Assessments for Early Childhood Programs Essay Example for Free

Assessments for Early Childhood Programs Essay William J. Wilson once said, â€Å"The person who scored well on an SAT will not necessarily be the best doctor or the best lawyer or the best businessman. These tests do not measure character, leadership, creativity, or perseverance†. Why do we test students? What is the purpose of assessments? Do these tests and assessments benefit the students? These are questions educators have been asking for years. It is impossible for one to determine a child’s academic abilities based solely on a test. Yet there still needs to be some form of assessments performed in order to evaluate the academic level each student has reached. But how much assessing is too much? How heavily do educators rely on the results of these assessments? The main issues, when it comes to assessing early childhood students, are the consequences of the assessment results and how they affect the child. According to The National Academies of Sciences, there are two key principles that support the success of assessment. The first is that the purpose of an assessment should be a guide for assessment decisions. â€Å"The purpose for any assessment must be determined and clearly communicated to all stake- holders before the assessment is designed or implemented. Most important, assessment designed for programs should not be used to assess individual children. Because different purposes require different kinds of assessments, the purpose should drive assessment design and implementation decisions† (The National Academies of Sciences, 2008). The second principle is that any assessment performed should be completed in a â€Å"coherent system of health, educational, and family support services that promote optimal development for all children. Assessment should be an integral part of a coherent system of early childhood care and education that includes a range of services and resources† (The National Academies of Sciences, 2008). These two principles explain the main purpose of why assessing is important and how assessments should be conducted. After having an understanding of the purpose of assessments, why is it so important to begin evaluations at such a young age? What is the purpose of evaluating infants and toddlers? Author Sue Wortham explains evaluating toddlers and infants determine whether the child is developing normally or if they show any signs of delay and need assistance. All in all, the main purpose of assessment is to benefit the child (Wortham, p. 32). The NAEYC believes that during a child’s early years, evaluating and assessing their development should be the primary focus. They want to study how young children grown and learn. All the â€Å"results of assessment are used to inform the planning and implementation of experiences, to communicate with the child’s family, and to evaluate and improve teachers’ and program’s effectiveness† (Wortham, p.34). Teachers also use assessment results to in order to plan their curriculum accordingly. So exactly do assessments search for? Assessments look not only for what the child is already capable of doing independently but also what they can do with the help of a teacher or another student (Wortham, p. 35). So how are they assessed exactly? There are many different assessments given to children across the U. S. everyday. These may be administered orally or as written works, such as questionnaires, surveys, or tests. These may include: standardized tests, observations, checklists, rating scales, rubrics, interviews, or portfolios. Each of these serve a different purpose in order to give different pieces of information needed to evaluate the child in question. Standardized tests, though many disagree with them, are meant to measure individual characteristics. Observations, on the other hand, are one of the most effective ways to measure students’ characteristics. When children are young, it can be hard at times to determine if there are any developmental delays (Wortham, p. 39). Developmental checklists, or scopes, are mainly used at all levels of education. These checklists are lists of the learning objectives that have been established by the teacher in order to keep track of their learning and development. Items on a checklist are rated with a negative or positive response from the teacher. Rating scales, unlike checklists, provide measurement on a continuum and are used when a collection of criteria is needed to attain specific information. Another form of assessment teachers commonly use is Rubrics. Rubrics were created to â€Å"evaluate authentic and performance assessments† (Wortham, p. 41). Rubrics, like rating scales, have a range of criteria that must be met. However, unlike rating scales, rubrics can be used to not only determine the quality of performance required, but are also used to assign grades. Rubrics make it easy for students to understand what is expected and is makes it easier for teachers to grade assignments. The final types of assessments that are most frequently used are performance and portfolio assessments. These evaluations might be administered through interviews given directly by the teacher in order to understand the child’s thinking and understanding (Wortham, p. 41). Teachers may present these evaluations through directed assignments, activities, or games. The performance results are typically kept in a student or teacher portfolio. These portfolios contain samples of student’s work and are used as a sort of progress report card. Keeping detailed reports of student’s work in the portfolios help teachers keep track of their student’s progress and help determine which areas of learning are lacking attention (Wortham, p. 41). Overall, according to Wortham, these tests, whether administered to an individual child or a group of students, are meant to determine a student’s