayne’s offer of $2 million dollars but â€Å"subject to contract†. Wayne agreed. The definition of subject to contract is that both parties are agreeable to the terms of the offer but propose that they negotiate a formal contract on the basis of the offer. Referring to the case of Yap Eng Thong v Faber Union, the court found the agreement to sell a house â€Å"subject to contract† was not binding. Hence, Kyle wanting to take legal action towards Wayne will not be valid as â€Å"subject to contract† does not bind anyone to the contract before signature. In this case, Wayne revoked his offer to Scott and Kyle by selling the house to Magdalene. An offer can be dismissed at any point of time before acceptance s made. In the case of Routledge v Grant (1828), there was offer made to buy the house and acceptance must be made by the offeree in 6 weeks time. In less than 6 weeks, offeror chooses to withdrew his offer, in which he had a right to do so. Furthermore, the revocation is valid as it is communicated to Scott and Kyle since they have heard of it. The notice of revocation does not necessarily come from Wayne himself. In conclusion to the case study, both Scott and Kyle cannot bring Wayne to legal action as the offer was revoked before their acceptance was made. Revocation was made being communicated and need not come from the offeror himself. Which links to the next point of acceptance must be positive and not passive. Silence does not make up acceptance. Hence, Scott wanting to take legal action against Wayne is not valid. As for Kyle, Wayne has the right to sell his property to anyone as long as a formal contract is not signed by any party. Kyle cannot take legal action against Wayne as â€Å"subject to contract† does not guarantee acceptance and either party can withdraw before signing .

Dreams :: essays research papers

Dreams After I wake up I quickly come to a reality check. Realizing that I will have a white collard job. Working through the ranks from the bottom up to reach a reasonable goal. I will have diplomas and achievements, but I doubt if I will manage a billion dollar company. In my reality working hard is part of every day life. Working hard every day feeling that I am underpaid is reality. In my dream like state again I see myself always happy. Never stressed out with the days problems or worries. Family problems are not an issue. Getting to and from work is no problem. Every idea or presentation that I have works well. Meetings run smoothly under my command. The office and staff work like a well oiled machine. All components together to reach a common goal. Reality sets in, stress is a natural part of life. Living in an ideal world with no stress or problems is boring. Anger and stress add spice and excitement to life. People always deal with stress everyday. I am no exception and either is the future. Coworkers cheery and happy enters my thoughts when dreaming of the future. Miscommunications and misunderstandings are unheard of. Every individual is nice to each other and no one is ever upset. Work atmosphere is quiet and peaceful. People respecting each one's own opinion. Every day people are on time and punctual. Work is done on time with no excuses for late work. The future is full of coworkers' being angry and disgruntled. Miscommunications and misunderstandings are a part of life. No individual is ever nice to everyone all of the time. People upset with other people is a natural process of life. Everyone has a bad day. It is not possible to be cheery and bubbly all of the time. Though nice this is not possible. Driving five minutes to work every morning in my sports car is obviously a dream. Dreaming of never having to deal with traffic or long commutes; living in a small city no bigger than 30,000. A big city is too inconvenient for travel and time. Reaching any destination takes over thirty minutes. Living in a big city is reality. Waking up at 6:00a.m. and picking up my car pool. Riding along the loop in my Geo Metro that reaches over thirty miles to the gallon. My car's starter is shot and the air-conditioning doesn't work. I will live in a big city and commute to my high rise office building down town. Each morning dreading the hour drive filled with traffic jams and spilt coffee.

Visual Basic for Applications and Staff Members

EX. NO:1 CONFERENCE MANAGEMENT SYSTEM 1. PROBLEM STATEMENT: This project deals with the conference management system . As a students or staff members are required to view the details of conference is going to conduct in various colleges or institutions and to attend the conference to gain knowledge from the conferences . Administrator will add the details about the various conferences available to attend for various department students and staff members. User will enter into the system by giving the username and password and selection form will be displayed for the user from that department should be selected and depending up on the department the conference management system will show the details of the conferences in various place using Ms Access and Visual basic 6. 0. 2. OVERALL DESCRIPTION: 1. Login Form: Authenticate the user and administrator. 2. Department Selection Form: This form will give the options for selecting the department to get knowledge about the conference. 3. Conference view Form: This form contains the details about the conferences is conducting by various institutions and we can see the date and time for the conference. 4. Database Form: The details about the conferences going to conduct by various institutions. Administrator can add the details about the conference for the students and also for the staff members. 2. SOFTWARE REQURIEMENTS: 1. Microsoft Visual Basic 6. 0 2. Rational Rose 3. Microsoft Access. 2. 2 HARDWARE REQURIMENTS: 1. 128MB RAM 2. Pentium III Processor 3. STRUCTURE OF DATABASE: Create a table â€Å"conf† using Microsoft access with the following attributes: S. NOFIELDTYPESIZE 1. dname varchar 20 2. conferdet varchar 40 3. collname varchar 20 4. date Text 10 5. time Text 05

