Fashion Design Research Paper Example | Topics and Well Written Essays - 1500 words

Fashion Design - Research Paper Example The paper "Fashion Design" analyzes the Role of Fashion Designers. Fashion design is the field of art that deals with application of aesthetics, design or natural beauty on clothing and accessories. The creation of clothes, and other lifestyle accessories, is the principal activities involved. It is mainly influenced by culture and social relationship and circles hence its variation over time and place. All the different kinds of people and personality are served by varied elements of fashion design. This is in terms of the detail, techniques and finish to be applied. Carr and Pomeroy provide the steps involved in garment production. They begin by stating that fashion designers are the professionals who are involved with the every detail of the process that introduces a new fashion into the public domain. However, the first process begins with creating a basic design. This step is followed by the creation of a card design to establish that all pieces of the fabric fit well together. The final garment can then be created in accordance with the card pattern after all pieces are properly assembled. It involves the selection of appropriate materials that include buttons, zippers, as well as the selection of the suitable colors. At this point, the designer decides whether to show the clothing in a collection, modify or reject it (1992). Additionally, the fashion designer is involved in a fashion show, which is executed by selecting models, arrangement of garments in the collection.

Business Task 2 on reflection Essay Example for Free

Business Task 2 on reflection Essay UAE otherwise known as United Arab Emirates is amalgamation of 7 Emirates namely Umm Al, Quwain, Ras Al Khaimah, Ajman, Sharjah, Dubai, Abu Dhabi, and Fujairah. UAE is the second biggest Arabian Middle East economy. The United Arab Emirates is the number 3 biggest in this region in crude oil exporting, following Iran and Saudi Arabia. It possesses the number 6 biggest recognized conservative crude oil reverse and the 5th biggest natural gas reserves. The swift growth in demand of water and electricity has generated the necessity to appraise unconventional power generation sources. In the year 2008, the United Arabs Emirates produced energy white paper on study of energy that confirmed that nuclear power to be environmentally friendly and safe alternative which would increment the prevailing plants of power in accomplishing increasing energy requirements. 2.1 Objective of this study accomplishment                The objective of this study of examining whether ownership structure matters for the performance of firms in United Arabs Emirates was achieved. Empirical evidence suggests that privately held firms tend to be more efficient and more profitable than publicly held firms. This shows that ownership structure matters. The question now is how does it affect firm performance? This question is very important because it is based on a research agenda that has been strongly promoted by La Porta et al. (1998; 1999; 2000). According to these studies, failure of the legislative framework to provide sufficient protection for external investors, entrepreneurs and founding investors of a company tend will maintain large positions in their firms thus resulting in a concentrated ownership structure.                  This paper aimed at looking at whether ownership structure has an impact on firm performance in UAE. This region has witnessed significant economic growth over the last few decades. The region is also facing turbulent times with respect to corporate governance practices, resulting in poor firm performance. Corporate governance issues are not limited to the Gulf region. From a global point of view, corporate governance has witnessed significant transformations over the last decade (Gomez and Korine, 2005).                The data that is used in this study includes 362 non-financial listed firms during the period of 2006-2011 from Thomson one banker, Thomson.com, DataStream and annual report. Panel data is used to analyse the impact of ownership structure on firm performance number of independent directors on the board are controlled for. The different types of ownership structure that are included in the study are: managerial ownership, family ownership, government ownership, institution ownership, foreign ownership and concentrated ownership. Evidence personal learning and development 1.0 Effects of structure on firm performance                  It is indisputable, managerial ownership, Chairman own share, institutional investors, corporate total own, institutional owner domestic and corporate foreign all have positive effects on firm performance. The evidence is also consistent with theoretical and empirical arguments. On the contrary, When Return on Assets (ROA) is used as a measure of performance; the evidence shows that government ownership has negative effects on firm performance in United Arab of Emirates oil firms. Therefore, performance of United Arab of Emirates oil companies is affected by government ownership.                  The relationship between performance and ownership structure also differs for firm specific variables such as leverage, GDP growth and firm size. When the Tobin’s Q is used, the relationship is negative for leverage, GDP growth and firm size. The negative and significant impact of firm size on firm performance when Tobin’s Q is used can be attributed to the fact that large firms have limited investment opportunities, which limit their potential to grow and make profit. Surprisingly, the impact of GDP growth is significantly negative. However, when ROA is used, we did not find any significant relationship with firm performance in United Arab of Emirates oil firms.                   This study also shows that there may be a necessity to motivate policy makers of United Arab of Emirates oil firms to ensure that banks practice the mechanisms of corporate governance effectively. This practice should be compatible for the business environment of United Arab of Emirates oil firms, whereas adopting the same governance standards in order to ensure unification of disclosure level among the banks. It is expected that the best practice of the corporate governance characteristics will contribute to improve efficiency, effectiveness and monitoring in the Islamic banks of UAE. Therefore, this can only be applied by developing the regulatory and compelling frameworks.                  In the last 4 decades, researchers have believed that there is a connection between the firm performance and the ownership structure. In this regards, there has been publications of many studies on different markets to inspect this relationship. This connection between performance and ownership structure dates back to empirical study of Mean and Berle in the year 1932 that got that the weakness of shareholding in a negative way influence the performance of affirm via an inverse relationship. Generally, the number of well-developed policies and the present legal systems are poorly developed in the markets that are emerging. These new markets, according to most analysis studies, lack protection for their creditors and shareholders (La Porta, 1999). 2.0 Ownership structure in relation to firm performance                  The issue as to whether ownership structure matters for the performance of firms has been an important subject of debate in the finance literature. Empirical evidence suggests that privately held firms tend to be more efficient and more profitable than publicly held firms. This shows that ownership structure matters. The question now is how does it affect firm performance? This question is very important because it is based on a research agenda that has been strongly promoted by most researchers in economics. According to these studies, failure of the legislative framework to provide sufficient protection for external investors, entrepreneurs and founding investors of a company tend will maintain large positions in their firms thus resulting in a concentrated ownership structure. This finding is interesting because it implies that ownership structure can affect the performance of the firm in one way or the other. It is indisputable; the lack of regulations in corporate governance gives managers who intend to mishandle the flow of cash for their own personal interest a low control level. The empirical results from the past studies of impacts of ownership structure on performance of corporate have been inconclusive and mixed up. References Gomez, P.Y. Korine, H. 2005, Democracy and the Evolution of Corporate Governance. Corporate Governance, 13, 739-752. La Porta, R., L. et al. 1999, Corporate ownership around the world. The Journal of Finance, 54(2), 471–517. Source document

