Memorandum Example Essay Example for Free

Memorandum Example Essay In contrast the Royal Hawaiian’s Monarch room is located on a beachfront area of the hotel on the ground floor. The same floor holds the main lobby, restaurant, terrace area, and entrance to Waikiki beach. This would be cause for distractions and noise while meetings are going on. See Fig. 2 below for ground level floor plan. [pic] Fig. 2 Ground Floor, Royal Hawaiian Ben Armstrong2March 21, 2012 Location Residing on the west side of Oahu, the Ihilani Resort is located in Ko‘Olina, home to both residents and tourists alike. The private lagoons, marina, and golf course provide a country/villa feel in the atmosphere surrounding the hotel. With no traffic or loud city noises, the convention can be held in peace. It is also a change of scenery for those who have been to numerous conferences and meetings in Waikiki. Although the Royal Hawaiian is known for it’s bright pink exterior, it is located in the heart of Waikiki. Being surrounded by a mile-long shopping center, the hotel is always busily buzzing with tourists and locals alike. Since the HFIA convention hosts locals from our islands, shopping would not be such an attraction but more of a distraction. Dining The in-hotel dining choices for the Ihilani consists of 2 formal dining restaurants, an in formal all day restaurant, a poolside patio, and a bar. The Azul restaurant features Italian dine-in cuisine while Ushio-Tei serves an authentic Japanese buffet and entrees. Both restaurants are rated highly for their atmosphere and customer service. The Royal Hawaiian features Azure, a dine-in restaurant the overlooks the ocean with both an inside and outside terrace. Being in open-air, there would be no room for small talk with all the action happening around. Although they are also a four-star restaurant like Azul and Ushio-Tei, dinner is a way to debrief from long conventions and meeting hours. Parking A covered parking lot is provided for guests staying at the Ihilani hotel. Key card access is needed to get into the parking lot, assuring guests that their cars are safe. The lot is also connected to the meeting area for those not staying at the hotel. The convenience of having a gated parking lot puts stress aside for the convention goers. Valet service is provided at the Royal Hawaiian for a price. Another parking structure is located off-site from the hotel, but at the shopping center instead. The other parking garages located in Waikiki do accept overnight stays but are at least a 10-minute walk from where the convention is being held and a minimum $20 charge. This causes confusion and problems for those just attending the convention. Ben Armstrong 3March 21, 2012 Conclusion As you can see, the Ihilani resort is a prime candidate to be considered to host the HIFA regional convention this year. It’s location separates itself from the rest of the conventions going on at the same time and focuses on the main purpose of our gathering. By utilizing it’s secluded meetings room we also enhance the importance of our assembly. Please e-mail me at [emailprotected] com with any questions or details you have. We anticipate a great turn out this year, and look forward to working with you to host a successful convention.

