Anywhere you look today you will see at least one Essays - Fashion

Anywhere you look today you will see at least one Essays - Fashion Anywhere you look today you will see at least one person wearing the most popular brand in the world, Nike. Nike has been around for a few decades and has taken over the world as the biggest sponsor and brand in sports. In today's world you will see that Nike has taken over the NBA by designing and rebuilding team uniforms, they have the whole golfing world covered in head to toe with their Nike designs. The company has taken over the world, but it took a lot of hard work and major marketing to do so. Starting off in 1962 Blue Ribbon Sports created their own line of high quality running shoes. They were slow in the beginning with only a limited amount of sales in its first few years. Blue Ribbon Sports redesigned and rebuilt the company adopting the name of Nike, based off the Greek Goddess of Victory. This was their first huge step in marketing, naming a company after the Goddess of Victory, showing their customers that they would win by using the product. Nike realized that branding themselves into sports would be the ticket to their success, the first endorsed Steve Prefontaine, a high level long distance runner. Prefontaine was coached by one of Nikes founders, Bill Bowerman. The attention Prefontaine brought the company made them realize that high level athletes would only get them more attention. The most famous athlete that the company ever signed is Michael Jordan. Nike signed Jordan in 1985, a rookie at the time, but he "personified superior performance"(Kotler,2016), Nikes goal of being number one was right around the corner. The first year alone, "revenues hit more than One-Hundred Million Dollars.(Kotler,2016)" Nike was on top of the world with these numbers but they knew that they had to keep pushing and create more marketing strategies to increase their revenue sales. The first Nike ad was in 1988, where they premiered the "Just Do It" campaign, which is still going strong today 29 years later. The ad "subtly challenged a generation of athletic enthusiasts to chase their goals.(Kotler,2016)" The campaign was simple in promoting consumers that instead of beating around the bush, subliminally Nike was saying that anyone can accomplish their goals, but with the help of Nike products. From starting as a small company manufacturing affordable running shoes to being on top of the athletic wear industry Nike has come a long way. With the change in the market and new companies being created to combat their sales, Nike has almost perfected their marketing strategies. Their product is known worldwide, and they have 1,142 retail stores to help with the growth of the company(Statista,2017). Not only that, but they have distributors such as Finishline, Footlocker, Footaction, Dicks, and many more selling their products. They have placed their product every single place they could think of, all with the simplest of designs on the box, a giant Swoosh sign. Placing their product on every top athlete in every sport has also increased sales in not only shoes but also apparel like hoodies, shorts, socks, wristwear. Although they are at the top of the food chain in their respective industry, they have kept their prices reasonably matched to the competitors. Nike has kept their strategy for sponsoring the most famous athletes, especially in basketball. They started with Michael Jordan, the biggest name in sports in the 1980's and 1990's. They then jumped to Kobe Bryant, the biggest name in basketball around the time that Jordan was retiring. Keeping that same motive, they signed Lebron James, who has taken over basketball, and has released many shoes with his name on them, but with Nikes baseline on them. Sponsoring the biggest athlete has been predominantly a smart decision by Nike since their initial stages. Nike has stayed true to their origins by advertising on television and sports, but that has also been a downfall for them. They have not adapted to the newest ways of advertising; social media. Social media is now the biggest form of advertising, consumers post pictures, reviews, comments, and promotions all over. The influence of one person about a product can change how an entire product or company is perceived by consumers. The biggest competition for Nike

