The eNotes Blog 3 Important Ways to Brighten the Future of Reading in theU.S.

3  Important  Ways to Brighten the Future of Reading in theU.S. Reading a great book for pleasure can be a magical experience for kids. It takes them to new places, lets them relive history, and teaches them about worlds they would never encounter in real life. Unfortunately, a study on the state of reading in the United States has recently revealed some disheartening statistics: did you know 66 percent of 8th graders tested below proficient in reading, according to The Nation’s Report Card? The problem: reading is one of the most important skills for a child to have- it will follow them through the rest of their schooling and career, in every way. Luckily, as an educator, you have the power to change these statistics, teaching your students a love of reading that will carry through their entire lives. 83% of kids say they love when parents read a loud to them. In our online world, books are collecting a thick layer of dust, including those in your students’ houses. Start a reading incentive program for students and their parents- the student that reads the most at home each month gets to choose a free book of their choice. Reading together as a family not only helps students build their own love of reading while developing important reading skills, but it also helps to establish a bond between parent and child. The average child spends 7 hours a day in front of a screen. EdTech is the new normal for teachers- and for a good reason. Technology helps you engage students and reach those who are struggling. However, reducing the amount of screen time in the classroom, even once a week, will motivate students to sit down with a book. Not to mention, limiting screen time can have a variety of other non-reading benefits- children who spend more time in front of a screen have more behavioral problems, sleep disorders, and higher rates of obesity. Encourage students to use technology to find the books they want to read- looking up titles on the library’s website- and then sit down in the classroom library to read it. Encourage parents to limit screen time by swapping a TV night for a family book night, where the TV stays off and everyone grabs their favorite book to settle in for a night of reading great stories. You could do this independently or read aloud together as a family. 52% of students love class reading time; only 17% of teachers do this. The best part about this statistic is that kids want to read more in the classroom, independently and as a group. Despite the focus on testing and teaching to the test, there are many ways to build more reading time into the school day. For example: Encourage more students to read aloud  during lessons. Give students 30-minutes of silent reading time once a week. Build reading into other lessons- reading non-fiction books is a great way to explore history, science and geography topics. Assign a weekly current event, requiring each student to read one non-fiction article at least once a week. If you or your school can’t afford more reading materials for the classroom, buy discounted books and magazines when there are small budget openings- the more there is to read, the more likely students are to do it. Reading is one of the most important skills a student can have, and you are in a powerful position to make a change for the better. Consider how you can make a difference in your classroom and motivate parents to do the same at home. This is a guest post from contributing writer, Jessica Thiefels.  Jessica Thiefels is the editor of Whooo’s Reading and an education blogger, who’s been featured in publications such as EdTech Digest and Daily Genius. Her favorite books growing up were My Side of the Mountain and The Giver, and she hopes to inspire a similar love of reading in students and educators.

Mexico CitysTlatelolco Massacre

Mexico City'sTlatelolco Massacre One of the ugliest and most tragic incidents in the modern history of Latin America took place on Oct. 2, 1968, when hundreds of unarmed Mexicans, most of them student protesters, were gunned down by government police and Mexican army forces in a gruesome bloodbath that still haunts Mexicans. Background For months preceding the incident, protesters, again most of them students, had been taking to the streets to bring the attention of the world to Mexicos repressive government, led by President Gustavo Diaz Ordaz. The protesters were demanding autonomy for universities, the firing of the police chief and the release of political prisoners. Dà ­az Ordaz, in an effort to stop the protests, had ordered the occupation of the National Autonomous University of Mexico, the countrys largest university, in Mexico City. Student protesters saw the upcoming 1968 Summer Olympics, to be held in Mexico City, as the perfect way to bring their issues to a worldwide audience. The Tlatelolco Massacre   On the day of Oct.2, thousands of students marched throughout the capital, and around nightfall, about 5,000 of them congregated at La Plaza de Las Tres Culturas in the district of Tlatelolco for what was expected to be another peaceful rally. But armored cars and tanks quickly surrounded the plaza, and the police began firing into the crowd. Estimates of casualties vary from the official line of four dead and 20 wounded into the thousands, although most historians place the number of casualties somewhere between 200 and 300. Some of the protesters managed to get away, while others took refuge in homes and apartments surrounding the square. A door-to-door search by authorities yielded some of these protesters. Not all of the victims of the Tlatelolco Massacre were protesters; many were simply passing through and in the wrong place at the wrong time. The Mexican government immediately claimed that security forces had been fired upon first and that they were only shooting in self-defense. Whether the security forces fired first or the protesters incited the violence is a question that remains unanswered decades later. Lingering Effects In recent years, however, changes in government have made it possible for a closer look into the reality of the massacre. The then-minister of the interior, Luà ­s Echeverrà ­a Alvarez, was indicted on genocide charges in 2005 in connection with the incident, but the case was later thrown out. Movies and books about the incident have come out, and interest is high in Mexicos Tiananmen Square. Today, its still a powerful subject in Mexican life and politics, and many Mexicans see it as the beginning of the end for the dominant political party, PRI, and also the day the Mexican people stopped trusting their government.

Nonprofit Analysis Essay Example | Topics and Well Written Essays - 1250 words

Nonprofit Analysis - Essay Example The organization recruits kindhearted people who can volunteer to help the disabled in the society. Because of this, the heart has become an essential logo for the organization. Minis and Friends invite donations from different people regardless of their age or livelihood. The organization uses the donations to provide for the needy. Museum of Indian Culture Museum of Indian Culture is a nonprofit organization that focuses on education and the preservation of culture. This organization perpetuates the history of the Indian culture and enables Indians to reflect on their origin. It also aims to bring different people together regardless of their cultural differences. The organization also recognizes other American Indian tribes and aims at uniting them with the other Indians (Worth, 2012). The Museum offers educational guidance to Indians across the world. It organizes special events that seek to recognize the Indian culture. The Museum appoints different Indians to offer educational guidance to other Indians to create awareness. The appointment of Indians to help with educational guidance has promoted interactions between Indians. This has encouraged people to ignore their cultural differences and relate to each other as colleagues. ... The organization has a vision of ensuring that homeless families do not live in the streets. The organization seeks to achieve this Christian principle and vision in all countries across the world (Worth, 2012). It has a goal of building houses for different homeless families across the United States. It has focused on this goal because many families are not able to afford better housing. Because of this, Morris Habitat for Humanity has collaborated with the housing ministry in the United States to build new housing for families. It uses the funds and donations received to build houses for families. The organization builds houses for families irrespective of their religion and race. Its central goal is to encourage the provision of good housing facilities. Florence Crittenton Services Florence Crittenton Service's central intention is to assist parents with their parental responsibility. This Christian nonprofit organization assists parents in raising healthy families. The organizati on provides guidance to parents with an aim of raising successful families. Other than helping parents, Florence Crittenton Services help different families to interact with the community (Worth, 2012). The interaction between families and communities promotes peaceful coexistence. The organization also seeks to promote a healthy bond between living families. It is based upon Christian values and principles because of its family vision. The goal of the organization is to empower teenagers to live a drug free life. It promotes this goal through collaborations with the teenager’s parents. This Christian organization helps in bringing up self-sufficient families that play a role in community building. It also helps teenagers to evade the sexual

