The Olympic and Paralympic Games were held in London in Summer 2012 Dissertation

The Olympic and Paralympic Games were held in London in Summer 2012. One of the major changes to delivery of the Games that has - Dissertation Example The committee not only suggested new plans for improving the environmental issues but also had made sure that they can serve the society positively. The survey which is conducted in GSM, London, throws light on the fact that the youth are interested in sports and extracurricular activities, but due to their busy schedule they forget to take care of their health. Sports are not only refreshing but also, help in eradicating diseases to make life healthier. The youth are aware of the sport-health relationship that indicates to the fact that they can educate the mass with their knowledge and help in creating a safer and healthier world. Olympic and Paralympics Games Summer 2012 The Summer Olympic 2012 had taken place in London from 27th July to 12th August, 2012 and it was followed by Paralympics Games 2012 from 29th August to 9Th September, 2012. 205 nations had participated in the 300 events that took place in Summer Olympic. However, 147 nations joined the events of Paralympics Games 2012. ... It is also described as the mean of achieving reconciliation and peace, which is the fundamental pre-condition for the principles of sustainability that has been applied and shared by the Olympic Movement (Olympic.Org., 2013f). The following are the key stakeholders of Olympic Movement who facilitates their sustainable development: 1) International and National Sports Federations (IFs and NFs) 2) National Olympic Committees (NOCs) 3) Olympic Games and youth Olympic Games Organising Committees (OCOGs and YOCOGs) 4) Corporate sponsors 5) Media 6) Non-governmental organisations (NGOs) 7) Most importantly the public. The International Olympic Committee (IOC) is in a good position to assist the building of a sustainable future by encouraging the work with major groups, regeneration of the political commitments and also, by creating a worldwide support for actions. Sustainability Plan put forward by the organisers Sustainability can be described as the continuous project that was undertake n by the Olympic Movement (OM) and was also promoted for adoption worldwide. The process of adoption started with the execution of modest green actions. The Sustainability Plan has evolved for over 20 years since the Earth Summit, 1992. In 2012, the Olympic Games were held in London and before the grand event the supervisory committee had made a Sustainability Plan which had given shape to the overall development of the whole event. This section of the report elaborates the sustainability plan that was put forward by the organisers. London 2012 The consumer lifestyles in the developed industrial nations have dramatically surpassed the productivity capacity of the Earth. The world has already undergone ecological overshoot about 40 years ago and currently, the

Trend of Agencification

Trend of Agencification Introduction In the almost 800 years since the promulgation of the Magna Carta, there are a number of events in English constitutional history that would serve as useful points of commencement in the consideration of agencification and the related elements engaged by the title question. The present paper will commence the examination of the issues with reference to the well known 1976 commentary of Lord Hailsham concerning the governance of post World War II Britain as that provided by means of an elective dictatorship. The accuracy of this observation is considered in the context of both the creation and the extension of the role of state agencies in modern society. Agencification is next considered from the perspective of the basic purposes of government. Agencies are often regarded as the vehicles through which the real work of government is conducted; the notion that agencies are broadly perceived by ordinary citizens as the true face of modern government is also critically explored. In this context, a number of concepts that are closely connected to the overarching principles of governance are also discussed, including: governance as concept that is interchangeable with regulation; the rise of the contemporary Regulation State; agencies and their intended independence from policy making and political considerations; accountability. Specific attention is directed to the notion of regulation as a means of providing structure to society generally, as well as the role played by agencies in the regulation of internal government processes. The paper concludes with an examination of agencification and its particular constitutional challenges; the impact of the Constitutional Reform Act and the current debate concerning the desirability of a British Bill of Rights is also assessed in this context. It is noted that while the present paper has a British agencification focus, the sources relied upon to support the propositions developed here are drawn from a broad range of British and international commentators. For the purposes of the following analysis, agencification is defined as the delegation of decision making power and institutional autonomy to public bodies. Alternatively, any government decision to utilise or create state agencies or any other entity established by government to further any type of public policy object will form a part of the agencification process. As is noted below through the examples tendered for consideration, the formulation of a definition of agencification is relatively easy; understanding all of the parameters within which such entities now function in modern government structures is difficult. The definition of agencification in turn engages a number