Noun and Ans Essay Example

Noun and Ans Essay Example Noun and Ans Essay Noun and Ans Essay GRAMMAR Topics: A or an Sentences using Yes, it is/No, it isn’t Sentences using Yes, they are/No, they aren’t Singular Plural Punctuation My Favorite Fruit (Essay) This is, There is/These are, There are My Mom (Essay) Noun Proper Nouns Verb Sentences using can/can’t My Pet (Essay) Words/Opposites Masculine/Feminine Comprehension Unit 0: Topic 1: A or an Definition: Exercise: (in copy) Q1: Fill in the blanks with a or an? 1. It’s a mat. 2. This is an umbrella. 3. It’s a book. 4. It’s an orange. 5. This is a fish. 6. It’s a tree. 7. It’s a cup. . This is an egg. 9. This is a pencil. 10. It’s an insect. Topic 2: Introducing â€Å"Myself† 1. My name is _____________. 2. I am ___________ years old. 3. I like to _________________. 4. I live with my _____________. 5. There are __________ people in my family. 6. I live in _________. Topic 3: Sentences using â€Å"Yes, it is/No, it isn’t† 1. Is it a mat? *. Yes, it is. 2. Is it an orange? * No, it isn’t. 3. Is it an apple? * Yes, it is. 4. Is it a rat? *. No, it isn’t. 5. Is it an egg? * Yes, it is. 6. Is it a cat? *. No, it isn’t. †Topic 4: â€Å"Singular / Plural† Definition: Singular |Plural | | | | |Cat |Cats | |Hat |Hats | |Pencil |Pencils | |Book |Books | |Door |Doors | |Egg |Eggs | |Banana |Bananas | |Rat |Rats | |Tree |Trees | |Biscuit |Biscuits | Topic 5: â€Å"Punctuation† Definition: Example: 1. Monkeys live in the trees. 2. I am a boy. 3. Dog is an animal. Exercise (in copy) Q1: Use capital letters and full stop. 1. there are two apples *. There are two apples. 2. sky is blue *. Sky is blue. 3. honey is sweet *. Honey is sweet. 4. ali has a pencil *. Ali has a pencil. 5. he was born in karachi *. He was born in Karachi. Work Sheet Punctuation Marks Rewrite these sentences using capital letters, full stop. 1. i like to eat vegetables ___________________________ _______________________________________________ 2. this kite belongs to ali _________________________________________________________________________ 3. i like to paint and read books __________________________________________________________________________ 4. he is eating __________________________________________________________________________ 5. rana has a new bicycle __________________________________________________________________________ 6. i will go to school tomorrow __________________________________________________________________________ Work Sheet Punctuation Marks Rewrite these sentences using capital letters, full stop. 1. i like to eat vegetables I like to eat vegetables. 2. this kite belongs to ali This kite belongs to Ali. 3. like to paint and read books I like to paint and read books. 4. he is eating He is eating. 5. rana has a new bicycle Rana has a new bicycle. 6. i will go to school tomorrow I will go to school tomorrow. Topic 6: â€Å"MY FAVORITE FRUIT† (ESSAY) 1. My favorite fruit is apple. 2. It is red in colour. 3. It has many seeds. 4. Its taste is sweet. 5. I like it very much. â€Å"COMPREHENSION† Read passage and do the exercise? â€Å"A LITTLE FAIRY† Once there was a little fairy called Cindy. She lived in a little house in the forest. She had four lovely squirrels named Munch, Crunch, Punch and Bunch. They all had big, bright eyes and long tails. They loved to eat nuts. One day they left the nutshells all over the house and Cindy got very angry. She decided to punish them by not giving them food for a day. They learnt their lesson and did not mess up the house again. Answer the following question? Q1: Who was Cindy? Ans: __________________________________________________________________________ Q2: Where did she live? Ans: __________________________________________________________________________ Q3: How many squirrels were there? Ans: __________________________________________________________________________ Q4: What did the squirrels do one day? Ans: __________________________________________________________________________ Q5: How did Cindy punish them? Ans: __________________________________________________________________________ â€Å"COMPREHENSION† Key Read passage and do the exercise? â€Å"A LITTLE FAIRY† Once there was a little fairy called Cindy. She lived in a little house in the forest. She had four lovely squirrels named Munch, Crunch, Punch and Bunch. They all had big, bright eyes and long tails. They loved to eat nuts. One day they left the nutshells all over the house and Cindy got very angry. She decided to punish them by not giving them food for a day. They learnt their lesson and did not mess up the house again. Answer the following question? Q1: Who was Cindy? Ans: Cindy was a little fairy. Q2: Where did she live? Ans: She lived in a little house in the forest. Q3: How many squirrels were there? Ans: There were four squirrels. Q4: What did the squirrels do one day? Ans: They left the nutshells all over the house. Q5: How did Cindy punish them? Ans: She decided to punish them by not giving them food for a day. Topic 7: â€Å"This is, There is† â€Å"These are, There are† Definition: â€Å"Sentences on â€Å"This is† 1. This is a book. 2. This is a clock. 3. This is a pencil. 4. This is an orange. 