annot bib example

annot bib example Clyde McNeillMs. BarnesEnglish 111.090715 October 2014Annotated Bibliography"Human Trafficking is real, it's in North Carolina." WRAL Investigates. Writ. Amanda Lamb. WRAL, 3 Nov. 2011. WRAL.com. Web. 14 Oct. 2014.The main topic of this article focuses on human trafficking. Human trafficking is known as the modern day slavery using mainly women. "Women, often from other countries, forced into prostitution, tortured, and held against their will in brothels" (par 1), is not just the movie you watch on Lifetime Movie Network. In reality, human trafficking is affecting more than adult woman in foreign countries, it had reached the United States. Information received from victims that survived and were bold enough to retell the details have confirm that human trafficking is spreading and rapidly. Human trafficking cases can be found in larger states such as New York or the smaller ones such as North Carolina.USAID Human Trafficking Symposium, Sept. 16, 2009 ...To assist in my paper, the a rticle gave me valuable information about human trafficking. Human trafficking was once the industry for selling adult women to be used as tools for brothels but now with the growth of technology, human trafficking is including children. "Human trafficking is one of the fastest growing criminal industries in the country" (par 2). The traffickers lure the victims with promises schooling advances, job advances or opportunities for a better life. Technology and social media sites such as Facebook, has allowed children to be lured into the hands of predators by befriending them. Once they are in a secure location, they are abducted, drugged and sold into slavery. "Cumberland County authorities charged Antoinette Davis with human trafficking after investigators said she sold her 5-year-old- daughter, Shaniya Davis into sexual servitude in 2009", stated the article.The main focal point of the article is to shine a...