Global Management and Leadership Essay Example | Topics and Well Written Essays - 750 words

Global Management and Leadership - Essay Example There are various functional departments such as finance, operations, Human Resources, Wholesale, Direct Sales, Information Technology, Marketing, Merchandise, Property, Sales, Supply Chain and Design. The heads of all these departments report to the CEO. The CEO along with other directors forms the board of directors which takes crucial organizational decisions. Such an organizational structure suits a company like Pumpkin Patch whose lines of business are quite few. This organizational structure enables appropriate designation of responsibilities (Organizational Chart Pumpkin patch, 2010). Pumpkin patch has been following an aggressive growth strategy which is not constrained by geographical boundaries. The company has retail stores in 4 countries as well as wholesale association in 16 countries. 80% of company’s revenues come from outside New Zealand. The company is listed on the New Zealand stock exchange and has more than 200 stores worldwide. It has strong financial stat ements and cash flows. A large part of the company’s sales comes through online sales. This indicates its adaptability to modern technologies, tastes and lifestyles. 2. Weaknesses As Pumpkin Patch grows, relying on a simple organizational structure as present could be risky. There would be a need to include structural components based on geography and lines of business. For example, there could be geographical heads for 4 prime geographical regions the company caters to (Organizational Chart Pumpkin patch, 2010). Pumpkin Patch’s turnover is still a fraction of the top retailers in United States and has a long way to go in spite of its recent scalability. 3. Opportunities Pumpkin Patch has a number of opportunities in all 3 channels of sales it uses i.e. Retail, Wholesale and Direct (Internet). In retail segment, the company has been relying solely on margins rather than volumes. Pumpkin Patch needs to scale up even faster to gain a significant market share in the crowd ed U.S. market. For this, the company can make use of franchise model. In the wholesale segment, the company needs to have strategic collaborations with top multi-brand retail chains such as Spencer’s and Wal-mart. Internet market is the best opportunity Pumpkin Patch can make use of. This is a relatively new sales channel and Pumpkin already has a significant presence there. It has not been exploited to its potential by competitors. This should be treated as a priority. The aim should be to generate at least half of the sales from this channel in coming years (Pumpkin patch Limited, 2007). 4. Threats Pumpkin has a significant mind space among the customers. However, U.S. children’s clothing market is highly crowded. There are well known reputed brands such as Gap, Next, Mango, Zara, Billabong, Gymboore and others (Pumpkin patch Limited, 2007). Scaling up in wake of this intense competition would be a difficult task and involve marketing and infrastructure spends. With huge store opening costs, the company may not be able to realize economies of scale with small stores. References Organizational Chart Pumpkin patch. (2010). Retrieved online January 18, 2012 from Pumpkin patch Limited. (2007). Macquarie Securities Data Related Information from PART 2 Relevance of Core Competencies Core competency is the unique capability of a firm that cannot be easily imitated and provides it a unique competitive edge. Core competencies

