The Success Of Teachers And No Child Left Behind - 2314 Words

The aim of educators is to provide opportunities for students to attain three primary goals that facilitate participation, contributions, and success not only in schools, but in the community as well. Those three goals are academic skill expertise, social skill expertise, and lifestyle skill expertise. While easier said than done, these goals are hindered by many social and behavioral problems. The most popular desire from teachers is related to behavior and classroom management (Elam, Rose, Gallup, 1999). The Individuals with Disabilities Act (IDEA) and No Child Left Behind (NCLB) emphasize the use of scientifically based research to improve outcomes for students. From this emphasis, response-to-intervention has evolved. In the early 1990s, many schools started enforcing a zero-tolerance discipline system to try and control misbehaving students, which eventually led to more out-of-school suspensions and expulsions. Regardless of opinion, no current evidence in shown that sus pension and expulsion provide positive changes in student behavior (Skiba, 2000). Also, studies show racial, socioeconomical, and gender prejudices when dealing with school discipline and students with disabilities are more likely to be suspended than their peers (Krezmien, Leone, Achilles, 2006). Higher suspension and expulsion rates are also intermingled with lower academic performance (Skiba, 2008) and an increase with juvenile law enforcement. The means by which educatorsShow MoreRelatedEssay on The Impact of No Child Left Behind1000 Words   |  4 PagesThe No Child Left Behind Act (NCLB) was a piece of legislation proposed by the administration of George W. Bush. The legislation required states to develop educational plans to address issues of assessments, standards, and accountability. Under the No Child Left Behind Act, states would have to administer tests yearly in reading, math, and science. No Child Left Behind holds school districts accountable for student achiev ement or lack of achievement. No Child Left Behind legislation is basedRead MoreEssay on The No Child Left Behind Act1440 Words   |  6 PagesInitiated in 2002, the No Child Left Behind Act (NCLB) of 2001 intended to prevent the academic failures of educational institutions and individual students, as well as bridge achievement gaps between students. This act supports the basic standards of education reform across America; desiring to improve the learning outcomes of America’s youth. No Child Left Behind has left many to criticize the outcomes of the Act itself. Questions have risen concerning the effectiveness of NCLB, as well as theRead MoreEssay Universal Teaching for Conditional Education954 Words   |  4 Pagesacknowledgement accountability for this has left a bitter taste in concerned parent’s mouths. The people who are being neglected the most by the educational reforms are the students; No Child Left Behind, educational romanticism, and teachers unions al l play an equal roll in this blatant disregard for the wellbeing and future success of the students. No Child Left Behind is seen as a huge detriment to education process and neglects the students. Diane Ravitch sums up No Child Left Behind’s effect on educationRead MoreThe Ramifications of Government Reform on Education Essay1354 Words   |  6 Pageseducation in America. However, government acts like No Child Left Behind (NCLB) and Common Core curriculums have been put into effect in order to reverse America’s position. They are best understood as tools to bridge the achievement gap regardless of what a child may look like, sound like, or what part of the nation they come from. These programs are designed to help all children excel in school no matter what. Even though the No Child Left Behind Act significantly increased the average performanceRead MoreNo Child Left Behind Act Essay642 Words   |  3 PagesNo Child Left Behind Act Making the NCLB Act effective is quite a chore for the federal and state legislation. The positive influences for the act are quite controversial. Accountability standards are set and measured on a yearly basis by each individual state. The educator’s qualifications and standards are also state and federally mandated. Reading, math and writing are the key academic subjects that are measured. The goal is to close the gap among race, socioeconomic groups, and disabledRead MoreNo Child Left Behind1538 Words   |  7 PagesWe all have heard the key to success is education. However, in the United States, that key to success is far fetched. America as a whole needs many improvements. While America will never be a perfect society as I dream, America needs to take a step forward to improving the country for all. A better education system will be a step toward improving the United States. The education system in America continues to fail our children and falls behind compared to other countries. Children today are tomorrow’sRead MoreThe Debate Over the No Child Left Behind Act Essay1014 Words   |  5 PagesThe current debates surrounding the No Child Left Behind Act of 2001 are both positive and negative. Many politicians and people that previously supported the Act are now standing against it. In the beginning many supported the new Act because everyone was aware that a change needed to happen in the education system and the proposal of No Child Left Behind seemed like the answer we were looking for. As the No Child Left Behind requirements began to be felt in the school systems across AmericaRead MoreEssay On No Child Left Behind1333 Words   |  6 Pagessaid Steve Eklund, a retired California teacher. â€Å"Four words drove me into retirement—No Child Left Behind. I could no longer tend to the needs and wants of my students. All I was supposed to do was to get them ready to take tests.† Intro (with thesis): The surviving NCLB mindset of standardized tests being an accurate measure of a students achievement is a problem because it affects our student’s education and increases performance pressure on teachers. What people fail to realise is that studentsRead MoreLegal Roles And Responsibilities Of Teachers1035 Words   |  5 Pagesand Responsibilities of Teachers Teacher’s legal roles and responsibilities in the United States is a very important to know, especially for new teachers. Along the way of teacher’s career, and as a public figure, they have the same rights as anybody. The Bill of Rights assurances each citizen the rights to bear arms, free speech, and religion, the Constitution helps teachers to understand their rights. A teacher s responsibility is vital to guaranteeing that every child obtains the best educationRead MoreFederal And State Laws Play Essay1202 Words   |  5 Pagesshow their interest in their child (Amatea, 2013). California Department of Education advocates with policies and laws to support parent involvement to support student’s academic success. Federal and state laws play a role in linking families and schools together to build and strengthen social, emotional, and academic growth of children (Amatea, 2013). Parent Involvement Parents should always be an essential and ongoing part of school curriculum; just because their child starts school it does not

