Designing lesson plan Essay Example for Free

Designing lesson plan Essay Introduction A. Background To achieve the Content Standard (Standar Isi) in the curriculum which covers the Competency Standard (Standar Kompetensi (SK)) and the Basic Competency (Kompetensi Dasar(KD)), students should go through the teaching and learning process. Educational Ministry Regulation number 41, the year of 2007 about the Process Standard states that every school teacher should make Lesson Plans (Rencana Pelaksanaan Pembelajaran(RPP)) to foster the teaching and learning process to be interactive, inspirative, joyful, challenging, motivating the students to participate actively, and giving enough opportunities to them to be innovative, creative and self reliance according to their talents, motivations, and physical as well as psychological development. Through out this module, the important elements of a lesson plan will be discussed. You are supposed to be able to implement your knowledge concerning language teaching and learning such as language competency, methodology and approaches to foreign language learning, media and learning resources, and language assessment in developing lesson plans. By completing of every parts presented in this module you will be able to design lesson plans which can fulfill the required process standard mentioned above. B. Objective Through the elaborations and the discussions of important factors and elements in lesson planning, you will be prepared to be able to carry out the teaching and learning process as requested by the new curriculum (KTSP) C. Indicators After completing this module you are supposed to be able to : 1. state the important elements of lesson planning. 2. determine the indicators of achieving the basic competencies 3. formulate the objectives of the teaching and learning 4. select relevant learning materials 5. plan the stages of teaching and learning activities 6. assess the students achievements DESIGNING LESSON PLAN A. The Concept of Lesson Plan Activity 1 Instructions : Think about these three questions Discuss them; how they relate to the lesson planning A lesson plan is a teachers detailed description of the course of instruction for an individual lesson. (Wikipedia, accessed on the 6th of September 2009). The government regulation No. 19, the year of 2005 states that the planning for instructional process covers the sylabus and the lesson plan containing the purpose, learning materials, methodology, the learning resources and the evaluation. Those are the components of a lesson plan. But by the discussion you have just done, we may conclude that those components could be summarized into three important aspects; the purpose of the instruction (question 1), the learning activity (question2), and the feedback or evaluation (question3). Based on the ministry regulation, number 41, year 2007, the process standard, it was explained that a Lesson plan is the elaboration of syllabus which illustrates the teaching and learning activities to achieve the goals of the basic competency. Every teacher who uses school curriculum, should design a plan completely and systematically to make the teaching and learning interactive, inspirative, joyful, challenging, and be able to motivate students to be active, creative, and self reliance, in line with their talent, motivation, their physical and psychological development. This statement is mostly about the teaching and learning activities. Every stage of the lesson should be planned to fulfill the above requirements and make certain that the instructional objectives could be achieved. B. The components of a Lesson Plan Activity 2 Instructions : Share your experiences with your friends for the lesson plans you have ever made. Which components do you think is the most difficult to write? A Lesson plan is designed to meet the basic competencies, which can be carried out in one meeting or more. Things that should be written in the lesson plan are as follows: 1. Identity of the subject matter which consists of; a. Title of the lesson b. Class/ Semester c. Program (especially for Senior High) d. Theme e. Time allotment 2. Competency Standard Competency Standard is the qualification of the students’ minimal ability, which illustrates the mastery of knowledge, attitude, and skill obtained through each class or semester for every subject. 3. Basic Competency Basic competency is a sum of students’ ability for certain subjects as the reference for determining the indicators for competency achievement in a subject. 4. Indicator for competency achievement The measurable or observable behavior, which shows the achievement of specific basic competency as the reference for the subject evaluation. The indicators for competency achievement are formulated with operational verbs that can be measured which cover the knowledge, attitude, and skills. 5. The Instructional goal Instructional goal illustrates the process and the learning outcome achieved by the students in accordance to the basic competency 6. Instructional material It includes the fact, concept, principle, and the relevant procedure, and written as suitable items in relation to the indicators for competency achievement. 7. Time allotment Time is allocated as much as needed to achieve the Basic competency and the learning load. 8. Methodology Methods are used by teachers to create the teaching and learning process to enable the students to achieve the basic competency or a set of specified indicators. The choice of methods should consider the students’ situation and condition as well as the characteristics of every indicators and the competency which will be achieved in every subjects. 