5. This is an egg. Sentences on â€Å"There is† 1. There is a glass. 2. There is an umbrella. 3. There is an aeroplane. 4. There is a ruler. 5. There is a leaf. Sentences â€Å"These are† 1. These are apple. 2. These are cats. 3. These are buttons. 4. These are doors. 5. These are pins. Sentences on â€Å"There are† 1. There are two cups. 2. There are three balls. 3. There are some kites. 4. There are four fishes. 5. There are five tins. Topic 8: â€Å"MY MOM†(Essay) 1. My Mom’s name is ________________________. 2. She is ________ year old. 3. She is very beautiful. 4. She cooks food very tasty. 5. She takes care of me. 6. I love my mom very much. Topic 9: â€Å"Noun† Definition: Example: Sara, Table, Cat, Karachi. Q1: Underline the mouse? 1. I have a pencil. 2. Sara is reading a book. 3. The hen has a pen. 4. Fish lives in water. 5. He went to Islamabad. 6. Ali and Tom are friends. 7. This jug is big. 8. I like to eat pizza. Note: Pencil, Sara, book, hen, pen, fish, Islamabad, Ali Tom, jug, pizza are nouns) * Topic 10: â€Å"PROPER NOUNS† Definition: Example: 1. Tom and Jerry. 2. Monday. 3. July 4. Summer. 5. Lahore. â€Å"Exercise† Q1: Circle the Proper nouns? School, bag,Lahore, cake, Monday, van, pen, Don ald Duck, ruler, Winter, shoes, March, book, America, bell, cup, Edison. Note: (Lahore, Monday, Donald Duck, Winter, March, America, Edison are proper nouns) Topic 11: â€Å"VERB† Definition: Example: 1. Eating. 2. Drinking. 3. Sleeping. 4. Reading. 5. Playing. Q1: Underline the verbs? 1. She is eating a cake. 2. They are going in a garden. 3. We are reading books. 4. You are laughing. 5. He is playing football. 6. Ali is crying. Note: eating, going, reading, laughing, playing, crying, are Verb) Topic 12: â€Å"SENTENCES USING CAN/CAN’T† Definition: Example: 1. I can sleep. 2. I can play. 3. I can’t swim. 1. Can a cat run? *. Yes, it can. 2. Can a bee swim? *. No, it can’t. 3. Can you play football? *. Yes, I can. 4. Can you jump? *. Yes, I can. 5. Can you cook food? *. No, I can’t. Topic 13 : |Animals |Sounds | |Cat. |mew. | |Dog |bark. | |Hen |cluck. |Cow |moo. | |Goat |bleat | |Duck |quack. | |Wolf |howl. | |Horse |neigh. | |Donkey | bray. | |Snake |hiss. | Topic 14: Words / Opposites |Words Opposite | |On |Off | |In |Out | |Up |Down | |Come |Go | |Black |White | |Sit |Stand | |Dry |Wet | |Old |New | |Hard |Soft | |Near |Far | Topic 15: Masculine / Feminine Masculine |Feminine | |He |She | |Boy |Girl | |Father |Mother | |Brother |Sister |Son |Daughter | |Man |Woman | |King |Queen | |Bull |Cow | |Sir |Madam | |Horse |Mare | Topic 16: COMPREHENSION† Read passage and do the exercise? â€Å"THE SINGING GRASSHOPPER† Once upon a time, there were two friends. They lived in the jingle. They were the ant the grasshopper. The ant was hard working insect. Everyday, it would go out to look for food. It would than bring the food back to its nest. The grasshopper was a lazy insect. It did not like to do any work. Instead, it lived to sing all long. Answer the following questions: Q1: Where did the two friends live? Ans: ________________________________________________________________________ Q2: W ho were the two friends? Ans: ________________________________________________________________________ Q3: What kind of an insect was the ant? Ans: ________________________________________________________________________ Q4: Where did the ant bring back its food? Ans: ________________________________________________________________________ Q5: What kind of insect was the grasshopper? Ans: ________________________________________________________________________ Q6: What did the grasshopper do all the day? Ans: ________________________________________________________________________ â€Å"COMPREHENSION† KEY Read passage and do the exercise? â€Å"THE SINGING GRASSHOPPER† Once upon a time, there were two friends. They lived in the jingle. They were the ant the grasshopper. The ant was hard working insect. Everyday, it would go out to look for food. It would than bring the food back to its nest. The grasshopper was a lazy insect. It did not like to do any work. Instead, it lived to sing all long. Answer the following questions: Q1: Where did the two friends live? Ans: Two friends lived in the jungle. Q2: Who were the two friends? Ans: They were the ant and the grasshopper. Q3: What kind of an insect was the ant? Ans: The ant was hard working. Q4: Where did the ant bring back its food? Ans: The ant brought back its food to its nest. Q5: What kind of insect was the grasshopper? Ans: The grasshopper was a lazy insect. Q6: What did the grasshopper do all the day? Ans: It loved to sing all long. â€Å"A† is used before consonant. â€Å"An† is used before vowels. Vowels a, e, i , o u Singular means one thing. Plural means more than one thing. Every sentences should begin with a capital latter and end with a full stop. â€Å"This is and there is, are used with one thing†. There are and these are used with two or more things. Word that name things are called â€Å"Nouns†. Names of people, days, months, cities and seasons are a special kind of noun. They are called â€Å"Proper noun†. Doing words are called â€Å"Verbs†. We use â€Å"can† to talk about things that people are able to do.

