Defining research problem and setting objectives Essay

1. Defining Research Problem and Setting Objectives The Research Problem. The problem identified might be too broad in coverage; therefore it has to be narrowed down to a specific research problem in a specific setting. Question relative to the problem may be raised: a. Are the problems on the youth’s undesirables values also felt in the local setting of the study? b. To what extent are these problems felt? c. What may be their causes? d. What recommendations can be proposed to minimize, if not solve the problems? Thus, from the problem statement, research questions are formulated. Sources of a Problem. Research problem may be derived from the following: a. Experiences and observations b. Vast amount of literature in your own field c. Courses that you have taken d. Journals, books, magazines, or abstracts e. Theses and dissertations (focused on recommendation) f. Professors and classmates g. Internet Formulating the Research Problem Reviewing what is already known about a problem situation through the search for related literature and studies is an essential part of the research process. A good review of information will suggest the social, economic, political, cultural and historical aspects of the problem. This wille help to narrow the focus of the proposed investigation. IT will indicate the major theoretical concepts and operational variables other researchers have considered important. It will suggest possible research hypotheses that need to be tested and it will help the researcher avoid the areas of study which have already been explored by other researchers many times over. a. Defining Research Problem (Non-developmental research) Title is used as â€Å"guide† in the search for literature and developing the outline of your paper. Example: â€Å"THE ACCEPTABILITY OF HUMAN RESOURCE INFORMATION SYSTEM (HRIS) USING BIOMETRICS AT QUEZON CITY POLYTECHNIC UNIVERSITY: BASIS FOR IMPLEMENTATION† Having chosen the specific topic for your thesis, it is definite that you have something in mind that is finding a solution. It must be something which can be a technological need or problem. The problem must be well-defined. It is important that you identify the Main Problem or the overall problem and the Specific Problems relating to your thesis proposal. In defining your research problem, it is necessary that you create interest in your reader. The introduction in your problem definition or statement of the problem should present why you choose a particular topic or subject. There are various ways on how you can present the introduction. Some do it by asking questions which would lead to the presentation of the identified problem. Others start with a narrative story on how the problem came about or how it was discovered. There are people who begin with current and relevant issues in their introduction. But although there are different approaches in writing the introduction, the objective remains the same –to show that the problem being considered for research really exists. Examples are: Main problem: How to determine the acceptability of the HRIS using biometrics for QCPU, if it will totally eliminate the inaccuracies and/or inconsistencies of the present attendance/time monitoring system of the faculty and staff? Specific Problems: 1) The time/attendance record of the faculty and staff which is the basis of salary computation is unreliable. 2) The available commercial computer software for attendance monitoring is very expensive. 3) The computation of salaries/honorarium is done manually which is a very slow process. b. Setting the Research Objectives (Developmental research) Title is used as â€Å"guide† in the search for literature and developing the outline of your paper. Example: â€Å"HUMAN RESOURCE INFORMATION SYSTEM USING BIOMETRICS FOR QUEZON CITY POLYTECHNIC UNIVERSITY† It is equally important that the objectives why you are pursuing this particular thesis proposal must be established. The objectives are identified as to General or Main Objectives and Specific Objectives. General Objective: The general objective of the study is to develop and evaluate accurate and reliable employees’ time/attendance capturing system for QCPU faculty and staff using Biometrics. Specific Objectives: The study has the following specific objectives: 1) To design a system that would capture the time/attendance of faculty and staff using biometrics. 2) To construct a computer-based system of attendance monitoring that is cost-effective and is capable of generating daily, weekly, monthly reports. 3) To design a centralized database using Vb.Net and MySQL 4) To evaluate the performance of the developed system. 2. The Research Title Characteristics of a research title: a. The title signifies a very timely and significant contribution to the needs of society in general and to the agency in particular. b. The title of a thesis should be a specific and concise statement of the topic c. It should refer to the major variables or theoretical issues investigated; d. Its principal function is to inform the reader about the study, therefore, it should be explanatory by itself; e. The title should focus on the topic investigated and the main variables studied. f. The recommended maximum length for the title is 10 to 20 substantive words. Formulate the Research Title Title is used as â€Å"guide† in the search for literature and developing the outline of your paper. Example: a. â€Å"ACCEPTABILITY OF HUMAN RESOURCE INFORMATION SYSTEM USING BIOMETRICS AT QUEZON CITY POLYTECHNIC UNIVERSITY: BASIS FOR IMPLEMENTATION† (non-developmental research) b. â€Å"HUMAN RESOURCE INFORMATION SYSTEM USING BIOMETRICS FOR QUEZON CITY POLYTECHNIC UNIVERSITY† (developmental research)

