Drawing The Color Line Essay Paper Example For Students

Drawing The Color Line Essay Paper The creator Howard Zion reveals to us how the Americans were straightforward inclined to having slaves in view of the conditions they looked in the mid 1 seventh century. It was a time of starvation Howard Zion reveals to us that the Virginians of 1619 were urgent for work, to develop food to remain alive. Among these individuals were likewise the overcomers of the 1609-1610 the destitute time. This was a timeframe were the pioneer were edgy for food and would do anything for instance they uncovered graves to eat the bodies, Another episodes was the point at which a man slew his significant other and charming her onto numerous pieces and Ted upon her till he had eaten everything except for her head. This was caused in light of the fact that a significant number of the pioneers werent used to working and didnt even ability. They didnt need to work, there was a period were john smith needed to constrain the pioneer to work in the fields just to have the option to endure. The requirement for work drove the pioneer to accept that Black slaves were the appropriate response , it was normal to consider imported dark slaves on the grounds that by 1619 a million slaves had just been brought from Africa to South America. They were restricted roar deck all together, with no space by any means. They werent even ready to go to the side. The smell on the boat was horrendous. It was awful to the point that the slaves escaped to suffocate. The slaves would be held in confines and would be binded together _ Blacks slaves were the appropriate response since they couldnt get the Indians to work for them. They couldn't keep them oppressed on the grounds that they were extreme, creative, rebellious, and at home in their own territory. While the dark slaves had been torn from their way of life and their property. In addition to the fact that they were constrained into a circumstance where everything was unique, however they were torn from their families. They looniest even had a framework that was both Psychological and Physical to attempt to teach the slaves. The slaves once in a while submitted readily. The dark slaves opposed and attempted to flee they wouldnt surrender. Despite the fact that there was laws in attempting to prevent the blacks from fleeing, they despite everything fled. There were laws made that if anybody somehow happened to discover dark slave they ought to do to them what they feel be fitting, Man slaves were killed or copied in the book there was a case were a dark slave was copied in a moderate fire for 8-10 hours. Now and again both white and dark slaves ran way together yet the enmeshment wouldnt be a similar white would just stretch out there period to filling in as slaves and the dark balms were hanged or murdered. And still, at the end of the day they could see prejudice how the whites that carried out a similar wrongdoing would get treated distinctively then the dark slaves. The dark balms couldnt do anything other than being slaves, so suspected the white individuals. Indeed, even the white hirelings were dealt with various, in addition to the fact that they were working for a set timeframe, however they were treated as people and they had rights, and would get land and pay toward the finish Of their term. The White individuals supported their own slave exchange in light of the fact that in Africa bondage existed as well. This was not a decent legitimization in light of the fact that a slave broker named John Newton expressed that the manner in which the slaves in Africa were dealt with much better and no man was permitted to draw blood no even from a slave. The pioneer were brutal to the dark slaves. Aha decrease of the captives to not exactly human status by the utilization of racial contempt, with the tireless clearness dependent on shading, where the white was experts and the dark was slave. Indeed, even back in the mid seventeenth century we saw prejudice. Another model was that the shading dark as indicated by the Oxford English .u45be437b0d2d896b654e95452338081f , .u45be437b0d2d896b654e95452338081f .postImageUrl , .u45be437b0d2d896b654e95452338081f .focused content territory { min-stature: 80px; position: relative; } .u45be437b0d2d896b654e95452338081f , .u45be437b0d2d896b654e95452338081f:hover , .u45be437b0d2d896b654e95452338081f:visited , .u45be437b0d2d896b654e95452338081f:active { border:0!important; } .u45be437b0d2d896b654e95452338081f .clearfix:after { content: ; show: table; clear: both; } .u45be437b0d2d896b654e95452338081f { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; haziness: 1; progress: obscurity 250ms; webkit-change: murkiness 250ms; foundation shading: #95A5A6; } .u45be437b0d2d896b654e95452338081f:active , .u45be437b0d2d896b654e95452338081f:hover { darkness: 1; progress: mistiness 250ms; webkit-progress: obscurity 250ms; foundation shading: #2C3E50; } .u45be437b0d2d896b654e95452338081f .focused content zone { width: 100%; position: rela tive; } .u45be437b0d2d896b654e95452338081f .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; content design: underline; } .u45be437b0d2d896b654e95452338081f .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u45be437b0d2d896b654e95452338081f .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; outskirt sweep: 3px; box-shadow: none; text dimension: 14px; text style weight: intense; line-tallness: 26px; moz-fringe range: 3px; content adjust: focus; content adornment: none; content shadow: none; width: 80px; min-stature: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: outright; right: 0; top: 0; } .u45be437b0d2d896b654e95452338081f:hover .ctaButton { foundation shading: #34495E!important; } .u45be437b 0d2d896b654e95452338081f .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .u45be437b0d2d896b654e95452338081f-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u45be437b0d2d896b654e95452338081f:after { content: ; show: square; clear: both; } READ: The Legend of Van Gogh: Are there a few van Goghs? EssayDictionary it implied Deeply recolored with earth; grimy, messy, foul. Having dull or destructive purposes, threatening; relating to or including passing, lethal. Risk to discipline, and so on , and the white was frequently used to portray excellence. Additionally that the best tear was that the white workers would join the dark hirelings to topple existing request, This all returns to the start of the book and the inquiry that the writer Howard Zion pose to How can it start? , How may it end? what's more, Is it workable for whites and blacks to live respectively with out contempt?