The Great Chicago Fire of 1871 and Its Aftermath

The Great Chicago Fire of 1871 and Its Aftermath The Great Chicago Fire destroyed a major American city, making it one of the most destructive disasters of the 19th century. A Sunday night blaze in a barn quickly spread, and for approximately 30 hours the flames roared through Chicago, consuming hastily constructed neighborhoods of immigrant housing as well as the citys business district. From the evening of October 8, 1871, until the early hours of Tuesday, October 10, 1871, Chicago was essentially defenseless against the enormous fire.  Thousands of homes were reduced to cinders, along with hotels, department stores, newspapers, and government offices. At least 300 people were killed. The cause of the fire has always been disputed. A local rumor, that Mrs. OLeary’s cow started the blaze by kicking over a lantern is probably not true. But that legend stuck in the public mind and holds fast to this day. What is true is that the fire did start in a barn owned by the OLeary family, and the flames, whipped by strong winds, quickly moved onward from that point. A Long Summer Drought The summer of 1871 was very hot, and the city of Chicago suffered under a brutal drought. From early July to the outbreak of the fire in October less than three inches of rain fell on the city, and most of that was in brief showers. The heat and lack of sustained rainfall put the city in a precarious position as Chicago consisted almost entirely of wooden structures. Lumber was plentiful and cheap in the American Midwest in the mid-1800s, and Chicago was essentially built of timber. Construction regulations and fire codes were widely ignored. Large sections of the city housed poor immigrants in shabbily constructed shanties, and even the houses of more prosperous citizens tended to be made of wood. A sprawling city virtually made of wood drying out in a prolonged drought inspired fears at the time. In early September, a month before the fire, the city’s most prominent newspaper, the Chicago Tribune, criticized the city for being made of â€Å"firetraps,† adding that many structures were â€Å"all sham and shingles.† Part of the problem was that Chicago had grown quickly and had not endured a history of fires. New York City, for instance, which had undergone its own great fire in 1835, had learned to enforce building and fire codes. The Fire Began in OLearys Barn On the night before the great fire, another major fire broke out that was battled by all the city’s fire companies. When that blaze was brought under control it seemed that Chicago had been saved from a major disaster. And then on Sunday night, October 8, 1871, a fire was spotted in a barn owned by an Irish immigrant family named OLeary. Alarms were sounded, and a fire company which had just returned from battling the previous nights fire responded. There was considerable confusion in dispatching other fire companies, and valuable time was lost. Perhaps the fire at the OLeary barn could have been contained if the first company responding had not been exhausted, or if other companies had been dispatched to the correct location. Within a half-hour of the first reports of the fire at OLearys barn, the fire had spread to nearby barns and sheds, and then to a church, which was quickly consumed in flame. At that point, there was no hope of controlling the inferno, and the fire began its destructive march northward toward the heart of Chicago. The legend took hold that the fire had started when a cow being milked by Mrs. OLeary had kicked over a kerosene lantern, igniting hay in the OLeary barn. Years later a newspaper reporter admitted to having made up that story, but to this day the legend of Mrs. OLearys cow endures. The Fire Spread The conditions were perfect for the fire to spread, and once it went beyond the immediate neighborhood of OLearys barn it accelerated quickly. Burning embers landed on furniture factories and grain storage elevators, and soon the blaze began to consume everything in its path. Fire companies tried their best to contain the fire, but when the city’s waterworks were destroyed the battle was over. The only response to the fire was to try to flee, and tens of thousands of Chicagos citizens did. It has been estimated that a quarter of the city’s approximately 330,000 residents took to the streets, carrying what they could in a mad panic. A massive wall of flame 100 feet high advanced through city blocks. Survivors told harrowing stories of strong winds pushed by the fire-spewing burning embers so that it looked as if it was raining fire. By the time the sun rose on Monday morning, large parts of Chicago were already burned to the ground. Wooden buildings had simply disappeared into piles of ash. Sturdier buildings of brick or stone were charred ruins. The fire burned throughout Monday. The inferno was finally dying out when the rain began on Monday evening, finally extinguishing the last of the flames in the early hours of Tuesday. The Aftermath of the Great Chicago Fire The wall of flame that destroyed the center of Chicago leveled a corridor about four miles long and more than a mile wide. The damage to the city was nearly impossible to comprehend. Virtually all government buildings were burned to the ground, as were the newspapers, hotels, and any just about any major business. There were stories that many priceless documents, including letters of  Abraham Lincoln, were lost in the fire. And its believed that original negatives of classic portraits of Lincoln taken by Chicago photographer Alexander Hesler were lost. Approximately 120 bodies were recovered, but it was estimated that more than 300 people died. Its believed that many bodies were entirely consumed by the intense heat. The cost of destroyed property was estimated at $190 million. More than 17,000 buildings were destroyed, and more than 100,000 people were left homeless. News of the fire traveled quickly by telegraph, and within days newspaper artists and photographers descended upon the city, recording the massive scenes of destruction. Chicago Was Rebuilt After the Great Fire Relief efforts were mounted, and the US Army took control of the city, placing it under martial law. Cities in the east sent contributions, and even President Ulysses S. Grant sent $1,000 from his personal funds to the relief effort. While the Great Chicago Fire was one of the major disasters of the 19th century and a profound blow to the city, the city was rebuilt fairly quickly. And with the rebuilding came better construction and much stricter fire codes. Indeed, the bitter lessons of Chicagos destruction affected how other cities were managed. And while the story of Mrs. OLeary and her cow persists, the real culprits were simply a long summer drought and a sprawling city built of wood. Sources Carson, Thomas and Mary R. Bonk.  Chicago Fire of 1871. Gale Encyclopedia of U.S. Economic History: Vol.1. Detroit: Gale, 1999. 158-160.  Gale Virtual Reference Library.

Qualitative research and questionnaire design Essay

Qualitative research and questionnaire design - Essay Example In its simplest sense, emotional branding pertains to that type of strategy which gives paramount importance to the emotions, most especially that of the consumers. Nowadays, members of the corporate world have recognized the importance of Corporate Branding. Big companies such as Victoria’s Secret, Coca-Cola, Godiva and Starbucks have all resorted to the use of emotional branding to attract more customers. Basically, emotional branding denotes one thing: that is, to place the customers at the core of the marketing strategy rather than focusing too much on the product (Berrada 2010; Gobe 2010). Pertinently, it is the goal of emotional branding to ensure the development of customer loyalty by making sure that the brand dominates its competitors with respect to the attention given by the customers (Travis 2000). Generally, emotional branding gives importance to the five senses of the consumers. Hence, advertisements focus on these, making sure that the customers connect not just with the product being advertised but to the brand as well. Hence, through emotional branding, the consumers are perceived to have the capacity to connect more to the brand. In this regard, the connection of the customers and the brand results to a greater profit for the company or manufacturer concerned (Gobe 2010; Taher 2006). The use of emotional branding then appeals to the internal aspect of the consumer. It is basically more concerned with the use of abstract concepts yet at the same time, yields to results that are concrete (Berrada 2010; Norman 2005). Evidently, not much research has been successful in determining why emotional branding results to customer satisfaction. It was considered as the marketing trend of the current generation (Gobe 2010; Passikoff 2006). Because of the competition dominating in the business arena, companies must not only tell their consumers what they need; instead, they must focus on the different reasons why the latter needs to obtain this (Desg rippes, Hellman and Gobe 2007; Norman 2005) This research generally focuses on emotional branding in the case of one of the most successful brands in the whole world: Starbucks. Undeniably, Starbucks has been considered as one of the most successful companies that have carried out the emotional branding strategies. Its products appeal to its consumers, enjoy high name recall, and finally, experience high degrees of customer loyalty (Gobe 2010; Mennen 2010; Passikoff 2006). In fact, Starbucks has been considered as the benchmark for mainstream coffee houses in view of its ability to market its products by promoting the social status that it gives. In this regard, this research draws on the perceptions of the customers of Starbucks with respect to aspects of emotional branding carried out by the corporation as well as the successfulness of the said strategies in the attainment of the following results: (1) appeal of the products to the customers, (2) high name recall, and (3) customer loyalty (Dorfmeister 2003; Gobe 2010). To attain the said objectives, this research employs the use of the qualitative approach to research, focusing on the use of the interviews in the form of questionnaires to obtain the pertinent data for this research. Literature Review Having established the main objective that this paper seeks to attain, this section then focuses on the review of pertinent literature with respect to emotional branding. Generally, this literature review focuses on three pertinent issues,

