Learn How to Write a Business Report With Expert Writers

Learn How to Write a Business Report With Expert Writers How to Write a Business Report Not every individual is aware of how to write a business report. Such type of reports is considered to be more complex than a letter written on a business matter. However, if you want to achieve a positive result, creating a good business report will not be a problem for you. What Is a Business Report? Business report writing refers to the analysis of a particular situation or a certain business aspect. For instance, current trend in business, current situation in a particular country, financial statement, or any business data useful for creation of recommendations and strategies that will help in improving business. In addition, any business report may offer evaluation of solutions to certain problems faced by the organization. It can also describe some practices and theories that can be applied in order to improve companys overall performance. Ways of Writing an Effective and Informative Business Report Regardless of industry type, business report plays a crucial role since it helps companies to make correct business decisions. Taking into account the importance of business report, it is crucial to make sure the report is concise, clear and informative at the same time. You should know that there is no wrong or correct information when it comes to business report writing. Your main task is to provide objective information and make sure it is clear for the potential reader. The blow tips will help you understand how to make a business report. If you take these tips into account, your report will definitely be successful. Clarify with the customer what he/she needs. This step is of utmost importance. It does not matter who the customer is, you need to make sure that every party talks about the same matter in terms of expectations and end results. When you start determining this issue, you should think about final report. What particular issues should be covered in business report? What recommendations should be offered? What information will be provided in the report? What the customer is trying to find? Find out what type of business report is needed for the customer This matter should be clarified with the customer as well since it is very important. Remember that there are a lot different kinds of business reports. It means that you should ask your customer what type of report he/she wants so that you could use the correct report structure. For instance, some customers want a business letter, business plan, strategic plan, financial plan, or plan on corporate information. You should find out the type of report prior to writing it. You should conduct the detailed research work As soon as you know everything what the customer needs to be included in the report, you should start the initial research work. This step may include reading materials provided by the customer or making a list of questions and conducting interviews with the targeted audience. It will depend on a particular report objective. Of course, the Internet can help you make the research process much easier, but please make sure you use up-to-date and reliable sources of information. Create the table of contents In order to develop an informative and logical business report, it is recommended to create a table of contents first. Many expert writers use this technique. Of course you can create your table of contents before you start writing the report or during the process of writing. Table of contents is more than just a draft. You should think about it carefully and divide the information in a logical and easy to understand manner. This process is a bit time consuming but believe it or not it will make the report writing faster and easier. Try to imagine the final report and write down the content. This tip is really useful. Remember that table of contents serves you as a guide on what should be written in your report. NOTA BENE: In case you have an external customer who ordered a business report, it will be better to show the table of contents to him/her and ask for its approval. It helps the customer to understand whether he/she wants this information to be present in the report. As soon as the customer sends his/her approval of the table of contents, you can start writing the report and be sure that no other changes will be required by the customer on a final writing stage. Conduct additional research work Right after you decide what the table of contents should include, you will see if you need to conduct additional research work. In case additional information should be collected, you should do it before you begin writing the report. It helps not to interrupt the process of report writing because you will have everything you need at hand. Make the skeleton of your future report Making a skeleton of your report is quite easy when you work with MS Word. Prior to writing anything, copy the headings included in your table of contents and paste them on a separate page in the same orders as they appear on the contents page. Leave the blank space between the headings and then using the MS Word generate an automatic table of contents. After the skeleton is done, you can start filling in the space between the headings. Write business reports by filling in the space between the headings Yes, that is how simple it is. As soon as you have done the skeleton of your future report, the writing process resembles filling in the blank space. All you have to do is to moving from the beginning to the final heading. Do it sequentially and follow the logical order. If you have done all the preparations correctly, the report writing process will not be painful at all. We hope that now you know how to write a business report and it does not seem to you a difficult and time-consuming task anymore. If you follow the basic rules of business report writing, everything will become easy and fun. In case you still have some hesitations, you can look for professional report writing help online. Real professional writers will show you how to write a business report and impress your potential readers.

MLA Referencing †How to Cite a Book

MLA Referencing – How to Cite a Book MLA Referencing – How to Cite a Book MLA referencing, as developed by the Modern Language Association, is a way of citing sources in academic writing, commonly used within the liberal arts and humanities. Books, on the other hand, are papery things with pages that live in libraries. They’re usually full of words, sometimes with a few pictures. These things. You can put them on shelves, too. You probably knew that already, but we thought it was best to clarify. Now that’s settled, in today’s blog post, we explain how to reference a book with MLA citations, which is an essential skill if your college uses this referencing system. In-Text Citations MLA referencing uses parenthetical citations, but the format differs slightly from the â€Å"author–date† system you might know if you’ve used APA or Harvard citations before. The only things you need to give in an MLA citation are the author’s surname and the relevant page number(s) for the passage you’re referencing: Geographical latitude is a â€Å"major determinant† of growing conditions (Diamond 189). If the author is named in the text, simply give page numbers after the relevant passage: According to Diamond, latitude is a â€Å"major determinant† of growing conditions (189). When citing two books by the same author, moreover, you’ll need to differentiate between different sources. To do this in MLA, give a shortened title in the citation alongside the other information: According to Diamond, latitude is a â€Å"major determinant† of growing conditions (Guns, Germs Steel 189). This effects how societies rise and fall (Diamond, Collapse 44-45). Note that there’s a comma between the author name and shortened title when both are given in parentheses. You should also italicize book titles in citations, just in the main text. Reference List/ MLA referencing requires all cited sources to be added to a â€Å"† page at the end of your document. The information to include here for a print book is as follows: Surname, First Name. Title of Book. Publisher, Year of Publication. In the case of the book cited above, Guns, Germs Steel, this would appear as: Diamond, Jared. Guns, Germs Steel: A Short History of Everybody for the Last 13,000 Years. Vintage Books, 1997. The names here are reversed so that sources can be listed alphabetically by author surname. If a book written by more than one person, you only need to reverse the first author’s names. When citing multiple books by the same author, order them alphabetically by title, but only give the author’s names for the first entry, using three hyphens and a period for subsequent sources: Diamond, Jared. Collapse: How Societies Choose to Fail or Succeed. Penguin, 2006. -. Guns, Germs Steel: A Short History of Everybody for the Last 13,000 Years. Vintage Books, 1997.