9. Learning activities a) Pre- activity This activity is done at the beginning of the lesson and meant for arousing the students’ motivation and to focuss the students’ attention as well, so that they can particà ­pate actively during the lesson. b) Whilst activity This is the main learning process and aimed at achieving the basic competency. This activity is conducted interactively, inspiratively, joyfully, chalenging, motivating the students to participate actively, and giving opportunities to the students to have innovation, creativity, and selfreliance in accordance to their talent, motivation, physical and psychological development. This activity is conducted systematically through exploration, elaboration, and conformation processes. c) Post activity This activity is done to end the lesson which can be in the form of summarizing, evaluation, reflection, feedback , and follow up activities. Stages of Learning Activity : 10. Evaluation The procedure and the instruments for assessment should be based on the indicators for competency achievement and refer to the evaluation standard 11. Learning Resource Selecting the learning resource should concider the competency standard and the basic competency, as well as the learning material, the teaching and learning activities and also the indicators for competency achievement. C. The Principles of Designing Lesson Plan Activity 3 Instructions : Take any English lesson plan you have had. Try to make a judgment for this (excellent, good, or poor) What criteria do you take for consideration? a. Individual differences Consider the individual differences concerning students’ level of mastery, interest, motivation, potential, emotion, learning style, special need, learning speed, socio cultural background, values, and living environment. b. Fostering students’ participation The lesson should be students-focus and fostering, crea ­tivity, initiative, inspiration, self reliance, and learning motivation. c. Developing students’ reading and writing habits Teaching and learning should develop students’ reading habits on various resources and their ability to express feelings and opinions in different forms of writing. d. Giving feedback and follow up A lesson plan should include activities which can give positive feedback, reinforcement, enrichment, and remedial. e. Link and Unity Lesson plan is designed considering the links and the unity among the competency standard, basic competency, learning material, instructional activities, and indicators for competency achievement, evaluation, and learning resources. Lesson plan should accommodate the thematic instructions, links with other subjects, across the learning aspects, and cultural diversity. f. Employing the information and communication technology Lesson plan is written to foster the use of information and communication technology, integrated, systematic, and effective depending on the situation and condition. D. The Stages of Developing a Lesson Plan A well developed lesson plan reflects interests and needs of students. It incorporates best practices for the educational field. (Skowron, Janice.2006). In Indonesian schooling, the Curriculum of School Level (KTSP) has already been set up by the content standard (SK) and the graduation standard (SKL). Therefore students should be able to achieve what so called the minimum requirements which have been stated in those two documents. The students’ interest relates to the learning materials and depends on how the learning activity is conducted. Therefore you must employ various kinds of methods and approaches. The use of teaching aids and media may also be inspiring and increasing the students’ motivation. According to the process standard (Educational Ministry Regulation no.41, the year of 2007) a lesson plan is a unit plan which covers one basic competency and the time span may be more than one meeting. But the English curriculum and syllabus developed in the content standard are directed to follow the two cycles (oral and written), and the four stages (building  knowledge of the field, model of the text, joint construction, and independent construction). Therefore, English lesson plans should be integrated units which may cover more than one single basic competency; listening and speaking for the oral cycle, reading and writing for the written cycle. Integrating all the four basic skills will also be possible. Here are the stages of designing an English Lesson Plan : Mapping the Competency Standard and the Basic Competency Determining the indicators for basic competency achievement Setting up the Purpose Selecting the Learning Material Structuring the stages of instruction Preparing the assessment The flow of a lesson development : 1. Mapping the Competency Standard and the Basic Competency This stage is ideally done when designing the syllabus. The Competency Standard and the Basic Competency which can directly picked up from the documents are to be analyzed and put into units. English or language in general has special characteristics which might be different from other subjects. The competency based curriculum developed in the content standard is prepared to teach students the communicative competency which covers the actional competence, linguistic competence, socio cultural competence, and strategic competence. The competencies are interrelated to each other and the core of those four competencies is the discourse competence. (Kurikulum Berbasis Kompetensi, Bahasa Inggris, 2004) Diagram 5: Model Kompetensi Komunikatif (Celce-Murcia et al. 1995:10) In general, there four Competency Standards; Listening, Speaking, Reading, and Writing which are states in the documents of content standard (SI), attachment for English subject. Your task is to select the basic competencies which can be combined into unit plans considering the suggested aproach in designing the stages of instruction (four stages in two cycles). Here is examples of mapping the basic competencies : Class VII/ Semester 1 SK 1 dan 3. KD Listening 1.1 dan KD Speaking 3.1 3.2 Merespon makna , melakukan : Tindak tutur : Menyapa orang yang belum/sudah dikenal Memperkenalkan diri sendiri/orang lain Memerintah atau melarang Class IX/ Semester 1 SK 5 dan 6 KD Reading 5.3 dan KD Writing 6.2 Merespon makna dan langkah retorika dan Mengungkapkan makna dan langkah retorika: monolog descriptive dan recount 2. Determining the indicators for basic competency achievement. Indicators reflect measurable or observable behavior to show the achievement for the basic competency which will be used as the reference of the assessment. Indicators for achievement should be written by using operational verbs covering the knowledge, attitude, and skills. i.e. : knowledge : mentioning, interpreting, defining, completing, summarizing, explaining, developing, etc. attitude : participating, adjusting, helping, proposing, serving, inspiring, etc. skill : expressing, practicing, fixing, arranging, demonstrating, etc. 