Early American Colonies Essay -- American History

The Massachusetts colony, otherwise known as the ‘Massachusetts Bay colony’ was originally settled by Puritans in 1630. They were plagued by the religious persecutions of King Charles I and the Church of England. Weary from this dogged torment, they left England under the leadership of John Winthrop. These original colonists quickly established many small towns in the name of high religious ideals and strict societal rules. They also planted churches, spread Puritanism and religiously educated the masses, as these were some of their goals. A utopian society that other colonies looked upon with high regards was the ultimate goal. The charter that gave the Puritans freedom to leave the England had a significant loophole-the colony did not have to have a leader that represented them in England. This new government was placed in the seemingly capable hands of a governor, deputy governor and eighteen assistants, all of which were considered to be ‘freemen’. They then established a representative democratic government by which only property owning freemen who were members of the church could have a vote. The formulation of this kind of government was an early indicator of the colonists desires to be free of Britain. Winthrop was elected the first governor of the colony and he further enabled the colony to be virtually independent of Britain by laying a framework legislature that included a simple system of checks and balances along with representation. Boundaries, taxes and strict rules were also established, further severing the ties that bound the colony to England. Even though it was tragically flawed and did not last, it was a clear break from Britain’s monarchy. The flaw in the system was the element of human greed and K... ...tober 29, 2010, from http://www.spartacus.schoolnet.co.uk/USABmapM.htm Massachusetts Colony. (n.d.). Colonial Ancestors - Colonial Genealogy Records and History Information to Find Colonial Ancestors for Your Family Tree. Retrieved November 2, 2010, from http://colonialancestors.com/ma/colony.htm Massachusetts Colony. (n.d.). Colonial Ancestors - Colonial Genealogy Records and History Information to Find Colonial Ancestors for Your Family Tree. Retrieved November 2, 2010, from http://colonialancestors.com/ma/colony.htm THE QUAKER PROVINCE: 1681-1776. (n.d.). The Pennsylvania General Assembly. Retrieved November 9, 2010, from http://www.legis.state.pa.us/wu01/vc/visitor_info/pa_history/II.htm Untitled Document. (n.d.). the Quaqua Society -Financial and Career Assistance for Home Educators. Retrieved November 1, 2010, from http://www.quaqua.org/pilgrim.htm

Good and Bad Memory in Academic Study

I. Abstract Improving memory has always been a critical issue of most concern for every person in general, particularly for students in academic learning. Accordingly, our research aims to examine some possible explanations for both students’ good and bad memory in academic study. Another approach of this study is to look for the solutions to students’ poor memory performance. To collect the data, a questionnaire was developed and delivered to 60 English students in the context of Hanoi University.The findings suggest that although most of students have general knowedge about memory skills, not many of them efficiently employ what they have absorded. In conjunction with ineffective study methods, laziness, low concentration and overlearning are the main factors lowering students’ memory. Consequently, a good memory skill is not enough, more important than that is the practice of training the brain every day to reach the best of memory ability. II. IntroductionApp arently, people are now overwhelmingly bombarded by a huge amount of information which changes and multiplies every day. Hence, it is of great necessity for each individual to have a good memory so as to perceive and deal with such large knowledge. However, it is a fact that many people, including students have trouble memorizing. According to Tony (2008), as much as 95 percent of people suffer from major problems related to memory. He claims the reason explained for this is that people have little access to methods or skills to â€Å"best utilize their inherent capacities† (p. 2). In our research, we mainly focus on a group of freshmen and sophomores of Hanoi University to find out why students sometimes feel helpless with their memory and in what ways they can boost their retentive memory in academic study. III. Materials and methods For the data collection purpose, a questionnaire serves as the most practical and effective tool due to its convenience and speediness, especi ally when the survey conducted involves people on a large scale. Our questionnaire consists of two parts, namely reasons and solutions, representing five questions on the whole.Specifically, the first part is to identify the number of English students of Hanoi University (English Hanuers) having access to memory skills at school as well as how they evaluate their memory ability. The reasons constituting to participants’ poor memory are in particular examined. The second part is designed in attempt to specify memory’s kind most students possess. Besides, some memory skills are suggested to see the most applicable in academic study. Prior to the real delivery, we had a trial version conducted in our class. The result shows that some informants were confused about the question order.Accordingly, an alternative was developed as respond to subjects’ problems. 