Project Papers ( Business Plan ) Essay Example | Topics and Well Written Essays - 500 words

Project Papers ( Business Plan ) - Essay Example Location is crucial to the success of any restaurant businesses. The location should always be accessible to customers. Therefore, prior to signing a business contract with a prospective establishment, it is important to determine the traffic of people passing by the area during day and night time. Is the venue crowded with people during weekdays and weekends? The rent expense should also be considered since a lot of restaurant businesses close down because of this factor. Rent expense is a fixed operating expense. Therefore, regardless whether the restaurant is earning good profit or not, the business owner still needs to pay the rent expense. For this reason, it is important to carefully select a venue that offers the lowest cost of rent with a huge number of people passing by the area for leisure purposes. The food preparation area is composed of ‘food bar’ and ‘spice bar.’ The food bar is where the customers could select a wide variety of fresh food items such as: vegetables, meat, noodles, etc. The spice bar offers a wide selection of sauce, oil and spices. As soon as the customers have gotten their bowl of selected food items, the customers need to wait for another line before they reach the cooking station. When the restaurant is full of customers, time wasted on lining up from the two-food preparation table and cooking station could result to wasted time and loss of business opportunity. Therefore, the restaurant manager should consider a strategic way to enhance the smooth flow of this process. Perhaps playing a fast-tempo music could enable the customers to finish their meal the shortest time possible. (Milliman, 1982) The number of manpower will depend on the size of the restaurant. Normally, the kitchen staff should have at least 2 cooks, 2 – 3 dishwashers, 1 assigned to refill the food and sauce bar. The

External and Internal Environments Essay Example | Topics and Well Written Essays - 2000 words - 1

External and Internal Environments - Essay Example ..6 i. Competitive Rivalry†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..6 ii. Power of Suppliers†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 Recommendations for the Forces of Competition†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 External Threats†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 Strengths and Weaknesses†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Resources, capabilities and core competences†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.10 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..13 Background Information Waste Management incorporation is one of the largest waste disposal firms in the United States and the world. This company has many subsidiaries in different countries across the world. Arguably, this company serves more than 2.5 million organizations and 26 million residents in Canada and the United States. This company has segmented its geographic environment into five regions, which include the Southern, Eastern, Western and Midwestern United States and Canada. The company recycles the waste products and also uses it to generate energy (Waste Management, 2012). The company provides waste gathering, transportation, and reprocessing and disposal services. Waste Management incorporation carries on its activities as the world leader in waste man agement that range from medical and solid waste to extremely poisonous chemical waste. This organization has in the past been experiencing growth and increase in stock prices at healthy rates (Waste Management, 2012). The General Environment A firm’s environment consists of aspects that the firm can readily influence as well as aspects that are distant from its influence (Hitt et al, 2011). The general environment relies on the external environment of business. The general environment consists of factors that have dramatic effects on firm strategy. In essence, organizations have little capacity to forecast trends and events in the general environment and even less capacity to control them (Longenecker, 2005). The general environment consists of the demographic segment, technological segment, political and legal segment, environmental segment, and the social factors segment. Waste Management Incorporation operations have been profoundly influenced by the political and legal en vironment and the economic environment (Waste Management, 2012). i. Political and legal Environment The political environment of many nations directly influences the operations of Waste