An Examining Of The Great Commission Religion Essay

An Examining Of The Great Commission Religion Essay God authorized and commanded me to commission you: Go out and train everyone you meet, far and near, in this way of life, marking them by baptism in the threefold name: Father, Son, and Holy Spirit. Then instruct them in the practice of all I have commanded you. Ill be with you as you do this, day after day, right up to the end of the age. (Matt 28:18-20 The Message) 18 And Jesus came and spake unto them, saying, All power is given unto me in heaven and in earth. 19 Go ye therefore, and teach all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Ghost: Â  20Teaching them to observe all things whatsoever I have commanded you: and, lo, I am with you alway, even unto the end of the world. Amen. (Matt 28:18-20 KJV) Introduction The Gospel of Matthew ends Jesus meeting with His apostles in Galilee. This was a special meeting and would change the course of world history in many ways. The meeting was foretold by Jesus in Matthew 26:31-32 : 31 Then Jesus said to them, You will all fall away because of me this night. For it is written, I will strike the shepherd, and the sheep of the flock will be scattered. 32 But after I am raised up, hI will go before you to Galilee. This meeting was announced both by an angel (Matt 28:78) and Jesus Himself (Matt28:10). It was a meeting filled with mixed emotions. Some had run away and others had denied Him before His death. Now He stood before them, alive. Their reaction was to bow down in worship (Matt 28:16-17) I was a meeting in which Jesus gave His disciples a command that we now refer to a the great commission. Someone once said that this was seen by many Christians as the great suggestion, but it is a command that lies at the heart of the Church and from which she operates. The command ends with the beautiful promise that He would always be with them. This is not something to be ignored, but to be a constant part of the Churchs functioning as well as that of every believer. I will be looking at what makes this commission so GREAT. I Great in its Authority To Jesus was given all authority. As the creator, He is the One who has the original right to do all things: For by1 him all things were created, in heaven and on earth, visible and invisible, whether thrones or dominions or rulers or authorities-all things were created through him and for him. And is before all things, and in him all things hold together. (Colossians 1:16-1) What higher authority than the creator Himself to issue such a command. As our Redeemer, this authority is even more pronounced: who, though he was in the form of God, did not count equality with God a thing to be grasped, but made himself nothing, taking the form of a servant, being born in the likeness of men. And being found in human form, he humbled himself by becoming obedient to the point of death, even death on a cross. Therefore God has highly exalted him and bestowed on him the name that is above every name, so that at the name of Jesus every knee should bow, in heaven and on earth and under the earth, and every tongue confess that Jesus Christ is Lord, to the glory of God the Father.(Philippians2:6-11) Jesus has all authority both in heaven and on earth(1 Pet 1:1-5, Eph 1:20-23). This is the authority with which He speaks and this is the authority to which we must react. Nobody has a higher authority. No government or organization can in any way cancel His authority. There is no political system or philosophy that is above His authority. The Bible;e says that He is above all the kings of the earth (Rev 1:5, Psa 2:1-12;110:1-6) Jesus certainly deserves our obedience to Him. He is speaking with an authority that is above this world. While humans can be fallible, Jesus can and will deliver on His promises. Even His promises comes with the highest authority (2 Pet 1:2-5) It is on the basis of such great authority that Jesus give the great commission. Not only great in authority, but also great in mission. II Great in Mission The mission is the focus, the direction in which we must travel. It is the mission that guides our wlak through life in obedience to Jesus. We are to make disciples. The word used here is the Greek word Matheteuo which is defined as to become a pupil; to disciple, i.e. enrol as scholar:be disciple, instruct, teach. We are to make learners, adherents and imitators of Jesus Christ. Even during His ministry on earth, Jesus was continually inviting people to become His disciples (Matt 4:18-22; 11:28-30). When inviting them, He expected them to become like Him : A disciple is not above his teacher, but everyone when he is fully trained will be like his teacher. (Luke 6:40) Jesus tells us how to go about making disciples. He gives us not only a command, but also the way to obey that command. Firstly by baptizing in the name of the Father, Son and Holy Spirit. Baptism for the forgiveness of sins (Acts 2:38; 22:16) Baptism in water (Acts 8:35-38; 10:47-48) A burial of the