Taekwondo :: essays research papers

Do you know what Taekwondo is? Do you know how Taekwondo benefits the professional? Do you realize Taekwondo is likewise viewed as a game and is an occasion in many significant rivalries? At the point when these inquiries are posed, most of the individuals who answer don't have a clue about the right answers or the total answer. Albeit numerous individuals don't think a lot about Taekwondo, there are a huge number of individuals overall getting included. Taekwondo is the world's quickest developing military craftsmanship, with presently more than fifty million specialists and becoming ordinary. Most of the professionals who get included do as such to learn self-preservation. Not exclusively do the specialists learn self-preservation, however they additionally learn numerous supportive things and get the advantages that Taekwondo brings to the table. Likewise, Taekwondo has become a game in many major brandishing rivalries. In any case, primarily, Taekwondo gives individuals brandishi ng and self-guarding capacity and gives that individual an edge in every day life, with its benefits as a military craftsmanship game of self-restraint. Â Â Â Â Â First of all, Taekwondo shows the expert self-protection, which can be utilized for a lifetime. A large number of the self-preservation procedures instructed animate numerous genuine circumstances so the individual would recognize what to do when trapped in a comparable circumstance. Likewise, in light of the fact that not all things can be instructed for all circumstances that emerge, numerous essential procedures, rules, techniques, and ideas are educated and underlined. Then again, self-preservation practice incorporates doing regular penetrates, structures, and fighting. Self-preservation preparing doesn't generally need to be 100 percent self-protection preparing. Despite the fact that, you truly don't get guidance on self-preservation when doing drills, structures, or fighting, those practices are simply one more method of learning self-protection and improving your expertise of self-preservation. Fundamentally, all the guidance ideas, methods, and rules of Taekw ondo show an individual self protection somehow. Â Â Â Â Â Second of all, Taekwondo is delegated a game along similar to a military craftsmanship. Since Taekwondo is delegated a game, Taekwondo is in some cases alluded to as a military craftsmanship sport. There are numerous reasons why Taekwondo has become a game. A couple of reasons are on the grounds that the ubiquity that Taekwondo has gotten is overpowering, the sorted out athletic rivalry (like boxing), and the push to think about Taekwondo as a game by numerous experts, bosses, teachers, and authorities of associations around the world. Numerous athletic rivalries are beginning to or as of now have included Taekwondo as an official occasion.

Japanese Longhorned Beetle essays

Japanese Longhorned Beetle papers The insect that I have picked is the Japanese Longhorned Beetle, otherwise called Callidiellum rufipenne. It is a wood bearing bug our of East Asia starting point that was first identified in North America in 1927 at Vancouver, BC, and in Seattle, WA around 1954. In its local climate, the Japanese Cedar Longhorned Beetle is viewed as an auxiliary bug, since it just assaults powerless, dead, or decaying wood. The variety of the Japanese Cedar Longhorned Beetle, which is Callidiellum, really contains three distinct species. In North America its cupressi from beach front California, viridescens from Arizona, and the as of now referenced rufipenne. Callidiem rufipenne is known to originate from East Asia, running from China, Korea, Sakhalin, Japan, and the Ryukyu Islands. Additionally even found in Taiwan, where the bug is thought to have been unintentionally presented by some sort human of transportation. Likewise because of wood import from eastern Asia, types of the creepy crawly were brought into Italy. In matter of reality numerous shipments of Japanese cedar were found to have the Japanese Cedar Longhorned Beetle in it, however since the creepy crawly was an optional bug, it wasnt thought of as a significant treat considering an auxiliary danger implied it just would upset kicking the bucket bits of wood. Shockingly that wasnt the case by any stretch of the imagination. Because of the science of the Callidiem rufipenne, it experiences one age yearly. Grown-ups will rise up out of the dead host tree in the spring (right on time to mid-April), and mate on the outside of the tree trunks of debilitated or passing on cedar. The females will at that point lay their eggs in the bark cleft. Their grown-up life traverses go from around 16-18 days. Most of females, which is about 65%, will start to lay their eggs when right on time as 1-3 days subsequent to rising up out of the tree trunk. The females will lay and normal of 18 eggs over around a 14-day time span. After the entirety of this generally a ... <!

Architecture Design Project for Housing Studies- myassignmenthelp

Question: Examine about theArchitecture Design Project for Housing Studies. Answer: A communitys presence of a market makes it workable for organizations to be directed. Commercial centers exist do to accessibility of points of interest that could be sold in the geographic appraisals and the accessible sort of clients or organizations that are to be focused on. Night precipice has a market set up in this way demonstrating there is a current objective clients who are effectively accessible and simple to reach. Indeed, even with the current attractiveness of the Nightcliff town, the commercial centers can't do organizations with everyone in case they lead to weariness of assets or disarray of customers(Clement L. , 2005). Nightcliff showcase patterns towards littler specialties consequently its attractiveness. Nightcliff attractiveness is because of the objective explicit in specialties, not simply young people or some other gathering. It further incorporates points of interest, for example, high school guys or rich adolescent guys. The concentration in Nightcliff tow n explains what is being sold in the business. Little is colossal and Nightcliff makes its predominance in making a market exist in its encompassing, putting down the accomplishments in promoting businesses and this methodology comes with the showcasing style and example that settle its problems(Clement, 2005). A presence of a market in Nightcliff has placed in effective organizations because of the towns portrayal of the perspective of the clients that come around. Significant worries of these imminent clients are in this way met in Nightcliff by the distinguishing proof of the needs and needs of clients. Making the move of building a market in Nightcliff produces a blended belief system in customer base adjusting henceforth making a far various quality. Cullen Bay having not designated a market around makes it not advantage as Nightcliff in the market business. In this manner, the town has poor demographic when contrasted with Nightcliff(Manzo, 2003). Schools can be persuasive in towns consistency and assorted variety. Cullen Bay town that has a school in it as well as various schools, profits by persistent inflow and surge of individuals. Schools lead to the visit of understudies, numerous understudies since there are various schools. The town therefor can wash in the steady groups from different working callings and different understudies. Another compositional advantage that accompanies working of schools is the decline of vehicles. Schools that exist in towns profit by open vehicle that have been assembled, capacity and administration well. Open transportation, for example, transports are available in Cullen Bay along these lines decreasing the traffic in the lanes. With the decrease in rush hour gridlock comes simpler and quicker transportation over the town. Other than the referenced advantages in Cullen cove, the bought in methods for transport is far less expensive than utilization of individual vehicles. Indeed, even a po rtion of the schools designate goes to transportation by open methods. Eminently, Cullen Bay has less number of individual vehicles subsequently it results to better air. There is decreased contamination in the city causing the earth be and to feel new. The absence of schools in Nightcliff implies absence of the referenced befits that flood in Cullen Bay. More to this is Nightcliff does not have the immense assorted variety that is available in Cullen Bay. With decent variety comes various noteworthy minutes. Near precipice along these lines passes up such essential minutes that can be found in Cullen Bay(Healy). Way of life designs as a rule rely on the current exercises in a town. Taking the case of various exercises in Nightcliff, portrays a tremendous way of life in the town that influence the comprehension of the world. A presence of more exercises portrays more examination and investigation of the environmental factors of the town(Dovey, Dreams in plain view rural belief system in the Model Home, 1994). Nightcliff town bolsters and empowers exercises in its ward and this feeds back the towns development, exercises scholarly and accomplishment being developed. These exercises come because of the help of the town to give apparatuses and opportunity required in development by presentation to its wide condition comprising of plants, individuals and creatures. Exercises in Nightcliff town achieves regard and collaboration. More exercises mean more work cooperation in the different fields of town advancement. Nightcliff in this way is created in its encouraging of imagination. At the point wh en a town tests, creates and executes on distributing exercises that should be possible in it, it contributes on a heap of strategies that build up its social, financial and political ways. More to this is the chance of contributing on an alternate field other than scholastics. Occupants who have bombed in scholastics take part around exercises that rewards and energizes enterprise. Cullen Bay makes it increasingly hard for other improvement that are affected by exercises because of its less help and consolation of exercises being directed in it. Likewise, the attribute of less exercises implies decreased wellbeing in its occupants because of diminished physical exercises(Fry Sellbach, 2008). Building style and type brings into account the development of one story structures in Nigh Cliff, gets the enormous portion of in confined lodging in the town. The observer of such one story building is a key in sorting of the towns demography. The vast majority of the families inclining toward one story building s are the as of late developing families that have youthful and as yet developing youngsters henceforth the decision in structures. One story structures ingrain a feeling of wellbeing and space in lodging compositional plans. Such lodging structures increment with the expanding of developing families in the town. Night Cliff town does not have the urbanized view as in the Cullen Bay. Night Cliff has the rural view that is supported by diminishing correspondence cost despite the fact that there are benefits that are there in thickly stuffed or tall structures that are in Cullen Bay. One story incorporating result with separation of lodging. That surface because of complex so cial issues or the absence of chances in protection for the improvement of property. Subsequently Night Cliff favors singular family advancement instead of Cullen Bay. Advantages are there in the two fronts since Cullen Bay town is positive fro organization advancement that require stuffed improvement in there framework. Additionally, tall structures offer momentous landscape in their skyscraping highlights. High rises have the component of interest in new compositional advances not at all like one story structures that generally have late innovations do to their effortlessness in development(Dowling Mee, 161-165). The climate and feel in the travel industry can be figured out how to being gainful as opposed to disadvantageous to its encompassing. Most towns will in general make the negative impacts less with the goal that the impact is nit felt on the host town and its condition on the off chance that it exceeds the advantages it has financially(Walsh, 2005). The travel industry in Cullen Bay because of the natural set up for excursions from the bustling working towns, for example, Night Cliff prompts production of occupations. Occupations can be made straightforwardly in the travel industry speculation or by means of backhanded methods in the retails or transport divisions. Towns, for example, Cullen Bay experience the multiplier impact because of the consumption of these approaching travelers. The travel industry produces incomes from the additional tax collection openings in the offices that harbor traveler, for example, inns and air terminals. Socially, there is an improvement in recreatio n exercises in the town. On the off chance that he visitors continue coming, the private networks endeavor to keep up their traveler drawing in highlights in this way there is a safeguarded culture in the environmental factors. Societies in conventions, celebration and crafted works are continued on in order to look after the travel industry. This creates trust in the towns community pride consequently keeping up such rural design designs in towns, for example, Cullen Bay. The inflow of voyagers is because of the interest of the assorted variety in societies subsequently there will be association and making of social understanding that raises worldwide awareness(Zora, 2008). The earth is additionally influenced since it is saved and this could prompt springing up of noteworthy structures. Other than the energy that travel industry brings, there are negative qualities that towns that have less vacationer visiting escape. Rates of expanded ecological contamination because of expanded sewage creation from the additional populace. Towns that may rely upon the travel industry likewise may not develop because of the chance of fear based oppression or catastrophic events in the regions of concern(Dovey, 1994). There the perceptible nearness of new houses in Cullen Bay town rather than Night Cliff town. Cullen Bay houses are built structure a portion of the ongoing compositional plans in order to fulfill the new creating guidelines that cause the town look and to feel new. New structures accompany better development material that are naturally well disposed and fit into the ongoing social and monetary states in the community(Drew, 2009). Socially, new structures are developed to have better tasteful qualities in their perspectives. Tasteful qualities come in deciding the shapes and mixing of the structures. A few structures are created to have compartments that can continue developing of plants. It is useful and more secure to have new structures around rather than middle person structures that comprises of old and new technologies(Dovey Woodcock, Senses of urban Character, 2008). References Lenient, L. (2005). From Prisons to penthouses; the chaging picture of skyscraper living in Melbourne. Lodging contemplates. Forgiving, T. (2005). Rural Frontiers. engineering Australia, 60-63. Dovey, K. (1994). Dreams in plain view rural belief system in the Model Home. Carlton: Melborne University press. Dovey, K. (1994). Dreams on Display Suburban Ideology in the model Home. Brutes of Surbabia , 127-147. Dovey, K., Woodcock, I. (2008). Faculties of urban Character. comprehending place, National Museum of Australia Press. Dowling, R., Mee, K. (161-165). Home and homemaking in Contemporary Australi