Management Incorporation. Since this company disposes waste that drift from normal consumer refuse to toxic industrial waste, drafting and implementation of new legislations concerning the industry can have a severe economic effect on the organization’s outcome. The United States government has implemented laws and regulations that influence this company (Waste Management, 2012). The United States government has enacted many public, occupational and environmental health and safety associated acts that have impacts on waste disposal industry in the nation. The Solid Waste Disposal Act together with Resource Conservation and Recovery Act of 1976 are acts which transformed the industry of Waste Management Incorporation to the present state. Many organizations had to change and adapt to the new gu idelines (Waste Management, 2012). In addition, the management of perilous waste was stipulated in Comprehensive

Written analysis of Enron Essay Example | Topics and Well Written Essays - 750 words

Written analysis of Enron - Essay Example lves a recent decision by Fair Work Australia (FWA) that the termination of the employment of an employee who has served for long in a firm as a result of breach of the golden safety rules was not harsh, unjust and unreasonable. Karratha Gas Plant site conducted activities in potentially hazardous conditions and had a system to mitigate these risks which require permits as part of the Golden Rules of the company. Mr. Chadwick was employed for 15 years by Woodside Energy Limited at this plant and was working as a maintenance technician. The plant operated with a work permit which formed part of the Golden Safety Rules and Chadwick had been issued with work permit for 7 days to perform hot work which required him to liaise with the control panel before commencing work at any time to ensure that work was done safely. Hours before the expiry of the permit, Mr. Chadwick and another employee arrived at the site before the opening of the permit hut and without consulting the higher management or the panel operator as was the requirement of the permit. They knew the permit hut would open in two hours’ time and thus he obtained a further permit later that day. He claimed that he knew the condition of the relevant permit and he had worked on the same LNG tank on previous occasions and therefore felt that he could meet the conditions without exposing himself or other people to danger. His employment was terminated for breaching the Golden Rule and this action was contested by Chadwick as being harsh, unjust and unreasonable in all contexts. The Deputy President McCarthy held that the Golden Rule had been obtained from standards which had been developed in the oil and gas industry back in 1988 after the Piper Alpha disaster in the North Sea that had led to the death of165 people. This disaster had involved an accumulation of management error and a failure of the permit to work that had not ensured good system of communication. In considering whether the termination was

Effectiveness of Role Play on Attitudes to Mental Illness

Effectiveness of Role Play on Attitudes to Mental Illness EFFECTIVENESS OF ROLE PLAY ON ATTITUDE TOWARDS MENTAL ILLNESS – A PREEXPERIMENTAL STUDY *Mr. G. Balamurugan, Head, Dept. of Mental Health Nursing, M.S. Ramaiah Institute of Nursing Education and Research, Bangalore – 54. Introduction The problem of stigmatization of mental illnesses is one of the reasons for exclusion from the social life of ill people. The lack of substantial knowledge concerning mental disorders is conductive to emerging of stereotypes and discrimination against the mentally ill.(alex) Decades of research have established that the public holds negative beliefs about Persons with mental illnesses, among them that such individuals are dangerous, Unpredictable, unattractive, and unworthy and are unlikely to be productive members of their communities (otto). Moreover, these negative perceptions have been remarkably constant despite advances in scientific understanding of mental illnesses and extensive efforts to improve public understanding. (7,8). It is unlikely that these negative attitudes and misperceptions emerge full blown in adulthood. Rather, they likely have their roots in childhood and develop  gradually through childhood and adolescence. Psychiatrically labelled children, then, may face misunderstandings and negative attitudes by their peers. Ostracism, rejection, teasing, and damage to self-esteem, as well as reluctance to seek or accept mental health treatment, are among the possible consequences (9–12).These consequences may be particularly relevant during adolescence and preadolescence, a period in which onset of a variety of psychiatric disorders peaks and children are acutely attuned to the judgments of their peers. Accordingly, it is important to understand more about the knowledge and attitudes of youths related to mental illnesses and peers who may manifest such illnesses. (Otto) Overall, seemed to indicate that even young children view mental illnesses as somehow less desirable than other kinds of health conditions.