Jackson’s Knowledge Argument Free Essays

Dualism is the theory that our world is not entirely physical but is made up of mind and matter, therefore uggesting the mind is not the brain (brain is matter, the mind is a separate entity). Cartesian Dualism states: Each mind is an immaterial substance capable of independent existence. The characteristic property of this substance is thought. We will write a custom essay sample on Jackson’s Knowledge Argument or any similar topic only for you Order Now The physical world is a material substance, capable of independent existence. The characteristic property of this substance is extension (taking up space). (Lecture 1, DCT). Monism, in contrast to dualism states that the mind and brain are unified, and that there is no division between the two. Those who support monism believe that there is only one reality. Physicalism is a kind of monism as it is the belief that different approaches to the mind-body problem, let us look at the knowledge argument by Frank Jackson, who theorises that physicalism is false. Jackson describes two thought experiments to support his anti-physicalism theory. The first centres around Mary, a brilliant scientist who is confined to a black and white room, who learns everything through black and white, including a black and white television. Mary is an expert in the neurophysiology of vision learns all the physical information about what happens to the brain when we see colour. Jackson (1982, p. 30) states: â€Å"She discovers, for example, Just which wave-length combinations from the sky stimulate the retina, and exactly how this produces via the central nervous system the contraction of vocal chords and expulsion of air from the lungs that results in the uttering of the sentence â€Å"The sky is blue†. When Mary leaves the room, and sees the colour red for the first time, Jackson raises the question of whether Mary will learn anything or not. Jackson claims that yes indeed Mary does, because she is having a new visual experience that she has not had before, despite having all the physical information prior to this. Jackson (1982, p. 130) goes on â€Å"But then it is inescapable that her previous knowledge was incomplete. But she had all the physical information. Ergo there is more to have than that, and Physicalism is false†. Jackson believes that qualia has been left out of this story. qualia relates to our own subjective experiences. When I see a colour, smell a perfume, I am subjected toa conscious experience that is only relevant to me, no one else can experience these sensations the way I do. The following thought experiment in Jackson’s paper explains this further. Fred, presented with a bunch of ripe tomatoes, separates them n to two groups. Fred has better colour vision than anyone else, but manages to separate the tomatoes into two groups, redl and red2. Whilst we may categorise all the tomatoes as simply red, Fred sees clearly two different types of red, in the way we would distinguish yellow from green. Suppose we know all about Fred’s physiology and discover is a super ability to separate colours on the red spectrum, it does not actually tell us what it is like to see colour from Fred’s perspective, or his colour experience. No amount of physical information about Fred can tell us what it is like o see colours in the same way as Fred does. Furthermore, if we were to implant Fred’s brain into another beings body, it still would not tell us anything about Fred’s conscious experience of seeing red at this present moment in time. Thomas Nagel’s paper What is it like to be a bat? reinforces the theory that physicalism leaves something out. If we look at physicalism objectively, for example, look at the facts about Marys physiology that enable to her to see, we can know what happens to the optic nerve and retina when Mary sees colour, or light, but her experience of seeing he colour red is a subjective one. This experience is told from the first person point of view, therefore Nagel suggests that we cannot be objective about other people’s experiences. Nagel (1974, p. 426) describes how we can we observe the physicality of bats: â€Å"Now we know that most bats (the microchiroptera, to be precise) perceive the external world primarily by sonar, or echolocation, detecting the reflections, from objects within range, of their own rapid, subtly modulated, high frequency shrieks†. There is nothing about a bat’s senses that are like ours, and while we can imagine hat it may be like to be another human being, we cannot imagine what it is like to our imagination. As we do not have experience of being a bat our imagination is therefore limited. It is within my capabilities to mimic a bat’s