The Intolerable Acts (1774) in the American Revolution

The Intolerable Acts (1774) in the American Revolution The Intolerable Acts were passed in spring 1774, and helped cause the American Revolution (1775-1783). Foundation In the years after the French and Indian War, Parliament endeavored to demand charges, for example, the Stamp Act and Townshend Acts, on the provinces to help in taking care of the expense of keeping up the realm. On May 10, 1773, Parliament passed the Tea Act with the objective of supporting the battling British East India Company. Preceding the section of the law, the organization had been required to sell its tea through London where it was burdened and obligations surveyed. Under the new enactment, the organization would be allowed to sell tea legitimately to the provinces without the extra expense. Thus, tea costs in America would be decreased, with just the Townshend tea obligation evaluated. During this period, the provinces, maddened by the expenses demanded by the Townshend Acts, had been efficiently boycotting British merchandise and guaranteeing imposing taxes without any political benefit. Mindful that the Tea Act was an endeavor by Parliament to break the blacklist, gatherings, for example, the Sons of Liberty, stood in opposition to it. Over the provinces, British tea was boycotted and endeavors were made to deliver tea locally. In Boston, the circumstance peaked in late November 1773, when three boats conveying East India Company tea showed up in the port. Energizing the masses, the individuals from the Sons of Liberty dressed as Native Americans and boarded the boats the evening of December 16. Cautiously abstaining from harming other property, the marauders hurled 342 chests of tea into Boston Harbor. An immediate attack against British power, the Boston Tea Party constrained Parliament to make a move against the states. In requital for this attack against illustrious power, the Prime Minister, Lord North, started passing a progression of five laws, named the Coercive or Intolerable Acts, the accompanying spring to rebuff the Americans. The Boston Port Act Passed on March 30, 1774, the Boston Port Act was an immediate activity against the city for the past Novembers casual get-together. The enactment directed that the port of Boston was shut to all delivery until full compensation was made toward the East India Company and the King for the lost tea and assessments. Likewise remembered for the demonstration was the specification that the colonys seat of government ought to be moved to Salem and Marblehead made a port of section. Boisterously dissenting, numerous Bostonians, including Loyalists, contended that the demonstration rebuffed the whole city as opposed to the rare sorts of people who were answerable for the casual get-together. As provisions in the city dwindled, different provinces started sending alleviation to the barred city. Massachusetts Government Act Established on May 20, 1774, the Massachusetts Government Act was intended to build illustrious power over the colonys organization. Revoking the colonys contract, the demonstration specified that its official committee would never again be justly chosen and its individuals would rather be selected by the lord. Likewise, numerous frontier workplaces that were recently chosen authorities would from this time forward be designated by the regal senator. Over the state, just a single town meeting was allowed a year except if endorsed by the senator. Following General Thomas Gages utilization of the demonstration to break up the common get together in October 1774, Patriots in the state shaped the Massachusetts Provincial Congress which viably controlled all of Massachusetts outside of Boston. Organization of Justice Act Spent a similar day as the past demonstration, the Administration of Justice Act expressed that regal authorities could demand a difference in scene to another settlement or Great Britain whenever accused of criminal acts in satisfying their obligations. While the demonstration permitted make a trip costs to be paid to witnesses, not many homesteaders could stand to go home to affirm at a preliminary. Numerous in the settlements felt it was superfluous as British fighters had gotten a reasonable preliminary after the Boston Massacre. Named the Murder Act by a few, it was felt that it permitted illustrious authorities to act without risk of punishment and afterward get away from equity. Quartering Act A modification of the 1765 Quartering Act, which was to a great extent overlooked by pioneer congregations, the 1774 Quartering Act extended the sorts of structures where officers could be billeted and evacuated the prerequisite that they be given arrangements. In spite of mainstream thinking, it didn't allow the lodging of fighters in private homes. Normally, troopers were first to be set in quite a while and open houses, yet from that point could be housed in hotels, victualing houses, void structure, horse shelters, and other empty structures. Quebec Act Despite the fact that it didn't directly affect the thirteen settlements, the Quebec Act was viewed as a major aspect of the Intolerable Acts by the American homesteaders. Planned to guarantee the unwaveringness of the rulers Canadian subjects, the demonstration enormously extended Quebecs fringes and permitted the free act of the Catholic confidence. Among the land moved to Quebec was a significant part of the Ohio Country, which had been guaranteed to a few provinces through their contracts and to which many had just laid case. Notwithstanding infuriating area theorists, others were dreadful about the spread of Catholicism in American. Grievous Acts - Colonial Reaction In passing the demonstrations, Lord North had would have liked to confine and seclude the extreme component in Massachusetts from the remainder of the settlements while additionally attesting the intensity of Parliament over the pioneer gatherings. The cruelty of the demonstrations attempted to forestall this result the same number of in the settlements energized to Massachusetts’s help. Seeing their sanctions and rights under danger, provincial pioneers shaped boards of correspondence to talk about the repercussions of the Intolerable Acts. These prompted the gathering of the First Continental Congress at Philadelphia on September 5. Meeting at Carpenters Hall, delegates discussed different courses for bringing pressure against Parliament just as whether they should draft an announcement of rights and freedoms for the settlements. Making the Continental Association, the congress required a blacklist of every British great. In the event that the Intolerable Acts were not revoked inside a year, the settlements consented to end fares to Britain just as help Massachusetts in the event that it was assaulted. Instead of precise discipline, Norths enactment attempted to arrange the provinces and pushed them not far off towards war.

How important is that we are certain about what we claim as knowledge? Essay

How significant is that we are sure about what we guarantee as information? As per my conclusion, it is pivotal to distinguish what we guarantee as information. The world has a ton of data however not every one of them can be guaranteed as information that is reasonable to. Everything from your supposition to the extraordinary choices you make are reliant on the information that you recognize as your own through your own points of view and furthermore through your encounters. To me, superfluous information is something an individual doesn't must have and shouldn't be asserted by an individual. To recognize fundamental and superfluous information one must realize what the individual puts stock in and would should be enduring to that subject. By doing this your insight will be refined, as opposed to overwhelmed. By saying this, it doesn't imply that the information you can gather ought not be gathered it is only that the information that is refined to your height is certainly going to assist you with bettering than whatever other information that you gather that doesn't go under your extension. The significance of what we guarantee as information contrasts from individual to individual and at long last the essential foundation and culture the individual is from, will figure out what information he distinguishes and reveres. All things considered the information that you have doesn't just state what you know, it depicts what sort of an individual you are and how your life has been and will be! How significant is that we are sure about what we guarantee as information? As indicated by my conclusion, it is vital to recognize what we guarantee as information. The world has a great deal of data yet not every one of them can be asserted as information that is appropriate to. Everything from your assessment to the groundbreaking choices you make are subject to the information that you recognize as your own through your own points of view and furthermore through your encounters. To me, pointless information is something an individual doesn't must have and shouldn't be guaranteed by an individual. To recognize fundamental and pointless information one must comprehend what the person puts stock in and would should be unfaltering to that theme.