Marbury v. Madison and It's Effects on the United States Today Term Paper

Marbury v. Madison and It's Effects on the United States Today - Term Paper Example The rising power of Adams-appointed Marshall also pushed the judiciary into the political struggle between Federalists and Republicans and made the Marbury v. Madison a critical pawn in the government's political chess (Henderson, 2010, p.43). This paper summarizes the facts and decision in the Marbury v. Madison and explores the effects of its ruling on the United States today. It argues that the Marbury v. Madison emphasized the role of the independent judiciary, separation of the judiciary from political squabbles, and the importance of checks-and-balances in the American government. Marbury v. Madison: A summary As his term ended, President John Adams had made a number of federal appointments, including William Marbury, as justice of the peace in the District of Columbia, in the process known as â€Å"midnight appointments.† Thomas Jefferson, the new president, noticed the pile of documents related to these appointments and refused to recognize them, including Marbury's ap pointment. The Secretary of State James Madison should have delivered these appointments, but he followed Jefferson and did not deliver Marbury's commission (Henderson, 2010, p.59). Marbury sued Madison, and the Supreme Court handled the case. ... The primary question is that: Could Congress, based on the 1789 law, broaden the original jurisdiction of the Supreme Court, as indicated in Article III of the Constitution? Article III clearly stated that: â€Å"In all Cases affecting Ambassadors, other public Ministers and Consuls, and those in which a State shall be a party, the Supreme Court shall have original jurisdiction. In all other cases before mentioned, the Supreme Court shall have appellate jurisdiction both as to Law and Fact† (qtd. in Henderson, 2010, p.60). Marshall argued that according to the Judiciary Act of 1789, delivering these commissions for judges and justices was unconstitutional, since it provided higher authority to the Supreme Court, which infringed on Article III of the Constitution. The Congress did not have the authority to expand the powers of the Supreme Court. Hence, the Supreme Court ruled that the Judiciary Act of 1789 was unconstitutional and should not be followed. Since the law that prov ided authority to the Court in issuing writs of mandamus was void, the Court could not give a writ of mandamus and Marbury v. Madison had been dismissed. Effects of the Marbury v. Madison Independence of the Judiciary Marbury v. Madison asserted the role of an independent judiciary in having the â€Å"last word in law and the Constitution† (Sloan & McKean, 2009, p.49). Chief Justice Marshall established the Court's authority â€Å"to say what the law is† (Lively, 2000, p.392) and not have the executive and legislative power dictate how the law should be interpreted by the judiciary. This case is a landmark case, because it emphasizes the power of the judicial review in aligning laws with the Constitution. Marshall provided a â€Å"narrow† interpretation of the limits

The Changing Interaction of Finance, Information and Technology Coursework

The Changing Interaction of Finance, Information and Technology - Coursework Example This has raised questions on the efficiency of the IT departments of companies in carrying out the requirements as stipulated in the act. There were also criticisms about the failure of SOX act in various aspects related to the IT. This paper discuss about the impact of S-OX act on the IT department and a review about the various aspects about the act. â€Å"IT supports the corporation’s drive to comply with SOX by securing and protecting financial data on the network.† (Networkinstruments.com, 2011) The Act requires the companies to impart the compliance process as an integrated business process. The Act also requires continuous risk management and also regular checks about the IT control measures that are put into place as per the Act. The act also put additional accountability on the officers or firm which attests that the companies’ financial reports are true and represents the present state of the firm. The relevant components for the S-OX are internal envir onment, Risk assessment, Control activities, Information and communication and Monitoring. (COSO framework) Sarbanes Oxley Act- Implementation and Impact upon IT departments In order to implement the act effectively, it is very crucial to keep the program cost effective and also sustainable. There should be a cost-effective process in place to provide a greater transparency into the infrastructure and control measures to assure the correctness of the financial reports. In order to keep a continuous track on the system it is very much important that all the processes must be automated and sustainable. When we try to understand the impact of S-OX on IT departments, we need to keep in mind that the act was primarily created for the detection of accounting fraud, make the higher management accountable for the malpractices if any in the organization. The IT comes into picture where it assists the financial practices undertaken in picture. Since all transactions would be recorded in the f ully computerized work environment and also all the audit processes would be recorded, the role of IT comes in. They are responsible for keeping a tab of all the transaction and audit and to retrieve these data when it is required. This essentially means that the pressure created on IT departments is not a direct result of the implementation of S-OX act, since the act is focussed on the accurate disclosure of the financial statements and making the people accountable for their actions. The pressure on the IT departments is coming from within the company as it is the only department which can realistically overview and keep a continuous track of the activities of a firm. â€Å"Companies are increasingly turning to technology in their Sarbanes-Oxley Act compliance efforts in order to automate internal controls or streamline their activities, according to new research and interviews last week with corporate executives.† (Hoffman, 2005) Involving IT would help to reduce the time and efforts that needed to create the compliance reports at quarterly and annually. This would also reduce the costs involved in the process. Benefits to IT department while adopting the Sarbanes Oxley Act The benefits of the Act cannot be limited as benefit to IT department alone. Since the positives would finally impact the performance of the company.

