How Basketball Is A Sport Essay - 1505 Words

The word cool is valued differently by each individual as everyone has a different view on objects or thoughts in life. How cool is defined is basically something that one cherishes or has passion for as it could vary from playing sports to having a pet rock. Playing basketball is cool because it is a sport for anyone who has passion for the game as each player holds a different position on the court allowing a team to function well. Not only is basketball a sport for anyone, it also acts as a stress relief. Basketball allows individuals to be put in a relaxed state of mind allowing their minds to clear up from the stress that they may possibly had to endure throughout their day. The definition of cool could change as one progresses in their life because their enjoyment for certain things may change as they age. Unlike other sports, basketball is life and it is a sport meant for any age groups because it does not require a lot of physical strength. Basketball is more of a mental spor t because each individual would have to push themselves to become better each day by doing drills to brush up their fundamentals. A passionate basketball individual will go through hell just to improve a slightest bit because basketball is life for everyone for finds passion in the game. For example, Kobe Bryant, a Los Angeles Lakers Legend, spent most of his life playing professional basketball and Michael Jordan, a living basketball legend, even had his own brand under Nike. Both basketballShow MoreRelatedHow Basketball Is The Respected Sport It Is Today2119 Words   |  9 Pagesthrough a netted hoop fixed above each end of the court. Also referring to the inflated ball used in the game of basketball (dict 1). Basketball is one of the world’s most widely played sports and has been in played for over a hundred years. This sport is played through organizations by schools, and credited clubs, as well as voluntarily in â€Å"pick-up games†. A â€Å"pick-up† game is a basketball game played outside at a local court or in a gym by the average person looking to exercise in an enjoyable andRead MoreSpeech About Basketball759 Words   |  4 PagesJoelle Greif Writing- 3 December 19, 2017 The World of Basketball As I watched the basketball game I could hear the ref blowing his whistle every 10 seconds. I could smell the salty sweat dripping from the players forehead. Basketball is a fun and hard core sport that you can play with your friends, and against your peers. Today you will learn about how basketball is appealing, a both gender sport, good for your health, has great history, and will have a great future. Read MoreSimilarities Between Soccer And Soccer1155 Words   |  5 PagesBasketball vs Soccer Essay Basketball, a sport that many people enjoy. A sport where two teams face off to see which one is better. A sport that uses their hands to guide a ball towards the hoop. Soccer, a sport that many people also enjoy. A sport where players use their feet to guide a ball towards the net. Two different, but same sports. Although many people might not think of it, there is a lot of similarities and differences between basketball and soccer The first difference that these two sportsRead MoreOutline Of Figueroa s Framework1621 Words   |  7 Pagesequity, equality in sport and in general physical activity. Figueroa’s framework is constructed over 5 different areas which are all used to investigate ways in which inequities challenge the area of sport and physical activity. All of the levels connect and contribute to shaping the overall joint effect. They show the different functions that reinforce, create, remove and eliminate barriers within a sport. Current status of basketball through PLC The current status of basketball participations throughoutRead MoreSpeech On The Game Of Basketball1118 Words   |  5 PagesOutline Preparation I. General Purpose: To inform II. Specific Purpose: To inform the class on how to shoot a basketball. III. Central Idea: The game of basketball has greatly changed since it was invented, but one thing remains constant: You need to know how to shoot a basketball. Introduction I. Open with Impact: The game of basketball is a multimillion-dollar industry and is an easy sport to play. The sport has gained worldwide popularity because it can be played competitively or just for fun. IIRead MoreComparing Basketball And The Basketball Association826 Words   |  4 PagesNBA Basketball is one of the most popular sports played and watched nationwide and global. Shooting, dribbling, crossing someone up, and even dunking has caught the eye of many people around the world. Many basketball players start at young age playing at a local recreation or YMCA (Young Men’s Christian Association) to build their skills and IQ of the game. This sport also consists of two genders: male and female. One of the top associations in American sports today is The National Basketball AssociationRead MoreThe Similarities and Differences Between Professional Football and Basketball847 Words   |  4 PagesThe Similarities and Differences between Professional Football and Basketball Elbert