Cal by Bernard Mac Laverty - Critical Evaluation Essay Example for Free

Cal by Bernard Mac Laverty Critical Evaluation Essay Cal is a romantic-tragedy novel written by the Irish author, Bernard Mac Laverty. It is a fiction story about a young man living in Northern Ireland during the troubles of the 1970s. The writer conveys a number of significant themes through skilful writing and the novels plot, such as guilt, hypocrisy and bigotry. In this essay, I will be focusing on the themes of the story, the purpose of why the novel was written and the authors use of imagery to enhance his writing. The events of this story take place in Northern Ireland in the 1970s. During the period of time in which this story is set in, Northern Ireland was going through what we would now refer to as being The Troubles. This was a period of conflict involving republican and loyalist paramilitary organisations and included conflicts and violence. Cal is about a young adult named Cal who is living in Northeren Ireland at this time. He is a Catholic living in a Protestant area with his father, Shamie. This leads to him being the victom of many bigotry driven attacks, such as his house being burnt down and to him being insulted on his own street. He starts to fall in love with a woman named Marcella, which, from the very beginning, is a doomed relationship. This is because a year earlier Cal was reluctantly involved in the murder of a Protestant policeman, who was, in fact, Marcellas husband. Cal becomes closer and closer to Marcella as the novel goes on, and you find out more about the murder as the plot develops. He then lands himself a job at Mrs. Mortons farm, the mother of Marcellas husband, Robert. This brings him even closer to Marcella and they start to have a relationship with each other. This relationship becomes even more intense when Cal is offered to stay in Mrs. Mortons outhouse (as his house had been burnt down). He is then arrested at the end of the novel, for the murder of Robert. The ending of the story was very skilfully done. Near the end of the story, Mac Laverty builds up massive tension through certain events in the plot. It is then all concluded in a small, yet effective, paragraph. It tells us enough information to feel satifsfied, yet wanting to know more. It leaves key questions in the readers mind such as whether he deserved it or not and what will be his fate. I believe that the plot is a very important aspect of the story as it develops the mood and atmosphere and it is the events which take place which allow the themes to be conveyed. All the characters in Cal have complicated lifes. Most of them have good and bad sides and are all affected in different ways by the troubles. Cal is nineteen years old. He lives with his father and he is a Catholic. He is caught up with the IRA (Irish Republican Party) and takes part in a number of crimes which he does not want to be part of. After he joined, he had to do what they asked, such as when Cal thinks of the things the IRA do: They shoot deserters even deserters who protested that they had never joined in the first place. This quotation shows that Cal is scared of Crilly and Skeffington (members of the IRA) and that he is in danger. It also shows that Cal never wanted to take part in the violence making it sound stupid that they would shoot him. This whole section shows that Cal is vunerable. The writer makes out that Robert is a hard working loving man throughout the story. For example, when Marcella is telling Cal about her husband: He was so plausible one of those people that everybody likes in company. This quote shows that Robert was popular and was a worthy man, and there is also evidence showing that he was witty and intelligent. However, we later find out that he was not all what he was meant to have been, as Marcella confesses to Cal: He told lies, Cal. All the time. About his affairs I know he had two or three at least about his drinking and the money he spent This is an example of how the characters have both good and bad characteristics. Despite this, Marcella still loved him and was distraught when he was murdered. This also makes the characters more realistic, which lets the reader relate to the different characters in Cal. It also creates the question of who was too blame for The Troubles which relates to the theme and purpose of the novel, which I will be discussing later in this essay. All of the characters are affected by the troubles as well, as most of their problems are due to that situation. For example, if it was not for the troubles, then Cal would not have been involved with the IRA and Robert wouldnt have been murdered, taking problems out of all of the characters lives. All of the characters features reflect the themes, such as Cals characteristic of being vunerable, leading to his self loathing and guilt. There are many themes in the novel Cal. One of these themes that I will be focusing on is the theme of hypocrisy. Hypocrisy means the pretence of possessing virtues, beliefs or qualities that one does not really have, especially in matters of religion or morality. One way in which the author displays this theme is via specific characters, such as Crilly. Crilly is part of a gang who are fighting for independence from Great Britain. For example, when Skeffington is talking about Crilly: There are not many aspects of our culture which interests Mr Crilly. But hes a useful man. This quote shows that Crilly does not care about Irish independence and culture but is only in the gang as he likes the thrill of violence. It also shows that the IRA are not offended about his beliefs but just want him to help with their struggle. This shows them being hypocritical as they kill people who do not believe or reject their views, but someone who does not care about Irish independence can help with the violence. Another way in which hypocrisy is showing is through thoughts of characters and their dialogue. This is taking from a part where Dunlop (Cals Protestant employer) is talking to Cal about the situation in Northern Ireland: Would you do the same to the Loyalist prisoners every time a Catholic was murdered? Dunlop thinks that for any Protestant policeman who is murdered by a Catholic, two Catholics should be shot. This quotes shows that Dunlop is a hypocrite as he would shoot two Catholics every time a Protestant policeman was murdered but not if it was the other way around. This also shows that Dunlop is a bigot, which ties in with my next theme, bigotry. A bigot is a person who is obstinately or intolerantly devoted to their own religion, or opinion. Bigotry is the main cause of fear and violence in the story. One night, Cal and his father receive a note stating: GET OUT YOU FENYAN SCUM OR WELL BURN YOU OUT. THIS IS YOUR 2ND WARNING, THERE WILL BE NO OTHER UVF This clearly diplays pure bigotry. Cal and his father are being threatened to leave their home of many years, just because of their religion. This quote also shows how ignorant the UVF are, as they have spelt fenyan wrongly. This leads to Cal and his father being fearful, for example: Shamie was putting the gun beneath his pillow and climbing into bed This shows that Cals father has to keep a weapon underneath his pillow as there is a constant threat of violence. Another theme which has been cleverly developed is the theme of guilt. Cal feels guilty about his involvement in the killing of Robert, which leads to his self-loathing. At the start of the novel, the writer makes this very obvious: Merde. Crotte de chein. Merderer. Cal hates himself so much, that he makes up words to describe himself. The word merderer has a possible two meanings; it shows that he is guilty and secondly it shows his self loathing. As he becomes more and more involved with Marcella, his guilt increases: Now that he felt safe from the world outside he was being attacked from within his own head This quote is taken from the section where he is living and working with Marcella. It shows that guilt is eating him up and is destroying him and his life. The author also uses writing techniques to convey the theme of guilt: It was as if idleness had allowed dirt to accumulate on his [Cal] soul, to clog his mind, and work moved him through it untouched Mac Laverty uses this metaphor to show how Cal was brooding over Mortons death and his involvement. It also shows that he thinks that he deserves to go to hell for what he has done. When Marcella tells Cal about what Robert was really like, it complicates his guilt as he now knows that Robert sometimes brought misery to Marcella, and maybe it was good that Robert was murdered. All of these themes show the writers purpose in writing. He shows bad and good sides to both Protestant and Catholic organisations, leading to us to wonder which is the good side in the novel. The story also shows us how difficult and violent Northern Ireland was at that time in history, and how deeply everybody was affected. To an extent, the way the author writes also shows aspects of him being a bit ashamed of his country, due to the negative details and feelings he writes about. Mac Laverty uses a range of techniques to create the mood and atmosphere in the novel. One of these techniques, is his use of imagery. The story starts with this mood with the author describing the scenes taking place in an abattoir: It was immediately winched up by one of the hind shanks and its throat cut The author uses a lot of violence and blood imagery at the start of the novel to set the tone of the book. Other evidence which shows this use of evidence is that there are a lot of deaths and murders mentioned in the novel. An example of this is when Cal and his father are watching the news and the author describes the events that had happened, which were mainly murders and violence, in a way which seemed to be normal. Death permeates the novel as does religion. There are often references to the Bible and to religious symbols throughout the novel. Symbolism is another technique that Mac Laverty uses. There is also symbolism to certain fairytales, such as when Marcella is talking to Cal about her daughter, Lucy: Lucys favourite story at the minute is Repunzel This is significant as Marcella feels like she is trapped because she tries to do the right thing. The plot has been structured in a sophisticated way. The story has two climaxes: one in the middle and the other at the end. The first one occurs when the writer tells you about the death of Robert. This is significant as there is a huge tension built up before you find out. The author does this via short clues which are spread out throughout the novel and short sentences. The second climax is done in a similar way, but the paragraph in which it concludes, is quick and snappy and tells of only the most significant point, which is Cal being arrested. The dialogue of the novel is very realistic. The author does this by using Irish forms of slang, such as da instead of dad, and explicit language. The writer also uses great techniques to enhance his writing: His sin clawed at him, demanding attention The writer personifies the idea of the sin, describing the feeling of it clawing, to give the idea of Cals guilt and how is is destroying him and is eating him up. The verb clawing is associated with violence and adds to the imagery that the author uses to enhance his novel and to create the atmosphere. I thoroughly enjoyed reading Cal. It made me realise how lives can be ruined due to situations which do not even involve them. The themes of the novel also made me more aware about some peoples views and how they can sometimes be full of violence and hatred. It showed me what life was like in Ireland in those days and how we have to try to avoid anything so destructive from happening again.