60 questionnaires were randomly administered to 60 students on a voluntary basis in April, 2012. Both English freshmen and sophomores participated in the survey, among whom, female numbers as the major ones. It took us one week to implement the survey and one more day to sort out appropriate sheets. Of 60 questionnaires delivered, 8 were invalid as not being completed, therefore; 52 left met standards for final tabulation. Data analysis was undertaken as the next step.In the first part, the respondents’ answer is divided into two groups, depending on their option in the 2nd question. If students label themselves as owning a good memory, they will proceed to answer question on reasons and factors involved. In contrast, those who believe to possess a poor memory will be asked to respond to a list of possible causes. The second part contains two smaller sections. The first section is composed of four questions including twelve options, which could be divided into three groups. Described in each group are some basis symptoms, in consequence featuring visual memory, auditory memory and k inesthetic memory.The next section presents some suggestive memory skills for students to choose which one they mostly employ. Based on respondents’ choice, we synthesized and analyzed which memory aids are useful academically. IV. Results and Discussion 1. The reasons contributing towards students’ poor memory In order to make the data analysis clearer and easier to understand, we divided the respondents’ answer into two groups, namely group A and group B. Group A contains students whose answer is ‘yes’ to the question whether they were taught about memory skills at school. And others who ticked ‘no’ for the question mentioned above belong to group B. . The statistics of English Hanuers who have been taught about memory skills at school Table 1:The access of English Hanuers to memory skills at school |Access to memory skills at school |Number of respondents (†¦/52) |Percentage (%) | |Group A |37 |71 | |Group B |15 |29 |Table 1 sh ows the access of English students of Hanoi University to memory skills at school. As presented in the table 1, as much as 71% of respondents have learned about memory skills at school. What can be traced from the table is that a large number of subjects, in the investigation’s scope, more or less have some knowledge base related to memory. Understandably, it is the obvious fact that people are increasingly aware of the importance of memory in an individual’s success (William, 2009). Students, especially those studying foreign language are not the exception.It is of great fundament for English learners to develop the degree of memory to increase their language acquisition. The more they understand how their memory works and how to work with it, the more they enjoy the power of memory in their learning. Nevertheless, the matter should be taken into consideration is the effectiveness of those memory skills to students’ performance. The claim that students who have access to lesson related to memory skills have a better memory than those who do not will be investigated in the next part. . 2 The comparison between the percentage of respondents who have a good memory and those who do not [pic] Figure 2: The percentage of good and bad memory of taught and untaught memory-skill students Figure 2 compares the proportion held by participants who evaluate themselves as having good memory and those suffering from poor memory between two groups. The result appears to be different from our expectation. Among students in group B, the percentage of those possessing a good memory is much higher than that of in group A.Specifically, nearly 70% of students in group B is determined to own good memory which opposes to that in group A with only 46%. This fact can be partly explained by the ineffectiveness in students’ learning styles and memory methods which lead them to encounter difficulties in memorizing. Language learners may suffer more from memory inability since they have to deal with a large number of vocabularies and structures in everyday learning. From what is presented in the chart, it can be probably concluded that English Hanuers still somehow face difficulties making use of what they conceive at school.Obviously, although educators put priority in optimizing students to effectively master their study, students seem to find it difficult to take the knowledge into practical application. 1. 3a Reasons contributing to good memory [pic] Figure 3a: Reasons for good memory. It is clearly shown in the pie chart 3a that among students having good memory, the number of those who see it as the result of long-run practice makes up to 65%, outnumbering those who are naturally inherited with 35%. It is possibly inferred from the data that the mnemonic competence can be boosted and strengthened by day-by-day practice with the suitable memorizing methods.Of the same viewpoint, Higbee (2001) states that practice plays as a key facto r to memory improvement. It is a fact that the number of people who are born with excellent innate memory is very small, and majority of people gradually reach the state of having good memory by practice. In Kazt’s findings (2006), most people employ about 10% of their memory ability. He also emphasizes that there is no bad innate brain, but it is because of people’s underestimation of what their memory can do which causes their memory’s limitation.Many students, generally, are of the opinion that their memory is out of control, which results in the less success of memory practice. 1. 