3. Setting up the Purpose Educational Ministry Regulation No. 41, about the Process Standard states that the Purpose of Instruction describes the process and the learning outcome expected to be achieved by the students referring to the basic competency. (Tujuan pembelajaran menggambarkan proses dan ha ­sil belajar yang diharapkan dicapai oleh peserta didik sesuai dengan kompetensi dasar). The two aspects you have to include in setting up the purpose are : a.The process It reflects the expected students activities during the lesson. The activities should student centered. The more students involved through out the lesson would be the better. Consider the students’ motivation, interest, challenge, and creativity. i.e. Listening : minimal pair, sound identificatifying, gap-filling, predicting, comprehending etc. Speaking : interactive communication activities, role playing, scenario, speech, debating, interviewing, dialogue, etc. Reading : scanning, skimming, reading intensively, predicting, classifying, etc. Writing : co-operative writing, drafting, analyzing, guided writing, programming, listing, revising, reviewing, giving comments, summarizing, etc. b.The learning outcome It refers to the achievement of the basic competencies covering the knowledge, attitude, and skills. i.e. : responding meaning to different kinds of text type. expressing meaning for different kinds of purposes pronouncing, reading aloud etc. 4. Selecting Learning Material The learning materials prepared for the lesson plan should be based on the students’ literacy level; performative, functional, or informative. The latest is meant for high school. In performative level, students are taught how to use English to accompany actions, participate in classroom and school interactions, and recognize simple written English. While in the functional level students are supposed to learn to use English to get things done, for  survival purposes (buying and selling, asking and giving permission, making and canceling appointments, read and write simple texts, read popular science, etc.) You have to remember that our English curriculum is text based. Therefore we have to select the material according to the suggested text type. For junior high school are descriptive, procedure, recount, narrative, and report. While news item, discussion, explanation, exposition, and review are for senior high school. There are various resources where we can get the learning materials. Any learning material will be applicable as long as they can meet the curriculum requirement of teaching the students for communicative purposes. They might be presented in all types of communication, transactional conversation, Interpersonal conversation, Informational texts (spoken and written) in the daily life context. For example : Transactional conversation : giving directions in various contexts (kitchen, street etc.) Interpersonal conversation : talking about how to do things casually for the sake of maintaining conversation 5. Structuring the stages of instruction The lesson is carried out through three phases; Pre-activity, Whilst-activity, and Post-activity. a. Pre- activity  This activity is done at the beginning of the lesson and meant for arousing the students’ motivation and to focus the students’ attention as well, so that they can participate actively during the lesson. b. Whilst activity This is the main learning process and aimed at achieving the basic competency. This is suggested to follow the two-cycle approach (oral and written) and the four stages of lesson development; Building Knowledge of the Field (BKOF), Modeling of the Text (MOT), Joint Construction of the Text (JCOT), and Independent Construction of the Text (ICOT). This approach is in line with the flow of a lesson mentioned in the process standard;  exploration, elaboration, and confirmation. Exploration = BKOF Elaboration = MOT Confirmation = JCOT, and ICOT c. Post activity This activity is done to end the lesson which can be in the form of summarizing, evaluation, reflection, feedback, and follow up activities. 5. Preparing the assessment Assessment is a method of evaluating student performance and attainment, Microsoft ® Encarta ® 2009. This stage focuses on ensuring that your students have arrived at their intended destination and has been formulated as the indicators for competency achievement. For this, you will need to gather some evidence that they have done. You usually can do by gathering students work and assessing this work using some kind of grading rubric that is based on the indicators. You could also give test to the students on various domains as well. Here are what we have to assess : Communication that happens in texts Students’ ability to create and respond to texts In listening, speaking, reading, and writing The texts that we may use : Spoken : Informational texts -Transactional and interpersonal dialogues Monologues in the target genres Written : Informational texts Essays in the target genres Test items should not measure the students’ knowledge on the rules of the language. Instead they should be focus on meanings. The meanings tested are : Ideational meaning (isi berita) Interpersonal meaning (tujuan text, tindak tutur) -Textual meaning (termasuk punctuation) Logical meaning (hubungan logis antar gagasan) 6. An Example of a Lesson Plan Engish Version : SMP/MTs: †¦. Subject : English language Class/Semester : VII (Seven) / 1 Text types : Transactional / Interpersonal Theme : Personal Life Skill : Listening Time allotment : 2 x 40 minutes Competency Standard : 1. To understand the meaning of transactional and interpersonal dialogues to interact with the closest environment. Basic Competencies : 1.1. To response the meaning in the transactional ( to get things done) and interpersonal dialogue which is used in the simple oral communication accurately, fluently, understandable to interact with the closest environment that involves: greeting people/ friends, self introduction, others, ordering and forbidding somebody. To ask and to forbid. Greeting strangers / familiar people Introducing selves and other people Ordering / forbidding Indicators for Achievement : The students are able to: a. response the expression of hello from the strangers b. response the expression of self introduction. c. response the