Support Children At Meal Time Essay Example for Free

Support Children At Meal Time Essay 1.1 Outline the nutritional requirements of a healthy diet for children and young people. Energy enables children to concentrate, learn and play at school. Starchy carbohydrates should provide the main source of energy in the diet. Sources of carbohydrates are Breads of all types, rice, pasta, noodles, potatoes, yam, oats, cassava, couscous, breakfast cereals, wheat grains like bulgar wheat, lentils, red kidney beans and black eyed beans. Good practice Whole grain varieties of bread and cereal are best as they are good sources of fibre. Non-milk extrinsic (NME) sugars Diets low in NME sugars will help to prevent tooth decay. Sources are Table sugar, jam, honey, sweetened drinks, cakes, pastries, ice cream, sweets, biscuits, confectionary and chocolate. Good practice Use less sugar in recipes, serve fruit-based or dairy-based desserts instead of cakes and biscuits which often contain lots of added sugar. Restrict access to sugar to be added to hot drinks. When choosing prepared products, check the label and choose those products lower in sugar. 4 Fat Lower fat intake can prevent weight gain. Sources of high fat are Butter, lard, margarine, fat spreads, oils or dressings such as mayonnaise. Chips and other deep fried food, potato waffles, garlic bread, pastries, cakes, biscuits, creamy puddings, meat or meat products such as pastries. Good practice Grill and bake food instead of frying. When making sandwiches, try not using any butter or spread if the filling is moist enough, if using fat spread, choose a reduced fat variety and spread thinly. When choosing prepared products, check the label and choose those products lower in fat. Saturated fat A diet low in saturated fat can prevent high cholesterol and decrease the risk of coronary heart disease, diabetes and some cancers. Sources of saturated fats are Butter, lard, cream, coconut oil or cream, palm oil, mayonnaise, salad cream and some margarines. Meat products such as pie’s, burgers and sausages. Also hard cheese’s such as cheddar. Cakes and biscuit’ s. Good practice Choose lower fat dairy products- Skimmed or semi skimmed milk, low fat yoghurt and reduced fat cheese. Choose lean cuts of red meat and remove the skin from chicken. For cooking use an unsaturated vegetable oil such as rapeseed oil or olive oil. Avoid adding butter or oil to food (e.g. vegetables) after cooking. When choosing prepared products check the label and choose those lower in saturated fat: FSA guidance on labelling states that 5g or more saturated fat per 100g is  Ã¢â‚¬Ëœhigh’ and 1.5g or less 100g is ‘low’. Protein is important for growth and repair of body tissues and muscles. Pupils are growing fast so protein is particularly important to them. Sources of protein include Meat, fish, milk, cheese, eggs, yoghurt, nuts and seeds, kidney beans, lentils, meat alternatives (e.g. tofu, chickpeas and cereals) These food items can be incorporated into dishes such as chicken and vegetable jambalaya, chickpea and cauliflower curry, salmon sandwiches, cauliflower cheese, nut roast, chicken casserole, omelette with ham and cheese. Good practice Including plant protein as well as animal protein on your menu will ensure that pupils are eating protein from a variety of sources. Vegetarian pupils should have adequate protein intake if they eat cereals, beans and lentils, soya products, eggs, milk and dairy products. For vegan or lactose intolerant pupils, soya, oat or rice drinks provide an alternative to milk. Be aware of nut allergies. Fibre assists bowel function and prevents problems like constipation. Sources of fibre are Brown rice, oats, wholegrain cereals, muesli, potatoes with skins, wholemeal bread, buglar wheat, lentils, chickpeas, red kidney beans, fruit and vegetables. These food items can be incorporated into dishes, such as vegetable and lentil bake, chilli con carne served with brown rice, jacket potato with beans and fruit salad. Good practice Choose wholegrain, wholemeal or brown varieties where possible. If children reject wholemeal varieties, use combinations of wholemeal and white varieties to encourage consumption. Leave skins on potatoes and add pulses and vegetables to stews and pies to add fibre. Sodium is a component of salt. Salt is needed to maintain fluid balance in the body and for nerve and muscle function. Most salt consumed is contained within processed food. Low salt can decrease the onset of high blood pressure, which may lead to conditions such as stroke, heart disease and kidney problems. Sources of sodium are Ready-made soups, sauces, gravy, processed food, some breakfast cereals, salty snacks (crisps and salted nuts), bacon, ham, sausages, pizza, cheese and condiments. Good practice Limit the amount of salt added during cooking and instead flavour with herbs and spices. Cook meals from raw ingredients rather than using manufactured products high in salt. When choosing prepared products, check the label and choose those lower in salt. FSA guidance on labelling states that 1.5g or more salt (0.6g sodium) per 100g is ‘high’ and 0.3g or less of salt (0.1g sodium) per 100g is ‘low’.  