Impacts Of The Economic Downturn On Health Economics Essay

Undertaking ) â€Å" Identify and explicate how the economic downswing may impact straight and indirectly on the wellness of people in the UK. Discuss with mention to identify positions on wellness inequalities and socioeconomic position † â€Å" Those who do n't cognize history are destined to reiterate it. † Edmund Burke ( 1729-1797 ) 1.0 Introduction 1.1 Poor wellness affects the lower-classes more significantly and disproportionately than the upper-classes ( Chadwick, 1843 ) . Somewhat before his clip Chadwick concluded the unequal impact of hapless wellness on lower socio-economic groups is evitable. Indeed, Chadwick claimed that he could cut the decease rate in London by a 3rd by bettering the conditions of the lower-classes ( Chadwick, 1843 ) . Figure: Scanned infusion from the original study by Edwin Chadwick on the healthful conditions of the laboring population of Great Britain ( 1843 ) . 1.2 Chadwick ‘s belief in miasma, as the instrument of decease, was incorrect but his decision that the impact of ill-health and mortality on the lower-classes was greater than that of â€Å" upper-classes † was anything but incorrect. In 1844 Engles claimed the disparity was due to the chase of wealth by the upper-classes, the middle class, at the disbursal of the wellness of the lower-classes, the labor, and referred to the phenomenon as â€Å" societal slaying † ( Engles, 1844 ) . 1.3 Since Chadwicks ‘ study in 1843 many others, most notably, the Black Report ( DHSS, 1980 ) , the Whitehead Report ( Whitehead, 1988 ) , the Atchison Report ( 1997 ) and the Marmot Review ( 2010 ) , conclude that those in lower-classes or lower socio-economic groups are more likely to be affected by hapless wellness, and as a effect the labor will see higher mortality which is unjust and wholly evitable ( Bradby, 2009 ) . The purpose of this paper is to place and explicate how the 08/09 economic downswing may impact the wellness of people in the UK with specific mention to social-class and wellness inequalities. 2.0 Social-class and wellness inequalities 2.1 The Registrar General ‘s categorization of social-class, conceived in 1911, was based on business with specific mention to the implied societal position of that business ( Bartley and Blane, 2009 ) . This method of categorization, limited by its stiff contemplation of a structured-hierarchal-unchanging-society, was superseded in 2001 by the National Statistics Socio-economic Classification ( NS-SEC ) , an internationally recognized categorization that takes history of position, income, chances, security, instruction, and liberty and control ( Denny and Early, 2005 ) . 2.2 In using NS-SEC, Marmot ( 2010 ) showed the sum of societal inequality persons experience is comparative to the sum of wealth and power wielded by those single ; the less wealth, power and influence and accordingly the lower social-class the greater the inequality. Graham ( 2007 ) , identified the beginnings of economic and societal inequality are hapless instruction, deficiency of occupation chance, and accordingly hapless income chances, and demonstrated a generational geographic temperament to ill-health and disablement. 2.3 The eventual societal place, money, power, and material wealth acquired in life are non relative to their wellness hazards, ( Marmot, 2010 ) . Jointly the determiners of wellness are rooted in the societal, geographical, environmental, political, and material universe ; which affect the mental and physical wellbeing of persons unevenly. Dahlgren and Whitehead ( 1991 ) clearly describe the determiners of wellness as a multifactorial-socio-economic phenomenon of which the bulk is under the control of those with greater power, see Figure: The chief determiners of wellness ( Beginning: Dahlgren and Whitehead, 1991 ) . below: Figure: The chief determiners of wellness ( Beginning: Dahlgren and Whitehead, 1991 ) . 2.4 The societal inequalities in wellness are described by Bartley et al.. ( 2004 ) as 4 theoretical accounts: 2.4.1 The behavioral theoretical account which advocates the single chooses to damage their ego through their ain hapless picks such as intoxicant maltreatment, drug usage, smoke, and hapless diet doing fleshiness ( Bartley et al.. 2004 ) . 2.4.2 The materialist theoretical account which suggest the quality of your material universe such as your house, the location you live in, and handiness of quality merchandises has an impact on your wellness ( Bartley et al.. 2004 ) . 2.4.3 The psyco-social theoretical account analyses the relationship between the physiological effects of perceived societal unfairness on the human organic structure. High emphasis, deficiency of support, emotional withdrawal, relationships, can consequence harmful biological alterations which manifest in unwellnesss ( Bartley et al.. 2004 ) . 2.4.4 The life class theoretical account, which combines strands from the behavioral, materialist, and psychosocial theoretical account. If you are of a lower social-class, societal mobility is improbable and your material universe is improbable to alter for the better, nor are you behaviours or stressors, all of which have negative cumulative effects that damage wellness but can-not be mitigated by societal capital, ( Bartley et al.. 2004 ) . 2.5 Locker ( 2008 ) describes the incorporate nature of these theoretical accounts as the â€Å" web of causing † . Suggestive of the proposition that no individual theoretical account histories for all causes of ill-health but without uncertainty wellness inequalities manifest in more long-run unwellness for lower-classes, and higher infant mortality rates, non to advert a greater opportunity of coronary bosom diseases, shot, lung malignant neoplastic diseases, self-destructions, and respiratory disease ( Marmot, 2010 ) . 