Boston Tea Party Research Paper Example | Topics and Well Written Essays - 1500 words

Boston Tea Party - Research Paper Example The historical belief is that the Boston Tea Party was set into motion in 1765 by the Tea Act of the British parliament that was meant to aid the British East India Company that held a massive surplus of tea in its warehouses. The British decided to sell the tea to its colonies at undercut prices in order to help save the failing tea company. However, purchasing the tea would have fallen under the Townshend Duties which was not supposed to apply to the colonies. The colonies recognized the usurpation of power that was taking place due to the entry of the tea into the American market, causing the colony to resist purchasing the tea. The Boston Tea Party was the result of a near decade of indirect war between the colony and Britain. The actions of the British parliament in relation to the entry of the taxed British tea into the colony eventually led to the independence of America in 1776. It is interesting to note however, that the aforementioned history of the Boston Tea Party is but one of the many versions / reasons that has come out over time to explain the events leading up to the eventual independence of America from colonial rule. The most commonly accepted version of the Tea Party history is that it was an event that occurred in 1773 as a showdown between the â€Å"Friends of Government† represented by Governor Thomas Hutchinson, and the â€Å"Sons of Liberty† represented by Samuel Adams and Joseph Warren. When the ship The Darthmouth docked on American shores on November 28, 1773 it was unable to offload its cargo of tea. The colony refused to let the the ship go back to England and yet they refused to receive the tea as well. Both sides had 20 days to clear customs and resolve the issue. However, resolving the problem of the taxed tea proved to be futile. At this point, British warships, expecting trouble, stood guard in the nearby harbor. When all efforts are negotiation failed, The â€Å"Body of the People† that had gathered at the Old South Meeting

Training the trainer on training outcomes

Training the trainer on training outcomes 1.1 Overview Organizations are defined as people working together in order to achieve common purpose. They along with working together are also collectively responsible for results. For this reason, the study of human interaction is emphasized. This requires the communication development through which right direction were set hence accomplishing the organizational objectives and goals. The more these goals are clear; the better were the understanding by the employees Grà Ã‚ °tton, Hà Ã‚ °iley, Stiles Truss (1999). But one should remember that the organization comprises of people with different cultures and value diversities. For any HR manager, the main target is to merge all the cultures simultaneously and carefully so that no employee feels left out. The cultural diversity increases the work of HR as the management has to revise their policies in order to develop and formulate rules and regulations which are free of any racial or gender discrimination. Religion, race, sect, sex, ethnic bel ongings are such critical factors which need to be focused upon in order to bring the harmony in organizational structure and employees (Delaney, 1996). The importance of HRM is not only evident with the HRM plan formulation and its coherence with the organizational goals but the HRM policies also form a major portion of the entire human resource management concept. HR policies are required in an organization as the employees are from diverse backgrounds which require limitations in order to harmonize the workplace culture and situation. For this reason, every organization requires a strategy for developing, enforcing and communicating the HRM practices and policies that reflect the acceptable standard behavior (Garavan, Costine Heraty, 1995). 1.2 Problem Stà Ã‚ °tà Ã‚ µmà Ã‚ µnt To study the organizational practice of training the trainer and its effect on training outcome. 1.3 Research Hypotheses H1: There is no relationship between training duration to trainer on the job performance of the employees. H2: There is no relationship between training duration to trainer on employee level of satisfaction with the training program. H3: There is no significant difference between types of training given to the trainer with the job performance of the employee. H4: There is no significant difference between the types of training given to trainer with the level of satisfaction of the employee with the training program. 1.4 Outline of the Study Thà Ã‚ µ scopà Ã‚ µ of rà Ã‚ µsà Ã‚ µÃƒ Ã‚ °rch is rà Ã‚ µlà Ã‚ °tà Ã‚ µd to the effect of training the trainer on training outcomes. The training of the trainer approach has become a promising method to train and develop the trainers and by that training the employee in the organization. When trainers themselves receive training it is usually aimed at familiarizing them with the specifics of a new or revised module or program. The approach appears to be use full in developing the different skills of the employee and improving their job performance and productivity as well. The question here is that what should be the intensity of the training the trainer and the types of training given to them such as on the job off the of the training and by that the training given to the employees what will be the level satisfaction of the employees with the training program and improvement in the job performance. The trainer can use the shared experiences to create positive images of the new model and its potential effectiveness. CHAPTER 2 LITERATURE REVIEW Human capital is increasingly being seen as an issue of strategic significance in the industry today. It is this aspect of competition that provides most decisive elements of business advantage for a company by way of market responsiveness, process and technology innovation or enhancing customer experience (Ahmad, Schroeder, 2003). In this modernized world where globalization is fast crating an effect, the workplace realities of the ancient organizations no longer exists. It has become past and needs to be revised very carefully before any aspect of it can be implemented nowadays. It has become increasingly important for the organizations to introduce new methods and meet the new training needs of the employees. The reality of workplace, the changing work environment has increased the end for the managers to reconsider the methodologies of developing durable and strong relationship between the employees and organization that ultimately leads to the achievement of the organizations goals and objectives Lado, (1994). A thorough and complete understanding of the employees training need has became important for the management in order to accomplish what employees expect from the organization in order to return what organization expect from them. Therefore it becomes clear from the researches that a Trained work-for ce is an instrument of success for full filling the needs of a rapidly changing work environment for both, the employees and the organization. It also becomes clear that a well- Trained workforce were eventually lead to the organization achieving its goals and objectives in a better an efficient manner. To serve this purpose ob building