Pool safety for children and how to ensure that children are safe when playing in backyard pools. it includes government regulations.

Pool safety for children and how to ensure that children are safe when playing in backyard pools. it includes government regulations. Children and water areas:Not only is swimming an activity enjoyed by most young children, but it can be one of the most healthy forms of recreation. Unfortunately, as most parents know, the swimming pool and surrounding area can pose very real hazards. Children are curious creatures who love to explore new terrain actively, this can cause significant complications to families who live or play around water areas such as pools, dams, spas, rivers, ponds, creeks and the beach. Children are not able to competently swim independently and therefore certain measures need to be addressed in order to prevent accidents or fatalities occurring as a result of water related dangers. The particular situation that I have chosen to explore revolves around crowded family homes (such as on celebration days) where a pool is present and the children are free to run around and explore amongst each other in the backyard without constant supervision from one parent or caregiver.Instructors teach children h ow to swimIdentification of potential dangers of the situation:Whilst observing children at play in the particular situation aforementioned I came across a multitude of potential dangers which compromised the safety of the children. I attended a family 'get together' which included over twenty five persons and twelve children under the age of 7 years.List of potential dangers and their outcomes:Unsupervised play around the pool area:A child could jump into the pool quite innocently to collect something that fell in or to simply go for a quick swim. The fact that there is no one parent continuously focusing on the supervision of the children could result in a child incapable of swimming ultimately falling in and drowning. A child can adequately keep themselves above water on their own and without the correct measure of supervision it could be too late before...

How to Use the 5 Relative Pronouns in Adjective Clauses

How to Use the 5 Relative Pronouns in Adjective Clauses An adjective clause  (also called a relative clause) is a group of words that works like an adjective to modify a noun  or noun phrase.  Here well focus on the five relative pronouns that are used in adjective clauses. An adjective clause usually begins with a relative pronoun: a word that relates the information in the adjective clause to a word or a phrase in the main clause. Who, Which, and That Adjective clauses most often begin with one of these three relative pronouns: whowhichthat All three pronouns refer to a noun, but who refers only to people and which refers only to things. That may refer to either people or things. Here are a few examples, with the adjective clauses in italics and the relative pronouns in bold. Everyone turned and looked at Toya, who was still standing  behind the counter.Charlies old coffee machine, which hadnt worked in years, suddenly started to gurgle and splutter.The ticking sound was coming from the little box that was sitting on the windowsill. In the first example, the relative pronoun who refers to the proper noun Toya. In sentence two, which refers to the noun phrase Charlies old coffee machine. And in the third sentence, that refers to the little box. In each of the examples, the relative pronoun functions as the subject of the adjective clause. Sometimes we can omit the relative pronoun from an adjective clauseas long as the sentence still makes sense without it. Compare these two sentences: The poem that  Nina chose was We Real Cool by Gwendolyn Brooks.The poem Ø Nina chose was We Real Cool by Gwendolyn Brooks. Both sentences are correct, though the second version may be considered just a little less formal than the first one. In the second sentence, the gap left by the omitted pronoun (identified by the symbol Ø)  is called a  zero relative pronoun. Whose and Whom Two other relative pronouns used to introduce adjective clauses are whose (the possessive form of who) and whom (the object form of who). Whose begins an adjective clause that describes something that belongs to or is a part of someone or something mentioned in the main clause: The ostrich, whose wings are useless for flight, can run faster than the swiftest horse. Whom stands for the noun that receives the action of the verb in the adjective clause: Anne Sullivan was the teacher whom Helen Keller met in 1887. Notice that in this sentence Helen Keller is the subject of the adjective clause, and whom is the direct object. Put another way, who is equivalent to the subject pronouns he, she, or they in a main clause; whom is equivalent to the object pronouns him, her, or them in a main clause.

FINANCIAL STATEMENT ANALYSIS Assignment Example | Topics and Well Written Essays - 1250 words