L. Hereford COM/170 - ELEMENTS OF UNIVERSITY COMPOSITION AND COMMUNICATION I 11/27/2012 Daniel Gleason Thesis There are several similarities and differences between basketball and football as sports. The competitive nature of games calls for the society to express itself in these types of physical activity. Both of these activities require a finish goal where one team loses or wins in return giving theRead MoreThe Global Financial System Has Influenced By Three Pillars That Have Shaped Modernity1218 Words   |  5 PagesManchester with prestige and globalized supporters. Sports have an amazing way of bringing people from different backgrounds together believing in one entity. In modernity, modern sport has taken the same form of trans-national corporations. In this paper, I will argue how modern sport has been influenced by three pillars that have also shaped modernity. The global financial system, militaries, and nationalism have each helped to develop and spread sport throughout the modern world. Through interactionRead MoreI Am On The Uconn Women s Basketball Team1165 Words   |  5 Pagesare you doing in Connecticut?† My response is always the same, â€Å"I’m on the UConn women’s basketball team.† Sport has played a large role in my life and has definitely impacted me. My parents were key factors that helped me get to where I am now. Both of my parents were college athletes. My father played basketball at Marquette University in Milwaukee, Wisconsin. Before that, he was an all-state basketball player, tennis player and pitched for his high school baseball team. My mother played tennisRead MoreThe Ball Again Initiative : An Overview1222 Words   |  5 Pageswhich England Basketball is trying to increase the number of general public who play basketball. With support from sports coach UK, Sport England and selected county sports partnerships (CSPs), England Basketball has been able to measure the number and availability of possible coaches for the Ball Again initiative Ball Again is a participant-centred package of coaching and games, designed for participants aged 15 and over. The initiative offers a relaxed reintroduction to basketball for players who

Ap Biology Lab Write Up Transpiration in Plants free essay sample

Our group wanted to see how transpiration would happen in plants when they were in different environments. The different environments we used were humidity and room environments. We measured transpiration using the whole plant method. Our results showed that the plants in a humid environment had greater transpiration rates than the plants in the room environment. Introduction: Pants absorb and transport water, nutrients, and ions from the surrounding soil via osmosis, diffusion, and active transport. nce water and dissolved nutrients have entered the root xylem, they are transported upward to the stems and leaves as part of the process of transpiration, with a subsequent loss of water due to evaporation from the leaf surface. Too much water loss can be detrimental to plants; they can wilt and die (AP Bio Big Idea 4). The transport of water upward from roots to shoots in the xylem is governed by differences in water potential, with water molecules moving from an area of high water pot ential to an area of low water potential. We will write a custom essay sample on Ap Biology Lab Write Up: Transpiration in Plants or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The movement of water through a plant is facilitated by osmosis, root pressure, and the physical and chemical properties of water. Transpiration creates a lower osmotic potential in the leaf, and the TACT mechanism describes the forces that move water and dissolved nutrients up the xylem (AP Bio Big Idea 4). Our controlled group was our plant that we left in a room environment. Our experimental group was the plant that we put in humidity. The purpose was to find how transpiration works in plants in different circumstances. We also wanted to see if transpiration caused plants to lose mass. Our experimental hypothesis is: If plants are in a humid environment, they will transpire more than plants in a room environment. Materials and Procedures: Our materials were: Chinese Cabbage, a clear container, graph paper, a pencil, a scale, a calculator, clear cellophane tape, clear nail polish, scissors and a microscope. The procedure was: 1. Calculate leaf surface area. 2. Make a wet mount of nail polish stomata peel to view leaf epidermis. After we did this first procedure, we had to design and conduct an investigation. The procedure for that was: 1. Design an experiment to investigate one of the aforementioned questions or one of your own questions to determine the effect of an environmental variable(s) on the rate of transpiration in plants. 2. Make a hypothesis/prediction about which environmental factors will have the greatest effect on transpiration rates. Be sure to explain your hypothesis. 