Play Snowball Fight to Break the Ice or Review Lessons

Play Snowball Fight to Break the Ice or Review Lessons Theres probably nothing more fun than a snowball fight, particularly at school. This paper snowball fight doesn’t send icy shivers down the neck of your jacket or sting your face. It’s just an effective icebreaker designed to let students get to know each other or help you review a particular lesson or specific content. This game works with a group of at least a dozen people. It can also work well with a very large group, such as a lecture class or club meeting. You can use the icebreaker with students individually or divide into them into groups. General Steps Gather paper from your recycle bin, so long as one side is blank, then follow these steps. Have students: Write  one sentence or question- the content depends upon the context- on a piece of paper.Ball up their paper.Throw their snowballs.Pick up someone elses snowball and read the sentence aloud or answer the question. Using the Activity as a Mixer If you use the paper snowball fight to help students become acquainted, give them one piece of paper each and ask them to write their name and three fun things about themselves, such as, Jane Smith has six cats. Alternatively, write questions to be answered by the reader, for example, Do you have pets? Have them crumple the paper into a snowball. Divide the group into two teams on opposite sides of the room and let the snowball fight begin. You can have players write appropriate questions, or write the questions yourself to avoid any embarrassment and speed the process. The second alternative is particularly effective with younger students. When you say, Stop, each student should pick up the nearest snowball and find the person whose name is inside. Once everyone has found their snowman or snowwoman, have them introduce him to the rest of the group. For Academic Review To use the icebreaker to review content of a previous lesson or for test preparation, ask students to write a fact or question regarding the topic you want to review. Provide each student with several pieces of paper so there is abundant snow. If you want to ensure that students cover certain issues, add some snowballs of your own. Use this icebreaker in a wide range of contexts and for many different purposes. For example: Write review facts on snowballs and have students read them aloud, such as, Mark Twain was the author of Huckleberry Finn. Write review questions on snowballs and have students answer them, for example, Who wrote Huckleberry Finn? Write conceptual questions for students to answer, such as, What is the role of the character of Jim in Huckleberry Finn? When the snowball fight is over, each student will pick up a snowball and answer the question in it. If your room can accommodate this, have students remain standing during this exercise since they’ll be picking up snowballs throughout the activity. Moving around also helps people retain learning, and it’s a great way to energize a classroom. Post-Activity Debriefing Debriefing is necessary only if you’re recapping or prepping for a test. Ask questions such as: Were all the topics covered?Which questions were the hardest to answer?Were there any that were too easy? Why is that?Does everybody have a thorough understanding of the subject? If youve reviewed a lesson on the book, Huckleberry Finn, for example, you might ask students who the author of the book was, who were the main characters, what was their role in the story, and how students themselves felt about the book.

Case Study Of The Dsu In Operation - From Complaint To Resolution Dissertation

Case Study Of The Dsu In Operation - From Complaint To Resolution - Dissertation Example The study relies on primary qualitative data in the form case studies constructed out of selected resolved disputes by the Dispute Resolution Body, and primary quantitative data in the form of statistical profiles drawn from the summary reports of the WTO. In the analyses of the case studies and the statistical profiles, significance was drawn from the disputes between developing and developed countries, as either complainant or respondent, the success rates in the pursuit of these disputes for either side, and the agreements most often cited as bases of the disputes. These observations provided an insight into the manner of implementation of the DSU procedures, in so far as it affects the balance between developing and developed countries. Aside from providing commentary on the implementation of the dispute settlement process, the study also examined the provisions of the DSU and the process as it was envisioned. The findings show that the DSU provisions manifested an intention to create a procedural advantage in favour of developing countries in the creation of a legal structure in dispute settlement, mandating reverse consensus, and setting of deadlines to expedite the process. Deficiencies are still seen, however, in terms of the cost of dispute settlement, the need for expert knowledge of procedure, lack of standards in setting the duration of reasonable time for compliance, and the perceived inadequacies of trade retaliation and other remedial measures. Table of Contents Abstract 2 Table of Contents 3 1.1 Background of the research 5 1.2 Statement of the research objective 7 1.3 Research questions 7 1.4 Criteria for evaluation 8 1.5 Significance of the research objective 9 1.6 Scope and limitations 9 Chapter 2: History and background 11 2.1 International Trade Law 11 2.2 International Dispute Settlement 13 Chapter 3: Analysis of the WTO Dispute Settlement Procedures 15 3.1 The Dispute Settlement Procedure 15 3.2 Functioning of Dispute Settlement Body under WTO 19 3.3 Aim of the dispute settlement procedure 20 3.4 Commentary on the dispute settlement implementation 22 3.5 Examination of the application of Article 21.5 24 3.6 Effectiveness of trade retaliation measures: the inadequacy of remedies 27 3.7 Effectiveness of compensation measures 31 Chapter 4: Developing Countries and WTO dispute settlement procedure 36 4.1 Developing country defined 37 4.2 Uruguay Round reforms in favour of developing countries 38 4.3 Provisions that fav our developing countries. 41 4.4 Issues in the implementation of DSU involving developing countries 43 4.5 Two case studies involving disputes between developing and developed countries 48 4.6 Profiles of disputes between developing and developed (industrialized) countries 52 4.7 Analysis of the foregoing data 63 4.8 Comparison between dispute resolution under the GATT and under WTO-DSU 66 Chapter 5: Summary and Conclusion 68 5.1 Summary of findings 68 5.2 Conclusion 74 5.3 Recommendations for future research 74 Bibliography 76 Appendix A 79 Summary Table of Cases and Results 79 Appendix B 86 Table of Cases with Determination of â€Å"Reasonable Period of Time† 86 Chapter 1: Introduction 1.1 Background of the research Globalization is probably one of the most contentious concepts in the present-day political-economic landscape.1 Both extolled and disparaged, global trade has both its merits and its pitfalls; whether one is in favour of it or not, however, is no longer the que stion, as most countries have committed to liberalized international trade by virtue of their accession as signatories to multilateral trade agreements that promote global trade and commerce. The question now is the manner in which global trade must be

Physical Science Essay Example | Topics and Well Written Essays - 250 words - 3

Physical Science - Essay Example This situation could be reversed and normal operation restored after diagnosing the problem. In this context, the portable room heater needs to have high resistance so as to be effective in emission of heat. As such, a high current would be required for this function. The high current demanded by the heater would cause a high flow of current in the electric connection in the room. The circuit breaker exposed to the high current would cause the metal strip in it to warm up and bend away, breaking the circuit connection in the room, breaking normal electric supply which causes the lights to go off. Similarly, the metal strip in the circuit breaker could be of too low resistance. As such, it fails to contain the flow of current required for normal operation of the room heater. As such, any slight rise in the current above what sustains lighting of the bulbs in the room would exceed its resistance threshold, warming up the metal strip causing it to bend away from the circuit and breaking the electric connection and the lights go