Use of psychotropic medications in the treatment of drug abuse

Use of psychotropic medications in the treatment of drug abuse Drug abuse has been, and still is, a great challenge facing the human society. In spite of the efforts that have been made to curb the vice, it is still impossible to completely phase out the issue of drug abuse from the society.Advertising We will write a custom research paper sample on Use of psychotropic medications in the treatment of drug abuse specifically for you for only $16.05 $11/page Learn More Measures are thus being taken to reduce the use of drug abuse in the society, mitigate the effects that drug abuse has on its patients and also try to cure people who are completely addicted to drugs. Drug abuse and mental illnesses are, in a way, interconnected and thus psychotropic medications are usually used in the treatment of drug abuse patients. It is common knowledge that most drug abuse patients start abusing drugs due to mental illnesses. Thus a person who has a certain mental problem will be more likely to abuse drugs than another person who does not have a mental problem. For instance, a person who has Post Traumatic Stress Disorder (PTSD) will be prone to drug abuse because he/she may reason that if he/she uses drugs, he/she will be able to forget the incident that made his/her succumb to PTSD. This also applies to other categories of mental patients because they seem to take drugs as their haven from the trauma that they go though due to the mental illness. It is thus apparent that the use of psychotropic medications in curing these patients will be effective since it will be easier for the patients to quit taking drugs when their mental condition is healed.Advertising Looking for research paper on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More This is because the mental illness is, literally, the one that sustains the abuse of drugs and thus after it is healed; the patient will have no reason to continue abusing the drugs. On the other hand, if a perso n is a drug addict, he/she is very susceptible to mental illnesses. It thus follows that some drug addicts end up developing mental illnesses that they did not have prior to drug abuse. Therefore, a doctor wishing to treat the drug addiction will find psychotropic drugs very useful. This is because the drugs will be able to reduce or completely treat the mental illness and thus making the patient able to listen well to counsel (â€Å"Drug Abuse†, 2009, p. 1). In the two circumstances discussed above, a number of psychotropic medications can be used. This is because in both cases, mental illnesses co-exist with the problem of drug abuse. The drugs may not have the capacity to impact on the issue of drug abuse intrinsically but they are very helpful because, as stated above, they make the patient willing to attend counseling sessions and listen to the counselors attentively. This, in turn, makes it easier for the addict to be healed through counseling. Some of these psychotropi c drugs include lithium, Neuroleptics and tricyclic antidepressants may prove to be very useful for specific conditions (Millman, 2005, p. 75). As evidenced in the discussion above, psychotropic medications have a very great role to play in the treatment of drug addicts. This is because of the aforementioned co-existence of drug addiction and psychological problems in the patients of drug abuse.Advertising We will write a custom research paper sample on Use of psychotropic medications in the treatment of drug abuse specifically for you for only $16.05 $11/page Learn More Despite their usefulness, the doctor making the prescriptions should be very careful when prescribing these medications since most of them work for certain mental illnesses. For instance, antidepressants are effective for patients with depression while MAO inhibitors and tranquilizers may cause undesirable effects on drug addicts. Reference List Millman, R. (2005). Substance Abuse: a compre hensive textbook. Philadelphia. Lippincott Williams Wilkins. Youth and the United Nations. (2009). Drug Abuse. Web.

Ice-cream social and a game of Jenga Essay Example | Topics and Well Written Essays - 250 words

Ice-cream social and a game of Jenga - Essay Example Players remove and balance blocks in turns to create tall and unstable structures during the game progress (Scott, 2009). I had an opportunity to attend an ice cream occurrence where a game of Jenga was played as well. The event was creative because of the presence of several friends in attendance. Simple, appealing dà ©cors and fresh flavors were on service as people mingled with each other and played Jenga. I discovered that such events are good for meeting and making friendships. As a first time player of Jenga, I was able to discover and learn new rules of the game. I acquired skills on how to load the tray in all the 18 levels. However, the game is full of struggles because one has to balance the mental and physical aspects with the ice cream social. Matching the number of levels in the game with the possible number of moves was an uphill task too. This was attributable by the need to express the number of levels as ‘X’. The next step will be to learn the mathematical applications to win the game of Jenga (Scott,

Music concert report Essay Example | Topics and Well Written Essays - 750 words

Music concert report - Essay Example Other pieces played had incorporation of instruments such as bass guitar, Hammond organ, harmonica, and electric guitar blue rock. Personally, I comprehended the genre associated with heavy metal , boogie rock , Garage rock , southern rock , punk blues hard rock. The band consisted of blend of old generation people with youthful blood in it. The organizers of the event sold their tickets through Ticketmaster.com quite early in time thus facilitating the convergence of a substantial number of people to the function. From the concert I mastered the relevant core blues rock. These were an electric guitar, drum kit and bass guitar which the artists applied to ignite the mood of the people. The electric hugely amplified via the tube guitar in a typical overdrive effect. It was observable that to produce the customized reverberation, two guitars were played in subsequence to riffs and some of the chords on the rhythmical guitar. Synchronically, another artist must be playing corresponding melodic lines and rhythmical solos from the lead guitar. While at the concerts we as the audience were served with cool nice combination of instruments melodies thus widening our zeal and love for the music. Am not a fan of rock but I had to appreciate the model on which it was availed. The musicals created a conducive and soothing environment. The fusion of drumbeats and other instruments provided very nice tranquility and comfort zone.Personally, my main aim for the occasion was to relate with history.