3. Conduct your experiments and record data and any answers to your questions in your lab notebooks or as instructed by your teacher. Write down any additional questions that arose during this study that might lead to other investigations that you can conduct. Our class did Option 2, which was the Whole Plant Method. The materials for this experiment were: Small potted plant, one-gallon size plastic food storage bag without zipper, and some string. The procedure for that was: 1. Saturate the plant with water the day/night before beginning your investigation. 2. Carefully remove a plant from the soil/pot, making sure to retain as much of the root system and keeping soil particles attached to the roots. Wrap the root ball of plants in a plastic bag and tie the bag around the base so that only the leaves are exposed. Do not water your plant any more until you finish your experiment! You can also keep the plant in the plastic pot and place it in the plastic bag. 3. Determine the mass of each plant and then its mass for several days under your environmental conditions. 4. Record your data in your lab notebook or as instructed by your teacher. We then had to make some calculations when our experiment was complete. The procedure for our calculations was: 1. Determine the total surface area of the leaves in cm? and record the value. 2. Calculate the rate of transpiration/surface area. Record the rate. 3. After the entire class agrees on an appropriate control, subtract the control rate from the experimental value. Record this adjusted rate. 4. Record the adjusted rate for your experimental test on the board to share with other lab groups. Record the class results for each of the environmental variables investigated. 5. Graph the class results to show the effects of different environmental variables on the rate of transpiration. Results/Data Collection/Analysis: The surface area of our plants were 165cm?. Mass of Plants Before and After Transpiration

The Hobbit Summary free essay sample

At the beginning of chapter 11 of the novel â€Å"The Hobbitâ€Å" when the group reaches the foot of the mountain they decide to search out the secret door described on their map. After hours of searching, Bilbo finally locates a narrow passage along a cliff that leads to a patch on the mountain’s side. Though the patch must be the door, the dwarves cannot find a way to open it. One evening the hobbit suddenly the riddle on the map. He quickly gathers the other dwarves by the door, and they watch as the sun slowly sets. With the sun’s last light a keyhole appears. Thorin quickly takes the key that came with the map and places it in the rock and a door opens. Summary: Chapter 12 Bilbo enters, slips on his ring to make himself invisible, and proceeds down the passage into Smaug’s lair. There, he sees the dragon asleep on piles of treasure. We will write a custom essay sample on The Hobbit Summary or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Bilbo is horribly afraid, but he works up the nerve to take a golden cup. He then rushes back up to the dwarves, who marvel over the cup. When Smaug awakens, he is enraged to discover that the cup is missing. The dwarves and Bilbo huddle inside the secret passage. After a while, Smaug returns and falls asleep. The hobbit goes in again to check if Smaug is asleep but the dragon is awake and is waiting for him. Although he cannot see Bilbo because of the ring, Smaug smells the hobbit. The hobbit tells the dwarves that he has seen a whole in Smaugs skin where he can get injured. They then hear the roar of the dragon once more and shut the door to the passage just before the dragon comes . They are now trapped inside the mountain. Summary: Chapter 13 Smaug guesses that the company is involved with the men of Lake Town, so he flies there to destroy the city. The hobbit and dwarves cower in the dark passage until they can bear it no longer. Bilbo takes only a few things of the dragons treasure. After the excitement has died down, Thorin leads the company through the passages of the mountain and out the main gate. They find a cavin, rest there, eat, and wonder where the dragon has gone. Summary: Chapter 14 The people of Lake Town see the dragon coming and prepare archers and many uckets of water to survive the coming flames. The men’s arrows bounce harmlessly off the dragon’s hide. When most of the men have abandoned the city the captain of the archers aims for his last arrow. Suddenly a bird tells the man to watch for the dragon’s weak spot in the hollow of his left breast. The arrow flies directly in his heart. The news of Smaugs dead spreads and brings the Elvenking and an army of elves. Summary: Chapter 15 A bird informs Bilbo and the dwarves of Smaug’s death, and they rejoice. However, their rejoicing is short-lived, as the raven goes on to describe the huge army of humans and elves marching toward them. Thorin regards the treasure as his inheritance and plans to fight for it. From there, they watch as Bard and the elves arrive. He asks that the dwarves be generous in sharing the wealth of the mountain. Thorin flatly refuses. Bard gives Thorin some time to reconsider, but Thorin will not change his position. The mountain is declared besieged. Bilbo, for his part, would gladly share the treasure. However, no dwarf questions Thorin, and the hobbit has no say in the dwarves’ decision.