Female Suicide Bombers Essay -- essays research papers

Female Suicide Bombers Suicide bombers have become today’s weapon of choice. Middle Eastern terrorists are using suicide bombers because they are low cost, low technology, and a low risk weapon. Suicide bombers have also become readily available, requiring little training, leaving no trace behind, and strike fear into the general population. The success of suicide bombers depends upon an element of surprise, as well as acceptability to targeted area or populations. Both of these required fundamentals have been enjoyed by women suicide bombers. Female suicide bombers were used in the past; however, the recent spat of them in different venues and for different terrorist organizations has largely increased. In order to understand what propels a woman to engage in violence during war, it is imperative to first understand the complexities of terrorism in the Arab – Israeli conflict, including its prehistoric history, and the roles women have played in warring relative to their cultural norms. There are several reasons that make women engage in this horrific act of violence but they can be counted down as being only a few. Hardly anyone would disagree that war is a heart-wrenching ordeal and that it brings dark anguish upon the people of the society being defended. Yet, war also has a flip side for those engaged in direct fighting as well as those witnessing it. War brings on feelings of exhilaration and states have come to view it as a natural and necessary endeavor that must be undertaken in order to maintain the survival of the nation (Elshtain 24). Oddly enough, the emotions felt by militant Middle Eastern women as they do battle have been described as seductive, rebellious, exciting, sense of purpose, sense of freedom (Elshtain 42). Moreover, there is no shortage of romance for even during warring, women’s femininity continues to lie deep within their spirits. Still they must project a strong persona, one who is just as capable as the men are. Repeatedly, combative women respond to their calling and they do it with remarkable charm and valor. Women’s roles in societies have customarily been distinguished from those of men. Their roles in warring also have been clearly delineated and boundaries unmistakably demarcated. Society, through its body of rules and its numerous institutions, has conventionally dictated their boundaries of militancy. Assisting in... ...ty of Tulkrm. Although profiling suicide bombers may be a fascinating academic challenege, it is less relevant in the real world struggle against terrorism than understanding the people that operate as terrorist leaders. It makes much sense to then be more concerned with structural issues: almost nobody does this as an individual. The need is pointed out to counter terrorist organizations since suicide organizations is an organizational phenomenon, the struggle against it can not be conducted on an individual level (Stern 203). Most important, organizations only implement suicide terrorism if their community approves of its use. Research shows that terrorist organizations will continue to use suicide bomber tactics and employ female suicide bombers. A comprehensive counter terrorism plan should recognize the increasing potential for the use of female suicide bombers. The struggle then must continue to lead the way against this terrible way of thinking. With more time and research, it will be easier to understand the real motives and truth behind the thinking of these Middle Eastern women, since they have now gotten to the point in also believing that dying is greater than living.