Vitamin A is important for growth and tissue repair, good eyesight and immune system. Sources of vitamin A are as follows oily fish, eggs, liver, cheese, butter, milk, yellow, red and orange coloured fruits and vegetables. Such as carrots, peppers, apricots, oranges, papaya, mango, butternut squash, sweet potato, tomatoes and dark green leafy vegetables. Good practice Serve a variety of fruit and vegetables. These food items can be incorporated into dishes like salmon fishcakes, baked sweet potato wedges, red pepper and tomato omelette, carrot and coriander soup and fruit salad. Yellow, orange and red coloured fruits and vegetables contain the most vitamin A. Vitamin C is an antioxidant which may help to protect the body from infections and illnesses. Vitamin C is needed for wound healing and the structure of blood vessels and skin vitamin c enhances iron absorption. Fruits contain vitamin c, especially citrus fruits such as oranges, limes, grapefruit, berries, kiwi fruits. Vegetables (including frozen) , especially broccoli, green and red peppers, sweet potatoes and potatoes. These food items can be incorporated into dishes, like jacket potato with salad, lemon chicken, berry smoothies, fruit salad, mixed vegetable hot pot and casserole. Good practice Raw fruit and vegetables contain the most vitamin c. Vitamin c may be lost during preparation and cooking, so prepare and cook food as close to lunch time as possible. Steam vegetables to minimise vitamin losses or cook them in a minimum volume of water. Folate is essential for blood cells and the nervous system, and prevents anaemia. Sources are liver, yeast and orange juice, green leafy vegetables, such as spinach, green beans, beetroot, chickpeas, black-eye beans, broccoli and pe as. Breakfast cereals are often fortified with folate. These can be made into dishes like pea and ham soup or spinach and potato curry. Good practice Folate may be lost during the cooking process so prepare and cook foods as close to lunch time as possible, steam vegetables to minimise loss of vitamins. Calcium Is essential for strong teeth and bones, and for muscle and nerve function as well as blood clotting. A diet containing enough calcium will decrease the risk of developing osteoporosis or brittle bones later in life. Sources are milk, cheese, yogurt and canned fish with bones (salmon, pilchards and tuna), broccoli, cabbage, dried fruits, tofu, red kidney beans, chick peas and soya beans. White and brown breads are fortified with calcium. Dishes can be made such as cheese, potato and salmon  quiche, rice pudding and custard made with milk. Good practice for people who do not drink milk, choose soya, oat, or rice drinks enriched with calcium. Use lower fat dairy products; they contain as much calcium as their full fat equivalents. Iron is needed for production of red blood cells, which carry oxygen around the body. Iron also plays an important role in maintaining a healthy immune system. Iron is especially important for teenage girls. Iron deficiency in pupils may be linked to slower intellectual development and poor behaviour in the longer term. Sources are red meat, offal (especially liver and kidney), canned fish, eggs, dark green leafy vegetables, peas, wholegrain (e.g. brown rice), nuts, seeds, red kidney beans, black-eye beans, lentils, chickpeas, dried apricots and raisins. These foods can be incorporated into dishes, for example lamb casserole, houmous, spaghetti bolognaise, Sheppard’s pie, mixed bean wrap and dried fruit compote. Breakfast cereals are often fortified with iron. Good practice Iron from animal sources is more easily absorbed by the body than plant sources, but plant sources are more important because they provide most of the iron in the diet. Consuming food high in vitamin c at the same time as food containing iron enhances iron absorption. Vegetarian dishes should regularly include a variety of lentils and peas, eggs, dark green and leafy vegetables. Zinc is used by the body for growth and tissue repair, wound healing and the immune system. Sources include red meat, offal (especially liver and kidney), eggs, fish, milk and other dairy products, cereals, red kidney beans, soya products, lentils and chickpeas. These food items can be incorporated into dishes such as cottage pie, roast pork or beef, lentil bake, brown rice and vegetarian bolognaise using soya mince. Good practice vegetarian dishes should regularly include whole grain cereals, kidney beans, eggs and milk,

Evolution of Computer Technology in Last 25 Years