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Creative Thinking Lesson Plans for Teachers

Creative Thinking Lesson Plans for Teachers Lesson plans and activities for teaching about inventions by increasing creativity and creative thinking. The lesson plans are adaptable for grades K-12 and were designed to be done in sequence. Teaching Creativity Creative Thinking Skills When a student is asked to invent a solution to a problem, the student must draw upon previous knowledge, skills, creativity, and experience. The student also recognizes areas where new learnings must be acquired in order to understand or address the problem. This information must then be applied, analyzed, synthesized, and evaluated. Through critical and creative thinking and problem-solving, ideas become reality as children create inventive solutions, illustrate their ideas, and make models of their inventions. Creative thinking lesson plans provide children with opportunities to develop and practice higher-order thinking skills. Throughout the years, many creative thinking skills models and programs have been generated from educators, seeking to describe the essential elements of thinking and/or to develop a systematic approach to teaching thinking skills as part of the school curricula. Three models are illustrated below in this introduction. Although each uses different terminology, each model describes similar elements of either critical or creative thinking or both. Models of Creative Thinking Skills Benjamin BloomCalvin TaylorIsaksen and Treffinger The models demonstrate how creative thinking lesson plans could provide an opportunity for students to experience most of the elements described in the models. After teachers have reviewed the creative thinking skills models listed above, they will see the critical and creative thinking and problem-solving skills and talents that can be applied to the activity of inventing. The creative thinking lesson plans that follow can be used across all disciplines and grade levels and with all children. It can be integrated with all curricular areas and used as a means of applying the concepts or elements of any thinking skills program that may be in use. Children of all ages are talented and creative. This project will give them an opportunity to develop their creative potential and synthesize and apply knowledge and skills by creating an invention or innovation to solve a problem, just as a real inventor would. Creative Thinking - List of Activities Introducing Creative ThinkingPracticing Creativity with the ClassPracticing Creative Thinking with the ClassDeveloping an Invention IdeaBrainstorming for Creative SolutionsPracticing the Critical Parts of Creative ThinkingCompleting the InventionNaming the InventionOptional Marketing ActivitiesParent InvolvementYoung Inventors Day Imagination is more important than knowledge, for imagination embraces the world. -  Albert Einstein Activity 1: Introducing Inventive Thinking and Brainstorming Read about the Lives of Great InventorsRead the  stories  about great inventors in class or let students read themselves. Ask students, How did these inventors get their ideas? How did they make their ideas a reality? Locate books in your library about inventors, invention, and creativity. Older students can locate these references themselves. Also, visit the  Inventive Thinking and Creativity Gallery Talk to a Real InventorInvite a local inventor to speak to the class. Since local inventors are not usually listed in the phone book under inventors, you can find them by calling a  local patent attorney  or your  local intellectual property law association. Your community may also have a  Patent and Trademark Depository Library  or an  inventors society  that you may contact or post a request. If not, most of your major companies have a research and development department made up of people who think inventively for a living. Examine InventionsNext, ask the students to look at the things in the classroom that are inventions. All the inventions in the classroom that have a U.S. patent will have a  patent number. One such item is probably  the pencil sharpener. Tell them to check out their house for patented items. Let the students brainstorm a list all of the inventions they discover. What would improve these inventions? DiscussionIn order to guide your students through the inventive process, a few preliminary lessons dealing with creative thinking will help set the mood. Begin with a brief explanation of brainstorming and a discussion on the rules of brainstorming. What is Brainstorming?Brainstorming is a process of spontaneous thinking used by an individual or by a group of people to generate numerous alternative ideas while deferring judgment. Introduced by Alex Osborn in his book Applied Imagination, brainstorming is the crux of each of the stages of all problem-solving methods. Rules for Brainstorming No CriticismAllowed People tend to automatically evaluate each suggested ideatheir own as well as others. Both internal and external criticism  is  to be avoided while brainstorming. Neither positive nor negative comments are allowed. Either type inhibits the free flow of thought and requires time which interferes with the next rule. Write each spoken idea down as it is given and move on.Work for QuantityAlex Osborn stated that Quantity breeds quality. People must experience a brain drain (get all the common responses out of the way) before the innovative, creative ideas can surface; therefore, the more ideas, the more likely they are to be quality ideas.Hitchhiking WelcomeHitchhiking occurs when one members idea produces a similar idea or an enhanced idea in another member. All ideas should be recorded.Freewheeling EncouragedOutrageous, humorous, and seemingly unimportant ideas should be recorded. It is not uncommon for the most off-the-wall idea to be the best. Activity  2: Practicing Creativity with the Class Step 1:  Cultivate the following creative thinking processes described by Paul Torrance and discussed in The Search for Satori and Creativity (1979): Fluency the production of a great number of ideas.Flexibility the production of ideas or products that show a variety of possibilities or realms of thought.Originality