If You Had Taken a Different Path Ice Breaker

If You Had Taken a Different Path Ice Breaker Almost everyone has wished at some point that they had taken a different path in life. We get started in one direction, and before long theres no turning back. Sometimes this isnt that big of a deal, but what a tragedy it is when a life so full of promise gets off track and derails. It can seem like theres no way to change direction. Wouldnt it be wonderful if simply stating the desire for a new path could inspire it to action? Cant hurt to try. Use this easy ice breaker game to find out if your students are in your classroom to find a new direction. Ideal Size Up to 30. Divide larger groups. Use For Introductions in the classroom or at a meeting. Time Needed 30 to 40 minutes, depending on the size of the group. Materials Needed None. Instructions Ask each participant to share their name, a little about the path they chose to take in life, and which path they would choose today if they could do it all over, knowing what they know today. Ask them to add how the different path is related to why they are sitting in your classroom or attending your seminar. Example Hi, my name is Deb. I have been a training manager, performance consultant, editor, and writer. If I could start over and take another path, I would study creative writing more and start my publishing career much earlier. I’m here today because I’d like to include more history in my writing. Debriefing Debrief by asking for reactions to the choices that were shared. Were the changes people would make just slightly different or completely different? Is it too late to change paths? Why or why not? Are people in your classroom today because they’re working toward that change? Use personal examples from the introductions, where appropriate, throughout your class to make the information easier to relate to and apply.

Assimilation - Voiced and Unvoiced French Sounds

Assimilation - Voiced and Unvoiced French Sounds Assimilation is a pronunciation phenomenon which causes consonant sounds to change according to the sounds that surround them. More specifically, assimilation occurs when voiced and unvoiced sounds are combined. Because it can be difficult to pronounce voiced and unvoiced sounds together, one or the other is assimilated: either a normally voiced consonant becomes unvoiced or a normally unvoiced consonant becomes voiced.Voicing - La Sonorità ©Voiced sounds (les sons sonores) occur when the vocal cords vibrate, while unvoiced consonants (les consonnes sourdes) are pronounced without vibrating the vocal cords. To understand the difference, place your hand on your Adams apple and say D and T. You should feel your vocal cords vibrate with the first sound but not the second.The voiced French consonants and sounds are B, D, G, J, L, M, N, R, V, Z, and all vowels.The unvoiced French consonant sounds are CH, F, K, P, S, and T.All unvoiced consonants have a voiced equivalent; i.e., the pairs are pronounced in the same place in the mouth/throat but the first is unvoiced while the second is voiced: CH - JF - VK - GP - BS - ZT - D Assimilation absent [ap sa(n)]obturation [uhp tu ra syo(n)] mà ©decin exact seconde is pronounced [seu go(n)d] rather than [seu ko(n)d].