of related concepts; of special importance are regulation, autonomy, accountability, and credibility. Regulation has a range of possible meanings in an agencification context. At its narrowest definition, regulation means formulating authoritative sets of rules and establishing autonomous public agencies to monitor the relevant rules and to promote their public compliance. In its broadest meaning, regulation may refer to any form of state intervention designed to steer a society towards a particular public goal. In modern governance, the concept extends to how to regulate the regulators, the mechanics of managing intra-government systems and relations between agencies. Autonomy in the present context is the degree of supervision that is exercised by a central government branch or ministry over an agency or other publicly constituted body. Autonomy must also be considered in contrast to the real or presumed independence of the agency in question; as is discussed below in the context of the UK Food Standards Agency, the relationship between the agency to government, the public at large and the host of possible third party interests at stake make this dynamic very intricate. Accountability is a term that has a strong political connotation that also carries administrative overtones from the agencification perspective. As is further discussed below, the autonomous and semi-autonomous modern regulatory agencies have accountability not in vertical directions, but horizontally to the government at which they stand arms length, and the public to whom their efforts are intended to be directed. The distinction between agency accountability and ministerial accountability must be emphasised. Ministers of the Crown are responsible for the proper functioning of their respective portfolios; a failure to discharge those duties in accordance with the terms of office will often carry personal and political consequences for the minister and the governing party. A breach of duty on the part of the operation of a publicly constituted agency has only indirect consequences for the minister whose portfolio includes the works carried out by the agency in question. Credibility is a concept that is frequently considered in the agencification process. There is broad support in the academic literature for the proposition that an independent and properly structured agency is more inherently credible than a government ministry that is vulnerable to the pressures of political expediency. This support is countered by the observation that an agency may risk being influenced unduly by its client groups in the execution of its duties. Agencification and Elective Dictatorship In 1976 the former Lord Chancellor, Lord Hailsham, offered a commentary on the state of British governance. He suggested that parliamentary supremacy, a foundation of the unwritten English constitution, had been turned on its head the government now controls Parliament, and not the constitutionally accepted reverse proposition that Parliament was supreme. Lord Hailsham further stated that the power inherent in the principle of Parliamentary sovereignty had been exclusively directed to the continuous enlargement and expansion of the scale and range of government itself. The checks and balances presumed by Englands constitutional structure were perceived by Lord Hailsham as no longer functioning ands seemingly abandoned for an exercise of governmental power that continuously expanded, subject to no external controls. We live in an elective dictatorship, absolute in theory, if hitherto thought tolerable in practice. This conclusion as stated by Lord Hailsham has been selected as the point of commencement to the present agencification analysis because it permits a consideration of the reasons why agencies and other public entities have risen to particular prominence in British governance. The relationship between agencies and the broader perception of what government is and what it represents to the public is an important one. Further, a careful examination of the role of agencies permits a critical evaluation of whether the negative elements of big government and executive dominance as referenced by Lord Hailsham in 1976 are counter-balanced by the effectiveness of current government endorsed agency structures as essential to effective and desirable modern governance. Agencification underlying factors Government agencies and the extension of the modern welfare state are well understood as companion concepts. As a general proposition, as the state expands its role in the lives of its citizens to provide greater assurances of societal welfare, the state must create extensions of itself to deal with citizen demand and the regulation of activities across the broad spectrum of society. In this sense, agencification is organic agencies have grown in their influence upon the life of an ordinary citizen in proportion to the desire of government to extend the range of its services. In theory, this extension has occurred with the support of the public as evidenced through its democratic processes in electing governments that enact such programmes. It is plain that agencification has not occurred in Britain (or any other Anglo-American jurisdiction) in accordance with a true master plan. A common observation is that government agencies tend to have very diverse functions and have not developed in a coherent fashion there is a lack of consistency in their legal status, organisation, funding and degree of autonomy. The lack of apparent order may be offset to a degree by the assertion that agencies are cost efficient, more nimble and more responsive to the public needs than traditional government departments by virtue of their structure. The legislative role (both actual and theoretical) of a Member of Parliament is well defined in the understanding of the average citizen; the true extent of the powers and influence of a particular board, tribunal, or agency is often not so clear to even an informed citizen. As Banner noted, modern government is anything but monolithic. The proliferation of state agencies has made government organisation very difficult to penetrate. Banner suggests that the decisional processes have become more opaque for ordinary citizens who long for transparency. In this context, two issues may be usefully considered. The first is the agency as a remedy, a key player in restoring public confidence in government where a systemic failure in a particular government service has been identified. A prominent example, the creation of the Food Standards Agency in the wake of the BSE (mad cow) outbreak and the subsequent political crisis in 1996, is examined below. A further example of the agency as a tool to rebuild a particular institution in the public eye is the revamped Judicial Appointments Committee (JAC). The JAC, a creature of the Constitutional Reform Act, 2005, is intended to render the appointment of judges and certain tribunal members transparent, removing the process beyond the influence of government patronage. The second issue to be considered is that of the agency as the true public face of modern government. The typical citizen may not completely understand the nature and extent of a particular agency powers, but there is no question that agencies exert the greatest regulatory influence over day to day life. Regulation of both society and internal government function cannot exist without agencies; agencification has taken on ever increasing importance for these reasons. The Regulation State The Regulation State is the term of art commonly employed by academics to describe the modern relationship between government agencies and the public they are intended to serve. It is contended that the traditional welfare state was constituted on a command and control model, where public ownership and nationalization of certain public resources was encouraged. In the welfare state model, responsibility for decision making is somewhat more centralized; regulatory, operating, and policy making functions were relatively integrated. The Regulation State is a flatter, more horizontal government model than that of the welfare state. It usually seeks to advance different government goals, chiefly those of economic efficiency, the promotion of competition, and consumer protection.21In essence, the Regulation State marks the crucial demarcation point between direct and indirect governance, where autonomous agencies and single purpose government organisations are essential to overall government function. It is the organisation and regulation of the government apparatus itself that drives the Regulation State forward. Regulatory agencies operate in their assigned sphere through the exercise of delegated powers. It has been noted that many regulatory agencies have features that are both the product of a statute (The Judicial Appointments Committee noted earlier is such an example), as well as elements of an incorporated entity. This particular structure creates a regulatory body that is neither directly elected by the public nor is it directly accountable to Parliament. These free standing agencies are therefore potentially accountable to a range of government and public bodies where the relationships are circular, and not linear or hierarchical. It is in this context that a key strength of the agency as opposed to the centralized power inherent in the former welfare state model is revealed. Agencies constructed to advance a single public policy or designed to deal with a single issue can, at least in theory, acquire agency specific knowledge and operational expertise to function efficiently. If one were to coin a mantra to attach to the agencification that supports the Regulation State, it might be Better regulatory performance and efficiency without impacting adversely upon either democratic principles or political control. Agencification at work BSE and the Food Standards Agency The mad cow scare that first shocked the British public in 1986 was a public scandal that continued to resonate in 1997 and beyond. Revelations were made in 1997 concerning the degree of knowledge that certain government officials may have possessed at the time of the initial outbreak concerning the severity of the risks posed by Bovine Spongiform Encephalopathy (BSE) to human health. The James Report and other specialized investigations were undertaken to determine how to best prevent a similar animal disease outbreak. As a result, the UK Food Standards Agency (FSA) was created by act of Parliament. In a parallel development, the Council of Europe established a similar body, the European Food Standards Agency. It is not the fact of the mad cow scare and the resulting political crisis that is central to the present analysis. It is the governmental mandate that has been provided to the FSA that is instructive on a number of fronts; the principles of agency independence and accountability discussed earlier in this paper are of particular relevance. The FSA reflects a movement in the regulation of all aspects of food production that mirrors the trend away from the order-command centralized structure of welfare state styled government to a broadly based system of risk regulation in food. However, what the BSE scare illustrated was that risk management was not the entire public concern. The James report identified a broad based lack of public confidence in British food production that emanated from the BSE scare. The FSA was created to regulate the production