Evolution of Computer Technology in Last 25 Years The advancement of the computing technology could commonly identify in 6 generations. The physical size of the computers significantly decreased from the first generation vacuum tube computers to third generation computers based on the integrated chip technology. Fourth and fifth generation computer technology increased computer chips efficiency by developing the very large scale integration (VLSI) and ultra large scale integration (ULSI) technology. (Halya, 1999) During the fifth generation computing, the idea of using multiple computer chips to solve the same problem flourished, which was based on the earlier design of parallel computing that was developed during the fourth generation. With the improvement of hardware, increased network bandwidth, and developing more efficient algorithms, massively parallel architectures allowed fifth generation computers to increase the efficiency of computing significantly. (Drako, 1994) This research paper is mainly going to discuss how the comp uter technology evolved from the end of the fifth generation to current day sixth generation computers. The improvement in microprocessor chips technology allowed millions of transistors to be placed on a single integrated chip, which opened the generation of computers based on ultra large scale integration, or ULSI. The 64-bit microprocessor was developed during this time and became the fifth generation chip we mostly use today. Even the older fourth-generation chip architecture concepts like Reduced Instruction Set Computers (RISC) and Complex Instruction Set Computers (CISC) derived the benefit of ULSI technology. During the fourth generation period, microprocessors were commonly classified into RISC or CISC type architectures. The difference between RISC and CISC were very clearly distinguishable. RISC has a very simple set of instructions which required a low number of transistors but needed a higher memory to do a task. CISC has more instructions set available compared to RISC which required more transistors but less memory space. (Hennessy, 1991) Due to the limited computing res ources, each programmer decided the specific chip type to deliver the endstate the application delivery. However, with the advancement of microprocessors, the 64-bit chip now has more transistors and memory address access available for computing. Today, the need of differentiating what used to be two main categories of the microprocessor is almost pointless because of the level of complexity in modern day 64-bit chips for both CISC and RISC. Many new CISC chips behave like RISC with the increased processor clock cycle while the new RISC has increased number of instructions available like CISC (Cole, 2015). Two of the most important hardware techniques used to improve performance during the fourth and fifth generation of computer development have been pipelining and caches. Both techniques rely on using more devices to achieve higher performance. Pipelining might have been available only to some mainframe computers and supercomputers during fourth generation computing; however, the technique became very common within computer architecture during the fifth generation computing which became the baseline for the sixth generation computer which uses decentralized computing process to perform as an artificial intelligence and neural network computing. Pipelining improves the throughput of a machine without changing the basic cycle time and increases performance by exploiting instruction-level parallelism. (Hennessey, 1991) Instruction-level parallelism is available when instructions in a sequence are independent and thus can be executed in parallel by overlapping. Unarguably, the pipelining technology led to faster speeds and better performances but the hardware performance couldnt keep up with the demand of even faster hardware that could facilitate applications that required processing a large amount of data or critical commercial transaction very fast. Addition to advances in pipelining, the advancement in cache memory technology also significantly enhanced performance of how computer access data. By creating a small pool of memory either in the actual processor or very close to it decreased the need of frequent access of data directly from the memory. This technique made cache memories one of the most important ideas in computer architecture. (Uri, 2010) Cache memories substantially improved performance by the use of memory. Cache memories were first used in the third-generation computers from the late 60s and early 70s, both in large machines and minicomputer. From the fourth-generation and on, virtually every microprocessor has included support for a cache. Although large caches can certainly improve performance, total cache size, associativity, and block size all directly impact the performance and have optimal values that depend on the details of a design. (Hennessey, 1991) Just like microprocessor and pipelining, the cache technology improved significantly last two decades. Traditional cache architectures are demand fetch, cache lines are only brought into the cache when they are