History of Cricket Essay Example for Free

History of Cricket Essay Origin No one knows when or where cricket began but there is a body of evidence, much of it circumstantial, that strongly suggests the game was devised during Saxon or Norman times by children living in the Weald. It is generally believed that cricket survived as a childrens game. Adult participation is unknown before the early 17th century. Possibly cricket was derived from bowls Derivation of the name of cricket A number of words are thought to be possible sources for the term cricket. In the earliest known reference to the sport in 1598 (see below), it is called creckett. The name may have been derived from the Middle Dutch krick(-e), meaning a stick; or the Old English cricc or cryce meaning a crutch or staff.[2] Another possible source is the Middle Dutch word krickstoel, meaning a long low stool used for kneeling in church and which resembled the long low wicket with two stumps used in early cricket. Early 17th century Gambling and press coverage Cricket certainly thrived after the Restoration in 1660 and is believed to have first attracted gamblers making large bets at this time. In 1664, the Cavalier Parliament passed the Gaming Act 1664 which limited stakes to  £100.With freedom of the press having been granted in 1696, cricket for the first time could be reported in the newspapers. During the first half of the 18th century, press reports tended to focus on the betting rather than on the play 18th-century cricket Patronage and players Gambling introduced the first patrons because some of the gamblers decided to strengthen their bets by forming their own teams and it is believed the first county teams were formed in the aftermath of the Restoration in 1660, especially as members of the nobility were employing local experts from village cricket as the earliest professionals.[5] Cricket moves out of England Cricket was introduced to North America via the English colonies in the 17th century,[4] probably before it had even reached the north of England. In the 18th century it arrived in other parts of the globe. It was introduced to the West Indies by colonists[4] and to India by British East India Company mariners in the first half of the century. It arrived in Australia almost as soon as colonization began in 1788. New Zealand and South Africa followed in the early years of the 19th century.[5] Development of the Laws In 1744, the Laws of Cricket were codified for the first time and then amended in 1774, when innovations such as lbw, middle stump and maximum bat width were added. These laws stated that the principals shall choose from amongst the gentlemen present two umpires who shall absolutely decide all disputes. Cricket and crisis Cricket faced its first real crisis during the 18th century when major matches virtually ceased during the Seven Years War. This was largely due to shortage of players and lack of investment. But the game survived.Cricket faced another major crisis at the beginning of the 19th century when a cessation of major matches occurred during the culminating period of the Napoleonic Wars. Again, the causes were shortage of players and lack of investment. But, as in the 1760s, the game survived and a slow recovery began in 1815. In the 1820s, cricket faced a major crisis of its own making as the campaign to allow roundarm bowling gathered pace. 19th-century cricket International cricket begins The first ever international cricket game was between the USA and Canada in 1844. In 1859, a team of leading English professionals set off to North America on the first-ever overseas tourIn 1877, an England touring team in Australia played two matches against full Australian XIs that are now regarded as the inaugural Test matches. South Africa became the third Test nation in 1889 20th-century cricket When the Imperial Cricket Conference (as it was originally called) was founded in 1909, only England, Australia and South Africa were members. India, West Indies and New Zealand became Test nations before the Second World War and Pakistan soon afterwards in the closing years of the 20th century, three affiliate nations became Test nations also: Sri Lanka, Zimbabwe and Bangladesh. Limited-overs cricket In the 1960s, English county teams began playing a version of cricket with games of only one innings each and a maximum number of overs per innings. Starting in 1963 as a knockout competition only, limited overs grew in popularity and in 1969 a national league was created which consequently caused a reduction in the number of matches in the County Championship. The first limited overs international match took place at Melbourne Cricket Ground in 1971. It was tried simply as an experiment and to give the players some exercise, but turned out to be immensely popular. Limited overs internationals (LOIs or ODIs, after one-day Internationals) have since grown to become a massively popular form of the game The International Cricket Council reacted to this development by organising the first Cricket World Cup in England in 1975, with all the Test playing nations taking part. Increasing use of technology Innovative techniques that were originally introduced for coverage of LOI matches were soon adopted for Test coverage. The innovations included presentation of in-depth statistics and graphical analysis, placing miniature cameras in the stumps, multiple usage of cameras to provide shots from several locations around the ground, high speed photography and computer graphics technology enabling television viewers to study the course of a delivery and help them understand an umpires decision. In 1992, the use of a third umpire to adjudicate runout appeals with television replays was introduced in the Test series between South Africa and India. The third umpires duties have subsequently expanded to include decisions on other aspects of play such as stumpings, catches and boundaries 21st-century cricket Cricket remains a major world sport in terms of participants, spectators and media interest. The ICC has expanded its development programme with the goal of producing more national teams capable of competing at Test level. Development efforts are focused on African and Asian nations; and on the United States. In 2004, the ICC Intercontinental Cup brought first-class cricket to 12 nations, mostly for the first time. In June 2001, the ICC introduced a Test Championship Table and, in October 2002, a One-day International Championship Table. Australia has consistently topped both these tables in the 2000s. Crickets newest innovation is Twenty20, essentially an evening entertainment. It has so far enjoyed enormous popularity and has attracted large attendances at matches as well as good TV audience ratings. The inaugural ICC Twenty20 World Cup tournament was held in 2007 with a follow-up event in 2009. The formation of Twenty20 leagues in India – the unofficial Indian Cricket League, which started in 2007, and the official Indian Premier League, starting in 2008 – raised much speculation in the cricketing press about their effect on the future of cricket.[15][16][17][18] LAWS OF CRICKET Law 1: A cricket team consists of eleven players, including a captain. Law 2: a substitute may be brought on for an injured fielder but he can’t bat , bowl , act as captain or keep wicket Law 3: There are two umpires, who apply the Laws, make all necessary decisions, and relay the decisions to the scorers. In higher level cricket there is a third umpire Law 4:. There are two scorers who respond to the umpires signals and keep the score. Law 5: A cricket ball is between 8 13/16 and 9 inches (22.4 cm and 22.9 cm) in circumference, and weighs between 5.5 and 5.75 ouncesOnly one ball is used at a time, unless it is lost, when it is replaced with a ball of similar wear. Law 6: The bat. The bat is no more than 38 inches (97 cm) in length, and no more than 4.25 inches (10.8 cm) wide. The hand or glove holding the bat is considered part of the bat. the blade of the bat must be made of wood Law 7: . The pitch is a rectangular area of the ground 22 yards (20 m) long and 10 ft (3.0 m) wide. Law 8: . The wicket consists of three wooden stumps that are 28 inches (71 cm) tall. The stumps are placed along the batting crease with equal distances between each stump. They are positioned so they are 9 inches (23 cm) wide. Two wooden bails are placed on top of the stumps. The bails must not project more than 0.5 inches (1.3 cm) above the stumps, and must, for mens cricket, be 45⠁„16 inches (10.95 cm) long.. Law 9: Each bowling crease should be 8 feet 8 inches (2.64 m) in length, centred on the middle stump at each end. The popping crease, which determines whether a batsman is in his ground or not, and which is used in determining front-foot no balls (see law 24), is drawn at each end of the pitch in front of each of the two sets of stumps. The popping crease must be 4 feet (1.2 m) in front of and parallel to the bowling crease The return creases lie perpendicular to the popping crease and the bowling crease, 4 feet 4 inches. Law 10: the rules governing how pitches should be prepared, mown, rolled, and maintained. Law 11: The pitch must be covered before play to protect it from due and rain. Law 12: Before the game, the teams agree whether it is to be over one or two innings, and whether either or both innings are to be limited by time or by overs. Law 13: In a two innings match, if the side batting second scores substantially fewer runs than the side batting first, the side that batted first can force their opponents to bat again immediately. Law 14: The batting captain can declare an innings closed at any time when the ball is dead. He may also forfeit his innings before it has started. Law 15: There are intervals between each days play, a ten-minute interval between innings, and lunch, tea and drinks intervals. There are also provisions for moving the intervals and interval lengths in certain situations. Law 16: Play after an interval commences with the umpires call of Play, and at the end of a session by Time. Law 17: There may be no batting or bowling practice on the pitch except before the days play starts and after the days play has ended. Law 18:. Runs are scored when the two batsmen run to each others end of the pitch. Law 19:. If the ball is hit into or past this boundary, four runs are scored, or six runs if the ball didnt hit the ground before crossing the boundary. Law 20: If a ball in play is lost or cannot be recovered, the fielding side can call lost ball. The batting side keeps any penalty runs. Law 21: The side which scores the most runs wins the match. Law 22:. An over consists of six balls bowled, excluding wides and no balls. A bowler may not bowl two consecutive overs. Law 23:. The ball comes into play when the bowler begins his run up, and becomes dead when all the action from that ball is over. Once the ball is dead, no runs can be scored and no batsmen can be dismissed. Law 24: if the bowler bowls from the wrong place; or if he straightens his elbow during the delivery; or if the bowling is dangerous; or if the ball bounces more than twice or rolls along the ground before reaching the batsman; or if the fielders are standing in illegal places, a ball can be called no ball.. Law 25:. An umpire calls a ball wide if, in his or her opinion, the batsman did not have a reasonable opportunity to score off the ball. A ball is called wide when the bowler bowls a bouncer that goes over the head of the batsman Law 26:. If a ball passes the striker and runs are scored, they are called byes. If a ball that is not a no ball hits the strike r but not the bat and runs are scored, they are called leg-byes. Law 27: If the fielders believe a batsman is out, they may ask the umpire Hows That?, commonly shouted emphatically with arms raised, before the next ball is bowled. The fielding side must appeal for all dismissals. Law 28: Several methods of being out occur when the wicket is put down. Law 29: The batsmen can be run out or stumped if they are out of their ground. Law 30: A batsman is out if his wicket is put down by a ball delivered by the bowler. Law 31: An incoming batsman must be ready to face a ball within 3 minutes of the outgoing batsman being dismissed, otherwise the incoming batsman will be out. Law 32: If a ball hits the bat or the and is then caught by the opposition within the field of play before the ball bounces, then the batsman is out. Law 33: If a batsman willfully handles the ball with a hand that is not touching the bat without the consent of the opposition, he is out. Law 34: If a batsman hits the ball twice, other than for the sole purpose of protecting his wicket or with the consent of the opposition, he is out. Law 35: If, after the bowler has entered his delivery stride and while the ball is in play, a Law 36: If the ball hits the batsman without first hitting the bat, but would have hit the wicket if the batsman was not there, and the ball does not pitch on the leg side of the wicket, the batsman will be out. Law 37: If a batsman willfully obstructs the opposition by word or action, he is out. Law 38: A batsman is out if at any time while the ball is in play no part of his bat or person is grounded behind the popping crease and his wicket is fairly put down by the opposing side. Law 39: A batsman is out when the wicket-keeper puts down the wicket, while the batsman is out of his crease and not attempting a run. Law 40: The keeper is a designated man from the bowling side allowed to stand behind the stumps of the batsman. He is the only player from his side allowed to wear gloves and external leg guards. Law 41: A fielder is any of the eleven cricketers from the bowling side.

