Workplace Violence - 10377 Words

UNLV Theses/Dissertations/Professional Papers/Capstones 5-1-2002 Workplace violence: A case study Robert F. White University of Nevada, Las Vegas Repository Citation White, Robert F., Workplace violence: A case study (2002). UNLV Theses/Dissertations/Professional Papers/Capstones. Paper 522. http://digitalscholarship.unlv.edu/thesesdissertations/522 This Capstone is brought to you for free and open access by Digital Scholarship@UNLV. It has been accepted for inclusion in UNLV Theses/ Dissertations/Professional Papers/Capstones by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact marianne.buehler@unlv.edu. WORKPLACE VIOLENCE: A CASE STUDY By Robert F. White Bachelor†¦show more content†¦Since the Las Vegas Valley main post office administrative offices 1 have had at least one violent incident, did they develop any measures concerning violence prevention? And does it cost much if your organization had a violent incident? Depending on what preconceived opinion you may have, this paper could change your mind or at least get you looking and thinking more about this subject. The paper will present work from several researchers in the Literature Review section and discuss (1) the extent of workplace violence, (2) the cost of workplace violence, and (3) two main factors that can be used to explain the causes of workplace violence. In the section on Preventing Workplace Violence, a basic workplace violence prevention plan is developed based on the most frequently occurring recommendations. The workplace violence prevention plan is then used to develop an interview instrument to collect information regarding the post office preparedness to deal with violent incidents. The Methodology section presents the information collection process and ex plains the setting in which the post office operates. Finally, the Findings and Analysis section explores the practices of the post office against the template presented as a basic workplace violence prevention plan. 2 LITERATURE REVIEW The ugly face of workplace violence had not been prominently displayed in the public’s eye until the mid 1980s. What we commonly had, inShow MoreRelatedWorkplace Violence And The Workplace2844 Words   |  12 PagesWorkplace Violence statics across the United States of America have been on a steady rise each year since the early 1990’s. Reports have consistently shown in recent years that than an average of 500 homicides and 1.5 million assaults occur each year in America, in the workplace. With those types of statics on the rise in America it’s clear that a Workplace Violence Program is essential to the health, welfare, safety, and security of our employees in the workplace. When enacting a Workplace ViolenceRead MoreWorkplace Violence And The Workplace1145 Words   |  5 PagesWorkplace violence definition OSHA Fact Sheet (2012) states â€Å" workplace violence is a violence or the threat of violence against workers† (p.1). Workplace violence causes serious harm to employees or homicide that can lead to deaths. Act in any kind of shapes and forms such as: physical threat, threatening behavior, intention of assault and battery, verbal abuse, beating, stabbing, rape, shooting, being followed, psychological trauma, suicide, treat or obscene phone call/text, intimidation. WorkplaceRead MoreWorkplace Violence1735 Words   |  7 PagesWorkplace violence is present in every nook and cranny of corporate America, affecting millions of Americans every year. Workplace violence is defined by the Occupational Safety Health Administration, OSHA, as any act or threat of physical violence, harassment, intimidation, or other threatening disruptive behavior that occurs at the work site. It ranges from threats and verbal abuse to physical assaults and even homicide. In 2011, there were over 2 two million reports and claims of workplaceRead MoreWorkplace Violence And The Workplace1396 Words   |  6 PagesWorkplace violence Workplace violence can be any act of physical violence, threats of physical violence, harassment, intimidation, or other threatening, disruptive behavior that occurs at the work site. Workplace violence can affect or involve employees, visitors, contractors, and other non-Federal employees. A number of different actions in the work environment can trigger or cause workplace violence. It may even be the result of non-work-related situations such as domestic violence or â€Å"road rageRead MoreWorkplace Violence In The Workplace1071 Words   |  5 Pages INTRODUCTION: Violence in the workplace has become a major safety and health issue. Workplace violence is not limited to homicide. This type of violence includes behaviors and circumstances that threaten an