a strong bond between the management and workforce, the role of the top management is very crucial in this respect. Human capital is capable of playing a pivotal role compared to financial capital, in the effectiveness of the organization. In modern times people are believed to me a source of competitive advantage and carry more importance in leading a company towards success, rather than finance (Bordia, Hobman, Jones, Elizabeth Callan, 2004). A business employs factors of production to carry out its business activity. It is very important for a business to be sure that all its resources are allocated efficiently in order to be profitable. The most important, vital and significant resource of a company is the people it employs. Due to increasing globalization and competition, the productivity of labour has become increasingly important for the companies in determining its efficiency. Businesses, like those in service sector, whose staff deal directly with its consumers need to be very conscious about the training level of their employees. Training has become important for the business to gain competitive edge by attracting the best recruits. They must be aware that to win completion, it is important for them to attract and retain the best labour possible (Desveaux, 1994). A milestone in a success of an organization is fulfilling the continually changing needs of employees and the organization. A heavy responsibility rests on the shoulder of the management to develop durable and strong relationships between them. Companies expect workers to follow the rules according to the terms and conditions set for them. Employees in return expect fir pay, good working conditions, secure career, fair treatment, involvement in decisions and power. These expectations of both groups vary from company to company. For any business to deal with these expectations successfully a complete understanding of the employee training becomes necessary (Glick, Huber, Miller, Doty Sutcliffe, 1990). It is usually that it is the organization and not managers that fail to hold managers responsible for creating training among the people. They fail to understand the role of training and its connection to job performance. One of the biggest challenges for Human Resource is to persuade line managers to develop and manage people. These line managers should be able to build string and personal relationship with the employees through effective communication. There is a need for the line mangers to understand the nature of the employee and his subordinates and should be able to deal with the problems of workers effectively. A thorough understanding of the needs of the subordinates were eventually let the managers know what the employee aims for and what are their goals and objectives Goodman, Rousseau Church (2004). They can then decide how to develop and implement strategies that were achieve the objectives of the company while letting the employees achieve their personal goals. Staff t hat is untrained were reluctant to do their jobs quickly and efficiently and were only provide the minimal of what is required of them from the organization. It is important to know how well trained staff were alter the levels of productivity and performance within a company, thus affecting the competitiveness of the business. A well Trained staff is not only able to increase productivity and performance but is also prepared to accept responsibility, willingly and happily. There is low labor turnover which reduces the business cost of hiring and training new labor. With a highly motivate staff, a business also benefits from low absenteeism rate and employees participate on making suggestions for improvements (Hui Lee, 2000). Herzberg identified five main factors that resulted in job satisfaction. These factors can easily be identified in an organization and can be used for evaluation. The five main factors include achievement, recognition for achievement, responsibility, nature of work itself and advancement. These are the factors which can easily be identified if they exist in an organization. Similarly Herzberg gave five main factors that resulted in job dissatisfaction. These are termed as companys administration and policy, salary, supervision working conditions and relationships. This factor can easily be searched for in an organization to determine the effects of training. Improving the work performance has always been and were continue to be the major concern of all businesses Jimmieson Terry (1999). It is the performance of work that creates satisfied managers and/or dissatisfied managers. The work performance has always been an important issue for the businesses as their success and failure depends upon the performance displays by their workforce. A manager when pays the employee, expects to return the worth of what is paid to him. In case of failure to do so, many workplace issues are created that managers then need to deal with. It is not always possible for managers to repay the accurately the input employee has put into work. This is because there exist no method to measure the input against the output which the employee receives or perceives. Failure to come up to the expectation results in detraining. Is also seen, as described by the expectancy theory that workers expect according to what they see around. Now it becomes difficult for manager s to know how they perceive their work output and it is compared to whose job (Klein, 1996). The performance at work is not only dependent upon the skills and abilities the worker possesses but there are many factors that exist which creates and leave an impact upon the performance of the employee. A well-Trained employee results in well performed job and an unsatisfied employee who is untrained towards his job naturally results in a poor job performance. But the question what motivates man to perform better has many answers. There are many training factors as discussed above that leaves an impact upon the training of the employees (Liden Graen, 1980). Training and development is always been an issue for the organizations and there HRD According to Mintzberg, Henry Westley Frances (1992) HRD as a profession is deeply concerned about issues of individual and organizational learning, change and success , and how, through its professional roles and activities, it Can benefit people and organizations as they pursue various goals and interests. According to Jick (1993) Training and development of employees is viewed as an important factor in Ensuring that employers Have a capable, skilled and knowledgeable workforce. As Miller, Johnson Grau (1994) reported that From the company perspective Training and development of the company Employees are essential for organizational operation and organizational advisement. To have positive results training must tie closely to appropriate effective training method and training delivery mechanism (Goodman, Rousseau Church, 2004). The first training decision that a company has to make is not necessarily concerned with whom to train. Instead, the company needs to start by considering whether to buy the new skills they require in the labor market by hiring properly skilled labor, or whether it is preferable to acquire the new skills by Training the companys present staff. If the company decides to invest in its current personnel, then