Religion freedom Term Paper Example | Topics and Well Written Essays - 1750 words

Religion freedom - Term Paper Example Different nations of the world starting with the Western democracies have further enacted powerful laws protecting the general public against any form of religion discrimination (Johnson, 2012). The Western democracies have a great influence on political, social and even economic well being of most other nations of the world. Expansion of religious freedom in US and other European nations has led to expansion of the same in other states of the world. This has a vital implication on the development of universal rights and development of a global code of ethics. The history of religion can be traced way back to the Neolithic period. This is approximately 11,000 years ago. Some scholars of the world believe that religion evolved from a certain region- Near East and later spread to the rest of the world something that has brought about strong debates and arguments in the field of religion. Some scholars tend to believe that the religion did not evolve from a single region but rather evolved independently in different regions of the world (Barbara, 2007). According to this theory, the invention of religion was brought about by the consequences of the Neolithic revolution that had resulted into increase of the population of the world as well as the growth, development and advancement of the world’s technology (Barbara, 2007). During this era, the different communities of the world faced a transition from the foraging bands to empires and then into the states existing today. As the different communities transformed from foraging bands and tribe that comprised of fewer individuals into empires, more developed and specialized forms of regions emerged. These are the same religions reflected in today’s social and political environment. However, different religions have different beliefs, norms and codes of ethics which are partially applicable to the entire world (Barbara, 2007). According to Mark (2009), religion is a very organized system of

