Syllabus

Describe their Job history since graduating and their perspectives about nursing education: entry into practice, simulation, online education . Determine how they view the problems and issues facing the profession. Also, assess their ability to treat patients holistically(mind, body and spirit) in their practice setting. Ask for suggestions that would enhance success in nursing school. Share what you have learned with the class. 3. Identify a health related issue/concern/problem in West Michigan. Apply a plan to duty the identified health concern from an epidemiological approach.Select one of the three approaches: Epidemiological Triangle, Web of Causation or Iceberg Theory. Collect the data which would be needed to address the identified concern. Include in your results how to address the issue, how the community may treat the concern and how it could be prevented from recurring or escalating. 4. Interview representatives from a variety of cultures to learn about experiences related to coloratura events that influence their life/health. While determining people to interview, consider representatives from different age or ethnic groups, ND other subcultures.Present your finding to the class. 5. Identify methods which could influence changes in health care delivery at the local, state and/or federal level. Consider the impact as an individual, a nurse, a member with the class. The projects will be completed by the last two class meetings. Each group will have 15 minutes to present their findings to the class. The project information must be presented in a creative manner. The first task is to designate a leader and a recorder. The names of the group members will be due at the end of the first class.If the leader is in violation, the group members can appoint a representative to discuss the concern with the professor. 3. If the group has members that are not following the expectations as promised, but have not notified as instructed, each member of the Learning G roup will receive the same grade on any group assignment. If the Learning Group does follow this commitment, individuals that are not contributing, will receive the individual grades. Preparation Followed all directions Teamwork Creativity Quality of presentation Accuracy of Information Syllabus Learning outcomes: Successful students will be familiar with the basic terminology, concepts, methods, history, and findings of sociology and the family, and be able to think critically bout human behavior related to marriage and the family as it is shaped by group life. The student will demonstrate an ability to recognize patterns of social diversity and inequality in the subject area, describe a range of key concepts and theoretical approaches in the subject area, and identify ethical issues in social science research.Students will also recognize the difference between causal and correlations relationship and recognize methods of inquiry that lead to scientific knowledge. Students will demonstrate critical thinking and sociological knowledge in a series of examination questions, heaper summaries, discussions, and projects. Learning objectives are listed at the beginning of each chapter in your textbook. II. Communicating with the instructor: email is the best way to reach me, and y ou must include your last name and â€Å"21 5† in the subject line of your email. Ill.College information and class policies (Note: see part B of this document for college-wide policies. Any class policies do not contradict the college policies but are in addition to the college policies. ) Important dates: These are listed at the bottom of this document. You are responsible for your calendar. Course specific attendance policies: Accessing the course is not attending. Attendance is measured by discussion board contributions, and you're expected to do this twice a week. Excessive failures to contribute may result in your being dropped from the class.Academic dishonesty: This may result in being reported to the dean, and an for the course. Course plan for college closing: Please stay tuned to your College email, local news, and to the German Community College website for information. The chances are good that if the school is closed ring our regular class time, you will receive an email instructing you to post work on Blackboard in a discussion area. Electronics (I. E. Cell phones)/Food classroom policy: Because this is an online class, you may use electronics and food as you like in your own home. Grading policy and grading scale: This course is graded on a point system.There is no rounding of final grades. Late Discussion Board and Quiz work will not be graded. Late papers during the semester will be graded with a 20% grade penalty per day late. Papers submitted after the last day of class will not be graded. There are 16 timed Textbook Quizzes (1 60 points). Discussion Board contributions are due for each of the 16 chapters (80 points). Five papers are assigned (500 points). One final exam (1 50 points). Your exam will be available as listed in your schedule of assignments in the Testing Centers at the German an Community College campuses at Locust Grove and Fredericksburg.Due dates are listed in the course and attached, in the Schedule of Assignments. I check for plagiarism. If find it the penalties are severe, ranging from a zero on the assignment to an for the course. The read penalty imposed will be at the discretion of your instructor, but regardless of the grade penalty, you will be reported to the Dean and to the Tutoring Center. You will also be required to complete a special tutorial at ICC which is currently offered at the discretion of the Tutoring Center. If you aren't sure what plagiarism is, advise you to go to the anti-plagiarism tutorial that the Tutoring Center offers.Instructions for each assignment are detailed in the â€Å"Assignments† button of the Blackboard course. If you don't understand the instructions, please ask specific questions. Students failing to use proper â€Å"netiquette† may be removed from the course at the discretion of the instructor. Layoff wish to challenge a grade you must notify me Of your challenge within a week of its appearance In your † My Grades† area of B lackboard if you expect a timely response. Proofread your papers and correct any errors before you submit them to the course.I do not accept work with multiple errors in grammar, punctuation and/or spelling. Please ask the writing tutor for help in the Tutoring Center at one of our campuses, or at Smartening tutoring services in the Blackboard course. This is a college course and you should be submitting college level work. You are required to complete the unguarded work which is due during the first week of the semester in order to receive a grade for this course Grading Scale: 890 is the maximum number of points available in this course. 801-890= A; 712-800. BIB; 623-71 1. 99=C: 534-622. 99= D; Although Blackboard has a method for you to check your class average, the final determinant of your grade will be the total points you earn. IV. Expectations (Mine and Yours) expect you to read the textbook before attempting to complete any assignment that is based on it. I expect you to su bmit your own original work rather than that of anyone else. I expect it to be on time and as assigned. Expect you to be polite to each other and to me. Impolite behavior can result in suspension and/or expulsion from the class.I expect you be prepared to back up contrary claims to material in the textbook and lecture with scientific evidence. Use proper netiquette in this course when using Blackboard. Don't take anyone else's post or comment from this class and give it to people who are not enrolled in the course. If this is a face to face class, don't take other people's personal details and give them to others who are not in the class. Personal details that are shared here should stay here. On the other hand, don't discuss details about your personal life that you would not want strangers to know. Syllabus Learn how to ensure that the company has sufficient capital for operations, growth, and minimization of shareholder wealth. Demonstrate an understanding of how time value Of money, risk, and diversification can contribute to good decision-making in business and to their own accumulation of wealth and financial security. Learn how to use Finance in many practical applications of everyday life.Course Contentiousness Learning Outcomes (LO) Upon successful completion of this course, students will be able to: LOL Demonstrate an understanding of financial analysis – COP Critical Thinking ALL Demonstrate an understanding of time value of money – COP #5. Critical Thinking ALL Demonstrate an understanding of financial valuation – COP #5. Critical Thinking ALL Demonstrate an understanding of real asset valuation – COP #5. Critical Thinking ALL Demonstrate an understanding of risk & return – COP Critical Thinking Required Topics 1.Overview of Financial Managem ent 2. Financial Analysis, Analysis of Financial Statements 3. Time Value of Money 4. Financial Valuation Real Asset Valuation 5. 6. Risk & Return 7. Interest Rates Bonds and their Valuation 8. 9. Stocks and their Valuation 10. Capital Budgeting Required Texts/Readings Textbook The required Text is â€Å"Fundamentals of Financial Management†, Concise 7th Edition by Meghan and Houston, ISBN-13: 978-0-538-4771 1-6 Other equipment / material requirements (optional) You must have a financial calculator. HOBBIT is recommended.Please bring our calculator to class on the first day and every day after that. It is available at Best Buy or Staples and similar stores. Classroom Protocol Class time will be divided between lectures, quizzes, and open discussion. Lectures highlight the key points of the material on which students will be tested. Therefore class attendance and class participation is crucial to succeeding in this course. Students are expected to arrive on time and should con tact the instructor in advance if they cannot attend or will be late for class or exams.Students must read assigned text material PRIOR to attending class. Completion of assigned homework is also crucial to understanding important concepts. Discussions on current/historical events as they relate to the subject area being studied will make the class relevant and interesting. Credit will be given for class participation and is highly encouraged. Students are advised to see me during office hours if they sense that they are falling behind and need help understanding the material.Dropping and Adding Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. Information on add/drops are available at http://www. Jus. Du/advising/FAQ/index. Tm#add Information about late drop is available at http://whim. Jus. Du/ears/policies/allotrope/. Students should be aware of the current deadlines and penalties for adding and dropping classes. Assign ments and Grading Policy Grading in the course will be based upon two mid-term exams, a final exam, quizzes, take home assignments, completed homework and class participation.Exams will include multiple choice questions on both lecture material and assigned readings. Students will be tested on problem solving and conceptual understanding. Task % of Course Grade First Mid Term Exam Second Mid Term Exam 25% In class Quizzes Assignments and participation 5% Final Exam Total University Policies Academic integrity Students should know the University Academic Integrity Policy that is available at http://www. As. Jus. Du/download/judicial_affairs/ Academic_linearity_Policy_ASS-2. UDF Your own commitment to learning, as evidenced by your enrollment at San Jose State University and the University integrity policy, require you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The webs ite for Student Conduct and Ethical Development is available at http://www. As. Jus. Du/judicial_affairs/ index. HTML Instances of academic dishonesty will not be tolerated.Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another person's ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include in your assignment any material you have submitted, or plan to vomit for another class, please note that July's Academic policy OFF-1 requires approval of instructors.Campus Policy in Compliance with the American Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presid ential Directive 97-03 requires that students with disabilities requesting accommodations must register with the DRY (Disability Resource Center) to establish a record of their disability.Student Technology Resources (Optional) Computer labs for student use are available in the Academic Success Center located on the 1 SST floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer labs may be available in your department/ college. Computers are also available in the Martin Luther King Library. A wide variety of audio-visual equipment is available for student checkout from Media Services located in IIRC 1 12. These items include digital and VS. camcorders, VS. and Beta video players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound systems, wireless microphones, projection screens and monitors.Learning Assistance Resource Center (Optional) The Learning Assistance Resource Center (LARCH) is located in Room 600 in the Student Services Center. It is d esigned to assist students in the development of their full academic potential and to motivate them to become self-directed learners. The center provides support services, such as skills assessment, individual or group tutorials, subject advising, learning assistance, summer academic preparation and basic skills development. The LARCH website is located at http:/www. Jus. Du/larch/ College of Business Policies:To ensure that every student, current and future, who takes courses in the Boxcar Business Center has the opportunity to experience an environment that is safe, attractive, and otherwise conducive to learning, the College of Business at San Joss State has established the following policies: Eating: Eating and drinking (except water) are prohibited in the Boxcar Business Center. Students with food will be asked to leave the building. Students who disrupt the course by eating and do not leave the building will be referred to the Judicial Affairs Officer of the university. Cell P hones:Students will turn their cell phones off or put them on vibrate mode while in class. They will not answer their phones in class. Students whose phones disrupt the course and do not stop when requested by the instructor will be referred to the Judicial Affairs Officer of the University. Computer Use: In the classroom, faculty allow students to use computers only for class- related activities. These include activities such as taking notes on the lecture underway, following the lecture on Web-based Powering slides that the instructor has posted, and finding Web sites to which the instructor directs dents at the time of the lecture. Syllabus Is not a review course, and is designed to integrate all the core materials you have covered here at The Fox School in an applications context, with emphasis on critical thinking, problem solving, and business communications. There will be discussions of core business concepts that you will use in the Capsicum simulation, but you are responsible for knowing and demonstrating an ability to apply all the concepts covered in the core Fox School business curriculum. We will not spend class time going over, In detail, the concepts covered In the ABA core.There are many online sources, such as Wisped, that you can use If you need to review the ABA core material. The course's goal Is to help you synthesize the tools you have acquired in your other courses such that you can draw meaningful conclusions for developing effective organizational strategies and programs. BAA 3103 will bridge the gap between theoretical class work and business practice. We will use the Capsicum business simulation as a vehicle to test alternative ways to manage a business in a competitive environment. Emphasis will be on developing leaning and problem solving skills.We also will explore concepts in classroom discussions, case presentations, and critical analyses of current topics. Your participation In class discussions is important, required and expected. Your participation In all classroom discussions Is required. Guest lecturers will further enrich your learning. I will Invite a mix of seasoned â€Å"pros†, relatively new business entrants, ex-students and other business professionals to speak to you and answer your questions. Further, you will quickly realize that I do not suffer fools gladly. So, Syllabus Only 3 exams will be calculated in the final grade. The lowest exam score or any missed exam will count as your dropped exam. You can only drop one missed exam score. These exams will be given on the dates indicated in the lecture schedule so please plan and attend class during these dates. The lecture exams may consist of multiple choice, matching, fill-in-the- blank, true/false, labeling, short answer and short problem solving questions. Final exam (20% of final grade): The final exam will be cumulative and cover material from the whole semester.There will be 100 multiple choice questions on the exam. Approximately 50% of the questions will cover previously tested material. The other 50% of the questions will cover new material covered after the forth in class exam. Class assignments (30% of final grade): There will be 6 class assignments over the course of the semester. The value of each assignment is 50 puts. The due date will appear at the top of each assignment. Class assignmen ts are designed to encourage students to apply the concepts learned in lecture to real-life examples of the concepts.Class assignments may consist of essay questions, response to short answer questions, drawing/sketching model systems, website based assignments and/or other formats such as terminology. All work on the assignments is to be done INDIVIDUALLY, unless otherwise stated. Further details of each assignment will be given out in class. Lecture Quizzes (10%) Quizzes encourage students to keep up with the material. There will be 6 quizzes over the course of the semester. The lowest quiz grade will be dropped. Only 5 quiz scores will be calculated in the final grade.All quizzes will cover the material presented in lecture. The value of each quiz is 20 puts. Quizzes will be taken in the first 5-10 minutes of class and there will be no opportunity to make up a quiz. The quiz that is missed will be the quiz that is dropped. Cell Structure Presentation (2%) Each student will give a n eight minute presentation on cell structure and function to his class. The information can be presented by Powering, brochure, poster board, individual sketches or models. The presentation must include animal or plant cell structures and organelles.You will need to identify and explain the function of the structures and organelles to the class. This project will allow you to understand cell structure and function. It will give you the opportunity to make an oral presentation to your classmates and enhance your communication skills. I will be grading this assignment for accuracy and details. Class Participation (5%) experience, and should involve things like asking and answering questions, sharing observations and thoughts, and engaging in class exercises and other small group work.Professionalism (3% of final grade) Stevenson University faculty, staff and students are expected to follow certain basic guidelines for behavior, in and outside of class, based on principles of respect for others and respect for community. We are all members of this institution, and our comportment and manner should reflect our commitment to an environment in which all fellow community members can feel safe and secure. As you prepare for a career in any field, it is essential that you develop professional attitudes and behaviors in addition to the cognitive (knowledge) and psychosomatic (techniques) skills.Therefore, the School of the Sciences at Stevenson University encourages your development of professionalism as part of your career preparation here by requiring a grade for professional attitude and behavior in every course in the School. In this particular class, the professionalism grade constitutes 3% of your final grade, and will reflect your level of involvement in class discussion and other lass activities, as well as your respectful attitude toward everyone during class.Some examples of professional behavior on the part of students in this class may include: Not testing or using cell phones during class time Not using a laptop computer for purposes other than for in-class work Cleaning up after oneself when the class is done Not reading non-class-related material in class Not listening to music in class Not sleeping in class When communicating with faculty, staff and/or students – whether in person, by phone, by text, by e-mail, etc. Use appropriately respectful language. Some examples of professional behavior on the part of the faculty member in this class may include: Showing respect to the students through language and deed Adapting the class to individual students' needs Explaining professionalism on the first day of class Talking to individual students whose behavior has a negative effect on class Professional attributes that will be graded: 1 . Student adheres to the attendance policies established by the course syllabus. 2.Student is consistently well-prepared and submits all assignments according to 3. Student demonstrates a respectf ul attitude and professional demeanor with casualty and peers. 4. Student demonstrates flexibility with changes to the course schedule. 5. Student demonstrates the ability to follow verbal and written instructions. 6. Student complies with all safety regulations. 7. The student is cooperative in class and laboratory and not disruptive of his or her fellow students. 8. The student actively participates in class activities and discussion. Syllabus Learn how to ensure that the company has sufficient capital for operations, growth, and minimization of shareholder wealth. Demonstrate an understanding of how time value Of money, risk, and diversification can contribute to good decision-making in business and to their own accumulation of wealth and financial security. Learn how to use Finance in many practical applications of everyday life.Course Contentiousness Learning Outcomes (LO) Upon successful completion of this course, students will be able to: LOL Demonstrate an understanding of financial analysis – COP Critical Thinking ALL Demonstrate an understanding of time value of money – COP #5. Critical Thinking ALL Demonstrate an understanding of financial valuation – COP #5. Critical Thinking ALL Demonstrate an understanding of real asset valuation – COP #5. Critical Thinking ALL Demonstrate an understanding of risk & return – COP Critical Thinking Required Topics 1.Overview of Financial Managem ent 2. Financial Analysis, Analysis of Financial Statements 3. Time Value of Money 4. Financial Valuation Real Asset Valuation 5. 6. Risk & Return 7. Interest Rates Bonds and their Valuation 8. 9. Stocks and their Valuation 10. Capital Budgeting Required Texts/Readings Textbook The required Text is â€Å"Fundamentals of Financial Management†, Concise 7th Edition by Meghan and Houston, ISBN-13: 978-0-538-4771 1-6 Other equipment / material requirements (optional) You must have a financial calculator. HOBBIT is recommended.Please bring our calculator to class on the first day and every day after that. It is available at Best Buy or Staples and similar stores. Classroom Protocol Class time will be divided between lectures, quizzes, and open discussion. Lectures highlight the key points of the material on which students will be tested. Therefore class attendance and class participation is crucial to succeeding in this course. Students are expected to arrive on time and should con tact the instructor in advance if they cannot attend or will be late for class or exams.Students must read assigned text material PRIOR to attending class. Completion of assigned homework is also crucial to understanding important concepts. Discussions on current/historical events as they relate to the subject area being studied will make the class relevant and interesting. Credit will be given for class participation and is highly encouraged. Students are advised to see me during office hours if they sense that they are falling behind and need help understanding the material.Dropping and Adding Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. Information on add/drops are available at http://www. Jus. Du/advising/FAQ/index. Tm#add Information about late drop is available at http://whim. Jus. Du/ears/policies/allotrope/. Students should be aware of the current deadlines and penalties for adding and dropping classes. Assign ments and Grading Policy Grading in the course will be based upon two mid-term exams, a final exam, quizzes, take home assignments, completed homework and class participation.Exams will include multiple choice questions on both lecture material and assigned readings. Students will be tested on problem solving and conceptual understanding. Task % of Course Grade First Mid Term Exam Second Mid Term Exam 25% In class Quizzes Assignments and participation 5% Final Exam Total University Policies Academic integrity Students should know the University Academic Integrity Policy that is available at http://www. As. Jus. Du/download/judicial_affairs/ Academic_linearity_Policy_ASS-2. UDF Your own commitment to learning, as evidenced by your enrollment at San Jose State University and the University integrity policy, require you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The webs ite for Student Conduct and Ethical Development is available at http://www. As. Jus. Du/judicial_affairs/ index. HTML Instances of academic dishonesty will not be tolerated.Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another person's ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include in your assignment any material you have submitted, or plan to vomit for another class, please note that July's Academic policy OFF-1 requires approval of instructors.Campus Policy in Compliance with the American Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presid ential Directive 97-03 requires that students with disabilities requesting accommodations must register with the DRY (Disability Resource Center) to establish a record of their disability.Student Technology Resources (Optional) Computer labs for student use are available in the Academic Success Center located on the 1 SST floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer labs may be available in your department/ college. Computers are also available in the Martin Luther King Library. A wide variety of audio-visual equipment is available for student checkout from Media Services located in IIRC 1 12. These items include digital and VS. camcorders, VS. and Beta video players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound systems, wireless microphones, projection screens and monitors.Learning Assistance Resource Center (Optional) The Learning Assistance Resource Center (LARCH) is located in Room 600 in the Student Services Center. It is d esigned to assist students in the development of their full academic potential and to motivate them to become self-directed learners. The center provides support services, such as skills assessment, individual or group tutorials, subject advising, learning assistance, summer academic preparation and basic skills development. The LARCH website is located at http:/www. Jus. Du/larch/ College of Business Policies:To ensure that every student, current and future, who takes courses in the Boxcar Business Center has the opportunity to experience an environment that is safe, attractive, and otherwise conducive to learning, the College of Business at San Joss State has established the following policies: Eating: Eating and drinking (except water) are prohibited in the Boxcar Business Center. Students with food will be asked to leave the building. Students who disrupt the course by eating and do not leave the building will be referred to the Judicial Affairs Officer of the university. Cell P hones:Students will turn their cell phones off or put them on vibrate mode while in class. They will not answer their phones in class. Students whose phones disrupt the course and do not stop when requested by the instructor will be referred to the Judicial Affairs Officer of the University. Computer Use: In the classroom, faculty allow students to use computers only for class- related activities. These include activities such as taking notes on the lecture underway, following the lecture on Web-based Powering slides that the instructor has posted, and finding Web sites to which the instructor directs dents at the time of the lecture. Syllabus Only 3 exams will be calculated in the final grade. The lowest exam score or any missed exam will count as your dropped exam. You can only drop one missed exam score. These exams will be given on the dates indicated in the lecture schedule so please plan and attend class during these dates. The lecture exams may consist of multiple choice, matching, fill-in-the- blank, true/false, labeling, short answer and short problem solving questions. Final exam (20% of final grade): The final exam will be cumulative and cover material from the whole semester.There will be 100 multiple choice questions on the exam. Approximately 50% of the questions will cover previously tested material. The other 50% of the questions will cover new material covered after the forth in class exam. Class assignments (30% of final grade): There will be 6 class assignments over the course of the semester. The value of each assignment is 50 puts. The due date will appear at the top of each assignment. Class assignmen ts are designed to encourage students to apply the concepts learned in lecture to real-life examples of the concepts.Class assignments may consist of essay questions, response to short answer questions, drawing/sketching model systems, website based assignments and/or other formats such as terminology. All work on the assignments is to be done INDIVIDUALLY, unless otherwise stated. Further details of each assignment will be given out in class. Lecture Quizzes (10%) Quizzes encourage students to keep up with the material. There will be 6 quizzes over the course of the semester. The lowest quiz grade will be dropped. Only 5 quiz scores will be calculated in the final grade.All quizzes will cover the material presented in lecture. The value of each quiz is 20 puts. Quizzes will be taken in the first 5-10 minutes of class and there will be no opportunity to make up a quiz. The quiz that is missed will be the quiz that is dropped. Cell Structure Presentation (2%) Each student will give a n eight minute presentation on cell structure and function to his class. The information can be presented by Powering, brochure, poster board, individual sketches or models. The presentation must include animal or plant cell structures and organelles.You will need to identify and explain the function of the structures and organelles to the class. This project will allow you to understand cell structure and function. It will give you the opportunity to make an oral presentation to your classmates and enhance your communication skills. I will be grading this assignment for accuracy and details. Class Participation (5%) experience, and should involve things like asking and answering questions, sharing observations and thoughts, and engaging in class exercises and other small group work.Professionalism (3% of final grade) Stevenson University faculty, staff and students are expected to follow certain basic guidelines for behavior, in and outside of class, based on principles of respect for others and respect for community. We are all members of this institution, and our comportment and manner should reflect our commitment to an environment in which all fellow community members can feel safe and secure. As you prepare for a career in any field, it is essential that you develop professional attitudes and behaviors in addition to the cognitive (knowledge) and psychosomatic (techniques) skills.Therefore, the School of the Sciences at Stevenson University encourages your development of professionalism as part of your career preparation here by requiring a grade for professional attitude and behavior in every course in the School. In this particular class, the professionalism grade constitutes 3% of your final grade, and will reflect your level of involvement in class discussion and other lass activities, as well as your respectful attitude toward everyone during class.Some examples of professional behavior on the part of students in this class may include: Not testing or using cell phones during class time Not using a laptop computer for purposes other than for in-class work Cleaning up after oneself when the class is done Not reading non-class-related material in class Not listening to music in class Not sleeping in class When communicating with faculty, staff and/or students – whether in person, by phone, by text, by e-mail, etc. Use appropriately respectful language. Some examples of professional behavior on the part of the faculty member in this class may include: Showing respect to the students through language and deed Adapting the class to individual students' needs Explaining professionalism on the first day of class Talking to individual students whose behavior has a negative effect on class Professional attributes that will be graded: 1 . Student adheres to the attendance policies established by the course syllabus. 2.Student is consistently well-prepared and submits all assignments according to 3. Student demonstrates a respectf ul attitude and professional demeanor with casualty and peers. 4. Student demonstrates flexibility with changes to the course schedule. 5. Student demonstrates the ability to follow verbal and written instructions. 6. Student complies with all safety regulations. 7. The student is cooperative in class and laboratory and not disruptive of his or her fellow students. 8. The student actively participates in class activities and discussion. Syllabus Only 3 exams will be calculated in the final grade. The lowest exam score or any missed exam will count as your dropped exam. You can only drop one missed exam score. These exams will be given on the dates indicated in the lecture schedule so please plan and attend class during these dates. The lecture exams may consist of multiple choice, matching, fill-in-the- blank, true/false, labeling, short answer and short problem solving questions. Final exam (20% of final grade): The final exam will be cumulative and cover material from the whole semester.There will be 100 multiple choice questions on the exam. Approximately 50% of the questions will cover previously tested material. The other 50% of the questions will cover new material covered after the forth in class exam. Class assignments (30% of final grade): There will be 6 class assignments over the course of the semester. The value of each assignment is 50 puts. The due date will appear at the top of each assignment. Class assignmen ts are designed to encourage students to apply the concepts learned in lecture to real-life examples of the concepts.Class assignments may consist of essay questions, response to short answer questions, drawing/sketching model systems, website based assignments and/or other formats such as terminology. All work on the assignments is to be done INDIVIDUALLY, unless otherwise stated. Further details of each assignment will be given out in class. Lecture Quizzes (10%) Quizzes encourage students to keep up with the material. There will be 6 quizzes over the course of the semester. The lowest quiz grade will be dropped. Only 5 quiz scores will be calculated in the final grade.All quizzes will cover the material presented in lecture. The value of each quiz is 20 puts. Quizzes will be taken in the first 5-10 minutes of class and there will be no opportunity to make up a quiz. The quiz that is missed will be the quiz that is dropped. Cell Structure Presentation (2%) Each student will give a n eight minute presentation on cell structure and function to his class. The information can be presented by Powering, brochure, poster board, individual sketches or models. The presentation must include animal or plant cell structures and organelles.You will need to identify and explain the function of the structures and organelles to the class. This project will allow you to understand cell structure and function. It will give you the opportunity to make an oral presentation to your classmates and enhance your communication skills. I will be grading this assignment for accuracy and details. Class Participation (5%) experience, and should involve things like asking and answering questions, sharing observations and thoughts, and engaging in class exercises and other small group work.Professionalism (3% of final grade) Stevenson University faculty, staff and students are expected to follow certain basic guidelines for behavior, in and outside of class, based on principles of respect for others and respect for community. We are all members of this institution, and our comportment and manner should reflect our commitment to an environment in which all fellow community members can feel safe and secure. As you prepare for a career in any field, it is essential that you develop professional attitudes and behaviors in addition to the cognitive (knowledge) and psychosomatic (techniques) skills.Therefore, the School of the Sciences at Stevenson University encourages your development of professionalism as part of your career preparation here by requiring a grade for professional attitude and behavior in every course in the School. In this particular class, the professionalism grade constitutes 3% of your final grade, and will reflect your level of involvement in class discussion and other lass activities, as well as your respectful attitude toward everyone during class.Some examples of professional behavior on the part of students in this class may include: Not testing or using cell phones during class time Not using a laptop computer for purposes other than for in-class work Cleaning up after oneself when the class is done Not reading non-class-related material in class Not listening to music in class Not sleeping in class When communicating with faculty, staff and/or students – whether in person, by phone, by text, by e-mail, etc. Use appropriately respectful language. Some examples of professional behavior on the part of the faculty member in this class may include: Showing respect to the students through language and deed Adapting the class to individual students' needs Explaining professionalism on the first day of class Talking to individual students whose behavior has a negative effect on class Professional attributes that will be graded: 1 . Student adheres to the attendance policies established by the course syllabus. 2.Student is consistently well-prepared and submits all assignments according to 3. Student demonstrates a respectf ul attitude and professional demeanor with casualty and peers. 4. Student demonstrates flexibility with changes to the course schedule. 5. Student demonstrates the ability to follow verbal and written instructions. 6. Student complies with all safety regulations. 7. The student is cooperative in class and laboratory and not disruptive of his or her fellow students. 8. The student actively participates in class activities and discussion.