explicitly required by the process. Prefetching increased the efficiency of this process by anticipating that some memory will be used near future, thus, proactively fetched into the cache. Earlier of prefetching was either done through software or hard ware prefetching. As the complexity of prefetching increases, some more recent research has looked at combining the imprecise future knowledge available to the compiler with the detailed run-time information available to hardware like programmable prefetching engine consisting of a run-ahead table that populates using explicit software instruction. (Srinivasan, 2011) With such advancement in core computer technologies, the ability to process data and store information truly became increasingly decentralized. From cloud to PC over IP technology, cheaper storage, faster processor, and higher bandwidth wide area network allowed the modern day computer to work in collaboration rather than isolation. If from the first generation to the fifth generation focused on improving the efficiency of the hardware to meet demands of software engineers, the current sixth generation is more about how human interacts with the computers to enrich human lives. Computers became smaller while still sufficient to process necessary application by itself or using servers through the internetwork. Everything has become smarter, faster, smaller, and connected. With the improved network and parallel computing, the sixth generation computers definitely getting closer to simulate how the human brain functions. Using basic algorithms, probability and statistic, and economic the ories, new computer technology could simulate human-like decision-making process to improve human lives and help to solve more complex issues. In the sixth generation, we are actually experiencing the true potential of commercial Artificial Intelligence. References Cole, Bernard, (2015). New CISC Architecture Takes on RISC. EE Times, Retrieved from http://www.eetimes.com Drako, Nikos, (1995) . An Overview Of Computational Science. The Computational Science Education Project Haldya, Micky, (1999). Computer Architecture. Biyanis Think Tanks; Chap 5, 26 27 Hennessy, John L. Jouppi,Norman P., (1991). Computer Technology and Architecture: An Evolving Interaction.Computer, vol. 24, no., 18 29 Srinivasan, James R., (2011). Improving Cache Utilization. Technical Report; no 800., 31 35 Uri, Cohen, (2010). From Caching to Space-based Architecture: The Evolution of Memory. Enterprise System Journal. Retrieved from https://esj.com/

Farewell to Mazanar :: essays papers

Farewell to Mazanar Chapter 1 The Wakatsukis are a Japanese family with ten children, the youngest of who is Jeanne; she is the narrator and author of the story. In December 1941, the Wakatsukis are living near Long Beach, California. Mr. and Mrs. Wakatsuki are immigrants; they have come to the United States from Japan, searching for the American Dream. Jeanne's father and brothers man a fishing boat called The Nereid and work for the canneries on the coast. On December 7th, Jeanne stands on shore with the other Wakatsuki females; they all wave good-bye to the Wakatsuki men as they set out to sea. As the women watch the Nereid travel further away, it suddenly turns and heads back to shore. Jeanne and the others are confused about the strange return until a cannery worker on the docks runs toward them; he delivers the news that Japan has just bombed Pearl Harbor in a deadly surprise attack. Jeanne's father is immediately frightened that his ties to Japan will cause him trouble; he goes home and burns the f lag he had brought from Hiroshima, as well as all documents that might tie him to Japan. The family then relocates to the home of their eldest son, Woody, who lives on Terminal Island. After two weeks, Ko Wakatsuki, Jeanne's father, is arrested and interrogated. Later the family learns that he has been taken into custody and falsely charged with supplying oil to Japanese submarines offshore. Chapter 2 Jeanne’s father's absence has already made her insecure, and now she must cope with the presence of unfamiliar people in her new neighborhood. In particular, young Jeanne is terrified of the other Oriental people in the neighborhood. Her father's joking threats of "selling her to a Chinaman" seem true to her now that unfamiliar Chinese faces surround her. In Ko's absence, life in Woody's neighborhood is difficult for the Wakatsuki family. They must live in a cheaply constructed shack among Japanese people who speak only in a thick Kyushu dialect. All of their neighbors are ignorant of the English language, which makes the Wakatsukis, who normally speak in English, very uneasy. Money is also very tight. In order to make ends meet, Jeanne's mother goes to work in a cannery, along with Woody's wife Chizu. The only bright spot is when they receive a letter from Ko; unfortunately, the letter explains how he has been imprisoned in Fort Lincoln, North Dakota.