it is faced with a multitude of highly interrelated questions: Who are to be trained (Glick, Huber, Miller, Doty Sutcliffe, 1990). The training of the trainer approach has become a promising method to train and develop the trainers and by that training the employee in the organization. When trainers themselves receive training it is usually aimed at familiarizing them with the specifics of a new or revised module or program. The approach appears to be use full in developing the different skills of the employee and improving their job performance and productivity as well. The question here is that what should be the intensity of the training the trainer and the types of training given to them such as on the job off the of the training and by that the training given to the employees what were the level satisfaction of the employees with the training program and improvement in the job performance. The trainer can use the shared experiences to create positive images of the new model and its potential effectiveness. But Despite heavy investment in the training program , organizations can frequently fail to evaluate t he success of their training program Therefore, it is important for organizations to incorporate into their training programs strategies to improve the transfer of training (Desveaux, 1994). As Bordia, Hobman, Jones, Elizabeth Callan (2004) reported after the training investment has been made, logically the focus turns to the effects of the training. Few attempts have been made in connection with organizing measurements to determine the level of training effectiveness involving trained individuals. The lack of reliable, valid measurements of Learning, reaction (satisfaction with training) and training impact at work may be one of the factors that have been hindering research progress in the training evaluation area (Lado, 1994). HRM is itself involved in the measurement of the employee efficiency but the process of HRM itself needs to be assessed and monitored in order to leave no room for loopholes. Measuring HR performance were include every aspect like HR departments, HR functions and HR operations. In HRM monitoring in order to check its effectiveness, every aspect pertaining to HRM were taken under consideration. However it is not very easy to assess and quantify the effectiveness of HRM as there are no strict parameters and metrics that are used as base for evaluation. In comparison to this, financial assessment is easy as there are metrics and parameters in terms of budget etc. So overall, HRM effectiveness is the hardest aspect of organizational assessment (Ahmad Schroeder, 2003). CHAPTER 3 RESEARCH METHOD 3.1 Method of Data collection Personal survey method was used to collect the data. The researcher was personally visit different organizations belonging to different sectors and though a questionnaire primary data was collected from H.R managers and employees . 3.2 Sample Size and Sampling Technique A sample size of 220 respondents was used for carrying out the research and the technique used for sampling is convenience based sampling. 3.3 Instrument of Data Collection In this research, Questionnaire was used as an instrument of data collection and the instrument is in the form of closed ended questionnaire was filled by the H.R managers and employee who receive training. The source of questionnaire was measured by using likert scale. 3.4 Statistical tool In this research ANOVA and Correlation was used for the analysis of the results. 3.4.1 Reliability test The instrument was pre-tested where 4 to 5 sample questionnaire were filled to the different respondents just to identify whether it was easy to understand. Through pretesting it was found that all respondents felt comfortable in responding and found the instrument interesting as well. Reliability analysis allows studying the properties of scales of measurement and the things that build them up. The Reliability Analysis procedure calculates a number of frequently used procedures of level reliability and also gives information about the associations between individual items mentioned in the scale. Reliability Statistics Cronbachs Alpha N of Items .692 18 3.4 Research Model used PRATICES OF TRAINING THE TRAINER TRAINING OUT COMES Improvement in job performance of the employee Level Of Satisfaction of the employees with the training program Training frequency Types of Training (Self Developed Model) CHAPTER 4 RESULTS 4.1 Findings and Interpretation of the Results For finding the results the research used correlation and Post Hoc tests. Rejection region: P-value H1: There is no relationship between training duration to trainer on the job performance of the employees. H2: There is no relationship between training duration to trainer on employee level of satisfaction with the training program. Table 4.1 Correlations Length Of Training Employee Satisfaction Job Performance Length Of Training Pearson Correlation 1 -.103 .039 Sig. (2-tailed) .666 .870 N 20 20 20 EmployeeSatisfaction Pearson Correlation -.103 1 .776** Sig. (2-tailed) .666 .000 N 20 20 20 JobPerformance Pearson Correlation .039 .776** 1 Sig. (2-tailed) .870 .000 N 20 20 20 **. Correlation is significant at the 0.01 level (2-tailed). The coefficient of correlation can vary from positive one (indicating a perfect positive relationship), through zero (indicating the absence of a relationship), to negative one (indicating a perfect negative relationship). As a rule of thumb, correlation coefficients between .00 and .30 are considered weak, those between .30 and .70 are moderate and coefficients between .70 and 1.00 are considered high. However, this rule should be always qualified by the circumstances.   From table 4.1 the coefficient of correlation between Length of Training and Employee Satisfaction is -0.103 which shows the perfect negative relation between Training duration and Employee Satisfaction. The coefficient of correlation between Length of Training and Job Performance is 0.039 which shows the weak relation between Training duration and Job Performance and it concludes that training duration does not made positive impact on Employee Satisfaction and Job Performance. The significant value of Pearson correlation between Length of Training and Employee Satisfaction is greater than 0.05 i.e. 0.666, and the significant value of Pearson correlation between Length of Training and Job Performance is also greater than 0.05 i.e. 0.870, so P-value >0.05 Accept Ho. Hence H1 and H2 are Accepted, there is no relationship between training duration to trainer on the job performance of the employees and on employee level of satisfaction with the training program. It is concluded that trai ning hours does not made an impact, the quality of training made the change. H3: There is no significant difference between types of training given to the trainer with the job performance of the employee. H4: There is no significant difference between the types of training given to trainer with the level of satisfaction of the employee with the training program. Table 4.2 ANOVA Sum of Squares df Mean Square F Sig. JobPerformance Between Groups .000 2 .000 .001 .999 Within Groups 1.482 16 .093 Total 1.482 18 EmployeeSatisfaction Between Groups .007 2 .003 .020 .980 Within Groups 2.734 16 .171 Total 2.741 18 Research tests the impact of training given to