Back to school icebreakers Essay

1. OPENING-DAY LETTER. WRITE A LETTER TO YOUR STUDENTS. IN THAT LETTER, INTRODUCE YOURSELF TO STUDENTS. TELL THEM ABOUT YOUR HOPES FOR THE NEW SCHOOL YEAR AND SOME OF THE FUN THINGS YOU’LL BE DOING IN CLASS. IN ADDITION, TELL STUDENTS A FEW PERSONAL THINGS ABOUT YOURSELF; FOR EXAMPLE, YOUR LIKES AND DISLIKES, WHAT YOU DID OVER THE SUMMER, AND YOUR HOBBIES. ASK QUESTIONS THROUGHOUT THE LETTER. YOU MIGHT ASK WHAT THEY LIKE MOST ABOUT SCHOOL, WHAT THEY DID DURING THE SUMMER, WHAT THEIR GOALS FOR THE NEW SCHOOL YEAR ARE, OR WHAT THEY ARE REALLY GOOD AT. (IN YOUR LETTER, BE SURE TO MODEL THE CORRECT PARTS OF A FRIENDLY LETTER! ) ON THE FIRST DAY OF SCHOOL, DISPLAY YOUR LETTER ON AN OVERHEAD PROJECTOR. THEN PASS EACH STUDENT A SHEET OF NICE STATIONERY. HAVE THE STUDENTS WRITE A RETURN LETTER TO YOU. IN THIS LETTER, THEY WILL NEED TO ANSWER SOME OF YOUR QUESTIONS AND TELL YOU ABOUT THEMSELVES. THIS IS A GREAT WAY TO GET TO KNOW EACH OTHER IN A PERSONAL WAY! VARIATION: MAIL THE LETTER TO STUDENTS BEFORE SCHOOL STARTS, AND ENCLOSE A SHEET OF STATIONERY FOR KIDS TO WRITE YOU BACK. 2. STRINGING TOGETHER CONVERSATION. CUT STRING OR YARN INTO PIECES OF DIFFERENT LENGTHS. (EACH PIECE SHOULD HAVE A MATCHING PIECE OF THE SAME LENGTH. THERE SHOULD BE ENOUGH PIECES SO THAT EACH STUDENT WILL HAVE ONE. ) THEN GIVE EACH STUDENT ONE PIECE OF STRING, AND CHALLENGE EACH STUDENT TO FIND THE OTHER STUDENT WHO HAS A STRING OF THE EXACT SAME LENGTH. AFTER STUDENTS HAVE FOUND THEIR MATCHES, THEY CAN TAKE TURNS INTRODUCING THEMSELVES TO EACH OTHER. YOU CAN PROVIDE A LIST OF QUESTIONS TO HELP STUDENTS â€Å"BREAK THE ICE,† OR STUDENTS CAN COME UP WITH THEIR OWN. YOU MIGHT EXTEND THE ACTIVITY BY HAVING EACH STUDENT INTRODUCE HIS OR HER PARTNER TO THE CLASS. 3. ANIMAL GROUPS. ON THE FIRST DAY OF SCHOOL, GATHER ALL THE STUDENTS FROM A GRADE LEVEL IN A LARGE COMMON AREA. GIVE EACH STUDENT A  SLIP OF PAPER WITH THE NAME OF AN ANIMAL ON IT. THEN GIVE STUDENTS INSTRUCTIONS FOR THE ACTIVITY: THEY MUST LOCATE THE OTHER MEMBERS OF THEIR ANIMAL GROUP BY IMITATING THAT ANIMAL’S SOUND ONLY. NO TALKING IS ALLOWED. THE STUDENTS MIGHT HESITATE INITIALLY, BUT THAT HESITATION SOON GIVES WAY TO A CACOPHONY OF SOUND AS THE KIDS MOO, SNORT, AND GIGGLE THEIR WAY INTO GROUPS. THE END RESULT IS THAT STUDENTS HAVE FOUND THEIR WAY INTO THEIR HOMEROOMS OR ADVISORY GROUPS FOR THE SCHOOL YEAR, AND THE INITIAL BARRIERS TO GOOD TEAMWORK HAVE ALREADY BEEN BROKEN. 4. A TANGLED WEB. GATHER STUDENTS IN A CIRCLE SITTING AROUND YOU ON THE FLOOR. HOLD A LARGE BALL OF YARN. START BY TELLING THE STUDENTS SOMETHING ABOUT YOURSELF. THEN ROLL THE BALL OF YARN TO A STUDENT WITHOUT LETTING GO OF THE END OF THE YARN. THE STUDENT WHO GETS THE BALL OF YARN TELLS HIS OR HER NAME AND SOMETHING GOOD ABOUT HIMSELF OR HERSELF. THEN THE STUDENT ROLLS THE YARN TO SOMEBODY ELSE, HOLDING ON TO THE STRAND OF YARN. SOON STUDENTS HAVE CREATED A GIANT WEB. AFTER EVERYONE HAS SPOKEN, YOU AND ALL THE STUDENTS STAND UP, CONTINUING TO HOLD THE YARN. START A DISCUSSION OF HOW THIS ACTIVITY RELATES TO THE IDEA OF TEAMWORK (FOR EXAMPLE, THE STUDENTS NEED TO  WORK TOGETHER AND NOT LET OTHERS DOWN). TO DRIVE HOME YOUR POINT ABOUT TEAMWORK, HAVE ONE STUDENT DROP HIS OR HER STRAND OF YARN; THAT WILL DEMONSTRATE TO STUDENTS HOW THE WEB WEAKENS IF THE CLASS ISN’T WORKING TOGETHER. 5. STUDENT DICTIONARY. WRITE FIVE QUESTIONS ON THE BOARD. QUESTIONS MIGHT INCLUDE THE FOLLOWING: WHAT IS YOUR NAME? WHERE WERE YOU BORN? HOW MANY BROTHERS OR SISTERS DO YOU HAVE? WHAT ARE THEIR NAMES? DO YOU HAVE ANY PETS? TELL STUDENTS TO WRITE THOSE QUESTIONS ON A PIECE OF PAPER AND TO ADD TO THAT PAPER FIVE MORE QUESTIONS THEY COULD ASK SOMEONE THEY DON’T KNOW. PAIR STUDENTS, AND  HAVE EACH STUDENT INTERVIEW HIS OR HER PARTNER AND RECORD THE RESPONSES. THEN HAVE EACH STUDENT USE THE INTERVIEW RESPONSES TO WRITE A â€Å"DICTIONARY DEFINITION† OF HIS OR HER PARTNER TO INCLUDE IN A STUDENT DICTIONARY. YOU MIGHT MODEL THIS ACTIVITY BY CREATING A SAMPLE DICTIONARY DEFINITION ABOUT YOURSELF. FOR EXAMPLE: REYNOLDS, KIM. PROPER NOUN. 1. BORN IN RIVERSIDE, CALIFORNIA. 2. NO BROTHERS OR SISTERS. †¦ HAVE STUDENTS BRING IN SMALL PICTURES OF THEMSELVES TO PASTE NEXT TO THEIR ENTRIES IN THE STUDENT DICTIONARY. BIND THE DEFINITIONS INTO A BOOK, AND DISPLAY IT AT BACK-TO-SCHOOL NIGHT. 6. CLASSMATE SCAVENGER HUNT. PROVIDE EACH STUDENT WITH TWO INDEX CARDS. ASK EACH STUDENT TO WRITE A BRIEF DESCRIPTION OF HIS OR HER PHYSICAL CHARACTERISTICS ON ONE INDEX CARD AND HIS OR HER NAME ON THE OTHER. (PHYSICAL CHARACTERISTICS USUALLY DO NOT INCLUDE CLOTHING, BUT IF YOU TEACH THE PRIMARY GRADES, YOU MIGHT ALLOW STUDENTS TO INCLUDE CLOTHING IN THEIR DESCRIPTIONS. ) PUT ALL THE PHYSICAL CHARACTERISTIC INDEX CARDS IN A SHOE BOX, MIX THEM UP, AND DISTRIBUTE ONE CARD TO EACH STUDENT (MAKING SURE THAT NO STUDENT GETS HIS OR HER OWN CARD). GIVE STUDENTS TEN MINUTES TO SEARCH FOR THE PERSON WHO FITS THE DESCRIPTION ON THE CARD THEY HOLD. (THERE IS NO TALKING DURING THIS ACTIVITY, BUT STUDENTS CAN WALK AROUND THE ROOM. ) AT THE END OF THE ACTIVITY, TELL STUDENTS TO WRITE ON THE CARD THE NAME OF THE STUDENT WHO BEST MATCHES THE DESCRIPTION. THEN HAVE STUDENTS SHARE THEIR RESULTS. HOW MANY STUDENTS GUESSED CORRECTLY? http://www. ToLearnEnglish. com – http://www. ToLearnFrench. com – Spanish : http://www. espagnolfacile. com/english – German: http://www. allemandfacile. com/english 7. COOPERATIVE MUSICAL CHAIRS. THIS ACTIVITY IS A TAKEOFF ON THE FAMILIAR MUSICAL CHAIRS GAME. SET A CIRCLE OF CHAIRS WITH ONE LESS CHAIR THAN THE NUMBER OF STUDENTS IN THE CLASS. PLAY MUSIC AS THE STUDENTS CIRCLE AROUND THE