employee s physical safety; such as: verbal threats, sexual or physical harassment, coercion, behavior changes, intimidation, stalking, telephone/email harassment, and history of aggression. â€Å"Workplace violence incidents have tripled in the last decade, and it is now the fastest-growing categoryRead MoreWorkplace Violence And Its Effects On The Workplace834 Words   |  4 Pagesspecialists, medical attendants and assistants who manage psychiatric patients; individuals from crisis restorative reaction groups; and doctor s facility workers working in confirmations, crisis rooms, and emergency or intense consideration unit. This is violence committed by an aggressor who either gets administrations from or is under the custodial supervision of the influenced work environment or the casualty. The aggressors can be present or previous clients or customers, for example, travelers, patientsRead MoreWorkplace Violence2432 Words   |  10 PagesWORKPLACE VIOLENCE: A FORCE OF OVERALL CONCERN Adell Newman-Lee Criminology-CJ102-D04 December 3, 2003 THESIS: WORKPLACE AS IT RELATES TO CRIMINAL JUSTICE I INTRODUCTION: †¢ Crime and violence †¢ Workplace violence a major concern †¢ The three entities involved II STATISTICS †¢ The Bureau of Justice Statistics †¢ Statistics from 1992 to 1996 †¢ National Crime Victimization Survey and The Bureau of Labor Statistic III WORKPLACE VIOLENCE A LAW ENFORCEMENT ISSUE †¢ Responsibility of Law EnforcementRead More Workplace Violence Essay1030 Words   |  5 PagesWorkplace Violence Workplace violence is a phenomenon that is now widely recognized as a social problem, which impacts all organizations. According to Department of Justice statistics for 1995, 21% of all violent crime occurred while the victim was either at work or traveling to or from work. Workplace Violence accounted for more than two (2) million violent Crimes annually from 1992-1997 (Kaufer 1-2). In this research paper I will provide an overview of workplace violenceRead MoreEssay on Workplace Violence620 Words   |  3 PagesWorkplace Violence Workplace violence can be defined as any action that can threaten the safety of an employee, impact the employees psychological or physical well being, or cause damage to a companys property. Workplace violence is not often talked about, but it does kill people. In the last decade it has become one of the leading causes of deaths in the workplace. The UniversityRead MoreThe Effects Of Workplace Violence On The Workplace1235 Words   |  5 PagesIntroduction Violence in the workplace has been around for centuries. Everything from verbal abuse and harassments to physical abuse and murders have been known to happen in a business. During the 1980’s several violent attacks happened in the Postal Service, public awareness of workplace violence began in August of 1986 when a postal employee shot and killed fourteen people before killing himself. Prior to these killings, violence in the workplace was only referred to as getting injured on the

Math Checkup Unit Free Essays

Circle the letter of your answer(s) and explain your choice(s). B. D. We will write a custom essay sample on Math Checkup Unit or any similar topic only for you Order Now The slope is a. Point-slope form b. Slope-intercept form 5. What is the slope off line that is perpendicular to [pick]? Show your work. Answer: A line perpendicular to Hopi]x would have a slope that’s the reciprocal of the slope to Hopi]x. So the answer is [pick]. 6. Write the equation off line passing through (0,6) and parallel to the line [pick]. Arctic]x+6 7. Which of the following tables of values could have been generated by a linear function? How do you know? I-I II 1-5 1-7 1-9 1-11 110 115 Table A is a linear function, since it has an even distribution in both its x and y values. Table B is NOT a linear function, since it doesn’t have an even distribution in its y values. Table C is a linear function, since it has an even distribution in both its x and y values. 8. For each table in #7 that could have been generated by a linear function, calculate the slope of the line produced by that function. The rise over run formula [pick] shows the slope of a function table. Table A has a slope of -2. Table C has a slope of O. 9. The cost of hosting a dinner in a particular restaurant is given by y = 18. Xx + 250, where x is the number of people at the dinner and y is dollars. What is the slope of this function? What does it mean in the context of the problem? The slope is 18. 5. It meaner that each person that attends costs $18. 50. 