behaviour, eat insects, hang upside down, imagine myself flying, but I cannot share the same experiences as a bat as only a bat knows what it is like to have these experiences. One of the main physicalist responses to Jackson’s knowledge argument is to agree that Mary does learn something new when she leaves the black and white room. Physicalists say hat Mary has gained a new ability rather than a new fact. Remember that Mary possessed all physical information before she left the room. Another physicalist view is that Mary is experiencing a mental state that is a result of the physical impact on her brain when she sees colour. The mental state that happens to Mary is seen as a brain state and therefore deemed to be physical. She already has the knowledge how to see colour but not necessarily knowledge that. Knowledge that is knowing that Paris is the capital of France, whilst knowledge how is knowing how to play the piano. Mary knows how to recognise colour. There is also the matter of causal closure which relates to every physical event having a physical cause. For example, if you bang your toe, is a physical event, which activates the mental state of pain, and to make the decision to hold on to your toe is also a mental state, however it results in your holding your toe, which is a physical event. This physicalist argument is a strong one, but no matter which way we look at the mind-body problem no one can have your conscious experiences. There can be countless thought experiments but each subject will see or feel things differently. Philip Goff (2013) states: â€Å"Physicalism is a grand and ambitious project, but there is a thorn in its side: consciousness. The qualities each of us encounters in our conscious experience – the feeling of pain, the sensations of biting into a lemon, what it’s like to see red – stubbornly refuse to be incorporated into the physicalist’s all-encompassing vision of the universe. Consciousness seems to be the one bit of left-over magic that refuses to be physicalised. And it’s all the fault of the zombies†. Goff calls these zombies philosophical (or p-zombies) as they are not supposed to e the zombies that we see in films, it is a zombie that is used in philosophical thought experiments. If your zombie, was opened up, everything about its brain structure would be identical with yours. The thing that the zombie would lack is conscious experience. It might scream when it is stabbed with a knife, but it is because it is programmed to do so, its reactions will not coincide with feelings of pain of pleasure. Goff, talking about zombies summarises this point â€Å"However, your zombie twin has no inner experience: there is nothing that it’s like to be your zombie twin. It’s screaming and running away when stabbed isn’t accompanied by a feeling of pain. Its smiles are not accompanied by any feeling of pleasure†. Goff puts forward an excellent argument to those who identify brain states with conscious states. He talks about what happens in the brain when you are in pain. If a brain surgeon was to open you up to see what is going on in your head if you had been stabbed with a knife they would see c-fibres firing, but they would not see that you are in pain and the c-fibres are firing, they could see what is happening physically but your conscious xperience of pain would not be visible. Goff (2013) explains: â€Å"to say that the feeling of pain is identical with c-fibres firing in your brain, is to say that pain – the thing you sees when she looks in your head after youVe had the knife stuck in you – are one and the same thing. It is to say that we don’t have two things – pain and c-fibres firing – but one thing with two labels† Furthermore, if your zombie was opened up and a brain surgeon wanted to observe their brain activity after being stabbed by a knife, again they would observe the c-fibres firing, but there would be the absence of the onscious experience of pain. If you stab your zombie it will create a physical event, with a physical response but you cannot know what it is like to be your zombie, in the same way that your zombie cannot know what it is like to be you. Your zombie cannot be the same as you physically and consciously as you can only be one person. I do not believe that it is possible to completely resolve the mind-body problem. I am inclined to lean towards Jackson’s point of view that we cannot perceive the colour red from Marys point of view. Not only can we not perceive things visually, if Mary ad been colour blind but gained knowledge how to perceive colours through touch or other senses, it would still be true to say that her experience would be a subjective one. How to cite Jackson’s Knowledge Argument, Papers