the production of ideas that are unique or unusual.Elaboration the production of ideas that display intensive detail or enrichment. For practice in elaboration, have pairs or small groups of students choose a particular idea from the brainstorming list of invention ideas and add the flourishes and details that would develop the idea more fully. Allow the students to share their innovative and  inventive ideas. Step 2:  Once your students have become familiar with the rules of brainstorming and the creative thinking processes, Bob Eberles  Scamperr  technique for brainstorming could be introduced. Substitute What else instead? Who else instead? Other ingredients? Other material? Other power? Another place?Combine How about a blend, an alloy, an ensemble? Combine purposes? Combine appeals?Adapt What else is like this? What other idea does this suggest? Does past offer parallel? What could I copy?Minify Order, form, shape? What to add? More time?Magnify Greater frequency? Higher? Longer? Thicker?Put to other uses New ways to use as is? Other uses I modified? Other places to use? Other people, to reach?Eliminate What to subtract? Smaller? Condensed? Miniature? Lower? Shorter? Lighter? Omit? Streamline? Understate?Reverse Interchange components? Another pattern?Rearrange another layout? Another sequence? Transpose cause and effect? Change pace? Transpose positive and negative? How about opposites? Turn it backward? Turn it upside-down? Reverse roles? Step 3:  Bring in any object or use objects around the classroom to do the following exercise. Ask the students to list many new uses for a familiar object by using the Scamper technique with regard to the object. You could use a paper plate, to begin with, and see how many new things the students will discover. Make sure to follow the rules for brainstorming in Activity 1. Step 4:  Using literature, ask your students to create a new ending to a story, change a character or situation within a story, or create a new beginning for the story that would result in the same ending. Step 5:  Put a list of objects on the chalkboard. Ask your students to combine them in different ways to create a new product. Let the students make their own list of objects. Once they combine several of them, ask them to illustrate the new product and explain why it might be useful. Activity 3: Practicing Inventive Thinking with the Class Before your students begin to find their own problems and create unique inventions or innovations to solve them, you can assist them by taking them through some of the steps as a group. Finding the Problem Let the class list problems in their own classroom that need solving. Use the brainstorming technique from Activity 1. Perhaps your students never have a pencil ready, as it is either missing or broken when it is time to do an assignment (a great brainstorming project would be to solve that problem). Select one problem for the class to solve using the following steps: Find several problems.Select one to work on.Analyze the situation.Think of many, varied, and unusual ways of solving the problem. List the possibilities. Be sure to allow even the silliest possible solution, as creative thinking must have a positive, accepting environment in order to flourish. Finding a Solution Select one or more possible solutions to work on. You may want to divide into groups if the class elects to work on several of the ideas.Improve and refine the idea(s).Share the class or individual solution(s)/invention(s) for solving the class problem. Solving a class problem and creating a class invention will help students learn the process and make it easier for them to work on their own invention projects. Activity 4: Developing an Invention Idea Now that your students have had an introduction to the inventive process, it is time for them to find a problem and create their own invention to solve it. Step One:  Begin by asking your students to conduct a survey. Tell them to interview everyone that they can think of to find out what problems need solutions. What kind of invention, tool, game, device, or idea would be helpful at home, work, or during leisure time? (You can use an Invention Idea Survey) Step Two:  Ask the students to list the problems that need to be solved. Step Three:  comes the decision-making process. Using the list of problems, ask the students to think about which problems would be possible for them to work on. They can do this by listing the pros and cons for each possibility. Predict the outcome or possible solution(s) for each problem. Make a decision by selecting one or two problems that provide the best options for an inventive solution. (Duplicate the Planning and Decision-Making Framework) Step Four:  Begin an  Inventors Log  or Journal. A record of your ideas and work will help you develop your invention and protect it when completed. Use Activity Form - Young Inventors Log to help students understand what can be included on every page. General Rules For Authentic Journal Keeping Using a  bound notebook, make notes each day about the things you do and learn while working on your invention.Record your idea and how you got it.Write about problems you have and how you solve them.Write in ink and do not erase.Add sketches and drawings to make things clear.List all parts, sources, and costs of materials.Sign and date all entries at the time they are made and have them witnessed. Step Five:  To illustrate why record-keeping is important, read the following story about Daniel Drawbaugh who said that he invented the telephone, but didnt have one single paper or record to prove it. Long before  Alexander Graham Bell  filed a patent application in 1875, Daniel Drawbaugh claimed to have invented the telephone. But since he had no journal or record, the  Supreme Court  rejected his claims by four votes to three. Alexander Graham Bell had excellent records and was awarded the patent for the telephone. Activity 5: Brainstorming for Creative Solutions Now that the students have one or two problems to work on, they must take the same steps that they did in solving the class problem in Activity Three. These steps could be listed on the chalkboard or a chart. Analyze the problem(s). Select one to work on.Think of many, varied, and