Ryan Poulos Essays - Internal Combustion Engine, Tuned Exhaust

Ryan Poulos English 101 The Technology Of A Snowmobile Engine If you study and look at the history of a snowmobile engine, it has improved in many ways. I feel they have improved in two major ways. Number one being in performance, and number two they're more environmentally safe. In order for you to understand how this has happened, I will explain to you the engine of a snowmobile. A snowmobile engine is called a 2-cycle engine. This means unlike a 4-cycle which you would find in a car, 2-cycle engines fire every time the piston reaches ( top dead center ) T.D.C. Now if you look at a 4-cycle, or car engine it only fires every other time the piston reaches T.D.C. This advantage gives snowmobiles a great power to weight ratio. If you stop and take a look at a twin 600cc two cycle, it produces about 110 horsepower. Now if you take 600cc and convert it to cubic inches you get 36.6ci providing 110 horsepower. Further more we can compare that to a car and see the advantage. If you take a V8 305 cubic inches, you would figure out that it only has about 240 horsepower for all those cubic inches, and all that extra whight. That's how snowmobiles can be so powerful, but still so small and light weight. Unfortunately over the years people discovered a problem. Environmentalist thought if the piston fired every time it reached T.D.C., it had to be releasing gas and oil through the exhaust and into our atmosphere. This posed a problem for the snowmobile industry. But the companies researched and came up with three things. One is fuel injection so only the right amount of fuel is let in to the engine. This allows it to burn all the fuel, but is not very good for performance enthusiasts. So for performance machines they went back to carburetors, but cleaned the engines up two different ways. They started producing machines with variable timing, and variable exhaust. Variable Timing is done electronically by the more you advance the throttle to let the fuel in the engine, it electronically advances the timing so it fires faster to burn all the fuel faster and cleaner. Variable exhaust is a regulation of the exhaust port. This works by a slide or valve, that varies the shape of the port for true tuned exhaust. This helps burn all the fuel and gets the exhaust out the most efficient way. Another exhaust trick they use is right in the pipe itself. Today they use a megaphone pipe, to create a Venturi ( increases velocity) effect, that sucks out burned exhaust better than a normal pipe. Year by year snowmobile engines increase in performance and become more efficient and environmentally safe. This all goes together to benefit mankind in there needs and wants, and nature in its cleanliness so we can continue to go out and see nature's amazing beauty.

Free Essays on Carl F. Henry

Carl F. H. Henry A 20th Century Theologian In the book, Carl F. H. Henry by Bob E. Patterson, Bob states that Henry is one of America’s outstanding Protestant evangelical theologians and scholars. Henry has authored almost forty books, one of his latest being The God of Ages and the gods of this Age. He has lectured and taught on campuses, including Eastern Baptist Theological Seminary, Northern Baptist Theological Seminary, Fuller Theological Seminary, and several institutions in America and countries on every continent. He was the founding editor of Christianity Today magazine, reaching out to thousands of evangelicals on a biweekly base. This exposure enabled Henry to tactfully shape his message and become the principal journalist, in which he defined and defended conservative Protestantism, for the evangelical movement in the late 1950’s. What is an evangelical? Richard Quebedeaux, America’s chronicler of Evangelicalism, defines an evangelical â€Å" as a person who attests to the truth of, and acts upon, three major principles (1) the full authority of Scriptures in matters of faith and practice; (2) the necessity of personal faith in Jesus Christ as Savior and Lord (conversion); and (3) the urgency of seeking the conversion of sinful men and women to Christ (evangelism)† (p.14). Carl Henry defines an evangelical as â€Å" one who believes the evangel. The Good News is that the Holy Spirit gives spiritual life to all who repent and receive divine salvation proffered in the incarnate, crucified and risen Redeemer. The Christian message is what the inspired Scriptures teach- no more, no less- and an evangelical is a person whose life is governed by scriptural revelation of God and His purposes†(pp.14, 15). As the eldest of eight children, born on January 22, 1913, in New York City. Henry’s parents, Karl and Johanna, were German immigrants and showed little on how they stood on religion, even though his mother was Ro... Free Essays on Carl F. Henry Free Essays on Carl F. Henry Carl F. H. Henry A 20th Century Theologian In the book, Carl F. H. Henry by Bob E. Patterson, Bob states that Henry is one of America’s outstanding Protestant evangelical theologians and scholars. Henry has authored almost forty books, one of his latest being The God of Ages and the gods of this Age. He has lectured and taught on campuses, including Eastern Baptist Theological Seminary, Northern Baptist Theological Seminary, Fuller Theological Seminary, and several institutions in America and countries on every continent. He was the founding editor of Christianity Today magazine, reaching out to thousands of evangelicals on a biweekly base. This exposure enabled Henry to tactfully shape his message and become the principal journalist, in which he defined and defended conservative Protestantism, for the evangelical movement in the late 1950’s. What is an evangelical? Richard Quebedeaux, America’s chronicler of Evangelicalism, defines an evangelical â€Å" as a person who attests to the truth of, and acts upon, three major principles (1) the full authority of Scriptures in matters of faith and practice; (2) the necessity of personal faith in Jesus Christ as Savior and Lord (conversion); and (3) the urgency of seeking the conversion of sinful men and women to Christ (evangelism)† (p.14). Carl Henry defines an evangelical as â€Å" one who believes the evangel. The Good News is that the Holy Spirit gives spiritual life to all who repent and receive divine salvation proffered in the incarnate, crucified and risen Redeemer. The Christian message is what the inspired Scriptures teach- no more, no less- and an evangelical is a person whose life is governed by scriptural revelation of God and His purposes†(pp.14, 15). As the eldest of eight children, born on January 22, 1913, in New York City. Henry’s parents, Karl and Johanna, were German immigrants and showed little on how they stood on religion, even though his mother was Ro...