20 Facts About Principals Every Teacher Should Know

20 Facts About Principals Every Teacher Should Know Principals and teachers must have an effective working relationship for a school to be successful. Teachers must understand the role of the principal. Every principal is different, but most genuinely want to work with teachers to maximize the overall learning taking place within each classroom. Teachers must have a clear understanding of their principal’s expectations. This understanding has to be both general and specific. Specific facts about principals are individualized and are limited to the unique qualities of a single principal. As a teacher, you have to get to know your own principal to get a decent idea of what they are looking for. General facts about principals encompass the profession as a whole. They are true characteristics about virtually every principal because the job description is generally the same with subtle changes. Teachers should embrace these general and specific facts about their principal. Having this understanding will lead to greater respect and appreciation for your principal. It will foster a cooperative relationship that will benefit everyone in the school including the students whom we are charged to teach. 20. Principals Were Teachers Themselves Once Principals were teachers and/or coaches themselves. We always have that experience on which we can fall back. We relate to teachers because we have been there. We understand how hard your job is, and we respect what you do. 19. It's Not Personal Principals have to prioritize. We are not ignoring you if we cannot immediately help you. We are responsible for every teacher and student in the building. We must evaluate each situation and decide whether it can wait a bit or whether it requires immediate attention. 18. Stress Affects Us, Too Principals get stressed out. Almost everything we deal with is negative in nature. It can wear on us at times. We are usually adept at hiding the stress, but there are times when things build up to the point where you can tell. 17. We Do What Seems Best, Based on the Information Available Principals must make difficult decisions. Decision making is a crucial component of our job. We have to do what we believe is best for our students.  We agonize over the toughest decisions making sure they are well thought out before being finalized. 16. The Words Thank You Mean a Lot Principals appreciate it when you tell us thank you. We like to know when you think we are doing a decent job. Knowing that you genuinely appreciate what we do makes it easier for us to do our jobs. 15. We Want to Hear Your Opinion Principals welcome your feedback. We are continuously looking for ways to improve. We value your perspective. Your feedback can spur us to make significant improvements. We want you to be comfortable enough with us that you can offer suggestions with a take it or leave it approach. 14. We Appreciate Individuality Principals understand individual dynamics. We are the only ones in the building that have a true idea of what goes on in each classroom through observations and evaluations. We embrace different teaching styles and respect individual differences which have proven to be effective. 13. We Want to See Passion Principals loathe those who appear to be slackers and refuse to put in the time necessary to be effective. We want all of our teachers to be hard workers who spend extra time in their classrooms. We want teachers who realize that prep time is just as valuable as the time we actually spend teaching. 12. We Want You to Be Your Best Self Principals want to help you improve as a teacher. We will offer constant constructive criticism. We will challenge you to improve in areas in which you are weak. We will offer you suggestions. We will play devil’s advocate at times. We will encourage you to search continuously for improved ways to teach your content. 11. Our Time is Limited Principals do not have a planning period. We do more than what you realize. We have our hands in just about every facet of the school. There are a lot of reports and paperwork that we must complete. We deal with students, parents, teachers, and pretty much anyone who walks through the doors. Our job is demanding, but we find a way to get it done. 10. We Are Your Boss Principals expect follow through. If we ask you to do something, we expect it to be done. In fact, we expect you to go above and beyond what we have asked. We want you to take ownership in the process, so putting your own spin on a task will impress us as long as you have met our basic requirements. 9. We Are Human Principals make mistakes. We are not perfect. We deal with so much that we will occasionally slip. It is okay to correct us when we are wrong. We want to be held accountable. Accountability is a two way street and we welcome constructive criticism so long as it is done professionally. 8. We Are a Mirror of Your Performance Principals love it when you make us look good. Great teachers are a reflection of us, and likewise bad teachers are a reflection of us. We revel in delight when we hear parents and students offering praise about you.  It provides us reassurance that you are a capable teacher doing an effective job. 7. We Trust the Data Principals use data to make critical decisions. Data driven decision making is a critical component of being a principal. We evaluate data on an almost daily basis. Standardized test scores, district level assessments, report cards, and discipline referrals provide us with valuable insight that we use to make many key decisions. 6. We Expect Professionalism Principals expect you to be professional at all times. We expect you to adhere to reporting times, keep up with grades, dress appropriately, use appropriate language and submit paperwork in a timely manner. These are just a few of the basic generalized requirements that we expect every teacher to follow without any incidents. 5. No One Enjoys Disciplining Students Principals want teachers who handle the bulk of their own discipline problems. It makes our job more difficult and puts us on alert when you continuously refer students to the office. It tells us that you have a classroom management issue and that your students do not respect you. 4. The Job is Our Life Principals attend most extra-curricular activities and do not get the entire summer vacation. We spend an inordinate amount of time away from our family. We are often one of the first to arrive and the last to leave. We spend the entire summer making improvements and transitioning to the next school year. A lot of our most prominent work occurs when no one else is in the building. 3. We Want to Trust You Principals have a hard time delegating because we like to be in total control. We are often control freaks by nature. We appreciate teachers who think similarly to us. We also appreciate teachers willing to take on difficult projects and who prove that we can trust them by doing an outstanding job. 2. Variety is the Spice of Life Principals never want things to get stale. We try to create new programs and test new policies each year. We continuously try to find new ways to motivate students, parents, and teachers. We do not want school to be boring for anyone. We understand that there is always something better, and we strive to make substantial improvements on a yearly basis. 1. We Want the Best for Everyone Principals want every teacher and student to be successful. We want to provide our students with the best teachers who will make the biggest difference. At the same time, we understand that being a great teacher is a process. We want to cultivate that process allowing our teachers the necessary time to become great while trying to provide our students with a quality education throughout the entire process.

A4 Essay Example | Topics and Well Written Essays - 1000 words

A4 - Essay Example Staff may normally read legal correspondence only if the Governor suspects that their it could harm prison security, or the safety of others, or are otherwise of a criminal nature. In this case the prisoner involved shall be given the opportunity to be present and informed that their correspondence is to be read. Mr. Daly, a long term convict has objected to the checking of prisoners’ legal correspondence in their absence. He submits that section 47(1) of the Prison Act 1952, which empowers the Secretary of State to make rules for the regulation of prisons and for the discipline and control of prisoners, does not authorise the laying down and implementation of such a policy . â€Å"The requirement that a prisoner may not be present when his legally privileged correspondence is examined by prison officers,† is the clause to which he has objected strongly. He feels this is not only against the European Convention for the Protection of Human Rights and Fundamental Freedoms, but also a violation of common law for human rights. On 9 September 1994, six category A prisoners, (who were as classified as presenting an exceptional risk) escaped from the Special Security Unit at HMP Whitemoor. This happened because over a period of time, prisoners and staff had become familiar with each other and the security checks had become less vigilant. "inspite of the deprivation of his general liberty, a prisoner still has rights related to the nature and conduct of his imprisonment . . . and can take the option of courts unless some statute decrees otherwise." In its report the inquiry team made a number of recommendations. One of these was that cells and property should be searched at frequent but irregular intervals. Following a strip search, each prisoner was to be excluded from his cell during the search, to avoid intimidation. However,