of British food from plough to plate. However, the public health mandate driven by the BSE crisis was accompanied by agricultural industry concerns regarding the feared decline of this aspect of the British economy. The FSA was plainly tasked to deal with two different issues within one agency framework. This duality raises the important question of whether the FSA is truly independent if there exists the prospect that in regulating one aspect of its mandate (public health) it may hinder the other (British agriculture). It is contended that the FSAs overly broad responsibilities run counter to the effective, single issue styled bodies that are a hallmark of modern agencification. Constitutional challenges Lord Hailshams criticism of British government in 1976 remains one that bears consideration in the agencification era. It is contended that there is a public perception that government is now amorphous, a construction with seemingly infinite tentacles influencing all aspects of modern life, yet not subject to the direct control of any one institution. Government may be seen as an entity that exists for itself, as opposed to clearly articulated public purposes and objectives, no matter how its roles are stated by its members. Recent developments concerning constitutional reform, including the ongoing debate concerning the implementation of a British Bill of Rights also bear upon the role played by agencification in modern government. The proponents of wholesale constitutional reform that include a written Bill of Rights seek to ensure that a balance is struck between the emphasis on individual rights that has been featured in English jurisprudence in the wake of the Human Rights Act and the increasing influence of European Human Rights Convention case law, and an appreciation by every citizen of a corresponding set of individual responsibilities. It is submitted that the merits of a written Bill of Rights make for an interesting academic debate. It is equally plain that in the devolutionary system that is inherent to agencification, the primary concern of the ordinary citizen is for good and effective governance a Bill of Rights has little effect on how that fundamental aspect of citizenship is achieved. A final brief observation a Bill of Rights that is intended to forge a linkage between citizen and modern government is misconceived. The diverse governmental mechanisms that have been spawned by agencification require a different approach. As agencies continue to be created to address specific societal interests, government will continue to become more indirect. The appreciation of the appropriate rights held by individual citizens that may properly coexist in this diffuse governmental structure cannot be cast in stone. An unwritten constitution remains the most effective companion to agencificationdriven governance.

Cultural Relativism as Applied to Female Genital Mutilation Essay

Cultural Relativism as Applied to Female Genital Mutilation "I remember the blade. How it shone! There was a woman kneeling over me with the knife. I bit her; it was all I could do. Then three women came to hold me down. One of them sat on my chest. I bit her with all my might." These words reflect Banassiri Sylla’s account of her experience undergoing female circumcision, also known as female genital mutilation (FGM), at the young age of eight in the Ivory Coast. This disturbing description of her struggle makes it hard to understand why any culture could support such a practice. Yet, it is estimated that about 132 million women and girls in about thirty African countries have undergone the same, or at least similar, cultural procedure as Banassiri. According to the World Health Organization, about two million girls undergo female genital mutilation every year and the percentage of women circumcised is as high as ninety-eight percent in countries such as Djibouti . Despite its popularity in Africa, FGM is under scrutiny by members of the international human rights community. In 1993, female circumcision was deemed harmful by the international Human Rights Conference in Vienna . The World Health Organization, UNICEF, and the UN Population Fund have planned programs designed to â€Å"completely eliminate [female genital mutilation] within three generations† , on the basis that FGM is a human rights violation. This gives rise to the obvious question as to whether human rights activists and organizations should be sensitive to the cultural practices of the people of Africa. Some human rights activists have even professed FGM as a â€Å"knock-down counterargument to cultural relativism†, and use the practice as an example of how hum... ...ture of others. Works Cited Dorkenoo, Efua and Scilla Elworthy. â€Å"Female Genital Mutilation: Proposals for Change†. British Library Cataloguing in Publication Data. (1992): 3-36. â€Å"Female Genital Mutilation: An Overview†. World Health Organization Publications. Geneva: 1998. Viewed 1 Dec. 2001. http://www.who.int/dsa/cat98/fgmbook.htm#2.%20Prevalence%20and%20epidemiology> Fluehr-Lobban, Carolyn. â€Å"Cultural Relativism and Universal Rights†. The Chronicle of Higher Education. June 1995. Viewed 1 Dec. 2001. http://www.cs.org/publications/featuredarticles/1998/fluerhlobban.htm> Reaves, Malik Stan. â€Å"Alternative Rite to Female Circumcision Spreading in Kenya†. Africa News Service. Nov. 1997. Pp 1-3. Robinson, Simon. â€Å"The Last Rites†. Time Europe. Dec. 2001: Vol 158, No 23. 1 Dec. 2001. http://www.time.com/time/europe/af/magazine/0,9868,185799,00.html>

Business Communication Questionnaire Essay