Should a Suicidal Patient be allowed to refuse a Feeding Tube Essay

Should a Suicidal Patient be allowed to refuse a Feeding Tube - Essay Example Effective December 1991, the Patient Self-determination Act (PDSA) enacted by the Federal Government of U.S has empowered all the patients giving them right and autonomy whether to accept or reject the treatment provided by any healthcare establishment regardless of their physical status. The act clearly spells out about patient’s prerogative. There is no need to make any judgment by anybody whether patient’s intentions are suicidal or not. The act ensures in clear terms that no outside party has that right to decide on behalf of the patient and enforce their decisions on the patient. Further, advance directives set by the patient and surrogates nominated by them will take charge to make any decision in the event the patient is not in a position to take their own decision. (Galambos 1998) The act was enacted to preserve end-of-life autonomy of the patient. As per PSDA, the patient must be provided with right-to-die information and possible treatment alternatives on their admission to the healthcare units. It clearly spells out that all information pertaining to the patient's legal rights with respect to medical care, right to refuse treatment, and advance directives that can be provided by the patient. The act ensures that nursing homes, hospitals, healthcare organizations including home health care agencies must provide this information to the patients when they are admitted to any of these establishments. The following is considered a part of duties of all healthcare establishments. 1. They should ensure that patient have given advance directives. 2. They have necessary policies for the implementation of these advance directives. 3. They have educated their staff about advance directives and policies. The PSDA has also promulgated that all healthcare providers shoul d provide information to the patients about their rights to accept or refuse any medical interventions and further the patients can also create advance directives to guide surrogate and others. The directives given by the patient will help surrogates to take decision on his or her behalf in case if the patient goes into comatose state. (Galambos 1998) Legal Standing in the Court of Law Before the enactment of (PDSA) act in U.S, there were many judgments that were given by the U.S courts in the matter related to the withdrawal of life-sustaining devices. It will be worthwhile to see their opinions on this crucial aspect. New Jersey Supreme Court held in the Quinlan case that the patient or surrogates had right to refuse ventilation device. In this case she was living in a vegetative state hence her parents exercised this right on her behalf (Quinlan 1976). Similar kind of ruling was given by the California Court in the Barber case when court ruled that physicians

Film Analysis on Product Development (of the film Kinky Boots) Essay

Film Analysis on Product Development (of the film Kinky Boots) - Essay Example Showing him wearing rubber shoes on his way to London signifies his lack of enthusiasm for the shoe production business. His relocation, together with his fiancà ©e, was to his liking as he wants to get away from his family’s business as soon as possible. But the unexpected death of his father forces him to move back to Northamptom and lay off his workers when he figured out there is no way for him to save the company. There was just not enough market for the shoes they are producing. The four generations that proudly carried on the tradition of Price & Sons over the years was on it last days when he entered the picture. Even his father was already set on selling the factory before his death. On an accidental meeting with drag queen Lola, Charlie was hit with an inspiration to create as he described it, â€Å"proper, good, decent, built-to-last boots† (Joel). As it was that men of their persuasion are forced to buy women’s shoes that are not sturdy enough to withstand the weight of a full size man. Drag queens have very specific needs and wants that women’s shoes do not have. The heels break and their feet would hurt as their weight is carried on their feet that are not supported with proper footwear. The brilliant idea of changing the product of Price & Sons hit Charlie and propelled him to do something to save his family’s company. â€Å"You exploit divergence to create a new category, and the expansion of that new category allows your brand to flourish† (Ries and Ries). This revolutionary marketing idea is one that was apparent in the movie ‘Kinky Boots.’ They were more than the first to take advantage of the marketing niche. They were able to create a new category that was distinguishably new in the shoe making industry. There was no other shoe company that specializes in selling shoes that are made for drag queens who prefer women’s design but are also be fabricated accordingly. With the concept, Charlie

Social Media Essay Example for Free