â€Å"abilities, achievements, aptitudes, interests, attitudes, values, and personality characteristics† (Wortham, p.39). Now having an understanding of the different types of assessments used to evaluate students and the purpose, let us turn to the negative and positive effects of these evaluations. It is crucial for educators to administer tests and evaluations carefully, because it they are poorly articulated, it can lead to decisions that are unfair or unclear, and they may do harm to programs, teachers, and, most importantly, children (Snow, C. E. Van Hemel, S. B. , p. 341-342). Evaluations and assessments are not meant to punish a child, and therefore, should never be overseen lightly. It is important that the information gathered outweighs any negative effects. Editors of Early Childhood Assessment: Why, What, and How, Catherine E. Snow and Susan B. Van Hemel, explain that â€Å"although the same measure may be used for more than one purpose, prior consideration of all potential purposes is essential, as is careful analysis of the actual content of the assessment instrument. Direct examination of the assessment items is important because the title of a measure does not always reflect the content† (Snow, C. E. Van Hemel, S. B. , p. 346). So what are some negative effects? Negative consequences of assessment findings may include program de-funding, closing a center, firing a teacher, mislabeling a child, or a reduction in program resources (The National Academies of Sciences, 2008). These effects, such as mislabeling a student, can follow students for the rest of their education career. Once a child is entered into a program, it can be difficult at time for teachers to look past that label. Children all develop at different his or her own pace. No one child will develop and learn the same way as another child. They all grow up and develop at different stages. Yet educational theorists have been able to observed and gather enough information to conclude that children, if divided in age groups, do tend to follow a certain development pattern. The problem is, it is hard to determine which children are the outliers in these results without carefully administering proper assessments. Assessments are not used to necessarily judge student or punish them. Their main purpose is to help students, teachers, and parents. So what are some positive effects of assessment and evaluations? Students that benefit from assessments and evaluations are those that are properly observed and tested. Teachers also benefit from the use of assessments because it helps them create an appropriate curriculum for their students. Evaluating children at a young age can have a positive effect if a delay or disability is in fact found, and because it was caught early, the student has a better chance of exceeding their potential in school. Catching developmental delays or disabilities at a young age is the same as finding cancer at an early stage in the sense that the earlier the cancer is found; the chances of survival are greater. Assessment results are used to plan for instruction, evaluate instructional programs, and report student progress. These are all positive results of assessments. Without the results of assessments and test, how can educators determine what to teach their students? Evaluations, if planned and administered properly, can be more beneficial than harmful. Unfortunately, not all teachers evaluate children fairly or appropriately. So it is important for parents to stay involved in their children’s education in the event that the results of an evaluation do not match the potential of their child. Parents should know the norms and abnormalities of their child’s behavior. Therefore, it is always beneficial to the child for parents and teachers to communicate. This way if a child is acting up in class, and the teacher notifies the parent, the parent may confirm any fears right away by simply saying, â€Å"that isn’t like him† or â€Å"he’s just nervous†. Avoiding drastic measures and not jumping to conclusions is the proper way to evaluate a child fairly. What are the predicted long-term benefits to Early Childhood Assessments? Are assessments and student evaluations accurate? Should teachers be required to assess and evaluate students as much as they already do? These are just a few of the questions that plagued educators for years. Too much assessing has placed so much pressure on students and teachers, inevitably taking away a child’s desire to learn for the sake of learning. The purpose of assessments and evaluations is a great concept, but placing too much pressure and emphasis on the test results is tainting the original purpose of learning. References Bers, T. H. Mittler, M. L. (1994). New Directions for Community Colleges. Assessment Testing Myths and Realities: A Critical Review of Student Assessment Options, 69-83. Brink, M. (2002). Involving Parents in Early Childhood Assessment: Perspectives from an Early Intervention Instructor. Early Childhood Education Journal, 29(4), 251-7. Retrieved from Education Full Text database Early, D. M. , McKenna, M. , Slentz, K. L. (2008). A Guide to Assessment in Early Childhood; Infancy to Age Eight. Washington State: Washington State Office of Superintendent of Public Instruction. The National Academies of Sciences (2008). Early Childhood Assessment: Why, What, And How. Retrieved October 19, 2011 from http://www. bocyf. org/head_start_brief. pdf. Early Learning Standards Task Force and Kindergarten Assessment Work Group. (2005). Early Childhood Assessment For Children From Birth To Age 8 (Grade 3). Harrisburg, PA: Pennsylvania’s Departments of Education and Public Welfare. Snow, C. E. Van Hemel, S. B. (2008). Early Childhood Assessment: Why, What, And How. Washington, D. C. : The National Research Council Of The National Academies Wortham, S. (2012). Assessment in Early Childhood Education, (6th ed). Upper Saddle River, NJ: Pearson.