3.0 Recession and Downturns 3.1 The definition of a â€Å" Recession † is widely accepted as two-or-more back-to-back quarters of negative growing. The ONS has recorded eight recessions over the past 55 old ages ; on norm of 1 every 6.8 old ages, Table: Eight recessions between 1956-2009, associated figure of negative growing periods and cumulative impact on GDP. ( Beginning: ONS, 2011 ) refers ( ONS, 2011 ) . Table: Eight recessions between 1956-2009, associated figure of negative growing periods and cumulative impact on GDP. ( Beginning: ONS, 2011 ) . 3.2 Literature suggests the lower socioeconomic category suffer more well in times of recession, although Elliott et Al. ( 2009 ) suggest the longer-term agony and in some respects, the greatest consequence on lower social-classes is from the downswing. The 08/09 recession started in Q2/08 and ended in Q3/09, stand foring six quarters of negative growing and has the greatest cumulative decrease in GDP ( ONS, 2011 ) . Elliott et Al. ( 2009 ) province the length of recession and longer-term impacts of the recession are dissociated. The writers attempt at a graphical representation of Elliott et Al. ‘s premise are seen in below: Figure: Writers graphical representation of Elliott et Al. ‘s premise that the recession and downswing are dissociated 3.4 This representation may propose the consequence of rebalancing is more likely to impact lower social-classes than the recession its ego, given that market forces manipulated by higher social-classes create the environment for a recession, which is rebalanced by cardinal authorities at the disbursal of the lower-classes in the signifier of decreased public disbursement and accordingly a decrease in employment and societal services. 4.0 Social-class and the economic downswing 4.1 Harmonizing to Marmot and Bell ( 2009 ) recessions have greater impact on those of a lower socio-economic place due to their inability to endure a recession. Although, Gerdtham and Ruhm ( 2006 ) , based on an analysis of OECD informations, claimed mortalities rates decline during recessions an analysis of informations obtained from the ONS demonstrates that morality rates as a % of population did non worsen universally over the period of 1956 – 2009 against the mean mortality rate for that period. Harmonizing the the ONS information for the first 5 recessions the mortality rate was higher than norm when considered as a % of population. During the 90/91 recession the mortality rates as a per centum of population was close norm and so declined significantly during the latest recession, which concur with Rhum ( 2005 ) findings, Figure: Mortality rates as a % of population during recession old ages. ( Beginning: ONS 2011 ) refers. Figure: Mortality rates as a % of population during recession old ages. ( Beginning: ONS 2011 ) 4.2 Interestingly the unemployment rate as a per centum of the population when considered against the mean unemployment for the period 1973-2009, was significantly lower in the 73/74 recession and merely reached para at the beginning of the 90/91 recession, Figure: Unemployment rates as a per centum of population during recession old ages refers. Martikainen et Al. ( 2007 ) identified in their survey, mortality rates do non needfully increase during recession old ages, and in fact, grounds suggests the antonym. Specifically, during the last recession mortality rates appear to be above the norm during periods of high unemployment, Figure: Mortality rates as a % of population during recession old ages. ( Beginning: ONS 2011 ) and Figure: Unemployment rates as a per centum of population during recession old ages refer. Figure: Unemployment rates as a per centum of population during recession old ages, ( Beginning: ONS, 2011 ) 4.3 Marmot ( 2010 ) , Elliott et Al. ( 2010 ) , Kondo et Al. ( 2008 ) , conclude the impact on wellness is straight related to social-class, which is important when you consider latest recession. Evidence shows that unemployment by and large rises and with that rise there is besides a rise in the mortality rates ( as a per centum of population ) with the exclusion of the latest recession ( ONS, 2011 ) . 4.4 A quick and soiled statistical reappraisal for the period 1973-2009 of % decrease in GDP, against the % unemployed suggests a tendency for social-class effected during recession see.Table: England and Wales – Population Total, Deaths, Mortality Rates, Unemployment Rates, against recession old ages. below. Table: England and Wales – Population Total, Deaths, Mortality Rates, Unemployment Rates, against recession old ages. 4.5 Using the 73/74 and 75 recessions as a benchmark and presuming the social-class affected by the recession contributed to the loss of GDP, it is apparent that the undermentioned recessions affected different social-classes accepting mean net incomes applies to social-class. 4.6 The 80/81 recession saw more people unemployed but less of an impact on GDP, which implies those unemployed contributed otherwise to GDP coevals proposing lower paid workers, lending less to the coevals of GDP were unemployed, this tendency is more apparent in the 90/91 recession. However, the 08/09 recession appears different the ratio of unemployed to the decrease in GPD is similar to that of the 73/74 and 75 recessions. 4.7 Vaitilingam ( 2009 ) suggested the 08/09 recession would impact the in-between category and given the important addition in loss of GDP in relation to the figure of unemployed is implicative of a more flush worker going unemployed. 