Mental health ( paramedic ) Case Study Example | Topics and Well Written Essays - 3000 words

Mental health ( paramedic ) - Case Study Example In this contemporary environment, people are deemed to be engaged with their daily work due to which they have minimum time to take care of their health (Simpson & et. al., 2010; 127-139). However, in the process of meeting their professional and personal obligation, they acquire lots of behavioural and psychological stress, which further result in severe health complication. The increasing number of chronic health disorder reflects a clear picture of the contemporary society with regard to health and well being. Contextually, this particular essay provides an elaborative discussion about a particular case that is relevant to healthcare complication of any individual. Furthermore, the provided case will be analysed elaborately by providing the facts and prominent elements that are accountable for such adverse health condition. An 18 year old female with health complication of shortness of breath has been dispatched from university on a particular day. During her health complication, University lecturers and her classmates have assisted her to an ambulance. She complained about problems relating to nauseous and lack of strength, which was probably owing to the aspect that she had little sleep for the past few weeks. In this regard, she had visited the local doctor around 3 times for the last few weeks. The local doctor has conducted medical tests such as blood check up, X-ray and ultra sound. While she was awaiting for the report of the test, her illness was more severe due to vomiting, weakness, sleeping issues and increasing issues of short of breath among others. She was also unable to conduct her daily work that includes going to the university, local pub and joining her music band among others. She began to deteriorate in terms of health both mentally and physically with time. The case mainly highlighted some of the facts relevant to the health complications of an 18 year old lady. It

Team Sports Essay Example for Free

Team Sports Essay A team sport includes any sportwhich involves players working together towards a shared objective. It is an activity in which a group of individuals, on the same team, work together to accomplish an ultimate goal which is usually to win. This can be done in a number of ways such as outscoring the opposing team. Team members set goals, make decisions, communicate, manage conflict, and solve problems in a supportive, trusting atmosphere in order to accomplish their objectives. This can be seen in sports such as hockey,football, American football, baseball, association football, basketball, volleyball, tennis, water polo, lacrosse, rowing, rugby league, rugby union, cricket, handball and many others. Different kinds of team sports * Basketball * Volleyball * Baseball * Football * American football * British baseball * Beach volleyball * Sepak takraw * Airsoft * Ultimate * Underwater rugby Volleyball Volleyball is a team sport in which two teams of six players are separated by a net. Each team tries to score points by grounding a ball on the other teams court under organized rules It has been a part of the official program of the Summer Olympic Games since 1964. Objectives of volleyball PUT THE BALL INTO PLAY Every volleyball point starts with one team serving the ball and the other team receiving it. The serving team must clear the ball over the net and in bounds, and the receiving team must return over the net and in bounds before it hits the ground. Before the match begins, the referee will conduct a coin toss to determine which team serves first and on which side of the court each team begins the match. Win the Rally To score a point in volleyball, you must win a rally or have your opponent commit a fault. The rally begins with the serve and ends as soon as the ball hits the ground. If the serving team wins the rally, it receives 1 point and retains service. If the receiving teams wins the rally, it receives 1 point and gains service. Faults occur whenever one team breaks a rule of the game. If both teams commit a fault at the same time, you replay the rally with neither team receiving a point. Win the Set The first team to score 25 points in a set, except for the fifth set, wins that set. You must win a set by at least 2 points, however, so play continues until one team has a lead of two points after reaching 25. Win the Match To win a match, you must win three out of five sets. If each team wins two of the first four sets, your final set will go to 15 points instead of 25. Teams must still win the final set by at least 2 points, so play continues past 15 until one team achieves this. In a tournament, teams will play only three sets, so the first team to win two sets wins the match. If a tournament requires a playoff to determine which team advances, you will play a one-set playoff. Tournament organizers will predetermine whether you play the set to 15 or 25 points and you must win by 2 points. Defense: Rational defense As the name suggests, players rotate into their read position based on how the play is developing. For instance, if the opponent sets to its outside hitter, the middle front and right-side front players block. The outside blocker stays home and covers the rest of the front court. The right back defender edges up behind the blockers to pick up balls tipped over them. The left back is responsible for the deep angle ball. The middle back rotates to the same sideline where the ball was set. The rotation changes if the opponent sets to its right-side hitter or the middle hitter. Perimeter defense In the perimeter defense, players start in the same base position as in rotational defense. But as the play unfolds, there is less movement into the read positions. This is a good defense to dig out hard-driven balls. It is more vulnerable to tips, relying on players to take away those plays with their athletic ability. As such, it is more popular with mens teams with more size and range. Man Up or Red Defense As the name suggests, the man up or red defense moves a back player up to support the front three players. This protects the middle of court from middle attacks and tips. It keeps the wing players deep. This formation minimizes the movement from base position to defensive zone. The deeper base positions allow players to keep most plays in front of them. Fine-Tuning the Schemes Within these basic concepts, countless adjustments can be made to suit the ability of the team. Hybrid defensive schemes are common. As volleyball coaching legend Bill Neville once said, Defense should be designed so that it allows for putting the best diggers in areas that will most often be attacked. Brief history of volleyball In 1995, the sport of Volleyball was 100 years old! The sport originated in the United States, and is now just achieving the type of popularity in the U.S. that it has received on a global basis, where it ranks behind only soccer among participation sports. Today there are more than 800 million players worldwide who play Volleyball at least once a week. In 1895, William G. Morgan, an instructor at the Young Mens Christian Association (YMCA) in Holyoke, Mass., decided to blend elements of basketball, baseball, tennis, and handball to create a game for his classes of businessmen which would demand less physical contact than basketball. He created the game of Volleyball (at that time called mintonette). Morgan borrowed the net from tennis, and raised it 6 feet 6 inches above the floor, just above the average mans head. During a demonstration game, someone remarked to Morgan that the players seemed to be volleying the ball back and forth over the net, and perhaps volleyball would be a more descriptive name for the sport. On July 7, 1896 at Springfield College the first game of volleyball was played. * In 1900, a special ball was designed for the sport. * In 1916, in the Philippines, an offensive style of passing the ball in a high trajectory to be struck by another player (the set and spike) were introduced. * In 1917, the game was changed from 21 to 15 points. * In 1920, three hits per side and back row attack rules were instituted. * In 1930, the first two-man beach game was played. * In 1934, the approval and recognition of national volleyball referees. * In 1947, the Federation Internationale De Volley-Ball (FIVB) was founded. * In 1948, the first two-man beach tournament was held. * In 1949, the initial World Championships were held in Prague, Czechoslovakia. * In 1964, Volleyball was introduced to the Olympic Games in Tokyo. * In 1974, the World Championships in Mexico were telecast in Japan. * In 1987, the FIVB added a Beach Volleyball World Championship Series. * In 1990, the World League was created. * In 1995, the sport of Volleyball was 100 years old! * In 1996, 2-person beach volleyball was added to the Olympics While serving, coaches may make more zones to serve to so that they can make the other team move and force a bad pass. Some people determine zones according to the net. These are where their sets are going to go in the offensive. Basic skills in volleyball Volleyball play is comprised of the following basic components: passing, setting, spiking, blocking, serving, and receiving serve. * Passing is the act of sending the volleyball to a setter so that he or she can, in turn, present the ball to the spiker for an attack. The two primary passing methods are the bump and the dig. * Setting the ball is a critical area of the overall offensive attack. If the set is poorly placed, it can dramatically lower the effectiveness of even versatile spikers, because it limits their hitting options and their likelihood of hitting a kill shot for a point or sideout. Conversely, a well-delivered set gives a hitter a much better chance to avoid blocks and direct the ball strategically. * Spiking is the act of driving the volleyball hard into an area of your opponents court. The two basic power shots are the cross-court shot and the baseline shot.Once an opponent has developed a healthy respect for a teams spiking power, alternative offensive shots such as tips and dinks can be employed with greater effectiveness. * Blocking is the primary defensive skill used to neutralize strong spiking attacks. It involves using players arms to form a wall in front of the spiker, thus making it more difficult for him or her to hit the ball into the opposite court. When properly executed, a good block can be an effective weapon in scoring points or securing sideouts. In high-level competition, teams commonly employ more than one blocker against good spikers. * Serving is a very important element of volleyball. A server who can serve the ball reliably and skillfully will help his or her team far more than will a player who, for instance, is inconsistent with their serving. There are a variety of serves that are employed in competitive volleyball, from floaters that seem to shimmy and shake on their way over the net to hard-driven jump serves. * Receiving the serve is vital to success for any team. Poor reception of service puts teams hoping to get a sideout at a huge disadvantage right from the beginning. If the person receiving the serve is unable to make a good pass to the setter, then the setters task of setting a good ball to the spiker is made that much more difficult. Receiving the serve sets the tone, then, for the whole offensive sequence that follows.