Functional Analysis of Capsim Business Simulation Essay

Useful Analysis of Capsim Business Simulation - Essay Example Moreover, the paper examinations how every one of the utilitarian unit coordinates and cooperates with other useful units. At long last, the paper gives my proposals to a business head in dealing with a $40 million assembling business. The reproduction gives an uncommon possibility in encountering how dealing with a full business while using the advantages of reports helps in demonstrating the relationships existing between the results in a business and the administration choices (Forgang, 2004). The units of the reenactment incorporate creation, showcasing, fund, explore and advancement (R&D), Human assets and (TQM) absolute characteristics the executives (Bossche, Gijselaer and Milter, 2011). Creation includes the practices that organizations display at the commercial centers concerning the making of merchandise alongside administrations. This is for the most part accomplished to fulfill their shopper needs (Dusseau and Wilson, 2010). The creation chiefs associated with a busin ess ought to take part in fathoming the connections that exist between the business stock levels and their conveying costs alongside their pieces of the pie (Dusseau and Wilson, 2010). They ought to likewise comprehend the relationship existing between their creation limits and the quantity of overabundance hours that their representatives need to work to accomplish their objectives (Sitomer, 2010). This is on the grounds that a business may wind up acquiring misfortunes in their tasks when their costs in providing food for the additional time hours worked and the expense of this work surpasses their income (Clawson and Haskins, 2006). The creation chiefs in a business will be answerable for delivering advantageous outcomes through their endeavors of robotizing the creation forms and expanding their assembling limits (Forgang, 2004). Promoting, in an assembling situation, alludes to the procedures through which organizations enjoy making an incentive for their clients while simultan eously constructing solid associations with them (Wankel, Arthur and Stoner, 2009). It additionally includes making arrangements alongside connections that will either be of long or momentary advantage to the business (Dusseau and Wilson, 2010). The advertising chief in a business will be liable for fathoming the relationship that exists between their edges on costs alongside commitments and costs alongside request (Forgang, 2004). They will likewise be liable for understanding the connections existing between the advancements of their financial plan alongside expanding mindfulness for the business items. The advertising director and his group ought to be accused of the errand of setting up the business deals spending plan and openness to these assets (Sitomer, 2010). The promoting division in a business might be influenced by the new items that are being propelled by the exploration and improvement offices since they had not been represented in their activities and are obscure in t he market (Wankel, Arthur and Stoner, 2009). The exercises of these divisions can likewise be influenced by a business’s creation limit alongside the costs it causes in its activities (Dusseau and Wilson, 2010). Funds in a business are utilized as measures for finding out whether a business is making benefits on its speculations or not. Funds in a business are principally influenced by their time esteems since they change on an everyday premise (Sitomer, 2010). Organizations apportion their cash and advantages for specific uses however under states of vulnerability or sureness (Bossche, Gijselaer