old (Rom 6:3-6; Col 2:11-12) Secondly by teaching them to observe the things He taught and commanded. Baptism is only the beginning. Teaching must continue afterwards. This was the case with the early disciples (Acts 2:41-42). Jesus said that both baptism and ongoing teaching is what is essential to true discipleship. Not only great in authority, and great in mission, the great commission was also great in scope. III Great in Scope The command was FOR ALL NATIONS. They were to go into all the world and preach to everyone (Mark 16:15). They were to be witnesses to the utmost parts of the earth (Acts 1:8). They were to leave no stone unturned so to speak. This was not limited to only Israel as we find in Matthew 10, but to every nation under the sun. While Israel had been the focus of Gods salvation plan up to that point, now, with the work of Jesus on the cross, all nations, Jews and non Jews could become fellow heirs to the Kingdom of God (Ephesians 2:11-22). Jesus wants us to think globally, not just locally. While we should not ignore our local community, we should also think of those outside our own small world. As human being we have a tendency to focus on our little reality. We do not look outside of the few people we know or encounter each day, and that is where we start with the Gospel, but that is no where is should stop. The work of salvation is available to all Gods creatures. All the various nations are a part of that creation and all have the salvation work of Jesus available to them as a gift of grace. The great commission has great authority, is great in its mission, great in its scope, and great in its promise. IV Great in its Promise Jesus said that He will always be with us. This promise is similar to the one He made earlier to His apostles: For where two or three are gathered in my name, there am I among them. (Matthew 18:20) It is similar to a promise He made to those who follow His commandments:: I will not leave you as orphans; I will come to you. Yet a little while and the world will see me no more, but you will see me. k Because I live, you also will live. In that day you will know that I am in my Father, and you in me, and I in you. Whoever has my commandments and keeps them, he it is who loves me. And he who loves me swill be loved by my Father, and I will love him and manifest myself to him. Judas (not Iscariot) said to him, Lord, how is it that you will manifest yourself to us, and not to the world? Â  Jesus answered him, If anyone loves me, he will keep my word, and my Father will love him, and we will come to him and make our home with him. (John 14:18-2) It is a promise similar to the one God Gave to Moses (Exo 3:11-12) Joshua (Josh 1:5) The nation of Israel (Isa 41:10) I is a promise that provides comfort, especially in times of oppression (Rom 8:31-38; Heb 13:5-6) This promise is also to the end of time. It extends even to when the great harvest will occur (Matt 13:39-43). Throughout the Christian age, Jesus will forever be with His disciples as they go into all the world making disciples. Through the Holy Spirit, we receive the necessary gifts to not only encourage each other, but also to enable us to put the great commission into action. V Conclusion The great commission is not only limited to the apostles. It is important to note that the disciples were to observe all things that I commanded you. The disciples were also to observe this command along with all the other teachings of Jesus. The command does not stop with the original disciples, but carries on until the end of time. The great commission is a commission for the Church as well. The question is whether we are honoring the great commission in our lives today. There are some things we can do to check if we are: Are we submitting to the authority of Jesus? Are we working, in whatever capacity to make disciples of Jesus? Are we striving to make disciples in all the nations of the world? Are we abiding in His words and thereby making sure His abiding presence is in our lives? Shortly after Jesus gave the great commission, Jesus ascended into heaven. His earlier disciples took that commission and as a result did great things with it. As a final word I would like to add a poem written by Greg Steir, which puts the focus of our responsibility for the great commission into focus: Dont Bother Me Dont bother me with souls to save. I have my own agenda. Theres work to do, sports to play, Important things to attend to. Dont bother me with that little girl, The girl playing in the street. Shes much too young to understand The Saviour she could meet Dont bother me with my friend at work. Hes got his own religion. I dont have time to change his mind. Hell make his own decision. Dont bother me with the distant sounds I hear, The sound of people screaming. Although I wonder who they are. Who are these victims shrieking? Dont bother me with who they are. I really dont want the blame. For its the little girl and my friend at work Who from hell scream out my name. But dont bother me.