Social Media Essay Social Media Discuss the four components of a legally astute social media marketing manager who utilizes social media outlets for consumer transactions and how each component can mitigate the risk involved in doing business in cyberspace. The four characteristics of a legally astute manager are: an acceptance of how important the law is to the success of the organization, a proactive attitude toward legal issues and regulations, the ability to use informed judgment when faced with decisions involving legal implications, and having the knowledge of specific laws, regulations, tools and resources. Social media marketing manager should be well educated about these four components. Today, more and more companies are using the social media for marketing purposes. Moreover, you might fall far behind, if you don’t. So, it’s important to be well informed about legal aspects of social media, since it’s a new way for building relationships with the customers. List and analyze methods of alternative dispute resolution and determine which would be most effective in resolving genuine disputes that arise with consumers who may make purchases from businesses that provide links via social media. Cortes, P. (n/d) talks about online dispute resolutions: ODR in the consumer context refers to the use of ICT tools and methods (usually alternative to the court system) employed by businesses and consumers (B2C) to settle conflicts that arise out of economic transactions between the parties, particularly in e-commerce. It is often distinguished from other fields where ODR is used, such as in the commercial field (B2B), in the public sphere to resolve government and citizen (G2C) disputes, and in the  resolution of disputes related to intellectual property. A consumer transaction (B2C), akin to a consumer dispute, will be one where an individual, acting on a personal capacity, buys goods or services for his or her personal use. Conversely, a business is an individual or an entity that acts on a professional capacity selling goods or services as part of their profession. In a B2C dispute, the aggrieved party is frequently the consumer as they normally pay in advance for their purchased goods and services. Consequently, the consumer is the weaker party in a dispute where the business has the payment and the experience of dealing with similar disputes. Consumers will often get more involved in the dispute, taking it more personal, and thus requiring a more transformative solution, while the business is mostly interested in resolving the dispute as fast and inexpensively as possible. In certain cases, businesses will be keen in resolving the dispute in order to maintain their reputation. This is relevant when, as it happens in eBay, the buyer leaves feedback after a transaction. When ODR is effectively used in this way, it has an added value for the parties; it increases the consumers’ trust in those online sellers that provide ODR services. Greater trust means that reliable sellers would boost their trade and consumers will be protected from the potential abuse by the dominant party in the transaction. ODR services may be employed to ensure that consumers’ rights are respected by the online vendor, hence enhancing consumers’ confidence in the online transaction.1 As a result, ODR would ultimately enhance the business’s ability to sell while at the same time protecting the consumer’s ability to participate safely in e-commerce. E-commerce is thought to be one of the areas where ODR will flourish as it seems logical for parties that enter into disputes online to use the same medium, the Internet, to resolve their disputes. The resolution of small value disputes that inevitably arise out of millions of transactions taking place every day between parties located far from each other require the use of cost-efficient methods of dispute resolution. Examples of ODR providers that resolve high volume of consumer disputes are eBay and PayPal, which act as third neutral parties encouraging first business and consumers to reach amicable agreements through automated negotiation, and when parties cannot reach consensual agreements, they adjudicate the disputes. Since consumer transactions on social media can occur across state lines, determine how the  federal government can bet control these transactions. Selis; Ramasastry; Kim; Smith (n/d) have noted that the Web have provided tremendous opportunities for both businesses and customers. Businesses can reach lots of customers across the globe in much easier and faster ways. Customers can complete their transactions a lot faster too. They can also find anything they want. However, online transactions also create possibilities for online crime too. Below are some laws that were created by the government for online transaction regulations: The United States does not have a comprehensive privacy statute that governs the collection and use of personally identifiable information, either online or through traditional business practices. There are, however, a number of sector-specific laws that govern the collection and use of data. 1. COPPA Currently, no federal statutes require the placement of privacy policies on Internet web sites other than the Children’s Privacy Protection Act of 1998 (COPPA). COPPA is applicable only to web sites collecting information from children who are younger than 13 years old.53 The law became effective on April 1, 2000. The Act requires Internet operators, including ISPs and web site operators, to: (1) Provide parents with conspicuous notice of what information is collected, how the information will be used, and the websiteÕs disclosure practices; (2) Obtain prior, verifiable parental consent for the collection, use and disclosure of personal information from children (there are limited exceptions); (3) Provide parents the opportunity to view and prevent the further use of personal information that has been collected on the website; (4) Limit collection of personal information for a childÕs online participation in a game, prize offer, or other activity to information that is reasonably necessary for that activity; and (5) Establish and maintain reasonable procedures to protect the confidentiality, security, and integrity of the personal information that is collected. 