8 Lesson Plans to Promote Lifelong Learning - Focus

8 Lesson Plans to Promote Lifelong Learning - Focus A little while ago, the European Parliament recommended a list of 8 key competencies which they believe all educational institutions should provide their students with, to promote lifelong learning. These key competencies consist of knowledge, skills, and attitudes which are central to the development of well-rounded children, young people and eventually adults. It’s hoped that taking a cross-curricular approach, known as phenomenon-based learning, will support the development of a cohesive and engaged society, made up of active and knowledgeable citizens. It’s a big aim, but across the world, education specialists are getting on board with this approach to lifelong learning. Promoting Lifelong Learning in  8 Lesson Ideas Finland isn’t the first country to recognize the value of ‘lifelong learning’ but  Finland is the first country to base their teaching curriculum around the eight key competencies. Instead of focusing on classic academic subjects, like History or English, Finnish schools will now structure lessons around broader, cross-cutting and interdisciplinary “topics”. Speaking on why Finland decided to make this shift towards lifelong learning, Pasi Sahlberg, Visiting Professor at the Graduate School of Education, Harvard University, said: “educators in Finland think, quite correctly, that schools should teach what young people need in their lives…What Finnish youth need more than before are more integrated knowledge and skills about real world issues” As Professor Sahlberg explains, the key competencies don’t focus on knowledge acquisition and test score results, but on developing skills for longer term learning, with an emphasis on social and emotional development. So there’s a run down of the theories behind the key lifelong learning competencies. For teachers looking to put these theories into practice, here are the eight key competences with an accompanying lesson idea for each.  This way, you’re able to take this teaching directly to your classroom, using mind mapping: 1.  Communication in the mother tongue Communication skills are hugely important in enabling children and young people to both express themselves and develop positive relationships. They’re also important for employability.    A  UK study found that 98% of business leaders think communication and teamwork skills are necessary for people entering the workplace.  However, only 32% believe that schools are doing enough to equip pupils with these lifelong learning skills. This competence covers written and reading comprehension too. It’s been found that mind mapping offers a more natural way for the brain to absorb and comprehend information, in comparison to linear text. To  develop the language skills of students, try using this reading comprehension template map with students. This mind map will help to break down the different aspects of a book you’re studying. You could create a similar mind map collaboratively in class, to develop your students’ spoken communication skills too. To use any template mind maps within this article, simply sign into MindMeister (or sign up free) and maximize the map via the ‘map actions’ icon. Once maximized, click again on the ‘map actions’ icon and choose to clone the map. From there, you can edit or embellish the topics to make the map suitable for your classrooms age and stage. 2.  Communication in foreign languages As explained previously in the MindMeister series, How to Learn A Second Language with Mind Maps Part 1 and Part 2, mind mapping is the ideal way to develop proficiency in a foreign language. By presenting information in a visual way, mind mapping has been found to improve memory retention. As a result, mind mapping makes the lifelong learning skill of acquiring a second language easier, faster and more fun. For your next language lesson, set your students the task of creating a mind map on learning conversational vocab at their level. Ask them to create a topic for each key category such as food, clothing, directions, shopping etc. and try including visual cues that students can then associate with the new words. Acquiring foreign languages will hopefully be something your students will go on to do throughout their lifetime. By providing them with the skills to learn foreign vocab now, youll subsequently provide them with a lifelong learning skill, which they can go on to utilize in both the workplace and for holidays abroad. Your browser is not able to display frames. Please visit German Food Vocabulary on MindMeister. Introduce mind mapping in your classroom! Get started with MindMeister Its free! Get started with MindMeister 3. Mathematical competence and basic competences in science and technology Science and maths can be unfairly branded by students as boring subjects. However, it’s really important that students leave school with at least a basic level of arithmetic to navigate everyday situations. Similarly, students must develop the lifelong learning skill to analyze studies and methodologies. With the breadth of inaccurate news available online, its essential that students are able to critically assess whether information is neutral and well-grounded. If you’re trying to make science and maths seem more fun, try asking students to create their next lab report and methodology study via a mind map. You could provide them with the template below or ask them to create their own from scratch. Your browser is not able to display frames. Please visit Lab Report on MindMeister. 