trainer on job performance and level of satisfaction of the employee. The Anova Table 4.2 shows that the significant level are greater than 0.05. The significant value of training Between Groups within Groups given to the trainer with the job performance of the employee is 0.999 and the significant value of training Between Groups within Groups given to trainer with the level of satisfaction of the employee with the training program is also 0.980 i.e. P-values >0.05 which means that our both hypothesis are true. Hence H3 and H4 accepted and it is confirmed that there is no significant difference between types of training given to the trainer with the job performance of the employee and with the level of satisfaction of the employee with the training program. Table 4.3 Multiple Comparisons Bonferroni Dependent Variable (I) Type Of Training (J) Type Of Training Mean Difference (I-J) Std. Error Sig. 95% Confidence Interval Lower Bound Upper Bound JobPerformance Not applicable Custamised .00000 .16975 1.000 -.4537 .4537 Both -.00800 .19248 1.000 -.5225 .5065 Custamised Not applicable .00000 .16975 1.000 -.4537 .4537 Both -.00800 .16975 1.000 -.4617 .4457 Both Not applicable .00800 .19248 1.000 -.5065 .5225 Custamised .00800 .16975 1.000 -.4457 .4617 EmployeeSatisfaction Not applicable Custamised -.03222 .23059 1.000 -.6486 .5841 Both -.05200 .26146 1.000 -.7509 .6469 Custamised Not applicable .03222 .23059 1.000 -.5841 .6486 Both -.01978 .23059 1.000 -.6361 .5966 Both Not applicable .05200 .26146 1.000 -.6469 .7509 Custamised .01978 .23059 1.000 -.5966 .6361 In Table 4.5, the low standard error shows the accuracy and fitness of variables in the model. The mean difference between type of training I and type of training J in both cases Job performance and Employee satisfaction are very low, it satisfies that the means of type of training I and type of training J in both cases are equal or all means are near to equal. The right most column shows the confidence interval, the maximum value of upper bound at 95% CI is 0.7509 and all the significant values are greater than 0.7509 i.e. 1.000. It concludes that the statements; there is no significant difference between types of training given to the trainer with the job performance of the employee and with the level of satisfaction of the employee with the training program, satisfies. Hence H3 and H4 Accepted. 4.2 Hypotheses Assessment Summary S.NO. HYPOTHESES SIG. RESULT H1 There is no relationship between training duration to trainer on the job performance of the employees. 0.870 ACCEPTED H2 There is no relationship between training duration to trainer on employee level of satisfaction with the training program. 0.666 ACCEPTED H3 There is no significant difference between types of training given to the trainer with the job performance of the employee. 0.999 ACCEPTED H4 There is no significant difference between the types of training given to trainer with the level of satisfaction of the employee with the training program. 0.980 ACCEPTED CHAPTER 5: DISCUSSION, RECOMMENDATIONS AND IMPLICATION, FUTURE RESEARCH AND CONCLUSION 5.1 Discussion Training is very important for any organization. It helps in developing new workforce and motivates employees. The biggest challenge for Human Resource is to persuade line managers to develop and manage people. These line managers should be able to build string and personal relationship with the employees through effective communication. There is a need for the line mangers to understand the nature of the employee and his subordinates and should be able to deal with the problems of workers effectively. The performance at work is not only dependent upon the skills and abilities the worker possesses but there are many factors that exist which creates and leave an impact upon the performance of the employee. A well-Trained employee results in well performed job and an unsatisfied employee who is untrained towards his job naturally results in a poor job performance. But the question what motivates man to perform better has many answers. The first training decision that a company has to m ake is not necessarily concerned with whom to train. Instead, the company needs to start by considering whether to buy the new skills they require in the labor market by hiring properly skilled labor, or whether it is preferable to acquire the new skills by Training the companys present staff. The training of the trainer approach has become a promising method to train and develop the trainers and by that training the employee in the organization. When trainers themselves receive training it is usually aimed at familiarizing them with the specifics of a new or revised module or program. The approach appears to be use full in developing the different skills of the employee and improving their job performance and productivity as well. The question here is that what should be the intensity of the training the trainer and the types of training. What were the level satisfaction of the employees with the training program and improvement in the job performance? The trainer can use the share d experiences to create positive images of the new model and its potential effectiveness. 5.2 Recommendations and implications: Training is a very important tool for any organization. The company while letting the employees achieves their personal goals. Staff that is untrained was reluctant to do their jobs quickly and efficiently and were only providing the minimal of what is required of them from the organization. It is important to know how well trained staff was altering the levels of productivity and performance within a company, thus affecting the competitiveness of the business. A well trained staff is not only able to increase productivity and performance but is also prepared to accept responsibility, willingly and happily. Companies should provide adequate trainings to their trainers and maintain a high level of standards to improve their training skills from which their end customer the employee can benefit from it 5.3 Future Research: Future research can be done on the trainers motivations that how trainer feels motivated after given the training to the employee. As the trainer is motivated then it will be more beneficial for the organization because it gives his best to the employee and in the long run employees become more efficient in their work. 5.4 Conclusion The main purpose of this study was to highlight effects of training the trainer on training outcomes. Training duration to training to the trainer has a no effect on the job performance of the employee and the level of satisfaction of the employees with the training program. It was also seen that there is no relation between the type of training given to the trainer with the level of satisfaction of employee with the training program and job performance. It was observed that there was a bias in the respondents responses. Responses of majority employee of non trained trainer were same as the employee with trained ones. This can be the result of less secure job and unemployment status in Pakistan. In an economy which is going though an economic turmoil as majority of organization looking to cut down cost training is the first thing they abundant. This can be one reason why there is no co-relation between trainings the trainer and performances of the employees.