10. The cost of hosting a dinner in a particular restaurant is given by y = 18. Xx + 250, where x is the number of people at the dinner and y is dollars. What is the y- intercept of this function? What does it mean in the context of the problem? The y-intercept is 250. This meaner that you must pay $250 BEFORE you pay for each guest’s meal. 1 1 . Write the equation of the line that is parallel to the x-axis and goes through the 12. Does the point (2,6) lie on the line that connects (IA) and (03)? Explain. The equation for the slope of (1 A) and (03) is rug+3. Just plug (2,6) into the equation: 6=2+3? NO. So, no. (2,6) does not lie in the line that connects (1 A) and (03). 13. Which of the following pairs of lines are perpendicular? How do you know? Perpendicular? A. [pick and [pick] No. Their slopes are NOT negative reciprocals. B. [pick] and [pick] Yes. Their slopes are negative reciprocals. And [pick] No. Their slopes are NOT negative reciprocals. C. [pick] 14. Jeremy uses the linear function G = ah + 50 to represent the grade, G (in points out of 100), that he can earn on an exam as a function of h, the number of hours he spends studying for the exam. A. Identify the slope and y-intercept of Jersey’s function and explain what they mean in the context of the problem. The slope is 12 and the y-intercept is 50. This meaner that Jersey’s score, if he didn’t study, would be 50. However, for every hour he studies, his score will go up 12 points. . If Jeremy spends 3 hours studying for the exam, what grade does he expect to earn? Show your work. Jeremy can expect to earn 86 points on the test if he studies for 3 hours. C. How many hours should Jeremy study if he wants to earn a perfect score on the exam? Show your work. 100= +50 ah h = 4 hours, 10 minutes. – up, where p is the price in dollars of the product a nd D is the number of products that can be sold at that price. A. What does the slope of this function mean in the context of the problem? The slope shows that for each dollar the price increases, two less items will be sold. . What price should be set in order to sell 75 items? Show your work. UP = 25 p = $12. 50 The price should be set as $12. 50 to sell 75 items. 75 = 100 16. Temperature may be given in degrees Celsius or in degrees Fahrenheit. The freezing point of water is 32(F or O(C. The boiling point of water is 212(F or OHIO(C. A. Write the equation of a line that shows the relationship between degrees Fahrenheit and degrees Celsius. B. What is the temperature in Fahrenheit when it is ICC? C. What is the temperature in Celsius when it is OFF? 6. 1 Celsius 17. Write at least three different expressions that mean â€Å"slope. † 62. 6 Fahrenheit 18. In order to write the equation off line, what two pieces of information do you need? (Hint: there may be more than one answer to this question. ) You must know both the slope and y-intercept to write the equation of a line. The number of soccer balls produced. A. What is the slope of this equation and what does it represent in the context of the problem? The slope is 7, and that meaner each soccer ball costs $7. B. What is the y-intercept of this equation and what does it represent in the intent of the problem? How to cite Math Checkup Unit, Papers

The Demerara Slave Revolt Essay Essay Example

The Demerara Slave Revolt Essay Essay The 1823 slave revolt in Demarara. Guyana. started on a sugar plantation called â€Å"Plantation Success†- on the east seashore of the settlement on August 23. It spread throughout the nearby country to affect slaves from at least 55 plantations. In entire. around 10 thousand of the about 75 thousand slaves who lived in the settlement rose in violent rebellion against their oppressors. The rebellion would hold been even larger. nevertheless. had the slaves succeeded in their end of distributing the rebellion to the western portion of the settlement. As it was. the rebellion still alarmed the local plantation owners sufficiently to react rapidly. and with utmost force. Using both army units and local reserves. the plantation owners and colonial functionaries killed several hundred of the arising slaves. and imprisoned 100s more to stand test and face executing. Within yearss. the rebellion had been put down. Two elements made the Demerara Revolt instead unusual. First. it mostly consisted of. and was chiefly led by Creole slaves. This upset the traditional British impression that although the wilder African-born slaves might revolt. the Creole slaves were more docile and accepting of their destiny. We will write a custom essay sample on The Demerara Slave Revolt Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Demerara Slave Revolt Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Demerara Slave Revolt Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This was a rough challenge to any semblance of bondage as a civilizing