FINANCIAL STATEMENT ANALYSIS - Assignment Example Another part of the paper presents the qualitative interpretation of the quantitative results. That is, the interpretation of the company’s ratio results and their significance. Lastly, a summary of the company’s financial position as reflected by the analysis has been produced together with a suitable plan of action. The overview of Procter and Gamble The company, based in the United States, is focused in manufacturing branded consumer products. The company’s main objective is the provision of products and services that are of high quality and value to help improve the well-being of both current and future generations. The company’s mission is formulated based on two objectives. That is, the profit maximization and shareholder wealth creation. The company has a widespread market covering more than 180 countries across the world. The company reaches the customer through the establishment of various outlets such as grocery stores, Merchandisers, drug stores , membership club stores and the neighborhood stores. Currently, the company’s financial performance is still below the investor’s expectations. ... analysis, the following tools have been selected: profitability measures, asset turnover, the inventory turnover, debtor’s collection period, creditor’s collection period, liquidity measures, the analysis of ROE drivers, Common size analysis, the growth analysis, and industrial analysis. The profitability ratio shows the performance of a firm regarding its ability to generate income from the investments. The efficiency ratio indicates the ease with which a firm utilizes its resources in order to generate revenue. The liquidity ratio would indicate the ability of a firm to meet its short-term needs. The common size present the expression of financial statement items as a percentage of another key item. In other words, the expression of all the balance sheet items as a percentage of the total assets. DuPont analysis presents the relationship between ROE drivers. The analysis is used to identify the level of performance of particular processes in a company. A companyâ€⠄¢s growth analysis is the percentage change of financial items based on a base period. Finally, the peer analysis is the comparison between the industrial average performance and the performance of a company [All the mathematical proofs are in the excel file] (Beyer 88-156). Summary of the quantitative analysis The balance sheet analysis – the total current assets decreased in the year 2009 as compared to the figure in the year 2008. The figure decreased by $ 2,610,000. The decrease can be attributed to the decrease in the value of account receivables in that year. Secondly, the decrease could be because of the reduced amount of work in progress. Thirdly, the decreased amount of finished goods also led to the decrease in the level of current assets. The shareholder’s equity decrease in the year by $

Collision 1D Lab Report Example | Topics and Well Written Essays - 1250 words

Collision 1D - Lab Report Example It is as well known to be a vector quantity and its direction is same as the velocity. There is no special name for momentum unit but commonly letter p is used to represent the momentum vector. Momentum conservation can be derived using Newton’s third law. There is conservation of momentum in cases where there is interaction of interacting objects with each other. For instance, if p1is the systems initial momentum before collision and pf is the final systems momentum after collision, then we have: Energy conservation is considered to be another important conservation law. Energy is not a vector but a scalar. Whereby a scalar has no direction but it has magnitude only. There is conservation of energy based on whether the forces between are conservative. Gravity magnetic forces and electric are example of conservative forces. Other forces at nuclear physics level are also conservative. Friction is considered to be the most critical non-conservative force and it was been considered in this experiment. It is non-conservative force because there is energy conversion to heat. Two bodies sticking together after collision is also considered to be another non-conservative force. This is a special friction case since the energy is converted to heat in the process The experiment dealt with collisions only in one dimension. The bodies’ motion was constrained by a horizontal track. This implied that momentum and velocity was only in one direction(x or -x).Where x represents the tracks co-ordinates. Because we dealt with 2 bodies, the momentum conservation law can be illustrated as. Hence, the masses of the 2 bodies as well as their vectors velocity after and before collision is supposed to be known is order to show momentum conservation. It is mandatory to evaluate the energy after and before collision in order to find out if the energy conserved. The gravitational potential energy is not changed in this case

Against School Dress Codes and Uniforms Essays -- Clothing Clothes Sch

The Debate Between School Dress Codes and Uniforms The debate over school uniforms and dress codes has been going on for years and is still widely debated and talked about in the education system. Each side of the argument has many supporters. There are many pros and cons to each side so it is hard to really know what the right choice is. In Three Cups of Tea written by Greg Mortenson and David Oliver Relin education is the main focus of the book. Although most of the book takes place half way across the world many topics are relevant to the school systems today in America. In the book the girls received, â€Å"crisp new school uniforms neatly folded inside its cellophane wrapper† and they are completely overjoyed to hold their first set of new clothes ever (194). The history of the topic helps bring light to the decisions that are being made in schools, as well as discussing pros and cons associated with the implementing uniforms or not. Both sides to the argument bring valid points to the table and must be heard by e ducators, parents, students and government officials in order to come to the correct decision on whether school uniforms and dress codes should be implemented in Americas school systems. School uniforms and dress codes should not be placed the school system because it violates the first amendment and uses funding that the school systems do not have available to them. Many people think that school uniforms are a thing of the past, however this is only partially true. According to Wendell Anderson research analyst and writer for the ERIC Clearinghouse on Educational Management, says that in the 1950s and 60s â€Å"dress codes prohibited girls from wearing slacks [and] stipulated the length of girls’ skirts. Blu... ...ying the Uniforms Too.† The New York Times 4 Sept 2007. Jones, Jacqueline, et al. Created Equal A social and Political History of the United States. New York: Pearson Longman, 2006. Kohn, Alfie. What to Look for in a Classroom†¦and Other Essays. San Fransisco: Jossey-Bass Publishers, 1998. Lambeck, Linda. â€Å"Parents’ views sought as uniforms debated.† Connecticut Post 6 April 2008. Motsinger, Carol. â€Å"Ironing out policies on school uniforms, Some parents object on basis of rights, cost.† USA Today 6 August 2007, final edition: 3A. Smith, Richard. â€Å"School Dress Code Would Be Worth It.† Hernando Times 12 March 2008, page 2. Viser, Matt. â€Å"City Councilors May Press For A School Dress Code.† The Boston Globe 27 Sept 2006, third edition: B1. Zernike, Kate. â€Å"School Dress Codes vs. a Sea of Bare Flesh.† The New York Times 11 Sept 2001.