Consumer Packaged Goods Industry free essay sample

Wonderware relies on their services and expertise to take it into new opportunities and markets. From the 625 VAR/OEMs, approximately 2. 5% use Wonderware software to create solutions for food-products machinery in the Consumer Packaged Goods (CPG) industry. Out of almost exactly 3,000 SI companies currently active in the Wonderware Solution Provider Program, more than 46% devote some portion of their practice to serving customers in the CPG industry. 63 % of Wonderware Certified SIs and 82% of Wonderware’s ArchestrA Certified SIs are involved in the CPG industry. But just what do we mean when we talk about the CPG industry? The free reference section at Hoover’s online (www. hoovers. com/free/ind/dir. xhtml) includes a useful directory of industries and the following general definition: Consumer Products Manufacturers Companies that design, manufacture and/or market apparel, cleaning products, hand and power tools, home furniture, housewares, linens, and consumer electronics and appliances. However, things may not really be that simple. It’s actually more meaningful to describe the CPG industry as a set of consumer behaviors rather than trying to draw boundaries around a specific list of product names or brands. And the key behavior that best describes the CPG market is that of replenishment on some regular or frequent basis. The items are in fact consumed, in some sense or another, fairly rapidly. This means that they do have a shelf life – whether it’s the perishable nature of a snack food item or the fleeting glamour of a cell phone with features like text or pictures or videos. And of course that can mean that the value of an entire warehouse inventory, for a whole generation of product can go to zero in a hurry! Those behaviors tend to result in a steady flow of small recurring expenses (for a tube of toothpaste, a pack of beverages or even the latest personal electronic gadget) rather than large infrequent ones like the acquisition of a major capital asset for manufacturing. The problem for our manufacturing customers is that those small replenishable items still require the major manufacturing assets to produce them. The ability to rapidly reconfigure and re-task those expensive production machines and factories when customer whims change – in other words, agile manufacturing – can make the difference between profitability and receivership. The Consumer Packaged Goods (CPG) Industry and Solution Providers Page 3 2. Industry Comparisons The financial research tools at www. etrade. com (account membership required) offer some useful comparisons between the consumer goods industry and other major industry sectors. It’s not necessarily the fastest-growing business ector – compared to general technology, financial or energy companies – but certainly respectable when it comes to overall sector profit margins. The non-cyclical sub-category of the CPG industry, in fact, ranks well above the Transportation, Basic Materials, and Capital Goods and Services industries. The consumer cyclical category includes apparel, recreational products, personal electronics, automobiles and replacement parts such as tires. The non-cyclical category includes beverages, tobacco, personal products, office supplies and food items. The Industry Browser information tools at the Yahoo! Finance Industry Center (biz. yahoo. com/p/3conameu. html) may surprise you in terms of the relative sizes and profitability of some segments in the Consumer Goods categories. For instance, the top five segments by market capitalization are as follows: The Consumer Packaged Goods (CPG) Industry and Solution Providers Page 4 Segment Auto manufacturers Food – major diversified Cigarettes Beverages – soft drinks Cleaning products Market Capitalization ($B) 296 281 269 266 205 The largest segments are not necessarily the most profitable, however. The top five segments by overall profit margin are: Segment Cigarettes Cleaning products Beverages – brewers Beverages – soft drinks Confectioners Net Profit Margin (%) 17 13 12 11 10 Somewhat surprisingly, the largest segment by market capitalization – Auto Manufacturers – is one of the least profitable at just 1. 8%. The sizable and highly visible – but keenly competitive – Electronic Equipment category is squeezed down to just 2. 5% overall net margin. 3. What CPG Companies Need from Solution Providers For our Consumer Packaged Goods customers to succeed, they must deal with a number of internal and external pressures and demands. Those internal drivers include: Protecting or increasing profits Reducing costs related to: o Supply-chain management – Net asset turns on raw materials and finished goods inventories, efficient sourcing decisions and reducing scrap or return rates o Manufacturing – Improving operational efficiency and employee productivity o Information technology – Cost containment and outsourcing, standardization and consolidation of server assets, increasing reusability, and an application infrastructure that protects and maximizes key databases and information assets Mergers, acquisitions, breakups and spin-offs The Consumer Packaged Goods (CPG) Industry and Solution Providers Page 5 o o Integration (or disconnection! ) of supply-chain linkages Operational complexity and startup costs – dealing with dissimilar bestpractice philosophies, variations in processes, applications and technology, and training to improve and align vital human resources. External forces and demands that our CPG customers face include: Meeting changing customer needs and requirements Preserving brand integrity – through product quality and safety as well as regulatory requirements Speed to market with more (and often complicated) new products. Now, with all those pressures facing our Consumer Packaged Goods manufacturing customers, what can we – a world-class community of solution providers and a world-class software supplier – provide to help them face such challenges? First of all, we can provide a platform for growth – an eco-vision – that can grow and evolve as the fickle customer marketplace changes and the companies adapt. We can offer an architecture built around re-usable components – not just software objects, but encapsulated best practices and intellectual capital. That means lower project-to-project costs and a common service architecture from production to process. We can deliver an architecture for incremental investment, avoiding the â€Å"big bang† approach that held back the promise of advanced manufacturing execution systems (MES) for so long, for example.