system. In a universe in which the plantation owners had already seen the abolishment of the slave trade. and in which they could see the abolishment of bondage itself looming in the foreseeable hereafter. it was peculiarly unsettling. Besides fazing was the function played by antislavery groups from England. The unconformist evangelical motion was peculiarly involved in seeking to stop bondage wholly. From at least as early 1808. The London Missionary Society had sent missionaries to Demerara to prophesy and learn among the slaves of the settlement. Planter sentiment was ambivalent. Some thought that faith may assist maintain the slaves in cheque. Other saw the missionaries as unsafe spirit wakers. One missional – John Wray – was expelled from the settlement once it became known that he had been learning the slaves to read. Another missional – John Smith – replaced him. Besides back uping the slaves and contending for their cause. Smith kept keeping church for the slaves. He besides fought against planters’ efforts at maintaining their slaves from holding Sundays away and from go toing church. In the terminal. the battle for the slaves’ rights to hold Sundays off became a cardinal issue in the slaves’ grudges that led to the rebellion. Making usage of spiritual meetings to besides discourse political ideas and plan the rebellion. the slaves created a nexus between the missionaries and the rebellion that the missionaries may non hold been cognizant of. Historians tend to propose that Smith was unknowing. The plantation owners had a different position. In the wake of the rebellion. they arrested Smith and had him sentenced to decease by hanging for his function in the rebellion. Before his sentence could be carried out. nevertheless. Smith died in prison. The decease of 1000s of slaves. and of the white curate John Smith led to blatant reactions in England. People felt that the rebellion and its wake revealed the brutal and inhumane behaviour of the plantation owners. This helped beef up the anti-slavery motion in England. as statements of plantation owner savageness were subsequently used to back up the 1833 Parliamentary opinion to stop bondage in the British Caribbean. The Demarara Revolt hence highlights the of import functions played by both the slaves and the emancipationist groups in England in conveying about the abolishment of bondage in the British West Indies. In England. some administrations were established to run for the abolishment of bondage in the British settlements. In April 1823 a gesture was presented in the House of Commons naming for a gradual abolishment of bondage in all British settlements. but it was defeated because the bulk felt that abolishment of bondage would go forth the plantation owners without a labour force. Alternatively. steps to better the status of slaves were adopted. These ordered that female slaves should non be whipped as penalty and drivers should non transport whips in the field. These new betterment regulations were sent in a missive to all Governors of British settlements. Governor John Murray intentionally delayed its promotion. He received the missive on 23 June 1823 and waited until 2 July to show it to the Court of Policy. pressing the members. who were all slave proprietors. non to move on it instantly. It was non until 7 August the Court of Policy passed the needed declarations to follow the betterment regulations. While the betterment regulations were expecting acceptance in the Court of Policy. house slaves overheard their Masterss discoursing them. Not to the full understanding the deductions of the new regulations. they felt that the plantation owners had received instructions to put the slaves free but were declining to make so. This rumor was passed on to other slaves. One of these slaves. Jack Gladstone. heard the rumor from a slave owned by the Governor. and he wrote a missive to the members of Bethel Chapel informing them of the affair and signed his father’s name on it. His male parent was Quamina. a senior deacon of Bethel Chapel. On 25 July. Quamina. on acquisition of the affair. approached Rev. John Smith and informed him that the King of England had granted freedom to the slaves but it was being withheld. Smith said that he had non heard of any such order and added that he had heard that the British Government wanted to do ordinances to better the state of affairs impacting the slaves. but non to put them free. Quamina was non satisfied with what he heard and seemingly reported to the other slaves. some of whom began to do readyings to prehend their freedom which they felt was being intentionally kept off from them. The slaves in East Demerara were convinced that the