Sapphos A Prayer To Aphrodite and Seizure Essay -- Prayer To Aphrodit

Sappho's A Prayer To Aphrodite and Seizure Sappho wrote poems about lust, longing, suffering, and their connections to love. Her poetry is vivid, to the point where the reader or listener can feel the sentiments rising from the core of his or her own being. The poetry truly depicts a realistic picture of the bonds of love. Through the subtle differences of the poems, "A Prayer To Aphrodite," and "Seizure," Sappho conveys the intensity of the longing and suffering of love. In "A Prayer To Aphrodite," Sappho is offering a prayer, of sorts, to the goddess of love. She doesn't directly describe the pains her love causes her: she suggests them, and allows Aphrodite to elaborate. She mentions the grief one feels at the denial of love, but that is all. She implies that she is living in darkness, without this love she so desires. Aphrodite comes to her -- taking pains to do so -- in all her splendor. She knows immediately what Sappho wishes of her. She has been there for the same purpose before...

Fiber from Water Hyacinth for pulp and handmade paper production

Statement of the Problem: 1. Is it possible to produce paper from extracted fiber of water? 2. What are the physical characteristics of the paper produced from the extracted fiber of water hyacinth? 3. Is there significant differences is the produced paper from the extracted fiber from water hyacinth to that of the commercially available paper as tested to their strengths?Scope and Delimitation The plant on which we will obtain and try to utilize for pulp and paper making as Water Hyacinth. In doing this, the roots, leaves, stalks were separated. Physical test such as tensile strengths was utilized to know the maximum tension to which a material can respond without breaking. The study includes also the determination of the bursting strength of paper, tearing resistance using Elmendorf Tearing Resistance Tester, and Folding endurance test using MIT Folding Tester.Research Method Used: Experimental Research is the method used.Methodology: 1. Sampling 2. Chemical Pulping 3. Washing, Ria sing,Sieving and Handpicking. 4. Disintegration and Beating 5. Bleaching/Dyeing 6. Pressing 7. DryingConclusion: Based on the result obtained on the analysis it shows that there is no significant between the paper produced from fibers of water hyacinth and then of the commercially available paper.The fiber dimensions indicate that the water hyacinth may be good material for pulp and paper making. Water Hyacinth can be utilized for making medium quality paper and paperboards.Recommendations We strongly recommended to enhance the paper used a certain percentage of other fibrous pulps, wasted paper pulps etc., used the blended water hyacinth pulp. These also help to minimize the shrinkage paper during drying. Paper made from Water Hyacinth is durable, flexible, and extremely versatile.Based on the experiment, we highly recommend the use of water hyacinth for paper production. In processed a high versatile and it was durable compared in those of the commercially available paper.