CHAIRS. WHEN THE MUSIC STOPS, THE STUDENTS MUST SIT IN A SEAT. UNLIKE THE TRADITIONAL GAME, THE PERSON WITHOUT A SEAT IS NOT OUT. INSTEAD, SOMEONE MUST MAKE ROOM FOR THAT PERSON. THEN REMOVE ANOTHER SEAT AND START THE MUSIC AGAIN. THE KIDS END UP ON ONE ANOTHER’S LAPS AND SHARING CHAIRS! YOU CAN PLAY THIS GAME OUTSIDE, AND YOU CAN END IT WHENEVER YOU WISH. AFTERWARD, STRESS THE TEAMWORK AND COOPERATION THE GAME TOOK, AND HOW STUDENTS NEEDED TO ACCEPT ONE ANOTHER TO BE SUCCESSFUL. REINFORCE THAT IDEA BY REPEATING THIS GAME THROUGHOUT THE YEAR. 8. HANDS-ON ACTIVITY. HAVE STUDENTS BEGIN THIS ACTIVITY BY LISTING AT LEAST 25 WORDS THAT DESCRIBE THEM AND THE THINGS THEY LIKE. (NO SENTENCES ALLOWED, JUST WORDS! ) THEN ASK EACH STUDENT TO USE A DARK PEN TO TRACE THE PATTERN OF HIS OR HER HAND WITH THE FINGERS SPREAD APART. PROVIDE ANOTHER SHEET OF PAPER THAT THE STUDENT CAN PLACE ON TOP OF THE TRACING. (SINCE THE TRACING WAS DONE WITH A DARK PEN, THE OUTLINE SHOULD BE VISIBLE ON THE SHEET BELOW. ) DIRECT STUDENTS TO USE THE OUTLINES AS GUIDES AND TO WRITE THEIR WORDS AROUND IT. PROVIDE STUDENTS A VARIETY OF DIFFERENT COLORED PENCILS OR MARKERS TO USE AS THEY WRITE. THEN INVITE STUDENTS TO SHARE THEIR WORK WITH THE CLASS. THEY MIGHT CUT OUT THE HAND OUTLINES AND MOUNT THEM ON CONSTRUCTION PAPER SO YOU CAN DISPLAY THE HANDS FOR OPEN HOUSE. CHALLENGE EACH PARENT TO IDENTIFY HIS OR HER CHILD’S HAND. 9. CHAIN GANG. BEGIN BY ASKING STUDENTS, â€Å"WHO CAN DO SOMETHING REALLY WELL? † AFTER A BRIEF DISCUSSION ABOUT SOME OF THE STUDENTS’ TALENTS, PASS OUT PAPER AND ASK STUDENTS TO WRITE DOWN FIVE THINGS THEY DO WELL. THEN PROVIDE EACH STUDENT WITH FIVE DIFFERENT COLORED PAPER STRIPS. HAVE EACH STUDENT WRITE A DIFFERENT TALENT ON SEPARATE PAPER STRIPS, THEN CREATE A MINI PAPER CHAIN WITH THE STRIPS BY  LINKING THE FIVE TALENTS TOGETHER. AS STUDENTS COMPLETE THEIR MINI CHAINS, USE EXTRA STRIPS OF PAPER TO LINK THE MINI CHAINS TOGETHER TO CREATE ONE LONG CLASS CHAIN. HAVE STUDENTS STAND AND HOLD THE GROWING CHAIN AS YOU LINK THE PIECES TOGETHER. ONCE THE ENTIRE CHAIN IS CONSTRUCTED AND LINKED, LEAD A DISCUSSION ABOUT WHAT THE CHAIN DEMONSTRATES (FOR EXAMPLE, ALL THE STUDENTS HAVE TALENTS; ALL THE STUDENTS HAVE THINGS THEY DO WELL; TOGETHER, THE STUDENTS HAVE MANY TALENTS; IF THEY WORK TOGETHER, CLASSMATES CAN ACCOMPLISH ANYTHING; AND THE  CLASS IS STRONGER WHEN STUDENTS WORK TOGETHER THAN WHEN INDIVIDUAL STUDENTS WORK ON THEIR OWN). HANG THE CHAIN IN THE ROOM AS A CONSTANT REMINDER TO STUDENTS OF THE TALENTS THEY POSSESS AND THE BENEFITS OF TEAMWORK. 10. SILHOUETTE COLLAGE. STOCK UP ON OLD MAGAZINES. (YOUR SCHOOL LIBRARIAN MIGHT HAVE A DISCARD PILE YOU CAN DRAW FROM. ) INVITE STUDENTS TO SEARCH THROUGH THE MAGAZINES FOR PICTURES, WORDS, OR ANYTHING ELSE THAT MIGHT BE USED TO DESCRIBE THEM. THEN USE AN OVERHEAD PROJECTOR OR ANOTHER SOURCE OF BRIGHT LIGHT TO CREATE A SILHOUETTE OF EACH STUDENT’S PROFILE; HAVE EACH STUDENT SIT IN FRONT OF THE  LIGHT SOURCE AS YOU OR ANOTHER STUDENT TRACES THE OUTLINE OF THE SILHOUETTE ON A SHEET OF 11- BY 17-INCH PAPER TAPED TO THE WALL. HAVE STUDENTS CUT OUT THEIR SILHOUETTES, THEN FILL THEM WITH A COLLAGE OF PICTURES AND WORDS THAT EXPRESS THEIR IDENTITY. THEN GIVE EACH STUDENT AN OPPORTUNITY TO SHARE HIS OR HER SILHOUETTE WITH THE GROUP AND TALK ABOUT WHY HE OR SHE CHOSE SOME OF THE ELEMENTS IN THE COLLAGE. POST THE SILHOUETTES TO CREATE A SENSE OF â€Å"OUR HOMEROOM. † 11. HEADLINES. AS PART OF THE NORMAL FIRST-DAY ROUTINE, MANY TEACHERS HAVE EACH STUDENT FILL OUT A CARD WITH SUCH INFORMATION AS NAME,  ADDRESS, PHONE NUMBER, PARENTS’ NAMES AND WORK NUMBERS, AND SO ON. YOU CAN USE SUCH CARDS TO GATHER OTHER INFORMATION TOO, SUCH AS SCHOOL SCHEDULE, WHY THE STUDENT SIGNED UP FOR THE CLASS, WHETHER THE STUDENT HAS A PART-TIME JOB, AND WHETHER HE OR SHE HAS ACCESS TO THE INTERNET AT HOME. AS A FINAL BIT OF INFORMATION, ASK THE STUDENT TO WRITE A HEADLINE THAT BEST DESCRIBES HIM OR HER! THIS HEADLINE MIGHT BE A QUOTE, A FAMILIAR EXPRESSION, OR ANYTHING ELSE. WHEN STUDENTS HAVE COMPLETED FILLING OUT THE CARDS, GIVE A LITTLE QUIZ. ASK STUDENTS TO NUMBER A SHEET OF PAPER FROM 1 TO __, DEPENDING ON HOW MANY STUDENTS ARE IN THE CLASS. THEN READ ALOUD THE HEADLINES ONE AT A TIME. ASK STUDENTS TO WRITE THE NAME OF THE PERSON THEY THINK EACH HEADLINE BEST DESCRIBES. WHO GOT THE HIGHEST SCORE? (BONUS! IT SEEMS AS IF PARENTS ARE CONTACTED ONLY IF THERE IS A PROBLEM WITH STUDENTS. AT THE END OF EACH GRADING PERIOD, USE THE HOME ADDRESS INFORMATION TO SEND A POSTCARD TO A HANDFUL OF PARENTS TO INFORM THEM ABOUT HOW WELL THEIR CHILD IS DOING. THIS MIGHT TAKE A LITTLE TIME, BUT IT IS GREATLY APPRECIATED! ) 12. POP QUIZ. AHEAD OF TIME, WRITE A SERIES OF GETTING-TO-KNOW-YOU QUESTIONS ON SLIPS OF PAPER — ONE QUESTION TO A SLIP. (YOU CAN REPEAT SOME OF THE QUESTIONS. ) THEN FOLD UP THE SLIPS, AND TUCK EACH SLIP INSIDE A DIFFERENT BALLOON. BLOW UP THE BALLOONS. GIVE EACH STUDENT A BALLOON, AND LET STUDENTS TAKE TURNS POPPING THEIR BALLOONS AND ANSWERING THE QUESTIONS INSIDE. 13. FACT OR FIB? THIS IS A GOOD ACTIVITY FOR DETERMINING YOUR STUDENTS’ NOTE-TAKING ABILITIES. TELL STUDENTS THAT YOU ARE GOING TO SHARE SOME INFORMATION ABOUT YOURSELF. THEY’LL LEARN ABOUT SOME OF YOUR BACKGROUND, HOBBIES, AND INTERESTS FROM THE 60-SECOND ORAL â€Å"BIOGRAPHY† THAT YOU WILL PRESENT. SUGGEST THAT STUDENTS TAKE NOTES; AS YOU SPEAK, THEY SHOULD RECORD WHAT THEY THINK ARE THE MOST IMPORTANT FACTS YOU SHARE. WHEN YOU HAVE COMPLETED YOUR PRESENTATION, TELL STUDENTS THAT YOU ARE GOING TO TELL FIVE THINGS ABOUT YOURSELF. FOUR OF YOUR STATEMENTS SHOULD TELL THINGS THAT ARE TRUE AND THAT WERE PART OF YOUR PRESENTATION; ONE OF THE FIVE STATEMENTS IS A TOTAL FIB. (THIS ACTIVITY IS MOST FUN IF SOME OF THE TRUE FACTS ARE SOME OF THE MOST SURPRISING THINGS ABOUT YOU AND IF THE â€Å"FIB† SOUNDS LIKE SOMETHING THAT COULD VERY WELL BE TRUE. ) TELL STUDENTS THEY MAY REFER TO THEIR NOTES TO TELL WHICH STATEMENT IS THE FIB. NEXT, INVITE EACH STUDENT TO CREATE A BIOGRAPHY AND A LIST OF FIVE STATEMENTS — FOUR FACTS AND ONE FIB — ABOUT HIMSELF OR HERSELF. THEN PROVIDE EACH STUDENT A CHANCE TO PRESENT THE 60-SECOND ORAL BIOGRAPHY AND TO TEST THE OTHERS’ NOTE-TAKING ABILITIES BY PRESENTING HIS OR HER OWN â€Å"FACT OR FIB QUIZ. â€Å" YOU CAN HAVE STUDENTS DO THIS PART OF THE ACTIVITY IN SMALL GROUPS. 