4. Digital competence The development of technology and access to the internet has brought huge opportunities to our children and young people but has also brought threats. As a result, this competency is not only about developing the Information and Communication Technology (ICT) skills of students. Its also about providing them with the skills and knowledge to be responsible and critical internet users. By utilizing mind mapping as a digital learning tool, you will develop your students’ understanding and abilities in ICT. This will enable students to not only create mind maps  but to learn to collaborate with class mates on their maps and create engaging presentations. In order to develop your students’ understanding of how to use the internet critically and responsibly, try using ChildNet’s free online safety teaching resources. Ask students to create a collaborative mind map on the projector focusing on one of the topics mentioned. For example, they could present on how we should think carefully about what we share publicly over social media channels. Subsequently, this lifelong learning competence should help to keep your students safe  while navigating the online world. Your browser is not able to display frames. Please visit Staying Safe on Social Media on MindMeister. 5. Learning to learn As Jesse Berg, visual learning specialist, recently explained in his article on differentiated learning, mind mapping provides a universal thinking strategy which enables students to organize ideas and can be applied to just about any topic. By laying out text, concepts, themes and connections in a visual and colorful way, mind mappers utilize their visual, spatial and kinesthetic senses. Jesse Berg found this makes learning easier to understand and information easier retain. By teaching your students how to mind map you can support this lifelong learning competence. Mind mapping provides your students with a fun, easy and memorable method which will help to instill a love of learning in your students. One lesson idea for developing this competence is  to ask students to create a mind map on study skills in class. Ask students to insert a YouTube video on study skills at the center of their mind map. This can be done via the video insert feature on the MindMeister sidebar. Students can then press play on the video in the center and create topic branches based on the content of the video as it plays,  ultimately creating a useful study resource. Your browser is not able to display frames. Please visit The 9 Best Scientific Study Tips on MindMeister. 6.  Social and civil competencies These competencies refer to an understanding of key structures and values such as democracy, justice, equality, citizenship and civil rights. The competencies aim to develop the personal, interpersonal and intercultural abilities of students, providing them with the lifelong learning skills to be active and ethical citizens. For this type of highly personal learning, which could bring up family stories and vary depending on socio-economic situations and beliefs, it’s important that you first create a safe learning environment. The aim is to create a classroom environment where students will listen to one another and know only to disclose personal information and worries when appropriate. In this case, directly to the teacher rather than in front of the whole class. It’s also important to ensure your teaching begins at your students’ level, in terms of prior knowledge. To begin a class focusing on this competence, create a mind map on the projector based on the topic you’re looking to cover. Then, invite students to add details on what they know about the topic so far. You could make each topic on the map a question you’re looking to establish their current understanding on, then ask pupils to contribute what they already know or believe. Your browser is not able to display frames. Please visit Human Rights on MindMeister. 7.  Sense of initiative and entrepreneurship A sense of initiative and entrepreneurship will assist your students in becoming creative, proactive and well-organised young people. This competence should also provide the lifelong learning skills to succeed in the workplace. Try setting your students an entrepreneurial task where they work in small teams to come up with a product. The product should cost less than $5 per item to produce, but students should feel they could either make a profit or support a social cause. Ask them to create a mind map and share it with their whole team, so everyone can contribute to the map. The map should include their research, justifying why the product would have a Unique Selling Point. It could also include details of how they plan to produce and market the product. The groups can then take it in turns to present or ‘pitch’ their idea to the rest of the class. Your students could use MindMeister to  vote on which product they believe to be the best idea. Your browser is not able to display frames. Please visit The Big Idea on MindMeister. 8. Cultural awareness and expression Creativity and cultural awareness go hand in hand. In order for students to appreciate the value and enjoyment of music, performing arts, literature and visual arts, why not encourage your students to learn about these exciting topics in a creative way. Organize a school trip to a local cultural event, such as an age-appropriate film festival or a Shakespeare theater performance. Ask students to write down their thoughts and reflections for homework. When back in class, ask your students to create a mind map, detailing their opinions on the performance. These could include cast members, character relationships, key themes and perhaps notes on the accompanying music, in order to form the basis of a newspaper review. Ask them to then export the mind map, to convert it into a word document and finalize their review with a headline, subheading and a 1 to 5-star rating. To export a map, simply open the map and click on the bottom right-hand cloud icon. You can then choose the format you would like to export the map in, for example as a Word document, shown below. The below Word document was exported directly from this mind map review  of  Othello, directed by Iqbal Khan. So those are our suggestions on how to bring the eight key competencies for promoting lifelong learning, known as phenomenon-based learning, straight to your classroom. As always, if you have any ideas, questions or comments, please do share them with us in the comments below! Try online mind mapping in your classroom MindMeister for Education From $1 per student! MindMeister for Education If you enjoyed this article you might also like 5 Ways to Apply Project Management Ideas in Your School