Example of Six-Step Decision Plan

Rainier Joseph S. Viacrucis. MBA-1 Managerial Decision Making Using the six-step Decision-Making process: 1. Identifying the Problem and its details: a. A teenager is asking his/her parents to buy a high-end gadget that is the trend/must-have of his/her generation (ex. I-phone or I-pad) as a present for his/her birthday b. The teenager is given an allowance of 200 pesos per school day. c. The family is living on a budget, and is cutting its cost – the parents do not want to spend beyond the allowance of the teenager. d. There are possible part-time jobs available though there are no known detailed facts on them. TASK: Help the parents decide on the best solution to the situation/ what to do in the situation. 2. Developing Possible Alternatives: a. Buy Gadget – Buy the gadget immediately; since it is the birthday of their child; he/she will only be a child once in a lifetime, this will show that you really care about him/her. b. Reward System – Negotiation of a reward system for better grades or exam results. The exams results or better grades must be worth the reward. . Buy Gadget Substitute – Parents can by a substitute of the high-end gadget; which may look like the real thing or have the same functionality with the popular one but with a much lower price. d. Garage sale proceeds – The parent and teenager can agree to sell old items of the teenager via â€Å"Garage Sale† and the proceeds of the endeavor will be used to buy the gadget the teenager wants. e. Part-T ime Job – The teenager can opt to do a part-time job. It may take time to gather up the money needed to buy the gadget. f. Installment Payment of the Gadget – The parents can buy the gadget via â€Å"installment basis† and will cut-off the allowance for a significant amount which will be used to pay/help pay the monthly installment. g. Matching Savings (50/50 savings) – The parent will match the amount of savings per day of the teenager and will deposit the amount to the bank for safekeeping, while the teenager can have the passbook and have a joint signatory with his/her parent. h. Payment by Service – in-house part-time job of the teenager. . Don’t Buy The Gadget – Let the teenager understand that you are living on a budget, and he/she must do his/her part. Make him/her see that the gadget he/she wants to buy is unnecessary. 3. Evaluating the Possible Alternatives: a. Buy Gadget – â€Å"We’ll buy it! Happy birthday†¦ we love you! † i. Positive: The parents can make the teenager know that they care for him/her. ii. Negative: The gesture will just spoil the teenager; he/she will not know the value of money/the gadget bought. iii. Negative: The Family is on a budget; expenses should only be on very necessary items – the gadget is more of a luxury the family can’t afford in this day and age. b. Reward System – â€Å"Good Job! Here’s your Reward! † i. Positive: The teenager will give additional effort in his/her studies and other activities. ii. Positive: The teenager will value more the gadget, since he/she worked hard in studying or do well in other activities to get it. iii. Positive: The System will encourage good behavior and more productive activities. iv. Negative: What if there is no reward? The reward will be the motivation of the teenager and this will complicate relationships, especially when the parent can’t deliver the assumed reward. v. Negative: could foster an unhealthy reliance on adult opinion instead of forming their own because they are constantly looking for reaffirmation or approval via an adult mandated award system. c. Buy Gadget Substitute – â€Å"Here†¦ It has the same features, but it’s more practical†¦Ã¢â‚¬  i. Positive: If the Teenager can well understand the situation of the family-being on budget; he/she will appreciate that he/she was still bought a gadget of the similar functions. i. Positive: The teenager will know the value of money. iii. Positive: the teenager will learn to be content on simpler things. iv. Negative: since the teenager knows that the gadget is cheaper, he/she will not value/take care the gadget. v. Negative: the teenager may become disappointed that he/she is only given a substitute of the one he/she wants. d. Garage Sale Proceeds – â€Å"To buy what you want, you must sell what you don’t need. † i. Positive: The teenager will value the object, since he lost something he had in order to get it. i. Positive: The teenager’s skill in selling items will be exercised – he is practicing to be a new entrepreneur. iii. Positive: The teenager’s room will be more in order. iv. Negative: What if the teenager’s want is not moral/not good? – He/she will sell what he/she has just to get it. Even worse, he/she may sell all the items in your house. v. Negative: Sense of Sentimental value for things will not be recognized by the teenager. e. Part-time job – â€Å"If you really want it, you must work for it. † i. Positive: It gives the sense of independence to the teenager. ii. Positive: The teenager will learn the skills of Time Management. iii. Positive: The teenager will have his/her own source of income. iv. Positive: He/she will learn the value of money – he/she will learn that it is not easy to obtain/earn it. v. Negative: It will be hard for the teenager to focus on his/her studies. vi. Negative: he/she will be tempted to drop out of school, since he/she has already started to earn money. vii. Negative: He/she will be stressed in handling both schools and work. . Installment payment of Gadget – â€Å"You’ll pay for it over a period of time with part of your allowance. † i. Positive: You can put it in your budget. Instead of paying the full amount, you can pay for it over the period of time. ii. Positive: Some networks/Company offers bundles including their service (Post Paid plans of Networks) iii. Positive: The teenager will learn how to budget his finances . iv. Negative: The interest is high when you pay for an item in an installment basis. v. Negative: The teenager may learn of other ways to earn money (which may not be good) – to compensate for the cut in allowance. g. Matching savings – â€Å"I’ll match what you save, so we can buy it. † i. Positive: It gives a sense of partnership between the teenager and the parents. ii. Positive: It teaches the teenager the value of savings. iii. Negative: He/she will be more eager to save; he/she may sacrifice his/her basic needs just to buy the item. iv. Negative: He/she may not exert more effort to extra-curricular activities which could enhance his skills and knowledge. . Negative: Since the teenager is saving, He/she may not mingle more with friends who could hurt the development of his/her social skills. h. Payment by service – â€Å"I’ll buy it, but you’ll have to do this†¦. † i. Positive: The teenager will learn that you need to do something before you can have something. ii. Positive: The teenager will learn how to be patient. iii. Positive: Teenager will learn the basic household skills which are very important in the future. iv. Negative: The teenager will not do anything inside the house if not paid/rewarded of some kind. . Negative: There will be no sense of responsibility for the child – since he/she will do the household chores for a price. i. Don’t Buy The Gadget – â€Å"We don’t need it, we must buy only necessary things† i. Positive: If the teenager will understand that they are in a budget – he/she will learn the value of thriftiness and buying only the necessary things. ii. Positive: The Money will be used to buy more necessary items. iii. Negative: If the teenager will not understand – the teenager may be disappointed and could ruin their relationship 4. Recommendation of An alternative (or Make the Decision) My recommendation is more of a combination of different Alternatives stated above. First is having a conversation with the teenager, it is very necessary to make him understand the situation – the family is on a budget. Second, it is also essential that the teenager has a part in buying the gadget – he/she must have a contribution, preferably money he/she earned. Third, the deal must be designed in a way that establishes more trust between the parents and the teenager, as well as prepare for his/her future. My recommendation is the Matching Savings Alternative combined with Part-time alternative – this motivates the teenager, as well as teaches him to save and to budget his finances. Having the Matching savings alternative minimizes the pressure to the teenager in his work, while the Part-time alternative minimizes the pressure of saving and sacrificing the school day allowance. This combination establishes a partnership between them, as well as teaching the teenager the important mindset and skills he will need in the future. Also this kind of joint venture could work for any other project and/or for his future needs. . What is required for the Alternative (Implementation of the Decision) To implement the combination, you must help the teenager find a part-time job, one that does not conflict with his studies – weekends. You will also want to open an account with the bank; some banks have these kinds of accounts (ex. WISE account of RCBC)- Joint account, while giving the custody of the passbook to the teenager – as a sign of trust. 6. How to Monitor Solution/What are the possible effects of the Alternative (Monitor you solution): It is very important to monitor/tract the progress of the solution, especially for this combination. The monitoring control could either be the weekly or monthly deposit of the Matching savings alternative – check to see whether the money is already enough; this recurring activity could also serve as a bonding moment between the parents and the teenager which could deepen the relationship. It is also very essential that the parent will motivate the teenager from time to time especially with him/her having a part-time job – on the road to his/her independence.