(otto)Role of education has been cited as integral to reduce stigma towards mentally ill.tarun .Psycho education is among the most effective of the evidence-based practices that have emerged in both clinical trials and community settings. Because of the à ¯Ã‚ ¬Ã¢â‚¬Å¡exibility of the model, which incorporates both illness-specific information and tools for managing related circumstances, psycho education has broad potential for many forms of illnesses and varied life challenges. Ellen Education is integral to reducing stigma toward the mentally ill. Nurses educators have a key role in delivering education that reduces that stigma.It is well established that experiential methods of teaching are more effective than instructional methods and are preferred by the students. Aspegren K The effect of roleplay simulations with patients and actors has been considered in several studies. Mino We were unable to find any studies that explored whether roleplay had an impact on adolescents of high school. In the light of the importance of stigma with in mental health and the dearth of evidence related to both how educational experiences influence attitudinal; development and the effect of role-play, we decided to explore further the effect that role-play has on attitude of adolescents. The wide spread use of roleplaying for teaching and the fact that these sessions were judged to be memorable to students further indicated that this was an appropriate focus. No previous study has explored the effect of intervention such as role-play on high school student attitudinal development in India. Despite the many studies of public attitudes toward mental illnesses, relatively few have examined the views of the high school children. This study was intended to increase understanding of schoolchildren’ views of mental illness by demonstrating a role play for the high school students toward mental Illnesses. Topic: â€Å"A preexperimental study to assess the effectiveness of Roleplay on attitude towards mental illness among adolescents studying in a selected high school at, Bettahalasoor, Bangalore, Karnataka, India†. Objective: To find the effectiveness of Roleplay on attitude towards mental illness among adolescents. To find relationship between selected socio demographic variables and the quality of attitude. Materials and Methods: Sample: Bettahalasur is small village located around 50 km away from Bangalore. This village has population of 3573 residing in 900 families, in which around 20% were adolescents. Moreover it has higher literacy rate compared to Karnataka. In 2011, literacy rate of Bettahalasur village was 82.80 % compared to 75.36 % of Karnataka(Census, 2011) Census. (2011). The required sample size 30 was estimated by G*Power 3.1.6.2 version based on ÃŽ ± of 0.05, power of 0.95 and with the effect size of 0.7. Random table was used to select 10th standard students studying in selected high school at Betthalsur, Bangalore, and Karnataka. Measures: A Socio Demographic tool was constructed by the investigators, which consists of 11 items. To assess the quality of attitude towards mental illness among adolescents, an attitude scale (likert type) was constructed by the investigators and was validated by the experts. The scale contains ten positive and ten negative items. For the items the responses given were totally disagree, almost disagree, neutral, almost agree and totally agree which was scored as 1, 2, 3, 4, and 5 respectively for the positive items whereas reverse scoring was done for the negative items. Total score ranges from 20 – 100 and is categorized into negative, neutral and positive attitude in the range of 20 – 40, 41 – 60 and 61 – 100 respectively. Procedures: After obtaining the formal permission from the concerned school authorities, pre test was conducted followed with 45 min of Roleplay which was conducted by the IVth yr BSc Nursing students regarding the attitude towards mental illness. The post test was conducted after 7 days. Collected data were analysed with appropriate descriptive and inferential statistics. Results: Sociodemographic details Half of the subjects are aged 15 years, and 57% of them are