4.8 In kernel the information suggest the greater the decrease in GDP relation to the rate of unemployment the different category affected by the recession. Therefore, in every instance other than the 08/09 recession the per centum of unemployed has been greater than the decrease in GDP. This suggests that lower category are proportionately more instantly affected by the Recession than higher categories. In the instance of the 08/09 recession, the decrease in GDP is greater than the rate of unemployment proposing a high socio economic category will be instantly affected by the recession, which is really unusual for the UK. How that manifest down the societal strata is yet to be observed. 5.0 Decision 5.1 It is widely accepted that hapless wellness affects lower social-classes more significantly and disproportionally and that it is evitable, ( Marmot, 2010 ; Bradby 2009 ) . Occupation entirely, as step of social-class in out dated and does non take history of the diverse societal stratification seen in modern society where position, income, chances, security, instruction, and liberty and control, vary well throughout occupational sets ( Bartley and Blane, 2009 ; Denny and Early, 2005 ) . 5.2 Marmot ( 2010 ) and Graham ( 2007 ) showed the less wealth, power and influence and the lower social-class the greater wellness inequality. This wellness in equality Graham ( 2007 ) , and Dahlgren and Whitehead ( 1991 ) claim is associated with hapless instruction, deficiency of occupation chance and hapless income chances. The behavioral, stuff, psychosocial and life class theoretical accounts, discussed by Bartley et al.. ( 2004 ) and Lockers ( 2008 ) â€Å" web of causing † by definition place the determiners of wellness are rooted in the societal, geographical, environmental, political, and material universe. 5.3 The clear premise by Elliott et Al ( 2009 ) and Marmot and Bell ( 2009 ) that recessions doing greater and more well longer enduring to those of lower socio-economic category is mostly without challenge. The effects of economic rebalancing on lower social-classes is less good understood, nor are the longer term effects of the downswing in the signifier of decreased public disbursement and accordingly a decrease in employment and societal services that are to a great extent relied upon. Does policy alteration better conditions for lower social-classes or does it amplify the effects of an already unequal system. 5.4 Gerdtham and Ruhm ( 2006 ) show there is grounds of displacements in mortality rates around recessions although the overall consequence of recession and unemployment on longer term mortality rates is less clear. If, as Marmot ( 2010 ) , Elliott et Al. ( 2010 ) , and Kondo et Al. ( 2008 ) , claim the impact on wellness is straight related to social-class, and if one can pull the decision that different social-classes suffer otherwise during recessions so Vaitilingam ( 2009 ) 08/09 middle-class recession should uncover, as the longer term effects of the downswing come to an terminal, that there is no noticeable addition in preventable unwellnesss and deceases amongst the most vulnerable. The consequence on the lower social-classes may non be as apparent this clip unit of ammunition albeit strictly by opportunity. How proud would Chadwick be of our advancement? Mentions ‘The Acheson Report ‘ ( 1998 ) Independent Inquiry into Inequalities in Health, HMSO. Bartley M and Blane D. 2008. ‘Inequality and social-class ‘ in Scambler, G. ( erectile dysfunction ) Sociology as Applied to Medicine ( 6th Edition ) London: Saunders pp 115-132. Bartley, M. Blane, D. Davey-Smith, G. 2004. The Sociology of Health Inequalities, Oxford: Basil Blackwell. Bradby, H. 2009. Medical sociology: an debut. London: Sage. Chadwick, E. 1843. Report on the healthful status of the laboring population of great Britain. London: Clowes and Sons. Black. D. 2008. Inequalities in wellness: study of a research working group. London: DHSS. Dahlgren, G. and Whitehead, M. 1991. Policies and Schemes to Promote Social Equity in Health. Stockholm: Institute for Futures Studies Engles, F. 1844. The status of the working category in England in 1844. Germany: publishing house terra incognita. Elliott E, Harrop E, Rothwell H, Shepherd M and Williams GH ( 2010 ) Working Paper 134: The Impact of the Economic Downturn on Health in Wales: A Review and Case Study, Cardiff School of Social Sciences, November ( 2010 ) . Denny, E. & A ; Earle, S. 2005. Sociology for nurses. Cambridge: Polity Press. Graham, H. ( 2007 ) Unequal Lives: Health and Socio-economic Inequalities, Buckingham: Open University Press. Gerdtham, U. G. and Ruhm, C. J. 2006. Deaths rise in good economic times: grounds from the OECD. Economics & A ; Human Biology 4 ( 3 ) , pp. 298aˆ?316. Kondo, N. Subramanian, S. Kawachi, I. Takeda, Y. and Yamagata, Z. ( 2008 ) Economic recession and wellness inequalities in Japan: analysis with a national sample, 1986aˆ?2001, Journal of Epidemiology and Community Health, 62, 869aˆ?875. Locker, ( 2008 ) ‘Inequality and social-class ‘ in Scambler, G. ( erectile dysfunction ) Sociology as Applied to Medicine ( 6th Edition ) London: Saunders pp 18-55. Marmot, M. and Bell, R. 2009. ‘How will the fiscal crisis affect wellness? ‘ British Medical Journal ; 338: b1314 Marmot M ( Chairman ) . Fair society, healthy lives – strategic reappraisal of wellness inequalities in England station 2010. London: The Marmot Review, 2010. Martikainen, P, Maki N & A ; Jantti M. ( 2007 ) The effects of unemployment on mortality following workplace retrenchment and workplace closing: a registeraˆ?based followaˆ?up survey of Finnish work forces and adult females during economic roar and recession. American Journal of Epidemiology 165 ( 9 ) , pp. 1070aˆ?1075. ONS, 2011. Statbase [ online ] . Available at: hypertext transfer protocol: //www.statistics.gov.uk/CCI/nscl.asp? ID=7433. Accessed: 31 March 2011. Ruhm, C. ( 2005 ) Comment: Mortality additions during economic upturns. International Journal of Epidemiology 34:1206aˆ?1211 Vaitilingam, R ( 2009 ) . Recession Britain: Findingss from Economic and Social Research. Economic and Social Research Council. Whitehead M. ( 1988 ) The wellness divide. In: Townsend P, Davidson N, Whitehead M, eds. Inequalities in wellness: the Black study and the wellness divide. Harmondsworth, UK: Penguin, 1988: pp215-356.