Journal and topic paper

Journal and topic paper Journal and topic paper Journal Entry 1- Myths 28/02/12 Today in class each group was given a different myth, which we all discussed. The one that was given to my group was, ‘Australia hosts more refugees than any other countries’. I felt very ignorant because I wasn’t aware of the actual statistics and facts about asylum seekers. This has to do with media influence. I wasn’t aware that over 90% of asylum seekers come by plane rather than by boat. I also wasn’t aware that Australia hosts less asylum seekers than other countries. I think that the media, especially the popular media has really influenced the way I think about wider issues such as asylum seekers. This has forced me to rethink and to question what is said in the paper, on TV and on the radio. The course facilitator, Sue, gave me information that SBS and the ABC actually reference their media stories unlike channels 7,9 and 10 who don’t need the validation as to where they get their information. This made me feel like watching the more popular TV stations was like reading a woman’s day magazine or a gossip magazine, which I never do. This made me think about the statistics that were meshed out in class as well. I learnt that Pakistan hosted 1.78 million refugees, Iran, Jordon, Chad all hosted many times over the amount of refugees that Australia hosts. This got me thinking as to why these countries host more when they are developing countries and economies themselves and are ill-equipped to take adequate care of the refugees that they host. Take for example Pakistan, the reason I think they host so many refugees is that they share a porous border that is easily breached with Afghanistan, Jordon hosts many millions of Palestinians now some of these I learnt in my own study are second or third generation refugees. Chad shares a border with war torn Sudan. Australia on the other hand is fortunate enough to not have war or massive civil unrest. In the end I took the exercise from class with a grain of salt. Yes Australia is outperformed by many developing countries but then again our geography and our neighbors have helped us keep asylum seekers down to a low amount. This probably has left me feeling more confused than before because everything isn’t black and white, there are definite shades of grey where you have to look at the motive behind everything and every topic. Another myth that challenged me was ‘refugees get all sorts of handouts from the government.’ I thought that this was true. I’ve always heard that refugees get more money than people on the aged or disability pension. Again this myth made me question the integrity of the wider media. I always thought that they get upwards of 70 000 dollars per person. This seems to me like a massive case of the Chinese whispers as I learnt that they essentially have the same rights and entitlements as permanent residents but don’t have to wait for handouts. They also get 510 hours of free English classes and some get access to post-arrival assistance, depending on their particular needs. To sum this class up as I mentioned before its never black and white, there are definite shades of grey. This knowledge has impacted my way of thinking, as I now know, I can’t just believe everything I hear or read like I have previously. Check the source and the motive of the person telling that story to better understand the true meaning and to see through the popular myths. I think that I have definitely learnt this concept in this class, which I will carry outside these four walls. Journal Entry 2- Babakiueria 13/03/12 Today in class we watched Babakueria. This mockumentary used role reversal to critique Australia’s treatment of its Indigenous people. Aboriginal actors play the colonisers and white actors play the Indigenous. I found that it was reported in a very sarcastic and condescending tone, which I must say, was very clever of the producers. I found that the mockumentary