14. CIRCULAR FACT OR FIB? HERE’S A VARIATION ON THE PREVIOUS ACTIVITY: DIVIDE THE CLASS INTO TWO GROUPS OF EQUAL SIZE. ONE GROUP FORMS A http://www. ToLearnEnglish. com – http://www. ToLearnFrench. com – Spanish : http://www. espagnolfacile. com/english – German: http://www. allemandfacile. com/english CIRCLE EQUALLY SPACED AROUND THE PERIMETER OF THE CLASSROOM. (THERE WILL BE QUITE A BIT OF SPACE BETWEEN STUDENTS. ) THE OTHER GROUP OF STUDENTS FORMS A CIRCLE INSIDE THE FIRST CIRCLE; EACH STUDENT FACES ONE OF THE STUDENTS IN THE FIRST GROUP. GIVE THE FACING PAIRS OF STUDENTS TWO MINUTES TO SHARE THEIR 60-SECOND ORAL â€Å"BIOGRAPHIES. â€Å" WHILE EACH STUDENT IS TALKING, THE PARTNER TAKES NOTES. AFTER EACH PAIR COMPLETES THE ACTIVITY, THE STUDENTS ON THE INSIDE CIRCLE MOVE CLOCKWISE TO FACE THE NEXT STUDENT IN THE OUTER CIRCLE. (STUDENTS IN THE  OUTER CIRCLE REMAIN STATIONARY THROUGHOUT THE ACTIVITY. ) WHEN ALL STUDENTS HAVE HAD AN OPPORTUNITY TO SHARE THEIR BIOGRAPHIES WITH ONE ANOTHER, ASK STUDENTS TO TAKE TURNS EACH SHARING HIS OR HER FACTS AND FIB WITH THE CLASS. THE OTHER STUDENTS REFER TO THEIR NOTES OR TRY TO RECALL WHICH FACT IS REALLY A FIB. 15. PEOPLE POEMS. HAVE EACH CHILD USE THE LETTERS IN HIS OR HER NAME TO CREATE AN ACROSTIC POEM. FOR EXAMPLE, BILL COULD TAKE HIS NAME AND WRITE BIG INTELLIGENT LAUGHING LOVING. TELL STUDENTS THEY MUST INCLUDE WORDS THAT TELL SOMETHING ABOUT THEMSELVES — FOR EXAMPLE, SOMETHING THEY LIKE TO DO OR A PERSONALITY  OR PHYSICAL TRAIT. INVITE STUDENTS TO SHARE THEIR POEMS WITH THE CLASS. THIS ACTIVITY IS A FUN ONE THAT ENABLES YOU TO LEARN HOW YOUR STUDENTS VIEW THEMSELVES. ALLOW OLDER STUDENTS TO USE A DICTIONARY OR THESAURUS. YOU MIGHT ALSO VARY THE NUMBER OF WORDS FOR EACH LETTER, ACCORDING TO THE STUDENTS’ GRADE LEVELS. 16. ANOTHER POETIC INTRODUCTION. ASK STUDENTS TO USE THE FORM BELOW TO CREATE POEMS THAT DESCRIBE THEM. NAME ______________________ TITLE (OF POEM)_______________ I WILL NEVER _______________; I WILL NEVER ________________; AND I WILL NEVER ______________. BUT I WILL ALWAYS ______________. THIS ACTIVITY IS ANOTHER THAT LENDS ITSELF TO BEING DONE AT THE BEGINNING OF THE SCHOOL YEAR AND AGAIN AT THE END OF THE YEAR. YOU AND YOUR STUDENTS WILL HAVE FUN COMPARING THEIR RESPONSES AND SEEING HOW THE STUDENTS AND THE RESPONSES HAVE CHANGED. 17. FOOD FOR THOUGHT. TO GET TO KNOW STUDENTS AND TO HELP THEM GET TO KNOW ONE ANOTHER, HAVE EACH STUDENT STATE HIS OR HER NAME AND A FAVORITE FOOD THAT BEGINS WITH THE SAME FIRST LETTER AS THE NAME. FOR EXAMPLE: â€Å"HI, MY NAME IS LATRECE, AND I LIKE LIVER. † AS EACH STUDENT INTRODUCES HIMSELF OR HERSELF, HE OR SHE MUST REPEAT THE NAMES AND FAVORITE FOODS OF THE STUDENTS WHO CAME BEFORE. WATCH OUT; IT GETS TRICKY FOR THE LAST PERSON WHO HAS TO RECITE ALL THE NAMES AND FOODS! 18. I AM NOT! HERE’S A CHALLENGING ACTIVITY THAT MIGHT HELP HIGH SCHOOL TEACHERS LEARN ABOUT STUDENTS’ ABILITIES TO THINK CRITICALLY. SEND STUDENTS INTO THE SCHOOL HALLWAYS OR SCHOOLYARD, AND ASK EACH TO FIND SOMETHING THAT â€Å"IS COMPLETELY THE OPPOSITE OF YOURSELF. â€Å" (OPTION: TO WIDEN THE AREA TO BE EXPLORED, PROVIDE THIS ACTIVITY AS HOMEWORK ON THE FIRST NIGHT OF SCHOOL. ) WHEN STUDENTS BRING THEIR ITEMS BACK TO CLASS, ASK EACH TO DESCRIBE WHY THE ITEM IS NOT LIKE HE OR SHE. YOU’LL GET A LOT OF FLOWERS, OF COURSE, AND STUDENTS WILL  DESCRIBE HOW THOSE FLOWERS ARE FRAGRANT OR SOFT (OR OTHERWISE UNLIKE THEMSELVES). BUT YOU MIGHT ALSO GET SOME CLEVER RESPONSES SUCH AS THE ONE FROM A YOUNG MAN WHO BROUGHT IN THE FLIP-TOP FROM A DISCARDED CAN; HE TALKED ABOUT ITS DECAYING OUTWARD APPEARANCE AND ITS INABILITY TO SERVE A PURPOSE WITHOUT BEING MANIPULATED BY SOME OTHER FORCE (AND HOW HE WAS ABLE TO SERVE A PURPOSE ON HIS OWN). 19. PERSONAL BOXES. IN THIS ACTIVITY, EACH STUDENT SELECTS A CONTAINER OF A REASONABLE SIZE THAT REPRESENTS SOME ASPECT OF HIS OR HER PERSONALITY OR PERSONAL INTERESTS (SUCH AS A FOOTBALL HELMET OR A SAUCEPAN). ASK STUDENTS TO FILL THAT OBJECT WITH OTHER ITEMS THAT REPRESENT THEMSELVES — FOR EXAMPLE, FAMILY PHOTOS, CDS, DIRTY SOCKS (BECAUSE THEIR ROOM AT HOME IS ALWAYS A MESS), OR A BALLET SHOE — AND BRING THEIR CONTAINERS BACK TO SCHOOL. STUDENTS CAN USE THE OBJECTS IN THE CONTAINERS AS PROPS AS THEY GIVE A THREE-MINUTE PRESENTATION ABOUT THEMSELVES. (THE TEACHER WHO PROVIDED THIS IDEA SUGGESTS THAT YOU MODEL THE ACTIVITY AND ENCOURAGE CREATIVITY BY GOING FIRST — IT’S IMPORTANT FOR THEM TO SEE YOU AS HUMAN TOO! SHE INCLUDED IN HER CONTAINER A WOODEN SPOON BECAUSE SHE LOVES TO  COOK, A JAR OF DIRT BECAUSE SHE LOVES TO GARDEN, HER SON’S FIRST COWBOY BOOT, A POEM SHE WROTE, A ROCK FROM ITALY BECAUSE SHE LOVES TO TRAVEL, AND SO ON. ) YOU’LL LEARN MUCH ABOUT EACH STUDENT WITH THIS ACTIVITY, AND IT WILL CREATE A BOND AMONG STUDENTS. AS EACH STUDENT GIVES THE PRESENTATION, YOU MIGHT WRITE A BRIEF THANK-YOU NOTE THAT MENTIONS SOMETHING SPECIFIC ABOUT THE PRESENTATION SO THAT EACH http://www. ToLearnEnglish. com – http://www. ToLearnFrench. com – Spanish : http://www. espagnolfacile. com/english – German: http://www. allemandfacile. com/english STUDENT CAN TAKE HOME A SPECIAL NOTE TO SHARE WITH PARENTS. IT MIGHT TAKE A FEW DAYS TO GIVE EVERY STUDENT THE OPPORTUNITY TO SHARE. 