Race and Gender Schemas Essay Example for Free

Race and Gender Schemas Essay A person’s gender schema affects how they treat all other people regardless of age, race, or social position; because we assume that everyone fits into one of two categories: male or female. There are other cultures that do not have a binary gender schema, and allow people to occupy a â€Å"third position† combining traits that Americans would see as male or female. It is unfortunate that gender schemas are so restrictive and create expectations and judgments about people’s authentic selves that can damage the psyche (Valian, 208). As a way to navigate the social world, gender schemas can be important, but like schemas for race and social class, they can reinforce hierarchies that restrict a large part of the population. Below, I will talk about my own gender schema, how I view the gender schema of my society, and how it could be changed to better As media becomes an ever more powerful force in shaping the worlds perception of itself, an individuals struggle to maintain a unique identity and self-understanding apart from media influence becomes increasingly difficult. Damaging to the idea of the self are the racial, gendered, and class-based stereotypes (always artificial and frequently physically, fiscally, and emotionally unattainable), which are broadly perpetuated and, because of their persistence, are apparently not broadly questioned. The prevalence and power of gender (especially female) stereotypes in the media are addressed in this p My own gender schema has changed radically from when I was younger. I can remember asking my mother â€Å"is that a boy or a girl? about a person whom my mother identified as a woman, but who had a very square, angular face with large eyes. Later, I learned to incorporate larger scale features (curvy hips or breasts; large shoulder-to-waist ratio) into my schema. Although I was raised as a girl and have always looked female (if not always perfectly feminine), I don’t always â€Å"act like a girl† – I am somewhat aggressive when playing sports, I’m not shy about asking questions, and I’m sometimes stoic about my emotions. This reflects my gender schema for males: â€Å"typical men† are aggressive in sports, readily ask questions, and do not express emotions. By contrast, â€Å"typical females† in my gender schema are concerned with their appearance, are not aggressive on the playing field, tend to be shy if they ask questions, usually assume that they are not in a position of authority, and express their emotions freely. My schematic representation of male and female physical features has relaxed slightly since childhood; plenty of the women I was with in high school were more angular than curvy. Even though I grew up in a fairly enlightened part of the world, men and women still used nonconformity to gender stereotypes/schemas to insult each other across group lines (women insulting men for being too female-like; men insulting women for being too male-like). Also, I was more cautious of people who did not fit my gender schema, because these schemas predict behavioral and cognitive tendencies, however unreliably. Although our society has changed significantly even in the past 30 years, gender schemas themselves are still very restrictive. It may be the case that fathers have increased their contribution to childrearing time so little because the gender schema for males still dictates that a man spend the best hours of his day at his job (TenenbaumLeaper, 616). Women are expected to conform to people’s gender schemas by liking children and being caring, sympathetic people – all qualities of good mothers. However, it is never clear that every woman you meet wants to be, or is even capable of being, a mother. Many people still retain a gender schema that does not allow for women in positions of power in the workplace. The industrialized nations’ gender schemas â€Å"support a sexist society by propagating an ideology of an innate and entirely pervasive, sex determined social structure† (Devor, 147). This is as bad for men as it is for women. For every woman passed over for promotion at work because their boss’s gender schema classifies them as a â€Å"mothering type,† unsuited for the fast-paced world of their chosen industry, there is probably a man in a high-pressure job that would like to ask for paternity leave, but doesn’t want to be belittled by â€Å"the guys. From my perspective as a woman, and as someone who has felt pressure to conform to a feminine gender schema, it seems like women get a worse deal if everyone uses the male/female gender schema in which typically-feminine behavior includes letting other people have their way, assuming you are not in a position of authority, and paying more attention to your appearance than your skill set. For gender schemas to change in society at large, gender schemas must change for children. The best way to do this is by exposing children to gender-atypical men and women in an accepting way, expanding children’s gender schemas and symbolically making it acceptable for men and women to be as â€Å"masculine† or â€Å"feminine† as they feel like. Another way to take the claws out of the American gender schema would be to legitimize between-gender roles, either by working towards acceptance of transgendered and transsexual populations or by studying the gender schemas of other cultures as a way to shift our own prejudices about what constitutes â€Å"maleness† and â€Å"femaleness. Shifting our gender schemas will allow people’s inherent strengths and weaknesses, rather than their adherence to stereotypes, to be the most important determinant of how we treat others. Heightened public awareness of both the existence of and potential damage caused by these stereotypes is essential if they are to be eliminated. Frequently, though, they are d ifficult to combat and even to identify because of the ways in which they are presented. Overwhelming amounts of time and energy are devoted to uplifting a small, specially selected portion of the population as models of physical perfection. These individuals are, predominantly, television and movie celebrities, fashion models, and sports figures. The glamorous ways in which these occupations are portrayed by the media are seemingly impossible to separate from the physical appearance of the people who hold them. The glamour that surrounds the media presentation of the lives and careers of