Governor and their Masterss were keep backing their freedom from them and many of them felt they had no other option than to lift up against those who were non transporting out the King’s orders. On the forenoon of Sunday 17 August 1823 slaves at Mahaica met together at Plantation Success and three of them. Jack Gladstone. a Cooper on that plantation. Joseph Packwood and Manuel. assumed some sort of leading of the group. All of them began to be after an uprising. but Gladstone’s father. Quamina. who arrived at the meeting subsequently. objected to any bloody rebellion and suggested that the slaves should travel on work stoppage. When person asked if they should acquire guns to protect themselves. Quamina. a senior deacon at Rev. John Smith’s church. said he would hold to seek the advice of the missional on this affair. Quamina departed for Bethel Chapel at Le Ressouvenir. and after the Sunday service. he and two other slaves. Manuel and Seaton. went to Smith’s place. There they told the priest that the directors of the plantation should travel to Georgetown to â€Å"fetch up the New Law† . Smith rebuked them and advised them against talking to any of the directors about this. stating if they did so they would arouse the Governor. He begged them to wait until the Governor and their Masterss tell them about the new ordinances. When Quamina told Smith of the uprising being planned. the priest asked them to state the other slaves. peculiarly the Christians. non to arise. Quamina promised to obey Smith and he sent his two comrades to press other slaves non to arise. He besides told Smith he would direct a message in the eventide to the Mahaica slaves non to lift up against their Masterss. But despite Quamina’s attempts. the slaves were determined to arise from the following eventide. Their program was to prehend all guns on the plantations. lock up the White persons during the dark and so direct them to the Governor on the undermentioned forenoon to convey the â€Å"New Law† . Quamina urged them non to be violent in the procedure. But on the forenoon of Monday 18 August. the program was betrayed by Joseph Packwood. a house slave. who told his maestro about it. The plantation proprietor. Simpson. instantly gave this information to Governor Murray who with a group of soldiers rode up to the country of Le Ressouvenir and La Bonne Intention where he met a big group of armed Africans on the route. He asked them what they wanted and they replied. â€Å"Our right. † He so ordered them to give up their arms. and after they refused. he warned that their noncompliance would do them to lose whatever new benefits the new ordinances intended to give to them. Murray told them to travel place and to run into with him at Plantation Felicity the following forenoon. But the slaves refused this invitation and the Governor later that twenty-four hours proclaimed soldierly jurisprudence. It was really late that afternoon when Rev. John Smith foremost heard of the rebellion. In a note to his source. Jackey Reed. a slave who attended his church. he stated that hasty. violent steps were contrary to Christianity and begged Reed non to take part in the rebellion. Shortly after. while Smith and his married woman were walking on the plantation. they saw a big group of noisy African slaves outside the place of Hamilton. the director of Le Ressouvenir. Smith begged them non to harm Hamilton. but they told him to travel place. That dark the slaves seized and locked up White directors and superintendents on many plantations in East Demerara. There was really small force since the slaves seemingly heeded the petition made by Quamina. The Whites of course were really terrified and they feared they would be killed. But the slaves who were chiefly Christians did non desire to lose their spiritual character and they proclaimed that their action was a work stoppage and non a rebellion. The following twenty-four hours an Anglican priest. Wilthsire Austin. suggested to Governor Murray that he and Smith should be allowed to run into with the slaves to press them to return to work. But the Governor refused this to accept this suggestion. On Wednesday 20 August. the state of affairs took a unusual bend when Smith was arrested and charged for promoting the slaves to arise. The charges besides claimed that he conspired with Quamina and that he failed to inform the Governor of the planned rebellion. Out of an estimated 74. 000 slaves in the united Colony of Essequibo-Demerara about 13. 