Problems With New PSAT Part 2 Score Discrepancies

[Part 2: Score Discrepancies  is the second  of a three part report on the new PSAT.   See Overview,  Part 1: Percentile Inflation,  and Part 3: Lowered Benchmark.  The entire report can also be  downloaded or distributed as a PDF.] Part 2 : Score Discrepancies An historically narrow gap between sophomore and junior performance  does not seem credible and leads to questions about how scoring, scaling, and weighting were performed and reported. Sophomore Versus Junior Score Discrepancies Call Scoring Methodologies into Question Percentile inflation caused by redefinition and re-norming creates unfortunate misinterpretations, but the sources of the change can be readily identified; previous percentile tables can be restated  based on the new definition; the difference between Nationally Representative percentiles and User percentiles can be compared to gauge the difference added there. However,  without further information from College Board it is impossible to know the accuracy of  the 11th and 10th grade percentiles. Our  analysis shows that there are significant problems in the way the numbers are being presented that mask the very thing  the new test was meant to reveal — college readiness and academic progress.   If score results between grades are suspect, it leads to questions about the pilot studies that were  performed and how they inform the scoring for the PSAT and SAT. Expected Versus Observed Score Differences Between Grades Historically, juniors have outperformed sophomores on the PSAT/NMSQT by approximately 5 points per section [see table below]. Translated into SAT scores, the differences between 10th and 11th graders  in 2014 were 48 points, 47 points, and 51 points in Critical Reading, Writing, and Math, respectively. On the new PSAT, however, the reported difference is only 12 points on  Evidence-Based Reading and Writing (EBRW) and 19 points in Math.  The average difference in 2014 is more than 3 times that seen in 2015. The 2014 grade differences were in line with those seen over the last decade, so they were  not anomalous. The old and new PSAT are different tests, but student growth tends to show up similarly even on different college admission exams. Are Low Score Discrepancies  Due to Differing Testing Populations? Not all sophomores and juniors take the PSAT. Some take the PSAT as mandatory testing; some take the PSAT in order to qualify for National Merit; some take the ACT Aspire instead of the PSAT. If College Boards calculation of a nationally representative sample is correct, though, this years grade differences should be immune from differences in test-taker demographics. Previous PSATs lacked a nationally representative sample, so sophomore to junior comparisons may be distorted by test-taker patterns. A way of removing potential distortion is to look at the results only for repeat testers students who took the test in both school years. College Board has done research on the typical score change  on the old PSAT by analyzing only students who  took the test  as sophomores and repeated the test  as juniors [see table below].  The average increase, expressed in SAT points, was 33 points in Critical Reading, 33 points in  Writing, and 40 points in Math. The figures are still twice what is being shown on PSAT reports as the 10th grade to 11th grade  score differential. Do Content Differences Between Old and New PSATs Provide an Explanation? A remaining  problem is that  the old PSAT is not the new PSAT.   Although the new and old tests cover roughly the same score range and do not have radically different means or standard deviations, we cannot be certain that year-over-year growth is identical. A third set of data is College Board’s own estimates of growth. Below are the College and Career Readiness Benchmarks. College Board assumes that students improve at roughly 30 points from sophomore year PSAT to junior year PSAT and another 20 points from junior year PSAT to SAT. The PSAT figures — which  themselves seem conservative  Ã¢â‚¬â€ are still twice that shown in the 2015 student data. Percentile Data for Sophomores and Juniors May  Prove the Existence of Errors in Presentation, Computation, or Norming The low observed  score differences between 10th and 11th graders do not fit into a historical pattern, match studies of repeat testers, or align with assumed College Board benchmark progress. As improbable as the small point discrepancy is, though,  it  seems impossible to go one step further and state  that sophomores outperform juniors. But this is exactly what the published  percentile tables show [below]. As you move up the scale, the difference between 10th and 11th graders disappears and then turns in favor of the younger students. Read literally, the score tables say that more sophomores than juniors achieved top scores on the PSAT/NMSQT. There have always been talented sophomores who score highly on the PSAT, but as a group, these students should not do better on the PSAT in 10th grade than they do in the 11th. These figures are for the Nationally Representative  groups, so cannot be explained away by saying that the test-taking populations are different. There is  no logical  statistical or content explanation as to how sophomores could actually perform better than juniors. In fact, we should be seeing scores 30-50 points higher per section for juniors.  The most likely explanation  is that the surveying and weighting methods used for the PSAT did not properly measure the class year compositions. If we assume this to be the case, though, can we be assured that the studies did any better in measuring the intra-class composition? Will the SAT be immune from the same problems? Can Anything Explain the Low Sophomore/Junior  Score Differences and the Score Inversion? A suspect in the mix is the PSAT 10. Although the content of the PSAT 10 is identical to that of the PSAT/NMSQT, it is positioned as a way for schools to measure how students perform near the end of the sophomore year rather than toward the outset of the year. The PSAT 10 will first be offered between February 22 and March 4, 2016. It is a safe assumption that spring sophomores, adjusted for differences in the testing pool, will score higher than fall sophomores. If College Board statistically accounted for PSAT 10 takers in their figures, the scores for sophomores would be inflated. It seems academically inappropriate to lump PSAT/NMSQT and PSAT 10 scores into the same bucket. The tests are taken at different phases of a students high school progress. In fact, one  reason a PSAT 10 exists is because spring performance differs from fall performance. The only clue that College Board may have made such a combination is reproduced from its  Understanding Scores 2015. Highlighting has been added. Its likely that this reference is simply the result of a production error. The document never makes this reference  again in its 32 pages. In short, all figures likely measure October  performance for sophomores and juniors. This final attempt to explain the  anomalous supremacy of sophomores comes up short. Even had a PSAT 10  explanation proved successful, it would have raised more questions than it answered. Tables surrounding the PSAT are all marked as â€Å"Preliminary.† College Board has made  clear that final scaling for the redesigned SAT (and the PSAT is on the same scale) will not be completed until May 2016. Final concordance tables between old and new tests will replace any preliminary work. If the explanation of  the statistical anomalies is that the paint is not yet dry, it begs the question as to what 3 million students and their educators are to do with the scores they have been presented. The new PSAT reports are the most detailed that have ever existed. They have total scores, section scores, test scores, cross-test scores, sub-scores, Nationally Representative percentiles, User percentiles, SAT score projections, sophomore and junior year benchmarks, and more. Which parts of the reports are reliable and which parts remain under construction? Should educators simply push these reports aside and wait until next year? Should students make test-taking and college c hoice decisions based on these scores? [Continue to  Part 3: Lowered Benchmark]