Familiarizing students with basics of the science branches

The MYP 3 scientific discipline class incorporates basic information, cognition, facts, and practical applications of the scientific subdivisions, which are biological science, chemical science, and natural philosophies. The purpose of the class is to familiarise the pupils with the constructs and rudimentss of the scientific discipline subdivisions and to guarantee they develop appropriate accomplishments in managing theoretical scientific cognition presented in talk and practical applications offered in school research labs.Course aims:The MYP 3 scientific discipline class aims are based on the MYP aims. It encourages and enables pupils to: 1. Develop wonder, involvement and enjoyment towards scientific discipline and its methods of enquiry. 2. Acquire scientific cognition and apprehension. 3. Communicate scientific thoughts, statements and practical experiences efficaciously in a assortment of ways. 4. Develop experimental and fact-finding accomplishments to plan and transport out scientific probes and to measure grounds to pull a decision. 5. Develop critical, originative and asking heads that pose inquiries, work out jobs, concept accounts, justice statements and do informed determinations in scientific and other contexts. 6. Develop consciousness of the possibilities and restrictions of scientific discipline and appreciate that scientific cognition is germinating through collaborative activity locally and internationally. 7. Appreciate the relationship between scientific discipline and engineering and their function in society. 8. Develop consciousness of the moral, ethical, societal, economic, political, cultural and environmental deductions of the pattern and usage of scientific discipline and engineering. 9. Observe safety regulations and patterns to guarantee a safe working environment during scientific activities. 10. Engender an consciousness of the demand for and the value of effectual coaction during scientific activities. Categorization of life beings â€Å" Monera, Protoctista, Fungi, Plants and animate beings † . Metamorphosis and enzymes. Plant and animate being cells, specialised cells, tissues, conveyance mechanisms between cells and their environment ( diffusion, osmosis, and active conveyance ) , cell division † miosis and mitosis † . Chemistry: Chemical forms: solid, liquid and gas atoms, sub atomic atoms, atomic construction and isotopes. The Periodic Table: Elementss and the periodic tabular array, alkali metals, alkalic Earth metals, passage metals, halogens and baronial gases. Bonding: Ionic bonds and covalent bonds. Acids and bases: Properties of acids and bases, pH graduated table, neutralisation, mundane illustrations. Physicss: Beams and Waves: Beams and visible radiation, Torahs of contemplations, level and curving mirrors, refraction of visible radiation, lenses, mundane utilizations of mirrors and lenses, transverse and longitudinal moving ridges, wave equation. Appraisal: This class will utilize assortment of assessment tools including hebdomadal quizzes, unit trials, presentations, undertakings, lab work, aˆÂ ¦.etc. Most of these appraisals will be assessed harmonizing to the following MYP standards: Standard A – ONE Universe: This nonsubjective refers to enabling pupils to derive a better apprehension of the function of scientific discipline in society. Students should be cognizant that scientific discipline is a planetary enterprise and that its development and applications can hold effects for our lives. One universe should supply pupils with the chance to critically measure the deductions of scientific developments and their applications to local and/or planetary issues. At the terminal of the class, pupils should be able to: aˆ? explain the ways in which scientific discipline is applied and used to turn to specific jobs or issues. aˆ? discuss the effectivity of scientific discipline and its application in work outing jobs or issues. aˆ? discuss and measure the moral, ethical, societal, economic, political, cultural and environmental deductions of the usage of scientific discipline and its application in work outing specific jobs or issues. Achievement degree Form 0 The pupil does non make a standard described by any of the forms below. 1-2 -The pupil states one manner in which scientific discipline is applied and used to turn to specific jobs or issues – The pupil remarks upon the effectivity of scientific discipline and its application in work outing jobs or issues. -The pupil states how scientific discipline and its application interact with one of the undermentioned factors: moral, ethical, societal, economic, political, cultural and environmental. 3-4 -The pupil states the ways in which scientific discipline is applied and used to turn to specific jobs or issues -The pupil states the effectivity of scientific discipline and its application in work outing jobs or issues -The pupil states how scientific discipline and its application interact with some of the undermentioned factors: moral, ethical, societal, economic, political, cultural and environmental. 5-6 -The pupil describes the ways in which scientific discipline is applied and used to turn to specific jobs or issues. – The pupil describes the effectivity of scientific discipline and its application in work outing jobs or issues – The pupil describes how scientific discipline and its application interact with some of the undermentioned factors: moral, ethical, societal, economic, political, cultural and environmental. Standard B – Communication: This nonsubjective refers to enabling pupils to go competent and confident when pass oning information in scientific discipline. Students should be able to utilize scientific linguistic communication right and a assortment of communicating manners and formats as appropriate. Students should be cognizant of the importance of admiting and suitably citing the work of others when pass oning in scientific discipline. At the terminal of the class, pupils should be able to: aˆ? usage scientific linguistic communication right. aˆ? usage appropriate communicating manners such as verbal ( unwritten, written ) , ocular ( in writing, symbolic ) and communicating formats ( research lab studies, essays, presentations ) to efficaciously pass on theories, thoughts and findings in scientific discipline. aˆ? acknowledge the work of others and the beginnings of information used by suitably documenting them utilizing a recognized referencing system. Achievement degree Form 0 The pupil does non make a standard described by any of the forms below. 1-2 -The pupil uses some scientific linguistic communication. -The pupil communicates little or no scientific information. -The pupil paperss limited or no beginnings of information. 3-4 -The pupil uses some scientific linguistic communication right. -The pupil communicates scientific information moderately efficaciously. – The pupil paperss beginnings of information in a bibliography. 5-6 -The pupil uses scientific linguistic communication right. -The pupil communicates scientific information efficaciously. -The pupil paperss beginnings of information including bibliography and in-text mentioning. Criterion C – KNOWLEDGE AND Understanding: This nonsubjective refers to enabling pupils to understand scientific cognition ( facts, thoughts, constructs, procedures, Torahs, rules, theoretical accounts and theories ) and to use it to build scientific accounts, work out jobs and explicate scientifically supported statements. At the terminal of the class, pupils should be able to: aˆ? recall scientific cognition and usage scientific apprehension to build scientific accounts aˆ? use scientific cognition and understanding to work out jobs set in familiar and unfamiliar state of affairss. aˆ? critically analyze and evaluate information to do judgements supported by scientific apprehension. Achievement degree Form 0 The pupil does non make a standard described by any of the forms below. 1-2 – The pupil recalls some scientific thoughts, constructs and/or procedures. -The pupil applies scientific understanding to work out simple jobs. 3-4 -The pupil describes scientific thoughts, constructs and/or procedures. -The pupil applies scientific understanding to work out complex jobs in familiar state of affairss. -The pupil analyses scientific information by placing parts, relationships or causes. 5-6 -The pupil uses scientific thoughts, constructs and/or processes right to build scientific accounts. – The pupil applies scientific understanding to work out complex jobs including those in unfamiliar state of affairss. -The pupil analyses and evaluates scientific information and makes judgements supported by scientific apprehension. Criterion D – SCIENTIFIC INQUIRY: This nonsubjective refers to enabling pupils to develop rational and practical accomplishments to plan and transport out scientific probes independently and to measure the experimental design ( method ) . At the terminal of the class, pupils should be able to: aˆ? province a focussed job or research inquiry to be tested by a scientific probe. aˆ? explicate a testable hypothesis and explicate it utilizing scientific logical thinking. aˆ? design and carry out scientific probes that include variables and controls, stuff and/or equipment needed, a method to be followed and the manner in which the information is to be collected and processed aˆ? measure the cogency and dependability of the method. Achievement degree Form 0 The pupil does non make a standard described by any of the forms below. 1-2 -The pupil efforts to province a focussed job or research inquiry. – The method suggested is uncomplete. -The pupil suggests simplistic betterments. 3-4 – The pupil states a focussed job or research inquiry and makes a hypothesis but does non explicate it utilizing scientific logical thinking. -The pupil selects appropriate stuffs and equipment and writes a largely complete method, adverting some of the variables involved and how to pull strings them. -The pupil makes remarks on the method, or the accuracy/precision of the informations. -The pupil remarks on the cogency of the hypothesis based on the result of the probe. -The pupil suggests some betterments to the method or makes suggestions for farther enquiry when relevant. 5-6 -The pupil states a clear focused job or research inquiry, formulates a testable hypothesis and explains the hypothesis utilizing scientific logical thinking. – The pupil selects appropriate stuffs and equipment and writes a clear, logical method, adverting all of the relevant variables involved and how to command and pull strings them, and depicting how the information will be collected and processed. – The pupil makes remarks on the method, and the truth and preciseness of the informations. -The pupil makes remarks on the how the hypothesis is supported or non by the data/outcome of the probe. -The pupil suggests realistic betterments to the method and makes suggestions for farther enquiry when relevant. Criterion E – Processing Datas: This nonsubjective refers to enabling pupils to roll up, procedure and construe sufficient qualitative and/or quantitative informations to pull appropriate decisions. Students are expected to develop analytical thought accomplishments to construe informations and justice the dependability of the informations. At the terminal of the class, pupils should be able to: aˆ? collect and record informations utilizing units of measuring as and when appropriate aˆ? organize, transform and present informations utilizing numerical and ocular signifiers aˆ? analyze and construe informations aˆ? draw decisions consistent with the informations and supported by scientific logical thinking. Achievement degree Form 0 The pupil does non make a standard described by any of the forms below. 1-2 -The pupil collects some informations and efforts to enter it in a suited format. -The pupil organizes and nowadayss informations utilizing simple numerical or ocular signifiers. -The pupil efforts to place a tendency, form or relationship in the information. -The pupil efforts to pull a decision but this is non consistent with the reading of the informations. 3-4 -The pupil collects sufficient relevant informations and records it in a suited format. -The pupil organizes, transforms and nowadayss informations in numerical and/or ocular signifiers, with a few mistakes or skips. -The pupil states a tendency, form or relationship shown in the information. -The pupil draws a decision consistent with the reading of the informations. 5-6 – The pupil collects sufficient relevant informations and records it in a suited format. – The pupil organizes, transforms and nowadayss informations in numerical and/or ocular signifiers logically and right. -The pupil describes a tendency, form or relationship in the informations and uses the informations to convey meaningful information. -The pupil draws a clear decision based on the right reading of the informations and explains it utilizing scientific logical thinking. -Numerical signifiers: may include mathematical computations such as averaging, or finding values from a graph or tabular array. Criterion F – Attitude IN SCIENCE: This nonsubjective refers to encouraging pupils to develop safe, responsible and collaborative working patterns in practical scientific discipline. During the class, pupils should be able to: aˆ? work safely and utilize stuff and equipment aptly aˆ? work responsibly with respects to the life and inanimate environment aˆ? work efficaciously as persons and as portion of a group by join forcesing with others. Achievement degree Form 0 The pupil does non make a standard described by any of the forms below. 1-2 -The pupil requires some counsel to work safely and some aid when utilizing stuff and equipment. -The pupil requires some counsel to work responsibly with respects to the life and inanimate environment. -When working as portion of a group, the pupil needs frequent reminders to cooperate with others. 3-4 -The pupil requires small counsel to work safely and small aid when utilizing stuff and equipment. .-The pupil works responsibly with respects to the life and inanimate environment. – When working as portion of a group the pupil cooperates with others on most occasions. 5-6 -The pupil requires no counsel to work safely and uses stuff and equipment aptly. -The pupil works responsibly with respects to the life and inanimate environment. -When working as portion of a group, the pupil cooperates with others. Student Teacher 0 0 . The pupil does non make a standard described by any of the forms below. 1 – 2 1 – 2 . The pupil requires some counsel to work safely and some aid when utilizing stuff and equipment. . The pupil requires some counsel to work responsibly with respects to the life and inanimate environment. . When working as portion of a group, the pupil needs frequent reminders to cooperate with others. 3 – 4 3 – 4 . The pupil requires small counsel to work safely and small aid when utilizing stuff and equipment. . The pupil works responsibly with respects to the life and inanimate environment. . When working as portion of a group the pupil cooperates with others on most occasions. 5 – 6 5 – 6 . The pupil requires no counsel to work safely and uses stuff and equipment aptly. . The pupil works responsibly with respects to the life and inanimate environment. . When working as portion of a group, the pupil cooperates with others.