Sex Education is the Only Way to Eliminate Many Issues, Including Teen Pregnancy

Sex Education is the Only Way to Eliminate Many Issues, Including Teen Pregnancy Sex Education – Teach It! Every society has its array of problems. Rape, incest, teen pregnancy and sexually transmitted diseases (STDs) are just a few examples of societal issues regarding sexual intercourse between human beings. Thankfully, sex education is incorporated into many curriculums all over the world – teaching preteens about the birds and the bees, about the reproductive systems, etc. – and it’s certainly effective in cutting down on these problems; but sex education does not and cannot on its own eradicate rape, incest, teen pregnancy, and STDs; it needs the help of two other elements, as well: 1) Legalizing prostitution between consenting adults should not only be legal but encouraged. 2) Every school district in the world should teach middle and high school students personal finance, success planning, and entrepreneurial skills. A World Void of Sex Education Would Change the Way Humans Live Sex education is certainly a big piece of the pie. Without it, there is no direction in which to steer one’s life; a world void of sex education would change the way humans live – people’s lives would be entirely reactive, rather than proactive. With no sex education, it would be normal for 13-year-olds to give birth; or for men to rape others; for people not to practice safe-sex methods and use contraceptives, and then get abortions as frequent as flu shots, or even contract and spread sexually transmitted diseases like colds. But, no – we in America begin sex education generally around our fourth-grade year in school, just a year or two before puberty sets in. There may be some Family Health segments in the middle-school curriculum, but by the time we enter high school, we no longer see sex education in the classroom. That is a problem in the effort to eliminate these major problems that most societies face. Do you want to eliminate these problems in society? Then also legalize prostitution for adults, age 18 and up. The world should use the Netherlands as an example. Cities like Amsterdam have â€Å"red light† districts, with prostitutes, exotic dancers, and peep shows. The government regulates the field like any health job – with health checks, certain health standards, and codes, and so on. If countries were to enact laws legalizing prostitution (the practice or occupation of engaging in sexual activity with someone for payment), then the number of rapes, instances of incest and STDs would plummet. When adults have quick access to sexual intercourse, they satisfy a powerfully motivating instinct, one that too many people cannot reason within, and so they rape others; or people (teens included) have impulsive, random sex with strangers, then contract AIDS. In addition to sex education, legal prostitution would eliminate many problems in society. It should be legal and eve n encouraged, especially when it comes to sex-hungry young adults. Sex Education Doesn’t Solve Everything In addition to sex education, school systems should also incorporate courses that teach middle and high school students the principles of success, of life planning, goals, business and entrepreneurship and personal finance. This would help cut down on, if not one day completely eradicate, various societal problems – such as teen pregnancies, for one, because it would encourage and train students to look way into the future to see what kind of life they wanted to live, the career they wanted to have, the person they wanted to be. They would see their future and make goals for success and develop a plan that gets them to this objective – and most times, they will see that having a child too young and starting a family before they even finish college is a life full of financial and emotional strain. These courses would help students take control of their lives, planning them out step by step and making goals for themselves to ensure their success. This would certainly cut down on problems like teen pregnancy and unprotected sex. Let’s conclude this argument by saying once again that sex education is of course an effective method in preventing such issues like teen pregnancy, but there is more to it than that. Equally important is the legalization of prostitution, which would cut down on rape, incest and other sexually related crimes: people would have the option of paying for their sex, and it’s more humane than them taking their sex, stealing it from the protesting bodies of unwilling people. Also, when we teach young people how to have success, they don’t make bad decisions, such as an unwanted pregnancy.

E-Commerce. The Advantages of Global Education Essay

E-Commerce. The Advantages of Global Education - Essay Example The paper tells that global education is a perspective in education arising from the notion of the contemporary people’s interactions and lives in the ever escalating globalized world. As such, it assists greatly in providing learners with the competencies as well as the opportunities aimed at reflecting and sharing of an individual’s role and an individual’s point of view within the world. In the same point of view, the society is subjected to interconnection and to comprehend this, it is essential that a discussion to point out flaws in variables such as; common social relationships, which are in nature very complex, economic, ecological and political issues, be engaged towards deriving new acting as well as thinking ways. Mobile learning is a contemporary virtue university whose intentions are to offer courses in an eLearning setting to students across the world. Many of the eLearning courses are particularly offered making use of the web only but global educa tion is aimed at making easy access learning irrespective of the location. Global education has a marketing statement which imparts a message that not all can access a computer on a regular basis but presence of mobile phones plays a huge role thereby proving to be important. As such, Global education has an objective of offering eLearning courses that can be easily assessed through internet enabled mobile phones through bite size chunks and paid on the basis of, as you go. However, it should not be considered as an approach that every person should accept without being critical towards it. This is because; there exist tensions, dilemmas, different perceptions as well as doubts in the process of education usually evidenced in dealing with issues in regard to globalization (Schniederjans, & Cao, 2002). Thesis Statement In the light of the contemporary as well as the expected changes in mobile phones, this paper will provide a report on the global education feasibility in implementati on of this ideology. Strengths and challenges of the proposed idea The strength on eLearning using a mobile phone usually lies in the aspect of the communication approach rather than an approach pertaining to contents (Ryu, & Parsons, 2008). As such, the statement is not intended to cause confusion, as it is not supposed to imply that mobile learning cannot have an approach to contents. Technologies within the mobile industry will at the moment as well as in the future tend to be made use of with a content approach but it must be pinpointed out that, mobile learning real advantages lie in the domain of communication (Shah, & Clarke, 2009). As compared to computers, mobile phones are cheaper and very easy to maintain. Due to the current wave of superiority battle among the mobile companies, more and more hi-tech devices are being made and brought into the market at fair prices such that, any person with the money and has the willingness to buy, can afford. As such, this will make the idea of eLearning using mobile phones more easily as it is through the phone that one can sign up or register for a course in any online college which has been accredited and access the learning materials available in those accredited schools (Tsang, Simon, & Victor, 2010) . Learning materials access is made easy by the fact that one can download various files such as pdfs and Microsoft word documents or even reading those documents while still in an online mode (Fred, & North central University, 2008). Again, mobile phones are easy to maintain in the notion of service charges. Using the mobile internet is cheap as it is uses compressed form of browsers. In respect to the access of internet using a computer, it requires one to sacrifice huge amounts of money to set up a continuous source of internet as well as maintaining that internet flow (Quinn, 2011(a). Still, it is an ideal thing that mobile phone