Assisted Reproductive Technology Essay -- Infertility Medicine Papers

Assisted Reproductive Technology The act of reproduction is vital in sustaining the existence of any living creature. In fact, anthropologist Dr. Helen Fisher cites in her book Anatomy of Love that "the most essential thing the human animal does is reproduce" (Rutter, 1996). It is survival of the species: reproduce or die out. In the human race, it is not a problem of extinction, but of conforming to social expectations. Fisher notes that men feel the pressure to "plant the seed" and women feel that motherhood is the sole factor of "femaleness", while others feel that it is just an issue of humanity's need to control nature (Rutter, 1996). Granted, these are the opinions of only a few individuals, yet the topic of procreation is obviously a very important issue between marriage partners. But what happens when one cannot reproduce? An estimated one out of every six couples in the United Sates has difficulty conceiving a child (Rogers, 1988). Fifty years ago, these infertile partners had only three options: continue t rying to have a baby through natural sexual intercourse, adopt a child, or simply remain barren. However, recent developments in reproductive technologies have created many alternative methods for conception. Assisted reproductive technologies caught on quickly, and in 1995 three million American couples sought procreative help (Rutter, 1996). Along with the emergence of any new technology comes ethical and legal issues which must be considered, especially in Christian settings. However, it is possible that assisted reproductive technologies can be a realistic and ethical option for infertile couples, without compromising the covenants of the faith community. Definitions In order to understand the issues t... ...496. Lockwood, M. (1985). (Ed). Moral dilemmas in modern medicine. Oxford: Oxford University Press. Nelson, J. B. (1973). Human medicine: ethical perspectives on new medical issues. Minneapolis: Augsburg Publishing House. Neuberger, J. A. (1988, April 22). Tug of love troubles. Nursing Times, 22. Rogers, J. R. (Ed). (1988). Medical ethics-human choices. Scottdale, PA: Herald Press. Rutter, V. T. (1996, March-April). Who stole fertility? Psychology Today, pp. 46-49. Snyder, G. F. (1988). Tough choices. Elgin, IL: Brethren Press. Thomasma, D. C. & Kushman, T. (Eds). (1996). Birth to death. New York: Cambridge University Press. Weltman, J. J. (1997). Points to consider on the subject of surrogacy. [Online]. The American Surrogacy Center, Inc. Available: http://www.surrogacy.com/legals/articles/points.html (1997, October 23).