000 took portion in the rebellion. And out of the 350 estates in the Colony. merely about 37 were involved. No uncertainty. many who did non take portion sympathised with the Rebels and shared their intuition that the plantation owners would save no attempts to forestall them from obtaining their freedom. The rebellion collapsed really rapidly since the slaves. despite being armed. were ill organised. A group of soldiers commanded by Colonel Leahy clashed with about 2. 000 African slaves at Bachelor’s Adventure and viciously crushed them and more than 250 were killed. Some who escaped were hunted down by Amerindian slave-catchers and shooting. Quamina himself was shot dead by Amerindian slave-catchers in the backlands of Chateau Margot and his organic structure was subsequently publically hanged. Jack Gladstone was subsequently arrested and besides hanged. Because Rev. Smith was close to the leaders of the rebellion. he was arrested and charged for holding cognition that the slaves would arise and for non informing the governments. His apprehension which was encouraged by many of the plantation owners was seen as an act of retaliation against the priest for prophesying to the slaves. Smith denied the charge but he was imprisoned for seven hebdomads in Colony House before being tried by a tribunal Martial. He was found guilty and sentenced to be hanged. He appealed to the British Government which later ordered a commuting of the decease sentence and that he should be set free. However. while expecting the consequences of his entreaty to get from England. he died from pneumonia in his prison. The information that he was acquitted arrived in Georgetown after his funeral.

Edgar Allan Poe Vs. Herman Melville Essays - Fiction, Literature

Edgar Allan Poe Vs. Herman Melville Essays - Fiction, Literature Edgar Allan Poe Vs. Herman Melville Sunday, December 03, 2000 Period 6 English Ms. Lynn Melville vs. Poe I chose to write about the similarities and differences between Herman Melville and Edgar Allan Poe. Both authors/ poets lived a life you could write a book on. They began with similarities from birth till death. Weird and strange events took place throughout their stay on Earth. Both authors time of birth was within a decade apart, and both were born on the East Coast, Melville born in Boston and Poe born in New York. They each were born into poverty and had troubles to worry about. Poes parents died when he was at a young age, and Melvilles parents were failures in business, which led to the death of his father at the age when Melville was twelve. Poes education came from West Point Academy, but not by choice. His foster father paid for Poe to attend, and eventually Poe dropped out. He moved with his Aunt Maria in Baltimore. Melville received his education from school, and sailing the oceans with sailors at a young age. Melville never looked back after sailing out on adventures. He stayed and lived for a period of time on one of the islands called Nuku Hiva. At this time in their lives is when everything became twisted in my opinion. To start off when Poe moves to Baltimore with his aunt, he then marries his cousin Virginia. How in the world could you tell people, Yeah, this is my fourteen year old cousin/ wife.? Does not sound to good if you ask me! On the other hand you could be on an island where people believed in canabalism. That is where Melville ended up while at his stay at Nuku Hiva. I am not sure if Melville took part in eating humans, but either way you would not catch me around these two weirdoes. The climax of Melvillles career came in 1850, when he published Moby Dick. The book is still a favorite today. He made money off of the book, but would it be enough to continue publishing books? The climax of Poes carrer came when he published The Raven in 1845. The book is still read in and out of the classrooms today. The Raven is better than Moby Dick in my opinion. Both books are still sold in stores to this day. One word to summarize both authors careers is DEBT. They did not have enough money to come out with more poems or stories. When they did come out they did not do so well as their previous masterpieces. Thats when drinking took over Poes life. It is said that his drinking was exaggerated that he did not drink that much. As well as alcohol there was opium and that was not better for Poe either. Then you have Melville and his troubles. He is quoted saying; Dollars Damn me. (English book) No money no publications. Melville did however publish a collection of poems when he was older and then retired. Poe died in 1849, and Melville in 1891. I picked these two authors/ poets to write about because their masterpieces of writings are still cherished to this very day. They each lived in the same time frame, and their best works were with in five years of each other. Their styles of writing are different, but still their work is like no other.