Do you think that access to water is a human right If you had to Essay

Do you think that access to water is a human right If you had to choose whether you would have a water spout in (or near) your home or electricity in your home, which would be your priority Why - Essay Example Contaminated water jeopardizes both the physical and social health of all people. It is an affront to human dignity† (Water as a human right, n. d). The creator at the time of creation has provided human enough resources needed for his survival on earth. He has given us food, water, shelter and enough natural resources to find our livelihood. The creator was aware of the importance of water on human life and he has given us great oceans, rivers, streams at the surface of earth. Moreover he has kept a large stock of water at the underground also. He has kept water sources everywhere on earth for the living things to utilize it. He has not limited it to some part of the world which means that access to water sources is given as a basic right not only to the human but to all the living things as well. Lack of safe water or drinking water is a major source of many diseases and millions of people die every year because of lack of safe drinking water. Water is contaminated because of the over industrialization and unwise disposal of industrial wastes to seas, rivers and streams. When cooking food using this water, germs enter into the bodies of the human and severe heath problems would be the result. Natural resources belong to all the people irrespective of the rich or poor, developed country or underdeveloped country. Nobody has the right to spoil the nature’s resources or deny the natural resources to others. Water, along with food and oxygen, is an essential component for sustaining life on earth. Human can survive even if they don’t have electricity. Animals are not enjoying the luxury of electricity and still they are able to survive. Moreover, electricity has come to the life of human only in the nineteenth century. In other words, Human was able to sustain their life even without electricity. On the other hand even without food we can survive for one or two weeks. But it is difficult to manage even a day without consuming water. So, in my

The International Trade in Antiquities Essay Example | Topics and Well Written Essays - 1750 words