expressions of other people’s introductions. d. response the comment expression. e. response forbid expression. f. response the expression of hello from the familiar people Purpose : Through modeling and interactive activities, students can conduct simple communication in the transactional and interpersonal dialogues. Learning Materials: Dialogues that uses the following expressions : 1. A : Good morning. How are you ? B : Good morning. Fine thank you. 2. A : Hello, I’m Nina. Nice to meet you B : Hello, I’m Renny. Nice to meet you, too 3. A : Don’t do that ! B : No, I won’t. Don’t worry 4. A : Stop it ! B : Ok Vocabularies related to text-type and theme, e.g : name, live, address, etc. Verbs : live, meet, do, stop, have To be : is, am, are Personal Pronouns : I, you, we, they, he, she, it Standard expression : Good morning Don’t worry Thanks Nice to meet you OK How are you ? a. Teaching method/ Strategy : Three-phase technique A. Pre- activities Question and answer about things related to students’ life Students answer the questions of personnal identity B. Whilst activities 1. To discuss new vocabulary of the texts 2. To listen some sentences of teachers models 3. To guess the meaning and function of sentences produced by teachers 4. To immitate some sentences of teachers’ pornounciation 5. To listen to the dialogue of introductions 6. To answer the question of the content of the dialogue. 7. To response to the expressions of greeting, introduction, command, and prohibition. 8. To act out the teacher’s commands. C. Post-activities 1. To ask the students’ difficulties in learning activities. 2. To summarize the learning materials. 3. To give students some tasks of using expressions in the real situation Learning Resources The relevant text book : ( title, author, publisher, year, page ) Script of dialogues or dialogue recording The relevant pictures Evaluation Technique: Responding to the expressions / questions orally and written . Forms : oral questions Test Items : Part I : Listen to the expressions and give your response orally Good morning. How are you? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Hi, I’m Reno and you are? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Are you Anisa? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Hello, it’s nice to meet you †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Who is that girl? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Part II : Listen to the expressions and choose the best response, a, b, c or d. 1. A: Hello, how are you ? B : †¦ a. Fine, thanks b. I’m Renny c. Thank you d. Don’t worry 2. A: Is that your sister, Anna ? B : †¦ a. Yes, it is b. No, she’s not here c. I don’t know d. Very well, thanks. 3. A: Budi, this is my friend, Susan. B : Hi, Susan †¦ a. Fine, thanks. b. It’s Ok c. Nice to see you d. I’m alright 4. A: Open the door ! B : †¦ a. OK b. Fine b. Fine c. Good d. Really 5. A: Don’t be late to school. B : †¦ a. Yes, Sir b. No, Sir c. Ok, Sir d. Fine, Sir Scoring guide: 1. For part I, each correct item is scored 3 2. For part II, each correct item is scored 2 3. Total Score Part I : 5 x 3 = 15 Part II : 5 x 2 = 10 TOTAL : 25 4. Maximal score = 10 5. Students’ score = Rubrics for Part I: No. Uraian Skor I Content and grammar are correct The content is correct, grammar is wrong Content and grammar are not correct No answer 3 2 1 0 II For every correct answer For every wrong answer/ no answera 2 0 Approved by : School Principal English Teacher . RESOURCES FOR LESSON PLAN IDEAS ON THE INTERNET PBS TeacherSource A large collection of lesson plans, teacher guides, and online student activities correlated to 90 sets of state and national curriculum standards. http://www.pbs.org/teachersource/ Best of Education World ® 2002 http://www.education-world.com/best_of/2002/ Education World ® Lesson Planning Center http://www.education-world.com/a_lesson/ Education World ® National Standards http://www.education-world.com/standards/national/index.s

Bugs Moran :: essays research papers

George â€Å"Bugs† Moran: The Gangster   Ã‚  Ã‚  Ã‚  Ã‚  George â€Å"Bugs† Moran was not born in Chicago as thought by many people. He was born to Polish and Irish immigrant parents in 1893. Although, he was shortly moved to Chicago where it all started. Moran joined many different gangs throughout his childhood and teen years. He committed more than 20 known robberies and was imprisoned three times before he was just 21 years of age. He was soon very important to a man’s gang that called themselves the Dion O'Banion's North Siders. Moran eventually became the head man of the North Siders when both of his predecessors were shot by Al Capone’s hit men. While he was still involved in this gang, he was the gun-man that tried to knock off Johnny Torrio. Moran was also in the lead car in the famous car cavalcade that drove past Al Capone's Cicero headquarters, The Hawthorn Inn, firing over 1000 shots into the building. The gangs’ war ended with the St. Valentines Day massacre.   Ã‚  Ã‚  Ã‚  Ã‚  The St. Valentines Day massacre was an event that ended the whole war between the two gangs of Johnny Torrio and Moran’s North Siders. This event is probably the most well known mobster event in history. The North Side gangs was really getting on Al Capone’s nerves, so he sent his best hit men, â€Å"Machine Gun† Jack McGurn and others to make a new murder history. The men stole a police car, and drove to the place they were about to attack. There were seven men that belonged to the North Side gang. The hit team had all seven men stand up and face the wall. The seven complied, expecting a pat down search for weapons and identification. Then two of Capone's men opened up with Thompson submachine guns, peppering each victim with numerous rounds from the .45 caliber weapon. They acted as if they were police men arresting themselves as they walked outside and drove away. It was the perfect crime except that the main target, Bugs Moran was not ther e, and was still alive.   Ã‚  Ã‚  Ã‚  Ã‚  The war between the gangs ended in a draw. Capone came closest to Moran in the Saint Valentines Day Massacre caper but Moran was late arriving that day and lucked out. Through the 1930's, Moran's power began to wane even though his nemesis, Capone, was now in jail. Moran’s crimes after this never amounted to much.