Idioms and Admissions Apples and Oranges COLUMBIA UNIVERSITY - SIPA Admissions Blog

Idioms and Admissions Apples and Oranges COLUMBIA UNIVERSITY - SIPA Admissions Blog The earliest memory I can seem to muster of the idiom, That is like comparing apples to oranges is from high school. I can not remember if it was my personal finance teacher or my cross country coach, but it was one of the two (and comparing those two certainly is like comparing apples to oranges). I remember being stumped by the idiom at first. I did not understand the context and asked around until some other examples finally brought the point home to me. While Wikipedia delves into the validity of the usefulness of the idiom, to me the admission decision season provides a scenario where the idiom makes perfect sense.   Most applicants apply to several different schools and it is only natural not only to compare the characteristics of those schools, but the admission decisions of those schools. When decisions go out each year applicants will often contact our office to discuss their SIPA admission decision. Statements and questions like the following are not uncommon: I dont understand why I was put on the waitlist at SIPA when I was admitted to all of the other schools I applied to. Can you explain why? I received a fellowship offer from another school but not from SIPA. Why didnt I get SIPA fellowship funding? SIPAs letter said that I should get more experience and apply again at a later time but other schools admitted me? Why? My decision letter from SIPA said I could benefit from more quantitative preparation but I was admitted to other similar schools. Why is this the case? My decision letter from SIPA said I could benefit from additional English language study but I was admitted to other U.S. programs. Why? Why have I heard from other schools but not SIPA? From an administrators point of view statements and questions like these are, well, like comparing apples to oranges. If it were an apples to apples comparison, every single applicant would have had to apply to the same exact schools, have been read by the exact same committee, and the committees would need to share the exact same budget. Obviously this is not what happens. Sure policy schools are similar in many ways. We have similar core classes, faculty that study, teach, and practice common subjects, and we seek to prepare students for similar careers. However, each school is quite different in many ways when it comes to shaping an incoming class. Each school has its own unique Admissions Committee structure. Each school has its own unique applicant pool. Each school has a different fellowship endowment and can choose to use it in different ways. Each school has different donors who set different criteria for awards. Each school has its own time lines. I am not going to pretend that by reading this entry all of your questions or concerns about admission decisions will be put at ease, but I hope it does provide insight into the big picture. Each policy school is different in its own way and will make decisions based on its history, goals, preferences and yes, limitations. Thus, comparing a decision from one school to another is often like comparing apples to oranges.   I will attempt to address many of the questions posted in future entries, but for now I just wanted to provide a bit brief insight into the process from the prospective of someone on the other side of the process.

College v. High School Class Environment

It occurred to me (as I was fighting sleep in Gen Chem on Monday morning†¦) how utterly ignorant I was beforehand about the differences between college and high school class environments. (About the differences between college and high school everything, for that matter). Consequently, this marks the first piece within a developing series that will tackle the â€Å"College v. High School† knowledge-experience gap, created in the hopes of easing your transition (because, boy, does it come quick!). As I’ve come to find so far, there about 5 main ways that set my current classes apart from prior years. 1. Reduced time with the professor As you might already know, the actual class time in college is significantly less than that of your typical â€Å"high school† day. For reference, the biggest in-person time commitment I have to make for any of my classes totals at 5 hours a week. Most of the others only run for one-hour periods twice a week. This has its obvious advantages – no one loves sitting in a stuffy room and being forced to pay attention. But keep in mind that, as a result of the greater space and flexibility in your schedule, you’re going to be expected to work a lot more on your own (homework, test-prep, etc.). It becomes a matter of staying disciplined with your days and checking up on your priorities. Another point to keep in mind is that less in-class time with your professor will make it substantially harder to form a close connection. Gone are the days of instantly becoming the teacher’s favorite. Not only will there be more students who are just as capable as you are, but there will also just, well, be more students†¦like in general. After all, lecture halls can be upwards of 200 people. It becomes important, then, to optimize the opportunities that you have in order to establish a relationship. Office hours are often the best go to. (Can’t think of a reason to talk to your professor? Make something up. Or bring a buddy and just say that you were in the area.) Another huge factor not to be overlooked is in-class participation. Ask enough questions and offer enough insights that they can start recognizing your face, learning your name, and appreciating your contributions. 2. Asking questions Yes, I just told you to ask questions. But I also need to warn you that doing so can be surprisingly difficult. This doesn’t exclusively apply to large lecture halls; personally, I can be equally intimidated in my discussion sections of 20. Was I supposed to already know this? Am I going to sound stupid? Some professors will be highly encouraging when it comes to voicing any confusion. Many others†¦ well†¦ not so much. If it’s something more logistical, the very first thing you will always want to do is check the syllabus/website/calendar (wherever your professor posts information). Follow that with some verification with your classmates. Then, if your class has designated TA’s, ask them. In regards to content, though, a lot of it comes down to feeling out the situation. As I said before, questions can be a great way to demonstrate your critical thinking in a subject to a professor – you just need to have the guts. And once you do, TA’s/professors tend to prefer that you approach them in person (after class works fine for some people, but your safest bet is during office hours). Emails tend to be a last resort means of contact, particularly because the response time from professors is nothing like it was in high school (if they even respond at all). 3. It’s all â€Å"optional† Okay, maybe not all of – but a lot of it is, including the classes themselves. So much is really just left up to your own discretion in college. Do the homework if you need the practice. Go to recitations if you need the clarification. That kind of a thing. (FYI: I’m a strong believer in always attending class†¦ but that’s a topic for another post). Granted, some classes will have homework count for points, but if it does, it’s likely a depressingly small percentage of your final grade. Ultimately, it comes down to picking your moments. There are going to be times when studying for your French test is more important than getting every question right on your Chem problem set. And that’s okay, so long as you understand the pay off. 4. Grading breakdown There aren’t nearly as many cushions to your grade as there â€Å"should† be†¦ (aka: as I wish there were). Far more emphasis is placed on tests and essays – which you generally are expected to be working towards for a relatively significant amount of time. This can feel really terrifying at times, but it’s all about doing what you can. The worst thing that you can do for yourself is get freaked out; a surprising number of freshmen will, and they’ll either a) choke or b) study WAY more than they need to (sacrificing sleep, meals, and other homework time). While in high school, you will be at such an advantage just in practicing a calm state of mind prior to big exams. The second part to this is that you should treat every percent like it counts. In high school, an A is pretty much an A (it doesn’t really matter whether there’s a minus or a plus to it). In college, though, those tiny differences will shift in your GPA. And the last thing you want is to have barely missed a cut off due to a lacking â€Å"participation† or â€Å"assignments† grade. 5. The variability If you thought that there was a wide variety of teaching styles in high school, wait until you get to college. There can be such a polarity in how your section is run compared to your floor mate in the same class – and all of it, ultimately, comes down to your professor. Some will post power point slides, others will use exceptionally faint white board markers (and assume you can figure it out). Some will gear things to be discussion based, others will just ramble on without clear direction. Some love handouts, others expect everything to be printed on your own time (and budget). Some closely follow the book, others require you to purchase it then proceed to never bring it up. No matter what combination you wind up with, it will take time to figure things out. Instead of trying to always game â€Å"what they are looking for,† it’s best to stick with where you know you can be successful. If you have to take your own notes from the textbook, do so. If you need to talk things through with others, be proactive in forming a review group. It’s never too early to start; the more that you can be clued in to your own study strengths, the better you will be able to adapt to each situation.