3b Reasons contributing to students’ poor memory 1. Low concentration 2. Overlearning 3. Laziness 4. Knowledge disuse 5. Low understanding 6. Negative learning attitude [pic] (The total number is over 100% because the respondents tick more than one option) Figure 3b: Reasons for bad memory Bar chart 3b displays some common reasons contributing towards students’ bad me mory. Generally, English Hanuers suffer from poor memory with combination of reasons.Of the six factors provided, laziness ranks as the most popular one to be blamed on (64%). Following next are overlearning and low concentration which share the same number of 56%. Coincidently, we got the same incidence of 32% for low understanding together with negative learning attitude as the key elements to students’ memory inability. Meanwhile, knowledge disuse is mentioned as the most unpopular factor resulting in respondents’ poor memory performances. It comes as no surprise to us that laziness is revealed as the main reason leading to students’ poor memory.The congruent result is presented in Higbee’s work (2001) when he claims that laziness plays an important role in people’s deficient and ineffective memory. Manifestly, memorizing and memory use for study are a complex and complicated process which requires a great deal of effort and determination. And a bout 95% of information will be forgotten if learners do not retrieve it in a proper way (Adam, 2009). Therefore, laziness appears to be a huge barrier preventing students from boosting up their memory.Also, being distracted and having too much knowledge to learn are the common reasons as students usually complain that they are out of breath because of the huge amount of knowledge and information absorbed. Some students find it hard to focus on study and remember things since they have to cope with a great deal of interference such as part-time job, finance, love affair, and so on. It varies from person to person in the reasons and factors accounting for their experiencing memory difficulties and there may be a combination between the outside and the inside causes.However, what it is down to is that it is students themselves who are the most responsible to their memory inability. 2. Solutions 1. Memory types of English students of Hanoi University [pic] Figure 4: Memory types of Eng lish students of Hanoi University Figure 4 describes the memory types of English Hanuers. As generally demonstrated from the findings, participants belong to various types of memory. Not only do they possess single type of memory but also those of combination. Nevertheless, more students belong to single types than mixed types.Of six categories provided, visual memory is the most preferred one as 31% of students are classified in this category. People owning visual memory type have tendency to memorize by creating mental images, looking at pictures and diagrams. Auditory memory refers to people who memorize information better through melodies, beats and rhythms. They prefer to hear instructions or lectures rather than watch or write, and better take in information presented orally (Cusimano, 2001). As shown in the chart, 23% of respondents belong to type of auditory memory.Meanwhile, 15% of the subjects show that they are likely to be in the group of kinaesthetic memory. Those prefe r trying or experiencing things to memorize and they tend to enjoy activities more during class time. [pic] Figure 5: Memory skills used to better memory Figure 5 presents some memory skills students use to better their memory. Connecting old and new information is the most popular methods to be employed by English Hanuers (42. 3%). Meanwhile, 30. 8% of respondents feel that using mindmaps helps them most in studying and remembering things.Taking notes while studying seems less effective as just only 26. 9% of students choose it as their favorite method to memorize. Undeniably, new information can be easily memorized if it is organized based on the connection with the background knowledge. The better you understand the subject, the longer and more vividly you remember it. Using mindmaps is considered as an effective skill in improving memory because it boosts the react of both sides of the brain (Tony, 2008). Users not only create a mental image but also depict a real map on the pap er, which help the brain ave time to transfer the information into long-term memory. Taking notes while studying also is very important since students cannot remember all the contents during the class. It is a muscle activity, and the fact is that our muscles have significantly better memories than our heads (Kesselman- Turkel, Peterson, 1982). When writing something down, you will remember more efficienly than just only read or listen. Moreover, the lecturer or professional may give a lot of precious and interesting information from their knowledge and experience, which are not written in any books.Hence, it is vital for a student to take notes for reviewing after class time. However, because of laziness, some students still have the wrong awareness of note-taking skill. IV. Conclusion In brief, this small-scale paper investigates reasons and solutions to poor memory among English students of Hanoi University. Firstly, laziness, low concentration and over-learning are the most comm on factors contributing towards students’ memory inability. With regards to these problems, some memory skills are recommended. Different students choose their own method which helps them remember most effectively.They highly appreciate the connection between background knowledge and new information as well as the role of reviewing in memory’s improvement. However, because of the small scale of the research conducted, the limitations are unavoidable. We failed to testify the correlation between students’ memory types and their most favorite memory skill. Hence, in further research, this should be taken into consideration as an important key point. It is our attempt in giving some brief review about memory and the ways to boost students’ memory.We hope that the research helps students identify their memory’s type and define the most effective skills and study methods. REFERENCES