Renewable And Non Renewable Resources

Renewable And Non Renewable Resources Our societys emphasis on green living and the global focus on conservation provide the perfect backdrop for teaching students about fossil fuels. Children are naturally curious about whats going on in the world around them. Now is the perfect time for us, as educators, to capitalize on our students innate curiosity by leveraging current events in the world such as the rapidly increasing prices of gasoline for motor vehicles and the ongoing search for economical and efficient forms of renewable energy to engage students in study about how fossil fuels, natural resources and Provide appropriate vocabulary words. Give students the basic vocabulary words they will need in order to achieve your lesson objectives. Basic vocabulary words for teaching students about fossil fuels would include: fossil fuels, coal, oil, natural gas, renewable and nonrenewable. This module will help the students to learn about the fossils fuel , its importance ,need of its conservation and its harmful effects The teacher may use various skills to decide the complexity level of the content. However teacher may take up the topic as given below- (a)Complexity of content(concrete, Symbolic,Abstract) CONCRETE SYMBOLIC ABSTRACT Natural resources,Destructive distillation of coal, Combustion of fossils fuel Exhaustible and non exhaustible energy resources , Formation of fossils fuel, Harmful effects of caused by fossils fuels Fractional distillation (b) Learning Environment- 1. The chapter may be introduced in class rooms, school lab (bringing sample of different items to the lab) , computer lab (by a power point presentation),Outdoor trip etc. 2.Sequence of the lesson can be taken this way_ Introduction Using concrete or symbolic material for group discussion or the class can be divided into groups or individually students may be engaged in a warm up activity as given in students module. Students wi;ll be asked to make a table and fill that PLASTIC PAPER GLASS METAL WOOD OTHER The possible answers to the questions asked in students module will be- Which column had the longest list? (Answer: It will very likely be plastic.) Which category do you think you depend on most? Why? (Answers will vary.) Where do you think these items come from? (Answer: Everything at some point comes from our natural resources. Paper and wood come from trees, plastics are made from oil, glass is made from sand, and metal is made from ore, etc.) You may also do this as a whole class, instead of individually. You may draw a puzzle with blanks and may ask the students to fill in the blanks to complete the schemetic diagram related to natural resources as shown in students module or show the diagram and ask them to list natural resources 1.2 RENEWABLE AND NON RENEWABLE RESOURCE Teacher may begin the lesson with a small activity of hunting fossil fuel STUDENT ACTIVITY 1 or any other activity or can narrate a story to introduce two categories of natural resources Teacher may involve the students in activities highlighting the depelition of resources as in students module Students Activity 2 DEPLETION OF RESOURCES SIMULATION Through the activity, students will hypothesize that as the next generation comes along, there will be fewer resources available to them and eventually, there could be nothing at all. In addition the number of people using a resource and the amount each person uses are critical in determining the rate at which resources, both renewable and nonrenewable, get used up. Teacher may have a supply of extra popcorn (out of sight of the class) for those students who do not participate directly in the simulation Students will probably eat as much of the popcorn as they can without any thought as to who will come after them. By the time the 3rd generation students are finished, there should be little or no popcorn left. Some of the generation coming next people will therefore have little or none at all. Do not discuss what is happening to the popcorn until all the generations have gotten their popcorn. Some students will begin to realize what is happening. Some students in the 2nd generation may think of the 3rd generation and not take as much. The teacher should just watch and listen without making any comments. Review the definitions of renewable resource, and nonrenewable resource. Relate these definitions to the popcorn simulation. Did any of the students who were part of this simulation think about those who might be eating after them, or were they only trying to get as much popcorn as they could? Assessment, Student Product Each student will turn in their own report after they have gone over the discussion points. Each group of 4 will create a slogan that advocates personal responsibility for resource conservation Teacher may build up the lesson by asking the students to perform another activity in groups comparing renewable and non renewable resources as in students module or may use internet for the students research to compare different energy sources for which the class may be divided into groups and assign different energy resources to be researched and compared to coal energy. Students should include topics of safety, efficiency,environmental impacts and cost. Teacher may involve the students in STUDENTS ACTIVITY 3 to understand symbolically that Coal, oil, natural gas and nuclear fuels will last some day and so they are non renewable resource while renewable source will never finish Assessment: Have students explain the exercise and their findings to the class. Encourage them to discuss what other factors might dictate which energy sources are used by a community, such as environmental impact and the persuasion of special interest groups. What specific factors influence the choices of energy sources in your area? How have local energy costs changed over the past ten years? Use a debate format to discuss factors that might dictate community decisions as stated above. Extension: Encourage students to find out what energy sources are used in other countries. Direct them toward coal-dependent countries (such as the United Kingdom and Germany), as well as countries that do not rely primarily upon coal for their energy (such as Sweden, France, and Japan). Challenge them to find out and compare the energy costs of other countries to that of the United States. Continue with researching 10 years of costs/supply and demand and graph the changes over the 10-year period. Have students compare and contrast the outcomes between the different energy sources. Teacher may share the following facts with students to arouse their interest such as- It took 10 feet of plant matter to make 1 foot of coal. The first oil well in the world was drilled in Pennsylvania, USA. World coal consumption is more than 5.3 billion tons