The Different Types of Clouds Essay Example for Free

The Different Types of Clouds Essay Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept: c. Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow. Objective: Students will create a picture that shows three different cloud types (Cirrus, stratus, and cumulus). Student Materials: 1 piece of blue construction paper per student 3-4 cotton balls per student bottle of glue per 4 students crayons Management Strategies: This lesson is intended to be an introduction to cloud types and is appropriate for large group (whole class) instruction. The complete lesson will take about 50 minutes. Cooperative group work is not required, but could be implemented at the teachers discretion. Procedure: 1. Begin the lesson by discussing the weather at the time. Ask probing questions like, What is the difference between the weather today and the weather yesterday? , What kind of an effect do you think clouds have on weather? or What makes one loud different from another? . 2. Show the students selected pictures from the book Spacious Skies and a series of pictures from the laser disc. Talk about what they are seeing by discussing the different characteristics of the clouds. Be sure to point out height (elevation), texture and color. 3. Introduce the four types of clouds with which the class will be working. These clouds are cirrus, stratus, cumulus, and cumulonimbus. Write the four names on the chalkboard and ask the class to describe each type (where it would be found, what it looks like, its color). While working on ach name, use the corresponding picture from the laser disc. When the class is done listing characteristics, ask them to place the four different types of clouds in the appropriate spot on the cloudscape that youve created. 4. Explain to the students that they will be responsible for making a cloudscape. They will be using construction paper, cotton balls, glue and crayons to create a scene that incorporates all four of the cloud types discussed. Their cloudscape must show the clouds in relation to ground level and the clouds should depict the attributes discussed by the class. Their scene should include buildings as well as the ground. They will have 15-20 minutes to complete this activity. 5. Bring the class back together as a whole by having the children present their cloudscapes to the class. Make sure that they explain what each cloud is and its relation to the horizon. Concept: Cloud formation results when warm, humid air rises and cools, causing the water vapor in the air to condense and form clouds. Teacher Materials: a large Jar a plastic bag of ice that will fit over the Jar opening a pitcher of warm water 1 sheet of black paper flashlight -matches Student Materials: pen and paper to record observations Optional Extension Student Materials: more Jars, bags of ice, black paper, flashlights, and warm water flour sand cedar shavings any other particulate materials white construction paper newspaper crayons Teacher Background Information: -collected dust Sunlight causes water to evaporate into the atmosphere. This air containing the water vapor is heated at the surface of the earth and rises. As it rises, it cools and the water vapor condenses on some form of particulate matter such as dust, ash, or moke to form clouds. Management Strategies: This activity would be most appropriately done with small groups so that all students can view the cloud formation in the Jar. Other class members could be working on researching the different types of clouds, drawing and labeling these clouds, researching and drawing the water cycle, working on a forecast for the rest of the day based on the clouds in the sky, etc. The activity itself should not take more than 10 to 15 minutes. For safety reasons, students should not be allowed to handle the matches. Also, students need to be careful around the glass Jars. Much of the following procedure will vary, depending on students reactions, comments, and levels of understanding. Procedure: 1 . Ask students what some of the different types of clouds are, what they are made of, and ask the focus question, how do you think clouds form?

Economy Of New Zealand :: essays research papers

The United States and New Zealand established close ties in 1942, when the U.S. provided security for New Zealand during World War II, and have remained close ever since. However, in 1984, the Labour party came into power in New Zealand, with intentions to bar nuclear-armed and nuclear-powered warships from New Zealand ports. Implementation of this anti-nuclear policy was incompatible with U.S. policy and disrupted the alliance under the Australian, New Zealand, and United States (ANZUS) security treaty of 1951. After unsuccessful attempts to remedy the issue, the United States suspended its ANZUS security obligation to New Zealand in 1986.   Ã‚  Ã‚  Ã‚  Ã‚  Despite the rupture in the ANZUS alliance, New Zealand has maintained close political, economical, and social ties with the United States. In trade, the U.S. is New Zealand second-largest supplier and customer after Australia. Trade between the two countries totaled $3.5 billion (with a $300 million surplus in the favor of the U.S.) in 1996; U.S. merchandise exports were $1.9 billion. U.S. foreign investment in New Zealand that same year totaled $4.8 billion, and was largely concentrated in manufacturing, forestry, telecommunications services, and finance. The two countries have also worked closely together to promote free trade in the World Trade Organization and the Asia-Pacific Economic Cooperation forum.   Ã‚  Ã‚  Ã‚  Ã‚  The Labour party had not only changed nuclear policies in 1984, but also introduced a monetarist economic policy in a major effort to reduce the government budget deficit and inflation that resulted largely from an attempt in the 1970s to diversify New Zealand’s production. This new plan was executed through seven major alterations: 1)  Ã‚  Ã‚  Ã‚  Ã‚  The increase of privatizations through the sale of government-owned enterprises. 2)  Ã‚  Ã‚  Ã‚  Ã‚  Elimination of Government subsidies. 3)  Ã‚  Ã‚  Ã‚  Ã‚  Liberalization of import regulations. 4)  Ã‚  Ã‚  Ã‚  Ã‚  Exchange rates freely floated. 5)  Ã‚  Ã‚  Ã‚  Ã‚  Removal of controls on interest rates, wages, and prices. 6)  Ã‚  Ã‚  Ã‚  Ã‚  Reduction of marginal rates of taxation. 7)  Ã‚  Ã‚  Ã‚  Ã‚  Cutbacks on health, education and social security benefits. This Laissez-Faire attitude did indeed decrease the deficit and lower inflation; it also increased growth, the value of the New Zealand Dollar, and unfortunately unemployment. The economy has improved greatly and with it unemployment has been brought down.   Ã‚  Ã‚  Ã‚  Ã‚  Currently New Zealand is finally recovering from the rapid economic growth it experienced in the mid-90s, now that the worst of the Asian financial crisis effects are over. New Zealand lost many export markets in Asia, but looked to the U.S. and European markets to replace the lost customers. The country remains dependent on trade due to its small size and isolation; price and access to foreign markets are a constant concern.