British Imperialism In Africa Essays - International Relations

British Imperialism in Africa British Imperialism in Africa The motives of Britain's imperialist activities in Africa from 1869 to 1912 were strategic and defensive. While other motives did exist, such as to colonize, to search for new markets and materials, to attain revenge and world prestige, to convert natives to Christianity, and to spread the English style of orderly government, the main motives evident in many events of the period showed attempts to safeguard the country and protect former land holdings. As its free trade and influential relationship with Africa was threatened, Britain began to turn trade agreements into stronger and more formal protectorates and even colonies. Britain acted to protect the route east and its connection with the Indian Empire. Rather than to expand the British Empire, Britain fought battles over territory to prevent French or German control in Africa. Britain's imperialist involvement in the scramble for Africa occurred in response to the actions of the French and even German. Britain had a history of African trade agreements and, compared to its European counterparts, the highest degree of control in Africa. France and Britain began an earnest race for the Niger in 1883, agreeing then to divide the territory--Lagos to Britain and Timbuktu for France. This did not neutralize the competition, however. Britain had to act in Nigeria (1885) and Nyasaland (1891) to protect existing spheres of commercial and missionary activities. France's strategy to declare its "right of occupation" and then seek negotiation further urged Britain's aggressive maintenance of territory. The British annexed Bechuanaland (1885) partly to guard against the Germans; partly to prevent its absorption by the Transvaal, which would have increased the power of the Boers. (Faber 57-58) Later, in 1888, the French threatened the Britain dominated Nile Valley, hinting they might divert the water of the Nile to render the area useless. In East Africa the British had strategic motives to protect the Suez Canal and the route to the east. As the scramble exploded in the 1880s, Britain was suddenly challenged for her right to trade and conduct financial and military business. "The prime object was defensive [in the eighties], as it had been under Disraeli: the prevention of serious inroads on British power; the anticipation of other powers, when strategically necessary, in the 'Scramble for Africa'; the protection of the route to India and the East. The safety of the Suez Canal had already become a cardinal point of British policy." (Faber 57) The first showdown over the route to the east between Britain and France occurred in Egypt. French pride over a new Egyptian canal, built in 1869, was soaring. It was abruptly grounded in 1875, however, by a surreptitious British purchase of the majority share in the Suez Canal. A dubious balance of power was achieved through duel Anglo-French control of Egypt. Britain was able to prevail over France during the Egyptian Crisis, as the French government did not allow French involvement in smothering the rebellion. This afforded the British a chance to re-establish their role in world military dominance. These conflicts were clearly not for the purpose of monetary gain on Britain's part. The Economist observed in 1892 that East Africa was 'probably an unprofitable possession'; it was primarily for strategic reasons that the government held on to it. By 1893, France was still not reconciled to Britain's role in the Nile Valley. They tried to follow through on earlier threats to divert the headwaters of the Nile to devastate the valley. An expedition headed by Jean-Baptiste Marchand finally departed in 1896 and marched from the west coast to Fashoda, a city on the upper Nile. Britain responded to rumors of this expedition by ordering that an army lead by Herbert Horatio Kitchener conquest the Sudan in order to protect the Nile from the French. Kitchener crushed the politically separatist Sudanese, winning the famous Battle of Omdurman in 1898. He took Khartoum and moved on to Fashoda by September, where Marchand had been camped out since April. Britain and France teetered on the brink of war, which was finally averted by careful handling by both Marchand and Kitchener. Britain's action in South Africa helped to protect their connection to the Indian Empire. They officially annexed South Africa in 1877, recognizing this might lead to a reduction of British responsibilities South Africa. It was also important that they maintain their control to keep other powers from getting a foothold. The Boer War ended in 1902, while the Transvaal was given self-rule by Britain 1906. Britain was not an instigator in the scramble for Africa, but rather a reactionary nation who responded to the actions of