Marketing Strategies For Toys 4 U Marketing Essay

Marketing Strategies For Toys 4 U Marketing Essay India, is one of the oldest civilizations in the world. Its rich traditions embedded in the very core of common Indian man, and its large cultural diversity are well known worldwide. The Indian toy industry, as old as this nation itself, has been nurtured and enriched under this intellectually rich background. Indian toys, which are manufactured all over the country, reflect the Indian cultural diversity in the range of items manufactured. India has expertise knowledge regarding toys making , gone are those days were people used to say India is underdeveloped country but now India has developed a lot from the past and started using all new kind of technologies with innovative ideas. The toy industry emphasises on Play with Safety and Learning. II ) A BRIEF HISTORY OF OUR COMPANY : We had a humble beginning in 1978, as a small scale unit U R TOY established at Raichur, a small town in Karnataka(India) by using local raw materials and procuring some vital inputs from Hydrebad, a capital city of Andra Pradesh, a neighbouring state. We employed 9 workers, 4 being women. Initially we marketed our products in our town and neighbouring areas within the vicinity of 100kms. A year later our products were known to the customers in the state of Karnataka and gradually we moved into the neighbouring states and then the entire nation. The Govt of Karnataka recognised our company and honoured us as one of the Best Entrepreneurs of Karnataka which motivated us to enter the national market. By the turn of the century, our company in order to expand, has renominated the Board of Directors, restructured the personnel by appointing designers, researchers, marketing experts, quality control department was also established and marketing strategy was reoriented to suit the need of the hour. For effective production and marketing and business promotion we moved to Mumbai, the Business City of India. Our companys name was changed as Toys 4 U pvt ltd. After moving to Mumbai our business expanded domestically and also overseas. The demand for our toys increased rapidly in leaps and bounds as a result of offering good quality and renovated products. Our neighbouring countries like Srilanka, Pakistan and Bhutan were impressed and our minds opened for International penetration. Our company manufacturers toys from diverse raw materials like plastic, wood, rubber, metal, textile etc different kinds of products like Wooden toys, Teddy bears, Police patrol, Military patrol , Trick stuffs, Boats, Automobile and Locomotive, our automobile include Action set, Pop-up boats, Coin banks, Science fiction, Toy bank,  wolf, Letter box, Huge boats, Mini recycle, Recycled Extra space, Balls, Kit bags, Floor ludo, Trick lock, Puzzler, Magic box, Shock diary, WWE champions toys, Adventurous toys, Robots, Remote control cars and bikes and many more. Our company is making use of Indian skills of master craftsmanship and creative designing and predominantly labour intensive. Our strong points are skilled work force, diverse range of products, focus on innovation and creativity with emphasis on learning and education. being a leading and long established toy making company in India which has major share in domestic and asian toy market, wishes to go global with special penetr ation into the UK toy market, with our high reputation and goodwill in the national and asian market, where we have treated our customers as kings and offer them high quality products at a justified price, without exploiting the customers. We wish to convert all our research findings and also production expertise wish to manufacture innovative and eco-friendly toys and offer them at the UK toy market. III ) MARKET EXPANSION: Now we are more focused to export our products to UK. UK comprises of 4 Main countries viz: 1)England 2)Scotland 3)Wales 4)Northern Ireland. United kingdom or Great Britain is located in Northwestern coast of continental Europe. It is a unitary state consisting of four countries England, Northern Ireland, Scotland and Wales U.K. has a Constitutional Monarchy System . The head of the state is Queen Elizabeth 2. It is a developed country with one of the largest economies in the world- (www.friendzline.com). Data UK England Scotland Wales Northern Ireland Area (km2) 242,514 130,281 77,925 20,732 13,576 Population* 59.8 50.1 5.1 2.9 1.7 (millions) (www.friendzline.com) Our Company wish to reap the benefits of globalisation as participating, in international business is easier, safer and also profitable. Our Government has been promoting exports of toys to our trading partners, the UK being one. The Sports Goods Export Promotion Council (SGEPC), a Government of India sponsored organisation looks after the promotion of exports of Indian toys from India. With our Price competitiveness, quality and Innovative products, we have a strong belief to have effective penetration into the UK market and assured promising future for our toys. The response we received from the visitors at Spielwarenmesse International Toy Fair, the largest toy fair shows in the world, held at Dubai recently has boosted our morale to go international and the feedback we received from the visitors was very positive and our mission to offer toys of global standards was achieved. Hence, we piously hope that our entry into the UK market will yield bountiful results. Our company by going global, can benefit from economies of scale, division of labour and specialisation , extended marketing will help us to spread our risk and also make best use of advanced transportation and communication. as both The UK and India being members of the WTO and staunch followers and staunch believers of globalization philosophy, our company will definitely benefit by spreading our wings into the UK. IV ) ECONOMIC FACTORS WHICH WILL HELP US TO ENTER THE UK MARKET. The buying power of a Britisher is far better than Indian, hence marketing our products will not be a problem. The toy market will be favouring our products as the macro economics variables are showing a positive potential growth, of the entire UK market. The exchange rate stability between Pounds and Rupees is a sign of assured profits for our company and customers in the UK are offered at stabilised prices. As a true follower of WTO norms, both the countries trade policies are not vindictive against each other. Customs imposed on exports and imports will not have remarkable effect on the sale of our toys in the UK. Historically, our country was a colony of Britishers and there has been a lot of exchange taking place in terms of our culture, tradition, and heritage. English is part of our life, hence language barrier is not a major hurdle in pursuing ourselves into the UK market. The International property Rights has assured our brands a safe and smooth sale in the UK market. Thanks to TRIPS(Trade Related Intellectual Property Rights).There is no corruption, nepotism, red tapism which is very important area of cost cutting for our products. Clean and Transparent administration in the UK, efficient bureaucrats and sensible trade transactions, the political stability and political will for stronger trade ties with India is an added booster dose for our company to enter the UK market. The needs of our home market and the UK market are to some extent may vary, as the maturity level of British children are at comparatively lower age, our products must cater to these needs. The UK market is more competitive as top toy makers of the world already in the market. The customers preferences changes very quickly when compared to Indian market preferences. So we must cater to these changes and also we wish to break the products homogeneity. For ex:- Robot toys with command sensors may prove to be a better product for the children of the UK. We should be aware of our competitors product strategy and offer novel products at buyers price without affecting our profits and we should go slow with penetrating pricing to have a say and stay in the market. We are also aware of the need for price cutting if need arises, as we want to grow slowly in our new marketing destination like rural and semi urban areas. V ) TOYS 4 U S MARKETING SRATEGIES ON 4PS OF MARKET. 4 Ps of Marketing- Product Price Promotion Place. Product- So here the product is Toys, our company has many innovative ideas to restructure these toys and attract the customers as much as we can and have an ability to top the chart. We are more concerned about customers needs and wants. Price- Our company is not much aimed to get huge profits, our main aim is to satisfy the customers by rendering them good service with good quality toys. Price varies from one toy to the other but the price of toys is not that expensive, all class of people can afford and buy our products. We try our best to exceed customers expectation and customer satisfaction will be far more than the price they pay for our toys. Promotion- Our Company wish to promote our products through effective Advertising, Direct Marketing, Sales Promotion and Publicity. As we are making our maiden effort in selling toys in the UK market, it is very important to make our product known to everybody in the UK market, which can be done through advertising our products in all means possible. T.V ad is the best way to make the customer know about our company and our toys, more funds are allocated for this area. Advertising about our company and toys in magazines, newspaper and radio is also a important area to create awareness about our product. Direct and net marketing where we will directly contact the customers by telephone, e-mail, newspaper and magazines, will add to promote sales of our products. Place- Our Company is very keen that all the customers in the UK must get our products at their doorsteps, Among all the four Ps which I have discussed above plays a vital role in reaching the customers easily and quickly, Our toys can be bought in all super market, departmental stores and big malls all throughout the UK and even our company wants to exploit untapped markets ( Rural areas, semi urban areas remote and inaccessible areas) VI ) HOW IS FRIENDLY WITH CUSTOMERS. Above all our mission is to keep our customers safe and secure. Toys 4 U manufacturers are very much keen regarding environment, so we are manufacturing eco friendly toys which will not harm the environment. All complaints and suggestions are honoured. Best satisfaction is rendered to all the customers, Customer is a king in the market we the manufacturing units are their saviours. Our team is dedicated and honest to provide A class customer service. Our team strives to find out customers difficulties and problems. Our service to the customers is 24/7 with a toll free number 1800-123454 and e-marketing to solve problems online for the benefit of the customers. Customers can feel free to return the product back if they are not happy with a valid cash paid bill. VII ) SWOT ANNALYSIS OF TOYS 4 U. Strengths- à ¢Ã¢â€š ¬Ã‚ ¢ Our Toys 4 U manufacturing unit in Mumbai (India) is the largest toys manufacturing and selling unit in the nation. à ¢Ã¢â€š ¬Ã‚ ¢ More than 350 trusted employees. à ¢Ã¢â€š ¬Ã‚ ¢ Our Company is serving since 1978 which is the positive point, 32 years old company with lots of expertise knowledge in toys field. à ¢Ã¢â€š ¬Ã‚ ¢ It has been popular brand among the people in India and other asian countries. à ¢Ã¢â€š ¬Ã‚ ¢ Our manufacturing company is eco-friendly Save Earth Save People. à ¢Ã¢â€š ¬Ã‚ ¢ Customer service is A-1. à ¢Ã¢â€š ¬Ã‚ ¢ All our customers are guaranteed with new, different toys and renovated toys. à ¢Ã¢â€š ¬Ã‚ ¢ People can order or purchase our products online through www.toys4u.com Weakness- à ¢Ã¢â€š ¬Ã‚ ¢ There are some obsolete and worn-out equipment. à ¢Ã¢â€š ¬Ã‚ ¢ It is difficult to capture and dominate the foreign market. à ¢Ã¢â€š ¬Ã‚ ¢ It is hard for the company to gain the No. 1 position in the market. Opportunities- à ¢Ã¢â€š ¬Ã‚ ¢ Arrival of new technologies à ¢Ã¢â€š ¬Ã‚ ¢Ã‚  Manufacturing and Marketing of  existing product in current and new markets. à ¢Ã¢â€š ¬Ã‚ ¢ Joint ventures and mergers with other companies help us to capture international market. Threats- à ¢Ã¢â€š ¬Ã‚ ¢ Keen and tough competition in the market from Hal-mart, ToysRus, Amazon and others. à ¢Ã¢â€š ¬Ã‚ ¢ Tariffs and taxes keep on changing. à ¢Ã¢â€š ¬Ã‚ ¢ New player entering into the market. à ¢Ã¢â€š ¬Ã‚ ¢ Television, Computer games, online games and networking sites like Face book, Twitter and Orkut may divert the interest towards toys. à ¢Ã¢â€š ¬Ã‚ ¢ Japanese and Chinese companies manufacture low cost toys and export those in different part of the world. à ¢Ã¢â€š ¬Ã‚ ¢ Increased trade barriers, new rules and regulations. pvt ltd. VIII ) CONCLUSION The success of an entrepreneur depends on his commitment to his enterprise. We are committed to our business and our success story hitherto is a motivating force towards achieving our business goal of having a strong stay in the UK toy market. We have tried our best to understand what the UK customers needs are and how best the UK market has to be catered to, which will also be our top business priority. In converting our dreams into reality we wish to follow a practical approach and reach the destination of the sustained stay in the UK market and gain the confidence of the UK customers. IX ) REFERENCES. Toy market, (2010), available online from the source (www.friendzline.com), [accessed on 28th October 2010]. Toy images,(2010),available online from the source (www.google.com),[accessed on 27th October 2010].