females. Around 90 % of them are belongs to Hindu religion and have nuclear family type. Only two percent of the subject has a family history of mental illness. Effectiveness of Role play Table: 1 – Mean, SD, ‘t’ value of attitude before and after roleplay n = 30 TEST MEAN SD ‘t’ value p Before 66.93 8.765 3.132 0.004 After 73.33 7.545 Table 1 show that the enhancement of mean attitude before the role-play (66.93+8.765) and after the role-play (73.33+7.545) is statistically significant. (t=3.132, p=0.004). Similarly 73% of subject had positive attitude before the role-play and the same was increased to 97% after the role-play (Fig 1). It revealed that the Role-play is an effective method to change the quality of attitude towards mental illness among adolescents. Quality of Attitude before and after roleplay Figure 1: Quality of attitude towards mental illness before and after roleplay DISCUSSION: Figure 1: shows that 73 % of adolescents who had positive attitude in the pre-test similar finding was reported by (Otto et al 2004) wherein he reported results revealed high agreement on many items indicating positive attitudes toward mental illness , also 90% of students agreed that people with mental illness deserve respect, that more should be done to help people with a mental illness get better, and that jokes about mental illness are hurtful and the students also expressed strong acceptance of people with mental illness. After the role-play the percentage of adolescents who has positive was increased from 73% to 97 %, similarly the neutral attitude was decreased from 27% to 3%. This result is contradictory to (Roberts LM 2008) wherein he reported that Single high-intensity routine teaching sessions such as role-play involving metal illness do not influence student attitudes. Relationship between Selected Socio-Demographic Variables and Quality of Attitude Male adolescents (70.69+10.012) are having higher attitude than female (63.94+6.823) counterparts (t=2.197, p=0.036). Remaining other socio demographic variables are not associated with attitude. Summary and Conclusion: The findings of some positive impact on stigma scores from personal experience ,however, supports previous findings that psychiatric rotations and specific education programs can be effective in reducing stigma and suggests that one way in which these rotations work is through delivery of contact and personal experience of individuals with mental illness. Although this findings was limited, it may indicate future avenues educators could explore in the development of programs designed to reduce stigma in high school students. We recommend further research into the use of clinical placements and patient attachment exercises to provide students with these experiences at an early stage in their careers and the use of literature and film to mirror the personal experience. Further work should be undertaken to explore factors that may explain the large variation demonstrated in the student scores. It is likely that it is not experience parse that is implicated in the development of attitude s but the quality and nature of this experience. Other factors such as exposure to media images of illness have previously been implicated in psychiatric stigma, and their effect should be further explored with the high school students. Thus the study conducted in the high school for the adolescents of high school education on the effectiveness of role-play their quality of attitude towards metal illness, reveals that it is an effective method to change the quality of attitude towards mental illness among adolescents. While the study is limited in its single site approach, we believe such teaching undertaken at the high school level is similar to that delivered at other high schools also. We encourage other schools to use this approach in evaluation of novel teaching approaches and the assessment of unintended outcomes. References: Sadock B.J., Sadock V.A., Kaplan sadock’s synopsis of psychiatry. 10th edition. Philadelphia: Lippincott willimams Wilkins 2007, . Townsend M.C. Psychiatric mental health nursing. 4th edition, Philadelphia: F.A.Davis 2003,. Asha K. Human rights and persons with mental illness in India. Frontline Magazine. Volume 18- Issue 17, August.18-31, 2001. URL from: http://www.bpaindia.org/Enewsletterfinal%20Report%20April%20-%20June%2007.pdf Aspegren K. BEME guide no. 2: teaching and learning communication skills in medicine: a review with quality grading of articles. Dundee, Scotland: Association for Medical Education in Europe, 1999. Mino Y, Yasuda N, Tsuda T, Shimodera S. Effects of a one-hour educational program on medical students’ attitudes to mental illness. Psychiatry Clin Neurosci 2001;55:501-7 Census. (2011). Bettahalasur Population Bangalore, Karnataka. Retrieved from http://www.census2011.co.in/data/village/612895-bettahalasur-karnataka.html