Writing Prompts 60 Ideas You Can Use Today - Freewrite Store

Writing Prompts 60 Ideas You Can Use Today - Freewrite Store When I was in elementary school, I had a teacher who would have us freewrite to writing prompts he would write on the whiteboard. Every Monday morning,  we  would spend the first 10 minutes of class writing about dragons, time travel, or our weekends. I had stopped using writing prompts after that 4th grade English class.   This changed once I began writing thousands of words per day. Some days, I just didn’t know what to write about. Other days, I already had a topic in hand, but I couldn’t find the words.  Writing prompts have been a great tool to help me defeat writer’s block and swiftly put pen to paper. Related:Writer’s block: 13 Strategies That Work A writing prompt is a topic around which you start writing ideas. You’re free to stick to the subject or let your mind wander. Writing prompts have a few benefits:   1. Put pen to paper. Instead of thinking about what to write about, writing prompts give you a topic to start writing about immediately. 2. Practice makes perfect. Writing prompts help you build your writing â€Å"muscles†. This habit will help make it easier for you to start writing and will teach you to write longer. 3. Increase your creativity. Writing prompts can make you see the world in a new light, or a way you’ve never imagined. Maybe you want to buckle down and finish that novel. Or perhaps you needed to complete that blog post yesterday.  Ã‚  Regardless of your circumstance, prompts can be your ticket out of uncreative purgatory and back to the writing promised land.       Sometimes, it can be hard to think of what to write, so we put together a list of over60 writing promptsto give you some fresh ideas. 60 Writing Prompts To Spark Your Imagination 1. Your favorite childhood vacation. 2. The last words of your novel are, â€Å"As night became day, he started to understand the truth.† Now, go write the rest. 3. Turn one of the last texts you sent into a story. 4. Add an original scene to the last movie you watched. 5. Two friends have a disagreement. 6. Write about your favorite teacher. 7. Outside the window, you see something you can’t believe. 8. Write about the first time you held someone's hand. 9. Write about the last thing/person that made you smile. 10. Write about a time you were lost. 11. Write about your first job. 12. Write a letter to your 14-year old self. 13. Write about why you write. 14. Five years from now, I will be. 15. Write about your dream vacation. 16. Do you like to be alone or with company? 17. You have $300 and a Prius, describe the 2,800 mile road trip from NYC to LA. 18. Write about your biggest goal. 19. Write about your biggest fear. 20. A conversation you and a stranger have on a plane. 21. A time you or someone you love was scammed. 22. Turn the last song you listened to into a story. 23. Describe the life of your favorite singer. 24. Write about a piece of furniture in the room you’re in. 25. If I knew then what I know now. 26. If you could travel back in time, where would you go? 27. You have a billion dollars in your bank account. How did you make it? 28. You’ve discovered a new planet. Describe what you see. 29. If you could do anything for work, what would you do? 30. You live on an abandoned island, describe your morning routine. 31. You’re in a foreign country and don’t speak the native language. 32. Describe how you think your grandparents met. 33. Write about a time you failed. 34. You wake up today with the superpower of your choosing. 35. You’re a dog, describe your interaction with a human. 36. Write about someone you admire. 37. Go to Twitter or Facebook and write about the first post you see. 38. Write about a time you were uncomfortable. 39. She tried to forget him, but never could. 40. Just as your flight takes off, you discover a shocking note under your seat. 41. None of your friends remember you, describe yourself to them. 42. An island rose from the sea. 43. Out of the ashes, arose a hero. 44. The whales grew feet. 45. I open the last book on earth. 46. You knock louder and louder on the door, but nobody answers. 47. The door you had locked, is wide open. 48. Just as you fall asleep, the phone rings. 49. She had the perfect party planned, only to have it ruined by her ex. 50. She said her final words and left, there’s no turning back now. 51. A blind man falls in love, describe his feelings. 52. You have the power to stop time, what do you do? 53. The sun rose for the final time. 54. You discover that your partner is a robot. 55. You have 10 days to live. 56. How will cars look in 50 years? 57. This needs to be cleaned, the police will be here any minute. 58. For years, he carefully planned out this day. 59. The birds didn’t go south for the winter. 60. It’s June 13th, the snow won’t stop falling. Okay, so now you’ve found two months worth of writing prompts.  If you’re looking for more prompts, every Friday, we send thousands of writers just like you a writing prompt via email or text message. We call it Writing Time Fridays. WTF is a 30 minute block of time each Friday that the Astrohaus team spends freewriting. It started as an internal initiative, but now anyone can join us from around the world. It's free and there are no rules other than to write for 30 minutes. We'll send you a prompt but feel free to write about whatever you want. There are no requirements to share your writing and how you write is completely up to you. Clickhere to sign up for WTF and receive a writing prompt at noon every Friday. Would you like to share a writing prompt you’ve used in the past? Comment below, and we’ll add it to the list!    Carlton Clark loves to write about business, baseball, and popular culture. A writer, marketer, and entrepreneur. At the age of 14, he founded the media company  ballplayerplus.com. Currently, Carlton helps businesses share their stories through social media and blogging. When he’s not writing or creating content, Carlton coaches youth baseball at his local high school and plays guitar. You can find him online on Instagram @itscarltonclark, and on Twitter @carlton_mukasa