Bloc Quebecois :: Government Canada Essays

Bloc Quebecois missing works cited The Bloc Quebecois is the hope for Quebec, while the rest of Canada plot's to take away our individuality, heritage and language from us, we the Bloc are sworn to protect these segments of Quebec. The purpose of the Bloc Quebecois is to ensure that Quebec is fairly represented in the House of Commons and that we, the people of Quebec, obtain all that we require to ensure that Quebec will be strong in the future when we separate from Canada. If we get a fair number of seats in the House of Commons, we would not use ourpower to block economic benefits for other parts of Canada. But we would act in the best self-interests of Quebec. The Bloc is a pro- sovereignty party, and the Bloc believes that only through Quebec sovereignty can Quebec achieve its legitimate ambitions and Canada can have a centralized government. What the Bloc offers to the people of Quebec is that they are given the choice to vote for something they have wanted for a long time, a separatist party, or one of the traditional federalist parties. The sovereignty of Quebec may only be decided in a referendum but until that time, the Bloc will work within the rules of the game to look out for Quebec's interests in the federal parliament. Our plan for deficit reduction will ensure more efficiency at all levels of government. The plan we have is in three basic steps to cut $10 billion from the federal deficit per year. 1 Our strategy is to cut and eliminate government spending and inefficiency by about an estimated $6 billion annually, without touching any of the social programs. 2, We would also chop the military budget by 25% to save approximately $3 billion. 3 We would also give the responsibility of job training programs to the province of Quebec to save nearly $1 billion. Another part of our scheme would be to have $5 billion per year transferred from existing programs to job creating ones. There would be no cuts in transfer payments or social programs. We would repatriate the $28 billion in taxes that Quebecers pay to Ottawa. When Quebec separates, we would be willing to take 18% of the deficit, we feel that this is a fair amount considering that we benefited from its use. We are in favour of eliminating the tax shelters for the rich. We want to promote investment in our economy and would stimulate it by private Bloc Quebecois :: Government Canada Essays Bloc Quebecois missing works cited The Bloc Quebecois is the hope for Quebec, while the rest of Canada plot's to take away our individuality, heritage and language from us, we the Bloc are sworn to protect these segments of Quebec. The purpose of the Bloc Quebecois is to ensure that Quebec is fairly represented in the House of Commons and that we, the people of Quebec, obtain all that we require to ensure that Quebec will be strong in the future when we separate from Canada. If we get a fair number of seats in the House of Commons, we would not use ourpower to block economic benefits for other parts of Canada. But we would act in the best self-interests of Quebec. The Bloc is a pro- sovereignty party, and the Bloc believes that only through Quebec sovereignty can Quebec achieve its legitimate ambitions and Canada can have a centralized government. What the Bloc offers to the people of Quebec is that they are given the choice to vote for something they have wanted for a long time, a separatist party, or one of the traditional federalist parties. The sovereignty of Quebec may only be decided in a referendum but until that time, the Bloc will work within the rules of the game to look out for Quebec's interests in the federal parliament. Our plan for deficit reduction will ensure more efficiency at all levels of government. The plan we have is in three basic steps to cut $10 billion from the federal deficit per year. 1 Our strategy is to cut and eliminate government spending and inefficiency by about an estimated $6 billion annually, without touching any of the social programs. 2, We would also chop the military budget by 25% to save approximately $3 billion. 3 We would also give the responsibility of job training programs to the province of Quebec to save nearly $1 billion. Another part of our scheme would be to have $5 billion per year transferred from existing programs to job creating ones. There would be no cuts in transfer payments or social programs. We would repatriate the $28 billion in taxes that Quebecers pay to Ottawa. When Quebec separates, we would be willing to take 18% of the deficit, we feel that this is a fair amount considering that we benefited from its use. We are in favour of eliminating the tax shelters for the rich. We want to promote investment in our economy and would stimulate it by private

Bullying and Memorable Punch Line

What is a good structure, outline or good guidelines to writing an Informative speech? * Your Opener – the opening, ice-breaker or attention grabber * Introduction – Tell them what the speech is about and what your main points will be * Knowledge – Establish credibility by demonstrating expertise and knowledge of the subject – conveying information, presenting ideas, facts and statistics to adequately inform the audience about the subject * Confirmation – Confirm and repeat the key points * Conclusion – Try to end with a memorable punch line or positive statement By a show of hands, who in here has been bullied?Who in here has been a bully? Did you know that throughout the past years, bullying has become so severe that for every one two three four five six seven eight nine; a student has just dropped out. All on account of bullying or things otherwise. Many things can define bullying. Bullying is another word for harassing. Whether it’ s punching, kicking, or making fun of someone, it all concludes to two forms: physical and mental bullying. Physical bullying involves body contact whereas mental bullying involves messing with the brain.Examples of physical bullying are, pushing, kicking, spitting, punching, hitting, or any other physical contact that the person finds to be abrasive. Examples of mental bullying are being made fun of, making someone feel low of their selves, teasing, or anything that makes the person feel emotionally bad by someone else. Another form of bullying is cyber bullying. It is where students are being bullied online. Things usually said are threatening or sometimes worst. When you really think about