20. FOLLOWING DIRECTIONS. HOW WELL DO YOUR STUDENTS FOLLOW DIRECTIONS? PROVIDE INSTRUCTIONS FOR FOLDING A DRINKING CUP FROM A PIECE OF PAPER, AND SEE HOW MANY STUDENTS CAN MAKE A CUP. YOU CAN USE THE PRINTABLE TEMPLATE AND INSTRUCTIONS AT THE ORIGAMI JAPANESE PAPER FOLDING WEB PAGE. FILL EACH COMPLETE CUP WITH APPLE JUICE TO SEE HOW MANY STUDENTS CORRECTLY FOLLOWED THE DIRECTIONS! (YOU MIGHT WANT TO CONDUCT THIS PARTICULAR ASSESSMENT ON THE PLAYGROUND, HOWEVER! ) 21. LEARNING STYLES SURVEY. HOW DO THE STUDENTS IN YOUR CLASS LEARN BEST? DO THEY LEARN BY SEEING, HEARING, OR DOING? INVITE STUDENTS TO DISCOVER THEIR MOST SUCCESSFUL LEARNING STRATEGIES BY TAKING THE MODALITY QUESTIONNAIRE PROVIDED BY THE CENTER FOR THE ADVANCEMENT OF LEARNING AT OHIO’S MUSKINGUM COLLEGE. 22. A WORLD OF CHANGE. ON THE FIRST DAY OF SCHOOL, PROVIDE STUDENTS WITH AN 11-INCH BY 17-INCH PIECE OF DRAWING PAPER. CHALLENGE STUDENTS TO DRAW A MAP OF THE WORLD AND LABEL AS MANY COUNTRIES AND BODIES OF WATER AS THEY CAN. COLLECT THE MAPS AND PUT THEM AWAY. AT THE END OF THE SCHOOL YEAR, REPEAT THE ACTIVITY. HAS A YEAR OF LESSONS FOCUSED ON WORLD GEOGRAPHY AND CURRENT EVENTS INCREASED YOUR  STUDENTS’ KNOWLEDGE OF THE WORLD? (IF THIS ACTIVITY ISN’T APPROPRIATE FOR YOU, WHY NOT SHARE IT WITH A SOCIAL STUDIES OR HISTORY TEACHER IN YOUR SCHOOL? ) 23. TIME CAPSULE. TURN EMPTY PRINGLES CANS OR PAPER TOWEL TUBES INTO MINIATURE TIME CAPSULES. ASK EACH CHILD TO CREATE A TIME CAPSULE THAT INCLUDES SUCH ITEMS AS A HANDWRITING SAMPLE, A HAND TRACING, A SELF PORTRAIT, AND SO ON. AT THE END OF THE SCHOOL YEAR, COMPARE SAMPLES FROM THE BEGINNING OF THE YEAR WITH NEW SAMPLES. 24. A VIDEO KEEPSAKE. AT THE START OF THE SCHOOL YEAR, OR BEFORE SCHOOL STARTS, IF POSSIBLE, PROVIDE PARENTS WITH A LIST OF SUPPLIES TO SEND TO SCHOOL WITH THEIR CHILDREN. INCLUDE ON THE LIST A BLANK VIDEOTAPE FOR EACH STUDENT. AT LEAST ONCE A MONTH, INVITE A PARENT VOLUNTEER TO COME IN AND VIDEOTAPE EACH STUDENT READING ALOUD FROM A FAVORITE BOOK. SEND THE VIDEOTAPES HOME AT THE END OF THE YEAR AS A MEMENTO AND AS A REMINDER OF THE READING GROWTH THAT HAPPENED DURING THE COURSE OF THE YEAR. 25. STICKS AND STONES†¦ THIS SIMPLE ACTIVITY HAS BEEN MAKING THE ROUNDS OF MAILING LISTS RECENTLY: PROVIDE EACH STUDENT WITH A SMALL PAPER CUTOUT IN THE SHAPE OF A HUMAN, OR HAVE STUDENTS CUT OUT THEIR OWN PAPER FIGURES. ASK EACH STUDENT TO WRITE HIS OR HER NAME ON THE CUTOUT. HAVE STUDENTS FORM A CIRCLE. THEN TELL STUDENTS TO PASS THE CUTOUTS TO THE PERSON ON THEIR RIGHT. AS THE CUTOUTS ARE PASSED AROUND THE CIRCLE, HAVE EACH PERSON MAKE A SMALL CRUMPLE OR TEAR IN THE CUTOUT OR ADD A PENCIL MARK. WHEN THE CUTOUTS HAVE MADE THEIR WAY AROUND THE ENTIRE CIRCLE, HAVE STUDENTS TRY TO REPAIR THEIR OWN CUTOUTS BY FLATTENING, ERASING, OR TAPING. AFTER THE CUTOUTS ARE REPAIRED, DISCUSS THE ACTIVITY. TALK ABOUT THE EFFECTS OF UNKIND WORDS AND HURT FEELINGS. YOU MIGHT DISPLAY THE CUTOUTS ON A CLASSROOM BULLETIN BOARD AS A CONSTANT REMINDER OF THE EFFECTS OF HURTFUL ACTIONS. 26. ILLUSTRATED STUDENT REFLECTIONS. STUDENTS IN MIDDLE SCHOOL AND ABOVE CAN REFLECT ON THEIR DREAMS AND ACCOMPLISHMENTS WITH THIS FIRST DAY OF SCHOOL ACTIVITY PROVIDED BY AN INDIANA TEACHER. A SIMPLE ILLUSTRATION PROVIDES A BACKDROP STUDENTS CAN USE TO SHARE THEIR DREAMS, THEIR INTERESTS, AND THE HIGH AND LOW POINTS IN THEIR LIVES. THE ACTIVITY CAN PROVIDE TEACHERS WITH IMPORTANT INFORMATION ABOUT STUDENTS’ INTERESTS, CONCERNS, AND GOALS; TEACHERS CAN USE THE INFORMATION TO DETERMINE HOW BEST TO DIRECT STUDENTS AND PROVIDE FOR THEIR INDIVIDUAL NEEDS. I Wish I Were a Butterfly. Students across the grades will enjoy this book, written by James Howe and illustrated by Ed Young. A CRICKET LONGS TO BE A PRETTY BUTTERFLY UNTIL A SPIDER TEACHES HER THAT ALL FRIENDS ARE BEAUTIFUL. READ THE BOOK ALOUD, AND THEN DISCUSS THE STORY’S MESSAGE. 27. SURVEYS AND GRAPHS. START THE YEAR WITH A SURVEY ACTIVITY IN WHICH STUDENTS GET TO KNOW ONE ANOTHER AS THEY CREATE SIMPLE BAR OR PICTURE GRAPHS. STUDENTS WORK IN PAIRS OR SMALL GROUPS TO COLLECT RESPONSES TO A CLASS SURVEY, AND THEN THEY GRAPH THE RESULTS. OLDER STUDENTS CAN DEVELOP THEIR OWN SURVEY QUESTIONS; YOUNGER STUDENTS MIGHT COLLECT DATA IN RESPONSE TO QUESTIONS PROVIDED BY THE TEACHER. QUESTIONS MIGHT INCLUDE THE FOLLOWING: †¢ WHEN YOU BRING LUNCH TO SCHOOL, HOW DO YOU CARRY IT? †¢ IF YOU WERE TO CARRY A THERMOS BOTTLE TO SCHOOL, WHAT WOULD BE IN IT? †¢ WHAT IS YOUR FAVORITE SANDWICH? †¢ HOW DO YOU GET TO SCHOOL MOST DAYS? †¢ WHAT IS YOUR BEST SUBJECT IN SCHOOL? †¢ HOW MANY MILES DO YOU LIVE FROM SCHOOL? †¢ WHAT IS YOUR FAVORITE SNACK? http://www. ToLearnEnglish. com – http://www. ToLearnFrench. com – Spanish : http://www. espagnolfacile. com/english – German: http://www. allemandfacile. com/english †¢ WHAT WAS YOUR FAVORITE SUMMER MOVIE? AFTER STUDENTS COLLECT THE DATA, THEY CREATE A SIMPLE GRAPH TO DISPLAY THE RESULTS OF THEIR SURVEY. ONE STUDENT IN EACH PAIR OR GROUP CAN THEN REPORT THE FINDINGS WHILE ANOTHER EXPLAINS THE GRAPH. DISPLAY THE GRAPHS ON A BULLETIN BOARD FOR ALL TO SEE! 28. AN AVERAGE DAY. CHALLENGE STUDENTS TO COMPUTE CLASS â€Å"AVERAGES. † HAVE STUDENTS WORK IN PAIRS OR SMALL GROUPS TO COLLECT, CALCULATE, AND REPORT ON THE AVERAGE AGE, SHOE SIZE, HEIGHT, FAMILY SIZE (AND SO ON! ) OF THE STUDENTS IN YOUR CLASS. 