these individuals extends, not surprisingly, to the clothes that they wear and the way that they look. In fact, so much attention is given to celebrity appearances that entire television programs are devoted to little else but visual exploitation of celebrity clothing and their tangible products of their latest fad workouts. The media presentation of the celebrity body has a single unifying thread, regardless of the specific job title of a given celebrity. Celebrity bodies are desired, both subjectively and objectively. The media, without question, shapes this public response. It can be argued (and has been, on many occasions) that, because the media portrays celebrities bodies as attractive, desirable, and good, they become national symbols of these characteristics. Conversely, bodies that do not meet this lofty goal frequently are, consciously or unconsciously, regarded as bad or ugly. Consider the most recent (and extremely popular) advertising tack used by Subway, the national fast food sandwich chain. Jared, the protagonist of the recent slew of television commercials, allegedly lost hundreds of pounds while on a diet consisting primarily of the chains fare. Jareds before pictures show him considerably larger than his current size, but they also show him alone, with no friends or family. In stark contrast, however, his after action shots consistently show him not only thinner, but also constantly in the presence of a beautiful woman, presumably his significant other. The advertising message is clear: fat=bad, ugly, unhappy and alone, thin=happy and with attractive partner. Through these commercials, Jared has assumed celebrity status, solely on the basis that his body has changed to approximate more closely the current standard of attractiveness. Sadly, though, there is a severe disconnect between the male and female body types lauded in the media and those of the public at large. A shockingly small minority of the population has the genetic dispensation to match with what the media purports to be attractive. For women, desirable physical characteristics (as they are portrayed in the media) include being thin, long-legged, slim-hipped, and large-breasted. The media-portrayed desirable physical characteristics for men include being muscular and possessing a full head of hair. Some characteristics are portrayed as desirable in both sexes, such as being tall, fit, athletic, young, and light-skinned. In the gap between what is implicitly beautiful in the eyes of the media and the physical reality of the popular majority flourishes a market of self-improvement products and services, ranging from hair dye and makeup to tanning salons, dieting, and plastic surgery. It seems as though nearly everyone, at some point in his or her life attempts to alter him- or herself in a physical way, in order to conform more closely to the marketed norm of attractiveness and desirability. Television, magazines, and newspapers are filled with advertisements promoting self-loathing, while offering miracle, body-altering cures. The body that does not conform to a sexy, sleek stereotype becomes a thing to be hated, improved upon, and generally tortured into submission. A portion of the damage caused by such a mentality is quantifiable, though observation of the huge profits accumulated yearly by various diet programs and plastic surgeons. The harm of this presentation of the human body can also be seen in our current societal epidemic of disordered eating, including anorexia, bulimia, over-exercising, excessive dieting, and over-anxiety over food. While the population subset living with and recovering from disordered eating is still predominately composed of women, the number of men with disordered and dangerous eating habits is on the rise. In addition to physical damage, intangible psychological harm results from body image problems to which the media contributes daily. When men and women are faced with the implication that their bodies, if they fail to conform to an impossibly stringent set of standards, are unattractive, unhealthy, and unlovable, they begin to lose confidence in themselves. The perception that a single, narrow range of body types is acceptable and healthy for men and women is not only in error, but contributes to widespread social discontent. Instead of celebrating the diversity and beauty of the human form, the media stifles our desire to feel comfortable with ourselves in an attempt to fool us into supporting a billion dollar self improvement market, from which the media garners tremendous financial benefits. In addition to (and perhaps more devastating than) the physical and emotional damage caused by the current media-driven obsession with achieving an arbitrary physical perfection, our society faces losing serious social perspective. As it is currently used in the media, the body is stripped of its uniqueness and forced into frustratingly narrow constraints: good/bad and attractive/unattractive. Little or no public attention is given to the countless other factors around which a persons identity is structured: kindness, generosity, honesty, friendliness, work ethics, personal motivation, intelligence, and spirituality. By focusing too intensely on the physical, our society risks losing sight of the fuller sense of what people are, and what makes us truly beautiful. My LAP is going to talk about a personal experience that I have encountered with a family member. I have a brother who fits the schemas that we have spoke about in class. I feel that my brother has been dealing with identity issues for a long time since his childhood. How do you deal with being something that you don’t feel you are? Being in this class has me see that everything is not black and white. Schemas are just a stereo type and everyone that may be something does not always seem to be the case. Sometimes there are many reasons that people feel that they are a part of a schema it can be caught up in how people act. Many things on TV make people want to try things like being attracted to the same sex. But sometimes it can be what is going on in your environment. Sometimes I feel that I am a part of a schema I am one of the only black females at my job that is around wide variety of Reform Jews and to me I feel sometimes that I am not suppose to be there but I hold my head up high and keep my enthusiasm very high. So schemas are every day and it just does not have to be about sexuality.