Energy Wedges Lab Report Example | Topics and Well Written Essays - 500 words

Energy Wedges - Lab Report Example Our energy wedge is mainly concerned with efficient utilization of energy and use of renewable sources as the major active ways of reducing carbon emission by the year 2055. Faced with only two solutions of either maintaining the current emission of carbon in the next 50 years or reducing the production of carbon in the atmosphere by the similar amount of time, we opted to build our wedge on the basis practical reduction of carbon in the atmosphere by half for the next 50 years. This option was opted for the various reasons of changing environmental conditions and the sudden changes in technology that demand use of carbon energy (Levy, 2010). The world is required to reduce atmospheric carbon from current 8 billion tons per year by half hence ensuring only 200 billion tons by the year 2055. This is only possible by increasing sufficient use of transport. This is mainly by adopting efficient fuel engines in terms of motor vehicles. Another way is by reducing the distance travelled while at the same time ensuring efficiency in construction and building hence reducing electricity use. This is possible by utilizing solar energy and using materials that conserve energy during winter. Use of renewable sources of energy is our next energy wedge which aims at using sources in the environment that do not produce carbon in the atmosphere. Use of solar energy is just one of the means. Using wind-generated electricity is already in use in many countries in the world. In addition to this forest, conservation and soil storage are also means thorough which carbon emission can be reduced. Lakes, rivers, forests, and soils absorb atmospheric carbon from the atmosphere (UNEP, 2007). The group believes that if the above energy wedge proposal is implemented then the world is likely to achieve its objectives. According to the work sheet above, taxpayers failed to recognize the importance

Engineering management Coursework Example | Topics and Well Written Essays - 1750 words

Engineering management - Coursework Example All quality control and quality assurance affairs including ISO certification and auditing fall under the responsibility of Director Quality Assurance. The entire network of demand and supplies is handled by the logistics while accounts and related administration tasks fall under purview of the director administration. Crouch (2003) defined mission as organization’s statement of purpose and vision as organization’s statement of future position. The mission of the company is â€Å"Produce highly reliable aviation parts for its customers†. The company’s vision is â€Å"Be a leader in design, development and production of aviation parts†. The core values of the company include: According to Balthazard and Cooke (2004), organizational cultures have positive or negative effect on the efficiency of organization and employees. Handy (1976) identified four types of organizational cultures as: Power Culture. The type of culture largely depends on power and is determined by a key role figure (Struwig & Smith 2002). Here one or more individuals affect the working practices, management style and beliefs in the organization. Pretorius (2004) is of the view that many organizations exhibit power culture. Role Culture. The role culture is based on the job descriptions, rules, standard procedures and is bureaucratic in style. Pretorius (2004) describes such organization’s working characterized by rules, procedures and job descriptions. According to Bredenkamp (2002), managers would depend on procedures, existing systems and defined roles of communication for making decisions and conflict resolution. Task Culture. In this type of culture, organization is project orientated (Struwig & Smith, 2002). Pretorius (2004) refer such culture as a project management team where emphasis is on accomplishment of assign tasks and getting results. Person Culture. In this type of culture, an individual acts as the