Improving personal and professional skills to meet goals

Improving personal and professional skills to meet goals To achieve the personal goals and organisational goals each individual needs a set of certain skills to carry out his / her duties and responsibilities. The improved level of skills the organisation employees have, the more the chances of getting goals and objectives achieved. So for both individual and organisation the personal and professional skills advancement always remains of high importance. The requirement from this assignment is to produce a Personal Development Plan for medium term and demonstrate the steps taken within the plan. Explain methods to improve personal and professional skills to meet organisational and own goals and objectives. Personal and professional skills are those skills which are owned by individuals, personal skills are commonly by nature, but can be developed through certain processes and activities, when an individual use his personal skills for his organisational or professional goals / objectives, then it is referred as professional skill. The most common personal and professional skills are communication skills, management skills, interpersonal relations, innovative skills, analytical problem solving, decision making, social skills, pro activity and much more. Skills development method Skills development methods and techniques are the activities or actions taken by an individual or an organisation to explore the hidden potential of their employees and make their capacity more for performing certain task and activities to achieve the organisational goals and objectives. Through skills development methods and techniques increase the knowledge and skills through a consistent process of learning and education. A professional development program boosts the individuals career, through travel, research, workshops and seminars and by working with professionals who are experienced. People take up a professional development course to build their expertise in business, teaching and nursing and contribute to organizational development. Following are the details of various personal and professional skills development methods use in different organizations to achieve the organizational and individual career goals. Class room Courses / Certificates this method widely used now days at almost all good organisations, to provide their employees the opportunity to enhance their skills and learn the latest knowledge through formal class room courses and they are awarded certificate which may help them in getting better positions in future. Crew Development Program is use by the different multi-national organisations, in which they train their current employees working at operational level in order to take some management position at tactic level or strategic level. For example Mc Donalds, has a very structured program in which they train their crew member for future leadership and management of the company, and is also a very successful one because 40 % of the top 50 mangers of Mc Donalds worldwide join this organisation as crew member. Training and Development is a key method to improve skills of employees, to improve the employees basic skills initially the pre job training is provided and to enhance the capabilities of employees on job training is provided also a series of skill development activities is carried out. Leadership Development Program is an important program in practice in good and well structured organisations. In this program they select the potential employees for taking over the future management positions and then provide them training, and educate them on how to carry out management activities. Social Gatherings is also an important activity through which these companies try to socialise their employees, and provide them opportunity to attend these gatherings alongside with their families to give them insight on how to socialise with different people and for their company they value the most. College / University Placement is the method of skills development in which different organisation arrange different courses for their employees in collaboration with good universities or other degree awarding institutes to cope them with latest knowledge and skills of their field. Award Winning: To have a healthy competitive environment among their employees which may result in the personal and professional skill development, the method of award winning strategy in which the employees producing good results are awarded benefits (both financial and vertical movement in the management hierarchy) is very helpful. For example Mc Donalds have award winning scheme, employees producing better results are awarded benefits as financial, promotions etc. while to provide their employees an opportunity for distance learning they also have e-learning strategy and online resources. Personal Skill Audit Skills audit is a process that can be used to identify the skill gaps for an individual. The outcome is a training and development needs analysis that identifies where training and development programs are needed. Skills audit results in An understanding of the skills required and the gaps the organization currently has. A targeted analysis of development needs. A listing of skills which need development. Information that can be used for dynamic succession planning. Skills Audit Form I have developed the following skills audit form, after completion of this form this provides me clear understanding of my current skills level, my strengths and weaknesses and will definitely help in identification of the Skills Audit Form 1 = wide experience 3 = a little experience 5 = dont know 2 = some experience 4 = no experience Name: Date: Work as part of a team 1 2 3 4 build and develop working relationships with academic staff, peers and colleagues work effectively with others to complete tasks and achieve results empower others to work together as part of a team or group recognise and understand when compromise and accommodating others is necessary interact well with others and work co-operatively as a team member understand how to gain the attention of others in a team or group when required understand how to contribute effectively and co-operatively with others even if they do not share the same ideas and ways of working express self effectively in a group and in one-to-one situations have an