2. Gramm-Leach-Bliley Financial Modernization Act (GLBA) The GLBA was signed into law on November 12, 1999 by President Clinton. Title V of the GLBA governs the collection, use, and dissemination of non-public consumer financial information by financial institutions. Gramm-Leach-Bliley requires financial institutions to: (1) Provide clear and conspicuous notice to consumers of their privacy policy upon establishing the customer relationship and at least annually thereafter; (2) Give consumers the opportunity to Ã’opt outÓ of having their non-public personal information disclosed to nonaffiliated third parties; and (3) Provide a reasonable method for consumers to Ã’opt outÓ of such disclosures to nonaffiliated third parties. 3. Other Statutes, Regulations, and Directives Containing Provisions Protecting Privacy of Consumer Information Include: a. Cable Communications Policy Act of 1984 (47 USC  ¤521 et seq.,  ¤611) This Act addresses concerns about the ability of interactive cable systems to track cable consumer viewing or buying habits. It prohibits the collection of personally identifiable information without the consumer’s prior consent except as needed to render service provided by the operator or to prevent interception. b. Communications Assistance for Law Enforcement Ac t of 1994 (47 USC  ¤Ã‚ ¤1001-1- 10;  ¤1021; 18 USC  ¤2522) This Act establishes protection for cordless telephone conversations and establishes a warrant requirement for government access to e-mail addresses. c. Driver Privacy Protection Act of 1994, and as amended in 1999 This law protects state motor vehicle records and restricts their dissemination to only authorized parties and in many instances only for specified purposes. The 1999 amendments tie state compliance to the appropriation of federal transportation funds for states. d. Electronic Communications Privacy Act of 1986 (18 USC  ¤1367,  ¤ 2232,  ¤2510 et seq.,  ¤2701 et seq.,  ¤3117,  ¤3121 et seq.) This Act protects all forms of electronic transmissions, including video, text, audio and data from unauthorized interception.  e. Electronic Fund Transfer Act (15 USC  ¤ 1693) The Act requires financial institutions to include in an initial account disclosure the circumstances under which it will disclose information to third parties. f. Fair Credit Reporting Act (15 USC  ¤1681 et seq.) This Act regulates the disclosure of personal information by consumer credit reporting services. It requires such services to adopt reasonable procedures  to ensure the accuracy of personal information contained in their credit reports. It also provides a process for consumers to review and correct inaccurate information on a credit report. Credit report information can be shared with affiliates when a consumer is told the information may be shared and is given the opportunity to opt out from information sharing with affiliates. The FCRA does not restrict the amount or type of information to be released to third party inquirers when the reporting agency has reason to believe it will be used for credit, employment or insurance evaluations or other Ã’legitimate business needsÓ affecting the individual consumer. It prohibits those who are no credit reporting agencies from disseminating or redistributing credit information. The law does not explicitly address the sharing of transactional, empirical information. This silence has been interpreted by the Office of the Comptroller to mean that the information can be shared freely with third parties. g. Family Education Rights and Privacy Act of 1974 (20 USC  ¤1232g) This Act protects the accuracy and confidentiality of student records. h. Federal Trade Commission Act (15 USC  ¤41 et seq.) This Act, which creates the Federal Trade Commission (Ã’FTCÓ) establishes among other things consumer fair business practices and gives the FTC jurisdiction and authority to address unfair, deceptive or misleading business practices. Examine the three branches of government and discuss which can effectuate the most significant impact on regulating significant impact on regulating consumer transactions via social media outlets. The government has three branches: Executive, Legislative, and Judicial.  · Executive: Ruled by the president. The president transfers out federal laws and endorses new ones, leads national defense and foreign policy, and performs ceremonial duties. Authorities include guiding government, commanding the Armed Forces, dealing with international powers, acting as chief law enforcement officer, and rejecting laws.  · Legislative: Ruled by Congress, which includes the House of Representatives and the Senate. The main task of these two bodies is to make the laws. Its powers include passing laws, creating spending bills (House), impeaching officials (Senate), and approving treaties (Senate).  · Judicial Ruled by the Supreme Court. Its authorities include understanding the Constitution, revising laws, and determining cases involving states rights. Explain the agency relationship that exists on social media sites between the social media provider and businesses that utilize the site for advertising. Almost all organizations are trying to use social media in order to reach potential customers. However, it’s not so easy as it sounds. A company should have a certain strategy in order to promote itself on social media. Manage My Socials (2013) explains the social media agency: The social media agency actually works for building new bonds and making the existing bonds stronger among the company and its customers or followers. Once the company becomes famous and people get to know about its existence and start trusting it, half of the work of marketing department is done. Therefore, a few starting years are very crucial for any organization from marketing point of view. Once the company becomes renowned by the general public it becomes easier to make them follow. The area of a social media management encompasses the social media as well as building the online public relationship between the company and its customers stronger and more trustworthy. In addition with the marketing department, the social media agency collaborates with the search, planning, development and customer services departments to fulfill the need and demands of the customers and earning their trust. This also brings about healthy exchange of information within the complete organization of the company. Marketing and communication within the company and outside the company becomes more effective with the involvement of these social media managers. Thus, the overall productivity and efficiency of the other departments is enhanced and the business also flourishes. The scope of a social media agency has increased many folds these days in the modern business strategies. Some organizations seek the services of these managers for specific duration of time while others hire them permanently. Both approaches are equally beneficial for the business  and you should assess which one of them is more suitable for your business. There are some specialized social media management agencies which provide professional and specialized managers to work on a specific project for a specific duration of time.

All Quiet on the Western Front Essays: The Loud Message -- All Quiet o

All Quiet on the Western Front: The Quiet Novel that Screamed a Message In Remarque's "All Quiet on the Western Front", the main character Paul Baumer who is 18 years old, is sent to the front to fight for his homeland, Germany. He and his friends go through a spectrum of typical war expiriences: the deaht of a comrad, the terror of shelling, the abuse by their officers, etc. Remarque as well as Paul hates everything about the war: its meaninglessness, the lives of young people that it destroys or the innocent people that it kills. Throughout the whole book, the author conveys this hatred in many different ways. The most common way Remarque shows his hatred is by using the plot of the novell itself. He offen does this by describing the death of Paul's close friends or by describing the sickness of his mother. A good example of this technique is the death of Paul's friend Kemmerich. It can be felt how terrible the death of innocent people is while...

Chitizenship Coursework

On the Monday 19th January we decided to go to Meadow Primary School, which is mine and Katie's old primary school, to talk to a class of year 4 children about why we need trees. The group of children where specially selected by the Headmaster as they had recently been on a trip that had a lot to do with nature and involved many nature based activities. Our presentation included a short PowerPoint presentation on the topic we had chosen which was â€Å"Why we need trees†, and asking the children to answer some questions at the end on the topic, using the information that was provided in the presentation and some booklets that we had also made and provided. These included some information, questions and other activities, as well as a web site where they could get more information. We where originally going to plant a tree with the children as well, but because of unfortunate rainy weather we where not able to as the ground was to muddy and slippery. Describe your Role As my part I introduced who we where, why we where here and what we had come to talk about. I also talked about the contents of slides 1-8, as we decided to talk about the slides that we made, mine being about why trees are important to our and other animals survival. The slides did not only have information on but also some questions that I asked them to see how much they knew already and to get them involved to interests them more as I did not think they would be to interested with us just talking for about half an hour as the children between ages of 8 and 9. As we where early finishing I also took part in quizzing the children on the presentation, which was actually quite a good method to find out what they learnt, which in turn helped see how interesting and helpful our presentation was. Planning Stages We decided to do our presentation when we where looking through a booklet in our PSHCE lesson, that had suggestions in of what we could do for our coursework. We decided this could be fun for both the children and us and be an opportunity to see how well we can interact with children. We discussed a school that would be appropriate for us to go to and then got in contact with the head master by writing a letter. After he replied saying he would like us to go and see him, me and Katie went to see him to tell him in more detail about our intensions. After he said we would be allowed, we started preparing our presentation. We told him about the woodlands trust, and asked them if it would be ok to set up a school planting program. This would mean they would get tree, plants, and shrubs sent to them, which they could plant on the school grounds. This was also, where we got the trees that we would be planting from. After we finished the presentation and booklets, Katie and I went back to Meadow to arrange a date when we could go, and the group of students we would be presenting it to. Many different factors affected this as we where hoping to do it on a Monday afternoon when we had PSHCE as then we would not have to miss any of our other lessons, but it also had to be appropriate for the school, as we could not do it before Christmas as they had school plays and where doing other activities. The Headmaster also had important meetings, and wanted to see us do the presentation as well. My Contribution My contribution to the planning was helping to write