Lesson Plans and Lesson Presentations

Lesson 1Course: World History   Date: Grade level: 9,10,11 Estimated time: 1hour 30 minutes Topic:   The beginning of the WWII Arizona State Standards: Bell Work:Do you know what war is considered to be the greatest tragedy of all nations?Do you agree wiyh this definition? Why or why not?How do you personally feel about WWII?Anticipatory Set: (Motivation)The students are shown 5 minute video stating the losses that the world in general and the US in particular had to suffer after the WWII.Lesson Objective:Students will be able to identify:The causes of the WWII; Main participants; The start of the war. Students will be able to write at least 2 main dates in the history of WWII.The students will be able to form their own opinion who was the initiator of the war and how it could be avoided, if could at all.The main conceptual objective is to make students critically think and analyse historical events.Lesson Overview/Procedure:The teacher asks the students to remember what had happened after the WWI and what specific treaties were signed. Then he/she leads active discussion about Versailles Treaty, its positive and negative sides. In advance, the teacher gives an individual task for three students to prepare an overview of economic and political situation in postwar Germany, Italy, and Japan respectively. After that, the class is divided into 5 groups representing five countries (regions): Germany, Italy, Japan, former USSR plus Western Europe, and the USA. All of these groups are given 7 minutes to prepare their possible reasons to be engaged in the war.When all of the reasons are announced, the teacher summarizes them and writes down the correct ones on the blackboard. Then the teacher asks one student (voluntarily) to identify key participants of the war, and again writes them on the blackboard. At this time another student is asked to show these countries on the map, pointing specifically at the territories they aspire to gain after the war. All this takes 40-45 minutes. After that the teacher initiates the topic about Moscow conference and invites three students to represent Molotov, Ribbentrop and Churchil l. The teacher asks students to defend the interests of their countries (USSR, Germany and Britain respectively), and the rest of the class should be willing to help. When the discussion is over, the teacher reveals the secret Molotov-Ribbentrop Pact and explains its importance in the world history. After that he/she makes a short overview of the first military actions that signified the start of the WWII. Along with students he/she writes down the main dates:Hitler’s party foundation; Moscow conference; Molotov-Ribbentrop secret Pact; The official start of the WWII. Closure:The teacher gives the students a short quiz summarizing the key points of the lesson. In order to avoid students fear and resentment, he/she allows them to use their notes to answer the questions. When they are done, the teacher tells the correct answers and asks the students to check their own work. Only the good grades are fixed. However, the teacher warns that next time all the marks (both good and bad will be put).Extension/Fast finishers:For those who finishes quiz quickly, the teacher asks to fill in the table stating:The reasons of the war for specific countries; Country’s prominent political leaders; Country’s interest in the war. Each fast finisher gets a separate country. The teacher could check the assignment during the class (if there is enough time or prepare them for the next one).Assessment/Evaluation:The teacher refers to the objectives attained as the result of the lesson. Then, he points that in order to develop further students’ critical thinking skills he assigns the following homework. He/she also might ask students how they liked the interactive games and dialogues in order to evaluate the effectiveness of such method of teaching.Individual Student Practice:To write a two page essay expressing own opinion about what parties were guilty and why, and how the war could be possibly avoided, if could be at all.Teacher Reflection & References:1. Breuer B. â€Å"Deceptions of WWII† Wiley: New York, 20012. Morton L. â€Å"Targeting the World War II Generation† In Public Relations Quarterly. Vol.: 49., 20043. O’Brien K. â€Å"The Home-Front War: World War II and American Society† Greenwood Press: Westport, CT, 1995Materials List: textbook, notebook, hand map, pens/pencilsLesson 2Course: American History   Date: Grade level: 11 Estimated time: 1hour 30 minutes Topic:   Veteran’s Day Arizona State Standards:Bell Work:Do any of you have grandparents who survived the WWII?Did your relatives participate in any other American war?What does it mean to them? Did they share the memories?Anticipatory Set: (Motivation)Can you count all people you know that have taken part in any American war? Do you consider them heroes? Can you write just one sentence for them to tell or to send as a message to thank for their effort at