Is Gay Parenting Bad for the Kids?

â€Å"Is Gay Parenting Bad for the Kids? † In the society we live in today, many people believe that being raised by a homosexual or lesbian couple isn’t a good thing for the children. Based on the article â€Å"Is Gay Parenting Bad for the Kids? † it seems to me that Charles C. W. Cooke (the author) and Dr. Mark Regenerus also believe that gay parenting is a bad thing. In the article, Cooke says that gay parenting is a bad thing because, â€Å"the child(ren) will end up different† or â€Å"the children are going to be missing at least one of their biological parents and they might experience some instability.Even though this article is defending the fact that gay parenting is bad for children, there are a few key points that challenge this statement because I believe that homosexual and lesbian couples are just as good as heterosexual couples when it comes to raising children. The first key point is that the article states that, â€Å"two women parents better on average than a woman and man, or at least than a woman and man with a traditional division of family labor. † This statement is basically saying that two women (on average) are better when it comes to staying in a relationship when it comes to raising children.Most heterosexual couples divorce even though they have family together, but lesbian couples continue to work things out in spite of their kids. That is a point that makes a comparison between lesbian and heterosexual couples. The next point is that, â€Å"children raised by homosexual or lesbian parents are as likely as children raised by heterosexual parents to be healthy, successful, and well-adjusted. † This means that no matter what sexual orientation the parents are, the child is not going to become a failure in life. They are still going to go to school, graduate, and become something in life.Just because the parents didn’t graduate doesn’t mean the child won’t graduate. Just because the parent didn’t become something in life doesn’t mean the child won’t. The last reason is that â€Å"marriage between gay partners will enhance the family’s stability and therefore be good for the children. † This also proves that there is nothing wrong with homosexual or lesbian couples being parents. I feel as long as the family is stable, then it shouldn’t matter if the parents are homosexual, lesbian, or heterosexual. In my opinion, I think that it has nothing to do with the children. I think that it is just a stereotypical issue.Many people feel that because in most states gay marriage is not legal (yet) that homosexuals and lesbians shouldn’t be parents. This article challenges and defends whether or not gay parenting is bad for the children. Even though majority of the article is against gay parenting, the challenging points stand out more than any of the other evidence. In conclusion, I do not think that gay parentin g is bad for children. When the children start to understand what is going on, they have their own choices to make on whether to be stable and become something in life or worry about missing a biological parent and becoming unstable.

Supernate Definition in Chemistry

In chemistry, the supernate is the name given to the liquid found above a precipitate or sediment. Usually, the fluid is translucent. The term is best applied to the liquid above a precipitation reaction, after the precipitate has settled out, or to the liquid above the pellet from centrifugation. However, it may be applied to describe liquid after sediment has settled out of any mixture. Source Zumdahl, Steven S. (2005). Chemical Principles (5th ed.). New York: Houghton Mifflin. ISBN 0-618-37206-7.