the letter to the headmaster of Meadow Primary School telling him of our intensions and asking if we could go and see him to explain in more detail and hopefully get his permission to prepare and give a presentation on our chosen topic. When he replied I went to see him along with Katie to explain in more detail and get permission to give the presentation, and to arrange a group of children who we would be giving our presentation to. Once we knew this I started making slide 1-8 of the presentation. To do this I looked on the tree for all website to get some ideas and information about what I could include, along with various other websites that provided information about our chosen topic. Contribution of Others The rest of my group done very similar work to me as we wanted to make sure the work was split equally between us, and that we where all happy with what we where doing. As I mentioned before we all contributed to helping write the letter as we knew it would be important to get a reply. Katie came with me to see the headmaster to organise dates etc and explain in more detail about what we wanted to do. She also created the next part of the power point which was slides 9-16 which where about what problems where being caused due to there being less trees, and why they where being cut down. She also researched information on the internet a created slides 17-22 which where about what we could do to help and also a slide on the woodlands trust website as they played an important part I our talk. Kelly made the booklets that we gave to the children using the information that we put on the power point, and also finding pictures and activities that would help make the booklet more interesting. As we also wanted to plant a tree we got together to talk about where we could get one from, and decided that we talk to the headmaster of meadow about getting involved with the tree for all program which meant they would be sent boxes of trees, hedges, shrubs etc that would be at a suitable size to plant. He said that they where interested in doing this and was sent the box of plant life, and allowed us to plant one of them each instead of having to buy our own. Activity Log Activity Group/Individual Date Writing a letter to the headmaster Group 3/11/08 Meeting the headmaster to organise details Group 14/11/08 – 9/01/09 Researching information for the topics we where doing Individual 14/11/08 -06/12/08 Creating slides in the PowerPoint or booklets Group/Individual 14/11/08 -06/12/08 Talking about the presentation Group/Individual 19/01/09 Asking questions Group/Individual 19/01/09 We thought educating children about the value of trees would be a good idea because there where lots of things to talk about especially as issues such as global warming are now becoming a problem. We decided to talk to a group of younger children as we felt it would be more interesting for them and they would be more likely to listen and get involved. I also feel it is important to educate the children at an earlier age, so they will interested in helping by recycling, turning of lights etc at an earlier age, and get into a routine of it so it will carry on when they are older. Even though there was quite a bit of work involved I am still glad I decided to do the project because both the group and the children found it fun, although it was a bit disappointing that we did not get to plant the trees. When the headmaster replied to our letter, me and Katie went to see him which although was a bit daunting, it was also very helpful as he gave us some ideas and tips that could help us prepare the presentation and improve our work, which soon made us feel much better about going to see him again. Going to see the headmaster also helped me to see what it would be like in the future going to see an employer as I now know what its like to be questioned about what I want to do. I was so relived when he said yes because it was a school I was familiar with and also one of the easiest to get to, which made everything a lot easier to organise. It took quite a long time to prepare the presentation as we had to fit it all together, and find times when we all could get together at the end to edit the power point and make sure we all thought it was informational, yet not to complicated for the children to understand. We also had to make sure the booklets where informational yet fun so the children will take interest in them. A lot of the information we included we thought of ourselves, but researched facts that we could include to show them more clearly how bad problems like global warming and deforestation where getting, but telling them other things like what we can do to help we came up with ourselves from things we already knew. Team work played an important part in our project as we had to all do equal parts in order to make it fair, but we also had to be happy with the part we where given which we where. On my own it would have taken me much longer to do and also would have been more scary to do the presentation, so I'm glad I was able to work in a team as it made the experience more enjoyable. List of Supporting Evidence We have kept a copy the letter we wrote to the headmaster as proof of our visit, and we have also kept copies of the power point presentation and booklets. We where also given some copies of the letters that the headmaster sent out to the parents of the children to make them aware of our visit and our intentions, which has his signature and contact details of the school. There where also other documents that where created whilst organising dates etc which the headmaster, but we have not included them as they where just notes as a reminder of the date and time and other details like what age the children where. The power point was really just a background that would help us to give our speeches by showing facts and other details, and it also make the talk more interesting for the children, as we