Leadership on The Line Essay

Recognizing the evolving definition and requirements of leadership, Heifetz Ronald and Linsky (2002) highlight the need for leaders to consider the skills and perspective to ensure their effectiveness. Leadership, as illustrated in Leadership on The Line–Staying alive through the Dangers of Leading? requires not only the accomplishment of goals but also the ability to respond effectively to the human realities of working in an organization. The books three parts provide steps in recognizing leadership challenges, developing responses and interventions and what competencies leaders must develop professionally and personally. Marginalization, diversion, attack and seduction are identified as the main sources of resistance to leaders. At the same time, the authors also pay particular attention to the dangers within the leadership characterized as hunger for power and control and the difficulties in self-monitoring. The authors want to communicate to readers that there is a need for leaders to purse the development of their leadership skills. Despite the use of figurative characterizations in the book, the authors are practical and pragmatic in their discussion. The examples given, particularly in the Response section of the book is based on real life examples. Examples which the readers can easily relate directly to or parallel to their own experience. The authors point out that the sources of resistance are natural to any leadership scenario and therefore can not be fully stopped and in fact, can also be safeguard against ineffective leadership However, they have to control through resistance-response skills which in turn allows leaders to function as they are needed. Critique There is no doubt that leadership is a difficult challenge. Thus, there has been no limitation of the number of literature that aim to develop strategies and competencies for it. Unlike most literature in its genre that focuses on the development of attributes for effective leadership to become a leader, Ronald and Linsky discuss the development of leadership when one already holds office. The authors aim to provide a literature or guide to leaders who are already experiencing challenges in their roles due to a change in working scenarios or relationships. From the perspective of Heifetz and Linsky, what has become more critical for leaders to day has been the ability to go beyond their functions and respond to other people and at the same time eliciting a response from them. Thus, beyond achieving goals set members, of the organization must understand why these goals are being pursued, that â€Å"people need to know that the stakes are worth it† (p. 94). At the same time, Heifetz and Linsky state that before any action can be take to address threats to effective leadership, leaders must be able to understand the â€Å"heart† of the issues before recognizing the actions, indications or â€Å"faces† determining the threats. The main message of the book is the need for leaders not just to be competent, sensitive or responsive. They also must understand the their motivations for being so, the perspectives that can be taken, the methods that can be most effective and the implications of any perspective, opinion or action to be taken. Empathizing with the natural isolation of being the top man of an organization: there should be an acceptance that there will be member of the organization who would â€Å"undermine the clarity of his vision, delay his progress, and divert him from his core purposes† (p. 76). Thus, leaders while being advocated to be sensitive to their organization have to balance this with their resolve to accomplish organization goals. Leaders should be then prepared to be questioned, doubted and even maligned for their decisions. Heifetz and Linsky reflect that leaders often view these are criticisms to their professional and personal capacity but they should also understand that these reactions, even when they are deliberate and malicious, occur as part of the dynamics leading and organizations. Reading the book, one of the most unique ideas that Heifetz and Linsky present, absent from most of the leadership literature that I have read, is the concept of pain and leadership. The authors’ views are ones that one can easily agree and even commiserate to. The recognition of the fact that effective leadership has its pains and not just costs, both to the leader and the organization, is a perspective that makes the work effective and truly emphatic to the challenges of leadership. The view that leadership challenges, or resistance, is an ever present element in any organization does not discourage readers but actually motivates them to deal with them rather than trying to circumvent them. However, it should also be recognized that some of the examples or ideas presented may require significant experience to be understood comprehensively. This is a particular challenge in the last section of the book where the authors delineate the introspective requirements for leaders. Nonetheless, the book provides critical insights to the realities of leadership and not just what it should be. More importantly, it is effective in motivating readers view leadership as continuing process of development and that there is a need to actively pursue effectiveness. Reference Heifetz, Ronald A. and Linsky, Marty (2002). Leadership on The Line–Staying alive through the Dangers of Leading, 1st Edition. Boston: Harvard Business School Press.

Professional Development And Continuous Learning - 999 Words

POLICY This Policy stems from the view that professional development and continuous learning are necessary to maintain the quality of the University staff and their continued readiness and ability to contribute effectively to the mission and goals of the University. Policy is not a firmly characterized idea but rather a profoundly adaptable one, utilized as a part of distinctive courses on diverse events. †¢ A particular choice or set of choices intended to complete such a strategy. Policy Procedure Responsibilities Individual staff members, managers and the University share the responsibility for staff development. †¢ Staff members are encouraged to take responsibility for their own work-related learning and career development. They are also encouraged to assist others in their development. †¢ The University is responsible for providing opportunities, resources and tools so that staff can become competent in their roles and achieve their career aspirations. Identifying development needs A staff member’s learning and development needs are primarily identified through the performance cycle and are captured in the staff member’s Performance Workplan. Recognizing learning and improvement needs depends on a formal or casual evaluation of winning levels of abilities, mentalities and information, and on any present or foreseen crevices. Such an investigation will empower choices about what realizing procurements are required at individual, group or hierarchical level. TheseShow MoreRelatedOverview of Progressive Learning1339 Words   |  5 PagesRunning Head: Progressive Learning Progressive Learning Progressive Learning Continuous learning is what individuals incorporate in their daily activities to learn with the experiences they acquire from their daily work. Everything is changing around us with the change in technology, change in people, equipment and procedures. 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