29. PERSONALIZED CLASSROOM CALENDAR. EVERY CLASSROOM HAS A CALENDAR. WHY NOT PERSONALIZE YOUR CLASSROOM CALENDAR WITH PHOTOGRAPHS OF YOUR STUDENTS? FIRST, MAKE A CALENDAR POCKET CHART WITH SEVEN COLUMNS (ONE FOR EACH DAY OF THE WEEK) AND FIVE ROWS  (SO THE CHART CAN HANDLE MONTHS WITH FIVE WEEKS). THEN HAVE STUDENTS MAKE SIGNS WITH THE NUMBERS 1 TO 31 ON THEM. THE NUMBERS SHOULD BE LARGE ENOUGH TO BE CLEARLY SEEN FROM A DISTANCE. USE A DISPOSABLE CAMERA TO TAKE A PICTURE OF EACH STUDENT HOLDING ONE OF THE NUMBERED SIGNS. SLIP THE PHOTOGRAPHS INTO THE POCKETS ON THE CALENDAR. CHANGE THE CALENDAR EACH MONTH! BACK-TO-SCHOOL ABC BOOK. THIS IS AN ACTIVITY THAT CAN BE DONE ACROSS THE GRADES! SHARE WITH STUDENTS SOME ABC BOOKS FROM THE SCHOOL OR TOWN LIBRARY AND TELL THEM THAT THEY WILL BE WORKING TOGETHER TO CREATE A BACK-TO-SCHOOL ABC BOOK. ASSIGN A LETTER OF THE ALPHABET TO EACH STUDENT. BRAINSTORM WITH STUDENTS POSSIBLE WORDS FOR EACH LETTER OR ALLOW EACH STUDENT TO CHOOSE HIS OR HER OWN WORD. EXPLAIN THAT THE WORDS MUST BE RELATED TO ACTIVITIES ASSOCIATED WITH SCHOOL. OF COURSE, THE DIFFICULTY OF THE WORDS WILL VARY, DEPENDING ON THE GRADE LEVEL OF THE STUDENTS. FOR EXAMPLE, A MIGHT BE REPRESENTED BY THE WORDS ART, ABACUS, ATTENDANCE, ALGEBRA, ADDITION, ADVISOR, ATHLETICS, AUDITORIUM, ALPHABET, ANSWER KEY, APPLE, ARITHMETIC, ANNOUNCEMENT, AWARD, A-V, AIDE, OR ASSISTANT PRINCIPAL. FINALLY, HAVE EACH STUDENT ILLUSTRATE HIS OR HER WORD. COMBINE THE PICTURES TO CREATE A BOOK. DISPLAY THE BOOK IN THE CLASSROOM OR SCHOOL LIBRARY. AS AN EXTRA CHALLENGE, YOU MIGHT LIMIT OLDER STUDENTS TO CHOOSING ADJECTIVES; NO NOUNS ALLOWED! BACK-TO-SCHOOL WORD SEARCH. PRINT A BACK-TO-SCHOOL WORD SEARCH AND CHALLENGE STUDENTS TO FIND THE SCHOOL-RELATED WORDS HIDDEN IN THE PUZZLE. OR CREATE YOUR OWN WORD SEARCH PUZZLE CONTAINING THE FIRST NAMES OF ALL THE STUDENTS IN YOUR CLASS. GO TO PUZZLEMAKER. COM’S WORD SEARCH PUZZLEMAKER TO CREATE YOUR PUZZLE. 30. Making An Important Book †¦ ON THE FIRST DAY OF SCHOOL I READ THE IMPORTANT BOOK BY MARGARET WISE BROWN. I REVIEW PARAGRAPH WRITING AND INSTRUCT THEM TO WRITE A PARAGRAPH FOLLOWING THE SAME FORMAT AS THE BOOK ABOUT THEMSELVES. I ALSO DO THE SAME. AFTER THE ROUGH DRAFTS ARE WRITTEN THEY ARE TO DO A FINAL DRAFT AND ATTACH IT TO A WHITE PIECE OF PAPER, WHERE THEY ADD AN ILLUSTRATION. ALL THE PAGES ARE LAMINATED AND BOUND INTO A BOOK. STUDENTS REREAD THIS BOOK THROUGHOUT THE YEAR. IT EASILY BECOMES A FAVORITE. STUDENTS ALSO ENJOY READING THE BOOK FROM THE PREVIOUS YEARS CLASSES. 31. Names Word Search †¦ IN ORDER FOR MY STUDENTS TO GET TO KNOW THEIR CLASSMATES, I CREATE A WORD SEARCH WITH THE NAMES OF MY STUDENTS. AFTER ALL THE NAMES ARE FOUND THE REMAINING LETTERS REVEAL THE HIDDEN MESSAGE â€Å"WELCOME BACK TO SCHOOL. † THIS WEBSITE IS GREAT FOR CREATING VARIOUS TYPES OF PUZZLES HTTP://WWW. PUZZLEMAKER. COM 32. â€Å"Me† Puppets†¦ ON THE FIRST DAY OF SCHOOL (UNLIKE THE REMAINING DAYS OF THE SCHOOL YEAR), THE CHILDREN ARE USUALLY RELUCTANT TO TALK ABOUT THEMSELVES. WE MAKE â€Å"ME† PUPPETS USING PAPER PLATES FOR THE HEAD, YARN FOR THE HAIR, AND CONSTRUCTION PAPER FACIAL FEATURES, WITH A POPSCICLE STICK FOR A HANDLE. UPON COMPLETION, WE STAGE A PUPPET SHOW. THE CHILDREN HIDE THEIR FACES WITH THE PUPPETS AND TELL THEIR CLASSMATES ALL  ABOUT THEIR FAMILIES, HOBBIES, PETS, ETC. 33. First Day Name Puzzle†¦ ON THE FIRST DAY OF SCHOOL, I LIKE TO MAKE A NAME PUZZLE WITH MY STUDENTS. I TAKE A LARGE PIECE OF POSTER BOARD, AND MARK OUT LINES THAT CAN BE CUT INTO PIECES. MAKE SURE THAT THE PUZZLE WILL HAVE ENOUGH PIECES FOR EACH STUDENT TO HAVE ONE. WE ALL GATHER ON THE FLOOR TO WRITE OUR NAME ON THE BLANK SIDE OF THE POSTER BOARD. I WRITE MY NAME IN THE MIDDLE, AND THE STUDENTS WRITE THEIR NAME IN ALL DIFFERENT DIRECTIONS. WHEN I HAVE FREE TIME, I CUT THE BOARD INTO PUZZLE PIECES. AS A CLASS WE EACH FIND THE SPOT WHERE OUR PUZZLE PIECE BELONGS. TAPE THE PUZZLE TOGETHER AFTER SCHOOL, AND POST IT ON THE WALL IN THE CLASSROOM. WHEN THE STUDENTS RETURN THE NEXT DAY, THE WILL BE EXCITED TO SEE THE PUZZLE, AND TO SHOW OFF THEIR NAME. MY KIDS HAVE FUN TALKING AND, WORKING TO PUT THE PUZZLE TOGETHER. 34. First day (or week) of school–Family Wreath†¦ I COLLECTED FAMILY PICTURES OF EACH OF MY STUDENTS DURING OUR INTRODUCTION DAY. I TOLD THE FAMILY I WOULD PROBABLY NOT RETURN THESE PICTURES. I THEN TOOK THE PICTURES AND MADE A â€Å"FAMILY WREATH†, FOR THE LONELY DAYS OR WHEN THE STUDENTS JUST MISSED HOME. THIS WAS A  HUGE HIT WITH ALL THE FAMILIES AND THE CHILDREN. I PLACED THE WREATH IN THE HOME LIVING AREA, AND WAS AMAZED TO SEE THE STUDENTS, ALL YEAR http://www. ToLearnEnglish. com – http://www. ToLearnFrench. com – Spanish : http://www. espagnolfacile. com/english – German: http://www. allemandfacile. com/english LONG, GO OVER TO THE WREATH AND TAKE TIME TO ADMIRE IT AND THEIR FAMILY. (SOME FAMILIES INCLUDED PET PICTURES TO PUT ON THE WREATH). ON THE LAST DAY OF SCHOOL I AUCTIONED IT OFF TO A FAMILY AND BOUGHT SUPPLIES FOR THE CLASS ROOM. ALL MY PARENTS WANTED THIS â€Å"KEEPSAKE†. 35. Getting Acquainted.. I LIKE TO HAVE SOME GET ACQUAINTED PROJECTS FOR THE FIRST FEW DAYS. ONE THING I DO IS WHEN I SEND MY PARENTS A WELCOMING LETTER, I ASK THAT THE CHILDREN BRING IN A SMALL BAG OF PICTURES AND OTHER SMALL OBJECTS THAT COULD BE PART OF A â€Å"ME† COLLAGE. THESE COLLAGES ARE A GOOD SPRINGBOARD FOR THE CHILDREN TO DISCUSS THEIR UNIQUE QUALITIES, AND AT THE END OF THE YEAR, THEY ENJOY SEEING HOW THEY HAVE CHANGED. WE ALSO MAKE SCHOOLHOUSE PICTURE FRAMES FOR THEIR FIRST DAY OF SCHOOL PHOTOS. I CUT SCHOOLHOUSES OUT OF OAKTAG, AND THE CHILDREN GLUE PASTA ON THE FRAMES. I SPRAY PAINT THE PASTA FRAMES GOLD. THE PARENTS LOVE HAVING THIS MEMENTO OF THEIR CHILD’S FIRST DAY WHEN I GIVE IT TO THEM ON BACK-TO-SCHOOL NIGHT. 36. Getting to Know Each Other .. ON THE FIRAT DAY OF SCHOOL DO AN ACTIVITY TO BRING THE CLASS TOGETHER SUCH AS A CLASSROOM SURVEY. THE STUDENTS WALK AROUND AND TALK TO THE OTHER STUDENTS AND FILL OUT A QUESTIONAIRRE. AT THE SAME TIME THEY ARE GETTING TO KNOW EACH OTHER. 37. Fun First Day Activity .. ON THE FIRST DAY OF SCHOOL I HAVE PLENTY OF PRE-CUT LETTERS IN LOTS OF DIFFERENT COLORS ON A TABLE. AS THE CHILDREN COME IN THEY FIND THE LETTERS TO SPELL THEIR NAMES AND GLUE THEM TOGETHER. I HANG THESE FROM THE CEILING! THEY REALLY BRIGHTEN UP THE ROOM AND LOOK GREAT FOR OPEN HOUSE! USUALLY THIS IS THE FIRST THING THEY POINT OUT TO THEIR PARENTS. 