Interview with Entrepreneur Essay

1. Why did you start your own business? Curt has always had a passion for engineering. When he was younger he work as a mechanical engineer through AMP. Then changed to metal engineering but decided he was tired of working for corporate office after 7 years and pursed his hobby into a career. Curt has always enjoyed boating and good seafood. For years before his founded business, he would enjoy being on the boat and catching good seafood which is when he wanted to bring fresh seafood to central Pennsylvania. 2. Is running your own business as hard as everyone says that it is? Yes and no. He’s states that there are pro’s and con’s to any situation especially in the business world. He views his pro’s would be to be able to set your own schedule and to him, he sees his â€Å"work† not so much as work but something that he enjoys and looks forward to waking up every day to. Some of the con’s he listed were that it’s hard to have leave time away from his business. He solely owns 2 local businesses; one located on Eisenhower Blvd., Harrisburg and the other on the Carlisle Pike, Mechanicsburg, and an online business. The online shop (www.ilovecrabs.com) is ran out of his Carlisle pike location where fed ex comes daily to deliver next day shipment to anyone within the 50 states. His business has been very successful. 3. Do you believe the efforts and rewards for owning your own business are worth the sacrifices? Yes, Curt believes that he is very happy with the outcome of where his business is today. He says that he might change a few things looking back but nothing too serious. He says the business world is about risk and sometimes things work very well and sometimes they fail but it’s always good to know when to back out and when to leap towards something. 4. Did you always see yourself as an entrepreneur, or that you would in time, owning your own business? To a certain extent he has always wanted more. Between 16-17 years old, he seemed to be great at buying and selling different things. Even working as an engineer for 7 years, he would buy and sell anything really that he could make a profit on. 5. How did you finance your initial startup costs for your small business? He saved some money working but he also went to the bank for  part of it. His mother, Sharon Engle, helps with organizing his finances every Tuesday. 6. How do you market or advertise? What seems to have the most positive effect in bringing in profitable customers? Curt used to do the advertising himself but he has hired someone to do that for him to help take some load off. Most advertising is through their internet retail website (www.ilovecrabs.com), but their two local retail shops work with clipper magazine, or you could sign up with their crabsavers newsletter and save $10 off your first order and receive either text messages and or emails with coupons and special deals weekly. They used to advertise with the newspaper and yellow pages but he claims it’s becoming a dying trade. He uses organic advertising online with google now too. He also states the radio is a way to have local customers aware that he is bringing this fresh seafood in daily but not so much for sales and promotions, he sticks to his coupons and surplus sales.Teaming up with Obrycki’s from Maryland, Harbour house crabs now provides the Obryck’s famous seasoning along with their personal blends of seasonings. 7. What’s your greatest entrepreneurial achievement? That the business is still thriving after 15 years since being founded. His first retail shop boomed to the online business after about his first 2-3 years of opening. It became such a hit that in 2009 he opened his second retail shop and moved his online shop to process through the second shop due to size and area. 8. How do you identify business opportunities and what measures do you take to decide whether to invest into this opportunity? He says usually he will stick with his gut feeling but sometimes it’s a little more in depth then that he explains. After successfully launching his second store for 1  ½ years, he decided to partner up with Captain Bob’s restaurant. Unfortunately, it became a little too much to handle with the ordering of their products vs. what his small retail shop has to offer. So after 1 year, he gave back his part of the company to the owner of Captain Bob’s and still sells fresh crabs to the restaurant as they have always done before. 9. What’s the toughest feedback you’ve ever received and how did you learn or improve from it? â€Å"There will always be customers that you won’t be able to satisfy no matter how much you try to do for them in fixing the situation.† He said the first few negative comments he received was through his online  website and was taken personally. Curt had taken this hard because he wasn’t able to satisfy the customers, which is his company’s main goal when providing this fresh food. 10. What makes your business stand out from your competitors? â€Å"We stand out in quality and customer service.† He says, â€Å"We can’t control mother nature and there are certain variables that cause things to be difficult at times but when something happens, our team is encouraged to kill the customer with kindness but also with that have a strong backbone for the company, don’t let someone step all over you but be kind.† 11. How many hours do you work daily? How has this effected your personal or family life? Do you take time out to have fun? Well because Curt doesn’t have a partner, his phone is on him 24/7 and will answer from the time he wakes up until 10pm. He does have a home office and bases all his finances, strategies, and more at his home so it’s difficult sometimes to have to separate the two. He enjoys it to be near his family more but then again he walks away from a lot to take a business call. 12. What kind of culture exists in your organization? The culture that goes with my products are anyone who enjoys fresh seafood, someone or even a group wanting to get together to crack open some crabs and enjoy quality food with quality time given. Bringing friends and families together. 13. In one word, characterize your life as an entrepreneur. Challenging. 14. Who has been your greatest inspiration and why? His grandfather because in 1934 during the great depression era, his grandfather opened up a small business selling Engle equipment, originally type-writers. The business took off so well that Curt’s father and uncle took it over when his grandfather passed. Eventually Toshiba bought the company out and still sells equipment today! 15. Describe how you built a successful profitable customer base? Curt believes finding a service or product that the customers want or demand is the first step he took, then backing that up with customer service has what made this so successful. 16. What’s the best advice you’ve been given? â€Å"Never give up?† Curt explains to me that he tells his kids for example that  when they say something like â€Å"I can’t†, he will in return respond â€Å"Never say I can’t, that’s giving up before even trying, and you should at least always try whether you win or lose.† 17. Excluding yours, what company or business do you admire most and why? Is it a product or service that draws you in? Amazon. He loves not only the products that are so easily obtained but he loves their fast and reliable service provided. 18. Knowing what you know now, is there anything that you would do differently? â€Å"I would†. There were a few investments Curt had but they weren’t worth the trouble. â€Å"It’s still an experience†, he says but it’s good to know when to leave. 19. If I were to want to open up a small business tomorrow, what would be the top priority on my to-do list? He suggests to write a business plan and take it to the business administration building so they can review it and approve your idea. It takes a lot of research to find all that you need but it’s the foundation of the whole project. He also says that looking back at his first business plan, it’s accurate but at the same time off from what it really was from his planning. 20. Do you have an exit strategy? Currently Mr. Engle is looking for an exit strategy because he didn’t really have one at the time of presenting his plan. He did but not what he is really planning now. Ironically as I asked Curt this question, he asked me about taking over the business but I also did work for him from 2005-2013 so I do know a lot about running the stores. I denied though because I have other plans.