Foreign Language Learning and Inclusion Essay

In her article, Foreign Language Learning and Inclusion: Who? Why? What? And How? , Hilary McColl presents some interesting arguments about both the usefulness and the practicality of enacting a full foreign language program for students with disabilities. The article is interesting in many respects, but mainly because of the fact that it addresses so many pertinent issues. It takes the time to not only study the basics on foreign language learning in these young people, but it also digs deeply into the reasons why such learning should take place in all schools. The article’s main purpose is to provide a thought provoking laundry list of reasons why foreign language learning is so important to the development of a well-educated society, despite some of the concerns that might convince people otherwise. As the title of the article suggest, McColl takes the time to answer some of the important basic questions about foreign language learning and the inclusion of certain students. The question of who is important in this essay because it is a basic tenet of inclusion. She is very clear that the group of children she is worried about are those who have been deemed â€Å"special† by the system. They are the kids with learning disabilities. They are important to this debate because there is rampant speculation that these children do not have the capacity to learn a foreign language and even if they did, it would not be nearly as important to them as learning some of the other skills out that they might be presented with. She argues against the notion that these students would be better off without having to learn a foreign language and presents compelling evidence to the contrary. She wastes no time in identifying these students as the ones that she is primarily concerned with for the purposes of this study, though. The article also deals with the issue of why. It is not enough to simply say that a certain group of students must be included in the foreign language teaching. She goes the next step to showing why they must be included in this learning. The purpose of her study was to show that having these children learn a foreign language was not only beneficial to them in their development, but it was also beneficial to society as a whole. As a general rule, the more that students learn about another country and its languages or cultures, the more likely they will be to make good multi-cultural decisions. Since a society full of people who understand and respect other cultures is absolutely essential to economic and global prosperity, it is in the country’s best interests to include all of its students in any sort of foreign language program. She is adamant about this fact as it is the one basic tenet of her entire argument. It is also very important to note that she provides a detailed case analysis showing the fact that these students actually have the capacity to learn these types of things. This is incredibly important to the overall body of her work. While her ideas and thoughts are important enough on their own, they can be taken even more seriously when one considers them alongside some solid evidence. This is why her article has gained such recognition, because she has done the research to back up her claims that children with disabilities still have the capacity to gain and grow from the experience of learning a foreign language. With the important question of why out of the way, the study itself takes a distinct turn to being much more pragmatic. The first part of this article deals with the ideals behind why all students should be included in this type of learning program. The second part is much more about implementation and what must be done. Her discussion of curriculum development is particular intriguing, as she breaks down not only some of the solutions for this learning gap, but she also details what a few of the potential roadblocks could be. Since McColl has extensive experience working with these children and she knows well what their strengths and weaknesses are, she can provide a detailed analysis of what needs to be done in order to make this happen. This is yet another example where her research has helped to make her arguments more compelling. The how in her article is simply an extension of the implementation plan. She is detailed in how she provides a step-by-step look at home such a program could be constructed. From the staff construction to the perfect implementation of a targeted curriculum, her entire article is based upon a problem and a very definite solution. She brings up some interesting strategies and ideas that ultimately must be considered because of their validity and the level of research done in her work. All in all, the article itself is an in-depth analysis of what the author feels is a growing social problem with the education system in the United States. Not only are students not getting the growth that they need when they are excluded from foreign language programs, but the nation as a whole suffers as a result. It is well worded, but above that, it is a well supported argument that has excellent ideology to go along with some excellent research.

History and Development of the Sixth Amendment Essay

Muthu S. Weerasinghe Constitutional Law LS 305 – 01 Unit 7 Essay The Sixth Amendment of the Bill of Rights contains seven clauses that protect the rights of the accused. The amendment assures the accused that â€Å"In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the state and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in†¦show more content†¦Alabama, 287 U.S. 45 (1932). In this case eight, young black men were convicted and sentenced to death in a racially tense Alabama, where the trial was carried out expediently, while denying the right to counsel for the defendants. Once the case was heard by the Supreme Court, Justice Sutherland stated that â€Å"the Court, always requires the observance of certain fundamental personal rights associated with a hearing, and the right to the aid of counsel is of this fundamental character. (Assistance of counsel, 2004) Justice Sutherland included that The right to be heard would be, in many cases, of little avail if it did not comprehend the right to be heard by counsel. Even the intelligent and educated layman has small and sometimes no skill in the science of law. If charged with crimes, he is incapable, generally, of determining for himself whether the indictment is good or bad. He is unfamiliar with the rules of evidence. Left without the aid of counsel he may be put on trial without a proper charge, and convicted upon incompetent evidence, or evidence irrelevant to the issue or otherwise inadmissible. He lacks both the skill and knowledge adequately to prepare his defense, even though he have a perfect one. 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