Analyzing Problems in Sylvias Bar in Birmingham Free Essay Example, 1500 words

The customer s state that the restaurant is highly-priced and they would not mind paying high for the classy night outs with better quality services. The staffs revealed the fact that they are dissatisfied with the uniform that they are supposed to wear as it is quite formal and makes them feel like working at church. Among all the issues that have been listed above, it can be deciphered that the issues of cost and menu are observed to be the crucial problems which need due attention, otherwise, it may badly affect the profitability of the company. It is because of the fact that the company targets high-class customers the prices of the drinks as well as food items have been high. However, given the declining profits and sales of the company, it is significant for it to identify if other class of people or income group can be targeted as well. If the company is targeting the middle-income group people then in such circumstances, it becomes vital for Sylvia to reduce the price of the food items. It is because of the high price the company s owner, the staffs, as well as the potential customers of the company, are facing tremendous problems. We will write a custom essay sample on Analyzing Problems in Sylvias Bar in Birmingham or any topic specifically for you Only $17.96 $11.86/page

Alcohol Abuse Is The Most Common Addictive Behavior

Alcohol abuse is the most common addictive behavior that is brewing amongst teens and adults. It is widely concerning and threatening to one’s family and social life. Many have tried to guest and speculate that alcohol abuse is due to many factors that include genetics, social, mental and emotional, and even how people around you raised you. Many also have speculated that people that we associates with that are alcoholics can be a factor also. It can be family and friends, schoolmates, and colleagues. Some also say that it can be due to emotional and psychological disorders such as depression, bipolar, or anxiety are factors of someone to drive to drinking to forget problems and to feel that disconnect from the disorders. Whatever the†¦show more content†¦Some facilities have different types of programs that require having to have different phases. For the most part of any treatment program that works includes Alcoholics Anonymous and the12 step program. â€Å"In th e late 1940’s Alcoholics Anonymous had taken root as the nation’s most popular remedy for excess drinking.† (Glaser, 2013) Alcoholic Anonymous and the 12 step programs have proven that it is effective since 1940’s and it is not costly. AA has meetings during the day and evening and everywhere. AA are individuals that gather around to talk about anything without having to fear that someone is going to report them to the police, courts, etc. AA also deals with other issues besides having alcohol abuse problems. AA has people that you can relate to who is going through the same abuse. Another treatment program that is effective to some is the outpatient and inpatient rehabilitation. Outpatient program is a treatment program that the patient is treated during the day and goes home at night. The outpatient program consists of counseling, group and individual sessions, and cognitive behavioral therapy. Cognitive Behavioral therapy is a therapy that helps patien t how to deal with and elude situations that can result in abuse such as alcohol and drugs. Counseling not only helps the patient deal with traumatizing events while in treatment, but the families and spouses as well. Outpatient program can provide therapy and