annually of which three quarters are used for generating electricity. The earliest known use of coal was in China. Coal from the Fu-shun mine in northeastern China may have been used to smelt copper as early as 3,000 years ago. The Chinese thought coal was a stone that could burn To run a 100-watt light bulb 24 hours a day for a year we need to use about 714 pounds (325 kg) of coal in coal powered power plant (thermal efficiency of such power plant is typically abut 40%). One liter of regular gasoline is the time-rendered result of about 23.5 tonnes of ancient organic material deposited on the ocean floor. . On August 27, 1859, Edwin L. Drake (the man standing on the right in the black and white picture to the right), struck liquid oil at his well near Titusville, Pennsylvania. He found oil under ground and a way that could pump it to the surface. The well pumped the oil into barrels made out of wood. This method of drilling for oil is still being used today all over the world in areas where oil can be found below the surface. 1.3 COAL Coal is a hard, black colored rock-like substance. It is made up of carbon, hydrogen, oxygen, nitrogen and varying amounts of sulphur. There are three main types of coal anthracite, bituminous and lignite. Anthracite coal is the hardest and has more carbon, which gives it a higher energy content. Lignite is the softest and is low in carbon but high in hydrogen and oxygen content. Bituminous is in between. Today, the precursor to coal-peat-is still found in many countries and is also used as an energy source. Teacher may introduce the concept by giving the students the basic knowledge about coal which they are already familiar of or may ask some general questions about the coal 1.3.1 COAL FORMATION The teacher may plot a story of historical background of coal or give the idea by demonstrating an activity as described in student module-COAL FORMATION ACTIVITY The teacher must arrange the material beforehand. The activity will help in reinforcing Critical thinking ,Cooperative learning The activity may take two class periods over four weeks I f you line your container with plastic wrap before you begin, you can lift the whole formation out when it is dry. T his is a smelly activity. If you have an area where you can put this out of the way and observe it occasionally, you will like it better! Teacher can further illustrate the mining of coal through the activity discussed in students modulestudents activity 4 Chocolate Chip Cookie Mining This activity teaches students about coal and mining. Discuss with the students how coal is excavated . Coal is mined out of the ground using various methods. Some coal mines are dug by sinking vertical or horizontal shafts deep underground, and coal miners travel by elevators or trains deep under ground to dig the coal. Other coal is mined in strip mines where huge steam shovels strip away the top layers above the coal. The layers are then restored after the coal is taken away. The coal is then shipped by train and boats and even in pipelines. In pipelines, the coal is ground up and mixed with water to make whats called a slurry. This is then pumped many miles through pipelines. At the other end, the coal is used to fuel power plants and other factories. 1.3.2 TYPES OF COAL: Types of coal may be introduced to the students by showing them samples of different types of coal and comparing their physical properties through STUDENTS ACTIVITY 5- coal identification activity. This will help students to understand the characteristics of different types of coal and enhance their Critical thinking,Cooperative learning and skill of Comparison and contrast. They will lso understand that the harder coal absorbs more heat. Teacher may discuss with students . Does burning show that peat is the lowest rank of coal? Does the manner of burning of bituminous coal show that it still has volatile material (gas) in it? 1.3.3 COMBUSTION OF COAL Combustion or burning is the sequence of exothermic chemical reactions between a fuel and an oxidant accompanied by the production of heat and conversion of chemical species. The release of heat can result in the production of light in the form of either glowing or a flame. To understand that coal is combustible teacher may perform an activity as stated in students moduleSTUDENTS ACTIVITY- 6 Teacher must arrange for the material before hand . If lignite coal sample is not available, charcoal may be used Students should be motivated to illustrate and describe their observations. Teacher may discuss how coal may be useful because it is combustible and gives off heat. Teacher may take a small sample of the dried plant matter from and hold with forceps. Place sample in the flame of a candle and observe combustion. (This matter can be compared to peat.) Discuss observations. . 1.3.4 DESTRUCTIVE DISTILLATION OF COAL Destructive distillation is the chemical process involving the decomposition of feedstock by heating to a high temperature; the term generally applies to processing of organic material in the absence of air or in the presence of limited amounts of oxygen or other reagents, catalysts, or solvents, such as steam or phenols. The process breaks up or cracks large molecules. Products like coke, coal gas, gas carbon, coal tar and ammonia liquor are formed after the destructive distillation of coal. This helps in producing thousands of distinct chemical compounds. Teacher may demonstrate the pocess of destructive distillation of coal in lab or class as illustrated in students module,and keep the students interest entact . Teacher will discuss different observations about the mixtures collected in the end in test tube and beaker and also explain their uses eith the help of placards or flashcards. 1.4PETOLEUM . Petroleum or crude oil, and natural gas are important hydrocarbons that are found in nature within pores and fractures of rocks. Oil and gas form over millions of years as the result of the decay of marine organisms. These organisms die and collect on the ocean floor. Sediments such as clay and mud are deposited above these organisms. During burial and compaction, the organic matter becomes heated. Hydrocarbons are formed and are forced out of the source rock into permeable beds such as sandstone. As by now the students are familiar with the concept of fossils fuel with its examples and its formation in case of coal the teacher may build the lesson on the previous knowledge of the students with the help of role play Teacher may give students more information about the excretion of petroleum Because oil and gas are not very dense, they migrate upward through the water-saturated rock layers. In some cases, this movement is stopped by overlying impermeable layers of rock such as shale or rock salt and the hydrocarbons are trapped. Then, the oil and natural gas form a reservoir in the porous rock. This type of hydrocarbon accumulation requires a source rock, a reservoir rock, and a cap rock. Most of the worlds reservoirs are in sandstone, limestone, and dolomites. Structural traps are related to folds, faults, or salt domes. When an anticline fold that contains hydrocarbons is drilled, the first material encountered is usually natural gas. This gas often is underlain by oil due to density differences. Water is the densest fluid and is found at the bottom of a reservoir. Secondary recovery methods can be used to increase the amount of crude oil that can be pumped from wells. Presently only about 30 percent of the crude oil in a well can be recovered. However, as oil reserves dwindle, steam, carbon dioxide, and detergents can be used to force out the heavy oil that normally cannot be pumped. 