How to avoid the biggest mistake in business writing

How to avoid the biggest mistake in business writing How to avoid the biggest mistake in business writing Mention writing skills to most people and they will roll their eyes before launching into a confession about how spelling/grammar/punctuation/all three have always been their weakest link. Yet, when they do, they’re missing the point. These things matter, for sure. An email full of typos or a poorly punctuated proposal will almost certainly undermine your credibility and potentially leave the people who read it confused. But there are other mistakes that can do far more harm. Chief among these is failing to focus on what your reader needs and wants. Where it all goes wrong The trouble is that too many documents and messages focus on the needs of the writer rather than the reader. This is a big mistake, although it is understandable. After all, when were writing, our primary focus is to get the job done. Think about it for a few seconds. Imagine it’s Monday morning and you’re faced with a to-do list as long as the Great Wall of China. Right at the top is a board report that you’ve been putting off for the last three weeks and it’s due in by 5pm today. Is your primary focus to (a) carefully consider the members of the board and their individual priorities or (b) get the damn thing written so you can cross it off your list and relax again? Congratulations if you picked (a). Treat yourself to a cup of tea or latte from that artisan coffee shop around the corner. You’re on your way to being a business-writing superstar and don’t need to read any further. Probably. (Maybe read on just in case.) If you picked answer (b), congratulations too – for your honesty and for being a normal human being. You vs. the deadline This is because focusing on your own priorities first is a perfectly normal survival mechanism, developed through millions of years of evolution. Our Stone Age brains find it hard to differentiate between a looming deadline and a predator outside the cave that wants to eat us for lunch. Our first instinct is therefore to run away from it (which is why you didn’t write the report three weeks ago). And, when you can no longer run away from it (remember, youve now only got until 5pm, and you’re in a cave), your natural priority will always be just to get rid of the threat. So you muster all your courage and run directly at it, focused solely on your needs (avoiding the disapproval of the boss – although admittedly thats still marginally preferable to a grisly, violent death). Unfortunately, this rarely produces the best results, at least where deadlines are concerned. (If there’s a real predator outside the cave, you’d best go deal with that and come back to this blog post later.) Maybe you finally fire up a board-report template and fill in the blanks under the standard headings. Success soon becomes a word count that rises in fits and starts. And you’re done when you’ve filled enough pages, changed the date on the default title and emailed it to the chief executive’s EA. It won’t be your best work. But don’t worry: it also won’t be in any danger of changing the status quo or standing out from the other 17 board reports that were written in similar circumstances. It will just be another one on the pile. When business writing goes bad Board members are used to struggling through sub-optimal documents that look just like all the rest. Yours will be no different. Unfortunately, it’s also unlikely to mark you out as someone who’s above average and therefore wont advance your career either. To produce something that will do both these things, you need to step into the reader’s shoes. Yet most people don’t, because they’re naturally focused on their own priorities (which is why all those reports look the same). In fact, failure to step into the reader’s shoes is not just normal but usually the chief culprit when business writing goes bad. Nor are we just talking about board reports here. It also produces customer letters or emails that alienate the customer. And it’s why so many live chat helpdesk responses end up being no help at all. Remember that instant-chat conversation with your home broadband provider that took 20 minutes to tell you what you stated in your original question? The person who did so was probably distracted by answer targets and a big, red LED display in the centre of the office showing how many customers they still needed to respond to. This failure to connect with the readers perspective is also why so many proposals to win new business start with page upon page about how great the supplier is. Believe me, the client will only care about this if she thinks you can solve her problem. So focus on her problem first, then on your solution. (Do those things well and shell reach her own conclusion about your suitability. Then its just a case of confirming that view and reassuring her by describing your experience and perhaps giving a few client testimonials.) It can also lead us to give the wrong impression in even the simplest communications. For example, a notice from a store about opening hours that just says, ‘We are closed on Wednesdays’ is stressing the negative and essentially telling customers what the store can’t do for them (ie serve them on a Wednesday). It’s also missing an opportunity to say that they’re open six days a week – including at weekends. Beat your brains default wiring But, as I say, it’s still what most of us do, because it’s how we’re wired. And, given this natural bias towards ourselves, it can take an almost superhuman level of willpower to switch your focus to the person you’re writing for or to. So what can you do? One of the best ways I know is to start by writing down what you already know about your intended reader, including what they need and want most from the exchange, as well as what they know already. In a short communication (such as an email or helpdesk response), this may well be enough to shift your mindset from its default setting. Longer documents need a bit more effort. This is partly because they’re more complex and therefore contain far more traps that can lure you back to the writer-centred mindset. And partly it’s because we tend to put off writing them, so we’re more likely to be under a lot of pressure to finish by the time we do. (In other words, we’re focused again on our needs rather than the reader’s.) The five-step solution So you need to do something to snap yourself out of this mindset. Here’s how: 1. First, download our reader-profile questionnaire here (PDF) and print it out. 2. Then complete it (with a pen, not just in your head). This will start the process of reorientation. 3. From there, plan your document, using your preferred method. (I like mind maps, as they help me to see connections that might not otherwise be obvious.) But – and this is critical – continually refer back to your completed questionnaire so that you avoid defaulting to your needs. As you plan, put a question mark alongside anything you still need to check or find out. 4. Find the answers to any of the questions in 3. This is also crucial, as you need to do most of your thinking and address any uncertainties before you start writing. 5. Then, and only then, write your document. (I’ve explained how to do this quickly here.) Note that steps 1–4 should take most of the pain out of 5. So don’t think of them as wasting time. They’ll actually save you time in the long run. You should now have a document that is much more focused on the person you’re writing for and their needs, rather than on you and yours. That person may even thank you for it. But even if they don’t, you can take comfort from the knowledge that your document now stands a very good chance of being better than the others they’re reading, which can only be a good thing. Now youve definitely earned that latte. Just make sure you still check your document for typos and spelling mistakes. Image credit: Mircea Costina / Shutterstock

HUMAN RESOURCE MANAGEMENT Essay Example | Topics and Well Written Essays - 1250 words

HUMAN RESOURCE MANAGEMENT - Essay Example According to Martires (2004), â€Å"an important function of HRM is to ensure that the organization has an adequate supply of the right quantity and quality of human resources at all levels and in all positions at the right time and in the right place to man the jobs that have been properly identified and described† (p. 125). Recruitment and selection is therefore regarded as a crucial HRM function in one of the leaders in the hotel industry, Hilton Hotels. The current discourse hereby aims to present how recruitment and selection is applied at Hilton Hotels. Hilton Hotels have been synonymous to excellence in the hospitality industry. Its rich historical background was traced to as early as 1925 â€Å"when Conrad N. Hilton opened the first hotel to bear the Hilton name† (Hilton Worldwide, 2012). Today, Hilton boasts of carrying ten (10) brands in the hotel and hospitality industry, to wit: Waldorf Astoria, Conrad, Hilton Grand Vacations, Hilton Hotels & Resorts, Double Tree, Embassy Suites Hotels, Hilton Garden Inn, Hampton, Homewood Suites, and Home 2 Suites (Hilton Worldwide, 2012). Interested job applicants who envision having careers at Hilton could expect professional development and growth which starts with experiencing the acquisition process. As emphasized, Hilton Hotels’ â€Å"goal is to hire people who share our passion for hospitality and want to further their careers while remaining committed to our Vision, Mission and Values† (Hilton Worldwide, 2013, par. 2). The organization’s mission is explicitly stated as follows: â€Å"To be the preeminent global hospitality company - the first choice of guests, team members, and owners alike† (Hilton Worldwide, 2012, p. 1). Concurrently, their vision is â€Å"To fill the earth with the light and warmth of hospitality† (Hilton Worldwide, 2012, p. 1). Thus, it is their commitment to find people who share these ideals of exuding warmth through serving in