A Child Called It, The Lost Boy and A Man Named Dave Essay -- Dave Pel

For this report, I have read all three of Dave Pelzer's books about his life: A Child Called â€Å"It†, The Lost Boy and A Man Named Dave. A Child Called â€Å"It† chronicles Dave's life as a child, and is told from that viewpoint. From his earliest recollections of a relatively happy life with "the Mommy" to his life and death struggle with "The Mother", this book details the horror of Dave’s dehumanizing existence. Going far beyond â€Å"typical† physical, emotional and psychological abuses, Dave’s story tells of intentional starvation, forced coprophagia, poisoning and much more. This volume covers his life from his earliest memories at age 4 until his rescue at age 12. The Lost Boy picks up the story where the first book leaves off, following Dave through the foster care system until the age of 18. Dave’s navigation through the foster care system is an arduous journey. His sense of survival is strong, but being a foster child is not easy. A Man Named Dave is the final book in the trilogy, covering Dave's life from his enlistment in the Air Force through the present day. From his resolve to be accepted by the Air Force to his almost desperate determination to be a good father to his son, Dave shares with the reader his difficulty adjusting to a â€Å"normal† life. Diversity The Pelzer family was white and middle class. Dave’s father, Stephen, was a firefighter, and his mother, Catherine, was a homemaker. Both parents were alcoholics. They lived in a â€Å"good† neighborhood in a modest home. Until the abuse began, Dave’s life with his parents and brothers was good. In his words, â€Å"Our every whim was fulfilled with love and care† (Pelzer, 1995). The two areas of diversity I recognized in these books are economic status and disability. Because... ...tainable: his mother’s love. Bibliography: Erikson, E. H., (1950). Childhood and Society. New York: Norton. Erikson, E. H., (1968). Identity: Youth and Crisis. New York: Norton. Maslow, A. H. (1954). Motivation and Personality. New York: Harper & Row. Pelzer, D. (1995). A Child Called â€Å"It†. Deerfield Beach, FL: Health Communications, Inc. Pelzer, D. (1997). The Lost Boy. Deerfield Beach, FL: Health Communications, Inc. Pelzer, D. (1999) A Man Named Dave. NY: Penguin Putnam, Inc. Schultz, D. P., & Schultz, S. E. (1987). A History of Modern Psychology. Orlando, FL: Harcourt-Brace. U.S. Department of Health, Education and Welfare. (1979). [Brochure]. Washington, DC: U.S. Government Printing office. Zastrow, C., & Kirst-Ashman, K. K. (1997). Understanding Human Behavior and the Social Environment. (4th ed.) Chicago: Nelson-Hall Publishers, Inc.