Essays --

In 1803, Thomas Jefferson, the president of the United States of America at the time, acquired an enormous amount of land from France in what would later be dubbed the Louisiana Purchase. The newly received land covered about 828,000 square miles and it was bought for roughly 15 million American dollars. In basically doubling the United States land, a simple 15 million for the land is considered one of the most rewarding political trades made in history. Previous to American ownership, France controlled this land for most of history with Spain having it for several years as well. France is documented to have held the land from 1699 to 1762 when it gave the territory up to Spain who was an ally at the time. However, under Napoleon Bonaparte’s reign, France recaptured it in an effort to create a global empire. Jefferson, however, realized the potential of the land west of the Mississippi and additionally the area of New Orleans. He arranged a settlement with Napoleon to fund Fra nce $15 million on their home front in return for the land of the purchase, which the French leader agreed to. Jefferson identified Napoleon’s desperate need for capital at the time, as the war versus Britain in Europe was on the brink of occurring as well as a French slave revolt in Haiti during the early 1800’s. Napoleon recognized this as well and gave up on ambitions for a secondary North American empire. In retrospect, this acquisition was incredibly beneficial to United State’s expansion and now the massive amount of land encompasses all or part of many U.S. states and a pair of Canadian provinces. The modern day states with all or sections of their area within the purchase include; Arkansas, Missouri, Oklahoma, Kansas, Iowa, Nebraska, Minnesota, North ... ...ht the land from France it was agreed upon that the land extended as far as the 50th parallel. In the Anglo-American Convention of 1818, however, the land from the 49th parallel to the 50th was traded to the British in a deal for the Red River Basin, which is located just under the 49th. Much further south, the southeastern boundary of the Purchase was rather ambiguous as well. The United States wanted the land until the Perdido River and Spain wanted it as well. The United States truly just wanted the whole region and passed the Mobile Act in 1804, which recognized the western sections of Florida as part of the United States’ land. True resolve would only be found in the aforementioned Adam-Onis Treaty of 1819, with Spain. In this treaty, the United States really made further progress in defining boundaries and making their newfound lands as expansive as possible. Essays -- In 1803, Thomas Jefferson, the president of the United States of America at the time, acquired an enormous amount of land from France in what would later be dubbed the Louisiana Purchase. The newly received land covered about 828,000 square miles and it was bought for roughly 15 million American dollars. In basically doubling the United States land, a simple 15 million for the land is considered one of the most rewarding political trades made in history. Previous to American ownership, France controlled this land for most of history with Spain having it for several years as well. France is documented to have held the land from 1699 to 1762 when it gave the territory up to Spain who was an ally at the time. However, under Napoleon Bonaparte’s reign, France recaptured it in an effort to create a global empire. Jefferson, however, realized the potential of the land west of the Mississippi and additionally the area of New Orleans. He arranged a settlement with Napoleon to fund Fra nce $15 million on their home front in return for the land of the purchase, which the French leader agreed to. Jefferson identified Napoleon’s desperate need for capital at the time, as the war versus Britain in Europe was on the brink of occurring as well as a French slave revolt in Haiti during the early 1800’s. Napoleon recognized this as well and gave up on ambitions for a secondary North American empire. In retrospect, this acquisition was incredibly beneficial to United State’s expansion and now the massive amount of land encompasses all or part of many U.S. states and a pair of Canadian provinces. The modern day states with all or sections of their area within the purchase include; Arkansas, Missouri, Oklahoma, Kansas, Iowa, Nebraska, Minnesota, North ... ...ht the land from France it was agreed upon that the land extended as far as the 50th parallel. In the Anglo-American Convention of 1818, however, the land from the 49th parallel to the 50th was traded to the British in a deal for the Red River Basin, which is located just under the 49th. Much further south, the southeastern boundary of the Purchase was rather ambiguous as well. The United States wanted the land until the Perdido River and Spain wanted it as well. The United States truly just wanted the whole region and passed the Mobile Act in 1804, which recognized the western sections of Florida as part of the United States’ land. True resolve would only be found in the aforementioned Adam-Onis Treaty of 1819, with Spain. In this treaty, the United States really made further progress in defining boundaries and making their newfound lands as expansive as possible.