Coca Cola Company Mission, Vision and Values

Coca Cola Company Mission, Vision and Values It was 1986, and in New York Harbor, workers were constructing the statue of liberty. Eight hundred miles away, another great American symbol was about to be unveiled. Like many people who change history, John Pemberton, an Atlanta pharmacist, was inspired by simple curiosity. One afternoon, he stirred up a fragrant, caramel-colored liquid and, when it was done, he carried it a few doors down to Jacobs Pharmacy. Here, agreed- this new drink was something special. So Jacobs pharmacy put it on sale for five cents a glass. Like many people who change history, John pemberton, an Atlant pharmacist, was inspired by simple curiosity. One afternoon, he stirred up a fragrant, caramel-colored liquid and, when it was done, he carried it a few doors down to Jacobs Pharmacy who all agreed-this new drink was something special. So Jacobs Pharmacy. Here the mixture was combined with carbonated water and sampled by customer who all agreed- this new drink was special. So Jacobs Pharmacy put on sale for five cents a glass. Pembertons bookkeeper, Frank Robinson, named the mixture Coca-Cola ®, and wrote it out in his distinct script. To this day, Coca-Cola is written the same way. In the first year, Pemberton sold just 9 glasses of Coca-Cola a day. A century later, The Coca-Cola Company has produced more than 10 billion gallons of syrup. Unfortunately for Pemberton, he died in 1888 without realizing the success of the beverage he had created. Over the course of three years, 1888-1891, Atlanta businessman Asa Griggs Candler secured rights to the business for a total of about $2,300. Candler would become the Companys first president, and the first to bring real vision to the business and the brand. http://heritage.coca-cola.com/ COMPANY MISSION, VISION AMD VALUES: Our Mission Our Roadmap starts with our mission, which is enduring. It declares our purpose as a company and serves as the standard against which we weigh our actions and decisions. To refresh the world To inspire moments of optimism and happiness To create value and make a difference. Our Vision Our vision serves as the framework for our Roadmap and guides every aspect of our business by describing what we need to accomplish in order to continue achieving sustainable, quality growth. People: Be a great place to work where people are inspired to be the best they can be. Portfolio: Bring to the world a portfolio of quality beverage brands that anticipate and satisfy peoples desires and needs. Partners: Nurture a winning network of customers and suppliers, together we create mutual, enduring value. Planet: Be a responsible citizen that makes a difference by helping build and support sustainable communities. Profit: Maximize long-term return to shareowners while being mindful of our overall responsibilities. Productivity: Be a highly effective, lean and fast-moving organization. Live Our Values Our values serve as a compass for our actions and describe how we behave in the world. Leadership: The courage to shape a better future Collaboration: Leverage collective genius Integrity: Be real Accountability: If it is to be, its up to me Passion: Committed in heart and mind Diversity: As inclusive as our brands Quality: What we do, we do well http://www.thecoca-colacompany.com/ourcompany/mission_vision_values.html SUSTAINABILITY: LIVE POSITIVELY focuses on seven core areas key to our business sustainability, with measurable goals and metrics for the Company and the Coca-Cola system http://www.thecoca-colacompany.com/citizenship/index.html INOVATION: Products EquipmentPackagingMarketingMarketplace Fortified nutrijuice helps fight malnutrition in the Philippines Introducing plant bottle up to 30% plant- based, 100% recyclable bottle, redesigned plastic, recyclable as ever Learn about our award-winning video vender. New plastic bottle crushes conventional thinking about environmental action. Helping our customers to maintain and grow their businesses. http://www.thecoca-colacompany.com/ourcompany/innovation.html INVESTORS: The coca-cola company Finalizes transaction with coca-cola enterprises. Atlanta, October 3, 2010 The Coca-Cola Company (NYSE: KO) today announced that it has completed the acquisition of the North American operations of Coca-Cola Enterprises (NYSE: CCE) and the sale of the Companys Norway and Sweden bottling operations to CCE. This transaction positions The Coca-Cola Company to more profitably deliver the worlds greatest brands and drive long-term value for all shareholders. Steve Cahillane, Muhtar Kent and Sandy Douglas OUR PRODUCT: Coca-Cola Zero Coca-Cola Zero ® has been one of the most successful product launches in our history. In 2009, we sold more than 600 million cases globally. Put into perspective, thats roughly the same size as our total business in Germany, one of our top 6 markets. As of September 2010, Coca-Cola Zero is available in more than 130 countries. http://www.thecoca-colacompany.com/brands/index.html LEADERSHIP: Since our first soda fountain sales in 1886, we have been a driver of marketplace innovation and an investor in local economies. Today we lead the beverage industry with more than 500 beverage brands including four of the worlds top-five sparkling brands. But while our business opportunities are enormous, our commitment to our consumers and the communities in which we operate is even greater. Muther Kent, our Chairman of the Board and Chief Executive Officer, leads us into the new century with a firm commitment to the values and spirit of the worlds greatest brand. In our journey to become a sustainable, profitable growth company, our management structure has evolved to sharpen external