Cruise Inc., Big Money on The High Seas Essay Example | Topics and Well Written Essays - 1250 words

Cruise Inc., Big Money on The High Seas - Essay Example These portions mainly includes, casino, bar, shopping mall, art auction and the speciality restaurants. After the sales of bookings, these parts of the cruise help NCL to generate the desired amount of revenue. However, the initial revenue generator is the most important part to increase productivity for NCL because if the cruise has on-board passengers then it will acquire the opportunity to sell its services on better prices. NCL does stresses its focus upon the profitability and losses in terms of finance but the productivity of NCL cannot entirely be measured on the basis of its financial profits and losses. The biggest reason for this is risks which are involved in the cruising business in which a single normal challenge like rain or liquor shortage can cost significant losses to NCL. In these regards the productivity which is significantly important for NCL is not entirely measured in terms of total profits made. It incorporates the season, profits and losses, customer response s to service and most importantly the overall sales from each section of the journey. Question 2 The major target population for NCL is the middle economic class. The biggest reason for this is the severe economic crisis which every individual and state is going through. In fulfilling its aim to seek the attention of middle economic class, range of bookings and services packages varies from significantly reasonable and affordable prices to immensely elevated and high prices. Despite of prices, the service package which is provided by NCL to its customers is highly sufficient and captivating for consumers. The service package mainly includes resort, shopping mall, a total of eleven restaurants which varies in several distinct food styles, live entertainment shows of professional standards, along with a casino and a bar. These services are offered to customers while travelling in the cruise. However, the service package of NCL also includes its stop at a town where numerous entertainm ent activities delight all of consumers with specialty food. Lastly, NCL is the only cruise liner which owns a private island for the betterment of its service and for successfully thrives in the industry against its giant competitors. The service package provided by NCL to customers also includes a day at this privately owned island which is entirely designed to elevate the cruising experience of its customers in terms of quality. Question 3 In the steadily growing cruising industry, there are three major competitors which strive to thrive more efficiently into the business of cruising. Among the three well known corporations, fifty percent of the market in the cruising industry is captured under the giant cruising corporation called Carnival Corporation. It is followed by another cruising giant, Royal Caribbean Cruises which is dominating on the rest of thirty percent of cruising market. The remaining twenty percent of industry’s market is owned by NCL that signifies the im portance of competition for NCL to survive in the industry. For NCL, the competitive priorities are entirely based on the expansion of its cruising business by acquiring more customers to consume the services provided by this corporation. To attract consumers is the one of the most important segment because these consumers are the main source of profit for any cruising company. If more consumers will be acquired

Brief History of the Bauhaus :: essays research papers

An architect named Walter Gropius founded the Bauhaus in 1919 in Weimar, Germany. Gropius’ main objective of the school was to use each student’s creativity to change industrial and architectural ideas by integrating, into them, visual art. The Bauhaus sought to change the ideas of the industrial society that began in the beginning of the century. In the early Bauhaus, painters like Paul Klee and Wassily Kandinsky joined the school to teach advanced ideas of form, color and space. Klee’s work used subject matter that translated into graphical signs and symbols that invoked strong visual communications. He integrated modern art with the work of nonwestern cultures and children that charged visual communications. Kandinsky’s work at the school was based on his belief in the strong spiritual values of color and form. He taught his firm belief in the use of color and visual elements to depict the artist’s mood without the use of subject matter. Johannes Itten also played a major role in early Bauhaus. He taught a preliminary course in which his goals were to release each students creativity and to better their understanding of the physical nature of materials. Itten emphasized visual contrasts and and the analysis of Old Master paintings. He eventually left the school in 1919 because of a disagreement of how the course was to be conducted. Laszlo Moholy-Nagy took Ittens place later that year. Moholy-Nagy was a relentless experimenter who brought in new materials such as acrylic resin and plastic and later introduced students to new techniques such as photomontage and photogram. He also placed great emphasis on the use of type as â€Å"a tool of communication†. The school eventually moved on to Dessau, Germany because of tension between the school and the Weimar government. There was tension from the beginning but nothing was done until a new, more conservative administration had come into power. This led to the resignation of the director and it’s masters. Two weeks after this the students of the school each wrote letters to the government stating that they would be leaving along with the masters. The school was moved to a temporary facility in Dessau until a new school was designed and occupied in the fall of 1926. During the Dessau period the schools philosophy and identity came into full fruition. The Bauhaus Corp. was created, allowing the sale of prototypes created at the school to the industry.