Health Lesson Plan Life, Loss, and Relationships

Teacher pacing will vary depending upon the students' ability to grasp the material. Repeat, rephrase, and review material to ensure student comprehension. Teachers must be motivating and enthusiastic. Students respond well to verbal praise and your enthusiasm. Teachers must use firm and consistent behavior management techniques. Make sure that students are seated in their assigned seats. Group C seating chart is posted on the wall as you enter the door. (right hand side of the door) Students explored interpersonal relationships in their 7th grade Health class (developing and maintaining).Currently in their Language Arts class, students are exploring the topics of loss and interpersonal relationships. During this exploration they have read/ viewed/discussed: the novels Tuck Everlasting, by Natalie Bait and Bridge to Terrestrial, by Katherine Paterson, several short stories from the text Chicken Soup for the Teenage Soul, by Jack Canfield, and the film The Last Lecture, by Randy Bausc h. Today's lesson will be an interdisciplinary presentation that will encompass the material that they have studied in their Language Arts class.Therefore, students will build upon prior knowledge of loss and interpersonal relationships that they aimed in their 7th grade Health class and current 8th grade Language Arts class. In their Language Arts class, several of the students discussed their experience with the death off relative, friend, or pet, and the impact of this loss on their life. Those students who have not personally experienced the death of a person have exposure based upon the impact of a death in a movie or book, or of a TV character.Today's lesson will require them to examine other types of losses they have experienced which were not related to death, as well as the impact of these losses upon their relationships and lives. The students will examine the concept of loss of the assumptive world today and share emotions that are associated with loss. This lesson lays t he foundation for an in-depth week of the examination of loss and leads into the suicide prevention and bullying units.As such, teachers must be prepared to address sensitive personal issues, as well as make the appropriate referrals to the guidance department regarding potential or current student concerns/ apprehensions. Observe students closely while you are presenting the lesson and allow students that appear overwhelmed due to a recent death, to leave the room. These students may report to the guidance office. The guidance counselors are aware of this possible situation and are available to assist students.The class consists of 25 students and reflect the following demographics: 15 girls ( 5 girls have PEPS) 10 boys (3 boys have Peps) 2 students with Autism (Mary and Jack) Mary and Jack may need you to re-explain information and directions. They both have limited comprehension but are capable of completing exercises with assistance. Ask them to repeat the directions and summari ze the material after you review it with them. Check to make sure that they are completing the exercises correctly. 2 students with ADD (Tom and Jim) Make sure these students are seated in their assigned seats at the front of the room.Give each student a stress ball to hold during the class lecture and activities. (They should not play with the ball and they will return it before leaving. ) Also, allow them to pass out or collect papers and materials when possible. Being a helper is an affective incentive for helping them to stay focused on the lesson. This also gives them an opportunity to move around in an orderly fashion. However, they will do well even if that don't have many opportunities to move. Just make sure that they are seated in their assigned seats and have their stress balls. Student who is a diabetic can) Jan may request to visit the health room. Please allow her to leave immediately. Upon returning to the class, Jan should work on the current class work. Missed assig nments can be made up before the period ends or during the next class period. Remind Jan that she may also complete work in the Special Education office during her lunch period or after school. 1 student with limited writing ability (Alice) Allow Alice to type BPCS, Ecru, and essays on the computer. Make sure that he receives the modified worksheet and class notes that are labeled with her name for other class assignments. For some assignments, such as group work, Alice will not require a modified worksheet. She will not be the designated writer for the group activity. She is an excellent speaker, and will serve as the group presenter. Check to make sure that she performs this role in the group, when appropriate. 1 student who has a Behavior Intervention Plan(Blip) (Sam) Sam will often become bored and/or non-compliant and throw items on the floor. Give him a verbal warning if he exhibits this behavior. He is a very intelligent young ND is capable of performing the assignments witho ut exhibiting this kind man of behavior.In accordance with his BPI, if he continues to exhibit inappropriate behavior or is non- complaint after the verbal warning, send him to the main office immediately. Also, make sure that he is handling the art supplies appropriately. Review the accommodations folders. Give students the opportunity to access accommodations noted on their Peps. If the student does not want to utilize their accommodation, allow them to complete the assignment in class. Please document this information. Goals, Objectives, Key Focus Questions Goal(s): MASC. 1. : Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness. FPS HE. 800. 10: Students will gain knowledge and skills that lead to an understanding of self and one's relationships with others. FPS HE 800. 10. 01: Students will explore ways to express emotions. Objective(s): Students will be able to (SWABS): Describe how feelings and behavior affect and are affected by interpersonal relationships. Discuss the impact of rejection, separation , or loss of friends or family members, Discuss the impact of the loss of personal belongings and dreams.Identify appropriate methods for self-expression Key Focus Question(s): (Reflect the objective (s). 1. Why do feelings and behaviors affect your relationships with other people? 2. What kinds of losses do teenagers experience? 3. How does the loss make you feel? How do you act? 4 What happens as a result of these losses? (How does your life change? ) 5. How do teenagers cope with the losses that they experience? (What do you do or don't do? ) 6. Do adults recognize and understand the impact of teenage losses? 7. How can you express your emotions appropriately and comfortably?Materials and Resources (Should be high quality, scientifically-based; meaningful technology use) Materials/ Resources: I Wish I Could Work Sheet Health and Loss Packet: Assumptive World Graphic Organizer (Com pleted Handout) Tuck Everlasting Graphic Organizers (2) Teenagers and Loss Graphic Organizer Teens Talk: Letter to the Editor (Group Activity) Teens Talk : Suggestion/Note Sheet (Independent) Teen Time Enrichment Activities Teen Time: Last Words to My Best Friend (Homework Assignment) Teen Loss Exit Pass Life and Loss: a guide to help grieving children by Linda Goldman (Teacher Resource)Living through loss; Interventions across the life span by R. Homonym and B. J. Kramer (Teacher Resource) Tuck Everlasting by Natalie Bait Bridge to Terrestrial by Katherine Patterson Chicken Soup for the Teenage Soul by Jack Canfield The Last Lecture (movie) by Randy Bausch Art Supplies (Poster paper, construction paper, markers, colored pencils, scissors, rulers, and glue) Technology: Computer/Screen (Teacher) Computers (Enrichment Activities) 1 Lap Top Computer (for Alice) LESSON ACTIVITY Instructional Delivery Notes regarding â€Å"Groupings† (Group C- 5 separate Group CSS, numbered 1-5) 1 .Group C- Cooperative Learning Groups Students are evenly dispersed based upon their abilities. They enjoy working in their assigned groups. Students are cooperative, supporting of each group member, and usually on task during each activity. At the end of the activities, the class will vote to select group awards that are based upon cooperation, participation, voice control (volume), task completion, and respect. Teachers will also participate in the voting process. Each group receives a prize (first through fifth). Students enjoy this incentive and work hard to receive 1st place.Prizes are raying amounts of free computer time for each group member or one homework pass for each group member. This selection will be made at the end of this weeks lessons. 2. We use this grouping frequently and students are aware of their assigned seats. 3. A seating chart is posted on the side wall (as you enter the room) which includes each student's picture above their name. Also, students have a lis t of groupings. 4. With the exception of Jan and Jack, our students with autism, the six students listed in the class demographic notes (Mary, Jack, Tom, Jim, Alice, and different groups. Sam), are in 5.Both Jan and Jack, our students with autism, are in the same group. Prior to this activity, they worked with the speech pathologist and gained an understanding of the concepts of death and loss. Continue to monitor their understanding, but they should be able to participate in today's exercises with minimal assistance. Therefore, please do not enable them. Warm-up/Engagement: The teacher will greet the students as they enter the room, and hand them the â€Å"l Wish I Could Worksheet†. The teacher will instruct the students to complete this worksheet independently and to seat in their Group C assigned seats. These erections are also written on the front board. ) â€Å"l Wish I Could† (Worksheet) Complete prompt 1 or prompt 2. You can state your true feelings. You will no t be required to share your answer with the class. Prompt #1: The alarm clock Just went off. Oh no, it's good old Monday morning, back to school. I wish I could Prompt #2: I keep trying to explain to everyone what's going on, but no one is listening. They Just keep telling me what they think, what they feel, and what I should do. Does anyone even care what I think, how I feel, or what I want to do? After 5 minutes, collect the warm-ups.One of the teachers should review the warm-ups. When appropriate, make student referrals to Guidance/Special Education Departments or parent contacts. Instructional Delivery: Direct Instruction 1. Introduce today's lesson: Inform the students that: Today we will examine the affect of loss on our behaviors, interpersonal relationships, dreams, and life. We will also discuss ways that we can express our feelings about loss that is both comfortable and appropriate for teenagers. If you begin to feel overwhelmed as we continue our discussions, please tell one of your teachers.Now, I know that you have discussed the topic of loss that is related to death in your Language Arts classes, but there are other types of losses that you experience and I believe that we don't usually take the time to examine these losses. Each of you read short stories from the book, Chicken Soup for the Teenage Soul, and those stories talked about real life situations that teenagers cope with. Is that a correct statement? (Wait for a response, ex. Yes, nod, and then continue. ) Well, I want to introduce a new term to you, which is the assumptive world. (Write the term on the board. Does anyone have any idea of what this means? And please think about the root word assume. Wait for a response and acknowledge answers. ) Introduce Concept of Loss of the Assumptive World. (Complete a graphic organizer with the class as you explain the concept. ) Well, first the assumptive world is every hope, dream, desire, and belief that you have for your life. It is simply how you believe your life should be now and in the future. It is the heart of what we believe those beliefs that keep us stable and working toward our goals. Now of course, these beliefs are influenced by what you learn and what you experience.For example, we assume each morning everyone will: Wake up. Take a shower. Get dressed. Eat breakfast. Go to school or work. But we never assume that we won't wake up. We never assume that we won't be able to get dressed by ourselves. We never assume that we won't be able to continue our daily routines. So, we assume that our assumptive world will not change. However, when our assumptive world does change, we use the term Loss of the Assumptive World to express these changes in how we think our world should be. Check for understanding. K. Please give me a thumbs-up if you understand the term Loss of the Assumptive World. Re-explain the term if you don't have a 100% of the students wowing of thumbs-up. ) Wonderful! (Be sure to praise students, get them motivated, and engaged by stating expressions of positive reinforcement. They respond well to your enthusiasm. ) Guided Practice/Modeling 2. Introduce the Health and Loss Packet (Mr.. Jones, the co-teacher will walk around and monitor student progress and the assistance as needed. During the 3rd class session, Mr.. Jones will lead students in their independent research on teenage losses. ) Now, today you will complete a group activity that deals with teenage losses. Mr..Jones is giving you your Health and Loss Packet for today. Oh, I believe that everyone now has their packet. Wonderful! Now, turn to page 1 of your packets and you will see the Assumptive World Graphic Organizer that I Just completed with you. Next, turn to page 2, which has the Tuck Everlasting Organizer. Let's review this together. After reviewing the organizer, tell the student to turn to page 4 in their packet, which is entitled Teenagers and Loss. Tell the students, â€Å"We will now complete this graphic organizer together. Fill in your organizer as I write the answers down. † (Use the computer to type the answers.Zoom in at 200 to enlarge the print for the students. Using the model provided, scaffold responses and record short answers for the students to copy. Print a copy of the completed graphic organizer for Alice. Make sure that you remind her to Just focus on the lesson and you her will give a typed copy later. ) Ask the students, â€Å"What other losses do teenagers experience today? Think about your personal lives, your friends, the characters in the Chicken Soup for the Teenage Soul short stories, the characters in Bridge to Terrestrial novel, and Randy Pouch's story from his move The Last Lecture†.Call on students and list their responses on the graphic organizer. Student responses could include friends, home, parents, relatives, relationships, pets, safety, summer Jobs, favorite or special object, self-respect, self-esteem, and physical abilities). Encourage responses by relating a personal experience such as, â€Å"um†¦ In 6th grade I remember one of my teachers telling me that I would always be a poor reader. From that day on I believed this until my 7th grade teacher told me the she was very proud of my reading progress and to keep up the good work. Has anything like this ever happened to you? (Wait for students to respond. ) Compliment the students on their responses†¦ Ex . Great ideas!! Now, how do you feel when you experience a loss? For example, when my 6th grade teacher told me that I would always be a poor reader, I felt angry and sad. I wanted to just hide somewhere, but I was also mad because she destroyed my dream of going to college. So, tell me, what you felt or how you felt when you experienced a loss? Give the student a chance to respond. Type the emotions on the computer and display the answers for everyone to see. Possible answers might be: angry, sad, mad, hurt, lonely, afraid, scared, confused, depressed, and helpless. ) Encourage the students: These are very honest responses. I know that sometimes it is difficult to talk about loss, but thank you for doing such a fantastic Job. It is very important for each of us to express what we feel and how we feel. Today, you have been emotional champions, and I am very proud of you. Hopefully this experience has given you a way to express your emotions by calmly and truthfully saying how you feel and what you are thinking.Give me thumbs up how loss can impact you and why you need to express those feelings. Nice! (Be sure to check for a response from every student and validate their acknowledgement. ) Now we will begin our last activity, which is a roof activity. This activity is another way that you can express your feelings calmly and truthfully. Since you are already seated in your Group C areas, please turn your desk to form a circle. Also, we will vote on group awards at the end of this week. As a class, tell me what the awards are based on? (Students responses should be cooperation, participation, voice control (volume), task completion, and respect.And what are the prizes? (Students response should be free computer time or home work pass for each person). Wonderful! I am sure that this will be another challenging awards selection! Mr.. Jones, I believe that they are ready for their independent activity. Mrs.. Whey, I think they are burning with anticipation! Well, we have an exciting activity planned, so let's get started! It's time for Teen Talk! Independent Practice 3. Draft Letter to the editor (Glasswork). Last words to your best friend (Homework). Briefly review the direction with the students.Now let's review your Homework assignment first. Turn to page 11 and I will read the prompt and directions to you. Read the prompt: You and one of your parents are flying to Africa for a vacation. You have been dreaming about the trip for weeks. Suddenly, you hear the pilot's voice, â€Å"†¦ The plane is very low on fuel and we are making a crash landing†¦ † You stop listening and begin to wonder if you will die in the crash. You thoughts are racing and you frantically try to write a few lines to your best friend. In these final moments, what final words would you leave your best friend?What losses would run through your mind (dreams, plans, family, etc)? What words of wisdom or thoughts would you leave behind? How could your encourage your best friend to enjoy life without you? (Think about how Jess felt when Leslie died in Bridge to Terrestrial. What suggestion (s) would you give your friend to make sure that they express their feelings and emotions? Write a letter to your friend. Be sure to include answers to the questions stated above. You may write or type your letter. Now, the homework assignment is very similar to your group activity.Are there any questions about the homework? (Answer questions. ) Nice listening! You will need to take the Homework Sheet home to complete the assignment, so place this sheet in your backpack now. Please remember that the homework is an independent activity and this assignment is posted on our school web site. Alright teens, let's get move ND groove!†¦ On to the Groovy Group Work! Now, please turn to page 5 in your packet entitled Teens Talk: Loss, Relationships, and Life. Using the forms provided, you will write an informal letter to the editor about teen loss.You may use the graphic organizers that we completed today for this assignment. This is a group project and Recorder Number 3 will write the letter for the group. Other group members may use their packet to record notes or comments about the group discussion. As usual, each person must have at least one suggestion on their sheet that they presented to the group. Remember that this is Just a draft of your letter. You will have time to make changes/ corrections, and additions during our next class. Don't worry if you do not finish your letter today.You will have time to finish your draft and/or write your final copy tomorrow. Listen while I read the directions for this exercise. Write a letter to the editor about a loss, difficulty, or a crisis situation that teens experience today. Be sure to include how the teens feel and possible ways that others could help teens with these concerns. Use the key focus questions stated below to help you formulate or think of a response. Also, refer to your graphic organizers for Teen Loss and Tuck Everlasting. Remember, this is simply your opinion. They are no incorrect answers.This is your opportunity to state how you feel, what you think, and what you believe. Key Focus Question(s): (Reflect the objective (s). 1. Why do feelings and behaviors affect your relationships with other people? 2. What kinds of losses do teenagers experience? 3. How does the loss make you feel? How do you act? Losses? (How does your life change? ) 4 What happens as a result of these 5. How do teenagers cope with the losses tha t they experience? (What do you do or don't do? ) 6. Do adults recognize and understand the impact of teenage losses? 7. How can you express your emotions appropriately and comfortably?Now, let the talking and writing begin!! Check for Understanding: Ask the students if they have any questions. Answer questions. Instruct the students to begin the draft letter. Walk around the room and make sure that the students are on task and participating in the group activity. Closure: 1. Instruct the students to complete the Teenage Loss exit card that is in their packet. Question: What loss of your assumptive world has affected you the most and why? 2. Students will place the exit card and their packet in their Class EXIT Basket as they leave Time 5 min. The classroom.