1.4.1 REFINING OF PETROLEUM Petroleum in its crude state consists of various organic compounds that must be refined to form usable products. After giving a brief idea about refining of petroleum and fractional distillation the divide the students into research teams. Each team will research how fractional distillation works, as well as describe one of the major products of fractional distillation. Students may then be motivated to use distillation to separate 2 liquids . The teacher must approve the distillation set-up of the students Misconceptions: Students will assume that the mixture will keep getting hotter and hotter as the water boils. They will not expect the temperature to stay steady until almost all the water has been converted to steam. Students may also think that the melted ice cube is dripping through the foil into the beaker. Teacher needs to clarify their misconception Students should be encouraged to use diagrams and charts to present their information. A rubric is provided for assessing the group work at this stage. A copy of this rubric should be given to students before they start their research so that they are aware of the grading criteria. The objectives of the activity performed are . Students will learn that fractional distillation is the first stage in processing crude oil into usable products. (The other two stages are: Conversion: cracking and rearranging of molecules, and Treatment.) Students will understand how fractional distillation works and what products are produced. They will become aware of how these products are used in their world. Students will familiarize themselves with 8 major products of fractional distillation. Students will be able to perform a simple distillation of liquids modeling the distillation of crude oil. Students will share, display, and explain specific information gathered in their research. Research time will vary based on the availability of computers. Most of the research can be completed in 1 to 2 class periods on the computer. The actual distillation will take one period The activity will help improving the following skills of the students Cooperative learning Student centered learning Communication of information Relevant application to daily life Following Directions Making Connections Mathematics integration Drawing Conclusions Because so many petroleum-based products are found in the home,so teacher may motivate the students to perform a take home activity. To complete the activity, students work with their families to identify six petroleum-based products at home. They write those products on the list. Then they think of one way to help conserve petroleum, by reducing their use of a petroleum product, reusing a petroleum product many times over, or recycling a product so it can be made into something else. They add their conservation idea to the bottom of the list, and have their at-home helper sign the form. When students have completed this short at-home activity, they will bring their list back to school and share it with their classmate. If students are having difficulty completing the project at home, a few minutes could be devoted to the activity in school. 1.4.2 COMBUSTION OF PETROL Teacher may correlate the topic with combustion of petrol in vehicles and explain that incomplete combustion of petrol is dreadful as it produces CO which is suffocating. Students may be motivated to collect data in this regard and analyze and help them to differentiate between the combustion of coal and petrol. 1.5 HARMFUL EFFECTS OF EXCCESSIVE COMBUSTION OF COAL AND PETROLEUM Many non renewable energy resources have detrimental consequences upon the environment. Most people are aware of the greenhouse effect created by carbon dioxide and other greenhouse gases that are released by gasoline-powered vehicles, but this is only one of many serious consequences. Coal plants alone generate hundreds of millions of tons of harmful byproducts, including flue gas, desulfurization sludge, fly ash, and bottom ash. These materials can poison waterways and leach harmful toxins such as arsenic, mercury, uranium, and thorium into the ground and water.. Combustion of these fossil fuels is considered to be the largest contributing factor to the release of greenhouse gases into the atmosphere. Teacher may use powerpoint presentations or vedieosto illustrate the concept 1.6 IMPORTANCE OF NONRNEWABLE SOURCES Fossil fuels are of great importance because they can be burned (oxidized to carbon dioxide and water), producing significant amounts of energy per unit weight. The use of coal as a fuel predates recorded history. Coal was used to run furnaces for the melting of metal ore. . Teacher may introduce the topic with some questions such as What function crude oil serves in our life. Is it something that is really necessary in life? What if it was not available, how would our lives differ? (Students answers will vary). Emind students that Petroleum is the Source of many objects ,e.g. à ¢Ã¢â€š ¬Ã‚ ¢ bandage à ¢Ã¢â€š ¬Ã‚ ¢ glue à ¢Ã¢â€š ¬Ã‚ ¢ plastic bagà ¢Ã¢â€š ¬Ã‚ ¢ bubble gum à ¢Ã¢â€š ¬Ã‚ ¢ golf ball à ¢Ã¢â€š ¬Ã‚ ¢ plastic container or bottleà ¢Ã¢â€š ¬Ã‚ ¢ comb à ¢Ã¢â€š ¬Ã‚ ¢ lipstick à ¢Ã¢â€š ¬Ã‚ ¢ toothbrush and toothpasteà ¢Ã¢â€š ¬Ã‚ ¢ crayon à ¢Ã¢â€š ¬Ã‚ ¢ nail polish à ¢Ã¢â€š ¬Ã‚ ¢ tube of hand creamà ¢Ã¢â€š ¬Ã‚ ¢ elastic band à ¢Ã¢â€š ¬Ã‚ ¢ panty hose à ¢Ã¢â€š ¬Ã‚ ¢ wax paper T ell students that one of the most common petroleum products is gasoline that goes into a car to make it run. Remind students that petroleum-based products can last a very long time. Thats why we should reuse and recycle them whenever we can. For a greater challenge, students could be motivated to write their own Who Am I? questions for different petroleum-based products. When there are enough clues written, each student could read out a clue and ask the rest of the class to guess the product. In the end teacher may guide the students to conserve the fossils fuel -coal and petoleum