Effect Of Catalase On Hydrogen Peroxide

My aim is to see how the effect of catalase has on the breakdown of hydrogen peroxide into water and oxygen. 2H202(aq) 2H20(l) + 02(g) My prediction is as you increase the concentration of hydrogen peroxide the catalase will break it down faster and therefore the time will be quicker The Independent variable is hydrogen peroxide I will use an appropriate range including the concentrations of 0. 1%, 0. 2%, 0. 5%, 1%, and 2% The dependant variable will be the time taken in seconds to measure how long the catalase takes to breakdown the hydrogen peroxide into water and oxygen.There were a few controlled variables. The amount of hydrogen peroxide used was kept at a constant 10cm3. This allows for a fair test as the filter paper would have to travel the same distance. I repeated the experiment an extra 3 times, allowed me to calculate a mean time. There is always a need for a repeat as it improves the reliability of the experiment done. It also allows us to remove any anomalies in our res ults which h gives us a good rough estimate of the average. I carried out a suitable control experiment to prove that it was the enzyme in fact breaking down the hydrogen peroxide.In this experiment I boiled the enzyme â€Å"catalase† to denature it so it wouldn’t be able to function properly. I then tested this enzyme by dipping the filter paper in it and then into the concentration of 2% hydrogen peroxide. As the enzyme was denatured it could not break down the hydrogen peroxide and could not get the filter paper to rise from the base of the test tube. There were many hazards with this experiment. Hydrogen peroxide is an irritant that can cause irritation if left on skin.Boiling water is another hazard as that can cause scolding of the skin. There is also the risk of smashed glass on which anyone could cut themselves on. Another danger is the Bunsen burner on which someone could quite easily burn themselves. There are procedures in place to prevent these problems, we aring eye protection and washing hands after the use of hydrogen peroxide. Another prevention is keeping glass wear, boiling water and the Bunsen burner away from the edge of the table to prevent anything being knocked and falling off.ANALYSISMy data shows that what I predicted to be true, as you increased the concentration of hydrogen peroxide the time taken for the filter paper to reach the top of the test tube is smaller. This data is also shown in my graphs. The reliability of my results are good as they are shown to be accurate looking at other data that has been accumulated. The accuracy of my results seem high as they correspond to other results although improvements could be made by making sure that the level of hydrogen peroxide is accurate and more repeats are taken.My aim was to see the how catalase would breakdown hydrogen peroxide into water and oxygen and to conclude following my data and results it clearly shows that my aim was very well reached as an appropriate targ et. I could do further work by changing the independent variable changing the pH. The controlled variables would be the level of hydrogen peroxide and level of water used. In this result I would notice that as the pH decreased the enzymes would denature and the breakdown of catalase would slow down.