Health Assessment Essay

Assessment of environmental processes includes agents and factors that may cause injury, illness, or death. Choose one of the following age groups: toddler, preschool, and school-age child. List some of the most frequent causes of injuries, illness, or death at the age level. Discuss and describe safety concerns specific to the age, listing the most common causes of injury, illness (acute or chronic), trauma, and death for the age level. Describe how health promotion and health prevention interventions can be incorporated into parent and child teaching. Including in-text citations and references for each of the scholarly sources used. Respond to other learners’ posts in a manner that initiates or contributes to discussion. School-age children, face daily exposure to environmental agents and factors that may cause injury, illness, or death similar to those of all other age groups. Physical agents such as fires; mechanical agents such as bicycles, skateboards, and cars; biological agents such as bacteria; chemical agents such as asbestos; and radiological agents such as x-rays are the causes of injuries or death. Accidents are the leading cause of death in children over age 1 year in the United States. Accidents from contact sports and cuts, falls, burns, and injuries from firearms, are also increasing. Typically school-age boys have more accidents than girls, perhaps due to differences in personalities, societal expectations, child-rearing practices, and more risk-taking behaviors. Most accidents happen outdoors, and it occur mostly in summer because of outside play. The nurse has a significant role in educating parents and school personnel on ways to prevent dangers to school-age children and to become involved in public initiatives to create a safer society for them. Parents of these children must be involved in community and legislative activities that provide safe play environments. Each child should have a well-maintained bicycle, ride only in safe areas approved by parents, observe rules for vehicle traffic and use a federally approved riding helmet. Parental supervision when children play close to streets and heavy traffic areas. Children should wear a seat belt or be in age-appropriate booster seat as needed; older children should ride with restraint system and in back seat until age 12. Working smoke detectors should be in place in home and school. Children need to engage in age-appropriate activities and wear protective equipment according to the sport. Parents need to ensure safety and maintenance of all sports equipment. Children should play with friends, have a plan for returning home, know home phone number and address, play in safe and known area, and report any suspicious activity threatening their safety to an appropriate adult. Children should know how to locate assistance when in an unsafe situation. Children should avoid insecticides, radiation sources, inappropriate use of medications, and pollution sources; parents need to store all known toxins, chemicals, and household cleaning agents in an adequately ventilated location that is unreachable to children. Edelman, Mandle. Health Promotion Throughout the Life Span, 7th Edition.