unusual ways of solving the problem. List all of the possibilities. Be non-judgmental. (See Brainstorming in Activity 1 and SCAMPER in Activity 2.)Select one or more possible solutions to work on.Improve and refine your ideas. Now that your students have some exciting possibilities for their invention projects, they will need to use their critical thinking skills to narrow down the possible solutions. They can do this by asking themselves the questions in the next activity about their inventive idea. Activity 6: Practicing the Critical Parts of Inventive Thinking Is my idea practical?Can it be made easily?Is it as simple as possible?Is it safe?Will it cost too much to make or use?Is my idea really new?Will it withstand use, or will it break easily?Is my idea similar to something else?Will people really use my invention? (Survey your classmates or the people in your neighborhood to document the need or usefulness of your idea - adapt the invention idea survey.) Activity 7: Completing the Invention When students have an idea that meets most of the above qualifications in Activity 6, they need to plan how they are going to complete their project. The following planning technique will save them a great deal of time and effort: Identify the problem and a possible solution. Give your invention a name.List the materials needed to illustrate your invention and to make a model of it. You will need paper, pencil, and crayons or markers to draw your invention. You might use cardboard, paper, clay, wood, plastic, yarn, paper clips, and so forth to make a model. You might also want to use an art book or a book on model-making from your school library.List, in order, the steps for completing your invention.Think of the possible problems that might occur. How would you solve them?Complete your invention. Ask your parents and teacher to help with the model. In SummaryWhat - describe the problem. Materials - list the materials needed. Steps - list the steps to complete your invention. Problems - predict the problems that could occur. Activity 8: Naming the Invention An invention can be named in one of the following ways: Using the inventors  name:Levi Strauss   LEVIS ® jeansLouis Braille Alphabet SystemUsing the components or ingredients of the invention:Root BeerPeanut ButterWith initials or acronyms:IBM  ®S.C.U.B.A. ®Using word  combinations (notice repeated  consonant sounds  and rhyming words):KIT KAT  ®HULA HOOP  Ã‚ ®PUDDING POPS  ®CAPN CRUNCH  ®Using the products function:SUPERSEAL  ®DUSTBUSTER  ®vacuum cleanerhairbrushearmuffs   Activity Nine: Optional Marketing Activities Students can be very fluent when it comes to listing ingenious names of products out on the market. Solicit their suggestions and have them explain what makes each name effective. Each student should generate names for his/her own invention. Developing a Slogan or JingleHave the students define the terms slogan and jingle. Discuss the purpose of having a slogan. Sample slogans and jingles: Things go better with Coke.COKE IS IT!  ®TRIX ARE FOR KIDS  ®OH THANK HEAVEN FOR 7-ELEVEN  ®TWOALLBEEFPATTIES...GE: WE BRING GOOD THINGS TO LIFE!  ® Your students will be able to recall many  slogans  and jingles! When a slogan is named, discuss the reasons for its effectiveness. Allow time for thought in which the students can create jingles for their inventions. Creating an AdvertisementFor a crash course in advertising, discuss the visual effect created by a television commercial, magazine, or newspaper advertisement. Collect magazine or newspaper ads that are eye-catchingsome of the ads might be dominated by words and others by pictures that say it all. Students might enjoy exploring newspapers and magazines for outstanding advertisements. Have students create magazine ads to promote their inventions. (For more advanced students, further lessons on advertising techniques would be appropriate at this point.) Recording a Radio PromoA radio promo could be the icing on a students advertising campaign! A promo might include facts about the usefulness of the invention, a clever jingle or song, sound effects, humor... the possibilities are endless. Students may choose to tape record their promos for use during the Invention Convention. Advertising ActivityCollect 5 - 6 objects and give them new uses. For instance, a toy hoop could be a waist-reducer, and some strange looking kitchen gadget might be a new type of mosquito catcher. Use your imagination! Search everywherefrom the tools in the garage to the kitchen drawerfor fun objects. Divide the class into small groups, and give each group one of the objects to work with. The group is to give the object a catchy name, write a slogan, draw an ad, and record a radio promo. Stand back and watch the creative juices flow. Variation: Collect magazine ads and have the students create new advertising campaigns using a different marketing angle. Activity Ten: Parent Involvement Few, if any, projects are successful unless the child is encouraged by the parents and other caring adults. Once the children have developed their own, original ideas, they should discuss them with their parents. Together, they can work to make the childs idea come to life by making a model. Although the making of a model is not necessary, it makes the project more interesting and adds another dimension to the project. You can involve parents by simply sending a letter home to explain the project and let them know how they may participate. One of your parents may have invented something that they can share with the class.   Activity Eleven: Young Inventors Day Plan a Young Inventors Day so that your students can be recognized for their  inventive thinking. This day should provide opportunities for the children to display their inventions and tell the story of how they got their idea and how it works. They can share with other students, their parents, and others. When a child successfully completes a task, it is important that (s)he be recognized for the effort. All children who participate in the Inventive Thinking Lesson Plans are winners. We have prepared a certificate that can be copied and given to all children who participate and use their inventive thinking skills to create an invention or innovation.