Using information from your text book, class discussions and your knowledge and experience, answer the following ten questions (in about 50 – 100 words each). Submit your answers that includes the original question in a word document (not hand written). 1. What are the main challenges facing business communicators today? I feel that main challenges facing business communicators today would be listening. I feel it’s very difficult for managers to adjust this skill. Due to the fact of all the pressures of keeping success in the business, there may not be time to sit and listen to the needs of the employees and the customers. Without taking the time to listen and finding a way to understand others point of view, managerial staff may never understand or be aware of the needs and wants an employee might have, which could cause a few problems in the work area. 2. List five trends in the workplace that affect business communicators? How might they affect you in your career? Email made it faster and easier for people to swap words and data, could also be a bad issue due to increasing amount of spam. Another would be shared work space. Many people like their bubble and don’t want people to be crammed in next to Joe the annoying guy. Dress Code would be another. Sometimes people can offend others but what they wear which could cost you your job. Video conferencing would be a bonus because you could be across the world as an owner and still be able to attend meetings. Listening is a great trend. People need to develop great listening skills to move forward in their career. 3. Name five unprofessional communication techniques that can sabotage a career. Speech habits such as using â€Å"like† all the time, or relying on slang. An email is another, not writing in complete sentences or using misspelled words. Spell check is on everything and everyone should use it. One should also not have an inappropriate email address such as â€Å"hotbabe@gmail.com†. Voice mails would be another technique that a person should be aware of. You don’t want any loud music or annoying people in the back ground of your voice mail. You also should bad mouth another employee. You never know who that person you’re talking to might go run and tell and possibly mix up the story or tell the wrong person. Another would be text messaging many times people can’t tell the tone in which you send a text and it might come across offensive. 4. List five suggestions for enhancing comprehension when you are talking with people for whom English is a second language. Context, individualism, formality, communication style and time oriented. It is important that when talking with people whose main language is not English to be patient with them. It’s not easy for them to understand all the different ways we put our words into context one thing to us might mean another to them. Speak to them as if you were in their country and you only spoke a few words of their language 5. What factors are important in selecting an appropriate channel to deliver a message? Many conversations in business are one on one but it is important to know how to be comfortable with speaking in front of large groups. Also one must be aware of anything that could disrupt a transmission also known as noise. An example would be a PowerPoint slide that doesn’t show up properly, or has misspelled words. Same goes for a telephone call, a lot of business people rely on speaker phone and the other person speaking might not realize they are on it and bad mouth someone. 6. How does profiling the audience help a business communicator prepare a message? By Profiling your audience before you prepare a message you can identify the appropriate tone, language and channel for your audience. It doesn’t matter how long or short your message is you want to make sure you target the audience’s interests. Most of the readers or listeners will be thinking about what’s in it for me so you must target them to keep them interested. 7. Why is conciseness especially important in business? Writing concisely means to eliminate words that aren’t necessary because they don’t add anything to the meaning of a sentence. Long drawn out letters in business wastes readers’ time and energy, this can irritate rather than aid readers in what they are reading and potentially make them look elsewhere. 8. How is business writing different from academic writing? Writing for business and academics are both very important skills to know. They either can bring you up in your career or hold you back. I feel that business writing is a little more difficult because you’re not sure how the reader is going to feel about your product or service. Whereas an academic paper such as a research paper you have all the resources you need and are not trying to sell yourself to a potential customer. 9. Describe the â€Å"You-View† approach. The â€Å"you-view† approach when writing a message is adding in words that emphasize second-person pronouns such as you and your instead of first-person pronouns like I’ve or ours. Having a â€Å"you† gives the receiver a more personal message specifically made for them. It could also give complements and gratitude for their business. 10. Describe the key steps in a writing process. Determine the purpose and select an appropriate channel. You must think your message thoroughly before you begin writing the message. Then you must envision your audience and understand who your audience will make it easier to share the message with. After that you must construct a message that is directed to the audience’s needs and concerns, make it about what they want to hear and gain knowledge from. Organize your message would be the next step making sure that your message is concise and well written. Construct a first draft by writing out all your ideas and start with a rough draft. And lastly Revise and proof read to make sure there are no errors and that all your facts are correct.