used bright colours and pictures. We choose a green theme as we thought that would be the most appropriate colour, and included pictures of animals as we told of how they could be affected if all the trees where cut down, because I think it is important the children know the effects global warming and deforestation has on the animals, as well as ourselves. I think creating the power point was the hardest part, because we had to make informational, but complicated to understand, which meant we had to be careful about what we talked about and our vocabulary, because if we mentioned something or said words that the children did not understand they would become confused, so we asked other people like our parents what they thought before we went back to tell him it was finished. The booklets where something we made as an extra for the for the children and consisted of activities like dot to sots and bullet pointed some information and facts that where mentioned during the presentation. We made them as an encouragement for children to do something more, like convincing their parents to recycle more etc, as they would be able to remember facts and what they can do to help better. We also included the Tree for All website on them, so they will be able to go on there and get more information and ideas. Use of Supporting Evidence I think writing the letter to the headmaster was the most important part of our work, because without it we would not have been able to do our presentation, and may have ended up doing something else, which would have been really disappointing. The power point was also important as it helped keep the children from getting bored, as well as reminding us what to say by showing facts and information, as without we would have had to memorise a speech which would have been hard to remember and probably quite boring for the children, which would have made it quite nerve wrecking and probably not as enjoyable. I also think it was better that we made booklets for them even thought they where not necessary, as it meant the children would be more likely to get involved as they had something that could tell them how, and them doing something like, turning of lights, recycling, etc would still be and achievement as our aim wasn't just to inform, but to try and convince them to get involved. Once we finished the presentation we questioned the children on what they had learnt, and this proved that we where successful in capturing their interest, as we where afraid of none of them getting involved and putting their hands up, but many of them did which was very pleasing as it meant our visit has had some kind of effect. Doing this presentation has also taught me some new things, especially when we where creating the power point, for example I now know that the Amazon Rainforest gives us more than 20% of our oxygen, and that nearly half of it has been cut down. I found this quite shocking, and it made me realise just how bad things are getting environmentally, and made me think more about what could be drastic effects that these damages could have, like more illnesses due to less trees removing the air pollution. I am really disappointed that we did not get to plant the trees as it would have been nice to give them and example, and it would have been a new experience for me, and a lot of the children who have never planted a tree before, although hopefully they will get chances in the future now that the school is getting trees to plant from the woodlands trust. I hope that they will enjoy doing this and that our visit will encourage them to do things outside of school and suggest ideas to any outer school clubs they go to, or get involved with activities and events that go on within the community. Evaluation of my Own Contribution I think I done my role within the group well because I created my faire share of slides for the power point, and helped organise the presentation, which meant going to meadow primary after school, as well as working on the slides. I also helped put the power point together and improve other slides that may have been a bit complicated. I think the amount of work we done was all fair and equal and I think we done it quite well, and I was especially pleased with how the presentation went as I was really nervous in case they found us boring or would not listen and where badly behaved, but luckily we managed t interest them as they where eager to answer the questions, although they could sometimes get a bit chatty when we started discussing things, although I am still really with how well behaved they where. Evaluation of Others Contribution I think everyone in my group worked really well, and I think we functioned well as a group, as we shared the work equally and had now arguments or disagreements about what we where doing , or over who was doing what. I think it was our good teamwork and cooperation that made everything go so well. I think Emma and Katie done a really good job of creating their slides for the power point and explained them in a calm yet interesting way. Kelly also did a really good job with the booklets and finding and creating activities for them. She was also very good with her timing during the presentation as she gave us enough time to do each slide, and also made sure we switched at the right point and stayed within time. I really enjoyed working with my friends and am really happy that everything went so smoothly because of our hard work and motivation. For my PSHCE project, me and my friends Kelly, Katie and Emma, wanted to do something to help the environment. We choose to do a project based around trees, as they are an important part to the survival of living things as they provide us with oxygen. They also provide homes and food for animals and resources for us. Due to the air pollution that is given off from transport vehicles, burning fossil fuels to make electricity, etc, as more carbon dioxide is released into