understanding of team roles Use your problem solving abilities 1 2 3 4 use an appropriate approach to questioning in order to gain information from which to draw conclusions use an objective approach to relate to others in order to achieve goals make good use of verbal reasoning skills, able to handle complex data and make selective use of information explore more than one solution in order to solve a problem consider the ideas of others to help solve problems manage the process of problem solving over a period of time demonstrate resilience and lateral thinking abilities when applied to problem solving Apply your communication skills, both orally and written, and use ICT 1 2 3 4 5 understand the differences in presenting types of documents, e.g. reports, essays, dissertations, summaries check written work for errors before submission use a range of ICT packages to support work express and convey ideas appropriately and accurately in writing successfully give a presentation or demonstration demonstrate that information being received is understood by using a range of verbal and non-verbal signals understand when people have taken account of your views and you of theirs Reflect upon and review your own personal and career development 1 2 3 4 5 recognise and develop skills and competencies required for learning and future employment develop opportunities for learning activities through current and future roles recognise the importance and value of activities outside the curriculum, e.g. work experience, sports, clubs identify when extra support and help may be useful understand the importance of actively reviewing and maintaining your own development plan in order to set appropriate learning targets maintain positive attitudes to work and understand when a task has not been completed well and identify changes for the future understand how to gain feedback on work or performance Work autonomously and set your own goals 1 2 3 4 5 aspire to and maintain a results-driven approach where appropriate focus on results and performance indicators and use different strategies to achieve targets apply suitable approaches and put in extra effort if required in order to meet tight deadlines work without close supervision and use own initiative identify resources required to complete a set task harness motivation and hard work to assist in the completion of work objectives Plan, monitor and evaluate in order to influence change 1 2 3 4 5 make use of effective planning and preparation in order to anticipate and overcome problems maintain effectiveness in changing environments make appropriate adjustments when undertaking tasks set own goals and review these systematically adjust to meet different work styles work alongside colleagues in different environments Develop time management and organisational skills 1 2 3 4 5 establish a course of action for self and others to achieve goals plan and prepare effectively for assignments, including use of appropriate resources plan day in order to manage time more effectively prioritise own and others work meet set deadlines and understand the process required to meet project outcomes keep track of work schedules and deadlines by applying multi-tasking abilities Creatively apply your academic knowledge in work and non-work related settings 1 2 3 4 5 generate and recognize best practice and apply imaginative ideas to different situations work out a preferred course of action think laterally and encourage others to do so and consider how they approach an unconventional task present complex and unusual ideas to friends and colleagues Understand business environments and other organizations 1 2 3 4 5 understand what is entailed in working in an organization understand the perspectives and expectations of employers, customers, suppliers and employees appreciate business activities such as selling and marketing, budgeting and finance and how these interrelate with one another have an understanding of business issues, such as profit, revenue, productivity, company image have an understanding of own personal budget and awareness of financial trends, e.g. interest rates understand how the significance and impact of an organizations internal politics and business strategy can affect everyday work keep up to date with current affairs affecting businesses

Albert the frog :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Albert   Ã‚  Ã‚  Ã‚  Ã‚  Albert lived in a can. He was a frog that lived in a large coffee can. You may say to yourself, coffee cans are rather minute, but you must know one thing to answer this pondering, Albert is simply a small frog that doesn’t need a large home. One day he stopped sleeping and realized that he was In a puddle of water. Albert doesn’t like water even though he is a frog. He screamed and yelled a lot. He then woke up and realized it was a dream but there was a cat standing above his can that was about to pounce. With a lightning fast thought, Albert grabbed his water jug and hopped as fast as he could into a thicket. Albert did not know what a thicket was or why he jumped into one but he started to walk like a frog, due to him being a frog. On his daily walk towards the little creek were he fills his water jug he saw a curious-looking spotted object and concluded that he should hop over to it so he did. Once he got closer he realized it was a 1 foot tall mushroom. Albert’s favorite kind too! The ones with orange spots and blue stems. Since Albert did not have time to eat some flies for breakfast due to the cat trying to kill him, he decided to treat himself to a mushroom pie. Albert did know how to make wonderful mushroom pies. He sat upon a log and started a small little campfire on which to cook the mushroom. He went and grabbed a huge chunk off of the mushroom and plopped it on the on the pan as he nibbled on a smaller chunk. Albert became upset when his mushroom pie melted instead of turning into bread, which mushrooms tend to do this time of year. Albert drank the soupy slime from the pan and was on his way. Due to Albert being tired from all of the excitement he sat atop of a huge bed he found in the forest. When he woke up it was dark out. Albert was very worried due to his need to fill his water jug so he continued looking for the creek. Even though his luck was down Albert was happy due to the fact that his favorite song was being played by the trees.