Creating Learning Centers to Support Skills

Creating Learning Centers to Support Skills Learning Centers can be an important and fun part of your instructional environment and can supplement and support the regular curriculum. They create opportunities for collaborative learning as well as differentiation of instruction. A learning center is usually a place in the classroom designed for different tasks that students can complete in small groups or alone. When there are space constraints, you can use a display as a learning center with activities that children can take back to their desks. Organization and Administration Many primary classrooms have center time, when children move to a specific part of the classroom. There they can either choose which activity to pursue or rotate through all the centers. In intermediate or middle school classrooms, learning centers can follow completion of assigned work. Students can fill in checklists or pass books to show they have completed a required number of activities. Or, students can be rewarded for completed activities with a classroom reinforcement plan or token economy. In any case, be sure to have a record keeping system that is simple enough for the children can keep themselves. You can then monitor their progress with a minimum of attentionreinforcing their sense of responsibility. You might have monthly charts, where a monitor stamps completed activities for each learning center. You could cycle through monitors each week or have monitors for each specific center who stamps students passports. A natural consequence for children who abuse center time would be to require them to do alternate drill activities, like worksheets. Learning centers can support skills in the curriculumespecially mathand can broaden students understanding, or provide practice in reading, math or combinations of those things. Activities found in learning centers could include paper and pencil puzzles, art projects connected to a social studies or science theme, self correcting activities or puzzles, write on and erasable laminated board activities, games and even computer activities. Literacy Centers Reading and Writing Activities: There are lots of activities that will support instruction in literacy. Here are a few: Laminate a short story into a folder, and give prompts for students to respond.Laminate articles about popular television or music personalities, and have students answer Who, What, Where, When, How and Why questions.Make puzzles where students match initial letters and word family endings: example: t, s, m, g with the ending old. Math Activities: Puzzles matching problems and their answers.Color by number puzzles using math facts to come up with the numbers.Board games where students answer math facts on the spaces they hit.Measuring activities with scales, sand and different size measures such as cup, teaspoon, etc.Geometry activities where students make pictures with geometric shapes. Social Studies Activities: Combine literacy and social studies activities: Write and illustrate newspaper articles about: the assassination of Abraham Lincoln, the discovery of America by Columbus, the election of Barack Obama.Matching card games: match pictures to names of historical figures, shapes of states to the names of states, capitals of states to the names of states.Board games based on historical eras, such as the civil war. You land on Battle of Gettysburg. If youre a Yankee, you go forward 3 steps. If youre a Rebel, you go back 3 steps. Science Activities: Centers based on the current content, say magnets or space.Place the planets correctly on a velcroed map.Demonstrations from the class that they can do in the center.