Character vs Society in Of Mice and Men - Free Essay Example

Sample details Pages: 4 Words: 1290 Downloads: 7 Date added: 2019/06/12 Category Literature Essay Level High school Tags: Of Mice And Men Essay Did you like this example? Challenging Words: Morosely George stared morosely at the water (Steinbeck 4) Gloomy or in a bad mood. Droned Lennie droned to to himself softly (Steinbeck 6) Make a continuous low humming sound. Don’t waste time! Our writers will create an original "Character vs Society in Of Mice and Men" essay for you Create order Weed Oh sure. I remember. In Weed (Steinbeck 6) A wild plant growing where it is not wanted an in competition with cultivated plants. Summary: It starts off when Lennie and George ae trying to find a job, but on the way Lennie feels thirsty so he drinks water, but river water. George tells him not to drink to much or he will get sick like last time. Lennie is very weird he doesnt think of what he is doing. Lennie had a dead mouse in his pocket see he does not think before he does something. George took the mouse and threw it across the river. George can lose his temper easily. Lennie gets the mouse again, and George sees a quickly throws it again. Then they talk about the ranch they are going to work at and how they dont want to find weed or they wont take it. George is a really tempered person he has anger issues. A little thing can get him angry. Conflict: Lennie is drinking water from the river. If he keeps drinking water then he will get sick. George warns him that if he drinks a lot of water then he will get sick. Georges tells Lennie You gonna be sick like you was last night ( Steinbeck 3). Lennie keeps drinking water until George has to use force to move him. And they need Lennie to work. The other conflict is that the ranch they are going to work at. They dont want to be lonely like the rest of the workers. George says that they people that work at ranches are lonely. George tells Lennie Guys like us, that work on ranches, are the loneliest guys in the world (Steinbeck 15). They dont want to be like the others be lonely do the same thing over and over. Theme: They are struggling to live. Lennie is drinking water and George losing his temper. How they are acting right now are not going to live very long. And Lennie with his stupidity. George tells Lennie The first thing you know know theyre poundin their tail on some other ranch(Steinbeck 15). They have been from ranch to ranch and dont want to leave this one. If they Leave this one then they have no wear to live. When they have nowhere to live the they cant survive in life. Lennie is probably going to kill himself before life does. George claims that With us it aint like that. (Steinbeck 15). He believes that that would not happen to him and Lennie. Chapter Title: Dirty water Of Mice and Men Ch.2 Challenging words: Skeptically said George skeptically Not easily convinced. Nigger Ya see the stable buckrs a nigger Black or dark skinned person. Swamper The old swamper looked quickly laborer, especially one employed as a general assistant to a riverboat captain. Summary: When they get to the ranch They find Candy another person that works there he explains that the owner are nice when they want to be. For example they have him a gallon of whiskey for christmas. And when he said that George interested, so that means that he can be and alcoholic. There was also a can filled with lice powder but candy said there is nothing to worry about. Then the boss walks in, and tells them why are they late. Lennie does not say anything so that means george does the talking and says that it was the bus drivers fault. After they talk to the boss then went out into the fields and saw the other workers. George told Lennie to not get into a fight with one of the other worker because it could cost them their jobs. Curly is the person you dont want to mess with because he is mean. They also drowned 4 puppies and shot the older one. Conflict: Conflict is society. When they meet the boss they ask why are they late and they day because the bus driver. Then candy says that, watch out for Curly because he is a fighter. George tells Lennie that dont get into a fight because it will cost them their jobs. And they dont want to lose another one. George want to get along with the other workers, but it looks like they dont want to. Character vs character. When George tells Lennie not to make a fool of himself or not mess things up. Like being late or getting into a fight. The only reason he tells him that is because Lennie is not normal, he his not like the other people. That why he tells him that. But George can mess things up to like get into a fight. Theme: George is struggling to keep his job. He does not want to get into fights because this probably the only job that will accept him. Like it turn out on the last one job. When curly the person you dont want to mess with got in Georges face then George got scared.Curly told George Did you know where she went (Steinbeck 23). Even though george is not doing anything, he is getting on Curly on his nerves and when he gets on his nerves then he starts to fight. What would happen when they lose this job then what would happen. Lennie on the other hand is just doing nothing even though he is not normal. That could be a good thing that he does nothing or it can be a bad thing. Chapter Title: Curly Of Mice and Men Ch.3 Challenging words: Nuisance Course Lennie a God damn nuisance (Steinbeck 45)a person, thing, or circumstance causing inconvenience or annoyance. Pleadingly Lennie held out his hand pleadingly (Steinbeck 47) the act of asking for something in a serious and emotional way. Rheumatism Hers all stiff with rheumatism(Steinbeck 49) any disease marked by inflammation and pain in the joints, muscles, or fibrous tissue, especially rheumatoid arthritis. Conflict: Character vs Character. George is trying to keep Lennie out of trouble by not starting a fight. Because Lennie fights with Curly because of jealousy. At first Curly thought it was slim but he forgave him for thinking it was him. So Lennie was the easy target. Curly is not going to say anything because he started the fight plus Know one is a snitch. Character vs Society. The only reason they are hear is because they are trying to find their dream ranch. Lennie and George are saving to get the ranch they want. When candy hears and is interested, so he wants in. Candy say is this true and George says yeah. We already know where it is. But George does not want anyone else to know what going on. Theme: The Dream ranch that there saving up for. Now that Candy is pitching in it goes three times faster. That is the only reason they are here because the are saving up for the ranch. George days it will take them a month to save up until they can buy the house. Candy told George Spose I went in with you guys (Steinbeck 65). He is offering to be apart of the saving. He also says They gave me two hundred and fifty dollars cause I lost my hand(Steinbeck 65). He has got money saved up so it will be a big boost for George and Lennie. Lennie and George have ten dollars saved up and with Candy is two sixty. So they need to accept Candy to there saving. The faster the money the faster they get out of there.