The Role of the Home in Nervous Conditions and Oranges Essay -- Litera

The role of home in Nervous Conditions and Oranges are not the Only Fruit is vital in building and developing the characters and their personalities. The home and its importance are continuously changing throughout both novels and prove to be one of the most dominant factors in shaping the protagonists into the characters we meet at the end. In both texts, we can see that neither family nor home is stereotypical of society. Moreover, the heads of home are not conventional leaders, or so society would deem them. The novels focus on how the diverse images of â€Å"home† ultimately create the own sense of uniqueness both Tambu and Jeanette display in their own right. The novels’ settings are hugely contrasting and as a result, a strong insight of how home and family can develop such different belief systems and scruples is gained. While their homes may be set in opposite corners of the globe, both Tambu and Jeanette deal with a similar oppression of their femininity and t heir own development as of some sort of self. From the onset, both novels convey a strong sense of order in the family home. However, the heads of house are not what would be typically expected. In Nervous Conditions, the leader of the home initially is Tambu’s father. He conveys a home that is reliant on all its members to provide rather than him providing solely for the family. His expectance of his wife and children to provide while he squanders money suggests that home is not necessarily a happy one; instead, it is focused on money and wealth. This focus on greed encourages Tambu to grow disdainful of her original family structure and presents the home as something negative. Similarly, in Oranges are not the Only Fruit Jeanette’s mother is the dominant figure; howe... ...nchanged either. We see that as the characters develop so do their homes, by branching out and their ultimate structure being affected also. Both Tambu and Jeanette are deeply affected by the moral codes that their families try to instil in them. Neither enjoy an ideal home; furthermore, the experiences that their homes present leave them more than wary of their families. Yet the importance of home and family remains the same, it helps to mould you into the person you become whether it is a happy experience or not. In addition, we are left to wonder if the characters we meet at the end are happy with the person they become or are resentful of what their home has made them. Works Cited: Dangarembga, Tsitsi. Nervous Conditions. Oxfordshire: Ayebia Clarke Publishing Ltd, 2004. Winterson, Jeanette. Oranges are not the Only Fruit. London: Random House, 1991.

Western and Eastern Architecture

Culture and traditions have been an important component in influencing the development and creation of both Chinese and Roman architecture. It is through these norms that standards and perceptions of beauty are created. Each facet is deeply rooted in its ability to showcase the variety of actions from the structural foundations towards internal arrangements. These ideas then constitute the relevant ideas that have transformed the way construction and design is manifested within the boundaries of each culture. In the end, these differences created similarities and differences in approaches that harnessed each one’s individuality and contribution to the world today. On one aspect, we see the Roman architecture which bases its definition and construction of structures and buildings under a prescribed standard and format. These prevailing concepts have evolved through time under the pioneering Roman thinkers during the time. Under this process, a system for construction was introduced with by using important tenets such as geometry and mathematics that denote synchronization and order of things. Through this, the Romans advocate the relevance of proportion, both in exterior and interior design. It is through this that they are able to create their own distinct mark such as the formation of tablinum, atrium and peristyle courtyards. Comparing this with Chinese architecture, it can be argued that the overall design and architecture is considered to be free flowing. The plan captures the relevance of aesthetics by capturing the elements of nature and blending them accordingly with the both in the interior and exterior of the structure. It is through these actions that the idea of harmonization and being one with the overall surroundings becomes important. In addition, incorporation of natural elements such as trees and plants are also some distinct facets practiced by the Chinese. Moreover, adopting relative natural elements to these structures also necessitates generating freedom and ability to garner wholeness. Seeing these relevant differences, there are also similarities between these distinct approaches in viewing architecture and design. One relevant parallelism that can be seen in this process is that both approaches denote a system and standard of measurement and design. Though the Chinese may not be too strict about this and often tries to cover this up, the two ideas exhibit relevant attention to such facet and helps them apply significant ideas that contribute the creation of magnificent structures. Another significant similarity between these two styles is their ability to dig deep within their cultural backgrounds and affiliations to come up with standards and processes of how to construct and design structures. Take for example, the Chinese model for Buddhism and its relevance with being one with nature (Zen) has been the core concepts that generate such buildings. On the other hand, for the Romans, it is their constant passion for architecture and magnificent design that has enabled them to come up with ideas such as Coliseums, arched domes, and public baths. These similarities in turn foster their individuality as each approach makes their distinct mark in the overall application and design process. It may be true that each one possesses similar building foundations however; each one targets a different path in its application. With their ability to fabricate unique sets of designs, both the Chinese and Romans were able to create a framework that is encompassing and facilitative towards the growth of their relative inventiveness and capture the essence of their cultural heritage and practice.