Group Dynamics and Leadership Essay

Abstract: Why are some teams successful and others unsuccessful? What criteria or attributes are needed for success? Contemporary teaching and learning practice over the past few years in higher education institutions has seen a proliferation of open-ended constructivist learning designs that incorporate collaboration. This has promoted the need for identifying essential attributes needed for successful teamwork. This study reviews the literature with a view of identifying a framework that educators can use to help promote effective teamwork in their classes. A case study is used to investigate two teams of final year multimedia students completing a project-based unit, in which teamwork was an essential ingredient and immersed in an authentic context. Attributes gleaned from the literature for successful teamwork was used to compare the two diverse teams. Keywords: Teamwork, higher education, authentic environment Introduction With the shift from a predominately instructivist to constructivist pedagogy the need for tertiary educators to use a variety of teaching strategies and methods is becoming increasingly important. Learning designs need to incorporate student-centred team based learning pedagogy such as project-based, case-based, inquiry-based and problem-based scenarios (Oliver, 2001). Students need to be immersed in learning environments that promote real learning in real contexts. Teams and teamwork help to promote deep learning that occurs through interaction, problem solving, dialogue, cooperation and collaboration (Johnson & Johnson, 1995). These learning designs promote the construction of knowledge as they are embedded in a social experience with a team environment (Vygotsky, 1978). Effective teamwork can affect the successful delivery and implementation of these learning designs. Tertiary educators cannot assume students will the knowledge, understanding and skills needed to create and contribute to a synergistic team environment. Through a review of the literature, this paper identifies a range of attributes considered necessary for successful teamwork. These are then used to compare two contrasting teams with a view of confirming their validity through a case study. Research has provided a number of attributes required for successful teamwork. Many of these attributes have been consistently identified in the literature. Table 1 provides a summary of literature on the successful attributes needed for effective teamwork as follows: †¢ Commitment to team success and shared goals – team members are committed to the success of the team and their shared goals for the project. Successful teams are motivated, engaged and aim to achieve at the highest level; †¢ Interdependence – team members need to create an environment where together they can contribute far more than as individuals. A positive interdependent team environment brings out the best in each person enabling the team to achieve their goals at a far superior level (Johnson & Johnson, 1995, 1999). Individuals promote and encourage their fellow team members to achieve, contribute, and learn; †¢ Interpersonal Skills includes the ability to discuss issues openly with team members, be honest, trustworthy, supportive and show respect and commitment to the team and to its individuals. Fostering a caring work environment is important including the ability to work effectively with other team members; †¢ Open Communication and positive feedback – actively listening to the concerns and needs of team members and valuing their contribution and expressing this helps to create an effective work environment. Team members should be willing to give and receive constructive criticism and provide authentic feedback; †¢ Appropriate team composition is essential in the creation of a successful team. Team members need to be fully aware of their specific team role and understand what is expected of them in terms of their contribution to the team and the project; and †¢ Commitment to team processes, leadership & accountability – team members need to be accountable for their contribution to the team and the project. They need to be aware of team processes, best practice and new ideas. Effective leadership is essential for team success including shared decision-making and problem solving. Case Study Final year students enrolled in the Interactive Multimedia course at Edith Cowan University are required to develop skills and expertise in managing the design and development of client web sites. The unit IMM 3228/4228 – â€Å"Project Management Methodologies†, uses teams of  four or five students to utilise their specialist skills to meet a â€Å"real need† for an industry client. Team roles include programmers, graphic designers and project managers. There were 82 students (20 teams) completing this unit. The aim was to have students experience project management issues that occur when dealing with â€Å"real† clients in â€Å"real† projects and was heavily focused on teamwork and problem solving. The environment was based on the learning principles of authenticity, self-regulation and reflection (Luca & Oliver, 2001). Features included student contracts, journals (for self/peer assessment & reflection), â€Å"Conference Centre† for problem solving, bulletin boards, time management tools, syllabus and assessment materials, lecture notes, legal/QA templates, relevant URL’s, web sites and assignments developed by previous students and a student details database. Within this setting, two teams were selected for investigation. One team was highly successful in developing a quality product, and collaborated in a highly successful manner. Another team, experienced severe team problems, which caused it to become dysfunctional and had to be split. Data was collected on both of these teams from focus groups sessions, interviews and questionnaires that were recorded and transcribed for analysis. A summary of the results is discussed below with reference to key attributes needed for successful teamwork as outlined in   participants understand their purpose and share their goals – the co mbination achieves mission (Francis & Young, 1979) members must share a strong common goal (Kets De Vries, 1999) groups provide each member of the team with prestige and recognition (Scarnati, 2001) successful teams are motivated to succeed (Bradley & Frederic, 1997) there is strong team commitment to succeed (Critchley & Casey, 1986) members have strong shared values and beliefs (Kets De Vries, 1999) engaged in and satisfied with their work (Wageman, 1997) creation of a team atmosphere that is informal, relaxed, comfortable and non-judgemental (Harris & Harris, 1996) †¢ promote group cohesion (Bradley & Frederic, 1997) †¢ people enjoy regular interaction with individuals who have similar interests and goals (Scarnati, 2001). Interdependence †¢ one cannot succeed unless the other members of the group succeed (Smith, 1996) †¢ together the group can deliver more than the individuals who compromise it could do in isolation (Francis & Young, 1979) †¢ team members must work together effectively to produce successful systems (Bradley & Frederic, 1997) †¢ team members interact to help each other accomplish the task and promote one another’s success (Smith, 1996) †¢ team members build on the capabilities of their fellows – the combinations energised through synergy (Francis & Young, 1979) †¢ team members must take an interest in both the group and each individuals achievement (Harris & Harris, 1996) †¢ team members must never be fully self-directed or completely independent (Johnson, Heimann, & O’Neill, 2000) †¢ teams are often empowered to accomplish tasks not available to individuals (Scarnati, 2001) †¢ Individuals experience a wide range of new ideas and skills when interacting with team members (Scarnati, 2001) †¢ team members learn together so that they can subsequently perform better as individuals (Smith, 1996) Successful Team This team of students was highly successful in developing a quality product, as well as being highly collaborative. Their journal entries continually reflected positive comments about other team members, and at no stage during the semester was there a request or requirement to transfer marks from one team member to another. Team meetings were always friendly, and at no stage were team issues discussed as being problematic. The team always focused on the project and how the process of development could be improved by exploring expectations of the tutor, client and end users. An analysis of the data collected from this team indicated that they showed the attributes needed for successful teamwork. In almost all of their responses in interviews, focus group meetings and questionnaires it was evident that this team was committed to: Commitment to team success and shared goals – the team was highly focused on delivering a quality product, and not pre-occupied by personal issues that might have interrupted this objective. They facilitated and nurtured positive, cooperative-working relationships based upon the focus of developing a quality final product that would impress their client tutor, peers and end users. The whole team was strongly motivated to out-perform other teams and shared a strong common goal of wanting to develop a product that would support their chances of gaining employment at the end of the course. This was evident in almost all of