Michael Jordan is an American Icon :: essays research papers

To begin with, I would like to tell how Michael Jordan is the most well known athlete throughout the U.S. First off, mike has many endorsements that are popular in American society like Nike and Mc Donald?s. ?According to the bureau of food and drugs?, one and four Americans eat at a fast food restaurant each day. That shows how much Mc Donald?s has an affect on U.S. With Michael Jordan, advertising and supporting McDonalds then everyone will notice him and realize who he is. Nike is a footwear company, which thousands of Americans purchase there shoes each day. When Jordan came to the NBA, he signs a contract with Nike worth $30mil (Jordan Michael Bio). He created the shoes called ?Air Jordan?s? and created a line of shoes called ?Jordan?s? which made him very famous. Nike?s profits upped 20% through 1984-1986 helping them to be the dominate shoe company in America (?The Best Frequent Flyer?). Still in 2007 His brand of shoes are still making money in stores everywhere around the U.S. Nike sold more Air Jordan?s than any basketball shoe ever made (?Sports Illustrated For Kids?). The other reason why everyone should know mike is that he was the highest paid player in the world basketball in the 80?s and 90?s (?Breaking Sports News?). His contract is worth 30mil sign with the Chicago Bulls in 1984. This breaking news during the 1984-1985 season was all over the sports world excited to see what he can accomplish in this great sport of basketball. According to Time magazine, ?Jordan was the best to ever player to the game?. He changed the way basketball was played.

Assessment Tools for Visually Impaired

Assessment tools for Visually Impaired †¢ Using real objects rather than representative objects or pictures †¢ Addressing impact of child's experiences with the environment on performance Familiar vs. unfamiliar objects: If you use familiar objects, the child has had time to explore and develop concepts; unfamiliar objects may take the child more time to explore them. If a child only knows his objects, this may indicate lack of experience and under generalization of concepts. Familiar vs. nfamiliar people: A child who is blind may need time to warm up to an unfamiliar person. It is important to read the child and allow him to maintain contact with his parents and to allow him to initiate interactions. Familiar vs. unfamiliar location: A child who is visually impaired will need time to explore and familiarize himself to an unfamiliar area. He may act more reticent in an unfamiliar area. When assessing functional vision and mobility skills, it is important to assess in both a familiar and unfamiliar area if possible.Because a child does not have to rely on fine detail vision as much in a familiar area, you may get different visual responses in an unfamiliar area which could add to your understanding of the child's vision. †¢ Impact of expectations and opportunities child has had Familiar vs. new task: If you are testing a skill that is usually learned visually and the child has never been taught the skill, a test-teach-test model can help determine if child can learn task through manual demonstration. Analyzing the concept being tested and adapting to a child who is visually impaired or blind For example, the concept of object permanence looks at a child's visual attention, memory, persistence and organization of searching behaviors. For a totally blind child, this can be assessed by looking at how a child reacts to a dropped object, first allowing the object touch a part of his body and then taking the object further away from his body to assess s earching behaviors.Need to be aware of response behaviors that may be seen in young children who are blind. †¢ â€Å"Passive†, neutral facial expressions that may indicate that the child is listening attentively. †¢ Resistance to having hands directed to unknown objects; use of protective responses of pulling hands away, protective responses to unanticipated events. †¢ Visual responses: eccentric viewing, head tilt, holding objects close, closing eyes, etc. †¢ Gaze aversion to disengage or if objects are too close. Arousal issues: visually impaired may be in low arousal state due to lack of visual stimulus and low postural tone. †¢ Child may use â€Å"immature† patterns or repetitive patterns of object exploration such as repeated dropping for auditory feedback, tapping, mouthing. †¢ Child may be auditorily distracted by environmental noises. Need to assess â€Å"unique curricular areas† that are important to children who are visual ly impaired. †¢ Functional vision †¢ Sensory development †¢ Compensatory Skills (e. g. exploration and hand skills, Pre-braille; listening skills) †¢ Orientation ; Mobility Need to select assessment scales and strategies that allow for: †¢ Freedom of presentation and selection of materials †¢ Quality in additional to milestones †¢ Incidental and structured presentation Need to understand the implications of: †¢ Age at which visual loss occurred †¢ Level of functional vision †¢ Implications of the eye condition †¢ Presence of additional handicaps Need to be able to clearly describe the assessment process and implications to PARENTS.

Phloem and Principal Water-conducting Elements

Exercise 4 (Histology) 1. 1 Give at least three distinguishing features of these groups of cells. Apical meristems have the following features: (1) a â€Å"border† of cells; (2) they follow order or shape; and (3) some cells are darker (indicating that they undergo mitosis). 2. 1 Identify the tissue. The tissue is a vascular cambium. 4. 5 (? ) Is the epidermis uniseriate or multiseriate? In the cross section of a young root of Helianthus, the epidermis is uniseriate. 6. 1 What do you call the outgrowths of the epidermis? These are called trichomes. 6. 2 What is their function? They function mainly for support and protection of the leaf or stem which contains the epidermis. 6. 3 Classify the types of epidermal outgrowths in the above plants. bristle| scale| simple hair| glandular| branching| stellate| 7. 1 Draw and identify the tracheary elements. reticulate| annular| pitted| scalariform| helical| 8. 1 Differentiate the sieve tubes from the companion cells. The sieve tubes in the phloem are composed of long, narrow cells which lack a nucleus, ribosomes, and some other cellular components; they transport sugars and other organic nutrients. Companion cells have nuclei and ribosomes that also serve the sieve-tube cells but do not themselves take part in conduction. 8. 2 What are the principal water-conducting elements of the xylem? The two principal water-conducting elements of the xylem are the tracheids and the vessel elements. 9. (Table 4. 1) Specimen| Tissue| Cell Types| Characteristic(s)| Function(s)| Cassava pith| | | | | Tomato fruit pulp| | | | | Spanish flag petiole| | | | | Lotus peduncle| | | | | Celery petiole| | | | | Coleus petiole| | | | | Mung bean seed coat| | | | | Peanut pericarp| | | | | Pineapple leaf| | | | | Others| | | | |