The History of the ACT Test

The History of the ACT Test SAT / ACT Prep Online Guides and Tips How did the ACT get started? And how did it become the test it is today? Read on to learn more about ACT history, its successes and failures, and how things might change for it in the future. Early Days In 1959, an education professor at the University of Iowa named Everett Franklin Lindquist developed the ACT as a competitor for the SAT, which had been around for about 20 years as a mainstream college admissions test. The ACT originally stood for American College Test and wasbased off of the Iowa Tests of Educational Development.The goal for the ACT as an alternative to the SAT was that it wouldn’t just test cognitive reasoning; it would test information actually learned in school.It was the first standardized test to include a science section.It was also more focused on identifying strengths and weaknesses to guide student placement rather than determining cognitive reasoning strength across the board like the SAT. The first ACT was administered to 75,460 students in 1959.The original sections were English, Mathematics, Social Studies, and Natural Sciences, with 45 minutes for each section and scores on a scale of 0-36.It gained popularity as a college admissions exam in the central and midwestern US where the SAT had not yet established its dominion.In fact, part of the purpose of the ACT was to provide other colleges and public universities with an admissions exam to use since the SAT was only used by selective institutions in the northeast. By 1972, the number of students taking the ACT had grown to over a million! Changes In 1989, the â€Å"enhanced ACT† was released, bringing us nearly up to speed with the current version of the test that we all know and love. The Natural Sciencesection was replaced with Science Reasoning.This was a move towards de-emphasizing specific scientific knowledge and insteadjust testing core analytical and problem-solving skills. Social Studieswas also replaced with Reading.This was when the Reading section really moved closer to the SAT.The Social Studies section had tested specific information about US History, whereas the new Reading section was only supposed to test pure reading ability and comprehension. There were also some changes to the Math and English sections. In math, trigonometry and pre-algebra were added as topics. In english, the test began to focus less on grammar and more on writing skills like coherent organization of thoughts. Scores from the old test to the new test were not directly comparable. On the new test, average composite scores rose two points, and the range of scores became 1-36 rather than 0-36. After this big change, some minor changes continued to be implemented. In 1996, the ACT redefined its name so the letters no longer stood for anything, and in2005, the ACT added an optional Writing section (a 30 minute essay) so that it could more directly compete with the essay requirement on the SAT. Starting in 2015, the format of the essay was changed slightly. Students are now given 40 minutes to write, and the Writing section is scored out of 36 rather than out of 12. Prompts deal with how students interpret big changes that are going on in the world, opening up the essay to a broader focus than previous prompts that focused on issues specifically related to high school. The ACT has now surpassed the SAT as the most popular college admissions test. Successes and Failures of the ACT The ACT today has many of the same problems as the SAT in terms of the achievement gap between minority/low-income students and white/high-income students.The percent difference between black and white students meeting the ACT’s benchmarks for college readiness across subjects ranges from 35-42%. According to the chart below, the percentage of African American students passing 3 or more ACT benchmarks lingers around 10%, whereas for white students it’s about 50% and for Asian students it’s almost 60%. The ACT, just like the SAT, has had little success in terms of leveling the playing field between races and income levels and creating an objective test. The ACT does seem to have recognized that this battle needs to be fought at a lower level in education.Many students who do poorly on the test are victims of years of subpar learning experiences.ACT Aspire is a system created by the ACT to track students from a young age based on Common Core standards to make sure they are reaching appropriate goals.So far, however, it has not had a very broad reach. The ACT overall does have much more straightforwardness and consistency in its testing model than the SAT, which makes it a better option for many students.Some people might argue that it’s a fairer test, and it's definitely less tricky in a lot of ways. However,it still hasn’t overcome the achievement gap.The ACT may be less entrenched in notions of elitism than the SAT, but it still contributes to the same problematic systems. ACT, Inc.: Non-Profit? It’s tempting to think of the ACT as a lovable underdog that overcame all odds to beat the snobby SAT in the college admissions test market. However,ACT, Inc. has almost as many issues with its supposed non-profit status as the College Board. In 2009, the CEO of ACT, Inc. was compensated over a million dollars.Just like the College Board, ACT, Inc. pays its executives at levels that are much higher than the average for most nonprofits.ACT, Inc. also sells test prep materials for its exams to increase revenue.The goal of the ACT is the same as that of the College Board: get as many people to buy into their tests and programs as possible. The ACT has surpassed the SAT as the most prevalent admissions test, so it has been pretty successful with this goal.Still, it may have to play catch up again after the SAT revamps its test model in 2016.The new SAT is going to be more similar to the ACT (less confusing question phrasing, trigonometry in the math section) so it should be interesting to see which one ends up dominating the market. Overview The ACT was created in 1959 as competition for the SAT.It was supposed to be an achievement test that dealt with content learned in school rather than just cognitive reasoning skills.However, it moved closer to the SAT as time went on, especially when the Science and Reading sections were created in 1989. The ACT has similar problems to the SAT in terms of the achievement gap and its questionable non-profit status.Even though it is often thought of as a fairer and less confusing alternative to the SAT, it’s really a pretty similar test at this point. It’s possible that the release of the new SAT and increased pressure from colleges for a more reliable performance assessment will catalyze changes to the ACT.Hopefully we're getting closer to creating assessments that are both fair to students and reliable as higher education standards. What's Next? Wondering whether you should take the ACT over the SAT? Check out these comparison charts to see the differences between them. If you want to try your hand at an ACT practice test, here's a link to some free full tests! You should also take a look at this list of test dates for the upcoming school year so you can start thinking about when to register for the ACT. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Where the Red Fern Grows Quotes