Essay about Views on Alcohol and Drug Abuse - 733 Words

Alcohol and drug abuse among the youth and the adult population is a growing social problem in the United States. The teenage population is very influential to when around its peers. With peer pressure and social roles, teens tend to try and be like the person they look up to, and will do just about anything to look and seem cool in an effort to fit in. Adults tend to turn to alcohol and drugs due to life experiences, such as getting laid off of a job,a death of a family member or friend, or simply depression. There are many other reasons including psychological, physiological, and social consequences that lead to the use of alcohol and drugs among the U.S. population. Sociologist have different perspectives of what causes these†¦show more content†¦Some people, like the everyday individual, have no influence on whether a drug is considered good or bad. Each person has his or her own opinion but neither have any influence on wether or not cigarettes, marijuana, or alcohol ar e legal and/or illegal for use. On the other hand people â€Å"higher up† in society may have some influence on things such as prison sentences and other consequences of that abused substance because of his or her personal views on the issue. Corporations might also have some influences on the social control of the drug(s) in question. The third theory on alcohol and drug use is the Symbolic-Interactionist Perspective. This theory focuses on the meanings associated with the drug use. For example, if someone is arrested for drug possession, he or she will more than likely be labeled as a drug head, pot head, and so on. Once the individual is labeled such, it is usually harder for that person to break out of the label because he or she accepts the label and continues to use the drug and that use sometimes will escalates to a worse behavior. Also, if an individual has friends and/or family that glorify certain drugs, he or she is probably more likely to try that drug. Symbolic-I nteractionist also emphasize the importance of using symbols such as DARE (Drug Abuse Resistance Education) or the Boys and Girls Club of America, to educate the youth about the negative side effects and consequences of alcohol and drug abuse. Alcohol and drug abuseShow MoreRelatedPersuasive Essay On Drug Abuse1228 Words   |  5 PagesToday, drug abuse has become a controversial subject where various individuals have different views. Substance abuse is a substantial dilemma among people and easily spread in schools, work environments, and even in homes. Drug abuse starts in utterly reasons, but can begin in adolescence with peer pressure or friends using them, family environment that has violent, physical, or emotional abuse, and inherited genetics with mental health conditions as depression, anxiety, or ADHD (National InstituteRead MoreAddiction: More Than Just a Word Essay example1279 Words   |  6 Pagespointing out the dangers of alcohol.† (Kramer, LizSprague, Nancy , Alcohol Abuse Youth: An Overview). Children do not understand the effectiveness of something powerful like alcohol. They do, however, understand that alcohol can cause a person to become intoxicated. From seeing it on TV, they think it is fun. Also, children do not really pay attention to the awkward conversations they have with their parents. A lot of young people think they know more about alcohol and drugs than their parents doRead MoreThe Psychological Effects Of Adolescent Substance Abuse1469 Words   |  6 PagesAdolescent substance abuse is one of the largest issues faced by our society today. According to Teenrehab.com, nearly 50% of all high school seniors have abused some form of illicit substance and according to National Institute on Alcohol Abuse and Alcoholism nearly 70% of 18 year olds have at the least tried alcohol. Many more adolescents are trying, and getting addicted to, drugs every year. In my opinion this is one of the most critical issues that we have to address as a society. Summary Response:Read MoreEssay Genetic and Environmental Contributions to Substance Abuse1125 Words   |  5 Pagesvs. nurture has been the focus of many debates, especially within the discipline of psychological sciences. This paper will examine the views that exist regarding the importance of contributions to the risk of addiction, specifically, genetic (nature) vs. environmental (nurture) contributions through a review of the existing literature. The nature-based view is that expression of addiction (phenotype) is based upon genetic predisposition (genotype). Numerous genetic studies on pedigree haveRead MoreThe Different Affects of Drug Abuse Among Genders783 Words   |  3 PagesO’Neill, drug abuse affects women and men differently. Mary Tyrone seems to be affected mentally by her morphine addiction, whereas the men, Tyrone, Jamie, Edmund, in the household appear to be affected physically by their alcohol addiction. Cynthia Robbins’s â€Å"Sex Differences in Psychosocial Consequences of Alcohol and Drug Abuse† supports the different effects of drug abuse among men and women. She examines three different hypotheses concerning gender differences in the impact of alcohol and drug abuseRead MoreThe Substance Abuse/Life Circumstance Evaluation. The Salce1639 Words   |  7 PagesTHE SUBSTANCE ABUSE/LIFE CIRCUMSTANCE EVALUATION The SALCE model processes assessment of a character’s substance use/abuse by way of analyzing a broad variety of behavior. This version simulates the techniques and tactics that might be hired inside the personal interview system. It focuses on, and examines, styles of client solutions as opposed to relying generally on the client answers to the SALCE assessment tool. The intention of this assessment is to reach at the of adapted action to accompanyRead MoreSubstance Use Disorder And Substance Abuse997 Words   |  4 Pageswas almost like all they literally cared about was making sure that they got their substance. Their choice of substance was alcohol. The individual had built up a tolerance where if there was a longer period of time where they would have to go without they would start to feel anxious and get sweaty, that