Loss and Healing in The River Warren :: River

Loss and Healing in The River Warren   Ã‚  Ã‚  Ã‚   Each of us, in time, will experience a heart-stopping reality - the death or loss of someone or something we love. Maybe it will be of a family member or just a pet we dearly cherished, but the feelings we have are all too real and all too painful. This loss is probably by far the greatest and most severe emotional trauma we can encounter, and the sense of loss and grief that follows is a healthy, natural, and important part of healing ("Death"). In The River Warren by Kent Meyers Jeff Gruber learns to deal with the grief associated with the loss of his younger brother, Chris. This grief is perhaps the strongest of all emotions that bind families together, but it can also be the hardest to overcome. We never really get over these feelings; we just absorb them into our lives and move on. According to Dr. Elizabeth Kubler-Ross, there are five basic stages of grief. They are denial and isolation, anger, bargaining, depression, and finally acceptance. It is n ot unusual for people to be lost in one of the first four stages, and until they move on to acceptance    their lives may be difficult and even painful ("Stages"). In The River Warren Jeff Gruber deals with these five stages of grief and finds peace in his life and with his father. The first stage of grief is denial and isolation. After Chris's death, life went on, but it went on in silence when it came to picking up rocks. Chris had loved to hear about the glacier that brought the rocks up, and it was difficult for Jeff and Leo to speak of it. Despite wanting to scream at Leo for working and pretending Chris was dead, Jeff could not. Instead he confides in his wife saying, "He never really stopped working, Becca. Just kept on working. Things kept on growing, and he kept on working." When Becca asked him, "What should he have done, though? The world didn't end." his reply was, "Didn't it?" (Meyers 76)    His father's capacity for work bothered Jeff. To him it seemed as though nothing had

Abolitionism – Summary

Abolitionism Abolitionism in the United States was essential to causing the Civil War during the nineteenth century. Many abolitionists in the North, such as Frederick Douglass and William Lloyd Garrison, felt that slavery was a sin against God and published newspapers and pamphlets to share their views. Other abolitionists, such as John Brown, felt that the only way to abolish slavery was to forcefully free the slaves. However, people in the South did not see what was so wrong about owning a person as property and felt that these newspapers and pamphlets were an attack on their way of life.Sectionalism began to form as tension between the Northern and Southern states grew. Soon enough, war broke out between the states and the Civil War had begun. Abolitionists such as John Brown, Frederick Douglass, and William Lloyd Garrison were major contributors to the movement to abolish slavery. John Brown’s raid on Harper’s Ferry opened many people’s eyes to the issue of slavery. Frederick Douglass’s autobiography, A Narrative of the Life of Frederick Douglass, An American Slave spoke of his life as a slave and showed how bad slavery really was.He also published his own newspaper called the North Star which informed the public of slavery. Also, William Lloyd Garrison published the famous abolitionist paper, the Liberator which demoted slavery and promoted African American rights. He also began the American Anti-Slavery Society which was the first organization to demand an immediate end to slavery. Other publications such as Uncle Tom’s Cabin by Harriet Beecher Stowe also contributed to the rise of abolitionism. By contributing to the rise of abolitionism, these abolitionists also contributed to the start of the Civil War.Tension between the Northern states and the Southern states grew as the rise of abolitionism increased. The more the Northern abolitionists protested, the more the Southerners felt their way of life was being attacked. There were many pamphlets and newspapers being published, as well as speeches being given by abolitionists which demoted slavery. The Southern citizens were outraged and responded in violence. The tension grew between the Northern states and the Southern states and sectionalism began to form. This tension soon exploded and the Civil War started.The protests led by abolitionists