Technology and Language in Education: The Effect of New Technology on T

Technology and Language in Education: The Effect of New Technology on Teaching Languages Annie Moore, a 15-year-old girl from Ireland arrived at Ellis Island in New York City on January 1, 1892. She was the first immigrant to come to that United States immigration station, but she was certainly not the last. According to the U.S. Census Bureau (2000), 28.4 million of the 285.2 million US residents in 2000 were foreign-born. With such a large amount of our population being foreign-born, the need for effective language education is immense. The use of technology is very useful in alleviating the pressure of such a tremendous demand for ESL (English as a second language) and EFL (English as a foreign language) programs (Education World, Inc., 2004). Schools all over the country are adding the latest technology to their classrooms, and students are benefiting tremendously. Programs designed to incorporate reading and writing practices in a foreign language are modernized with technological advances which make it possible to interact with not only people within the classroom but students and teachers at other schools and all over the world. With the touch of a button, students at a school that might not be able to afford a foreign language program can be in contact with a school that has rich foreign language resources. Students can send written assignments over the Internet to be checked and graded; they can take online quizzes and assessments that will be graded within seconds and give instant feedback for the student. Real-time instant conversation makes it possible for a student anywhere to keep up with what their class is covering, regardless of whether the student is out sick, or unable to be in class, or even if th... ...rld.com/foreign_lang/ Macias, R., & Rose, D.J. (1994, August). Wired for Knowledge. Hispanic, 7(7), 17-22. Retrieved September 26, 2004, from Eric [EBSCO] database. University of California Davis Department of Information and Educational Technology. (2004). Online AP Course Preps High School Students for University-Level Learning. Tech News. Retrieved October 3, 2004, from http://technews.ucdavis.edu/news2.cfm?id=762 Upbin, B. (1999, March). Instant Feedback in the Classroom. Forbes, 163(6), 68-71. Retrieved September 26, 2004, from Academic Search Premier database. U.S. Census Bureau. (2000). U.S. Foreign-Born Population. Retrieved October 4, 2004, from http://www.census.gov/population/www/socdemo/foreign/ cps2000.html Warschauer, M. (2002). A Developmental Perspective on Technology in Language Education. TESOL Quarterly, 36(3), 453-475.

Informative: Basketball and Perfect Jump Shot

pecific purpose: My specific purpose is to inform the audience on â€Å"How to shoot the perfect Jump Shot† in the sport of basketball. I will inform the audience on the correct shooting techniques, basketball shooting mechanics, basketball shooting form and drills to improve your shooting techniques. Thesis: By following and practicing these proper shooting techniques it will improve the amount of baskets you will make. Introduction: 1. Attention getter- interacts with audience (have a couple audience members catch and throw basketball in their idea of correct shooting form). Then proceed to tell them they are all wrong and will not make it far in the basketball career lol (: (joke). 2. Relevance- not only is this to help improve basketball skills this will help with any fitness you desire to participate in if you do not participate in a sport or specifically basketball. It will help with correct form with weight lifting as you bench dumbbell or even squats, even in other sports. So overall you can take a little bit of something specific and it can contribute to everyday life which is pretty interesting. . Establishment of ethos- I have been in athletics all my life and participated in the sports of basketball and track and field. From middle school, high school and even college I been performing this skill over the years in high intensity to try and perfect the perfect jump shot. As I am now pursing to be a well known Personal Trainer it will be great to express and inform such an audience on my knowledge of the perfect jump shot. 4. Thesis- By following and practicing these proper shooting techniques it will improve the amount of askets you will make. 5. Preview- During this presentation I will inform you how to shoot the perfect jump shot by giving you plenty of techniques including shooting mechanics, shooting form and fun drills you can practice to improve this technique. Transition: First I will discuss the basketball shooting technique if you don’t exactly know what that is; it is also known as the correct way to shoot a basketball. Body: 1. Not everyone will shoot the same, and some people might just have the most awkwardness shot and it will fit them and make baskets. But the best shooters in the NBA and WNBA establish the basics when it comes to shooting a basketball. A) According to Brad Winters author of â€Å"How to Shoot the Perfect Jump Shot† he list a detail explanation of the correct shooting techniques in which I will show you myself. He states, â€Å"1. Right foot forward, left foot back 2. Elbow close to and in front of body 3. Fingertips centered on the ball 4. Cock your hand so you can see wrinkles behind your wrist 5. The straightening of your arm will naturally bring the fingers