Adolescent Sexuality

SEXUALITY OVERVIEW Most teens and pre-teens have a lot of questions about sex and sexuality. This is normal and natural. It also is normal to feel shy or embarrassed about raising these issues with adults or healthcare providers. Sexual development is an important part of health, similar to other measures of physical growth, such as height and weight. Sexual behavior, which is related to sexual development, has important health implications for everyone, and especially for teens. It is particularly important that to be well informed about all aspects of sex and sexual health. Some basic information on sex and sexuality is provided in this review, which may answer some questions and raise others. Find an adult you feel comfortable with — perhaps a healthcare provider, parent, or teacher — to discuss any questions or concerns you may have. SEXUALITY: WHAT IS IT? Human sexuality is more than just whether you are male or female, and it is more than just the act of sex. It is a complex idea that involves your physical make-up, how you think about yourself, and how you feel about others and the society you live in. Here are some of the things that contribute to sexuality: Anatomic sex — Anatomic sex refers to the sex organs with which you were born. That is, you are either a boy (with a penis and testicles) or a girl (with breasts, a uterus, vagina, and ovaries). Occasionally, a baby is born with sex organs that are not normally developed and/or may appear to resemble both sexes; these individuals are said to have ambiguous genitalia or to be intersex. Anatomic sex is only one component of sexuality. Gender identity — Gender identity relates to how you feel inside, and whether you â€Å"feel† like a boy or a girl. Most people have a combination of feelings, including some that are thought of as â€Å"male† or â€Å"masculine† and some that are thought of as â€Å"female† or â€Å"feminine†. In most cases, someone feels mostly like a boy or mostly like a girl. Gender identity and anatomic sex sometimes do not match. For example, a person can be born as a boy but feel like a girl. This is sometimes referred to as transgender. Sexual orientation — Once you begin puberty, you are likely to begin to have strong physical and emotional attractions to others. Sexual orientation refers to whether you are primarily attracted to people of the opposite sex (heterosexual), the same sex as you (homosexual, gay, or lesbian), or both (bisexual). Sexual orientation is influenced by many factors, including your anatomic sex, your gender identity, the society you live in, and other factors, some of which are not completely understood. Sexual orientation is believed to exist on a continuum. That is, you may feel mostly attracted to people of the same sex as you but still have some feelings for people of the opposite sex, or vice versa. These feelings are normal and may change throughout life. ADOLESCENT SEXUAL DEVELOPMENT Sexual development begins in the pre-teen years and continues into adulthood. The body produces hormones that cause outward changes, including breast development in girls, the appearance of facial hair in boys, and growth of hair under the arms and in the genital area of both boys and girls. However, puberty is more than physical changes. As your body grows into adulthood, your way of thinking, emotions, and wants and needs will change as well. The factors discussed above (your anatomic sex, your gender identity, and your sexual orientation) will all become a part of how these changes affect you as a person. You will probably start to feel strong attractions toward others. Sometimes these feelings include developing friendships with other teenagers. Other feelings include wanting to be physically close to another person. You may find yourself attracted to someone of the opposite sex, someone of the same sex, or both. It's important to remember that these physical attractions can shift and change and that they develop at different times in different people. You may find you are attracted to someone of the same sex for a time, then find stronger attractions to someone of the opposite sex. Alternately, the reverse could occur. Over time, most teens will come to identify themselves as primarily heterosexual, homosexual, or bisexual. However, you should not be surprised if you feel confused about some of these issues during your teen years. This time of life may be troubling for teens who begin to identify themselves as homosexual or bisexual, especially if these ideas are not openly accepted by family members, friends, or the society in which they live. In this case, it is especially important for the teen to find a trusted adult and friends with whom he or she can talk openly. Several of the online resources listed below can also be of benefit (see ‘Where to get more information' below. It also is important to know that in the early years of puberty, it's normal to want to experiment with sexual activity. This often happens before a teenager is fully aware of how this activity might affect his or herself or others. As teens continue to grow and mature, they are better able to make choices about intimacy and physical relationships that will enhance their lives, rather than making choices that will cause problems for themselves or others. Adults generally recommend that teens not rush into sexual activity too soon, but rather wait until they are more mature. (See ‘Health issues related to sex' below. ) When you are sexually mature, you'll have a more developed sense of your preferences and desires. You will understand the possible consequences of having sexual relationships with others, and you will be ready to take responsibility for whatever occurs. You will be more ready to engage in the satisfying, intimate relationships that are an important part of life. SEXUAL ACTIVITY: THE FACTS There are many ways to express intimacy. Spending time with another person, holding hands, and kissing are all ways to show affection and begin to explore physical intimacy. As you develop attractions toward others, you will probably want to explore these and other types of physical intimacy. What might this involve? Most teens have questions about sex and sex acts. Here are some basic facts and definitions, including some important information about sexual boundaries; that is, what is and what is not OK as part of a sexual relationship. Genitals — Genitals are the external sex organs that are sensitive to and stimulated by being touched, which typically occurs during sexual activity. The male external organs are the penis and scrotum, which holds the testicles (figure 1). The female external organs are the vulva, clitoris, and the opening to the vagina (figure 2). Petting — Petting is feeling parts of another person's body. This usually refers to touching the genitals or other sexually sensitive areas, such as breasts. Orgasm — Orgasm is an intensely pleasurable release of tension felt in the genital area and elsewhere in the body. It usually results from stimulation of the genitals. In men and boys, orgasm is associated with the release of semen (called ejaculation), which contains sperm. The term â€Å"come† is a slang word for orgasm. Sexual intercourse — In general, this refers to sex involving a man's penis being placed inside a woman's vagina. When the man ejaculates during sexual intercourse, this semen is released into the woman's vagina. Pregnancy occurs if sperm, contained in the semen, are able to fertilize the egg released by a woman's ovary. However, semen can be released even if the man does not have an orgasm. Oral sex — Oral sex involves using the mouth and/or tongue to stimulate the genitals. Oral sex can occur between a man and a woman, between two men, or between two women. Anal sex — Anal sex is sexual activity involving penetration of the anus (the opening where bowel movements leave the body). A penis or another object is inserted into the anus during anal sex. Both men and women are able to engage in anal sex. Masturbation — Masturbation involves using the hands, or sometimes a device such as a vibrator or other sex toy, to stimulate one's own or someone else's genitals. Some people believe â€Å"having sex† only means sexual intercourse. But other activities, including oral sex, anal sex, or masturbation can also be considered as â€Å"having sex†. Even things like kissing or petting are considered to be sexual activity because they are part of how one person responds sexually to another person. Sexual boundaries — The only kind of sexual activity that is OK is activity that occurs between people who want to have sex with each other. Activity that occurs when a person is alone, such as masturbation, is also OK. If two people are having sex, both of them must be old enough and mature enough to participate without feeling pressured to prove something or try something new. If a sex act is forced upon a person who does not want to participate, this is called rape. Rape is a serious crime that can result in being arrested, spending time in jail, and having a permanent criminal record. Having sex with someone who is not sure they want to have sex can also be called rape. For teens, feelings about sex can be new and confusing. For example, sometimes a person begins kissing or petting but then changes their mind and wants to stop. The other person must always listen, even if it is very difficult to stop. It is not harmful to stop sex before orgasm occurs. Teens sometimes get into difficult situations if they are drinking or using drugs and having sex. In these cases, someone may seem to want sex, but they may be too drunk or high to know what they are doing. Later, the sex can be called rape. Teens may be lured into having sex with an adult. It is never OK for an adult to behave in this way. If an adult wants to engage in any type of sexual activity (kissing, petting, oral sex, intercourse), the teen should talk to a parent, healthcare provider, law officer, or other trusted adult at once. Even if you feel like you have done something to cause the adult to be attracted or have sexual feelings, the adult is responsible for controlling his or her behavior, regardless of the circumstances. Certain state laws, which vary from state to state, impose certain regulations or rules on sexual activity, even among teens. As discussed above, it is always a crime for anyone to force or coerce you into having sex against your wishes, no matter if it is an adult or someone around your own age. However, in some states, sex between teens below a certain age may also be illegal, even if both people want to have sex. Rules may depend upon the age of both partners and upon the sex of your other partner(s). Before deciding to have sex, speak to