along with their newspapers and pamphlets resulted with numerous violent outbreaks between the Northern and Southern States. These outbreaks then lead to the beginning of the Civil War. The United States Congress also greatly contributed to the Civil War. When the American Anti-Slavery Society sent petitions to Congress which called for an end to slavery, they ignored it. Instead of addressing the issue at hand, Congress imposed the gag rule. The gag rule stated that Congress would not accept any petitions from the American people that dealt with slavery.When Congress deliberately avoided addressing the issu e of slavery, the problem was never solved. So abolitionists kept protesting and the tension between the Northern and Southern states grew until finally civil war between the states broke out. The cause of the Civil War was clearly abolitionism. The movement to end slavery in the United St1ates caused violent uprisings, the formation of sectionalism, and tension between the Northern and Southern states. These actions were further aggravated by Congresses ignorance towards petitions, John Brown’s raid on Harper’s Ferry, and the many publications of the North Star and the Liberator.The abolition movement caused many issues which were essential to starting the Civil War. Images: †¢ â€Å"Influence of Prominent Abolitionists: The African-American Mosaic (Library of Congress Exhibition). † Library of Congress Home. Web. 03 Jan. 2010. http://www. loc. gov/exhibits/african/afam006. html. †¢ â€Å"Africans in America/Part 4/Portrait of Frederick Douglass Clos e-up. † PBS. Web. 03 Jan. 2010. http://www. pbs. org/wgbh/aia/part4/4h2962b. html. †¢ â€Å"A Bio. of America: The Coming of the Civil War – Maps. † Teacher Professional Development and Teacher Resources by Annenberg Media. Web. 03 Jan. 2010. ttp://www. learner. org/biographyofamerica/prog10/maps/. †¢ â€Å"John Brown Picture. † Google Images. Web. 03 Jan. 2010. http://images. google. com/imgres? imgurl=http://www. steveisler. com/Civil%2520War/files/images/129. jpg&imgrefurl=http://www. steveisler. com/Civil%2520War/files/civilians. htm&usg=__psTkgJR9weRvEVOmWzIHozbJMH0=&h=1348&w=1138&sz=254&hl=en&start=6&tbnid=3YEu_IfLWnkvzM:&tbnh=150&tbnw=127&prev=/images%3Fq%3DJohn%2BBrown%26gbv%3D2%26hl%3Den%26sa%3DG. †¢ â€Å"Anti-Abolitionist Cartoon. † The Liberator Files. Web. 03 Jan. 2010. http://www. theliberatorfiles. com/liberator-photo-gallery/. â€Å"Remembering Black Loyalists – Gordon, an American Slave. † Nova Scotia Mu seum. Web. 03 Jan. 2010. http://museum. gov. ns. ca/blackloyalists/18001900/people1800/gordon_lg. htm. Information: †¢ â€Å"American Anti-Slavery Society – Ohio History Central – A product of the Ohio Historical Society. † Ohio History Central – An Online Encyclopedia of Ohio History – Ohio Historical Society. Web. 03 Jan. 2010. http://www. ohiohistorycentral. org/entry. php? rec=832. †¢ â€Å"The American Experience | John Brown's Holy War | People & Events | The Secret Six. † PBS. Web. 03 Jan. 2010. http://www. pbs. org/wgbh/amex/brown/peopleevents/pande06. tml †¢ â€Å"William Lloyd Garrison. † PBS. Web. 03 Jan. 2010. http://www. pbs. org/wgbh/aia/part4/4p1561. html. †¢ â€Å"William Lloyd Garrison and The Liberator []. † Ushistory. org. Web. 03 Jan. 2010. http://www. ushistory. org/us/28a. asp. †¢ Abolition. The McGraw-Hill Companies Glencoe. Print. †¢ â€Å"Harpers Ferry. † PBS. Web. 0 3 Jan. 2010. http://www. pbs. org/wgbh/aia/part4/4p2940. html. †¢ â€Å"John Brown, Abolitionist, Harpers Ferry. † Civil War, American Civil War, Reconstruction. Web. 03 Jan. 2010. http://www. civilwaracademy. com/john-brown. html. †¢ â€Å"Frederick Douglass. † PBS. Web. 03 Jan. 2010. http://www. pbs. rg/wgbh/aia/part4/4p1539. html. †¢ â€Å"The American Experience | John Brown's Holy War | Timeline (1884 – 1910). † PBS. Web. 03 Jan. 2010. http://www. pbs. org/wgbh/amex/brown/timeline/index. html. †¢ The Liberator Files. Web. 03 Jan. 2010. http://www. theliberatorfiles. com/. †¢ â€Å"Biography of Frederick Douglass-Champion of Civil and Women's Rights. † Frederick Douglass Speeches-Seminars on Race Relations and Gender Equity. Web. 03 Jan. 2010. http://www. frederickdouglass. org/douglass_bio. html. †¢ Abolition – Camp Followers. Vol. 1. Milestone Documents in American History. Print. †¢ The McGraw Hill C ompany: Glencoe. Print.Primary Source Documents: †¢ â€Å"America Singing: Nineteenth-Century Song Sheets. † American Memory from the Library of Congress – Home Page. Web. 03 Jan. 2010. http://memory. loc. gov/cgi-bin/ampage? collId=amss&fileName=as1/as113410/amsspage. db&recNum=0&itemLink=D? amss:3:. /temp/~ammem_xpav::@@@mdb=mcc,gottscho,detr,nfor,wpa,aap,cwar,bbpix,cowellbib,calbkbib,consrvbib,bdsbib,dag,fsaall,gmd,pan,vv,presp,varstg,suffrg,nawbib,horyd,wtc,toddbib,mgw,ncr,ngp,musdibib,hlaw,papr,lhbumbib,rbpebib,lbcoll,alad,hh,aaodyssey,magbell,bbc,dcm,raelbib,runyon,dukesm,lomaxbib,mtj,gottlieb,aep,qlt,coolbib,fpnas,aasm,denn,relpet,a