Living and non living things Essay

Abstract Whenever you are teaching student a new language that they are not used to speaking at home or around their peers; require a lot of sacrifice for the he teacher and the students that are usually speaking their native tongue. With the challenges ahead the teacher will need to dedicate more time for teaching and instruction for the English Language Learner. And for the student wishing to learn a new language it will also take some sacrifice on their end as well. For the teacher and the pupil it will be very crucial that the students know and see the different language acquisition theories; how they are used in a classroom setting and how to implement those theories in a lesson plan. Introduction As the English Language Learner’s numbers start to increase in districts around the United States; many instructors are looking for more effective ways to teach the ell a new language. The Sheltered Instruction Observation Protocol (SIOP) is an avenue that teachers use to decide how he/she will attack the different ways of delivering the lessons to the ell so they will be able to understand and gain knowledge and deliver lessons that allow English learners to acquire academic knowledge develop some English language proficiency. When the SIOP method is used all students benefit from the lessons and instructions not just the ells. The more the instructors use the SIOP model the English learner’s progress shall be seen in their academics. Since there are so many language acquisition theories that go along with SIOP; the two methods used in my lesson plans are an Innatist and Interactionist methods. Within both methods there is an emphasis on natural language development and they focus on interaction between people as the main ways to learn and develop a new language. Innatist Theory In the innatist natural language development is received by the students through materials such as books, friends and other resources. The input of this theory given to the students by the teacher is very important for the learning process. The ideal classroom setting would consist of students who have equal proficiency to those who are learning a second language. By  having the setting in such a way; this will ensure that all of the students are on the same level and can better work with another in improving language development. During this time a students’ output is not a concern and it is shown that language will occur naturally. There is also, a silent period to be expected during this time but there should be no worries. Innatist also believes that errors should not be corrected; students will correct them over time. â€Å"Most English language learner errors among their subjects were best described as similar to errors made by children acquiring English as a first language† (Peregoy, et al., 2008, p. 53). Some students are known to make the similar mistakes of those who are learning English as a small child. So the innatist theory is a way of making the students learn on their own, at their own pace, and use the interactions they have with others to build different skills. The lesson plan discussed will work jointly with the theory; due to the fact that the students will continue to use resources and do normal activities that they do on the normal. There will be times when the students will pair off with another student who may speak their native tongue so he/she will be able to relate to his/her peers; during this time they will bouncing ideas off each other to find out what the other may have learned so the will be able to teach each other. My lesson plan was given to a teacher of 6 and 7 years students where there are quite a few of English language learners. If the teacher were using the innatist theory he/she would pair students according to language level. The students who are considered more proficient in their native language would be paired with an student who may be ELL. With this lesson plan it was a good way to use group discussion it was an interesting to keep those students attention in order to make them more interested and excited to discuss the big ideas. Interactionist Theory The interactionist theory and the innatist theory are very similar. . The input of this theory given to the students by the teacher is very important for the learning process. The ideal classroom setting would consist of students who have equal proficiency to those who are learning a second language. By having the setting in such a way; this will ensure that all of the students are on the same level and can better work with another in improving language development. On the student output end, speaking occurs  naturally in communication with others. This theory puts no pressure on speaking, except when the student has the natural impulse to communicate with others. As for the treatment of errors is concerned, errors that impede communication will be naturally corrected as the meaning is negotiated; some errors may require explicit corrective instruction in order to make sure that the student is not being taught in the wrong way. â€Å" Interactionists view the communicative give and take of natural conversations between native and non-native speakers as the crucial element of the language acquisition process† (Peregoy et al., 2008, p. 55). Lesson Plan Success As you