Health education ( Research Based) Paper Example | Topics and Well Written Essays - 750 words

Health education ( Based) - Research Paper Example In particular, the study’s aim is to identify the psychological factors, which influence HIV disclosure among PLWHA, including HIV cognition, personality, and perceived stigmatization (Adejumo, 2011). A cross-sectional design was adopted in this study. Personality, stigmatization and HIV cognition were the independent variables. HIV self disclosure was the dependent variable. The research was carried out in PLWHA’s four centers in Nigeria’s Oyo State. These centers included Adeoyo Maternity Hospital, St. Mary Hospital, Association for Reproductive and Family Health (AFRH), and Family Health and Population Action Council (Adejumo, 2011). An 80-item self-report questionnaire, which had five sections, was used for data collection. In order to conduct the research, permission was obtained from the University of Ibadan, Department of Psychology. To establish the participants who met the inclusion criteria, a review was conducted on the participant’s medical records, at the centers. The number of those who met the inclusion criteria from the four centers was 500. Out of the participants, 71 did not fill the questionnaires appropriately, which led to their cancellation. The questionnaires that were successfully filled were coded, sorted and entered for analysis (Adejumo, 2011). The impact of perceived stigmatization, gender, age, and HIV cognition on HIV self disclosure was entered into a table, to compare their relationships. Those who recorded the highest mean on HIV disclosure were the females, low on perceived stigmatization, old, and with good HIV cognition. The ones who took the second position in regards to HIV disclosure were the old, males, good in HIV cognition and with high rate of perceived HIV stigmatization. The ones who came third on the HIV disclosure were the male respondents who had high rate of perceived stigmatization, old, and without good HIV cognition. The young males with poor HIV cognition and high rate of perceived HIV

Dred Scott v. Sanford,The Lecompton Constitution, Freeport Doctrine Essay

Dred Scott v. Sanford,The Lecompton Constitution, Freeport Doctrine and Fugitive Slave Law of 1850 - Essay Example Upon returning to Missouri, a slave state, he sued for his freedom and the court ruled 7-2 that he did not have citizen status and therefore could not sue. The trial was a legal battle between antislavery forces that argued that once a slave had traveled to a free territory the slave was free. According to Huston (2003), the opposition argued, " being a slave, had no right to petition the court like a citizen— slaves, obviously, were not citizens and had no citizenship rights " (p.217). The trial was seen as an effort by the South to extend their control of slavery into the North. The original case was decided by a technicality but later ordered retried. After a series of trials, the US Supreme Court found that Dred Scott was not entitled to citizenship. This case, more than any other, precipitated the movement toward civil war. It was a test to see how far the South could extend the boundaries of slavery. This would be the beginning of the ever-widening gap between the North and the South. Some abolitionists saw the movement toward war as a positive move towards resolving the issue. Frederick Douglass, though disappointed by the decision, also expressed his hopes that the South would finally be confronted. With the war in sight, it was hoped that victory would eventually bring justice. The Lecompton Constitution The Lecompton Constitution was the Kansas State Constitution presented to Congress to initiate their admission to the Union. One of the issues that surrounded the constitution was whether Kansas would be a free state or a slave state. Proslavery advocates controlled the Lecompton Constitutional Convention of Sept. 1857, while opponents of slavery were given little choice as to the content of the document. The fight over the pro-slavery Lecompton Constitution would result in tensions that would hasten the nation's move towards the Civil War Though most of the Kansas voters were in favor of an antislavery constitution, the majority at the convention were proslavery and would not allow the issue to be put to a fair vote. The antislavery constitution merely outlawed the importation of new slaves, but did not outlaw the existing slavery. When the document was put to a vote, the anti-slavery forces boycotted the proceedings. However, the anti-slavery legislature voted two weeks later and the constitution was voted down. The controversy was presented to Congress who could grant statehood in accordance with the Lecompton Constitution or vote it down. President James Buchanan supported the constitution as written. The House and the Congress compromised in an effort to minimize the crises. However, the damage had already been done. Stampp (1992) contends that, "As a result, 1857 was probably the year when the North and South reached the political point of no return" (p. viii). The split between Republicans and Democrats had reached beyond the their ability to compromise. Freeport Doctrine The Freeport Doctrine was put forward by Stephen Douglas during the Douglas-Lincoln debates of 1858 in Freeport Illinois. The Doctrine specified that local law authorities could enforce federal law as they saw fit. This was an attempt to bridge the gap between slavery and antislavery forces. It was contrary to the earlier Dred Scot decision, which stated slavery could not legally be excluded from the territories. The doctrine, though not new, gained attention during the public debate. Lincoln had fared poorly in the previous debates and took the offensive in Freeport. He asked if a territory "in any lawful way . . . exclude slavery from its limits prior to the formation of a State Constitution" (Carwardine, 2006, p.80). Douglas responded, "Mr. Lincoln has heard me answer a hundred times from every stump in Illinois, that in my opinion the people of a Territory can,