it there are three differences of bullying.Some can just be a rough play – usually by friends and no intention to harm. Some can be real fighting – usually not by friends. Another behavior can be actual bullying, which usually are not friends and is intentional. Statistics show th at over one-fourth of students in all grades have reported being bullied because of their religion, race, sexual orientation, gender, disabilities, or simply just being different. Sometimes it can lead to horrible violence in which the bully is jailed. About 60 percent of students have been arrested or jailed for bullying.Bullying has lead to over 75 percent of shootings that starts in schools. About 33 percent of youth has been bullied over the internet but are more likely to not mention anything about it. Bullying has such affects on teens, that it can lead them to feeling five times more likely to be depressed or suicidal. About a good ten percent of teens have attempted suicide. In Wisconsin, it is a law to not discriminate or bully people based on race, gender, religion, ancestry, pregnancy, parental status, sexual orientation, or physical, emotional, or mental disabilities.There is no law on cyber bullying. In recent news, six students have committed suicide because of bullyin g and only ranging from the ages 11-18. These six students were constantly bullied whether it was online, on the phone, in school or wherever else. Some of these students jumped a bridge, hung their selves, shot their selves, or did other things. All for being gay and invading privacy. All for being different. Ways you can stop bullying is to tell a wise person, ask for help, and definitely stand up for yourself.Bullying is not worth killing yourself over for because in the long-run, these bullies will not be in your future. Most of these kids you won’t even see after school. You have a few years of these people bullying you and the rest of your life to go – the rest of your life to live. What I don’t get frankly is why do you have the courage to commit suicide but not have the courage to stand up to your bullies. Suicide is a permanent solution to a temporary problem. You allow people to treat you the way that do and what you can do is to stand up for yourself.

Lesson Plan for P.E. Essay

This is a great activity that my kids loved after a solid review of what is in a First Aid Kit. Once your students have been introduced to these contents and understand their uses, have them apply their knowledge to real life situations with this activity. 1. Have students break into groups of 3-5. 2. I assigned students roles in their groups. (Time Keeper, Writer, Speaker, etc.) They all need to help discuss however. 2. Each group will receive an index card with a scenario on it. 3. Based on the scenario, students must decide which item(s) from their First Aid Kit they would use. They should write down the items they could use on the back of the note card. I have a spelling list on the board for younger grades. If supplies allow it, give each group a first aid kit so that they may simply grab the item for their scenario. Example of a Scenario: One of your friends cuts their leg and it begins to bleed. You need to help them clean the wound. What do you need to use from the First Aid Kit? Answer: Rubber Gloves, Cleansing Pads, Gauze, Antibacterial Ointment, etc. 4. Have each group go through their list and discuss with the class why it’s important to have each certain item. How does it help both the helper and whoever is injured? Make sure that you stress the importance to always find an adult first before performing first aid. Assessment Ideas: Perform assessment and evaluation throughout the entire lesson by having the students interact with thoughtful discussion based lecture and apply what they have learned by putting the index cards into the correct spots and answering why it’s important to know first aid safety. Tuesday Name of Activity: Counting on Groceries | Purpose of Activity: The purpose of the activity is for the students to comprehend concepts related to health promotion by moving in the gymnasium and learning about healthy food choices as well as doing a little basic math. Prerequisites: Counting to 6. Have some basic ideas of what good foods look like. Student will demonstrate healthy practice and behaviors to maintain or improve personal health. Suggested Grade Level: 2 Materials Needed: Enough foam dice so that each child has one Lots of plastic foods Two reusable shopping bags 4 green baskets (depending on how much â€Å"go food† you have) 2 red baskets (depending on how much â€Å"whoa food† you have) Description of Idea Place on shopping bag with lots of food choices in it toward one end of the play space. Place the other shopping bag also with lots of food choices in it toward the other end of the play space. This allows for more movement and less traffic jams. Place the color baskets in the center of the play space. The green baskets represent the â€Å"Go Foods – healthy food choices† and the red baskets represent â€Å"Whoa Foods – foods we can only eat every once in a while†. Each child will get 1 die. They will take the die to a self-space and roll the die one time. After rolling the die they need to count the spots. Each spot represents a piece of food they can get at the grocery store (shopping bags). Once they collect the correct amount of food from the bag to match the roll of the die they bring the food back to the baskets. Once at the baskets they sort the food into the green basket for go foods and red basket for whoa foods. After sorting the foods they go ba ck to their die and roll again. They continue to do this until the shopping bags are empty and the food is all sorted. After all food is sorted bring the children back to the center of the play area. Have them sit in a circle so they can all see the baskets. As the children to identify the foods in the basket and evaluate to see if they placed the foods in the correct baskets. Assessment Ideas: I was able to assess if the students could count to six by watching their die roll and seeing how many pieces of food they took when going to the shopping bag. I was able to watch the children sort the food and see if they were sorting correctly for the food choices they had. As a group I was able to assess the overall outcome by how successful they were overall with the sorting activity. Adaptations for Students with Disabilities: Kids with mobility