Southwest Airlines Essay Example | Topics and Well Written Essays - 2500 words - 1

Southwest Airlines - Essay Example From this essay it is clear that  the successful and effective human resource practices within Southwest Airlines are also attributed to its competitiveness in the air travel business. Effective practices emanate from the leadership of an organization. Leaders must be able to motivate their staff through effective approaches.  This discussion stresses that the importance the Southwest Airlines has for training and employee or personal development is demonstrated through the creation of the People Training Department. The effectiveness of this department is revealed by the report that it presented to the executive management illustrating that the people within the company â€Å"got together and did something that was impossible†. This means that the company endeavors to develop the skills and abilities of its employees through training and make them effectively armed to provide high quality services to the customers of the company. It is through personal development that an organization achieves its goals for performance. This is because trained employees are able to increase their productivity by applying the acquired abilities and skills in the execution of work related roles. In addition, training makes employees to be motivated during their work activities. Inability to meet the demands of work activities has been found to be the major cause of lack of motivation among employees.  The fact that the company encourages its employees to have fun shows that the employees are motivated during their work encounters.

AOL Project GSB Essay Example | Topics and Well Written Essays - 1000 words

AOL Project GSB - Essay Example The CEO Sally Smith, a mother of two, is a graduate of the University of North Dakota and holds BSc in Accounting and business administration. She held the position of chief financial officer at Dahlberg Inc. for 11 years before she was hired by BWLD in 1994 as a CFO and promoted to CEO in 1996. The strategies that Buffalo Wild Wings put forward in 2013 accomplished its goals to remain a high-growth, category-leading concept. It has significantly funded new strategic plans, invests in growth and imperatively distributed its earnings to shareholders. Its gross margin over the period 2013 was 27.0% and the operating margin was 9.6%, percentages that are above industry average. The company’s net margin stood at 6.5%. The company is fuelling its growth by increasing demand for its products and services. BWLD’s gross margin is inching upward implying that the company is continuously beating competitors and acquiring domination in the restaurant industry. The company continue s expanding through mergers and acquisitions and the dividends and its payout ratio upsurge. The risks and uncertainties involved in investing in the company are highlighted to caution investors against potential market failures and impending indecisions. The stock price increased by 52% and the company provided substantial value to its shareholders with a EPS $3.80, DEPS of $3.79. Revenue increased and was used to offer a salary increment to its directors. Apparently, its impressive stock performance acted as a momentous factor that fascinated investors. The 10k annual report reveals that the latest earnings that enable it to actively acquire a chain of restaurants that are small to reduce the acquisition cost. The buffalo wild wing company is in a position and determined to expand its base to targeted North American. This started as a result of

Hinduism Essay Example | Topics and Well Written Essays - 750 words - 2

Hinduism - Essay Example are many aspects of their religious beliefs and practices that provide the necessary common ground to bring under a single political classification, if not a theistic one. While the predominant deity may differ from one faction to the other, all deities are taken from the more than 300 million divine entities that form the cosmos. While no one scripture is considered to represent the religion in all its complexities, a few historical scriptures are widely circulated, read and referred across the various denominations. These are the Vedas (some of which date back to 2000 years B.C. and beyond) and Upanishads (a later-day invention of the Brahman classes). Some form of religious practices, beliefs and rituals that derived from Brahmanas, Aranyakas, Upanishads and Vedas are being used by the Hindus even today. This is the strongest argument in favor of a unifying Hindu theology (Van Horn, 2006). Hinduism places emphasis on worship of nature. Indus Valley was the cradle of the religion. Hence, the way of life afforded by its geography holds religious significance as well. The Indus River was vital to the survival of its surrounding inhabitants; so worship of river god is a basic tenet. This also explains the reverence accorded to river Ganges, the dependents of which refer to it as Ganga Mata (Mother Ganga). The plains on either side of these rivers provide the necessary fertile grounds for growing subsistence crops. And at the time of composition of the Vedas, domesticated cattle was the only means to plough the land. Cows also provide other necessary nutrients in the form of its milk. What started as reverence had evolved into devotion and worship. This social aspect of life in the two millennia before Christ explains why Cows are regarded as sacred animals even today. So, at the time of its formation, Hinduism was little more than a practical means of livelihood. But the religion’s links to every day life became weak ever after making it an abstract

Wellness, Fitness and Longevity Essay Example | Topics and Well Written Essays - 750 words

Wellness, Fitness and Longevity - Essay Example Physical activity varies from formal exercise, as it is basic human movement for example climbing the stairs. Its benefits are far-reaching and more so for people who do not undertake planned exercises, or those that would like to start doing planned exercises. These benefits include weight control, minimizing risk of cardio-vascular diseases, type 2 diabetes and some cancers, strengthening one’s muscles and bones and improving one’s mental health and mood (â€Å"Physical Activity and Health†, 2011). To achieve these benefits fully, one is encouraged to graduate their physical activities to a moderate level where a common chore such as washing a car should be done continuously for 40 minutes before taking a break; and they should be carried out more frequently. Therefore, this means a moderate activity is aimed at reaching a targeted heart rate first and then resting (Your Guide to Lowering High Blood Pressure). The federal strategies of physical activity in adults, as stipulated in the 2008 Americans Physical Activity procedure should include aerobics and muscle-strengthening activities. All of which should take 150 minutes per week, spread out between the two groups where aerobic activities would include brisk walking and muscle-strengthening includes weight-lifting and should be done less often. The aerobic activities vary as either moderate or vigorous where the more vigorous an activity, for instance jogging, less time should be taken to avoid injury. On the other hand, muscle-strengthening activities should involve each main muscle groups; on average, the latter group of activities should be carried out on at least two days each week. However, as one goes along and adapts to a routine of these activities, the time may be increased in order to attain even greater health benefits (â€Å"Activity for Adults†, 2008). In children, the guidelines state that they should undertake at least 60 minutes every day of aerobic activity such as running. For the

The threat of cybercrime is rising sharply, experts have warned at the Essay

The threat of cybercrime is rising sharply, experts have warned at the World Economic Forum in Davos. Online theft costs $1 tril - Essay Example The final section is the conclusion and recommendations, in which the issues are wrapped up and the recommendations are put forth. The recommendations are basically that more countries need to be a part of the treaty, the countries that are a part of the treaty need to have their law harmonized, and businesses need to take security measures more seriously. Introduction The advent of the Internet has brought a variety of threats, and the biggest threat is that of cybercrime. Cybercrime can be anything from hacking to copyright infringement to possession of child pornography. The European Council has attempted to address the threats by implementing a treaty that was signed by some 22 countries and ratified by 23 more. Known as the Convention on Cybercrime, this treaty sought to harmonize domestic laws for the member states, while making prosecution of cybercriminals ostensibly easier, as the offenses became extraditable and the nations agreed to work together to help one another fight these crimes. While this treaty has done some good, in that it has served as a model for other countries that were not signatories to the treaty, it has its flaws as well. One of the major flaws is that it does not encompass countries that have the most problems with cybercrime. Another flaw is that the countries that have signed the treaty or ratified it have not implemented the provisions in a uniform fashion, or at all. What this means is that cybercrime is still a problem. How much of a problem it is will be examined by looking into the UK, and assessing the damage that cybercrime has done to its economy. As the UK is a developed country that should be able to combat cybercrime better than most countries, it is a good bellwether as to how serious cybercrime still is. And the numbers are not good. 1.0 The Council of Europe Convention on Cybercrime – What it is, what it does, and its limitations 1.1 What it is The Council of Europe Convention on Cybercrime (hereinafter â₠¬Å"treaty†) was a treaty that was signed in 2001 that essentially internationalized cybercrime law.1 The treaty was necessitated by the fact that computer crime was not pursued vigorously by many countries, and this treaty attempted to address this problem by harmonizing criminal law regarding cyber crimes and commits the signatories to use their domestic laws to more vigorously pursue these crimes. 2 The provisions of the treaty were enacted in 2004, with 22 countries signing the treaty and another 23 countries ratifying it.3 While it was prepared by the Council of Europe, it was prepared with the participation of the United States, Japan, Canada and South Africa.4 It has also served as a model law for countries that are not signatories to the treaty, as these countries are using the provisions of the treaty as a guidelines for their own legislation.5 Title I of the Act essentially forces the member states to use their domestic laws to make certain actions criminal. It requir ed the parties to the convention to use their domestic laws to criminalize an individual accessing a computer without having the right to do so. It also stated that a member may require that the individual accesses the computer by breaching security with the intent to steal data or another dishonest intent.6 Hence, the treaty left it open to the signing countries – if they wanted to make their laws state that any kind of unauthorized access is