Reproductive System Essay

Discuss the purpose of the lesson. 2. Brainstorm with the class about body parts. 3. Use Reproductive System Visuals 1-6 to continue reviewing the male and female reproductive systems including the location and function of each part. . Lead the activity labeling parts of the reproductive system. 5. Assign homework. This lesson was most recently edited on March 23, 2011. Public Health – Seattle & King County  ©1988; revised 2011 www. kingcounty. gov/health/flash Lesson 2 – Page 1 Family Life and Sexual Health, High School FLASH Materials Needed Student Materials †¢ Reproductive System Worksheets (1 copy per student) †¢ Individual Homework: Anatomy (1 copy per student) †¢ Family Homework: Talking about the Reproductive System (1 copy per student) Classroom Materials †¢ Reproductive System Visuals 1-6 (contained in this lesson & also available online as a PowerPoint slide: www. ingcounty. gov/health/FLASH) †¢ Labeled body parts for classroom acti vity, one set per class †¢ Seven pairs of scissors Teacher Preparation Well in advance †¦ †¢ Review lecture notes due to the large number of terms and definitions. The day before the lesson †¦ †¢ Make copies of Materials Needed (see above) †¢ Prepare visuals for use on a SMART Board or projector. Note: When the lesson says â€Å"board,† use whatever is available in your classroom. Standards National Health Education Standard: †¢ Standard 3: Students will demonstrate the ability to access valid information, products and services to enhance health. Performance Indicator 3. 12. 4: Determine when professional health services may be required. Washington State Health Education Standard: †¢ Essential Academic Learning Requirement (EALR) 2: The student acquires the knowledge and skills necessary to maintain a healthy life: Recognizes dimensions of health, recognizes stages of growth and development, reduces health risks, and lives safely. Component 2. 2: Understands stages of growth and development. Grade Level Expectations (GLE) 2. 2. 1: Analyzes the physiological and psychological changes throughout the lifetime. Public Health – Seattle & King County  ©1988; revised 2011 www. kingcounty. gov/health/flash Lesson 2 – Page 2 Family Life and Sexual Health, High School FLASH Activities NOTE: Instructions to you are in regular font. A suggested script is in italics. Feel free to modify the script to your style and your students’ needs. 1. Discuss the purpose of the lesson. Identify the lesson as, primarily, a review of information that many students learned in earlier grades. Explain that being well-grounded in knowledge about the reproductive system will help them make sense of discussions later in the unit about pregnancy, birth control, and sexually transmitted diseases. Also, if they have health problems in the future, knowing body parts helps them explain to a health provider what they think the problem may be. 2. Brainstorm with the class about body parts. Write on the board in three columns: Male / Female / Both. Ask students to name reproductive system body parts, both internal and external, in the three columns. Fill in from the Teacher Master List (below) the parts that students don’t mention. As you list the parts on the board, briefly define each body part, where it is in the body and what it does. 3. Use Reproductive System Visuals 1-6 to continue reviewing the male and female reproductive systems, including the location and function of each part. Use a document camera (or SMART Board, overhead projector, etc) to project the images on the board. Explain that the parts labeled as male, female, or both are for most people, but when people are intersex (i. e. , they have a disorder of sex development), there may be some differences †¦ differences that