their responses; Interdependence – the team members felt that they had a responsibility towards the other members of the team and that the success of the project was based upon each team member’s contribution. Team members were always happy to help peers when they were experiencing difficulties. The team would proactively brainstorm problems individuals team members were having and offer assistance if needed; Interpersonal skills – the team recognised that team members had different personalities and experienced problems at different stages. They showed consideration for each other, respected and supported others in difficult times. Open communication and positive feedback – the team recognised that it was a â€Å"healthy thing† to discuss problems or difficult issues and try to offer constructive help/criticism in trying to resolve these. They strongly valued open dialogue that enabled team members to express their concerns in a non-defensive manner. They were open and truthful about all aspects of the project; Appropriate team composition – this team was proactive in selecting their team members well in advance for this unit. They had carefully considered the skills needed for each team member, and also the type of personality for each team member. These were carefully discussed and considered by two team members four months before the unit commenced; Commitment to team processes, leadership & accountability – team members were all aware of the importance of everyone’s role within the team and the process used by the team to plan and track the timing and quality of required tasks. The project manager was well respected by the team, and always consulted the team before making any major decisions. Also, the team had a number of quality assurance procedures which helped monitor activities as well as individual team members’ accountabilities; Unsuccessful Team Another team of students experienced severe team problems, which caused it to become dysfunctional and had to be split. At the first peer assessment session, marks were transferred between team members, as it was perceived that some team members weren’t contributing. Even though agreement was made at this meeting that marks should be transferred, and suggestions were made about how to improve the situation, resentment amongst team members escalated. This was clearly evident from the comments being made through the confidential on-line journal entries each week. The tutor had several meetings with the project manager and individuals to help try to resolve issues, but to no avail. At one of the team meetings a serious disagreement occurred, in which one of the team members verbally berated another, from which point there was no reconciliation. After this altercation, team members felt they could no longer work together, so even though they would experience a heavier workload, they unanimously agreed to split and form two separate teams. An analysis of the responses given by the successful team indicated that this team had a strong awareness of the attributes needed for successful teamwork. Comparing responses from this team against the key attributes needed for successful teams shown in Table 1, it was evident that this team was not congruent with these criteria: Commitment to team success and shared goals – one team member was highly motivated to achieve a high quality product, though two others were content with merely just gaining a pass i.e. they were happy to put in minimal effort. This mismatch of expectations caused many problems and frustration for team members early in the semester; Interdependence – two team members were highly competitive in this team that negated the development of a synergistic team environment. They were highly focused on our own tasks, and were not interested in helping others who may have been having problems. If others weren’t performing, then the attitude was that peer assessment should be applied, rather than trying to support and help the individual. This caused a lack of team cohesion and cooperation, a feeling of disempowerment, and resulting in the eventual split of the team; Interpersonal skills – the team showed little consideration for each other and gave almost no support for others in difficult times. Team members seemed unaware and very surprised that they had upset other team members by their comments. They seemed to have not detected they were hurting others feelings by their comments and the approaches taken to solve team problems; Open communication and positive feedback – comments made by team members indicated that peers were inconsiderate of their situation and problems, and were not inclined to discuss problems, as they would only attract criticism and negative feedback. This resulted in team members not communicating freely or discussing their problems that had potentially damaging effect on the team; Appropriate team composition– this team was formed haphazardly. Three of the original team members had a quick discussion in the class and decided to make a team, and another team member arrived a week later, so the team agreed to accept them in their team, as they needed to make a team of four. Expectations and skill were not carefully considered; Commitment to team processes, leadership & accountability – the project manager happened to be the youngest in the team, and didn’t command the respect needed. Team members often complained about team meetings being a waste of time, and also of team members being late or contributing effectively. One team member felt that he was not included in decision-making and did not receive all communication regarding the progress and development of the project from the project manager. The overall management of this team was perceived to be ineffective by most of the team members; Summary and Conclusions This study compared how well two teams performed by comparing attributes identified for successful teamwork, as shown in Table 1. From the results it is evident that these attributes played an important role in determining the success of these teams. The results show a compelling relationship between how the teams embraced these six attributes, and how successful the team was in collaborating and developing a quality product. The results from this study indicate that these key attributes need to be carefully considered by both tutors and students when teamwork activities are proposed. Further research needs to be considered on how best to implement these strategies in a methodological fashion to ensure tutors and students acknowledge and understand the importance of how to implement each attribute i.e. a template outlining implications for best practice when designing and implementing constructivist learning designs which incorporate teamwork activities. References Bradley, J. H., & Frederic, J. H. (1997). The effect of personality type on team performance. Journal of Management Development, 16(5), p. 337-353. Critchley, B., & Case, D. (1986). Teambuilding – At what price and at whose cost? In A.Mumford (Ed.) Handbook of Management Development. Gower Publishing Company Limited, University Press Cambridge Fisher, S. G., Hunter, T. A., & Macrosson, W. D. K. (1997). Team or group? Managers’ perceptions of the differences. Journal of Managerial Psychology, 12(4), 232-242. Flynn, G. (1997). How do you know if your work teams work? Workforce, 76 (5), May p. 7 Francis, D., & Young, D. (1979). Improving Work Groups. San Diego, California: University Associates. Harris, P. R., & Harris, K. G. (1996). Managing effectively through teams. Team Performance Management: An International Journal, 2(3), 23-36. Johnson, D. W., & Johnson, R. T. (1995). Social Interdependence – Cooperative Learning in Education. In B. Bunker & J. Z. Rubin (Eds.), Conflict, Cooperation, and Justice (pp. 205-251). San Francisco: JosseyBass Publishers. Johnson, D. W., & Johnson, R. T. (1999). Learning Together and Alone: Cooperative, competitive, and individualistic learning ( 5th ed.). Needham Heights: Massachusetts: Allyn and Bacon. Johnson, P. R., Heimann, V. L., & O’Neill, K. (2000). The wolf pack: team dynamics for the 21st century. Journal of Workplace Learning: Employee Counselling Today, 12(4), 159-164. Kets De Vries, M.F.R. (1999) High-performance teams: Lessons from the Pygmies. Organisational Dynamics, Winter, p. 66-77. Luca, J., & Tarricone, P. (2001). Does emotional intelligence affect successful teamwork? Proceedings of the th 18 Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education at the ASCILITE, p. 367 – 376, Melbourne: University of Melbourne. Luca, J., & Oliver, R. (2001). Developing Generic Skills through On-line Courses. Paper presented at the EdMedia 2001, Tampere, Finland. Oliver, R. (2001). Developing e-learning environments that support knowledge construction in higher education. Presented at the 2nd International We-B Conference, p. 407 – 416. Perth, Western Australia. Parker, G. M. (1990). Team Players and Teamwork. San Francisco, CA: Jossey-Bass. Scarnati, J. T. (2001). On becoming a team player. Team Performance Management: An International Journal, 7(1/2), 5-10. Smith, K. (1996). Cooperative Learning: make groupwork work. New Directions for Teaching and Learning, 67, Fall, pp. 71-82. Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press. Wageman, R. (1997). Critical success factors for creating superb self-managing teams. Organsiational Dynamics, 26 (1), Summer, 49-62.