Communication in Organisations - Free Essay Example

Sample details Pages: 8 Words: 2259 Downloads: 9 Date added: 2017/06/26 Category Management Essay Type Narrative essay Did you like this example? Communication can be classified or defined as a two way process of reaching mutual understanding in which participants not only exchange information but also share and create meaning in the information which is being sent (BusinessDictionary.com (2013)).Sehgal and Khetarpla (2006;2) Defines it as the ability to convey opinions ,feelings ,body language or signs .Communication is not only concerned with letters or a mere phone call it is mostly concerned the fact that whatever message is sent is clearly understood by both the sender and the receiver of the message where the contents of are clear and not jargon or any technical language, this can be termed as effective communication It is important to note that there is no substitute to communication thus with this it is essential to note that communication is an important aspect in a business organization and an organisation cannot afford to communicate. However communication is not always effective at all times, it i s not always a smooth process this is because contrary to the major components of the communication process is the existence of barriers that hinder effective communication. A barrier or barriers to communication are those obstacles, situations, conditions or factors that prevent or hinder an effective process of communicating. Lahman and Dufrane (2010). Brounstien, Bell and Smith (2010) define a barrier as anything that prevents your audience from understanding your message as a barrier to effective communication To start with there are organisational barriers to communication and these are barriers that arise due to the structure of the organization. These barriers arise in an organization due to say distance among employees with respect to their different functional tasks and with respect to their department that may be found within an organization for example the accounting department, sales department and other departments. Departmentalization can be a barrier in that a mess age should follow a certain route and cannot be passed directly and that can disturb the flow of the message .Hopkins L (2002-2011) If in an organization there is weak delivery of a message whether the message is coming from top management, departmental or even any employee .As long as this message does not have meaning and punch it is not reach its destination whether it is very important, impressive or even sad it is not understood because of poor delivery . Sehgal and Khetarpla (2006) Still under organization barriers to communication, organizational barriers may arise due to a distracting environment in which the message is being conveyed in. For example workers are assembled by the directors for a very important announcement were in the process half the employees cannot understand or cannot hear clearly they start talking among themselves and this creates a distraction in the communication process or in the process of receiving the message the employees cell phones keep o n ringing during the delivery of the message and this would also cause distractions. (Safari books online (08/10/2013)) In some organizations communication is barred by the fact that the wrong medium to convey the message is used for example a message meant for a department of say maybe 200 plus employees and such a message is sent to one of the employees via email and the assumption is that the message will be conveyed to all, in this case a notice on the notice board would have been more effective. It however is not always the case that message will reach everyone thus use of a wrong medium in the communication process can be a barrier to effective communication. (Hopkin (2002-2011)) All the above mentioned fall under organizational barriers to effective communication and other organizational barriers to communication include passing a message to the wrong audience, sending a mixed message, use of the wrong medium to convey the message The second classification of barrier s to communication is the physical barriers where Sehgal and Khetarpla (2006) referred this to be the channel and media barrier. Effective communication can be disrupted or hindered by the existence of distance within the organization (between sender and receiver) for example in the case where employees are located in different areas of the workplace building were one is in the 2nd floor of the building and the other in the 3rd floor one may be reluctant to pass on the message or were workers are situated at different sites altogether this distance can hinder the process of sending and receiving of messages ( Sehgal and Khetarpla (2006)) Environmental conditions can also act as a physical barrier in communication under this aspect we talk about whether the place where the message is being conveyed is conducive for one to concentrate and clearly receive the message without any distraction, for example in a cold room the message receivers will concentrate on keeping themselves warm rather than that message which is being conveyed to them but because the room is cold they do not receive the message and this becomes a physical barrier to effective communication (TyroCity.com (2013)) Sehgal and Khetarpla (2006; 93) explain that another barrier under physical barriers to effective communication can be channel and media where, media refers to the instrument or way of communicating for example word of mouth or letter or email . In an organization were messages are passed hieratically there is a possibility that the message can be altered or cannot even reach its desired destination hence when the message is received it will be possessing a different meaning from the one intended when the message was originally passed Sehgal and Khetarpla (2006; 93) go on point out that it is also important to note that also the media used in passing the message could be probably face to face ,phone call , a letter ,or an email and these all posses certain disadvantages or fac tors that might hinder the message to reach it destination (receiver) .some of the information might not be clearly understood or might be altered or might be missing a certain aspect for example a notice from a manger reads à ¢Ã¢â€š ¬Ã…“The meeting has not been scheduled for the 27 of marchà ¢Ã¢â€š ¬Ã‚  then in the email to employees who are supposed to attend the meeting receive an email reading à ¢Ã¢â€š ¬Ã…“The meeting has been scheduled for the 27 of marchà ¢Ã¢â€š ¬Ã‚  that on its own means a wrong message has been sent to the receiver thus the receiver has the wrong message hence use of the wrong media of communication is a barrier to effective communication Noise being any disturbance which occurs in the sending of the message from the sender to receiver .That is in a face to face conversation where a microphone is not present or any other device that can be used to convey sound the air can be disturbed by noise of probably traffic passing by ,cell phones ringing or a group of ladies having tea giggling and chatting could hinder communication as this could create a noise this also includes other factors which can disrupt communication which are referred to as noise .Noise is also a physical barrier to effective communication (About.com (2013)) Lastly on the aspect of physical barriers to communication is the number of links in the chain of communication .The number of links between the sender and ultimate receiver if larger the more likely is there a problem of a communication breakdown. The larger the link the less accurate the message is for example one whispers into anotherà ¢Ã¢â€š ¬Ã¢â€ž ¢s ear and this continues say to twenty more people it is most likely that the last person to receive the message, if he is to state out aloud the message will be noted that it will be in possession of additions and subtraction to it and would be different to the original message .Liraz (08/10/2013). The third class of barriers to communication is Cultural barriers to communication .Culture according Farlex (07/10/2013) it is the totality of socially transmitted behaviour patterns ,arts ,beliefs institutions and all other products of human work and though some differences in culture may be national characters ,language ,values ,and norm of behaviour ,concept of time and space only to mention a few. With this aspect, in a business organization there is an integration of cultures in one organization and this can be a barrier in an organization for example the managing director of Zappa Chips is a woman she has just come up with a brilliant new product idea but in her culture women a forbidden to voice up in the presence of male counterparts this can be a barrier to communication or maybe say in her culture she is only allowed to relate to other males thought her husband that also can be a communication problem between her and other male within the organization she is operating in (Buzzle.com (2002-2012)) At times being from different religious groups or castes can act as a barrier to communication on a personal or professional level. Some individuals might feel uncomfortable communicating with people from other religions because of certain doctrines that are taught and are present in different religious groups. Religious views greatly influence the ways in which one thinks and reacts to different situations (Buzzle.com (2002-2012)) Still under cultural barriers to effective communication it is essential to identify that there are behaviour constraints, this is that every culture has its own rule that govern them and guard them resulting in there, there are ways in which one individual should conduct himself /herself for example in some cultures looking at someone direct in the eye while they are talking is rude or in others the distance between the people who are talking is also important and all these cultural aspects can affect a conversation resulting in the message not being clearly understood (Boundless.com(08/10/2013)) According to Sehgal and Khetarpla (2006) sematic barriers can exist in the communication process .Sematic refers to the science of meaning .Sematic barriers to communication are basically all about coding and decoding the message where in the process there can be disturbances or disruptions in understanding the meaning of information and wording that is found in the message Sehgal and Khetarpla (2006) go on to explain that sematic can be found in the message where words with various meaning having the same pronunciation are used in a message for example the English word à ¢Ã¢â€š ¬Ã…“round à ¢Ã¢â€š ¬Ã‚  it has ten (10) plus meanings and in the event that it is used the receiver would interpret in a way he or she best understands the word ,in the event that it is interpreted wrong it becomes a problem as communication has been barred due to misunderstanding of a certain word .Other words like this are flat, watch, book and other Sematic barrie rs may also encompass a badly expressed message where an unclarified and precise message result in a badly expressed message, awkward and meaningless message as well as jargons are common problems. This might lead to the wrong message being delivered and this might lead to the receiver interpreting it in his or her own way. Business environment cannot avoid the personal element in communication that is emotionally how certain individuals will emotionally take some messages as with a message some might be happy, some might feel offended. Emotional barriers to communication are a category of barriers to communication that are characterised by suspicion, mistrust and fear. These may be a problem in that, too much of these may hinder communication as one is not comfortable communicating under these constrains (https://science.blurtit.com/98677/what-are-emotional-barriers-in-communication) People can get offended while some smile to the same message, while others can develop a stro ng emotional attachment .It all depends on how certain individuals react to certain individual but the message can be disturbed due to emotional weather even though at times that can be a serious barrier to effective communication However these barriers to communication being present does not mean that one cannot overcome these barriers where Sehgal and Khetarpla (2006) state that barriers can be overcome if sufficient effort is put and not only sufficient but also constant effort is required to overcome these barriers for communication to be effective and efficient To overcome some of these barriers in an organisation there is need for coordination between superior and subordinate. In case the two have different mind sets coordination would bring them to one mind and hence there will be effective communication among them (Your article library (07/10/2013)) Also by identifying the types of communication that work particularly well. For example, after a sending a personal no te, youà ¢Ã¢â€š ¬Ã¢â€ž ¢ve noticed that an employee or client seems warmer to you, or more engaged. This would result in effective communication if the sender critically identifies the communication type that best suits the receiver as well as ensures the message is received Triphati and Bahera (2009) Concurrent feedback upon receiving a message could combat the possibility of a barrier arising that is as soon as the message is received the receiver comments on the message to get clarity from the sender in that he is ensured full understanding of the message(Your article library (07/10/2013)) According to Sehgal and Khetarpla (2006) to overcome sematic barriers, senders of messages or a message should avoid using jargon and or professional short hand with the assumption that everyone is liable to understanding them. The sender should also give clarity when words with over three (3) meanings are used. Other ways to overcome barriers to effective communication include, prope r communication channels, right feedback, proper division of labour, proper organizational policies concerning communication and avoiding the use of technical languages and many other formulas In conclusion barriers to communication are present in every day communication but one can easily overcome them if there is sufficient efforts to do so Don’t waste time! Our writers will create an original "Communication in Organisations" essay for you Create order

Professional Development Plan Week 2 - 1056 Words

Marcia Scobey Professional Development Plan LDR/531 May 18, 2015 Prof. Sandra Griffin Professional Development Plan This professional development plan will help determine the need of the team, and to help us improve. Learning Team c has done a DiSC Assessment to better develop this team. This plan is to also show myself as a leader that I can be flexible with the different personality types and know what I need to do to get my team or that individual to improve their goals. This is also an opportunity for me to focus on any weaknesses that I may have and to improve on my strengths to make sure team C is able to grow. A professional development plan documents the goals, required skill and competency†¦show more content†¦Our goals are to maintain control, stay organized, maintain our results and accuracy and always be productive. Weaknesses and Fears Like any individual or team, there are going to be weaknesses. It’s not necessary to focus on them every time, however; it’s important to know what they are so when it comes about, it’s able to be addressed at that time and to avoid an conflicts or disagreements. Robbins Judge said that, â€Å"When managers use collective work situations to enhance morale and teamwork, they must also be able to identify individual efforts. Otherwise, they must weigh the potential losses in productivity from using groups against the possible gains in worker satisfaction† (2013). Our teams weaknesses are being impatience, some might take themselves too seriously, can be critical, some might be slow decision-makers, won’t speak up or be unresponsive while others are over thinkers and don’t want to rick change. Also we fear work criticism, some don’t like surprises or the feeling of being hustled or looked at as too â€Å"soft†, and don’t wa nt to lose control. Even though these are weaknesses, we don’t look at it that way because when one style is having these current issues, we can rely on each other’s strengths to come in and make sure everything stays in order. Conclusion To be a leader and to have a successful team, it’s critical that this plan is implementing and make necessary change when needed. 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Feedback in Communication Studies