a trusted adult about these important issues. HEALTH ISSUES RELATED TO SEX The main reason it is important to postpone sexual activity until you are mature is that sexual activity affects both the physical and emotional health of the people involved. Here are some facts. Sexually transmitted infections (STIs) — There are a number of infections that can be spread during sexual activity. Infections can be spread through sexual intercourse, anal sex, oral sex, and using fingers, other body parts, or sex toys that have come in contact with another person's genitals or body fluids. These diseases are called sexually transmitted infections, or STIs (often called sexually transmitted diseases, or STDs). Common places STIs can occur are the genital organs, anus, and throat. Research has shown that young people are at an increased risk of developing STIs. The reasons for this are not completely understood. However, the younger you are when you start having sex, the more likely it is that you will get an STI. Also, having one STI can make it easier to acquire other STIs at the same time. In many cases, you can get an STI and not know it. This is because STIs often do not have any noticeable signs or symptoms. All of the STIs can have serious consequences for future health. For example, a woman who gets an STI may have difficulty becoming pregnant later in life or may be more prone to developing certain types of cancer, such as cervical cancer. Some of the most important STIs are: HIV — HIV (Human Immunodeficiency Virus) is the virus that causes AIDS (Acquired Immune Deficiency Syndrome). AIDS is a serious, incurable disease of the immune system. Until recently, everyone who developed AIDS died. Although new treatments are now helping many people with HIV infection live longer, there is still no cure for this serious disease or vaccine to prevent it. Many people still die each year from AIDS. Each year, between 40,000 and 80,000 people are newly infected with HIV. Half of these new infections are in people younger than 25 years old. New recommendations call for those who have been sexually active to be tested routinely for HIV infection. The earlier HIV is detected, the sooner a person can obtain treatment and the better their chances are of survival. Speak to your healthcare provider about HIV testing. (See â€Å"Patient information: Testing for HIV†. ) Human papillomavirus — Human papillomavirus (HPV) is the most common STI in adolescents. Most people who get HPV do not know they have it. Some types of HPV cause genital warts. Other types of HPV cause cervical cancer in woman, penile cancer in men, and anal cancer in either sex. A Pap smear is one important way your healthcare provider can screen for cervical cancer associated with HPV. (See â€Å"Patient information: Condyloma (genital warts) in women† and â€Å"Patient information: Cervical cancer screening†. ) In addition, there is a vaccine for girls age 9 to 26 years to protect against four common types of HPV. Speak to your healthcare provider about this important vaccine. (See â€Å"Patient information: Human papillomavirus (HPV) vaccine†. ) Gonorrhea and chlamydia — These are serious bacterial infections of the genital tract. They can lead to pelvic inflammatory disease (PID) in women, which can cause severe pain and can lead to infertility (inability to become pregnant). Both gonorrhea and chlamydia can be cured with antibiotics. It is important to be screened for these infections if you have had sex, because you may not always have symptoms. (See â€Å"Patient information: Gonorrhea† and â€Å"Patient information: Chlamydia†. ) Herpes simplex virus — This is a viral infection that causes painful or itchy sores or blisters in the genital area. The sores heal but can reappear at any point later in life. There is no cure. The virus can be spread even when there are no blisters present. Medications are available from your healthcare provider to shorten the length of time the blisters last and decrease your risk of repeat outbreaks. (See â€Å"Patient information: Genital herpes†. ) Hepatitis B virus — This is a viral infection that can cause liver disease. In most cases, the disease resolves after the initial illness. But in some people, serious liver damage or liver failure can occur. Most children and adolescents are being vaccinated against this infection with a series of three shots. You should speak to your healthcare provider if you are not sure if you have had this vaccine. (See â€Å"Patient information: Hepatitis B†. ) Syphilis — This is an infection caused by a small organism called a spirochete (/SPY-ro-keet/), which can cause an ulcer on a person's genitals or anus. It is fairly uncommon in teens but more common in certain populations. Sometimes you may not notice the ulcer, because it does not usually cause pain or may be on the inside of the vagina (in females) or anus (in both sexes). It is important to see your healthcare provider right away if you notice any sores or ulcers. The sore usually heals but can cause important long-term problems if untreated. Trichomonas — Trichomonas (â€Å"trich†) is a common infection caused by a tiny parasite that can cause itching and/or a discharge from a person's genital organs. Females notice symptoms far more often than males, although both sexes can be affected and require treatment by a healthcare provider. This infection can be cured with antibiotics. PREVENTING AND SCREENING FOR STIS The only way to be sure you will not get an STI is to not have sex. STIs can be transmitted through sexual intercourse, oral sex, anal sex, and using fingers, other body parts, or sex toys that have come in contact with another person's genitals or body fluids. STIs can be transmitted between a male and a female, between two females, and between two males who have sex. It is not possible to tell by looking at someone whether he or she has an STI. Even if the other person tells you they do not have an STI or says they are â€Å"clean†, you cannot be sure this is true. That is because the person may not know if they are infected. Also, it is common for teens to not be completely truthful about many things in relationships, including whether they may have been exposed to an STI. Condom use — People who are sexually active can reduce their risk of getting an STI by using a latex or polyurethane condom every time they have sex. Male condoms are worn on the penis, helping to prevent body fluids from passing to another person. Female condoms are also available, and can be placed in the vagina to help prevent fluids from passing from one person to another. (If a male and female are having sex, only one should wear a condom. If both the male and female wear a condom, the condoms could rub together and move out of place. ) Dental dams are another barrier device that can be used when performing oral sex on a female. (See â€Å"Patient information: Barrier methods of birth control†. ) Condoms and dental dams reduce the risk of getting an STI, but they do not take away the risk completely. Condoms can break or leak, allowing passage of body fluids and transmission of infection. In addition, condoms do not completely cover all of the skin that is exposed during sex; herpes and HPV can be passed by skin-to-skin contact. Other birth control methods do not reduce the risk of STIs. You can reduce the risk that a male condom will break or slip off in two ways. First, make sure the penis is completely hard before putting on the condom. Also, be sure to squeeze and hold the tip of the condom as you roll the rest of it down the penis, making sure there is no air pocket (like a small balloon) at the end of the penis. Immunizations — Another way to reduce the risk of two specific STIs (HPV and hepatitis B) is to talk to a healthcare provider about immunizations. As previously mentioned, most children and adolescents are routinely immunized against hepatitis B in the United States. The HPV vaccine is now available to females aged nine years and older. Check ups — Regular check-ups by your healthcare provider are important to all adolescents, but it is particularly important to speak with a healthcare provider if you decide to have sex. This talk should include ways to prevent pregnancy and STIs, as well as the need for regular testing for STIs, including HIV. Since STIs can occur in different body sites (genital organs, anus, and throat) and may have no symptoms, it is important to speak honestly with the provider about sexual behavior to get appropriate testing. If your healthcare provider is not comfortable or able to screen you for STIs, ask for a referral to a provider who can. Pregnancy and birth control — Pregnancy is a serious consequence of sexual activity between males and females. Each year in the United States, about 1 million adolescents become pregnant. Pregnancy in teens has serious health consequences. Pregnant teens are more likely to have babies who are premature or sick. A pregnant adolescent is more likely to drop out of school and live in poverty. Although some teens who become pregnant choose to have an abortion, this choice also carries risks. As with STIs, the only way a young woman can be sure she will not become pregnant is to not have sexual intercourse. There is no reliable way to determine a â€Å"safe† time when she will not become pregnant; menstrual cycles at this age can be irregular. Teens should know that pregnancy is possible each time they have sexual intercourse, including the first time and during the menstrual period. Birth control methods are available that can reduce the risk of pregnancy. However, birth control methods other than condoms do not reduce the risk of STIs. The most reliable methods (other than abstinence) must be prescribed by a doctor or nurse. These include birth control pills, patches, and injections. Other newer options for females include a vaginal ring that is worn in the vagina or a small device that must be inserted under the skin by a healthcare provider. (See â€Å"Patient information: Hormonal methods of birth control†. ) Some methods, such as condoms and contraceptive foam, can be purchased without a prescription. A condom should be used every time you have sex, even if another method is used to prevent pregnancy. (See â€Å"Patient information: Barrier methods of birth control†. ) If you use birth control but have an accident (the condom breaks, you forget a pill), you can take a â€Å"morning after pill† to reduce the risk of pregnancy. (See â€Å"Patient information: Emergency contraception (morning after pill)†. ) Teens who engage in sexual activity must be sure they have accurate information about the available birth control options. The best time to decide on a method of birth control is before you start having sex.