38. What are your expectations? ASK FOR THEIR EXPECTATIONS. TELL THEM YOU’RE INTERESTED IN THEIR OPINIONS AND YOU’RE ASKING THEM THESE QUESTIONS AS A WAY OF FINDING OUT ABOUT THEIR LEARNING STYLES AND PREFERENCES. ASK THEM TO WRITE, USING AS MUCH DETAIL AS POSSIBLE, THEIR RESPONSES TO QUESTIONS, SUCH AS †¢ NOW THAT I’VE TOLD YOU MY EXPECTATIONS OF A GOOD STUDENT, WHAT ARE YOUR EXPECTATIONS OF A GOOD TEACHER? †¢ TELL ME ABOUT THE BEST TEACHER YOU’VE EVER HAD. WHAT MADE THAT PERSON SUCH A GOOD TEACHER? †¢ NOW THAT I’VE TOLD YOU SOME OF MY IDEAS ABOUT HOW WE WILL GO ABOUT LEARNING THIS YEAR’S MATERIAL, TELL ME ABOUT HOW YOU LEARN BEST. GIVE ME AN EXAMPLE OF A PROJECT OR UNIT WHERE YOU LEARNED A LOT. DESCRIBE THE PROJECT IN DETAIL. 39. TIME CAPSULES: A TIME-PROVEN YEAR OPENER I GIVE EACH STUDENT A SHEET WITH QUESTIONS SUCH AS WHAT’S YOUR FAVORITE TV SHOW? WHAT’S YOUR FAVORITE SONG? AND WHAT’S YOUR FAVORITE BOOK? ON IT. THERE’S A SPACE FOR STUDENTS TO ANSWER THE QUESTIONS AT THE BEGINNING OF THE YEAR AND ANOTHER SPACE FOR THEM TO ANSWER THE SAME QUESTIONS AT THE END OF THE YEAR. â€Å"AFTER STUDENTS PUT THEIR ANSWERS IN THE FIRST BLANK, I TIE ALL THE SHEETS TOGETHER AND PUT THEM IN MY FILE CABINET,† BRIGHT TOLD EDUCATION WORLD. â€Å"IT’S ALWAYS FUNNY AT THE END OF THE YEAR TO HEAR THEM LAUGHING AND SCREECHING OVER THEIR ANSWERS FROM THE BEGINNING OF THE YEAR. THEY ALWAYS CHANGE THEIR MINDS BY THE END OF THE YEAR! † BEGINNING-OF-THE-YEAR TIME CAPSULES CAN INCLUDE MANY OTHER ITEMS TOO. IN ADDITION TO STUDENTS’ QUESTION SHEETS, THEIR INDIVIDUAL TIME CAPSULES MIGHT ALSO INCLUDE A. TRACING OF THEIR HAND, A PIECE OF YARN CUT TO MEASURE THEIR HEIGHT, AND A WRITING SAMPLE. SEALED THE ITEMS IN ENVELOPES, AND OPEN THEM AT THE END OF THE SCHOOL YEAR. STUDENTS WILL SURELY BE AMAZED AT THEIR GROWTH — PHYSICALLY AND ACADEMICALLY! FOR THAT TIME CAPSULE WRITING SAMPLE, YOU MIGHT USE ANOTHER OF BRIGHT’S FAVORITE BEGINNING-OF-SCHOOL ACTIVITIES. â€Å"I HAVE STUDENTS INTERVIEW EACH OTHER LIKE NEWSPAPER REPORTERS SOMETIME DURING THE FIRST WEEK OF SCHOOL,† BRIGHT EXPLAINED. â€Å"THEY HAVE TO ASK A PARTNER FIVE QUESTIONS AND USE THOSE ANSWERS TO WRITE A PARAGRAPH ABOUT THEIR PARTNER. THEN THEY INTRODUCE THEIR PARTNER TO THE CLASS BY READING THE INTERVIEWS. † 40. THESE ARE A FEW OF MY FAVORITE THINGS INVITING STUDENTS TO SHARE A FEW OF THEIR FAVORITE THINGS IS A GREAT WAY TO BREAK THE ICE! INTRODUCE AN OVERHEAD TRANSPARENCY ON WHICH YOU HAVE ALL KINDS OF PICTURES THAT â€Å"DESCRIBE† YOURSELF. THERE’S A PLANE, LOTS OF BOOKS, A HILL, AND MORE. INVITE YOUR STUDENTS TO GUESS FROM THE DRAWINGS WHAT YOUR FAVORITE OUTSIDE INTERESTS MIGHT BE. (DID YOU GUESS TRAVELING, READING, AND HIKING? ). GIVE EACH STUDENT A SHEET OF DRAWING PAPER AND ASK THEM TO TELL ME ABOUT THEMSELVES — USING ONLY  PICTURES. BREAK INTO SMALL COOPERATIVE GROUPS, AND EACH GROUP TRIES TO TELL ABOUT THE PEOPLE IN THEIR GROUP. OF COURSE, WALK AROUND AND INTERACT WITH EACH GROUP TO KNOW THEM TOO. † 41. MAKE A LARGE CHART TITLED GETTING TO KNOW YOU. LAMINATE THE CHART AND HANG IT ON A WALL IN YOUR CLASSROOM. THE CHART HAS SECTIONS FOR EACH STUDENT’S NAME AND INTERESTING FACTS, SUCH AS HOW MANY PEOPLE ARE IN THEIR FAMILY, HOW MANY PETS THEY HAVE, THEIR FAVORITE http://www. ToLearnEnglish. com – http://www. ToLearnFrench. com – Spanish : http://www. espagnolfacile. com/english – German:

Harvesting Pine Straw for Mulch

Harvesting Pine Straw for Mulch Pine straw is fast becoming the favored mulch and ground-cover for landscapers and homeowners in urban America. This trend is providing another non-traditional ways for a pine forest to provide extra income to the forest owner. Here are the most frequently asked questions about the increasingly lucrative pine needle harvest. Here are answers to many questions asked by people wanting to learn a bit more about harvesting pine straw. This Frequently Asked Questions page is for those interested in growing pine straw for harvest or for those who want to use pine straw as a mulch. Q: When is a pine forest ready for its first needle harvest?A: You have a potentially productive situation when an already established stand of pines reach at least 8 years of age. Q: What species of pine is considered the best for mulching and landscaping?A: Raking and baling is much easier when you have long needles. A short needled tree is nearly impossible to prepare correctly for handling, transporting...read more. Q: What season do you harvest pine needles?A: The Fall. It has been found that October and November are usually the best months to harvest straw as it is when you will harvest the most in the best condition...read more. Q: At what age is a pine forest most productive for needles?A: Needle-fall in a pine stand increases with age to a peak at age 15 years. The drop remains relatively constant...read more. Q: What can I expect pine straw yields to be?A: If you begin raking when a pine stand is 6 years old, the yields will be relatively low at 50 to 75 bales per acre. At age 10, pine straw...read more. Q: Is removing needles from a site harmful?A: Yes and no. Repeated removal of the pine straw may have dramatic effects on a forest stand...read more. Q: Should I fertilize my pine stand?A: Fertilizer may be used to improve tree growth and replace some of the nutrients that are removed with raking. Fertilization may also increase...read more. Q: What should I expect to get for my pine straw?A: Sources in North Carolina suggest that Private landowners often sell their longleaf pine straw to producers, who do the raking and baling. The producer pays...read more. Q: Where can I get pine straw help?A: The best source of information on pine needle mulch is with your agricultural extension forester or your state forester...read more. Q: Why is the pine needle so popular a mulch to homeowners? A: Landscapers and building contractors are just discovering that pine straw works much better than bark nuggets or...read more.