focus on the marketplace with greater speed, productivity and effectiveness. http://www.thecoca-colacompany.com/ourcompany/leadership.html Financial Statements The financial information included in this section should be read in conjunction with Managements Discussion and Analysis of Financial Condition and Results of Operations and Notes to Consolidated Financial Statements contained in our Companys 2008 and 2009 Quarterly Reports on From 10-q and 2008 Annual Report on From 10-k As a result of the Securities and Exchange Commissions (SEC) Rule Release No. 33-9002, Interactive Data to Improve Financial Reporting, the Company is required to submit Interactive Data as Exhibit 101 (attachment type EX-101) for certain Exchange Act and Securities Act filings. This Rule is effective for the Company beginning with our second quarter 2009 interim financial statements filed on Form 10-Q. Interactive Data is made possible through the computer language extensible Business Reporting Language (XBRL). XBRL offers near real-time access to financial reports, generally within minutes of our Company filing them with the SEC, and provides more flexibility to view and compare data versus traditional HTML filings. With XBRL, investors can create their own customized reports, automatically generating financial ratios, graphs, and charts depicting important information from financial statements. Due to the functionality of interactive data filed with the SEC, the Company will no longer provide excel versions of our financial statements on this website. Investors that wish to view an excel version of our financial statements can download the information from the SECs website at http://www.sec.gov. CURRENT ASSETS Cash and cash equivalents $ 6,816 Marketable securities 263 Trade accounts receivable, less allowances 3,139 Inventories 2,298 Prepaid expenses and other assets 2,198 TOTAL CURRENT ASSETS 14,714 INVESTMENTS Equity method investments: Coca-Cola Hellenic Bottling Company S.A. 1,386 Coca-Cola FEMSA, S.A.B. de C.V. 840 Coca-Cola Amatil Limited 680 Coca-Cola Enterprises Inc. Other, principally bottling companies and joint ventures 2,410 Other investments, principally bottling companies 441 TOTAL INVESTMENTS 5,757 OTHER ASSETS 1,793 PROPERTY, PLANT AND EQUIPMENT net 8,425 TRADEMARKS WITH INDEFINITE LIVES 6,042 GOODWILL 3,988 OTHER INTANGIBLE ASSETS 2,384 TOTAL ASSETS $ 43,103 LIABILITIES AND EQUITY CURRENT LIABILITIES Accounts payable and accrued expenses $ 5,651 Loans and notes payable 6,701 Current maturities of long-term debt 461 Accrued income taxes 356 TOTAL CURRENT LIABILITIES 13,169 LONG-TERM DEBT 5,017 OTHER LIABILITIES 2,944 DEFERRED INCOME TAXES 865 THE COCA-COLA COMPANY SHAREOWNERS EQUITY Common stock, $0.25 par value; Authorized 5,600 shares 880 Capital surplus 8,021 Reinvested earnings 38,911 Accumulated other comprehensive income (loss) (2,893) Treasury stock, at cost (24,207) EQUITY ATTRIBUTABLE TO SHAREOWNERS OF THE COCA-COLA COMPANY 20,712 EQUITY ATTRIBUTABLE TO NONCONTROLLING INTERESTS 396 TOTAL EQUITY 21,108 TOTAL LIABILITIES AND EQUITY $ 43,103 Note: The financial information included in this section should be read in conjunction with Managements Discussion and Analysis of Financial condition and Result of notes to consolidated financial statement contained in our companys quarterly report on form 10 -q and 2008 annual report on form 10-k. The Coca-Cola Company and Subsidiaries Condensed Consolidated Statements of Cash Flows (UNAUDITED) (In millions) Three Months Ended April 3, 2009 OPERATING ACTIVITIES Consolidated net income $ 1,359 Depreciation and amortization 283 Stock-based compensation expense 53 Deferred income taxes (20) Equity income or loss, net of dividends (3) Foreign currency adjustments 42 Gains on sales of assets, including bottling interests (5) Other operating charges 74 Other items 100 Net change in operating assets and liabilities (1,010) Net cash provided by operating activities 873 INVESTING ACTIVITIES Acquisitions and investments, principally beverage and bottling companies and trademarks (179) Purchases of other investments (6) Proceeds from disposals of bottling companies and other investments 37 Purchases of property, plant and equipment (467) Proceeds from disposals of property, plant and equipment 7 Other investing activities 9 Net cash used in investing activities (599) FINANCING ACTIVITIES Issuances of debt 5,758 Payments of debt (3,001) Issuances of stock 10 Purchases of stock for treasury Dividends (950) Net cash provided by financing activities 1,817 EFFECT OF EXCHANGE RATE CHANGES ON CASH AND CASH EQUIVALENTS 24 CASH AND CASH EQUIVALENTS Net increase during the period 2,115 Balance at beginning of period 4,701 Balance at end of period $ 6,816 Note: The financial information included in this section should be read in conjunction with Managements Discussion  and Analysis of Financial Condition and Results of Operations and Notes to Consolidated Financial Statements  contained in our Companys 2009 Quarterly Report on Form 10-Q and 2008 Annual Report on Form 10-K. CONCLUSION AND RECOMMENDATION: We are required to file with the Securities and Exchange Commission, and to publish on our website, our Annual Report on Form 10-K, which discloses the Companys annual financial performance. To ensure the trust of our people, those with whom we do business and our other stakeholders, we publish a variety of reports annually regarding our performance in various aspects of our business, not just financial performance. These reports reflect, among other things, our performance and accomplishments in the areas of product safety, quality and integrity, marketing and innovation, community support, workplace rights and protecting the environment.