'Where the Red Fern Grows' Quotes Where the Red Fern Grows is a famous work by Wilson Rawls. The novel is a coming of age story. It follows the protagonist Billy as he saves up for and trains two coonhounds. They have many adventures while hunting in the Ozarks. The book is however probably best known for its tragic ending. Quotes from the Novel Its strange indeed how memories can lie dormant in a mans mind for so many years. Yet those memories can be awakened and brought forth fresh and new, just by something youve seen, or something youve heard, or the sight of an old familiar face.- Wilson Rawls, Where the Red Fern Grows, Ch. 1 Lying back in the soft hay, I folded my hands behind my head, closed my eyes, and let my mind wander back over the two long years. I thought of the fishermen, the blackberry patches, and the huckleberry hills. I thought of the prayer I had said when I asked God to help me get two hound pups. I knew He had surely helped, for He had given me the heart, courage, and determination.- Wilson Rawls, Where the Red Fern Grows, Ch. 3 I wanted so much to step over and pick them up. Several times I tried to move my feet, but they seemed to be nailed to the floor. I knew the pups were mine, all mine, yet I couldnt move. My heart started aching like a drunk grasshopper. I tried to swallow and couldnt. My Adams apple wouldnt work. One pup started my way. I held my breath. On he came until I felt a scratchy little foot on mine. The other pup followed. A warm puppy tongue caressed my sore foot. I heard the station master say, They already know you. I knelt down and gathered them in my arms. I buried my face between their wiggling bodies and cried.- Wilson Rawls, Where the Red Fern Grows, Ch. 5 I had a time with this part of their training, but my persistence had no bounds.- Wilson Rawls, Where the Red Fern Grows, Ch. 7 Although they couldnt talk in my terms, they had a language of their own that was easy to understand. Sometimes I would see the answer in their eyes, and again it would be in the friendly wagging of their tails. Other times I could hear the answer in a low whine or feel it in the soft caress of a warm flicking tongue. In some way, they would always answer.- Wilson Rawls, Where the Red Fern Grows, Ch. 7 I thought about that, Papa, I said, but I made a bargain with my dogs. I told them that if they would put one in a tree, Id do the rest. Well, they fulfilled their part of the bargain. Now its up to me to do my part, and Im going to, Papa. Im going to cut it down. I dont care if it takes me a year.- Wilson Rawls, Where the Red Fern Grows, Ch. 8 I always took their kidding with a smile on my face, but it made my blood boil like the water in Mamas teakettle.- Wilson Rawls, Where the Red Fern Grows, Ch. 10 I opened my mouth to call Old Dan. I wanted to tell him to come on and wed go home as there was nothing we could do. The words just wouldnt come out. I couldnt utter a sound.- Wilson Rawls, Where the Red Fern Grows, Ch. 11 I told them I wasnt giving up until my dogs did.- Wilson Rawls, Where the Red Fern Grows, Ch. 12 As I sat there on the limb, looking at the old fellow, he cried again. Something came over me. I didnt want to kill him. I hollered down and told Rubin I didnt want to kill the ghost coon. He hollered back, Are you crazy? I told him I wasnt crazy. I just didnt want to kill him. I climbed down. Rubin was mad. He said, Whats the matter with you? Nothing, I told him. I just dont have the heart to kill the coon.- Wilson Rawls, Where the Red Fern Grows, Ch. 13 As I skipped along, it was hard for me to realize all the wonderful things that had happened to me in such a few short years. I had two of the finest little hounds that ever bawled on the trail of a ringtail coon. I had a wonderful mother and father and three little sisters. I had the best grandpa a boy ever had, and to top it all, I was going on a championship coon hunt. It was no wonder that my heart was bursting with happiness. Wasnt I the luckiest boy in the world?- Wilson Rawls, Where the Red Fern Grows, Ch. 14 As graceful as any queen, with her head high in the air, and her long red tail arched in a perfect rainbow, my little dog walked down the table. With her warm gray eyes staring straight at me, on she came. Walking up to me, she laid her head on my shoulder. As I put my arms around her, the crowd exploded.- Wilson Rawls, Where the Red Fern Grows, Ch. 15 Regardless of all the discouraging talk, the love and belief I had in my little red hounds never faltered. I could see them now and then, leaping over old logs, tearing through the underbrush, sniffing and searching for the lost trail. My heart swelled with pride. I whooped, urging them on.- Wilson Rawls, Where the Red Fern Grows, Ch. 16 Ive been out in storms like this before, all by myself. Ive never left my dogs in the woods, and Im not going to now, even if I have to look for them myself.- Wilson Rawls, Where the Red Fern Grows, Ch. 17 Men, said Mr. Kyle, people have been trying to understand dogs ever since the beginning of time. One never knows what theyll do. You can read every day where a dog saved the life of a drowning child, or lay down his life for his master. Some people call this loyalty. I dont. I may be wrong, but I call it lovethe deepest kind of love.- Wilson Rawls, Where the Red Fern Grows, Ch. 18 I knelt down and put my arms around them. I knew that if it hadnt been for their loyalty and unselfish courage I would have probably been killed by the slashing claws of the devil cat. I dont know how Ill ever pay you back for what youve done, I said, but Ill never forget it.- Wilson Rawls, Where the Red Fern Grows, Ch. 19 Im sure the red fern has grown and has completely covered the two little mounds. I know it is still there, hiding its secret beneath those long, red leaves, but it wouldnt be hidden from me for part of my life is buried there too. Yes, I know it is still there, for in my heart I believe the legend of the sacred red fern.- Wilson Rawls, Where the Red Fern Grows, Ch. 20

The Twelve Signs of the Japanese Zodiac (Juunishi)

The Twelve Signs of the Japanese Zodiac (Juunishi) The Japanese zodiac (Juunishi) is divided into 12 blocks with each block containing a group of years. The years in each block are 12 years apart from the previous or following year (in that block only). Each block is given a name of an animal based on the ancient Chinese concept that all time shifts are based on these twelve units. In Japan, the adoption of the twelve-year cycle, with a different animal representing each block, is fairly common. Those individuals born during a particular year were said to inherit some of the personalities of that years animal. Have a look below to see what year and animal you are. Rat (nezumi) Born 2008, 1996, 1984, 1972, 1960, 1948, 1936, 1924, 1912. People born in the year of the Rat are charming, honest, ambitious, and have a tremendous capacity for pursuing a course to its end. They will work hard for their goals. They are easily angered but maintain an outward show of control. Ox (ushi) Born 2009, 1997, 1985, 1973, 1961, 1949, 1937, 1925, 1913. People born in the year of the Ox are patient, mentally alert and when required to speak are skillful. They have a gift for inspiring confidence in others. This allows them to achieve a great deal of success. Tiger (tora) Born 1998, 1986, 1974, 1962, 1950, 1938, 1926, 1914. People born in the year of the Tiger are sensitive, stubborn, short-tempered, courageous, selfish and slightly mean ... yet they are deep thinkers and are capable of great sympathy for those they are close to and love. Rabbit (usagi) Born 1999, 1987, 1975, 1963, 1951, 1939, 1927, 1915. People born in the year of the Rabbit are the most fortunate. They are smooth talkers, talented, ambitious, virtuous and reserved. They have exceedingly fine taste and regarded with admiration and trust. Dragon (tatsu) Born 2000, 1988, 1976, 1964, 1952, 1940, 1928, 1916. People born in the year of the Dragon are healthy, energetic, excitable, short-tempered and stubborn. However, they are honest, sensitive, brave and can inspire trust in most anyone. They are the most peculiar of the 12 signs of the Zodiac cycle. Snake (hebi) Born 2001, 1989, 1977, 1965, 1953, 1941, 1929, 1917. People born in the year of the Snake are deep thinkers, speak very little and possess tremendous wisdom. They are fortunate in money matters and will always be able to obtain it. They are determined in what they do and hate to fail. Horse (uma) Born 2002, 1990, 1978, 1966, 1954, 1942, 1930, 1918, 1906. People born in the year of the Horse are skillful in paying compliments and talk too much. They are skillful with money and handle finances well. They are quick thinkers, wise and talented. Horse people anger easily and are very impatient. Sheep (hitsuji) Born 2003, 1991, 1979, 1967, 1955, 1943, 1931, 1919, 1907. People born in the year of the Sheep are elegant, highly accomplished in the arts, passionate about nature. At first glance, they seem to be better off than the people born in other years. They are deeply religious and passionate in whatever they do and believe in. Monkey (saru) Born 2004, 1992, 1980, 1968, 1956, 1944, 1932, 1920, 1908. People born in the year of the Monkey are the erratic geniuses of the Zodiac cycle. They are clever and skillful in grand-scale operations and are smart when making financial deals. They are inventive, original and are able to solve the most difficult problems with ease. Rooster (tori) Born 2005, 1981, 1969, 1957, 1945, 1933, 1921, 1909. People born in the year of the Rooster are deep thinkers and are always busy and devoted to their work. They always want to do more than they are able, and if they undertake a task beyond their abilities, they are disappointed. Rooster people have a habit of speaking out directly whenever they have something on their minds. Dog (inu) Born 2006, 1982, 1970, 1958, 1946, 1934, 1922, 1910. People born in the year of the Dog have all the fine qualities of human nature. They have a sense of duty and loyalty, they are extremely honest and always do their best in their relationship with other people. Dog people inspire confidence in others and know how to keep secrets. Boar (inoshishi) Born 2007, 1983, 1971, 1959, 1947, 1935, 1923, 1911. People born in the year of the Boar are brave. They have tremendous inner strength which no one can overcome. They display great honesty. They are short-tempered, yet hate to quarrel or have arguments. They are affectionate and kind to their loved ones.

Short answer questions Essay Example | Topics and Well Written Essays - 250 words

Short answer questions - Essay Example Every day the public is exposed to hours of reports on human suffering in its various forms, both through news/discussion, and in the themes of regular programming. This skewed view of reality presents a major barrier to pro-social changes. Significant improvements in this area can only be brought by system-wide alterations that are supported by a common understanding of the issue. The FCC tends to focus on nudity, coarse language, and violence, as elements they want to protect the public from. But evidence about these factors and if they have a significant negative influence on social behaviors is conflicting. It is possible that the opposite is happening; violence in the media may allow people the opportunity to express their more aggressive tendencies . This situation would agree with reports that aggression is higher in children after they play violent games (Anderson & Carnagey, 2009). The fear of desensitization to violence is another potential influence of media that is poorly understood. Those against such programming would argue that lessened responses to violence means less empathy, while supporters would point out that desensitization is a completely normal response throughout most areas of

"engaging" your employees on the implementation of a Essay

"engaging" your employees on the implementation of a strategic plan - Essay Example Strategic Planning, as it is known, is not an event but a process. A key feature of the process is the employees ’engagement at all levels of. Employee’s engagement creates additional input and assists in build their active commitment to the end plan. Thus, strategic planning processes can be considered successful in any organization when a bottom up and top down communication technique is taken to communicate strategic plans from initiation stage. By following this, the organization is in a position to define to the employees what winning clearly looks like. It starts off with informing all levels of employees that a particular strategic planning process will be undertaken. These should be clear processes that are achievable, and all employees can give their feedback. Strategic planning process provides organizations with a clear direction and purpose. A good strategy will balance gains and productivity initiatives, and this is achievable through actively involving employees in strategic planning. Organizations that dont involve employees in planning have exponentially higher probability of