Positive Reinforcement to Increase Academic Performance

Positive Reinforcement to Increase Academic Performance Reinforcement is the means by which behavior is increased. Also known as consequences, positive reinforcement adds something that will make it more likely the behavior will occur. Negative reinforcement is when something is removed, it is more likely to continue. The Reinforcement Continuum Reinforcement happens all the time. Some reinforcement occurs because the item or activity is naturally reinforcing. At the highest end of reinforcement, reinforcers are social or intrinsic, such as praise or self-esteem. Young children, or children with low cognitive or social functioning, may require primary reinforcers, such as food or preferred items. During the course of instruction primary reinforcers should be paired with secondary reinforcers. Primary Reinforcers: Primary reinforcers are things that reinforce behavior that provide immediate gratification, such as food, water or a preferred activity. Often very young children or children with severe disabilities need primary reinforcers in order to be engaged in an educational program. Food can be a powerful reinforcer, especially preferred food, such as fruit or candy. Often young children with severe disabilities or very low social functioning are started with preferred foods, but they need to be paired with secondary reinforcers, especially praise and social interaction. Physical stimulation, like piggyback rides or airplane rides are primary reinforcers that pair the therapist or teacher with the reinforcer. One of the principal goals of a therapist or teacher is for the therapist or teacher to become a secondary reinforcer for the child. When the therapist becomes a reinforcer for the child, it becomes easier for the child to generalize secondary reinforcers, like praise, across environments. Pairing primary reinforcers with tokens is also a powerful way to replace primary reinforcers with secondary reinforcers. A student earns tokens toward a preferred item, activity or perhaps food as part of their educational or therapy program. The token is also paired with secondary reinforcement, like praise, and moves the child toward appropriate behavior. Secondary Reinforcers:  Secondary reinforcers are learned reinforcers. Awards, praise and other social reinforcers are all learned. If students have not learned the value of secondary reinforcement, such as praise or rewards, they need to be paired with primary reinforcers: a child earns a preferred item by earning stars. Soon the social status and attention that go with stars will transfer to the stars, and other secondary reinforcers like stickers and awards will become effective. Children with autism spectrum disorders lack an understanding of social interaction and do not value praise or other secondary reinforcement because they lack Theory of Mind (ToM), the ability to understand that another human has emotions, thoughts and is motivated by personal self-interest. Children with Autism Spectrum Disorder need to be taught the value of secondary reinforcers by having them paired with preferred items, food, and preferred activities. Intrinsic Reinforcement: The final goal of reinforcement is for students to learn to evaluate themselves and reward themselves with intrinsic reinforcement, the feeling a person gets from a job well done, for successfully completing a task. Still, we need to remember that people do not spend 12 years in college, medical school and residency just for the honor of being addressed as doctor. They are also hoping to earn the big bucks, and rightly so. Still, when intrinsic rewards accompany employment, as in being a special education teacher, they may compensate for some of the lack of status and income. The ability to discover intrinsic reinforcement in many activities that lead to the big bucks does, however, bode well for future success. Socially Valid Reinforcers Socially valid reinforcers refer to reinforcement schedules that are age appropriate. Seeking reinforcers that do not set students apart from typically developing peers in their age group is really part of providing FAPE- a Free, Appropriate Public Education- a legal underpinning of the Individuals with Disabilities Education Improvement Act of 1994 (IDEIA.) For students in middle school or high school, putting Super Mario stickers on the backs of their hands is not age appropriate. Of course, students with the most difficult behavior, or those who do not respond to secondary reinforcement need to have reinforcers that can be paired with social reinforcement and faded as more socially acceptable reinforcement can take its place. Socially valid reinforcement can also help students understand what is cool or acceptable to typical peers. Rather than letting middle school aged students watch a Telletubbies video as a reinforcer, how about a National Geographic video about bears? Or perhaps anime cartoons? Identifying High Preference Reinforcers In order for reinforcement to be effective, it has to be something the student or students find reinforcing. Stars on a chart might work for typical 2nd graders, but not for second graders with a severe disability. They certainly wont work for high school students, unless they get to trade them for something they really want. There are several ways to discover reinforcers. Ask Parents: If you teach students who are not communicating, students with severe cognitive disabilities or autism spectrum disorders, you should be sure to interview parents before the students come to you, so you have some of their favorite things. Often offering a favorite toy for a brief period is a strong enough reinforcer to keep a young student on task.An Informal Preference Assessment: Lay a number of things that children of the same age enjoy playing with and watch what a student shows the most interest in. You may seek similar toys. Also, other items that have shown to be of interest, like toys that light up when you squeeze them, or accordion tubes that make noises when you pull them can be shown and modeled to students to see if they gain their attention. These items are available through catalogs that specialize in providing resources for children with disabilities, such as Abilitations.Observation: What does a child choose to use? What activities do they seem to prefer ? I had a child in an early intervention program who had a pet turtle. We had a nicely painted model turtle of vinyl, and he would work for an opportunity to hold the turtle. With older children, you will find they may have a Thomas the Tank Engine lunch bag, or a Cinderella Umbrella that they cherish, and Thomas and Cinderella may be good partners for reinforcement. Ask the Students: Find out what they find the most motivating. One way to do that is through Reinforcement Menus that  offer students things they can choose. When you collect them from a group, you can decide which items seem to be the most popular and arrange to make them available. A choice chart with the choices they have made can be very helpful, or you can create individual choice charts as I have for middle school students on the Autism Spectrum. If you want to control or limit the number of times they can make each choice (especially computer time, when you have limited computers for a large group) you could also make tickets with strips at the bottom to tear off, a little like the postings for used cars at the Laundromat.

Greeks Interaction with other Nations Essay Example | Topics and Well Written Essays - 1250 words

Greeks Interaction with other Nations - Essay Example He did not have enough written document to assist him in his investigations of the Greek aspects of the War. In ancient Greece history was transmitted orally. He was therefore reduced to gather oral testimony from survivors and descendants of survivors of an era. He was too young to have experienced, but Herodotus had overcome those difficulties." He weighed and carefully sifted the oral accounts of his witnesses, making clear to his audience which among them contained evidence that was probable, Possible".(A. Robertson) The history of the Persian Wars was written with purpose of passion. To him men are only puppets in an all powerful fate. He thus tried to find out the universal truth through human beings. Although he was an Ionian Greek, Herodotus yet believed that Athenian vigor, liberty and democracy. He explained Athens's instrumental role in the defeat of the Persians. "The Athenians were saviors of Greece" and later justified her domination of Greek affairs through her Empire. The Persian Wars lasted for nearly five years (500BC- 479 BC) Herodotus provides information among many other things of the rise of the Persian Empire under Cyrus, the humiliating defeat of proud Croesus and two invasions of Greece by the Persians, the first under Darius turned back at Marathon (490B.C.) With the destruction of the Persian fleet at Salamis, Greece was saved from destruction. Her golden age began. He wanted to preserve the moral lesson embodied in what he saw the victory of Greek liberation from the clutches of Persian autocracy. The Persian Wars provided him the golden opportunity to construct this epic. Herodotus was the first historian to understand the need for a purpose in historical study. He was a true researcher who truly laid his hands on discovering the truth for example, the causes of the Persian War. He tried his best in putting together a long involved historical narrative in which the main theme never been lost. His comparative and constructive study of Greeks and Barbarians led a few scholars to consider him as a friend of the Barbarians. In the opinion of H.E. Barnes, "the frame of Herodotus will endure as the first constructive artist in the field of historical writing as the author of the earliest comprehensive historical work, as the first to imply that the task of the historian is to reconstruct the whole past life of man ... in the entire course of historical writing. He won for history a distinct place in the arts and sciences of mankind for all times." Aeschylus (525-456BC), Greek dramatist born in Eleusis, near Athens, he was the earliest of city's tragic poets. As the predecessor of Sophocles and Euripi dies, he is the founder of Greek Tragedy. "The Persians", presented in 472 BC, is a historical tragedy about the Battle of Salamis, the scene being set in Persia at the court of the mother of King Xerxes I. In the Play it is written that the Greek prevented an invasion by the superior forces of the Persians. More precisely, the play focus is the Persian reaction to their defeat. The Greek's belief on ghost can be seen when Darius appears, and blames his son Oxeyes arrogant pride which had

Week 7 response papers Essay Example | Topics and Well Written Essays - 500 words

Week 7 response papers - Essay Example In agreement with the student, the move to have manufacturers bear the burden of disposing their products has changed the benchmarking activities of companies. Companies have to change their manufacturing and business processes as noted in response to the new regulation at least to some extent (Esty and Winston, 2006). Since the companies have to bear the burden of disposal, it is important for them to create partnerships. Partnering with other players will assist organizations in ensuring responsible recycling as in the case of Dell and FedEx. Once again, in agreement with the student, it is important for employees in the service industry to be trained on environmental audits. This is because effective sustainability is achieved by involving everyone in the company as noted by Ahmed, Montagno, and Sharma (2004). Marshall and Toffel (2005) note that sustainability can be extremely elusive if people are ignorant of facts related to the environment and waste management. This means that at all levels, workers should be trained about environmental auditing. Companies will have to change their benchmarking activities so that they become more responsible in the disposal of outdated electronic products as noted by the student. This is influenced by the fact that used electronic equipment such as computers, TVs, and cell phones are some of the quickly growing wastes in the world (ScienceDaily, 2009). The disposal of CRT monitors and tube TVs has been a thorny issue as the student notes. It is true that it is more effective to control pollution and encourage sustainability by assigning producers the burden of managing wastes as opposed to disposing old electronic equipment in landfills in agreement with Blewitt (2008). The student introduces two important factors in the waste management and sustainability debate – the issues of legality and accountability.