was their withdrawal reactions exposed. A lot of people that have alcohol use disorder specifically start off by developing their drinking problem in there young college years. It is the prime timeRead MoreSubstance Abuse and Addiciton: A Very Brief History Essay example1651 Words   |  7 PagesSubstance abuse can include any substance or substances such as alcohol, illegal drugs, prescription drugs, over the counter drugs, cigarettes etc. Any and all of these can become addictive to people very quickly. For years, people believed that addiction was a willful vice that they do to themselves. For years is has been viewed as an individual problem instead of a social problem. Americans today have many different views than 100 years ago about addiction, alcohol and drugs. In the earlyRead MoreThe Problem Of Drugs And Alcohol Abuse765 Words   |  4 PagesIntroduction My chosen contemporary social problem is drugs and alcohol abuse. It goes without saying that drugs and alcohol abuse is one of the most significant social problems not only in the United States but also around the world. As a matter of facts, drugs and alcohol abuse is a problem with innumerable effects both on the body and mind of a person. Many times, these adverse impacts affect the families, friends, and acquaintances of the addict whereby, for instance, the latter may lose theirRead MoreInformative Speech On Drug Abuse On Campus1125 Words   |  5 Pages A. Attention Getter: According to â€Å"D.A.R.E† a non-profit organization’s study in may 2017, the use of drugs and alcohol has quadrupled in college students and more students are visiting hospitals than ever. B. Audience Relevance: Drugs is one of the major issues in our society these days. The usage of drugs on college campus has been a major issue throughout the country and it has effected a lot of people, not only the ones who became victim of the issue but also friends and families of

Traffic Safety Essay - 4727 Words

The National Highway Traffic Safety Administration (NHTSA) defines aggressive driving as the operation of a motor vehicle in a manner that endangers or is likely to endanger persons or propertyÂâ€"a traffic and not a criminal offense like road rage. Examples include speeding or driving too fast for conditions, improper lane changing, tailgating and improper passing. Approximately 6,800,000 crashes occur in the United States each year; a substantial number are estimated to be caused by aggressive driving. 1997 statistics compiled by NHTSA and the American Automobile Association show that almost 13,000 people have been injured or killed since 1990 in crashes caused by aggressive driving. According to a NHTSA survey, more than 60 percent of†¦show more content†¦The resulting pursuit driver training programs will lead to an exchange of information, an increase in knowledge and the development of skills necessary for law enforcement officers to successfully conduct vehicular pur suits. They are making many different programs for people, including the guide: Strengthening the Citizen and Police Partnership at the Traffic Stop: Professionalism is a Two-Way Street This guide is for law enforcement agencies to assist them in conduct traffic stops in a professional manner, to enhance public relations and image of the law enforcement agency, maintain the credibility of the law enforcement agency and to minimize the number of complaints. 1999 Crime-Clock this graphic was developed to compares the incidences of traffic crashes that injure and kill motorists to the assaults and deaths associated with crime in a snapshot format. You Drink Drive, You Lose. Americas New Impaired Driving Campaign A new and comprehensive impaired driving prevention program for states and communities to use in reach the national goal of reducing alcohol-related deaths to no more than 11,000 by the year 2005. The campaign targets high-risk populations such as 21- to 34-year-olds, high blo od alcohol and repeat offenders, and underage drinkers by increasing public education, expanding public-private partnerships, enacting strongShow MoreRelatedEssay on Traffic Safety4603 Words   |  19 PagesTraffic Safety The National Highway Traffic Safety Administration (NHTSA) defines aggressive driving as the operation of a motor vehicle in a manner that endangers or is likely to endanger persons or property—a traffic and not a criminal offense like road rage. Examples include speeding or driving too fast for conditions, improper lane changing, tailgating and improper passing. Approximately 6,800,000 crashes occur in the United States each year; a substantial number are estimated to be causedRead MoreA Report On Uav Traffic Safety1792 Words   |  8 Pagespurpose of this paper is to review some UAV traffic concerns. UAV traffic is increasing tremendously over the past decade. There have been a number of mid-air collisions with UAVs crashing into commercial aircraft or into each other. They are big enough to cause more engine foreign object damage than a bird strike. This is because they are made of stronger material and plus they have batteries on board that can cause severe damage to aircraft. Air traffic controllers need to know how many UAVs areRead MoreAir Traffic Controllers: Safety in the Skies Essays1059 Words   |  5 PagesAir Traffic Controllers: Safety in the Skies This summer, I went on my first flight, when my sister and I flew to L.A. to visit family. From the moment I stepped into the airport, my mind started filling with questions about how the planes worked and how everything processed without any problems. I had never been exposed to anything like it before. When I go to the airport, I love the energy of everyone hustling and bustling to get where they need to go. It’s fascinating for me to watch the planesRead MoreTraffic Camera Monitoring Systems: Safety vs Privicy Essay606 Words   |  3 PagesIn the past decade, American citizens have seen an increasingly common sight: the onslaught of electronic monitoring devices being placed at traffic lights and intersections with the sole purpose of recording driver behavior to issue citations; all in the name of safety. The proliferation of these traffic safety cameras, which has spread in unprecedented numbers to ever-smaller towns, is undoubtedly controversial, and has sparked much d ebate between citizens, police departments, federal agenciesRead MoreRoad Transport and Traffic System, and Safety Problems in Ethiopia: the Two Decades Experiences2347 Words   |  10 PagesRoad transport and traffic system, and safety problems in Ethiopia: The two decades Experiences Prepared for 9th International Conference on The Ethiopian Economy â€Å"We must now use every day to act on road safety, and implement effective sustainable action to prevent injury and death on the world’s roads.