Essay --

Diana Abdelfattah March 13, 2014 Communication 101 1) Discuss the ethical issues involved in Internet use. Given an example. There are ethical issues involved in Internet use. One of the ethical issues are being anonymous allows for other people to bully through online use and more crime rates. For example, people are able to steal someone else works online or have someone write a paper for them. Sometimes, people are caught plagiarizing. This is an easy way for people to use someone works by stealing their way to success or passing a class. This all shows that many things you put on the Internet is permanent. Many people forget what they put on Facebook affect how you are perceived or will affect the way people are judged. More importantly many people use social media to bully while being anonymous. This provides an easy way because there are limit amount of laws to regulate this form of abuse. Also technology makes it easy to get away with bullying. Another way ethical issues are violated online is through online scams. People commit crimes such as credit card theft. Hackers can easily use technology to violate someone privacy by stealing information. Also technology makes it easy to have free content online which make it easy to download illegal like movies, music or television show instead of paying for them online. It violates copyright laws and prevents the company from gaining money for the content being used. All of this shows that online privacy is violated on the Internet. This by shows ethical issues involved in Internet use. 2) Explain why perceived differences and similarities are more important to attraction than actual differences and similarities. Give an example. The perceived differences and similarities ar... ... the main thesis (the take-home message) in Bennett, Lawrence, and Livingston (2006)? The main thesis in in Bennett, Lawrence, and Livingston (2006) is the sense that journalist using framing techniques are limited in providing readers with objectivity views. In the way they are force to behave this way thru the government to not shed the facts to be guard dogs. The article states the media fails in being partiality in providing the audience with an objectivity view of news frames. That this leads to the fact that journalists are not able to be independent when writing. Thus the white house holds more of the control of what is written when sent to the masses. Journalists are being guard dogs in the sense that they are limited in the information given and have the information censored. Compared to the journalist in being objective and being watchdogs for the masses.