the atmosphere, and traps heat emitted by the sun. This is called the greenhouse effect, and trees reduce the problem as they take carbon dioxide out of the atmosphere and give off oxygen. Cutting down the trees therefore speeds up the process and can lead to devastating effects like flooding that will be caused by the sea levels rising from the polar ice caps melting from the hotter temperatures. We thought the best way to help, would be to inform younger people as hopefully it would interest them at an early age to recycle, turn off lights and electrical appliances when there not being used, etc, and they would also encourage their parents and brothers and sisters to do the same. We decided the best way to do this would be to go to a primary school and give a small presentation and give out some booklets about trees, why they are important, what is happening and what we can do to help. We also thought that planting a tree with them would be a fun example and reminder of what they can do to help, as they would then see the trees everyday. The school we decided to contact was Meadow Primary School because it was near by and mine and Katie's old primary school, so we already knew the headmaster and the contact details. We decided the best way to contact him would be through a letter so we wrote one together explain what we wanted to do, why and what it involved. I put my phone number on the letter, and a couple of days later, he phoned us saying that he would be happy to let us give our presentation, and that we should go and see him after school to arrange some details. Me and Katie went because it was inconvenient for Emma and Kelly as they lived quite far away. Once there we talked about the details like when we should visit, which was preferably Monday afternoon as that is when we have PSHCE and so we would not be missing any of our other lessons. We also discussed which class we would be talking to and decided that our talk would fit in best with a group of year fours who had recently been on a school trip which had involved them learning about nature. Over the next week we created a power point presentation and some booklets. We decided to split the power point presentation into three sections, and we would each speak about the part that we done. I would be talking about why trees are important and where they are being cut down. Katie was talking about the problems cutting down trees was causing, and why they where being cut down, and Emma talked about what can be done to help. I got information of various websites which helped me to include some facts and figures, like who the Amazon Rainforest gives us 20% of our oxygen. As we where talking to children between the ages of we had to be careful of the language we used and how we phrased things, as they would not know as many words as us, and so may not understand if we said something that we had been taught in our lessons at school. I found this a bit difficult as when I am usually describing something, I like to use a wider vocabulary and try to make it very detailed, but as I had to do the opposite of this, I found I had to keep asking people for their opinion of whether the children would be able to understand, as although we did want to teach them something new, we thought it would be difficult and confusing for them to learn too many new words. When everyone had finished their part, we fitted the power point together and changed everything so it matched. We also read through it editing and adding in bits, like questions each part offered ideas from all of us making it better. When we where finished we gave Kelly the presentation so she would have the information she needed to create the booklets, which I think she done really well, as she found and created lots of activities for the children to enjoy. When we where happy with our final editing, me and Katie went back to Meadow to arrange a date for our visit, but due to the time we had some trouble, as we where doing exams, and they had Christmas plays, so we went back after Christmas and arranged the date for the 9th January. On the day we left our fourth lesson early, to get to Meadow before half two so we could prepare the presentation. While we where talking, the children where very quite and didn't talk at all, which although this was really good as showed they where listening, I did worry that they may be too shy or uninterested to answer the questions, but this was not the case. We found the children answered the questions with a lot of enthusiasm which was really pleasing as it showed they where interested in helping the environment, and capturing their interest was something we wanted to achieve. As it was to wet to plant the trees, instead we decided to spend the last 15 minuets questioning the children about the presentation, which I think went really well as like before, the children where all enthusiastic to answer the questions we asked, and gave us many of the points that where included in the power point. This was great as it showed that they had been listening and showed they where interested in the environment. I think that everything was really well although it was really disappointing that we did not get to plant the trees as it would have been fun and a great experience for us and the children, but we did get the satisfaction of knowing that they would be planting them some other time, and that they had learnt something. They also seemed to be really interested in the booklets that we made which was pleasing as hopefully they will have taken them home and done the activities and even tried some of the activities we recommended. I also hope that they will have tried to influence their parents and their siblings to help by turning of lights and recycling, as this could spread out through out the community and encourage many more people to start helping, which could have an impact on the amount of trees that are being planted and cut down.