The International Trade in Antiquities - Essay Example This trade cuts across local thieves to larger international looting networks. These include auction houses in the US, Asia, Middle East and Europe. It is difficult to quantify this trade but it is estimated at four billion dollars annually. Looted antiquities are illegally moved across many borders, changing hands many times before reaching their final destination. This makes their origins very difficult to trace. These antiques end up with museums and privare collectors. Ownership history is then fictitiously given to the antiques. False documents are also made to prove authenticity of the antiquities, to give assurance that that the antiquity's origin is legitimate. Despite numerous attempts to tighten control from law enforcers worldwide, this trade continues. It is boosted by the developing technology and the advanced market. For example, the online auction sites have made controlling this trade very difficult. This paper examines the two positions. The proponents include traders and middlemen while the opponents are archaeologists, conservationists, law enforcement agencies and historians. It then evaluates the strong points in both arguments against weak ones. Proponents' position Proponents argue that trading in antiquities is economically beneficial to the local communities that are economically surviving. They further argue that placing restrictions or illegalizing this trade will not change this situation but only place it underground. Israel's case study Israel has a rich heritage in archaeology. It is however facing constant erosion by illegal excavators to meet a rising demand for these items. The antiquities authority in this country has an electronic database of more than 14,000 sites. Thousands of these sites have been eroded. The destruction has sparked a controversy in Israel between the government agencies and the traders. The authority demands a change of the law since it currently allows trading in antiquities. It has a strong belief that by outlawing this trading, the traders will be unable to operate within Israel and thefts within the archaeological sites will be stopped (Blum, 2008). The traders on the other hand maintain that by passing the law, this trade will continue but now underground as is the case in Jordan, Italy, Turkey, Egypt, Cyprus and Greece. The IAA established a Theft Prevention Unit in 1985 with a mandate to prevent theft from these sites and monitor the trading in these antiquities. It was granted the power to search arrest and carry out investigations for any commercial operations in the field. According to Ya'akovi, 144 people were caught illegally excavating on ancient sites in the year 1995. The IAA is also authorized to make decisions on who gets and who does not get the license to engage in this trade. Currently there are authorized dealers and their turnover adds to approximately five million dollars yearly. The Antiquities law of 1978 was very effective in nationalizing antiquities for their protection. Article 2(c) asserts that if an antiquity is found after the enforcement of this law, it will

Tsunami Essay Example | Topics and Well Written Essays - 1000 words

Tsunami - Essay Example People who lost their lives were as many as 250 000 across the shores of the Indian ocean and millions of people were displaced from their homes and their livelihoods destroyed. Countries that were directly affected by the earthquake include Indonesia, Maldives, the Seychelles, Somalia, Sri Lanka, Thailand and Yemen. The livelihoods of people were greatly affected especially the poor people who depended on the ecosystem and natural resources for survival. People lost their food stores and the shops in the coastline were greatly affected. Impact on environment/pollution Environmental impact assessment showed that there are great damages to both human and natural resources. The damage could have been larger but the natural resources also provided a first line defense to the tsunami effects. The damage needed an environmental reconstruction programme that cleaned the hotspots, carried the rehabilitation of the livelihoods and ecosystem, and strengthens environmental policies. The water and soils within the periphery of the coastal systems were greatly contaminated thus interfering with the coastal ecosystems (Samarajiva 14). Inland waters, wetlands, and agricultural lands that support people with food were greatly salinated thus affecting the agricultural yields. Shallow wells and ground water supplies in the small islands and in the coastal lands were greatly affected since their fresh waters were also salinized with the waters that overflowed from the ocean. About 90% of the toilets on the badly affected highlands and coastal regions lost and the waters contaminated with sewage. The living conditions were greatly affected since the survivors stood great chances of contaminating water borne diseases. In Sri Lanka; more than 25% of the wells become contaminated when the waters from the saline Indian Ocean and sewerage treatment systems mixed with them (UNEP 15). Waterborne diseases and vector borne diseases increased considerably resulting to high mortality rates along affected coastlines. The environmental infrastructure like water and sanitation systems together with disposal sites were tampered and greatly damaged. Contamination from waste deposits caused health and environmental problems that threatened livelihoods for several years. Most lives were saved due to the enormous humanitarian response that was quickly mobilized across the globe with appropriate mitigation measures put in place to improve environmental standards (Dawson & Stewart 17). Production of goods and services/Economic impact The economic activities in the coastline and the coastal highlands were greatly affected by the tsunami. Sources of daily income and food were totally destabilized leaving people vulnerable to hunger and thirst. Many of the victims were involved in fisheries prior to the attack but they are left with no source of income since their boats were destroyed and the aquatic system destabilized. Mangrove systems and the aquaculture provided a sustainable balance in the coastal systems that were greatly interfered with in the course of mangrove attack (UNEP 19). Rice crops in islands were seen to be yellowing in the field few weeks after the deadly tsunami, an indication that they were drying out. Soil conditions doubled their salt content needed by plants