problems could have an adult bring a basket to them so they could sort easier. Kids with visual difficulties could have the food identified for them and then have them tell another child or adult what basket to place to the food in. Kids could work in pairs if a child has trouble counting the spots on the die. Wednesday Name of Activity: Learning the food guide pyramid | Purpose of Activity: The learner will apply knowledge and behavior self-management skills to areas of nutrition and physical activity for healthy growth, development, and maintenance. Prerequisites: The student will choose habits that prevent hearth disease. : Students should have knowledge of the five food groups, how much of each food group they should be getting every day, and what makes up a â€Å"serving† of food. 115.2 Health Edu. (b)(1) (A) Suggested Grade Level: 2 Materials needed: -white board, -white board markers. -Class set of food calendar worksheets, -multiple sets of pyramid go fish game, -deck of cards Description of Idea Focus: What is everyone’s favorite food? (Make a chart on the white board, placing student’s favorite foods under the category of the food pyramid in which it belongs) Explain which category the student’s favorite foods fall under, which category we should have the most of (grains) and which the least of (fats and oils)? Statement of Objectives: To learn about the food guide pyramid and what foods are best for our bodies! Teacher Input: Can anyone name all the categories of the food guide pyramid? (Grains, vegetables, fruits, milk/dairy, meats & beans, and fats/sugars) Tell your neighbor what your favorite food is and which category it fell under? Now how much of all the other categories, as well as the one your favorite food falls under, do you think you should be eating each day? Grains- 6 ounces Vegetables- 2  ½ ounces Fruits- 1 ½ cups Milk/dairy- 3 cups Meats & beans- 5 ounces Fats/sugars- know your limits Oils (although not a good group, they are needed in small amounts for good health) We eat these foods because they provide our bodies with the nutrients we need to do things. To run, walk, talk, think, smile, and GROW big and strong! All the categories of the food guide pyramid are like a puzzle, and if our body doesn’t have all the pieces, it isn’t complete! Guided Practice: Can we discuss as a class, what are some healthy choices that we could eat from each of these categories. Examples: Grains (pasta, bread, rice), Vegetables (lettuce, spinach, broccoli, cucumbers, peppers), Fruits (bananas, strawberries, oranges, apples), Milk/dairy (milk, yogurt, cheese) Meats & beans (chicken, fish, lean beef, soybeans, dried beans). One important thing to know when deciding what you are going to eat for your each food guide pyramid portion size. We need six ounces of grains per day, and five ounces of meat/bean. What does this mean? Well three ounces can be described as the same width and size of a deck of cards (show example of a deck of cards). So remember that when eating. Now, let’s fill in this chart all together (the same food calendar worksheet passed out to class already) to help us think about what kinds of foods we would all eat throughout our meals to ensure we are eating all of the correct foods and serving amounts that the food guide pyramid tells us to. Who would like to raise their hand first, to tell me, what is a food we could eat with breakfast, which would help us reach our goal of meeting the food guide pyramid daily servings? Independent Practice: With three of your neighbors, take a few minutes to play â€Å"Pyramid Go Fish!† The dealer of your group shuffles the cards, then gives each player four cards, and puts the remaining cards in a stack in middle of everyone. Each player takes a turn asking another player if he/she has the pair to one of the four cards that they currently have in their hands. If two of the same cards are obtained, then the pair is laid down and counted as one point. When asking another player if he/she has a card and is answered â€Å"no, go fish† then the player who was denied must draw another card from the deck in the middle. If answered â€Å"Yes†, then the player is given the card, lays down his/her pair, and gets to ask again if a fellow player has a card he/she needs. Whoever ends up with the most pairs wins? Closure: Raise your hand to tell me a food that may not be your favorite, but you like a lot, that falls into the food guide pyramids’ categories. How much of this food do you usually eat when you have it? What are some fats/sugars that would be better to choose, rather than candy, ice cream and items like that? Make sure to go home tonight and talk to your family about what should be on your plate in order to have a well-balanced, healthy dinner tonight! Assessment Ideas: Psychomotor: The student will be able to play games related to the food guide pyramid. Cognitive: The student will be able to remember what the food guide pyramid categories are, what types of foods belong to each, how many servings pertain to each category, and why we should eat these foods. Affective: The student will be able to discuss good choices to eat from the food guide pyramid, determine how much of each pyramid category they should eat daily, and also be able to teach others about what they learned from the food guide pyramid. Thursday Name of Activity: Creating a First Aid Kit | Purpose of Activity: The student should know how to work in groups while making the first aid kit. They should also be able to list five items that should in a first aid kit and explain how they are used, as well as, go home and make a first aid kit. Prerequisites: Student should have had prior practice. The students should know the name of the items in the box and how to use all content in the box, also where it should be kept. And be skilled in common first aid procedures. 