Research based behavior management system Paper

Based behavior management system - Research Paper Example Belvel (2010) argues that teachers should transit their roles from classroom managers to classroom leaders as the first step in adopting a new, better approach to classroom management. Before going any further, the importance of and need for classroom behavior management should perhaps be highlighted. According to Oliver & Reschley (2007), positive educational outcomes are better achieved in a trouble free environment. Climate of a classroom may not ensure the achievement of all educational goals, but it definitely helps in the process (Belvel, 2010). 1.1 Behavior Management in classroom Behavior management of students is today’s biggest challenge faced by teachers, especially at levels K 3-7(Partin, 2009). Teachers have the ability to influence student’s behavior both, positively as well as negatively (Partin, 2009). Research has shown that interventions in management strategies especially at K 5 and K 6 Level are very effective in behavior management and academic achievement is enhanced as a result (Abbott, et al; 2010). ... Changes need to be inducted in the teaching practices within classroom settings to ensure smooth running of any classroom (Abbott, et al; 2010). Belvel (2010) argues that teachers should transit their roles from classroom managers to classroom leaders as the first step in adopting a new, better approach to classroom management. Before going any further, the importance of and need for classroom behavior management should perhaps be highlighted. According to Oliver & Reschley (2007), positive educational outcomes are better achieved in a trouble free environment. Climate of a classroom may not ensure the achievement of all educational goals, but it definitely helps in the process (Belvel, 2010). 1.1 Behavior Management in classroom Behavior management of students is today’s biggest challenge faced by teachers, especially at levels K 3-7(Partin, 2009). Teachers have the ability to influence student’s behavior both, positively as well as negatively (Partin, 2009). Research has shown that interventions in management strategies especially at K 5 and K 6 Level are very effective in behavior management and academic achievement is enhanced as a result (Abbott, et al; 2010). 1.2 Reinforcement (and consequences) Research over the past few decades has shown clearly that reinforcement helps in maintaining class control, managing behavior of the students and yielding academic achievement (Porter, 1961; Hall, et al; 1968). Basic explanation of the process of reinforcement is one that follows a behavior, making the behavior more likely to occur again. Agents with whom reinforcement is brought about can be in many forms (Peters, 2010). Partin (2009) has suggested a hierarchy of reinforcers. The

Napoleon and Snowball (Animal Farm) Essay Example for Free

Napoleon and Snowball (Animal Farm) Essay George Orwell’s Animal Farm is an allegorical novel that reflects events such as the Bolshevik revolution, the economic reform by Trotsky the Russian famine in 1921 and during the Stalin era before the Second World War. The pigs represent the communist leadership, and the rest of the animals on the farm symbolize the different parts of Russian society and how the communist takeover of Russia affected them. Two main characters, Snowball and Napoleon (who symbolize Trotsky and Stalin), engages in a political struggle, as both of them wanted to have the power to lead all of the animals. Although Napoleon wins the struggle in the end, Snowball’s political strategy is better than the corrupted leadership of Napoleon. Snowball cares more about the living condition of the animals. Compared to Napoleon, Snowball knows the meaning of â€Å"Animalism†, which is animals are equal and it should lead the animals to a better life. Snowball is interested in reading all kinds of books to enrich his scope of knowledge to make the animals work easier. For example, he declares the windmill idea from a book of the Jones. Also Snowball is very brave; he has studied the book of Julian Caesar and successfully led through the Battle of the Cowshed while Napoleon was hiding himself in the barn. Snowball has an intelligent and friendly character. Unlike Napoleon, Snowball never forces someone to agree with his ideas. Instead, he is good at explaining how his ideas work and persuades all the animals to believe and trust his ideas. Unlike Napoleon, Snowball does not need Squealer’s help, he can do the explaining part all by himself. Napoleon has his own ways to control other animals such as the dogs and Squealer but Snowball has different way which is the committees. Snowball seems to work better within the political system. Napoleon goes around it. Napoleon, for instance, he understands the role of force in political control and uses his attack dogs to expel Snowball from the farm. Napoleon seems to have a powerful, self-centered desire for control, while Snowball seems to think of himself as a genius who should be the one to guide the farm toward success. Snowball is the only one who knows the real meaning of â€Å"Animalism†, and he is putting out true effort to make the living standard of the animals better than before, and insists everyone is equal. After the expel of Mr. Jones, the Animal Farm is supposed to be democracy, all of the animals should decide how to do things together, any one animal to rise to greater power than any other would violate that ideal, and make Animal Farm indistinguishable from a human farm. On the other hand the only thing that Napoleon thinks about is how to gain more power and personal benefit from the farm. Snowball always comes up with some long-term plans and on the other hand Napoleon can only come up with some short-term plans. In conclusion, Snowball’s political strategy is better then the corrupted leadership of Napoleon.