Does Parole Work?

Does parole work? That is an important question as it relates to criminal justice and more specifically community corrections. How do we measure if parole is working? One way is to look at the recidivism rate of parolees. This policy paper will take an in depth look at this question. Also, this paper will study the current parole policy, my policy recommendations, and finally my conclusion of this problem. Parole is a very important tool for criminal justice in the United States of America. But does this tool work in reducing reoffending by released prisoners.Statement of the ProblemDoes parole work? One way to measure this by looking at recidivism rates by paroled prisoners who are released after serving their time. The proper question should be, does parole work in reducing recidivism rates? In the U.S. Justice System, parole is a thoughtfully used community correction option (Walker, 2015, p.288). One way to look at this is politically. The two sides are the right or Republicans and the left or Democrats. The right said that high-risk predators are let go into society and the left stated that release outcomes were based on less than scientific standards (Walker, 2015, p.288). The left's position was formed before sentencing guidelines were established (Walker, 2015, p.288). According to Samuel Walker, parole provided valuable tools to both inmates trying to get out and prison officials trying to get compliance from inmates. Parole was also a way to combat the ever-rising population in correction institutions (Walker, 2015, p.288). According to an Urban Institute study (2009) it queried, does parole work on reducing recidivism rates of released inmates? The answer after studying the statistics is it has little to no effect on re-offending or parole violations committed by former inmates (Walker, 2015, p.289). The Urban Institute study (2009) did not say the practice of releasing prisoners early or the idea of parole was a bad idea. However, they found there is no system of community corrections that performs better than another system (Walker, 2015, p.289). According to Christopher Zoukis (author and contributor for the Huffington Post), examining statistics of greater than 25,400 ex-prisoners released home-free or on community corrections during 2005 revealed 49.3% had been rearrested within eight years of release. The study included arrests for new crimes and for violating their conditions of parole. The ex-inmates that were released in 2005 included 31.7% that were convicted and 24.7% who were incarcerated again (https://www.huffingtonpost.com/christopher-zoukis/report-documents-us-recid_b_9542312.html). The re-arrest rates for released ex-inmates (52.5%) was greater than those released on probation (35.1%). According to the study, most released or paroled individuals committed new offenses within two years of their release at an average of 21 months (https://www.huffingtonpost.com/christopher-zoukis/report-documents-us-recid_b_9542312.html). Parole was meant to reintegrate prisoners back into society as productive members of society not as an opportunity to reoffend. This creates new victims and cost tax payers millions in the mechanizations of the criminal justice system (Zoukis, 2017).Current PolicyHere is the current United States Parole policy as follows: Federal prisoners serving a sentence of less than thirty years prior to November 1987 can apply for an initial parole hearing within 120 days of being incarcerated. This can happen through an application process for eligible prisoners (https://www.justice.gov/uspc/how-parole-works). According United States Department of Justice, D.C. Code offenders get a parole hearing sometime in the nine months before they become eligible for parole. The date is determined by the Bureau of Prisons. Inmates who get parole are given a date of release based on the parole release guidelines. These guidelines have been developed to make release decisions fair for all inmates giving credence to the system used (https://www.justice.gov/uspc/how-parole-works). Federal prisoners are entitled to interim hearings every eighteen to twenty-four months. The Parole Commission holds these hearings that are dependent upon the length of the prison term. During these hearings the Parole Commission must decide if there are enough positive or negative factors to legitimize changing the original release date (https://www.justice.gov/uspc/how-parole-works). D.C. A review is done before the release date of each inmate. This is done to assess the prisoner's record while incarcerated and they have met conditions of release (https://www.justice.gov/uspc/how-parole-works). Inmates are given a decision of their parole hearings by a Notice of Action. Federal inmates can appeal any parole decision if they feel that they have been treated unfairly by the Parole Commission. This appeal will trigger a subsequent review by the National Appeals Board (https://www.justice.gov/uspc/how-parole-works). According to the United States Department of Justice, prisoners of the federal system let out on parole or through mandatory release must report to their parole officer upon release. Paroled inmates must follow a set of rules set-up to aid in supervision and keep the public safe. D.C. offenders let go are supervised by the Court Services and Offender Supervision Agency (https://www.justice.gov/uspc/how-parole-works). If the parolee commits a new offense and/or violates the terms of their release, then the Parole Commission is contacted. The Parole Commission then puts out a warrant for the parolee's arrest and the parolee is picked up. Finally, a hearing is called to rule on the allegations and if the parolee is found in violation of their terms of parole, they may be returned to prison to serve out the rest of their prison sentence (https://www.justice.gov/uspc/how-parole-works). Why is the parole policy and procedures not alleviating the recidivism rates of offenders? The main problem is that parole makes certain assumptions or predictions when releasing offenders into community corrections. When it comes to parole, the United States Justice system has been trying to predict who will be successful on parole since the 1920's. Experts have tried out many formulas that attempt to predict what individuals will have success on parole. They hope these predicting formulas show who is ready to re-enter our society. These experts have had little success in predicting who is ready for release. The fact is that they are no closer today then they were in the 1920's (Walker, 2015, p.290). According to Samuel Walker, Martinson and McKenzie stated that only particular programs work for certain inmates. Matching these inmates to the program that works best for them is a shot in the dark. Even using risk prediction instruments, like in California, is no more efficient than other programs (Walker, 2015, p.290).Policy Recommendations/Action PlanMy policy recommendations are three-pronged. First, after the offender is released, the government should aid in employment. This would allow the offender to become a productive member of society and they would be able to earn a living. This would save the taxpayers millions by not having to pay for further incarceration. The next prong would be helping with housing for the first six months after release. Although this would cost the taxpayers, it would still be cheaper than housing them in prisons and the cost of all the procedures in the criminal justice system. Finally, therapy specific to an offender's needs would be beneficial for the offender and basically everyone in our society. This would help provide mental tools to aid in rehabilitation. The biggest hurdle to implementing my recommendations would be how do you pay for it? I believe this would also cause political problems. Providing funding for government programs usually does create political push back. I believe policy makers would be on board for employment and therapy. I do not believe they would support the housing.ConclusionDoes the United States parole policy work? When we release offenders on parole, is there a big difference in the recidivism rates versus that of offenders serving out their full term in prison? The answer is sadly no. The problem with all community corrections is that it creates a prediction problem. As we all know, predicting human behavior is at best fifty/fifty. I do believe the policy recommendations I made would help, but it is not one-hundred percent fool proof. It all comes down to free will and free choice.Works CitedUnited States Department of Justice. (2015). How Parole Works. Retrieved from https://www.justice.gov/uspc/how-parole- works.Walker, S. (2015). Sense and nonsense about crime, drugs and communities. Stamford, CT: Cengage Learning.Zoukis, C. (2017, December 6). Report Documents U.S. Recidivism Rates for Federal Prisoners. Huffington Post. Retrieved from https://www.huffingtonpost.com/christopher-zoukis/report-documents-us-recid_b_9542312.html.

Macbeth Hero or Villain essays

Macbeth Hero or Villain essays Macbeth is an interesting character. Do we consider Macbeth a hero or a villain? There has been much disagreement over this. As the story progresses Macbeths fortune takes different turns, some for good, some for bad. Macbeth changes from brave Macbeth to bloodier villain all in a short period of time. Anything and everything effected Macbeths fortune, from when he kills Duncan, to when his wife is tragically killed. But all this werent just his mind telling him and influencing him on what to do and where to go next. Different people telling him different things had the biggest influence. We first meet Macbeth as a brave, loyal general who is given the high title of Thane of Cawdor by King Duncan. He seems like a noble, good person. The question is: Does Macbeth get worse throughout the play? Macbeth becomes ambitious, wanting to become king. Though he has misgivings about killing the King, his wife tells him to. She plans the killing. Macbeths good conscience tells him not to kill the King. He goes through with it, however, feeling guilty after the crime. So right now, Macbeth isnt as good as he was at the start, but he is no villain. Some of it was his wifes fault. He still has a conscience even though he made a bad mistake. Macbeth is still our hero. At the beginning of the play Macbeth is seen as a courageous soldier who is loyal to the King but is corrupted from the witches prophecies and by his and Lady Macbeths ambition. Their marriage is of convenience for Lady Macbeth, but for Macbeth it is more than that. He loves his wife, and she takes advantage of this. She is continuously making him feel guilty, for being weak, and challenging his manhood. Macbeth is a hero to Scotland, and a strong person. He is a Lord under the rule of King Duncan, and he has no reason to feel unhappy with where he is in life. It's after t ...