A New Look at Flagstaff :: Personal Narratives College Essays

A New Look at Flagstaff Flagstaff has always been an exciting and interesting town to me. When I decided to go to college here, I wanted to go someplace with a fun outdoorsy atmosphere where there would always be new stuff to do. I think I have found the excitement and adventure I was looking for in the somewhat small and comfortable city of Flagstaff. Through my new experience and my time in Flagstaff, I have found myself to be a stronger and well rounded person. When I found out the assignment of doing something new in Flagstaff, I was excited because it gave me a chance to make myself get out of my comfort zone and try something different. I first decided that I wanted to go hiking, but then decided it was too cold. By Sunday night, the weekend was almost over and I still hadn’t done anything totally different. So I decided to be bold and ask a new friend, Jim, from class if he wanted to go out and do something. At least I would be doing something with someone I don’t usually hang out with, so that would give me something to write about. Jim and I decided we would go bowling, which I actually hadn’t done since I’ve been in Flagstaff. We got to the bowling alley and found that many people had the same idea of what to do on a Sunday night. The bowling lanes in Flagstaff are much different than the lanes in my home town. The lanes here are small and there are about 15 of them. There is also only one bowling alley in all of Flagstaff, which is weird because in my home town, we always have to choose between ten different places to go when we decide to go bowling. Since there were so many people at the lanes, the man told us it would be a two hour wait for a lane. So we decided not to wait, and to simply find something else to do. Jim and I ended up going to the pool hall in town, which I didn’t even know existed.

Essay --

The formula for baking soda is NaHCO3 (http://en.wikipedia.org/wiki/Sodium_bicarbonate_).The chemical formula for vinegar is CH3COOH (http://en.wikipedia.org/wiki/Acetic_acid). The chemical formula for the reaction is NaHCO3 + CH3COOH => CaCO3 + 2NaCl + H2O + CO2. The calcium atom from the calcium chloride molecule forms a new bond with the carbon trioxide form the sodium bicarbonate. This creates one of the product calcium carbonate, which is a covalent bond (https://answers.yahoo.com/question/index?qid=20070328160450AAVglRs). The two chlorine atoms left from the calcium chloride molecule is bonded with the sodium atom in the sodium bicarbonate to create sodium chloride, an ionic bond (http://hyperphysics.phy-astr.gsu.edu/hbase/molecule/nacl.html). The left over atoms are two hydrogen atoms, three oxygen atoms, and one carbon atom. The two hydrogens form the water molecule with an oxygen atom, and ionic bond (comp book). Then all that is left is the carbon and the other two oxygen atoms. These three form the CO2 that is released. Below is a picture summarizing most of this paragraph. How would you give models or examples of any reaction? Well, in terms of 3D models, you should make sure that all the atoms in the product are equal to the number atoms in the reactants when they are combined. No atom is lost or created during the reaction. The same requirements go for writing an equation, as shown in the photo above. you can also write a formula for the product. Something that you must remember is that the metal reactant always comes first. The non metal reactant comes in second, and it usually end in -ide. (http://www.deltacollege.edu/emp/preedy/Handouts/Nomenclature%20Handout.pdf) Last, but not least, the easiest way to show a r... ... when a reaction happened and how to make it happen faster, but do you know to identify the reactants and the products, and how did it bonded? in terms of acid or base, you can use a pH meter or even some pH paper. After you use them, compare the color you get to the scale that should be included. You can also look at the formula for the product to find the reactants, telling you what is in it. The elements on the periodic table are organized based on the number of electron rings and valence electrons, which determine if they will bond and with what. The element carbon has biggest number of bonds, which is four. Carbon can be covalently bonded, meaning sharing electrons with another element, like in the calcium carbonate. Carbon can also be an ionically bonded, meaning the opposite charges of non metal ions and metal ions attract, like in sodium chloride. (comp book)

F. Scott Fitzgeralds The Great Gatsby :: essays research papers

Nick Carraway Nick Carraway is the narrator of the entire novel, he is also the protagonist of his own plot. He is a practical and conservative man who turns thirty during the course of the story. Raised in a small town in the Midwest, in New York he is in the bond business. He rents a small bungalow out from the city on a fashionable island known as West Egg. His next door neighbor is Jay Gatsby, and his distant cousin, Daisy Buchanan, lives across the bay with her husband, Tom. Nick plays an important role in the main plot of the novel, for he is responsible for reuniting Gatsby and Daisy. Jay Gatsby Jay Gatsby is one of the most interesting and memorable characters in this novel. Born as James Gatz to poor farmers in North Dakota, he decided at an early age that he wanted more out of life than North Dakota could offer. Gatsby comes to the East Coast after the war and makes a fortune in bootlegging and other questionable business activities due to the help of characters such as Meyer Wolfsheim. He buys a mansion on West Egg, in order to be directly across the bay from Daisy Buchanan. He gives his wild, extravagant parties and drives his flashy automobiles in hopes of attracting Daisy's attention. She becomes his reason for being and Gatsby never loses sight of his dream and often reaches out to the green light at the end of Daisy's dock. After Nick arranges for Daisy and Gatsby to meet again, the two become close again. Gatsby believes that she loves him as much as he loves her and that she is going to leave Tom and be with him. Gatsby is murdered by George Wilson, who believes t hat Gatsby murdered his wife, Myrtle Wilson. Daisy Fay Buchanan Daisy is an attractive, wealthy, and shallow lady with luscious voice, which seems to have a sound of wealth. Daisy is wealthy and comes from a prominent family in Louisville. She marries the very wealthy Tom Buchanan. Daisy is a bored and careless woman. She is incapable of entertaining herself and wonders what she will do with her life for the next thirty years. Although she is the mother of a young daughter, she is incapable of any depth of maternal feelings. Tom Buchanan Tom is Daisy's wealthy husband. He is a shallow, egotistical, rude man and the living personification of the shallowness and carelessness of the wealthy He plays with cars and race horses, has many affairs, and treats Daisy like a meaningless object.