were present at birth. NOTE: Briefly review â€Å"what it does† (each part’s function, below) if students are unfamiliar with the physiology, as you point to the visuals. Please do not feel that you must convey every bit of information in the Teacher Background chart, below. Find more suggested language regarding the hymen and circumcision in Lesson 16, p 5. Teacher Background Male Part penis (made up of shaft, glans, and sometimes foreskin) foreskin †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Public Health – Seattle & King County What it Is / What it Does allows passage of urine and of semen provides sensation (has many nerve endings) the average penis measures 3-4† when it’s not erect (flaccid) and 5-7† when erect 1 protects the glans of the penis provides sensation males who’ve been circumcised don’t have one muscular sac which is shorter when cold, longer when warm holds testes controls temperature provides sensation ww. kingcounty. gov/health/flash scrotum  ©1988; revised 2011 Lesson 2 – Page 3 Family Life and Sexual Health, High School FLASH †¢ †¢ produce sperm and sex hormones (androgens, testosterone) each is made of 500-1,200 feet 2 of tightly coiled tubes allows maturation of sperm cell from a man (commonly called â€Å"sperm†) they carry strings of genes (called â€Å"chromosomes†) or DNA instructions in case the sperm cell meets with an egg cell and fertilizes it. uspend the testis supply blood to the testis provide sensation carry sperm from the testis provides storage for sperm allow passage of sperm as big around as sewing thread they lead into the abdomen, where (behind the bladder) they widen into storage sacs contribute fructose (sugar) to semen for nourishing the sperm helps sperm live longer and travel better about a teaspoon full per ejaculation produces most of the fluid that makes up semen pair of glands produce fluid called pre-ejaculate or â€Å"pre-cum† that cleanses the urethra of acid (from urine) to protect the sperm estes (also called testicles) singular = testis epididymis (plural = epididymes) spermatazoan (plural = spermatozoa) †¢ †¢ †¢ †¢ †¢ †¢ †¢ spermatic cords vas deferens (plural = vasa deferentia †¦ also called sperm ducts) †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ seminal vesicles semen prostate gland Cowper’s glands (also called bulbourethral glands) Female Part uterus (made up of muscular walls, a lining called the endometrium, and a cervix. The uterus is also called â€Å"womb†) cervix What it Is / What it Does †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ ouses and protects embryo/fetus/baby allows nutrient ; waste exchange with placenta nourishes an embryo, before a placenta grows the bottom section of the uterus produces fluids to help sperm travel produces a mucous plug to keep germs out during pregnancy allows passage of sperm produces fluids to cleanse and lubricate itself and to help sperm travel allows passage of shed endometrium during menstruation allows passage of baby provides sensation (has many nerve endings especially in the outer third) a collapsed tube, like a deflated balloon www. ingcounty. gov/health/flash vagina Public Health – Seattle ; King County  ©1988; revised 2011 Lesson 2 – Page 4 Family Life and Sexual Health, High School FLASH †¢ †¢ †¢ †¢ †¢ †¢ 3† long when not aroused, 5-6† wh en aroused, 3 but very stretchy is the middle of female’s three openings membrane partly covering vaginal opening ome girls are born without a hymen may be stretched during sexual intercourse or by using a tampon or with fingers carry strings of genes called chromosomes which mix with chromosomes of sperm to direct fetal development if fertilized and implanted in the uterus they dissolve in the Fallopian tube after about 24 hours if not fertilized.