Obama Surname Meaning and Origin †Gorski Genealogy

Obama Surname Meaning and Origin – Gorski Genealogy Obama is an ancient Kenyan surname, found most frequently among the Luo, the third largest ethnic group in Kenya. The surname  is believed to be patronymic in origin, meaning descendant of Obama. The given name Obama, in turn, derived from the root word  obam, meaning â€Å"to lean or bend.†Ã‚   Traditional African given names  often reflect the circumstances at the time of the birth. Thus, the given name Obama may mean a child born bent, such as with a crooked spine or limbs, or possibly refers to a breech birth. Obama is also a Japanese word meaning little beach. Surname Origin: African Surname Variations: OBAM, OBAMMA, OOBAMA, OBAMA, AOBAMA,   Where do People with the Surname Obama Live? WorldNames publicprofiler  indicates that  individuals with the Obama last name are found in greatest numbers in the country of Japan, especially in the Okinawa and Kyushu regions. However, this site does not include data from Africa. Forebears.co.uk shows the highest distribution of the Obama surname to be in Cameroon, with the highest density in Equatorial Guinea, where it is the 10th most common surname. The name is next most common in Kenya, followed by Spain and France. Famous People with the Surname Obama Barack Hussein Obama - 44th president of the United States Genealogy Resources for the Surname Obama Ancestry of Barack ObamaLearn about the deep African and American roots of Barack Obama. His African roots stretch back for generations in Kenya, while his American roots connect to Jefferson Davis. Obama Family Genealogy ForumSearch this popular genealogy forum for the Obama surname to find others who might be researching your ancestors, or post your own Obama surname query. FamilySearch - OBAMA GenealogyAccess over 35,000 million free historical records and lineage-linked family trees posted for the Obama surname and its variations on this free genealogy website hosted by the Church of Jesus Christ of Latter-day Saints. RootsWeb Mailing List: Obama SurnameJoin, search or browse this free mailing list devoted to the discussion and sharing of information regarding the Obama surname and variations. DistantCousin.com - OBAMA Genealogy Family HistoryExplore free databases and genealogy links for the last name Obama. - References: Surname Meanings Origins Cottle, Basil. Penguin Dictionary of Surnames. Baltimore: Penguin Books, 1967. Menk, Lars. A Dictionary of German Jewish Surnames. Bergenfield, NJ: Avotaynu, 2005. Beider, Alexander. A Dictionary of Jewish Surnames from Galicia. Bergenfield, NJ:  Avotaynu, 2004. Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. New York: Oxford University Press, 1989. Hanks, Patrick. Dictionary of American Family Names. New York: Oxford University Press, 2003. Hoffman, William F. Polish Surnames: Origins and Meanings. Chicago:  Polish Genealogical Society, 1993. Rymut, Kazimierz. Nazwiska Polakow. Wroclaw: Zaklad Narodowy im. Ossolinskich - Wydawnictwo, 1991. Smith, Elsdon C. American Surnames. Baltimore: Genealogical Publishing Company, 1997. Back to Glossary of Surname Meanings Origins

Job Search Myth You Don’t Need a Cover Letter

Job Search Myth You Don’t Need a Cover Letter Just about every client I work with lately brings up the rumor they’ve heard that no one reads cover letters anymore.   This rumor is ONLY a rumor and if you take action based on it, you will shoot yourself in the foot in your job search. In a recent article posted on Work Coach Cafe, â€Å"15 Job Search Tips from a Guy Who Just Got a Job,† a successful job seeker named John relates how the CEO of a company personally reached out to him to thank him for sending a cover letter!   In fact, John was the ONLY candidate to send a cover letter, most likely because everyone else believed the rumor that cover letters never get read.   John made an impression. This topic is also covered on Great Resumes Fast in â€Å"Cover Letters: Does Anybody Read Those Anymore?† The author points out that the cover letter is your opportunity to show genuine interest and to make a case that you are specifically qualified for this job. Why would you tailor your resume to a job and then write a generic cover letter?   If you are truly interested in a position, it is worth your time to write a unique letter to the company about who you are and why you would make a difference for that company.   Do not write a generic cover letter and send it along with a generic or somewhat tailored resume to zillions of job listings, hoping that you‘ll somehow win the numbers game. That is NOT the way to get a job! Instead, begin building a relationship right from the start with the company that might be your future employer.   Imagine yourself in this job and write down what you will bring to the position.   Sell yourself. Anyone can spot a cover letter that is really just a mail merge.   Remember†¦Ã‚   you are a human being and, if you get past the computer scanners, so is the person who reads your cover letter.   By writing a custom letter, you reveal your humanity and respect the humanity of the HR person or hiring manager.   If you begin early to develop a relationship with that person, you are in great shape to be asked for an interview. For help with a great cover letter and resume, contact The Essay Expert. 😉 ~ Ronnie Ann Log in to Reply

CASE STUDY Example | Topics and Well Written Essays - 500 words - 4

Case Study Example nquiry is present in the story, because Harris highlighted in the general bulletin sent to all employees that Akin will be helping them recognize their strengths and what they are doing right, so that plant work can be done more effectively and efficiently. He emphasized that â€Å"his presence is not due to any particular problem† but a product of the managements desire to â€Å"continuously improve† (211). The management wanted to highlight the identification of strengths of the company in a positive manner, which is aligned with appreciative inquiry. In addition, when Akin conducted his research, he did not ask about problems, but inquired in such a way that will help him gain a strengths-based understanding of the model of work at DuPont. There was no â€Å"judgment† or â€Å"bias† in his research, and instead, there was more emphasis on the strengths of the people. c) Sense-making- Sense-making is applied in the story, because Akin understood the culture and work system of DuPont by researching with the people. This means that together, the researcher and the workers made sense of their experiences and generated the local organization theory that people used to do their work. In addition, the research paved way in identifying and understanding the stock-car racing metaphor that the people used to explain their idea of teamwork and how they worked together. 2) In your opinion, how compatible are these three approaches? Why? What evidence is there in the DuPont story for your answer? As a change manager, to what extent could you utilize insights from each approach? For me, these approaches are compatible, because OD can use sense-making and appreciative inquiry as means of understanding the needs for change, preparing people for change, and collaborating with them to achieve organizational changes. Sense-making, for instance, helped reinforce appreciative inquiry by focusing on the meaning of their work. The evidence is that since these approaches are applied,