In communication studies, feedback is the response of an audience to a message or activity. Feedback can be conveyed both verbally and nonverbally. [L]earning how to give  effective feedback is  as important as any subject matter we teach, says Regie Routman. Yet giving useful feedback is one of the most elusive elements in teaching and learning (Read, Write, Lead, 2014). Examples and Observations The term feedback is taken from cybernetics, a branch of engineering concerned with self-regulating systems. In its simplest form, feedback is a self-stabilizing control system such as the Watt steam governor, which regulates the speed of a steam engine or a thermostat that controls the temperature of a room or oven. In the communication process, feedback refers to a response from the receiver which gives the communicator an idea of how the message is being received and whether it needs to be modified. . . . Strictly speaking, negative feedback does not imply bad, and positive feedback good. Negative feedback indicates that you should do less of what you are doing or change to something else. Positive feedback encourages you to increase what you are doing, which can go out of control (over excitement at a party, fighting or having a row). If you are crying, feedback from those around may cause you to dry your eyes and put on a brave face (if feedback is negative) or weep unashamedly (if feedback is positive). (David Gill and Bridget Adams, ABC of Communication Studies, 2nd ed. Nelson Thomas, 2002) Useful Feedback on Writing The most useful feedback you can give someone (or receive yourself) is neither vague encouragement (Good start! Keep at it!) nor scorching criticism (Sloppy method!), but rather an honest assessment of how the text reads. In other words, Rewrite your introduction because I dont like it is not nearly as helpful as You start off saying you want to look at trends in functionalistic interior design, but you seem to spend most of your time talking about the use of color among the Bauhaus designers. This gives the author not only insight into what is confusing the reader but also several options for fixing it: She can rewrite the introduction either to focus on Bauhaus designers or to better explain the link between functionalistic interior design and Bauhaus designers, or she can restructure the paper to talk about other aspects of functionalistic interior design. (Lynn P. Nygaard, Writing for Scholars: A Practical Guide to Making Sense and Being Heard. Universitetsforlaget, 2008) Feedback on Public Speaking Public speaking presents different opportunities for feedback, or listener response to a message, than does dyadic, small group, or mass communication. . . . Partners in conversation continually respond to one another in back-and-forth fashion; in small groups, participants expect interruptions for purposes of clarification or redirection. However, because the receiver of the message in mass communication is physically removed from the messenger, feedback is delayed until after the event, as in TV ratings. Public speaking offers a middle ground between low and high levels of feedback. Public speaking does not permit the constant exchange of information between listener and speaker that happens in conversation, but audiences can and do provide ample verbal and non-verbal cues to what they are thinking and feeling. Facial expressions, vocalizations (including laughter or disapproving noises), gestures, applause, and a range of body movements all signal the audiences response to the speaker. (Dan OHair, Rob Stewart, and Hannah Rubenstein, Speakers Guidebook: Text and Reference, 3rd ed. Bedford/St. Martins, 2007) Peer Feedback [S]ome researchers and classroom practitioners remain unconvinced of the merits of peer feedback for L2 student writers, who may not have the linguistic knowledge base or intuitions to give accurate or helpful information to their classmates . . .. (Dana Ferris, Written Discourse Analysis and Second Language Teaching. Handbook of Research in Second Language Teaching and Learning, Volume 2, ed. by Eli Hinkel. Taylor Francis, 2011) Feedback in Conversations Ira Wells: Mrs. Schmidt asked me to move out. That place next door to you, is that still empty?Margo Sperling: I dont know, Ira. I dont think I could take it. I mean you just never say anything, for Gods sake. Its not fair, because I have to keep up my side of the conversation and your side of the conversation. Yeah, thats it: you just never say anything, for Gods sake. I want some feedback from you. I want to know what you think about things . . . and what you think about me.(Art Carney and Lily Tomlin in The Late Show, 1977)

Alice In Quantumland 2014 - 2027 Words

Alice in Quantumland, speaks about a law of the quantum world, which shows that electrons have no distinguishing features except for their spin. This law being all electrons are identical, except that some spin-up, whereas others spin-down. The electrons even spin at the same speed. This allows them to interact harmoniously with each other and to find pairs within their space based only on each other s spins. In the novel, Alice noted that nearby was another similar looking figure to the electron, to which the new acquaintance explained was a different electron. In the story, this principle is illustrated by some electron-beings carrying umbrellas which are either pointed up, and some electron-beings carrying their umbrellas pointed†¦show more content†¦The Heisenberg Uncertainty Principle states that no particle can have â€Å"well-defined† clear values for both position and speed; consequently, no particle can be stationary because any stationary particle would have a clearly defined speed value of zero. In the analogy presented by Gilmore, electrons are able to obtain loans of energy from their local bank, allowing them to exist. The energy they are loaned becomes their rest mass energy. This principle, perhaps, is the most difficult to compare to the macro world. The idea that there exists a quantity or measurement--for lack of a better word--that cannot be measured is difficult to reconcile with the average human mind. Though there exist equal realms of ambiguity and no definite in the macro world, such as justice and legality, or emotion and rationality (as provided by Gilmore), the notion of an immeasurable quantity is one many cannot grasp. This places the Heisenberg uncertainty Principle most at odds with the macro world, as in the real world, humans go about their existence with definite: For example, the bus will arrive to take a man to work at 09:05; a day is 24 hours long, America gained its independence in the year 1776, and ther e are 8 periods in our school day. That is to say, humans take solace in the definite of numbers--as a source of definite when all else is seemingly variable and perhaps even more so when everything