Problems with Social Network Services Research Paper

Problems with Social Network Services - Research Paper Example , fast, and simple way to communicate jokes, photographs, it can help families and friends separated by great distances to keep in-touch in ways that was not always possible in the past; unfortunately, the effects of social media are not entirely positive. In fact, there are some negative side-effects of our modern social media obsessed society today, which includes, issues of privacy, hacking and â€Å"witch-hunting,† as well as, other societal effects and concerns, However ,the predominant issue caused that has evolved on social media is cyberbullying. This unpleasant phenomenon is affecting 1000s upon 1000s of children in the United States and all over the world. The nature and trends in today’s social media facilitates cyberbullying and effective changes must be made. Social media was intended to be entertainment and was established as an opportunity to communicate with friends and family far away, make new friends in other states, and all over the world. Unfortunately while many may approach social media sites with reserve and responsibility as an entertainment form, that behavior is not universal. However, the side effects of social media’s potential positives are becoming more and more serious. People are becoming too involved with the â€Å"cyber† life and less involved in their actual lives. Addiction to technology and social media is being acknowledged and those instances appear to be increasing. The excessive or overuse of technology, like social media, can have some serious psychological, social, and even physical repercussions. However, as cyberbullying began to manifest all too often on internet sites the dangers of social media began to effect the youth in horrific ways (The Movement Against Bullying). Cyber bullying is the direct offspring of social media. Bullying, unfortunately, is a long-lived reality of children, tweens, and teens throughout their years of schooling. These instances can be horrific for the victims, embarrassing, hurtful,

Scientific literacy Essay Example | Topics and Well Written Essays - 1750 words

Scientific literacy - Essay Example 81). This paper explores some of the reasons why scientific literacy is not important in all subjects. My personal experience demonstrates that scientific literacy should not be incorporated in every subject of study, instead students should be allowed to study their areas of interest scientific or otherwise. For instance, I was hardly interested in the study of organic foods until I came across a recent feature on the news. The feature was scientific in nature and caught my attention owing to the fact that I found it interesting and educative. The feature focused on a Chinese based company known as "Bai Wei Yua" and specialized in agricultural trade. The company is involved in the sale of organic products and vegetables. However, recent reports have revealed that the company the company buys regular fruits and vegetables and packages them as organic products and sells them at inflated prices. This is ethically wrong as the company dupes the customers into thinking that they are buying organic products. "Bai Wei Yua" uses the appropriate procedures to produce and trade the organic products that is highly impressive. However, they are wrong in labeling regular foods as organic foods. I was stunned to realize that a legitimate company was packaging regular fruits and vegetables, packaging them as organic products, and selling them to the market at high prices. This issue aroused my curiosity in the topic of organic foods. I was more interested in government regulations and policies with regards to organic foods. This case study shows that individuals should be allowed to pursue the kind of scientific knowledge they are interested in pursuing. Mara, a thirty one year old woman who works as a technical worker holds a different view with regards problems of immunity. She has had a personal experience as she was a caregiver to a sick friend and all her college roommates died of AIDS. She was

Problems and disadvantages of agile software development Literature review

Problems and disadvantages of agile software development - Literature review Example Application of the software requires much input from individual and team members. Agile development requires constant adjustments to the processes for the purposes of reflecting situations as hand. In this case, the software requires individuals to constantly switch roles as needed alongside adapting to work environment. Such a domain makes processes secondary to people (Eran and Hillel, 2011). Additionally, agile does not allow for application of narrow responsibilities, policies, processes and multi-purpose methodologies. Consequently, there is much difficulty in merging agile with some organization cultures since it requires identification of a team capable of working independently from the rest (Highsmith and Cockburn, 2001). Those included in such a team are always not subject to same rules as the rest of the organization. At the same time, the constituted team cannot fit well within traditional organizational culture. The implementation of the software requires change in organi zational leadership and culture. Agile is considered a highly participative style of software development hence affecting efficiency of the processes owing to the number of participants involved. The software restricts the size of the team involved in a project which naturally extends project sizes. Barlow et al., (2011) asserts that agile team can be applicable in large projects where the project is sub-divided into relatively independent sub-projects. Such approach has negative consequences since it requires recruitment of higher-level project management capable of coordinating smaller teams (Rizwan, 2012). Development of agile software calls for sub-division of complex project based on architecture. Such division yields different results as opposed to division according to features. The software emphasizes on the use of face-to-face and spontaneous communication which limits its applications. In office environment it requires that the

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

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Scientific literacy Essay Example | Topics and Well Written Essays - 1750 words

Scientific literacy - Essay Example 81). This paper explores some of the reasons why scientific literacy is not important in all subjects. My personal experience demonstrates that scientific literacy should not be incorporated in every subject of study, instead students should be allowed to study their areas of interest scientific or otherwise. For instance, I was hardly interested in the study of organic foods until I came across a recent feature on the news. The feature was scientific in nature and caught my attention owing to the fact that I found it interesting and educative. The feature focused on a Chinese based company known as "Bai Wei Yua" and specialized in agricultural trade. The company is involved in the sale of organic products and vegetables. However, recent reports have revealed that the company the company buys regular fruits and vegetables and packages them as organic products and sells them at inflated prices. This is ethically wrong as the company dupes the customers into thinking that they are buying organic products. "Bai Wei Yua" uses the appropriate procedures to produce and trade the organic products that is highly impressive. However, they are wrong in labeling regular foods as organic foods. I was stunned to realize that a legitimate company was packaging regular fruits and vegetables, packaging them as organic products, and selling them to the market at high prices. This issue aroused my curiosity in the topic of organic foods. I was more interested in government regulations and policies with regards to organic foods. This case study shows that individuals should be allowed to pursue the kind of scientific knowledge they are interested in pursuing. Mara, a thirty one year old woman who works as a technical worker holds a different view with regards problems of immunity. She has had a personal experience as she was a caregiver to a sick friend and all her college roommates died of AIDS. She was

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

Economics - Essay Example Economists Brad DeLong and Stephen Cohen have expressed in their book, The End of Influence that as other nations are rapidly gaining economic power, people will soon experience a major change in life style. People have conventionally tried to associate themselves with America in terms of culture and life style because Americans, being rich, have been idealized. In the recent years, the free-market capitalism has put American economical stability into crisis and has transferred the power to the economy of emerging nations as India, China and Latin America. This transfer of economical power will soon put an end to the long sustained dominance of American ideology, culture and fashion over other nations. This will essentially be an end of â€Å"the neoliberal dream†. It is being realized that in early 2000s, policymakers in America unnecessarily became too satisfied with the trends of economical power and stability whereas the actual situation required them to think otherwise. S ome economists are of the view that banks should look forward to an inflation target of 4 % instead of the targeted 2 % so that they can manipulate things as required. Blanchard suggests that raising the inflation now would ease the monetary policy during financial crisis, and the fiscal positions would thus be saved considerably.