can see from the reading innatist and interactionist theories were present in the discussed lesson plan. As noted before the theories are very similar and the key purpose is to let the student learn and interact with each other in hopes that they will pick up on a new language and possibly learn to speak a new language. By using different activities that may be interesting and engaging to the students is also a big part of learning success. Many students like to hang out in groups; so with making a lesson plan around having the student to work in groups doing so can really help with the success of the students. The only major opposing view is that one theory would not make any correction on errors and the other theory would correct the wrongs. In a classroom setting it is important for teachers to correct errors as much as possible, this would help make sure that students are not abusing the language in the negative manner; and it would be easier to correct errors as they happen instead of having to force a student to change a habit he/she has been doing for a while My plans were not difficult; I made it interesting and fun for all students. As the students learn it becomes evident that the plan fits everybody. Conclusion When you have to create a lesson plan to teach students of different language backgrounds and make the plan fun and enjoyable for all students in the class; and when you also have to make the lesson where any teacher is able to instruct any group of students and keep them interested is not an easy task. And do keep in mind while creating these plans you may have some students in the selected class that may have no knowledge of the current  language being spoken in the class. In order to make the plans enjoyable for all students it is very important that a teacher or whomever is creating the plans have knowledge of the student that they may be potentially teaching and trying to get to grasp the English language. If the SIOP lesson plan broken down in it will be easier to follow and keep student interested in the learning process. If the lesson plan is followed no areas will be omitted and the students’ success will be seen in their academic increase. So as a teacher; you will have more time for teaching and less time trying to plan and focus more on ensuring that all the objectives and language acquisition theories are in place to assure that the all student have an equal chance to obtain the and learn the English or any other language. (Building Background) Students will read the book See How They Grow: Owl. Pose class discussion questions from the story such as: Is the owl from the story a living thing? Why or Why not? What does the owl do to make it a living thing? What does the owl need to survive? Steering the conversation into differentiating between living and non-living. Presentation (Language and content objectives, comprehensible input, strategies, interaction, feedback) Using a whiteboard divide the board into two categories, living and non-living things. Introduce the various pictures of living and non-living things. Do not tell students which is living or non-living. Students will approach the white board and place the living and non-living pictures under the correct category. Discuss with students why these things are living and why they are non-living. Using the teacher pointer ask for a volunteers to point out living or non-living things in the classroom. Discuss the differences among the things that the students  pointed out. Practice/Application (Meaningful activities, interaction, strategies, practice/application, feedback) Two stations should be created in the classroom. One station will be the â€Å"plant station† and the other will be the â€Å"Fish station.† Students should be divided into two groups also. One group will observe like scientists at the plant station and the other group will observe like scientists at the fish station. Pass out data sheets and magnifying glasses prior to students going back to their station. At the plant station the fake plant and the real plant should be positioned in the middle of the table and be labeled plant #1 and plant #2. At the fish station the beta fish and the candy Swedish Fish should be positioned in the middle of the table and labeled fish #1 and fish #2. Students will go to their assigned station and predict which plant or fish they believe is a living thing and which they believe is a non-living thing. Students will use their magnifying glasses like scientists and record on their data sheets characteristics of each plant and fish. Water for the plant and food for the fish should be available for the students to use when recording observations. Students will complete their data sheets by concluding which plant and fish was living and non-living. Students will discuss their conclusions as a class. Review/Assessment: Content (Review Objectives and vocabulary, assess learning) Students will use their science journals to draw a picture of a living thing and a non-living thing. The students will write in their journals what makes the picture they choose to draw a living and non-living thing. Extension: Introducing the word metamorphosis and how some living things can change when they grow. Reference Peregoy, S., Boyle, O. (2008). Reading, Writing, and Learning in ESL. New York: Allyn and Bacon.