Autobiographical Writing

Buzz. That's the alarm. I guess it must be 7.30 I reached from my warm quilt to activate the snooze button to grab an extra six minutes kip. Just turning over and getting comfy. Buzz. There it goes again. At this point I've also got my mom shouting up the stairs â€Å"Ian you're going to be late for school if you miss the bus I'm not taking you† I kicked off the covers and dragged myself onto my feet. Half an hour later I was out the door jogging for the bus as it came up the hill. â€Å"Ian put your shoes on before you come to class, Ian take your coat off and sit down, make it look like your staying.† What a way to start the day nag nag nag. First lesson maths, â€Å"Ian take your coat off and sit down, Ian stop talking and pay attention.† The usual crowd in math's just telling my mate about the weekend then all I hear â€Å"Ian get out.† So its 9.40 and here I am outside the door I Know more about this corridor than the cleaners. Oh no here comes the teacher think of a good excuse â€Å"Miss I was asking him the answer to a question.† Ring. Thank God for that. Its break time. Grabbed a can of coke from the machine and straight down the football pitch for a quick fifteen minute kick around before I was back in French and being nagged. Well least I thought I would be back in French in fifteen minutes. The game was in full swing we were playing the year 11. We were all over them I went in for a sly tackle and before you knew it I went down hit the floor, heard a snap, and I was nursing a funny shaped arm that looked like the u-bend of a sink. â€Å"Ian are you alright?† all the lads were shouting to me as I walked up the hill to Mr. Roycroft â€Å"Ian follow me mate I will take you to the office, that looks nasty I think you'll have to go to the hospital.† Before you know it I was in the office with a crowd of spectators outside the door. If I had charged I would of made a fortune! In comes my sister â€Å"Oh my God. Oh my God, Ian are you alright? Does mom know yet?† Lying on the hospital bed with my shoes off everything started to sink in. Now the shock had passed the pain started to kick in I wasn't even aloud pain killers until my parents arrived WHERE ARE THEY! First on the scene dad calm as ever â€Å"Oh dear you've made a mess of that haven't you son what's happening has anyone seen you yet.† So here I am lying in agony in a bed that more than a thousand people have been in with a dad as calm as ever and no doctors coming to sort me out although my arm is hanging off, I am obviously not very important. At least I didn't have to go back to French and it looks like there wont be any school for a while I wonder if they'll miss me? Eventually the doctors arrive like a pack of wolves gathering round me humming and arring talking about me like I was invisible. Ten minutes later they decide I needed to go to theatre to be put back to normal. They gave me some pain killers of some sort, which did the trick because the rest was a blur. â€Å"Ian it's all over now you might feel some discomfort but the worst is over.† â€Å"Ian are you alright do you want me to prop up your pillows.† So in 24 hours I have got my arm in plaster to the shoulder I am lying in the same place as before, and I am in more pain now than when I did it. Next day nothing has changed not been out of bed and now I know these four walls just as well as the corridor outside the math's room. â€Å"Ian I have some good news for you its time to go home and you will have to have six weeks off school.† That was the best news I had heard all year six weeks off school. Well I have had a really good rest without anybody nagging at me how long will that last I wonder? â€Å"Ian your teas ready. Are you listening to me? I hope you have been doing some of your school work. Ian answer me! Didn't last very long I think I am going to change my name to Paul! Autobiographical Writing I still remember my visit to Oostende, a small town in Belgium, with school staff and students in Year 8. We went there to play in a football tournament against teams from all over Europe. To me, this trip is unforgettable because I had such a great time and I felt free from the troubles of school and life in general. Oostende was a pleasant town on the coast of Belgium. Unfortunately, the sea was deemed hazardous so we weren't allowed on the sandy beach. But