Slavery And Plantation In Trinidad And Tobago

Slavery And Plantation In Trinidad And Tobago Slavery and Plantations have always been linked, driven by economic objectives (Williams 1994), from the earliest period of sugarcane cultivation in the Caribbean. Despite the complexity of the events and circumstances that created this relationship, sugar growth and slavery both were booming during the relatively peaceful early years of the 18th century. The European need for sugar had been increasing, and Englands sugar demands led the pack. The British islands like TT were a mono-crop society, with few settlers growing anything but sugarcane The Business of Slavery The Triangular Trade is a term commonly used in discussions of the slave trade. Slaves would be brought from Africa to the plantations, which would send sugar and other local goods to Europe, who would in turn send goods to Africa. The goods usually sent to Africa were guns and other manufactured items because there was no industry in Africa. In the West Indian islands like TT, however, the selling of slaves was an important part of the economy. The need for more slaves was always greater than the market could provide, and the West Indian companies were opened up in the 1700s to outside trade to help provide additional slaves to colonies that produced sugar. The French encouraged this trade on their islands by exempting slaves from most import and export taxes. Life on Plantations Working Conditions: Slave Labour in Plantations the toughest season, a season of toil from sunrise to twilight, bare ankles and calves stung by cowitch, knotted muscles slashed by cane leaves that cut like straight razors, backs split open by the whip The plantation land consisted of cane-fields, provision grounds, woodland and pasture. Each planter preferred to have more than 200 acres of cane land. Provision grounds were used by the slaves to cultivate root crops, plantains and vegetables for food. The woodland provided lumber and firewood and the pasture was used for grazing cattle (Handler 1965). The cane fields had either newly planted canes or ratoons. The ratoons were new shoots growing from old cane roots which were left in the ground after a previous crop of cane was harvested. Usually a ratoon field was less productive. A typical sugar estate had factory buildings such as the mill, boiling house and curing house. Around these factory buildings there were other smaller buildings and sheds in which, blacksmiths, wheelwrights, carpenters, masons, coopers and other artisan slaves worked. There would also be a small hospital for sick slaves, and a small jail which kept slaves who were being punished. There were storage rooms for tools and supplies and sheds which sheltered livestock or stored cane trash or bagasse which was used as fuel. Not far from the factory buildings were small houses in which the European managers and supervisors lived. They were generally overseers, book-keepers, skilled craftsmen and office staff. In the biggest house lived the estate owner. The slave quarters were some distance away from the homes of the managers. A work day consisted of 15-16 hours a day, during harvest time and, could go on during harvest and milling for 16-18 per week 7 days a week and according to Stampp (1956) the slaves were given the task to prepare the land for planting. Their normal working day began before daybreak and ended after sunset. They cleared the grass and bushes by weeding and burning (children between the ages of six and ten might be active as water carriers while children between the ages of ten and twelve were organized into gangs and put to weeding). Cane holes were dug and into these cane tops were planted. As the cane grew, gangs of slaves manured the field and weeded bushes that sprang up around the cane plants. Female slaves did much of the weeding and the manuring. After 12 to 15 months the cane was now mature. The field was set afire to burn off the leaves from the cane stalks and at the same time to get rid of snakes which lived there. The field slaves, using cutlasses, then cut the cane stalks, packed them in bundles and loaded them on to ox-drawn carts which transported them to the mill. At the mill, the cane was crushed and the juice flowed through gutters to large metal containers. The cane trash was removed and stored for use as fuel for the boilers. The juice in the large containers was clarified by heating and the addition of a small quantity of lime. This clarified juice was then ladled into a copper boiler in which it was boiled. After a while, the juice from this copper boiler was ladled into a smaller boiler and was boiled again and then still further in a yet smaller boiler. By then, it had changed into sticky syrup which was allowed to cool, and then poured into wooden hogsheads standing on beams in the curing house. Through small holes at the bottom of the hogsheads, molasses seeped out and was collected in containers set below the beams. After about three weeks, the remaining syrup in the hogsheads crystallised to form sugar. The sugar remained in the hogshea ds which were later packed into ships for export to Europe. Some estates also manufactured rum by fermenting juice from the first boiling and about the same quantity of molasses. Almost all of this specialised work carried out in the manufacture of sugar and rum was done by skilled artisan slaves who were highly valued by their owners. During the milling season, slaves worked in shifts throughout the day and night. Even after the crop season was over, the estate owner did not allow his slaves to be idle. The fields had to be prepared for the new crop, weeding and manuring of the ratoons had to be done, and repairs to drainage and irrigation canals, fences and buildings had to carry out. Work was even found for children from the age of six years old. They collected firewood, cut grass to feed farm animals and fetched drinking water to slaves working in the fields. The plantation owners did not want their slaves to involve themselves in idle conversation since they felt that the discontented slaves may use the occasion to plot rebellion. Punishments While each plantation had its own set of social, religious, and labour codes, all had the basic format for an instilled hierarchy in which the slave master reigned as gad. He maintained the element of slave misery, by controlling the degree of pain (Starobin 1974). Treatments were given such as mutilation, branding, chaining, and murder which were supposedly regulated or prohibited by law. Whippings, beatings, drownings, and hangings were as unpredictable as they were gruesome. It was clear to plantation owners that slavery could not survive without the whip (even though owners were forbidden to deliberately kill or maliciously mutilate a slave). Males and females were whipped indiscriminately. The severity of whipping depended on the number of strokes to the type of whip. Fifteen to twenty lashes were generally sufficient, but they could range much higher. Other items used for punishments included stocks, chains, collars, and irons. It was also commonplace that women could be raped by the owner of the plantation, his sons or, any white male. Methods of Control The White plantation owners in TT used various methods to maintain complete control over their slaves. Their principal method was that of divide and rule. Members of the same tribe were separated on different plantations to prevent communication between them. The aim behind this was to prevent any plans to rebel if they were together. This separation, however, created a problem of communication, since the plantation would have different groups of slaves speaking different languages. Therefore, the planters had to find a way to communicate with their slaves. Soon a new language, known as Creole, developed and this became a common tongue among the slaves. When the British took control of the twin islands in the nineteenth century, English words were injected into the language and it became the basis of the Creolised language. Slaves were also prevented from practising their religions. Quite a few slaves were Muslims while many others had their own tribal beliefs. But since the Christian planters saw non-Christians as pagans, they made sure that the slaves could not gather to worship in the way they were accustomed when they lived in Africa. Later Christian missionaries were permitted on the plantations and they were allowed to preach to the slaves on Sundays. In time, many of them were converted to Christianity; it was the general feeling that the converted slaves became docile and was not willing to support rebellion on the plantations. Another means of control was the creation of a class system among the slaves. Field slaves formed the lowest group, even though some of them had special skills. The lowest ranking slaves, the backbone of the plantation economy, were the field slaves. The field slaves were divided into gangs according to their physical strength and ability, with the strongest and fittest males and females in the first gang. The incentive used to encourage hard work, was lashes of the cart whip, which were freely administered by the drivers, who were privileged slaves under the overseers supervision. Higher up the slave hierarchy were the artisan slaves such as blacksmiths, carpenters and masons, who were often hired out by the planters. These slaves also had opportunities to earn money for themselves on various occasions. Still higher up in this class system were the drivers who were specially selected by the White planters to control the other slaves. The domestic or house slave had a special place in this arrangement, and because they worked in the masters house and sometimes receiving special favours from the master, they held other slaves in contempt. Usu ally, the slaves in the lowest rung of this social ladder were the ones who rebelled and often domestic slaves were the ones who betrayed them by reporting the plots to their master. Then there were divisions based on colour. In the early days, it was relatively easy for a pure African to rise to the level of a driver. But mixtures occurred through the birth of children as a result of unions between White men and black women (mulatto), White men and mulatto women (mestee) and mulatto men and black women (sambo). Some slaves of succeeding generations thus had lighter complexions, and the White planters discriminated in favour of them. These slaves with White fathers or White relatives were placed in positions above those of the field slaves. This was the beginning of colour discrimination in the Guyanese society. Of course, in all of this, the Europeans the Whites occupied the highest rung of the social ladder and they found willing allies among the mixed or coloured population who occupied the intermediate levels. The pure Africans remained at the lowest level Women and Slavery in the Plantations According to Bush (1990; 33) the primary reason for the presence of women in TT during the time of slavery was due to their labour value. In the early days of slavery, plantation owners attempted to produce healthy patterns of reproduction and encourage marriage, but found it was economically illogical to do so. Instead, it was more profitable to purchase new slaves from Africa (until the continued supply of female slaves being delivered from across the Atlantic was threatened by abolitionist pressure in the eighteenth century). Girls worked on estates from the early age of four. Occupations for girls between the ages of 12-19 varied from field work, to stock work, to domestic work, to washing e.g. clothing, dishes, etc. ( Reddock 1985 pg. 64 ), . Other forms of work for mature women included midwife, doctoress, and housekeeper. European plantation owners generally regarded most slave women as suitable for field work, which consisted of jobs such as digging holes for canes, weeding, and hoeing. In Jamaica, the majority of women between the ages of 19 and 54 were working in the fields. By the late eighteenth and early nineteenth century, there were more women working in the field than men due to their lower mortality rates. Despite the common stereotype whereby men are stronger and more physically capable than women, it can be argued that women were as important, if not more important, to field work during the period of slavery in TT. The importance of women in the plantation economy is reflected in the price of female slaves between 1790 and the end of the slave trade. The price for a new male slave was approximately  £50- £70, while the price for a new female slave was approximately  £50- £60. (Bush, 1996:33) Apart from occupations such as doctoress, midwife, and housekeeper, which were considered to be higher employment positions for slave women during the time, the slave elite was nearly entirely made up of men. Women were confined to fighting for lower positions in the socio-economic hierarchy and were always excluded from the more prestigious and skilled jobs (i.e. carpentry). Among the limited amount of occupations available to Trinbagonian slave women, the most prestigious job was found to be nursing. One way in which women slaves would occasionally amass income and resources for themselves was through sex trade (Morrissey 1989 pg. 69). This was a common way for women slaves to save money for freedom, particularly in the eighteenth and nineteenth centuries in TT. The majority of enslaved domestic workers in towns were expected to support themselves through prostitution. Culture of Slavery and Plantation life Home Plantation slaves were housed in slaves cabins. Small, rudely built of logs with clapboard sidings, with clay chinking. Floors were packed dirt. They were leaky and drafty and the combination of wet, dirt, and cold made them diseased environments. On the plantation, the slaves were housed in buildings which were some distance away from the masters house. Most of these slave houses had thatched roofs and walls of old boards or of wattle and mud. The floor was the earth itself and there were no furniture except some rudimentary pieces that the slaves managed to make. Clothing Slaves were not well-clothed; they had inadequate clothing for people engaged in heavy labour all year. Children would dress in long shirts. Men possessed little besides with two shirts and two cotton pants. Women were provided with an insufficient amount of cloth and made their own clothes. The cloth was cheap material, produced in England that was dubbed Negro cloth. The slaves also obtained a clothing allowance roughly every year. The men received a coarse woollen jacket, a hat, about six yards of cotton, and a piece of canvas to make a pair or two of trousers. Women received the same allowance as the men, but children received none. The children remained naked until they were about nine years old, or were given cast-off clothing that their parents managed to find or were able to purchase. Food The food was generally adequate in bulk, but imbalanced and monotonous. Typical food allowance was a peck of corn meal and three to four pounds of salt pork or bacon per week per person. This diet could be supplemented by vegetables from their gardens, by fish or wild game, and molasses (not usually). The slaves prepared their own food and carried it out to the field in buckets. While the slaves were provided with certain foodstuffs by the master, they raised their own subsistence crops of vegetables, plantains and root crops on small garden plots that the master allowed them to use. However, they could only do their personal farming on Sundays when they had no work on the plantation. They also took the opportunity to fish on Sundays in the nearby canals, the rivers or the ocean. Each adult slave was given one pound of salted cod fish every Sunday by the plantation owner. The salted cod fish was imported from North America. A child slave was given a smaller allocation. On special Chr istian holidays, there was an additional allowance of about a pound of beef or pork, some sugar and a quantity of rum. Religion The general view held by the plantation owners was that the African slaves did not hold to a system of beliefs that could be described as a religion (Mbiti 1969). At best so the members of the plantocracy and the church that served them felt their beliefs amounted to nothing more than heathenish superstition. Not a few of them, perhaps, felt that the Africans were incapable of religious sentiment. But the Africans held religious beliefs derived from their homeland. It may be useful to note that some of the slaves, particularly these who came from the Fula-speaking area of Senegambia, were Muslims. The practice of the planters of separating tribesmen from one another, and of discouraging the assembling of slaves for any purpose whatsoever, was not calculated to allow Islam to survive. Again, the small number of African Muslims that came to plantations in TT lacked the leadership of Imams and the possession of the Quran. Then, too, the plantation life did not lend itself for long pra yers at fixed times, worship on a set day, fasting at prescribed periods, or feasting on holidays which did not coincide with those observed by the plantocracy. On the other hand, indigenous African religious beliefs, which became labelled as obeah, survived the difficulties of estate life. But these beliefs underwent significant changes although they remained clearly African in structure (Saraceni 1996). Three factors were mainly responsible for these changes. In the first place, African religious ideas were capable of modification in response to the new circumstance of estate life. Secondly, the practice of African religion was frowned upon by estate authorities. This meant that the religion could only be practised secretly and irregularly. The result has been that some aspects of African religious practices withered away while others lost their nationality and language and became garbled. Thirdly, the exposure to Christianity led not only to the conversion of Blacks to that religion, but also to the overlapping of African and Christian beliefs. Free Time Except for earnings enjoyed by the artisan slaves, most of the slaves depended on obtaining money by selling surplus produce from their provision grounds and also the sale of livestock that they reared. On Sundays, village markets were held and the slaves seized the opportunity to barter or sell their produce. On these occasions the slaves made purchases of a few pieces of clothing and other items for their homes. The Sunday markets were also occasions when slaves from different plantations were able to socialise and to exchange news and pieces of gossip. There were also times of recreation. These were usually at the end of the crop and at Christmas and on public holidays when the slaves were allowed to hold dances which had to end by midnight.