directly behind the ball for the release and follow through 6. The basketball is brought to a position in front of the face right eye and left shoulder and high enough to see goal, teammates, defenders etc. † 2. With the proper skill set and consistent practice will you actually have a better percentage? B) If you have heard of Michael Jordan, he is the best player who has ever set foot on a basketball court and is a well know legend, will agre e that the correct shooting techniques will make a difference. C) According to Michael Jordan it’s all about the B. E. E. F. Balance, eyes, elbow and follow through. Michael Jordan Stats, â€Å"It’s important to shoot the ball the same way every single time, balance yourself with having your knees bent and one foot in front of the other, keep your eyes on the basket specifically in front of the rim, have your elbow close to and in front to protect the ball and once you rise up your follow through needs a flick of the wrist and a arc†. Transition: Correct shooting techniques is clearly needed in order to perfect the perfect jump shot. As Michael Jordan says, you have to shoot the ball the same way every time and once you get the proper techniques down your percentage will go up drastically. Next I will like to discuss Basketball Shooting Mechanics. 1. The difference between shooting technique and mechanics is that mechanics uses math and a little physics. A) 7 tips to improve your shooting mechanics by, Jeff Haefner gives you insight on the correct shooting mechanics that elevate your shooting technique (form) but I will list 3 that is the most important to me. Your feet need to be shoulder-width apart. Your knees should be slightly bent. If you like a stance that’s more open, then your shooting foot should be forward and your non-shooting foot trailing behind. If you like a stance that’s more square, then both of your feet should be facing the basket. -Make sure the ball is released before you reach the top of your jump. Your legs generate up force, so use them! You should always land in the same sp ot that you left. -When you shoot, the ball should start going right up with no dipping. Your elbow needs to be right under the ball, and your shooting hand needs to be in direct line to the rim. The ball needs to stay in front of you and should not go behind your head at all. Your body should release all with the shot: your legs, your core, and your arm all coordinated with one graceful movement. Your elbow and wrist should expand in a straight line to the basket. Transition: Shooting mechanics is another important aspect that goes into shooting the perfect jump shot, it is easy to slip into bad habits and the more you do a bad habit the deeper it will be ingrained and BECOME your mechanic. So practice is needed the more repetition the better you will become, now that you have your shooting fundamentals and shooting mechanics down. Now it’s time to have fun. SHOOTING DRILLS!! (: 1. A fun way to practice these techniques and mechanics is shooting drills, shooting drills that include fun but most of all repetition, game like intensity and put your knowledge and body to test. A) Ray Allen is considered one of the purest shooters in NBA history and leads the league all time in three pointers made. Strictly skills basketball . com lists some of Ray Allen’s workouts, drills and pre game rituals he does to improve his shooting. B) List of drills to do: The 2 minute challenge- The Ray Allen drill is meant to be a 2:00 timed drill to force accuracy and make you shoot under pressure. Do it several times to work on your conditioning and your shot. You must have a partner in order to do it for time, but it can also be done individually without the time component. The Elbow drill- Run to elbow to elbow and make 10 baskets on each side, will need a partner to rebound and pass the ball to you and has to be fast paced game like motion. The shoot and retreat drill- You will also need a partner to rebound and pass for you; you will run full speed to a pass and rise for a jump shot and the retreat back on defense. This drill will help with your form under the circumstances of recovering after you retreat; conditioning and shooting form will be tested in this drill once you are tired. Transition: As you can see, perfecting the perfect jump shot requires a lot of hard work but once you have your fundamentals and mechanics down it will be fun to practice them in drills and in games which will improve your percentage of baskets going in the hoop. Conclusion: 1. Signal: Correct shooting techniques, basketball shooting mechanics, basketball shooting form and drills to improve your shooting techniques. 2. Review: Not only is this to help improve basketball skills and your perfect jump shot this will help with any fitness you desire to participate in. 3. Tie back to audience: I been performing this skill over the years in high intensity to try and perfect the perfect jump shot. It will improve your percentage of baskets made which will make your game more unstoppable, not only am I pursuing to be a great basketball athlete, it has come in handy with personal training. 4. Conclusion remarks: I hope you all experienced an â€Å"ahh I get it† moment in your head, or at least learned something new, it is fairly easy the only thing that is hard is putting in the time and if you are serious about your perfect jump shot time shouldn’t matter it’s a dedication sport.