Investment Appraisal Assignment - 2 Example | Topics and Well Written Essays - 2500 words

Investment Appraisal - 2 - Assignment Example The money accumulated is then invested in various investments, so that it generates further income. It is made sure that the income generated is enough to payout the pension benefits provided to the employees. The management of the funds is not necessarily separate from the management of the company. Usually these managers have expertise in investment techniques, in order to maximize the return upon the investments made. The fund portfolio is evaluated as how much percentage is invested in each portfolio. Also, it is taken into consideration how the return from each investment is accounted to the performance, of the fund as a whole. Based on the performance of the funds the investment appraisal is carried out. Fund Investment The pension fund is the accumulated fund, collected from the employers and employees. The earnings that this fund generates is accumulated within itself. The fund is managed by professionals with expertise in the related field of investment. The funds are to be utilized in fulfilling the financial needs of the company, which it has to bear in terms of constructive liability. The constructive liability being, to pay pension and other after retirement benefits to the employees. Pension fund are the accumulation of funds that are invested in various investments, where the returns are generated. ... The current portfolio is invested diversely in four divisions of investments, namely, UK Equities, Overseas Equities, UK Gilts and UK Property. A mere 5% of assets also exist in the form of cash. A) Review of Current Portfolio In the current portfolio of the assets, UK equities have a weightage of 50% of the fund. The assets held by the funds should not lose value and should be able to provide a handsome amount of return. Based on the risks associated with the assets of the fund, the main cause of concern is whether the fund performance is persistent and increasing or not (Christopher, et al., 1998). The portfolio of the funds consists of 25% of UK gilts investment which are the least risky of all the investments and also provide the least return. The appropriation of the funds in the current portfolio elaborates that 5% of cash is held. With the total fund size amounting to ? 1billion, this amounts to ? 50 million. This is an asset that is not invested and is losing value over the t ime. The cash that is retained in the portfolio is not considered to be healthy. Other liquid assets, such as equity stock, can easily be traded in the market. It should be considered as it will benefit the fund. This is because it shall be providing a return, thus minimizing the impact of inflation and reduction in the value of money. The majority of the portfolio consists of UK security and amounts to the ? 500 million. This amount is invested in the equity stock of the companies listed in the stock exchanges in United Kingdom. The performance of the fund is mainly concerned with the amount of return and the rate of return that it provides accounting for the risk associated with it too (Chan, et al., 1995). The performance of

Compare and contrast competition in beer market with competition in Essay

Compare and contrast competition in beer market with competition in tablet devices - Essay Example Steverman from Bloomberg business (2010) reports that the dismal performance of beer market in the recent times could continue because with escalating cost of production, the competitive pricing is taking a heavy toll on the companies’ financial performance. While the import has significantly come down, the adverse impact on market of the premium brands like Coors, Sub-Miller, Anheuser-Busch etc is also significant. Trends show that in the present times, people increasingly prefer cheaper brands at home and institutional sales to hotels, bar etc have come down. Thus, the market conditions for beer have become very tough and beer companies must come up with highly differentiating products and innovative market strategy to meet the challenges of time. The tablet market, on the other and has been most enthusiastic with wide range of differentiating products within tablet digital products. The technological advancements have seen some amazing innovations in the field of communicat ion and data handling. The tablet digital products are the latest craze amongst the technology savvy huge customer base across the globe.