Firestick Farming Essay Example for Free

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Negligence in Midwifery

Negligence in Midwifery Christine Borg After a spontaneous vaginal delivery a woman suffered a severe haemorrhage leading to hypovolaeima and severe adult respiratory distress. She was admitted to an Intensive Care Unit but had recurrent bleeding, than collapsed. After resuscitation in theatre, a substantial piece of placental tissue was removed under general anaesthesia. Upon routine checking the staff midwife was initially doubtful about the placenta, but then she documented that the placenta was complete. Discuss. Introduction A practising registered midwife is an accountable person who ensures that health and safety laws are implemented in her care provided (Dimond, 2002 pg.312). The registered midwife puts into priority the safety of the mother and her baby. The competent midwife is knowledgeable, understanding, skilled, and accountable. Unfortunately any behaviour that the research based professional carries out or fails to carry out, that result in harm to the mother or the child will have legal implications (Dimond, 2002). Postpartum haemorrhage Uncontrolled bleeding of more than 500mls from the women’s genital tract, at any time following delivery to 12 weeks postpartum is described as postpartum haemorrhage (Williams, 2011 pg.113). Blood lost can be either evident or concealed, resulting in shock (Tiran, 2012). Postpartum haemorrhage is the most common cause of maternal death occurring worldwide (Fraser Cooper, 2009). Optimum management of the third and fourth stage of labour is a matter of great concern towards preserving maternal health. Postpartum haemorrhage is most often a case of inappropriate management of the third stage of labour, along with an unprofessional inspection of the placenta (Fraser Cooper, 2009). Examination of the placenta Inspection of the placenta is a practical examination done in the labouring room by a fully qualified midwife. This exam includes the assessment of both the fetal and maternal membranes. Evaluation of the placenta is part of the duty of care of the midwife in the first hour following birth. On the delivery of the placenta, either by expectant or active management of the third stage, the midwife holds up the placenta from the umbilical cord with the fetal surfaces being examined first. The membranes are examined for integrity, completeness and any present abnormalities. Membranes; the amnion and the chorion should be made sure to be present and complete (De Kock, 2004). This assessment is usually done in the presence of the mother. The maternal surface is examined for completeness, so as to make sure that no cotyledons have been left inside the uterus. If a cotyledon is found to be missing, or if the midwife is uncertain with regards to placental findings, help from other health professionals should be sought and the placenta kept for further examination. Of utmost importance is to include the mother in the examination, describing reasons for the examination procedure, while explaining the possible risks of an incomplete placenta (De Kock, 2004). Women’s right for information The mother has the right to be informed of both the normal and abnormal findings. Communication is a necessary tool in midwifery. While being close to the woman, the midwife should have explained the situation and kept the mother calm, while talking her through the necessary procedures that were to take place (ICM, 2011) The midwife The title ‘midwife’ can only be used by the ’’person who has successfully completed a midwifery educational programme, that is duly recognized in the country where it is located and that is based on the ICM Essential Competencies for Basic Midwifery Practice and the framework of ICM Global Standards for Midwifery Education : who has acquired the requisite qualifications to be registered and/or legally licensed to practice midwifery and use the title ‘midwife’; and who demonstrates competency in the practice of midwifery’’ (Midwives code of practice, 2005). The core competencies of the midwife The midwife is fit to practise if she has the necessary knowledge and skills, has a good professional behaviour, character and a good health status, meeting the standards and competencies required (ICM, 2011). Competencies are set up as a guide for midwives to fulfil their profession. The guidelines provided by the code of practise in midwifery, aims to put in priority the safety of the mother and the child. The competencies of the expert of normality include her ability to work with the women and provide constant care and support. Being competent means, that a high quality care and a cultural sensitive assistance is given to the mother during birth. Such event is the monitoring of the fetal and maternal wellbeing and providing the assistance towards performing a safe birth. The midwife must be aware of the possible risks occurring during labour being able to observe, recognize and act when warning signs present (ICM, 2011). Being competent and accountable- the case scenario The skills and abilities allow the midwife to inspect the placenta for integrity and completeness, however, in such a case as described above, having a midwife not sure of herself, referral to other health care professionals should have been considered while assisting the latter if possible. Having the mother notified of the findings and given consent with relation to the procedures that needed to take place, appropriate analgesia should have been administered. Once the doctor confirms that a part of the placenta is missing, a vaginal exam followed by an examination of the uterus under sterile conditions is usually performed. Should the midwife acted as a responsible professional, she must have been in control to take the necessary urgent measures if help from other health professionals was not accessible, keeping in mind the risk against the benefits. In such a case the priority of the midwife should have been managing postpartum bleeding so as to avoid the incidence of haemorrhage (ICM, 2011). The skills and abilities of the midwife allow her to perform a fundal massage in order to stimulate a contraction and help any remaining clots left in the uterine or vaginal cavity to be delivered (De Kock, 2004). Of utmost importance in the delivering the appropriate care, was the monitoring and estimation of the maternal blood loss. Oxytocic drugs should have been administered while regularly assessing vital signs of the mother, in addition to the recording of concise and accurate data of the events (ICM, 2011). In such a case were haemorrhage occurred, lifesaving drugs could have been administered to the woman in order for shock and respiratory distress to be avoided. The midwife shall have the skill to identify shock and be able to manage it. An intravenous line should have been inserted in such case and while administering the appropriate fluids and drugs, drawing of blood for laboratory testing could have been made possible. The woman with serious complication needed to be transferred to a higher level of care so as for emergency care to be given as required. In extreme cases the midwife must be able to perform cardio pulmonary resuscitation (De Kock, 2004). Furthermore, following such care, the midwife must have given great importance to the postnatal period of the woman. Observations of the woman’s progress and monitoring of the vital signs should have taken place (ICM, 2011). Record Keeping- A professional tool Accurate documentation of the process of labour and birth is a responsible role of the midwife. Appropriate written information about the progress of labour and the on-going care provided during this experience, gives out relative information about the mother and the fetal well-being during the birth events. The midwife must ensure that all the records are filled appropriately before transferring the woman to the future health care professionals (De Kock, 2004). The purpose of documentation is to provide a written evidence of events as they take place (Dimond, 2002). Appropriate written communication in the event of labour shall be factual, well dictated, concise, consistent, accurate, clear, legible, relevant and signed. Writing shall include detailed information of the care provided, the plan, actions, observations and the events occurring during labour (Dimond, 2002) All the information being documented is to be written as a contemporaneous manner of events. Documenting childbirth is a description of the birthing process. Relative information shall include data of the estimated blood loss during labour, the findings from the placenta examination as well as the results of the mother’s vital signs, whenever taken during the mother’s stay. Assessment of the perineum and vagina along with identification of necessary repairs, type and quantity of sutures required should also be noted (Dimond, 2002). The midwife must preserve all information recorded. Keeping all the records provides guidance to the health professional (Dimond, 2002). Documentation is a tool in the experts practise and it shall be considered as an essential part of care and not as additional to the care offered (Dimond, 2002) When writing out records one is to eliminate abbreviations and write in a manner that is easily understood by others. Records shall be clear so as to serve as a tool to facilitate an investigation. If any mistake is present in the recording of information, this should be corrected by cutting out neatly the mistake, while making sure that a signature and a date is presented. All information recorded by students is to be seen and signed by the midwife assigned. Information is to be written in a consecutive manner, having problems arising during the birth identified, and the actions and plans noted (Dimond, 2002). Regular training on documentation shall be proposed especially in situations where pressure is present especially at the time of the delivery where time is limited and record keeping is given a low priority. Written information shall reflect a clear evidence of the care being constantly provided to the mother and the baby (Dimond, 2002) ‘’A record becomes a legal document whenever it is required as an evidence of events occurred and is relevant in a court of law’’ (Dimond, 2002). Tools of documentation are necessary in the court of law, as although they are not always a proof of truth; records are an instrument of evidence and are tool for criticism by the judge. All written records are to be accurately dated timed, and signed. Negligence ‘Negligence may be best defined as actionable harm where a patient claims compensation caused by the carelessness of a midwife in breach of their duty of care’’ (Griffith, 2008). Negligence is the failure to take care of someone or something. This is the most brought up action in health services for compensation (Dimond, 2002 pg.182). Compensation can only be given when the midwife infracted the law in her duty of care, when harm has been recognised, or in the presence of a negative result that had been led to by the disrupted duty of care. The midwife has the responsibility of the duty of care towards all her clients. The duty of care involves: caring safely for the women and family, being able to communicate effectively, sharing evidence based information, giving advice, notifying the women of risks and acting in a way to promote health (Dimond, 2002 pg.184). The duty of care does not only relate to the care and treatment, but includes also the act of recording factual information and storing records. Duty of care involves all actions and activities that ensure safety. The midwife must aim to avoid acts that put the person at risk of harm. The person described is one who is directly affected by the midwife act. The aim is to have a positive effect on the mother, new-born, family and the overall experience (Dimond, 2002 pg.185). When a midwife is found guilty of putting the mother close to death a custodial sentence is most likely to be received by midwife (Griffith, 2010). Legislation of care This case scenario is a typical example of a dispute in the legal duty of care. In this case the midwife must have first understood the present standards of care (Dimond, 2002). The midwife described here has failed to understand and follow the protocols, guidelines and procedures drawn up nationally and locally. The midwife has also failed to understand the importance of accurate record keeping. The midwife is challenged on her inappropriate actions. Her records, if written precisely can also aid in defending her actions (Griffith, 2010). As a general rule, midwives who are not certain about the changing and revised standards of care, being practised in the area, are to make sure that all necessary information is gathered, understood and followed, so as to enhance safety in the care given to the mother and the family (Griffith, 2008). All midwives are responsible to obey to all policies. Trained and competent midwives are trusted and the element of trust in a qualified midwife reflects her level of competencies (Dimond, 2002). The government aims to increase the standard of the registered professionals and makes sure that all practioners listed on the registration list are safe and protective towards the public. Legislation aims to protect the mothers from dangerous professional staff. When a professional staff identifies that she has made a mistake, she shall not be complacent. It is the role of the midwife to communicate effectively with the woman and give all the acknowledgment, explanations and apologies, so as to act in the best way to correct her behaviour towards safeguarding the women and her family (Dimond, 2002 pg. 220). Although health professionals are to be knowledgeable and assertive, being over confident with their behaviour might put the mother and child at risk. With regard to this case scenario, having the midwife not seeking help from other professionals signifies, that her over confidence has led her to reduce the quality of care provided. Furthermore, a competent midwife would not only make sure that the placenta is examined correctly, but would also ensure that the placenta is examined in the presence of the mother, having findings continuously being communicated and explained. Any competent assessment of the risk would have to take in account the post birth vital signs of the women. The midwife’s failure to document correctly, take action and evaluate the mother’s vital signs was a direct cause towards the deterioration of the mother (Dimond, 2002). Conclusion The professional care provided by the midwife should be based on research and be within the law. As the claims for compensation continue to rise, the need for midwives to understand and reflect on the cases of negligence is important; so as to minimize the risk of negligence and increase the levels of standards of care (Dimond, 2002 pg.226). It is the midwives’ duty to understand the elements of negligence and take care of their actions and behaviours. A holistic approach of care provided by the midwife includes ’’leadership; clinical knowledge and skills; documentation; guideline development; risk management and debrief; audit; and education’’ (De Kock, 2004). References The core competencies for basic midwifery practice. (2002). Journal of Midwifery and Womens Health, 47(5), 403-404-406. De Kock, J. (2004). Second and third stages of labour. In J. De Kock, C. Van der Walt (Eds.), Maternal and newborn care: A complete guide for midwives and other health professionals (1st ed., pp. 14-1-14-7). Lansdowne: Juta and Company. Dimond, B. (Ed.). (2002). Legal aspects of midwifery (2nd ed.). China: Elsevier Science Limited. Fraser, D. M., Cooper, M. A. (Eds.). (2009). Myles textbook for midwives (15th ed.). Edinburgh: Elsevier. Griffith, R. (2008). Negligence and the standard of midwifery practice. British Journal of Midwifery, 16(10), 676-677. Griffith, R. (2010). Understanding negligence as a crime in midwifery. British Journal of Midwifery, 18(7), 449-450. International Confederation of Midwives. (2011). Essential competencies for basic midwifery practice 2010. (). International confideration of midwives. (2015). Retrieved from http://www.internationalmidwives.org/ Medfort, J., Battersby, S., Evan, M., Marsh, B., Walker, A. (Eds.). (2011). Oxford handbook of midwifery (2nd ed.). New York: Oxford University Press. Midwives code of practice. (2005, July). Retrieved from https://ehealth.gov.mt/download.aspx?id=908 Tiran, D. (Ed.). (2012). Baillieres midwives dictionary (12th ed.). London: Elsevier.