ACC 291 Week 5 Discussion Questions and Responses Essay

ACC 291 Week 5 Discussion Questions and Responses www.paperscholar.com DIRECT LINK TO THIS STUDY GUIDE: http://www.paperscholar.com/acc-291-week-5-discussion-questions-and-responses/ Instantly Download! Get Better Grades in Less Time! 100% Satisfaction Guarantee DESCRIPTION FOR THIS STUDY GUIDE: Week 5: DQ 1: Why are companies required to prepare a statement of cash flows? What are the three sections of the statement of cash flows and what does each section tell you about the operations of a company? DQ 2: Class, the statement of cash flows is the only required financial statement that is not prepared from an adjusted trial balance. What are the sources of information for preparing a statement of cash flows? Explain how†¦show more content†¦ACC 291 Week 5 Discussion Questions and Responses www.paperscholar.com DIRECT LINK TO THIS STUDY GUIDE: http://www.paperscholar.com/acc-291-week-5-discussion-questions-and-responses/ Instantly Download! Get Better Grades in Less Time! 100% Satisfaction Guarantee DESCRIPTION FOR THIS STUDY GUIDE: Week 5: DQ 1: Why are companies required to prepare a statement of cash flows? What are the three sections of the statement of cash flows and what does each section tell you about the operations of a company? DQ 2: Class, the statement of cash flows is the only required financial statement that is not prepared from an adjusted trial balance. What are the sources of information for preparing a statement of cash flows? Explain how the accrual basis of accounting affects the statement of cash flows. DQ3: Horizontal and vertical analyses are analytical tools frequently used to analyze financial statements. What type of information or insights can be obtained by using these two techniques? Explain how the output of horizontal analysis and vertical analysis can be compared to industry averages and/or competitive companies. DQ4: Now that we are nearing the end of this class, tell me what did you find the most and least interesting in this class (this could be subject matter or particular assignments, how the class was facilitated or anything else related to theShow MoreRelatedSupporting the Development of English Literacy in English Language Learners22851 Words   |  92 PagesINTRODUCTION Immigration has brought about significant changes in the U.S. student population. In particular, the number and percentage of immigrants in schools have increased dramatically since 1970. From 1970 to 1995, the number of immigrant children, ages 5 to 20, living in the United States more than doubled, from 3.5 to 8.6 million. As the number grew, immigrant children represented a larger percentage of students in U.S. schools, increasing from 6% in 1970 to 16% in 1995 and 19% in 1997 (Ruiz de VelascoRead MoreExploring Corporate Strategy - Case164366 Words   |  658 Pagesidentiï ¬ ed in the case. There are also over 33 classic cases on the Companion Website. These are a selection of cases from recent editions of the book which remain relevant for teaching. The case studies are intended to serve as a basis for class discussion and not as an illustration of either good or bad management practice. They are not intended to be a comprehensive collection of teaching material. They have bee n chosen (or speciï ¬ cally written) to provide readers with a core of cases which, togetherRead MoreInternational Financial Accounting155754 Words   |  624 Pagestest your knowledge of what you ve studied in quick quizzes We examine your understanding in our exam question bank We reference all the important topics in our full index T E X T BPP s i-Learn and i-Pass products also support this paper. 2457 FOR EXAMS IN DECEMBER 2009 AND JUNE 2010 www.ebooks2000.blogspot.com First edition 2007 Third edition June 2009 ISBN 9780 7517 6364 5 (Previous ISBN 9870 7517 4723 2) British Library Cataloguing-in-Publication Data A catalogue record forRead MoreIncome Taxation Solutions Manual 1 300300 Words   |  1202 Pagescorporation with a value equal to $1,140,000 plus the value of the other assets substituted for the property transferred out. While certain steps could be taken to perhaps alleviate this problem, they are rather complex and beyond the scope of this question (see section 55). However, by tracing the process of moving out the land and building, the student will see the roadblocks that appear. A much simpler approach is to transfer the business assets (inventory, equipment and goodwill) to a separate entity