Early Childhood Education and ‘Kindergarten’ Free Essays

Pre-school education is discussed mainly through the development of a child’s personality. The knowledge and practices acquired by children during this stage of learning are embedded with their character. Furthermore development of creative thinking, communication skills and social interaction are a few benefits able to acquire by pre-school children. We will write a custom essay sample on Early Childhood Education and ‘Kindergarten’ or any similar topic only for you Order Now (Palihakkara, D.W., Premaratne, R.M. 2004, p 36). ‘Kindergarten’, is a German metaphorical term referring to a garden, in which children are compared to growing plants. It is used as a common term for pre-school educational institutions, defined in various ways in many countries. The ‘Kindergartens’ are recognized educational environments created to motivate and support the mental, physical, emotional, linguistic and social development of children between ages 3-5 years. (Source: â€Å"Friedrich Froebel†, http://www.infed.com/Froebel.html ) History of Early Childhood Education Many contributions are made to the development of theories on early childhood education through the ages in the history of educational philosophy. All theories are based upon the child’s psychological background, with various scientific research and interpretations made with time through established contemporary methods. Greek philosopher Plato in 4th Century B.C. was the first to emphasize the importance of education with play and rhythmic movement to improve mental and physical growth during the first five years of a child’s life. This idea was further improved by the addition of Aristotle’s ideas on practicing good habits and attitudes in children. John Amos Komensky (Comenius) in the 16th Century, expressed ideas of child centered education: he believed children should learn by sensory experiences through activities engineered within their natural environment. He stressed on the child’s need for love and Security and the role of a mother as a teacher in the ‘home based’ early childhood education. (Dudek.M, 1996, pp30-39) Jean Jacques Rousseau (1712-1778) further illustrates that nothing should be forced on the child. He suggests methods of active learning through experience and the enjoyment of work as ‘play’. â€Å"Work or play is all one to him, his games are his work, and he knows no difference.† -Rousseau- The four stages of a child’s development described by him are as follows: Infancy – reveals habits and the framing of emotions Childhood – reveals necessity and training of senses Boyhood – reveals utility and the training of the intellect Adolescence – reveals mortality Of these training emotions and the senses was stressed only in early childhood education. Fredrich Froebel (1782-1827) believed that the childhood is a period with its own interests, values and creativity and identifies ‘Play’ as the distinctive activity. He established the pre-school system ‘Kindergarten’ with the emphasis on ‘Free Play’ and child’s freedom. (Dudek.M, 1996, p51) Fig.2.01: Freidrich Froebel and his kindergarten tools known as ‘Froebel’s gifts’ in use with children. Educationist Maria Montessori (1870-1952) focused on the necessity of sensory learning, skill development, the use of materials and comfortable class room environments for children in comparison to Kindergarten method, the Montessori Method focuses more towards the efficiency and speed in making children ready to engage with formal learning. (Dudek.M, 1996, p.58) Fig.2.02: Maria Montessori and pre-school children Psychologists such as Wellman and Piaget during the twentieth century discovered that intelligence levels of children can be manipulated by environmental experiences such as pre-schooling. Also disapproved ideas of fixed intelligence and predetermined development. These findings improved the quality of pre-school education as structured stimulating environments for cognition and skill development. (Dudek.M, 1996, p.65) 2.1.2 Early Childhood Education in Sri Lankan Context Pre-school education has been a key priority of the Sri Lankan Education since the early 1940’s. (The Kannangara Report of 1943, Jayasooriya Commission Report on education in 1961). In 1986 the affiliation of powers to the Ministry of Women’s Affairs and Childcare enabled to enhance and control the quality and regulations for Pre-schools Island wide. Experts on child psychology and education help to categorize various early educational programs. The management of Pre-school education in Sri Lanka can be identified under three basic sectors: State sector – Managed under the Departments of Social Services, Fisheries, Women’s Affairs and Protection and child care, Local Government etc. Voluntary Organizations – Sarvodaya, Mahila Samithi, Religious Organizations, Samurdhi Movement, and Social Welfare Trust Organization (Pre-schools in the Estate Sector) Private Sector – Private Educational Organizations or individuals (Mostly Montessori System Adopted) The two key systems of early education in Sri Lanka are: Nursery ; Kindergarten Method Montessori Method (Palihakkara, D.W., Premaratne, R.M. 2004, pp54-57). The Nursery and kindergarten method is a combination of the Nursery and Kindergarten systems currently practiced in Sri Lanka. Kindergarten This system focuses a child centered approach which became the inspiration for modern pre-school education. Founded by, Freidrich Froebel, it fosters play, giving precedence for the growth of children’s feelings and their imagination. The objectives focus on the child’s development which includes social skills and sensory development. Sociability and care within a group of children Problem solving ability based on individual and group activities Accomplishment of sensory motor coordination Understanding basic concepts necessary for latter learning Appreciation of beauty in all forms Social maturity and self-awareness Progress of creativity (Palihakkara, D.W., Premaratne, R.M. 2004, pp37-38.) Nursery Schools A more recent education system based on the Kindergarten system, which functions on a nonprofit basis through churches, homes and charitable organizations . Its objectives are: Child socialization and the use of Fantasy Play – promotes sensory motor and emotional development. Attachment between teacher and child – brings out self-confidence, security and spontaneity within the child. Creating a learning environment free from restrictions and directions Establishment of good parental relations (Palihakkara, D.W., Premaratne, R.M. 2004, p38.) Organized and free play is believed to help the child realize his true capacity through aesthetics and self-expressive qualities of play. Nursery schools limit each group to a maximum of twenty students with a minimum of two teachers to maintain good child-Teacher relationship where the teacher is only a guide, selecting music, materials for play discussion or art activities.   Montessori An early education system that combines both the psychological concepts and academic techniques was established by Maria Montessori. She believed in creating a core environment based on love, care, co-operation, patience, self control and responsibility to be the main feature of the system. The system aims skill development of children through activities such as: Practical life exercises and occupational skills – Ex. Carrying and using objects, buttoning, folding linen etc. as practical life skills and sweeping, washing, brushing as occupational skills Sensory exercises – Sensory discrimination skills and concepts Didactic exercises –understand shape, size, colour, texture, temperature etc. (Palihakkara, D.W., Premaratne, R.M. 2004, pp39-40.) Fantasy Play of the Kindergarten has been substituted in the Montessori system by the organized activities that contribute to self-discipline and the course of work. ‘Learning through Play’ Method As Friedrich Froebel believes ‘play’ as the most distinctive activity of children. Apart from bringing joy to the child, ‘play’ also evokes the inherent spirit that children possess which symbolizes the character of each individual. (Dudek M. 1996, p.47) Research on human behavior has revealed that children learn efficiently from ‘seemingly-random’ play as from the formal classroom. Play gives children the opportunity of firsthand experience to discover things through exploration: it motivates them to take risks and challenges to explore the world further. (McConnell.J, 1989) Piaget describes the basic types of play a child progresses through in his/her developmental stages as Pre-Social and Social play. Pre-Social Play: The infant take on play with hands, feet, bells, rattles and dolls at six months. Social Play: Is a more intricate and social in character as it occurs with both individual and physical development. Category 1: Social play is in relation to the activity, such as: Free Play: The basic kind of social play that involves physical play activities with other children. This enables them to control their demeanor. Formal Play: Play with formal rules, but turns out to be flexible when children become more verbal. Creative Play: Defined as the ‘pinnacle’ of all types of play by Piaget: the child learns to operate with symbols rather than objects. Category 2: play can be classified under the point of social contact it offers. the curriculum of a Kindergarten encourages the following types of play: Solitary Play : children playing alone, independently, of their own interest. Parallel Play : playing beside each other, but not with each other. Associative Play : children playing with each other, communicating, sharing materials and activities in an unorganized pattern, without an overall goal. Corporative Play : children organizing themselves in a group, with a common goal or purpose. (Malone. K, Tranter. P, 2003) Category 3: Any activity of play can be viewed in different stages of complexities of activity. Stage One: Simple exploration of play material – feeling sand, pouring water back and forth, scribbling with colour pencils etc. Stage Two: Symbolic Play – Use of objects as symbols for some other object. Takes place during the Preoperational stage mentioned by Piaget, a play very frequently used by kindergarten children. Stage Three: When Kindergarten children are able to interact in co- operative play, they devised flexible rules to their games. (Malone. K, Tranter. P, 2003) The three categories of social play are effectively practiced in Kindergarten programs facilitated by teachers without restricting child behavior. Fig.2.03 :Children engaged in learning Fig.2.04: Children engaged in play Researchers have distinguished three main categories of play in relation to child development. These are summarized below with its characteristics. Physical/motor skill play activities – playing on structured games, using free equipment (e.g., bat ; ball). A natural way through which, children’s physical growth, agility and endurance is improved. These are essential to a healthy childhood and later life. Social/non social play activities – Talking with others, observe others activities, daydreaming (includes onlooker play). Children must play with others, share and cooperate, respect other views, express their ideas, feelings and needs without the involvement of an adult. A child constructs identity which suits him. Learns to negotiate with others, and interaction with their peers allows to acquire social skills and emotional well-being essential for child’s development. Cognitive play activities – (includes imaginative and creative play) building with materials and engaging in imaginative activities enables children to discover, explore and develop an understanding of the environment around them. They become familiar with the patterns and systems of life and connections with the experience. Therefore, play being a stimulant of physical, emotional, social, intellectual and cognitive development of the child plays a key role in early childhood education. (Malone .K, Tranter. P, 2003) Spatial quality of a Kindergarten The Nursery and Kindergarten method encourages freedom for the child to self-explore and experience his world. The psychological need for freedom is given priority in child centered education. A Child requires the freedom to experience childhood to its fullest potential. It is a key feature that enables him to successfully deal with future endeavors in life. (Selmer – Olsen I., 1993) The spatial quality depends on the quality of activity, physical and psychological requirements of the users etc. A Kindergarten facilitates the main function of ‘Learning through Play’. The space and spatial quality of such institutions is the tool which moulds the ambiance required for the activity. The environment of a kindergarten should be organized, supportive and inspirational with desired freedom for the child to explore within the defined limitations of safety. Thus an ideal environment would cater to the requirements of a child’s intellectual, social, linguistic, aesthetic and physical development. It will incorporate spatial variety with quiet spaces for solitude and security, more opened social spaces for group activities and exciting outdoor spaces for exploration. The sensual variety in light, colour, texture, and sound, would intensify the spatial quality to motivate children to engage positively with the kindergarten activities. (Bettelheim. B, Annalia. G, (1992), Dudek M. 1996, p.06). The objective of kindergarten architecture should be to create stimulus and secure learning environments that celebrates the characteristic activity of childhood – ‘play’. (Dudek M. 1996, p.06). Kindergarten environments should consider ‘Learning and Play’ as a synchronized, series of simultaneous learning and play activities. The spatial quality of a dynamic nature for stimulation of Play should be controlled to achieve levels of concentration required for learning. This aspect should be addressed by using architectural elements such as form, scale, proportion, colour, texture, pattern, light and views. (Dudek M. 1996, p.06). 2.2.1 Colour as a spatial quality in Kindergartens Amongst architectural elements that stimulate space for humans, colour plays a vital role with direct impacts on mind and body. The sensation of colour enables to communicate between natural and manmade elements in architecture. The Three Elephants kindergarten designed by Knafo Klimor Architects in Caesarea, Israel. It is a testimony of the above statement as arrangements of dynamic spaces with a series of geometric wall planes are emphasized by colour. Fig.2.05: Interaction with Nature: Kindergarten in Caeserea, Israel â€Å"The natural contrast between light and shade creates a new range of form and colour. Two –dimensional architecture will eventually create a richer composition of colour, which, in turn, will enrich the child’s experience.† (Eylon.L, 2003) The constant interaction with the surrounding environment draws in the light and colours of nature to animate the visual ambiance for the child; it is a dynamic experience of life. The vibrant application of colour highlights and symbolizes the abstract built forms of nature. The forms and colours with resemblance to a toy, encourages the child’s imagination to visualize ‘a herd of elephants’ and further explore activities of play through his imaginary world. Fig.2.06: Light provides visual depth to Form and Colour: Kindergarten in Caecerea, Israel and Kindergarten8units in Spain Natural light is a source which enhances the spirit of spatial quality. Kindergarten8units in Spain is an example for its execution in enhancing colours. Fig.2.07: Eye level views for children: The window is used as an activity space against the wall. Therefore, the activities can have a pleasant bright setting and a close view of the outdoor environment. Bringing the window heights to child’s eye level provides them with visual continuity from indoors to outdoors. Fig.2.08: Spirit of light and colour Use of colour with natural illumination energizes space and brightens the mood. The brightness of natural light floods into the corridors (common spaces) from the sky lights above and spreads into the classes arranged around it. Natural light and colour cooperate and works by changing light and the colours of the views of outdoors. This provides children a sensual understanding of time, nature and natural phenomena. Hence, colour becomes a vital spatial character in a kindergarten as it stimulates the child to positively communicate with its activity and the environment. How to cite Early Childhood Education and ‘Kindergarten’, Papers