that didn't seem to affect the holiday. The nightlife was fantastic. The staff that came with us were Mr Fletcher, Mr Fuller and Mr Curry and they let us stay out until midnight. I think they let us stay out late so that they could get drunk! Every night after dinner I would go out and buy chips and coke. I hated the food in the hotel, infact I hated the entire hotel. When I told this to Mr Curry he said, ‘what do you expect for two hundred pounds'? We often went to the arcades and played games. Once we went to play pool in a club and I proved too good for my friends. In the end we got chucked out of the club for being too noisy. The teachers often fined us. We got fined for things like swearing or forgetting something. Thankfully I didn't get fined too much but my friend Andrew got fined the most because he kept on farting! The football tournament was held in a leisure centre and it was held over three days. There were nineteen teams in the tournament and we were drawn in Group A with the stronger teams. We played well and after intense competition, ended the group in third place. This was a remarkable achievement for us as we were expecting to lose hopelessly to every team. I think we did this well because the holiday also allowed the team to bond with each other and great team spirit was created. By finishing in third, we had given ourselves an outside chance of making it to the final. The next day was the playoffs. We had to win four matches to make it into the final. We won the first three matches 3-0, with me getting a hat trick in the second match, and managed to scrape through to the final with a narrow victory over Chiswick United in the final game. We were ecstatic and jubilant about making it to the final but out coaches told us not to get arrogant and boastful. The final kicked off at three o'clock and proved to be a close encounter. The match was like a chess match; every move or pass had to be precise- there was no room for mistakes. Our star striker, Sanjay, had given us the lead thanks to an exquisite volley but a blunder by Sid, our keeper, meant we went to half time with the scores level. The scores stayed the same until the ninetieth minute. I collected a pass from Sanjay and he made a run towards the goal. I played a through ball into his path. The defenders didn't move, as they were appealing for offside but the decision wasn't given. He was onside. My heart was in my mouth. He was on his own with only the goalkeeper to beat. He deceived the keeper by pretending to shoot. All he had to do was to go around him. He did but just as he was about to shoot the keeper brought him down. The referee blew his whistle. He had given us a penalty in the final minute. Sanjay was our regular penalty taker but he got injured when the keeper brought him down. The team gathered near the penalty spot to discuss who should take it. The team was panicking and, as captain, I decided that I was the only person suitable to take the penalty. I was quietly confident of scoring because I enjoyed being in pressure situations. I placed the ball on the spot and stepped backwards measuring my run up. I looked up at the keeper and he snarled at me. He said a few words to put me off. It worked. Suddenly I wasn't so confident anymore. My heart was beating like a drum and my legs felt like jelly. The goal was shrinking every time I looked at it. I tried to pull myself together. I picked a part of the goal to aim for and said a prayer. After putting my head down I started my run up and kicked the ball with the toe of my lucky Nike boots. The ball spent an eternity in the air. ‘Yeesssss' the crowd shouted. The ball went in. The keeper dived the wrong way. I had won the tournament for the team. In a moment of sheer jubilation, I took off my shirt and ran around the pitch. As I reel back the memories in my head I still remember how I felt that Sunday afternoon. It was one of my proudest ever moments but there was an another moment that I was equally as proud of. On the final night of the holiday, the teachers called us to the hotel for a meeting. They told us they had really enjoyed this holiday and were really impressed by the way we had played. Furthermore they said that they used the money they collected for fines to buy trophies for us. There were four trophies to acquire, and I won the player's player award. This was an immense honour for me as I was voted for by my fellow counterparts. I had a really valuable experience on this trip. I got to know people that I didn't really know well and became more responsible for myself. I became more independent and gained maturity as the holiday went on.