Lost at Sea Exercise

Lost at Sea Exercise – Leadership & Team Building Lost at Sea Scenario Your team has chartered a yacht. None of you have any sailing experience. You hired a skipper & two-person crew. As you sail through the Southern Pacific Ocean, a fire breaks out & much of the yacht & its contents are destroyed. The yacht is sinking. Your location is unclear because navigational & radio equipment have been damaged. The skipper & crew have been lost to the fire. Your best guess is that you are approximately 1,000 km southwest of the nearest landfall.You and your friends have managed to save the following items: ( A shaving mirror [pic] (A quantity of mosquito netting [pic] ( A 19 liter can of water [pic] (A case of army rations [pic] (Maps of the Pacific Ocean [pic] (A floating seat cushion [pic] (A 7. 5 liter can of oil / petroleum mixture [pic] (A small transistor radio [pic] (186 square decimeters of Opaque plastic sheeting[pic] (Shark repellent [pic] (1. 1 liters of 160 per cent proof ru m [pic] (4. 5 meters of nylon rope [pic] (2 boxes of chocolate bars [pic] (A fishing kit [pic] pic]Also, you have salvaged a rubber life raft. In your team’s pants pockets there’s 1 package of cigarettes, 3 boxes of matches & 3 $20 bills. [pic] YOUR CHANCES OF SURVIVAL WILL DEPEND UPON YOUR ABILILTY TO RANK THE 14 ITEMS IN THEIR ORDER OF IMPORTANCE. GOOD LUCK! [pic] Lost at Sea Exercise Instructions Part 1 Participants should divide into teams of 5 and then be given 10 minutes to individually rank the 14 items. Part 2 Team members should then confer for an additional 10 minutes and decide on the team’s priority ranking of the 14 items.Part 3 Team members should then compare their individual rankings with those determined by the group as a whole, and discuss why the scores differ, if applicable. Or, if individuals would re-rank items based on the group discussion, what changed their minds? How where they influenced by the group? Lost at Sea Suggested Answers / Ra tionale According to the experts (United States Coastguard), the basic supplies needed when a person is stranded mid-ocean are articles to attract attention and articles to aid survival until rescue arrives.Without signaling devices, there is almost no chance of being spotted and ultimately rescued. Furthermore, most rescues occur within the first 36 hours and a person can survive with only a minimum of food and water during that period. So, the following is the order of ranking the items in their importance to your survival: 1. The shaving mirror would be critical for signaling. 2. The oil / petroleum mixture would also be critical for signaling. The mixture will float on water & could be ignited with the paper currency & a match. 3. The water would be necessary to replenish fluids lost through perspiration. . One case of army rations would provide basic food intake. 5. The opaque plastic sheet could be used to collect rain water and provide shelter from the elements. 6. The chocol ate bars could provide reserve food supply. 7. The fishing kit is ranked lower than the chocolate since ‘a bird in the hand is worth two in the bush’, and there is no guarantee that you will catch any fish. 8. The nylon rope could be used to secure people or equipment to prevent them from being washed overboard. 9. The floating seat cushion is a life preserver if someone fell overboard. 10.Shark repellent 11. The 160 per cent proof rum contains 80% alcohol, which is enough to be used as an antiseptic for any injuries; otherwise, it is of little value. It will cause dehydration if ingested. 12. The small transistor radio would be of no use without a transmitter. You would also be out of range of any radio station. 13. Maps of the Pacific Ocean would be worthless without navigation equipment. 14. The mosquito netting would not be necessary, as there are NO mosquitoes in the mid-Pacific Ocean, and the fishing kit would be more effective for catching fish.