Participation In Information Systems Risk â€Myassignmenthelp.Com

Question: Discuss About The Participation In Information Systems Security Risk? Answer: Introducation Revenue Cycle comprises various activities in a period of Sales, Trade Receivables, Working Capital, Stock and General Ledger. The functions performed in completing a cycle is procuring and write the orders of customers and note the cost of the goods sold. Management of the company has a good idea from this cycle is how to make revenue by performing these functions. Bad and Hasty decisions taken by the management: Internal controls of the company are made by the management of the company and when making the internal controls management has to identify the areas prone to the risk and identify its nature but in the case of Motherboards and More Pty Ltd made Internal controls in a hurried manner and it is not successfully implemented all over the company. Collaboration between the employees and staff: The employees and staff of the colluded against the policies of the company and it affects the internal controls system of the company. Inadequate performance of internal controls: The internal controls of the Motherboards and more are implemented in the company is very quick and because of that it is not implemented all over the company and the performance of internal control is really bad (Hammersley, et. al., 2008). Internal controls are made with the objective of analyzing the performance of an entity whether the functions performed by the management and employees are done with effectiveness and efficiency. Internal controls are made to check the compliance with necessary laws and regulations and they also work for the safeguarding of companys assets. The financial performance of the company affects when weakness presents in the internal control system of the company. And when the wrong information is provided the assumptions made by the company and policies framed by the company are also affected (Ashbaugh?Skaife, et. al., 2009). When Internal controls of the company are unable to find the problems in the organizations internal environment, then the conspiracy against the company increases, employees of the company made fraud against the company, the records of the company and financial information of the company is falsified. Conduct Detailed Fraud Risk Assessment: If the management of the company makes a detailed assessment of risk related to fraud then the chances of manipulation of records can be decreased. Appropriate Training to Employees: Give appropriate training to the employees and conduct various training programs and encourage the employees to take part in these programs which will help the entity in long run. C. Install Mechanical Devices: Mechanical Devices help the company in finding any suspicious activity conducted by the employees or management against the entity. These types of devices keep the members of staff in check and they work with the ethics (Spears Barki, 2010). Segregate Accounting Duties: Accounting work of the company will be segregated between the many persons and not give the entire accounting work to one person. Require Employees to take Vacation: Give necessary leaves to the employees and encourage them to go on vacation because of this they will feel motivated and not go against the company. Financial Statements checked by the Third Party: The financial statements made by the company will be reviewed by the third party outside the company like Audit team. Increase Oversight: various techniques and tools used by the management to increase the oversight of its employees like placing a camera in the workplaces. These Changes in Internal control will help the company in forgeable future and it also strengthens the internal control system and they will work with efficiency and effectiveness. The WannaCry Ransomware attack was happened in the year 2017 in the month of May by the Wannacry ransomware cryptoworm, WannaCry is Ransomware is made to advance quickly into the computers working on the same network and this worm encrypted the files in the computer by using a powerful encryption which is hard to crack and demand a huge amount in exchange of decrypting the encrypted files. It moves very quickly on the computers working under the Microsoft Windows operating system that does not have a required security patch. And it spread quickly on the computers which are not updated or they dont have the security patch (Luo Liao, 2007). They demand payment in the form of Bitcoin which is untraceable. It affects at least 100,000 organizations in 150 Countries. Internal controls which can be implemented by the management of the Motherboards and More Pty Ltd to protect the company from the threats of Potential ransomware attacks are as follows: Stay Updated: the management of the company has to remain up to date against the hacking threats posed by the hackers because if you have at least a piece of knowing what will happen from these attacks then there is a chance you might protect the data of the company. Conduct Regular data backups: The financial data of the company defines the financial performance of the company and regular backup of this data is made by the IT Department of the company and it should be stored offline (Brewer, 2016). Toughen up access control: The access control of the company should be changed time to time and passwords should not be easily guessed. Update Everything: Every system in the company remains up to date and all the software and firewall in the systems is to keep updated because hackers targeted that system first which is not updated and dont have required security patch (Mercaldo, et. al., 2016). Install Security Applications: various Security applications are available in the market to protect the data of the users and these types of applications should be installed in all the system which will make hard for the hackers to hack the systems of the company (Kharraz, et. al., 2015). Limit File Uploads: File uploading is a major concern because various threats come from the uploading the files to protect the data of the company limited files should be updated and firewall of the company should be updated. References Ashbaugh?Skaife, H., Collins, D. W., Lafond, R. (2009). The effect of SOX internal control deficiencies on firm risk and cost of equity.Journal of Accounting Research,47(1), 1-43. Brewer, R. (2016). Ransomware attacks: detection, prevention and cure.Network Security,2016(9), 5-9. Hammersley, J. S., Myers, L. A., Shakespeare, C. (2008). Market reactions to the disclosure of internal control weaknesses and to the characteristics of those weaknesses under Section 302 of the Sarbanes Oxley Act of 2002.Review of Accounting Studies,13(1), 141-165. Kharraz, A., Robertson, W., Balzarotti, D., Bilge, L., Kirda, E. (2015). Cutting the gordian knot: A look under the hood of ransomware attacks. InInternational Conference on Detection of Intrusions and Malware, and Vulnerability Assessment(pp. 3-24). Springer, Cham. Luo, X., Liao, Q. (2007). Awareness education as the key to ransomware prevention.Information Systems Security,16(4), 195-202. Mercaldo, F., Nardone, V., Santone, A., Visaggio, C. A. (2016, June). Ransomware steals your phone. formal methods rescue it. InInternational Conference on Formal Techniques for Distributed Objects, Components, and Systems(pp. 212-221). Springer, Cham. Spears, J. L., Barki, H. (2010). User participation in information systems security risk management.MIS quarterly, 503-522.