Imformative speech Essay

Introduction Hasn’t everyone at some point in their life been peered pressured. Teenagers all across America face it every day. It ranges from cheating on a test to robbing a convenient store. Peer pressure is a serious life situation that everyone encounters at a certain point in their life. And let’s face it, just say no is not always that easy. Attention Gainer YouTube video, peer pressure. Reason to Listen/Credibility Peer pressure exists for all ages. Three-year-old Robert insists that his mother take him to the store right away and buy him the latest fad toy because his friends have it. When she doesn’t, he has a temper tantrum. Nine-year-old Sarah wears a new shirt to school once, then refuses to wear it again because her friends made fun if it. Jeff, at sixteen, works out three hours a day to have a â€Å"perfect† body. When one of his friends at the gym offers him some anabolic steroids, he accepts, sacrificing his health for his image. Meanwhile, Jeff’s forty-year-old father just took out a loan he couldn’t afford to buy a new BMW because most of his neighbors drive luxury cars, and he didn’t want them to think he couldn’t afford one too. No one is immune from peer pressure. Source: www.faqs.org 3 Preview Statement The word â€Å"peer† according to dictionary.cambridge.org is one belonging to the same social group especially based on age, grade or status. The word â€Å"pressure† is described as the burden of physical mental distress. Peer pressure is basically encouraging people similar to you to make certain choices, take certain actions or perform in some specific way. I will talk about three different kinds of peer pressure substance abuse, emotional, and positive forms of peer pressure. II. Body First Main Point The number one form of peer pressure is substance abuse. Tobacco, alcohol and  illegal drugs are all substances that teenagers are pressured into using and abusing. Most teenagers who try alcohol do so around the age of 13, 8 years before the legal drinking age. The American Lung Association reports 3.1 million teenagers smoke. Approximately 30% of teenagers are offered, given or sold drugs in highs school or in middle school. These are some very disturbing statistics. When you give in to pressure you’re letting down those around you who thought they knew you better. When your own sense of self and the admiration of those around you are very important things to consider, you also need to think about more serious consequences of peer pressure. Alcohol, tobacco and illegal drugs are all addicting. They are dangerous to your health in many ways and are often hard to quit once you have become dependent upon them. These substances can lead to negative consequences such as cancer, drug overdose and even death. Source: www.Buzzle.com 4 Second Main Point Second, one of the most emotional peer pressures we face is related to image ; the way we dress our height, our weight, how we act, and who we hang out with. These are all things that define us that we can ultimately be pressured into changing. Bullying and teasing go hand in hand with how we feel about ourselves. Self-esteem gives a huge blow when peer pressure causes us to change who we are. It is all about fitting in. that’s the number one thing why we yield to peer pressure. Teenagers are naturally afraid of rejection. They want to feel like they belong and that they are cool. While it’s perfectly normal to want to fit in, it doesn’t mean you have to change who you are or sacrifice your beliefs and your values. When you give in to peer pressure you lose yourself. You are giving up your free will and your voice and falling through the cracks just to be like somebody else Third Main Point A final peer pressure were going to discuss is positive forms of peer pressure. We know that peer pressure means encouraging people similar to us to do certain things, but it doesn’t always have to be bad. Some good forms of peer pressure include encouraging your friends to participate in sports  or other activities, or even volunteering together. Convincing someone to tell the truth, helping someone with homework or encouraging kids at school to come to church are all very positive forms of peer pressure. Peer pressure is not always bad. It can help you analyze yourself and contemplate on your ways of life. Some of the practices that the masses follow may 5 actually teach you the way of living. You may be able to change yourself for the better. Looking at what others do, can help you bring about a positive change in your way of thinking. If you can pick selectively, peer pressure can actually result in a positive change in your way of life. III. Conclusion Recap/Summary These three kinds of peer pressure happen to everyone at some point, substance abuse, emotional, and positive forms of peer pressure. Whether everyone or no one caves in we all have been peer pressured or will be in all these ways. This summarizes this informative speech. C. Audience Imprint 6 Bibliography www.faqs.org www.Buzzle.com www.Thecoolspot.gov www.aacap.org/peerpressure ianrpubs.unl.edu