this glorifying date — Veteran’s Day.Lesson Objective:Students wi ll be able to identify all the significant events in the US history involving wars.Students will be able recall the history of the Veteran’s Day holiday.Students will define the significance of the holiday for present and future generations.Lesson Overview/Procedure:The teacher asks the students to recall the major events in the US history, which involved military actions. He writes them all on the blackboard. Then the teacher invites one student to put those events/wars in the chronological order. When the student is done, the teacher together with the rest of the class checks the assignment. The teacher asks the student to choose four major American wars and divides the class into four groups accordingly.Each group is given 10 minutes to prepare a short report about the war (everything they know) including the memories of their relatives about the event (for instance, about the WWII). If possible, it is useful to provide each group with one laptop in order for them to make power point presentation. Then each group presents their overview and exchanges the opinion. Basically, the teacher doesn’t intrude, but just direct the discussion and control the time. When the discussion is over, the teacher tells who played a significant role founding the Veteran’s Day as it is. In advance, the teacher also arranges for one veteran of WWII to come to the class and share the experience. The teacher leaves 15-20 minutes for this veteran to share his experience. Extension/Fast finishers:For the group that makes presentation fast, the teacher prepares a statistical information about how many veterans there are in the USA, in what regions etc. He/she asks the group to get familiar with the information and to present it for additional mark. Another possible task is to write the slogans glorifying the courage of those participated in the war. After the writings are done, the big board should be hang on the blackboard.Closure:At the end of the class the tea cher collects the writings with greetings and wishes that students made at the beginning of the lesson and gives them to the veteran invited. He also gives the task for three students to prepare one war poem and learn it by heart. The end of the class is signified by reading of these three poems.Assessment/Evaluation:The teacher encourages the student to say a few words about the significance of the Veteran’s Day for them personally and for future generations. He asks the students to greet their relatives and other people they know who participated in the War.Individual Student Practice:The teacher asks to research the history of the Veteran’s day and prepare a detailed plan stating the main branches of the Veteran’s Day development.Teacher Reflection & References:1. Veteran’s day. Available: http://www.infoplease.com/spot/veteransday1.html2. The History of Veteran’s day. Oct. 3, 2003. Available: http://www.army.mil/cmh-pg/faq/vetsday/vetshist.htm3 . Adrian G. â€Å"The Silence of Memory: Armistice Day, 1919-1946† Berg: Oxford, 1994 Materials List: notebooks, separate sheet of paper, pen/pencil, laptop (if available)

Mission Vision of Sturbock Cafe

Chic Boy Mission and Vision Statement Writing a mission statement for your business tells your colleagues, employees and customers what your business intends to do and how it will do it. The mission statement serves to describe the company in present terms and does this by describing measurable goals and objectives. A vision statement is very much like your mission statement except it outlines where the company would like to be in the future. The vision statement has more human value to it and describes how the company wishes to be perceived. These statements are simply that – statements.No need to get extremely elaborate, they should be succinct, interesting and smart. Mission Statement  Ã‚  Ã‚     Ã‚  Ã‚     Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Vision Statement Present tense  Ã‚  Ã‚     Ã‚  Ã‚     Ã‚  Ã‚     Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Future tense Lists overall goals  Ã‚  Ã‚     Ã‚  Ã‚     Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Describes how it sees itself in the future How the organization will get there  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Lists where the organization wants to be Developing Your Mission & Vision Statement It’s helpful to answer these questions to guide you in developing your mission and vision statements.Mission Statement: 1. What does the company do today? 2. For whom does the company do it? 3. What is the benefit to the end user? Vision Statement: 1. What does the company want to do in the future? 2. When does the company want to do it by? 3. How does the company expect to do it? You should be able to turn these answers into a well-crafted mission and vision statement for your business. Here are some great examples of mission and vision statements: Boy Scouts of America Mission Statement The mission of the Boy Scouts of America is to prepare young people to make thical and moral choices over their lifetimes by instilling in them the values of the Scout Oath and Law. Vision Statement The Boy Scouts of America will prepare every eligible youth in America to become a responsible, participating citizen and leader who is guided by the Scout Oath and Law. Shell Mauritius Mission Statement To safely market and distribute energy and petrochemical products while offering innovative value added services. Vision Statement We make the difference through our people, a team of dedicated professionals, who value our customers, deliver on our promises and contribute to sustainable development.