The Effects of Recess Before Lunch on Students Behaviors free essay sample

The purpose of my action research was to see if providing recess fifteen minutes before lunch plays a positive role in improving student’s behaviors during the rest of the lunch period. My hope is that by providing behavioral at-risk students with the opportunity to play outside before they eat lunch, there will be a decrease the amount of behavioral incidences. I strongly believed that incorporating recess time everyday would help students release energy and be more focused throughout the rest of the day. As a classroom teacher, I feel that if students are more focused they will know how to handle behavioral issues more appropriately. This research helped me find out what the effects of daily recess are on student’s behavior. The participants in the study were a mix of girls and boys. I decided to focus my attention on third, fourth and fifth grade students who frequently are suspended because of inappropriate school behavior that disrupts their learning and others. We will write a custom essay sample on The Effects of Recess Before Lunch on Students Behaviors or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This action research is important because of the pressure to increase activity in school has come from efforts to combat childhood obesity, because the results may aid in the awareness of the importance in having daily recess as a part of students’ curriculum. Many organizations such as the Centers for Disease Control and Prevention (CDC), National Association of Sports and physical Education, and National association of Early Childhood Specialists in States Departments of Education all believe that recess plays an important role in developing the whole child. It was important to me because I believe students should have time in the day to exercise their bodies so they can be ready to exercise their minds. This study was conducted to try to increase the knowledge known about the effects f daily health-related physical activity on a student’s behavior. Limitations of the Study This study has a few limitations. First, this study will only be discussing information gathered on six children. Therefore, there is no assurance that this information can be used to generalize to all students. A second limitation to this study is the time frame. This study was taken place over two weeks, due to city wide state testing. Literature Review There are many articles and debates that discuss the extent recess plays on a child’s academic, physical and emotional well-being. The purpose of this study is to examine the effects of recess on students with behavioral issues. For this study, I wanted to see how recess before lunch changes students’ behaviors in the lunchroom. This study will focus specifically on inappropriate school behaviors during lunch time in order to explore the following questions: Does fifteen minutes of physical activity before consuming lunch help stop bad behaviors in the lunchroom and classroom? The purpose of my action research is to gain more of an understanding of how daily recess plays a role in students’ behavior. This review of literature will include research on the impact recess plays on student’s developments and the relationship between physical activity and behavior. According to the National Center for Education Statistics (2007), 14 to 18 percent of United States children in grades 1 through 6 get 15 minutes or less of recess daily. About 40 percent of schools have reported that they have eliminated recess all together to concentrate on academics. The No Child Left behind Act of 2001 has geared schools attention toward ELA and Math testing. Therefore, other â€Å"less important† subjects have been pushed to the side. However, there are many documented benefits associated with keeping recess a daily activity in a child’s day. According to Anne Santa (2007), students are more attentive and less restless after a recess break. Furthermore, Anne Santa (2007) states that recess can play a powerful role on students’ social development. On the playground or schoolyard students will be confronted with aggression, teasing and bullying. Arguments will emerge about who was out in tag or who was not playing fair. Given these opportunities, children learn how to handle conflicts. As teacher’s we are the ones to guide students on how to handle these situations. These situations help teachers instruct their students on how to find a solution everyone can agree on without resorting to aggression. Lastly, Anne Santa (2007) mentions how recess plays a major role in a child’s physical health. The U. S. Department of Health and Human Services recommends that â€Å"all children over 2 years old get 60 minutes of moderate to vigorous exercise on most days of the week† (Council on Physical Education for Children, 2001). According to the American Academy of Pediatrics, â€Å"over 15 percent of children in the U. S. are overweight or obese† (Council of Sports Medicine and Fitness Council on School Health, 2006). Pellegrini and Davis (1993), observed kindergarteners, 2nd and 4th graders over a few months. They noticed that the day’s students were not given a break, children’s attention decreased in the classroom. On the other hand when students we given just a few minutes for a break in between periods were able to attend more and be more engaged. According to Verstraete, Cardon, (2006), â€Å"and regular physical activity during childhood and adolescence is associated with improvements in physiological and psychological health†. Furthermore, many intervention studies have focused on physical education classes to increase children’s physical activity levels at school. But the recommended 60 minutes a day is not met in just PE classes alone. Verstraete stated, (2006), â€Å"school time allocated to PE is limited; recess is scheduled for more periods each day, making it an important school environment factor for the promotion of PA†. In other words, children do not always receive physical education on a day-to-day basis. The National Association for Sport and Physical Education cautions schools against allowing children to be inactive for longer than two hours (Council on Physical Education for Children, 2001). Inappropriate behaviors arise when children are inactive for too long (2001). How can we fix this problem? Recess before lunch is a school-based program that allows students to have recess before lunchtime. In the article, â€Å"Scheduling Recess before Lunch: Exploring the Benefits and Challenges in Montana Schools† by Bark, Stenberg, Sutherland nd Hayes (2010), discusses the benefits of giving students the opportunity to play before eating lunch. According to Bark, Stenberg, Sutherland and Hayes, the results of incorporating this recess before lunch program promoted an increase in healthy food consumption, more pleasant eating environment, and improved student behavior across school settings. The most challenging part researchers found in incorporating the recess before lunch program (RBL) was scheduling. Montana elementary school had to â€Å"revise class schedules, developing efficient methods for hand washing, and providing adequate student supervision during lunch blocks (2010). According to Tanaka, Richards, Takeuchi, Otani, and Maddock (2005), found that â€Å"having recess before lunch reduced discipline problems amongst sixth grade students†. The four pilot schools in Montana who implemented the recess before lunch program (RBL) noted, â€Å"principals reported fewer discipline problems in the cafeteria, playground, and afternoon classes following the implementation of RBL. Also, written discipline referrals declined in RBL pilot schools, confirming teacher reports of improved behavior† (2010). Studies have shown that giving children recess on a daily basis can help promote health-related physical activity. This can improve children’s academic, physical and emotional development. Allowing children daily physical activity improves attention in the classroom, which then improves recall (Santa, 2007). It also improves social interaction and prepares them for adult negotiation when a problem arises. Recess before lunch can improve children’s behaviors throughout the day (Bark, Stenberg, Sutherland and Hayes, 2010). Investing in our children’s social and physical well-being is just as important as increasing academic performance. Schools are the perfect setting to increase physical activity in children’s lives. In this setting children can engage in physical activity in physical education class, recess and extracurricular activities after school. The current study examined the effects recess plays on 3rd, 4th and 5th grade students who are at risk for behavior problems. I used the recess before lunch intervention to see if fifteen minutes of daily physical activity over two weeks will improve student’s behaviors in the lunchroom. Research Methods This action research study attempted to measure the impact recess plays on a targeted group of students who experience significant behavior problems at lunch. These students were â€Å"at risk† for behavioral issues and did not have an Individualized Education Plan (IEP) or receive mandated services for guidance counseling. I developed a 15-minute before lunch recess program. This recess program was conducted daily for a week. It took place for the first fifteen minutes for the students’ 45 minute lunch period. This study was conducted with 6 third through fifth grade students from the same public elementary school in Brooklyn, New York. The elementary school was a K-6 school with approximately 500 students. The student population is largely Hispanic (73%). These groups of students were made up of three boys and three girls. The students in this study were identified through teacher discipline referrals, guidance counselor recommendation and lunchroom aid referral. Each source reported the students as having persistent and significant difficulties with disrespect, following rules, aggression, self-control, and poor coping skills. Following the referral of the participants that were identified as having at risk for behavioral issues, a five question survey was created. The questions gathered information on the teachers and lunchroom aids views about recess and the role it may play on students’ behavior. Daily behavior log checklists were created to observe students’ overall behavior in the lunchroom pre and during recess intervention that observed specific behaviors of the identified participants. They were created to record specific â€Å"undisciplined† behaviors in the lunchroom; and how frequently they are exhibited. The checklist evaluated the students’ behaviors before and during the recess program was implemented. The behavior log checklist looked at 5 factors (i. . , respecting peers, can’t stay in seat, aggressive behavior such as hitting, disrespectful toward adults and poor coping skills). I used a mixed methods approach to gather and analyze data collected using an experimental design. It is important to calculate specific behaviors for tangible comparison of behaviors. However, it is also important to see how the participants felt about the experiment. The participants in the study were given a pre and post interview about how they feel in the lunchroom. The data collected was used to determine if student behaviors improved at the nd of the one-week recess program and if participants’ attitudes toward lunch was changed. Data Analysis I collected data to verify the usefulness of recess before lunch plays on students’ who experience significant behavior problems in the lunchroom. I collected data through teacher and lunchroom aids surveys, student interviews and behavior log checklists. I performed quantitative and qualitative data analysis on teacher and lunchroom aid surveys. This study included teacher and lunchroom aid surveys (Appendix A) regarding before lunch recess. Figure 1 shows the results of the teachers and lunchroom aids surveys. Figure 1: Teacher and Lunchroom Aids Feelings Toward Recess Before Lunch | |Strongly Agree |Agree |Disagree |Strongly Disagree | |Question 1 |3 Teachers | | | | | |3 Aids | | | | |Question 2 | |3 Aids | |3 Teachers | |Question 3 |3 Teachers | | | | | |3 Aids | | | | |Question 4 | | |3 Teachers | | | | | |3 Aids | | |Question 5 | |1 Teacher |2 Teachers | | | | |3 Aids | | | The behaviors of the participants before and after the implementation of the recess before lunch assessments were analyzed and graphed (see Appendix B for checklist). The graph in Figure 2 shows the participants ehaviors in the lunchroom prior to intervention and the changes that occurred during recess intervention. [pic] I conducted an interview with the participants to examine their feelings about the lunchroom before and after implementation of recess intervention. (Comments found on appendix C and D) Results The quantitative results showed positive improvement in students’ behavior after implementation o f recess before lunch, as shown in Figures 2. In Figure 2 all six students’ showed a drastic improvement in aggressive behavior and respect toward adults. There was little to no change in respecting their peers. There was a slight improvement in students’ getting out of their seats and coping skills. The quantitative analysis of the teacher and lunchroom aid surveys showed little to no hope that the recess before lunch program would improve at risk students’ behaviors, see Figure 1. They strongly agreed that recess should be given on a daily basis. Classroom teachers disagreed that recess given daily would improve students’ behaviors throughout the day. While the lunchroom aids agreed that students’ behaviors would improve throughout the day if given daily recess. Both teachers and lunchroom aids strongly agreed that high risk behavioral students will show improved behavior if given recess. Both teachers and lunchroom aids disagreed that recess before lunch would be more beneficial than after lunch. The teachers had mixed feelings toward my last question about attention. Two teachers disagreed that recess would help students be more attentive throughout the rest of the day while the other teacher agreed. All three lunchroom aids agreed that attention throughout the rest of the day would improve if given recess daily. The students’ interviews showed negative views about the lunchroom before implementation of recess program (Appendix C). The students’ views about recess before lunch were more positive after implantation of recess program (also on Appendix C). The students’ comments from Appendix C and the teacher observations from the checklists revealed a positive relationship between recess before lunch and improving students’ behaviors in the lunchroom. Summary and Conclusion This action research study attempted to measure the effects recess before lunch plays on a targeted group of students who has persistent problems at lunch and in the classroom. I hoped that students’ behaviors would improve if given the opportunity to release energy outside on a daily basis. I wanted students to problem solve when playing games and transfer those qualities to other stressful situations that occur throughout the school day. I hoped that the result of recess before lunch would improve students’ attitudes toward adults and their fellow peers. After implementation of recess program students showed positive improvements in behaviors in the lunchroom. From the comments the students made (see Appendix C), I believe their lunchroom experience improved. Most students felt the lunchroom to be very crowded, loud and time to be with friends. They had negative feelings toward the lunchroom aids (Teachers as they would say). After implementation program some students expressed they were more hungry, they made better choices throughout there day and made new friends from other classes. I concluded that the quantitative and qualitative data showed that recess before lunch helped â€Å"at risk† students with improving their behaviors. If everyone sees the importance of recess in a child’s development, then why are we cutting this out of the school day? The behavior log checklists show that students who are â€Å"at risk† drastically improve in handling aggression when given the opportunity to release excess energy (see Figure 2). The students’ comments on the interviews provided insight to their perspective. They had a negative experience when coming to the lunchroom. One made a comment about feeling â€Å"like they can’t breathe, because too many people are talking and moving around all at once†. Another student felt lunchtime should be a time to cut loose and have fun because they never get to do that during the day. It seemed that most of the students’ felt that lunch time was there time and they need more space. After implementation of the recess program students’ felt more relaxed. One student commented that, â€Å"she was hungrier and didn’t really care what was going on around her and just wanted to eat†. Another student said, â€Å"Running outside felt great! If we did that every day I promise I’d listen more to teachers†. I concluded that recess does play a positive role on students’ behaviors in the lunchroom. It also plays a positive impact on how students feel about giving them what they want and they will prove to you they can do better. Future Actions and Directions If I had more time, I would have liked to see the affects of the recess before lunch program had after lunch. I would like to see if recess before lunch helps improve students attention, time on task and behaviors throughout the rest of the school day. I also would like to see how recess before lunch and after lunch affect students; is there a difference between the two? I do want to conduct a workshop or professional development with my coworkers to show my action research and the benefits that recess plays on students’ behaviors. Reflections I believed that all students benefit from daily recess. Students who have severe behavior issues and students with disabilities would benefit the most from recess. All students should be given the opportunity to socialize with friends, problem solve and figure out positive ways to cope with feelings through interaction with their peers. They do not get enough opportunities to learn from each other outside the classroom environment. I hope this action research will open the eyes, ears and hearts of administrators to see the importance recess plays on the developing child. REFERENCES Bark, K. , Stenberg, L. D. , Sutherland, D. , Hayes, D, (2010). Scheduling Recess Before Lunch: Exploring the Benefits and Challenges in Montana Schools. School Nutrition Association. Vol. 34, Issue 2. P. 1-8 Blom, L. C. , Alvarez, J. , Lei, Z, Kolbo, J. (2011). Associations between Health-Related Physical Fitness, Academic Achievement and Selected Academic Behaviors of Elementary and Middle School Students in the State of Mississippi. ICHPER—SD Journal Of Research In Health, Physical Education, Recreation, Sport Dance, 6(1), 13-19. Ridgway, A. , Northup, J. , Pellegrin, A. , LaRue, R. , Hightshoe, A. (2003). Effects of Recess on the Classroom behavior of Children with and without Attention-Deficit Hyperactivity Disorder. School Psychology Quaterly, 18(3), 253-68. Santa, A. , (2007). The Playground as Classroom. Educational Leadership, p. 78-80. Verstraete, J. M. , Cardon, G. , Clercq, L. R. , Bourdeaudhuij. , M.. (2006). Increasing children’s physical activity levels during recess periods in elementary schools: the effects of providing game equipment. Journal Of Public Health, Vol. 16, No. 4, 415-419.