† Dr Lee Jong-wook, director-general, World Health Organization Prepared By: Temesgen Aklilu, (MA, BA) (Mobile: 0911228931) March, 2011 Addis Ababa Ethiopia [pic] Pictorial descriptionRead MoreTraffic Safety Facts4653 Words   |  19 PagesTRAFFIC SAFETY FACTS Research Note DOT HS 811 379 1 September 2010 Distracted Driving 2009 Highlights „„ In 2009, 5,474 people were killed on U.S. roadways and an estimated additional 448,000 were injured in motor vehicle crashes that were reported to have involved distracted driving (FARS and GES). „„ Of those people killed in distracted-driving-related crashes, 995 involved reports of a cell phone as a distraction (18% of fatalities in distraction-related crashes). „„ Of those injuredRead MoreVehicle Safety : Features / Effectiveness, Role Of Traffic Psychologists, And Motor Vehicle Injury Control2126 Words   |  9 Pages Vehicle Safety: Features/Effectiveness, Role of Traffic Psychologists, and Motor Vehicle Injury Control Vehicle safety is a growing concern of many U.S. citizens each year. As a society, it is expected to have a safe environment that people can be in without the stress and anxiety that they might have regarding safety in or around motor vehicles. Fortunately, vehicles have increased the amount of safety features over the years, allowing people to be more comfortable with their surroundings. VehicleRead MoreA Case Of Traffic Safety Services995 Words   |  4 PagesAnthony Pecoraro was the former vice president of Traffic Safety Services LLC, a traffic safety equipment business. This man was sentenced to thirty-three months in state prison for failing to pay taxes on more than two million dollars that he withheld. On top of that he will serve three years of supervised release and pay nearly 1.3 million in restitution. He also admitted to tax evasion in the past and would have owed the government approx. 734,000. I would guess that most people would not disagreeRead MoreSchool Transport ation Related Crashes And National Highway Traffic Safety Administration Essay2268 Words   |  10 PagesNational Highway Traffic Safety Administration, 2014). Between 2003 and 2012, 174 grade school students were killed in incidents involving school transportation, 55 of which were in the bus and 119 of which were pedestrians (U.S. DOT and National Highway Traffic Safety Administration, 2014). Though many passengers and pedestrians are affected, the highest percentage of those injured or killed in these types of accidents are in other vehicles. (U.S. DOT and National Highway Traffic Safety AdministrationRead MoreNational Highway Traffic Safety Administration1056 Words   |  5 Pagesphysical health issues with EMT’s as well as safety issues for both EMT’s and the patients they are responding to. I believe that the EMT profession needs work hour regulation similar to those of long haul truck drivers, medical residents, pilots and railroad conductors. †Virtually every branch of commercial or public transportation has very strict rules on hours that their employees can operate, except EMT.†(Medic Madness) The NHTSA (National Highway Traffic Safety Administration) plans to announce a research

Pneumonia free essay sample

Most common type of pneumonia is bacterial pneumonia community-acquired pneumonia Introduction of Pneumonia * Caused by: inhaling germs chemicals * Bacteria, Viruses, Fungui * Healthy people are able to fight off infections. * Sick people or those with upper respiratory illness are more prone to have bacteria growing in their lungs. In addition, it is most commonly found in young children. How is Pneumonia Spread? * Coughing or sneezing by releasing the fluid in air which mixed with the air contains germs. Infection occurs when you breathe in the micro-organisms. * More likely to contract pneumonia after the cold or flu. * Community-acquired bacterial pneumonia. * Hospital-acquired bacterial pneumonia. Risk Factors of Pneumonia: * Infants who are 2 years old or younger * People who are 65 years old or older * Health problems (heart failure, diabetes) * People with lung diseases (COPD) * People with weak or suppressed immune system (HIV/AIDS, chemotherapy, organ transplant or blood and marrow stem cell transplant) * Smokers How does Pneumonia affect people? * Respiratory failure. We will write a custom essay sample on Pneumonia or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Sepsis. * Acute respiratory distress syndrome (ARDS), a severe form of respiratory failure. * Emphysema or lung abscesses. * Death. Clinical Manifestations of Pneumonia: * High fever. * Shaking chills. * Cough with phlegm (slimy substance) which doesn’t improve or worsens. * Shortness of breath with normal daily activities. * Chest pain when you breathe or cough. * Feel suddenly worse after a cold or flu. Pneumonia Treatment: * Bacterial Pneumonia: treated with antibiotics as prescribed by your doctor. * Viral Pneumonia: doctor may prescribe antiviral medicine Treating Severe Symptoms: May need to be treated in a hospital. * At risk for complications because of other health problems. Diagnostic Tools/Methods of Pneumonia: * Medical history * Physical exams * Diagnostic tests -Performing a chest x-ray -Blood sample -Sputum sample -Chest CT scan -Pleural fluid culture -Pulse Oximetry -Bronchoscopy * Don’t smoke. * Keep your immune system strong. -Plenty of rest -Exercise -Healthy balanced diet How Pneumonia can be prevented: * Vaccines -pneumococcal vaccine -influenza vaccine -hib vaccine * Wash your hands with soap water or alcohol-based rubs to kill germs.