Profile of Serial Killer Alton Coleman

Profile of Serial Killer Alton Coleman Accompanied by his girlfriend Debra Brown, Alton Coleman went on a six-state raping and killing spree in 1984. Early Years Alton Coleman was born on November 6, 1955, in Waukegan, Illinois, about 35 miles from Chicago. His elderly grandmother and his prostitute mother raised him. Having some mild intellectual handicaps, Coleman was often teased by schoolmates because he sometimes wet his pants. This problem earned him the nickname of Pissy among his young peers. Insatiable Sex Drive Coleman dropped out of middle school and became known to local police for committing petty crimes involving property damage and setting fires. But with every passing year, his crimes grew from petty into more serious charges of sex crimes and rape. He was also known for having an insatiable and dark sex drive which he sought to satisfy with both men, women, and children. By the age of 19, he was charged six times for rape, including that of his niece who later dropped the charges. Remarkably, he would convince jurors that the police had arrested the wrong man or intimidate his accusers into dropping the charges. Mayhem Begins In 1983, Coleman was charged with rape and murder of a 14-year-old girl who was the daughter of a friend. It was at this point Coleman, along with his girlfriend Debra Brown, fled Illinois and began their brutal rape and murder spree across six Midwestern states. Why Coleman decided to flee being charged this time is unknown since he strongly believed he had voodoo spirits that protected him from the law. But what really protected him was his ability to blend into African American communities, befriend strangers, then turn on them with vicious brutality. Vernita Wheat Juanita Wheat was living in Kenosha, Wisconsin, with her two children, Vernita, age nine, and her seven-year-old son. In early May 1984, Coleman, introducing himself as a nearby neighbor, befriended Wheat and visited her and her children often over a period of a few weeks. On May 29, Wheat gave permission for Vernita to go with Coleman to his apartment to pick up stereo equipment. Coleman and Vernita never returned. On June 19, she was found murdered, her body left in an abandoned building in Waukegan, Illinois. Police also found a fingerprint at the scene that they matched to Coleman. Tamika and Annie Seven-year-old Tamika Turkes and her nine-year-old niece Annie were walking home from a candy store when Brown and Coleman led them into nearby woods. Both children were then bound and gagged with strips of cloth torn from Tamikas shirt. Annoyed by Tamikas crying, Brown held his hand over her nose and mouth while Coleman stomped on her chest, then strangled her to death with elastic from a bedsheet. Annie was then forced to have sex with both adults. Afterward, they beat and choked her. Miraculously Annie survived, but her grandmother, unable to deal with what happened to the children, later killed herself. Donna Williams On the same day that Tamika and Annie were attacked, Donna Williams, age 25, of Gary, Indiana, came up missing. She only knew Coleman for a short time before she and her car disappeared. On July 11, 1984, Williams was found strangled to death in Detroit. Her car was found parked close to the scene, four blocks from where Colemans grandmother lived. Virginia and Rachelle Temple On July 5, 1984, Coleman and Brown, now in Toledo, Ohio, gained the trust of Virginia Temple. Temple had several children, the oldest being her daughter, nine-year-old Rachelle. Both Virginia and Rachelle were found strangled to death. Tonnie Storey On July 11, 1984, Tonnie Storey, age 15, from Cincinnati, Ohio, was reported missing after she failed to return home from school. Her body was found eight days later in an abandoned building. She had been strangled to death. One of Tonnies classmates testified that she saw Coleman talking to Tonnie the day she disappeared. A fingerprint at the crime scene was also linked to Coleman, and a bracelet was found under Tonnies body, which was later identified as one missing from the Temple home. Harry and Marlene Walters On July 13, 1984, Coleman and Brown bicycled to Norwood, Ohio, but left almost as soon as they arrived. They made a stop before leaving to Harry and Marlene Walters home under the pretense of being interested in a travel trailer the couple was selling. Once inside the Walters home, Coleman struck the Walters with a candlestick and bound then strangled them. Mrs. Walters was struck up to 25 times and mutilated with a pair of vice grips on her face and scalp. Mr. Walters  survived the attack but suffered brain damage. Coleman and Brown stole the couples car which was found two days later in Lexington, Kentucky. Oline Carmichael, Jr. In Williamsburg, Kentucky, Coleman and Brown kidnapped college professor Oline Carmichael, Jr., forced him into the trunk of his car, and then drove it to Dayton, Ohio. Authorities found the car and Carmichael still alive in the trunk. The End of the Killing Spree By the time authorities caught up with the deadly pair on July 20, 1984, they had committed at least eight murders, seven rapes, three kidnappings, and 14 armed robberies. After careful consideration by authorities from six states, it was decided that Ohio would be the best place to prosecute the pair because it approved of the  death penalty. Both were found guilty of the murder of Tonnie Storey and Marlene Walters and they both received the death penalty. An Ohio governor later commuted Browns death sentence to life imprisonment. Coleman Fights for His Life Colemans appeal efforts were unsuccessful and on April 25, 2002, while reciting The Lords Prayer, Coleman was executed by lethal injection. Source Alton Coleman Finally Faces Justice - Enquirer.com

Dance 3 (fitness and wellness) Assignment Example | Topics and Well Written Essays - 500 words

Dance 3 (fitness and wellness) - Assignment Example ty and high lipid levels (signified by the high low-density lipoproteins) also predisposes Joe to acquiring Diabetes of the type two variety especially if any member of his family has had diabetes before. He is also likely to get gallbladder diseases, osteoarthritis, dyslipidemia and cancers. Social exclusion may lead Joe to succumb to depression and other mental disorders. Therefore, there is a need for Joe to manage his lifestyle better. To make himself fit, Joe should start by enrolling himself in a local gym and dedicate a particular time of the day for exercises. By doing this, he would be also be engaging in more social interactions and therefore promoting his social wellness (Hoeger, page 200). He should seek a religious domination of his liking and attend regular services. Also, he should analyse his skills and hobbies and look for a job that befits him. He should also take time to be relaxing and go out for dates with members of the opposite sex to enable him be able to get a suitable partner of his choice. All these will enable him create a balanced lifestyle that would reduce the risk of the above diseases. Sally needs to seek the help of a good psychologist to help her unravel the source of her demotivation. Alternatively, she could do a self-evaluation to pinpoint the root of her demotivation. After the emotional problem is solved, she should enrol herself back to the gym on a regular basis. Since her sport of choice is athletics, she should engage in regular jogging in the morning and treadmills in the gym. Each week she strives to increase the distance of running to improve her performance. She should incorporate the principle of commitment and self-discipline to record improved performance. She should also eat healthily. A diet plan for a single day could resemble the one