115.2 Health Edu (b) (1) (A) Suggested Grade Level: 2 Materials Needed: first-aid manual, sterile gauze, adhesive tape, adhesive bandages in several sizes, elastic bandage, antiseptic wipes, soap, antibiotic cream (triple-antibiotic ointment), antiseptic solution (like hydrogen peroxide), hydrocortisone cream (1%), acetaminophen and ibuprofen, extra prescription medications (if the family is going on vacation), tweezers, sharp scissors, safety pins, disposable instant cold packs, calamine lotion, alcohol wipes or ethyl alcohol, thermometer, plastic gloves (at least 2 pairs), flashlight and extra batteries, mouthpiece for administering CPR (can be obtained from your local Red Cross), your list of emergency phone numbers blanket (stored nearby), Plastic box, construction paper cut to 3Ãâ€"5 in., markers, sandwich bags, take home handouts with the list of items for kit and how to make a kit, First aid assessment sheet, the in class worksheet for with blank spaces for students to fill in descriptions Description of Idea Statement of Objectives: Once we have finished creating our classroom first aid kit you will be able to go home and make your own first aid kit with your parents and identify all the parts that are found in the kit. Teacher Input: Ask students, â€Å"Have you ever seen a first aid kit?† ask them to raise their hand. â€Å"Where do you usually see first aid kits?† call on a few, give positive feedback. Tell the students that a first aid kit is a good thing to have anywhere. Give examples: in the car, at home, at the playground. Tell the children how you never know when you may have a emergency that will require immediate action. Put up a slide showing the standard list of items, with their descriptions, found in a kit. Point to each item say the name and have the class repeat the name. Guided Practice: After going through the list once give each student the handout that matches the slide telling them to follow along and take notes of the descriptions of use as you move down the list. Tell the classroom that this information was provided to them by the White Lake Fire Department. This time instead of pointing only to the slide use the items you have already sat on the desk that will go in your kit to show the students a visual of the item as you describe it while they take notes. After going over an item start passing it through the class giving each student an opportunity to look closely at each item. Once you reach the end have them fill in the last three spaces with things they think would be nice to have in a first aid kit. This can be something serious like glow sticks, matches or fun such as a coloring book or small stuffed animal. Independent Practice: Assign children into groups of no more than five. Give each group a sandwich bag and the construction paper squares. Tell the students to make their own first aid kit by writing the name of each item on the paper provided. Tell the groups to switch bags and empty the contents checking to make sure each piece is there. Before they check the new bags explain to the students the importance of going through the first aid kit every few months to make sure all the items are still there and that none of the items are out of date or damaged. Closure: Give positive feedback on what a wonderful job they have done so far. Go back to the table with all the items for the first aid kit and have each child come up and pick and item to go in the class box. Ask the student, â€Å"Can you tell everyone what this item is and what we would use this item for?† Let each child have a turn if possible. Pass out the First Aid Lesson assessment and have the children complete and hand in. After the box is complete encourage the children to go home and talk to their parents about making their own kit Friday Name of Activity: Nutrition Scooter Relay | Purpose of Activity: The students will be able to demonstrate safe scooter travel and will be able to correctly identify foods from the six food pyramid groups. Prerequisites: Students should have knowledge of the five food groups, how much of each food group they should be getting every day, and what makes up a â€Å"serving† of food. Suggested Grade Level: 2 Materials Needed: 1. four wheeled scooters (enough for half your class) 2. Pictures of foods from the six food groups (around 100-150 pictures) Description of Idea I like to use this relay as a culminating activity for learning about the six food groups. Divide the students into pairs and have them spread out along one side of the gym with one scooter per pair. Spread out pictures of food from the six food groups along the opposite side of the gym. I like to use food group pictures that I ordered from a Dairy Council catalog that allots free monies to teachers every year, but any assortment of pictures will work. It is also nice to tack up a picture of the food pyramid on the same side of the gym that you spread out the pictures for struggling students to use as a resource. Once the gym is set up, give the signal to begin. One student from each group must travel on the scooter down to the opposite end of the gym while the other student runs/skips/gallops/etc. beside his/her partner on the scooter. The partner on the scooter must travel on his/her bottom or knees. Once they have made it to the opposite side each group must pick six different foods pictures of food that fit into the six food group categories before returning. Partners can check with each other and the food pyramid poster to make sure they have all six before returning. They must go back the same way they came, with the same partner on the scooter and the same partner moving alongside the scooter. Once the first group has returned, begin counting down from 30 seconds, signaling to the other groups that they need to get back to the other side of the gym before time runs out with whatever pictures they have. Once everyone is back, they can take 30 seconds to show their items to another group to double check their choices. Once the 30 seconds are up, collect all the food from the students, have them switch places and go again! While they race down, replace the food you have collected so that they can use those pictures again for the following round. The kids LOVE this game, and it gives the students multiple opportunities to check their knowledge with other students while giving me many opportunities to walk around and assess student learning levels. Assessment Ideas: I have assessed student learning and comprehension levels in different ways for this game. Sometimes I use a check-sheet to mark that can correctly identify and place foods within the correct food groups, and sometimes (with the second graders) I use self-assessment charts where students can mark their own levels of understanding. Since this activity takes place at the end of my nutrition unit I usually already have a pretty good idea of who can and can’t identify foods and correctly place them within the six food groups, so this just gives me one more opportunity to check for understanding.