Annotated Bibliography on Virtual Classroom for Middle School Research Paper

Annotated Bibliography on Virtual Classroom for Middle School - Research Paper Example Generally, the findings of the study showed online learning are user-friendly and cost-effective. This study would be useful in this study, as it would supply resourceful insights to expand the critical dimensions of the study. Peterson, P., E. (2010). Saving Schools: From Horace Mann to Virtual Learning. New York: Harvard University Press. This book explored the subject of virtual learning within the overall perspective of the historical development of the American education system. The book analyzed the efforts of change advocated by prominent reformers from the eighteenth century to the current period. One general observation that the study makes is that the reform efforts did not yield the desired results as originally intended by the reformers. For instance the book argues that the falling standards of America’s education system is a result of the cumulative effects of past reform efforts. However, the study concludes that virtual learning has the potential of reversing t he damage done on the American education system. This source would be resourceful in analyzing the possible opportunities and pitfalls of virtual learning. Kupczynski, L., Mundy, M., A., Goswami, J., Meling, V. (2012). Cooperative Learning in Distance Learning: A Mixed Methods Study. International Journal of Instruction, 5, (2), 81-90. This study sought to determine the efficacy of cooperative learning within virtual settings. The study was conducted at a Hispanic Serving Institute. The study compared between the traditional forms of online learning and online cooperative learning on the score of effectiveness. The study consisted of 56 participants. Both qualitative and quantitative methods were used in the study. Regarding the quantitative results, the study established that there was no significant difference in performance between students from the traditional online approaches and those in the online cooperative learning category. However, qualitative results of this study show ed that a significant percentage of the respondents in the cooperative learning category were more satisfied than those in the traditional forms of online learning. The relevance of this source to the study is to be determined from the score of comparisons between the different forms of virtual learning in relation to its relevance in grade school. Sun, K. (2005). A study on learning effect among different learning styles in a Web-based lab of science at elementary schools. Advanced Learning Technologies. 80-82 This study sought to investigate the value of virtual learning within the field of science at the elementary level. The study involved a comparison of between two groups in a laboratory learning session. The intervention group was subjected to a web-based program of learning while the control group was limited to conventional forms of laboratory learning. The results showed that students from the web-based learning program showed better results than those in the conventional methods. The results also showed that the virtual learning model was suitable for different forms of learning. Further, the results of the study indicated that a majority of the students preferred to be subjected to the web-based models of learning than the other forms of learning. A significant majority expressed their displeasure in the exclusive use of the textbook model of teaching and argued in favor of

1 Thessalonians 5 Essay Example | Topics and Well Written Essays - 500 words

1 Thessalonians 5 - Essay Example This directly relates to modern day life in a sense that it is important to continue to thank God for his word even after thousands of years. Chapter four in 1 Thessalonians goes on to further explain living to please God. This is very important and the apostle Paul urges the Thessalonians to stand strong in their faith. Paul urges the Thessalonians to continue to do more in more in the name of God’s son Jesus. Doing so is pleasing to God. Chapter four also brings up sexual morality. This was a trouble for the Thessalonians as it is trouble for modern day. Sexual morality has become to be something that is tolerated by society but almost forgot that it is not tolerated by God. God wants his people to respect their bodies and treat them holy. If these same values could be implemented into modern day world there would be less sexual acts before marriage and also less prostitution. Loving each other is another way that 1 Thessalonians encourages everyone to live to please God. Loving each other is very important as loving each other as God had intended would allow for a better more pure way of life. This pertains to the modern world in ways that loving each other would reduce crime, lying, deceit, divorce, and violence to almost none. Chapter five goes on to explain waiting for the coming of Gods son Jesus. It is said that Jesus will come without warning like a thief in the night. Those who are obedient to him shall receive salvation. Modern day may tend to forget that this has been written by God. Those who are pleasing to God and live life as a follower of Jesus are able to seek this salvation. It is important to remember that God says that we are all people of the day. Becoming people of the day helps to keep away wrong doings and drunkenness. God wants his people to be awake in the day and sleep at night. Those sleeping in the day are getting drunk at night and not living out God’s will. Modern day struggles with this in

The influence of smoking cessation after diagnosis of early stage lung Dissertation

The influence of smoking cessation after diagnosis of early stage lung cancer on prognosis - Dissertation Example The researcher states that a practice of burning a substance like tobacco or cannabis and inhaling or tasting it is called Smoking. Cigarettes are the most common method of smoking. Pipes, Bidis, Cigars, Hookahs etc are other methods. A research shows that â€Å"half of all long term smokers will die† (It’s Never Too Late to Quit Smoking, Says Study 2012) due to disease related to smoking it suggests that â€Å"even non smokers† are prone to these diseases. Worldwide a â€Å"large number of people† are killed because of these diseases. Study shows that â€Å"one out of two people† die due to their habit of smoking and that too many at their mid age. There is lot of harmful effects on the body like – †¢ Temporary increase of â€Å"blood pressure† and heart beat further straining the heart and blood vessels. †¢ The chances of â€Å"heart attacks, strokes, paralysis and weakness† (Pai 2011). There are â€Å"numerous cancers† associated with smoking. †¢ Smoking at young age â€Å"reduces IQ† of a person. The â€Å"blood circulation† is not proper which affects the body and skin. This also leads to weakness. †¢ It â€Å"damages the retina† thereby affecting the eyesight. †¢ Smoking â€Å"causes the bones to become weak† (Nutrition and Weak Bones 2010) leading to fractures. †¢ â€Å"Fertility† related problems are seen in both men and women. †¢ Smokers are prone to â€Å"kidney, stomach† related diseases. †¢ It also leads to â€Å"lung cancer† â€Å"Pregnancy† related issues are found in women who smoke. The new born child is also adversely affected. People who smoke have a â€Å"shorter life span.† Smoking can cause different types of cancer. These include Lung cancer, Mouth cancer, Throat, â€Å"Stomach† Esophagus, cancer of Kidney, cancer of Bladder, cancer in Pancreas etc. Lung cancer is one amongst the most â€Å"deadliest form of cancer.† (Epidemiology of Lung Cancer n.d.). Every year aboutâ€Å"7.5 million people die† (U.N. Summit as World Cancer Toll Increases 2012) of lung cancer. The â€Å"survival† (Lung Cancer Survival Rate 2011) of the lung cancer patients depends on it’s diagnose stage and type. Now the question arises what exactly is Lung cancer. Due to series of changes in the cells in the lungs they tend to grow abnormally and â€Å"out of control† (Eldridge 2012). This type of behavior in the lungs is known as Lung cancer. This can occur any were throughout the lungs. Lung cancer is mainly classified in to two types, 1. â€Å"Small Cell Lung Cancer† (Lung C ancer n.d.). 2. â€Å"Non Small Cell Lung Cancer† (Lung Cancer n.d.). Small Cell Lung Cancer: Study reveals that around â€Å"10% to 15 %† (Lung Cancer (Small Cell 2012) of Lung cancer patients suffer from Small Cell Lung Cancer (SCLC). It â€Å"spread quickly† (Patient Information: Small Cell Lung Cancer Treatment (Beyond the Basics) 2012). It is more found in people who smoke than those who do not smoke. SCLC is considered as the â€Å"most aggressive form of Lung cancer† (Lung Cancer (Small Cell 2012). It tends to develop in the â€Å"bronchi† (Lung Cancer 2012) which is present in the centre part of the chest and later spreads to the other parts of the body. Small Cell Lung Cancer is also known as â€Å"oat cell cancer, oat cell carcinoma and small cell undifferentiated carcinoma† (Lung Cancer (Small Cell 2012). SCLC has further two other forms namely- â€Å"Small cell car cinoma (oat cell cancer)† (Small Cell Lung Cancer Treatmen t (PDQ ®) 2012): This is one of the most malignant kinds of cancer. It grows within the lungs. â€Å"Combined small cell carcinoma† (Small Cell Lung Cancer Treatment (PDQ ®) 2012). – It is a lung cancer which has different stages. It emerges in the form of a tumor in the lung tissue. Non Small Cell Lung