Adam, K. (2002). I'm a gifted, so are you. England, Times Media Pte Ltd . Cusimano, A. (2001). Learning disability, there’s a cure. Pennsylvania, Achieve Publications. Harry, L. (2000). How to develop a power memory. New York, NY: Free Press. Higbee, K. L. (2001). Your memory: how it works and how to improve it. New York, NY: Maloew and Company Katz, E. (2006). Secrets of a super memory. New York, NY: Free Press.Kesselman-Turkel, J. & Peterson, F. (1982) Note-taking made easy, Lincolnwood, IL: Contemporary books. Tony, B. (2002). Mind maps book. USA, Penguin Group (USA) Incorporated. Tony, B. (2008). Use your head. London, BBC Pubns. William, W. A. (2009). Memory: How to develop, train and use it. UK, The Elizabeth T- wne. APPENDIX QUESTIONNAIRE We are Hoang Thi Hoa and Dam Thi My Hanh, from class 11a10. Our research aims to investigate the reasons contributing to the students’ poor memory and also find out some effective ways to hasten their memory.We would be grateful for your honesty in answering these questions. Thank you so much for y our cooperation. I. REASONS 1. Were you taught anything about your memory skills at school? ? Yes ? No 2. Do you think that you have a good memory? ? Yes ? No ( If yes, skip question 4, if no, skip question 3) 3. What could be the reasons explained for your good memory? ? Naturally, I have a good memory ? It is the result of my practice Other(s):†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ( please specify) 4. What factor(s), in your opinion, contributes to your poor memory? You unable to concentrate when you study ? You have to learn too much knowledge at a time ? You are lazy ? You disuse what you have learned ? You do not understand clearly what you learned ? You try to remember only when you are forced to ? You have negative attitude when having something to study and remember II. SOLUTIONS A. TO BEST REMEMBER INFORMATION,†¦ (circle only one for each question) 1. When lea rning new words, I often try to†¦ a. Visualize the word b. Say the word aloud c. Write the word 2. When needing concentration to study, I usually†¦ a. Look at something carefully . Listen to music c. Find a quiet place 3. When reading, I†¦ a. Like descriptive scenes b. Enjoy conversations and try to hear the characters c. Prefer actions and do not like reading much 4. When learning something new, I†¦ a. Like to see diagrams or pictures b. Prefer to hear instructions or like to talk about it with someone else c. Prefer to jump right in and try it B. TO BETTER MY MEMORY, I†¦ ? using mind maps ? connecting old and new information ? taking note while study Other(s):†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (please specify) THANK YOU VERY MUCH FOR YOUR COOPERATION!

Differences Between Genders And Communication Essay

When you think of gender differences you probably automatically consider anatomical and biological differences. Perhaps you contemplate about differences in appearance or maybe occupation. Gender differences are relevant in politics, the workplace, domestic commitments, etc. One large gender difference that appears to be prevalent is that of communication. I believe that gender communication holds many advantages and disadvantages within discussions as well as in distinctive settings. When looking at the differences between men and women when it comes to communication, the disparities are abundant. But why are there so many differences between genders and communication? Is there a culture difference that separates the two? Is there a biological reasoning to focus on? Researchers across the globe have made this their main area of focus, to find out exactly what these immense differences are and why they subsist. Differences in gender communication deal with technology, negotiations, t he workplace and persuasion. Researchers believes that the main difference in gender communication is due to the fact the men and women view the purpose of interactions in a different way. Women tend to see conversations as connections while men use them as competition and power gaining tactics (Merchant, 2012). Personally I can reflect on experiences when this objective seems to be true. During dating, women tend to be seen as more emotional and strive for relationship while in someShow MoreRelatedGender Roles Of Women And Men Essay1485 Words   |  6 PagesAbstract Through many generations women were not treated equally as men. Women have fought their way to have gender equality but it has been slowly progressing. More women are starting to have high ranked jobs, more have been going into the workforce and don’t have to stay home all day long to take care of the kids. 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6.Conclusion . 6.1 Chapter Structure. This Chapter Describes

6. Conclusion 6.1 Chapter Structure This chapter describes the PASEDR (Planning- Activity-Support-Evaluation Development-Resources) model, suggested as the LD for physics in higher education. It also outlines limitations of the research and future opportunities for further studies. 6.2 Learning Design for Physics Teaching in Higher Education PASEDR Model: From the summary of the previous chapter, a PASEDR model of Learning Design has been developed (Figure 4). The arrows of the figure show the direction of the cycle. The whole process is reversible. The two-way direction of the arrow indicates that the component of the model can be connected in both ways, such that planning can modify an activity component, however, the activity (for†¦show more content†¦Professional development. The important factor in developing teaching is the acknowledgment for good teaching. Normally, at university, lecturers are awarded for their research, but not so much for teaching. Therefore, they spend lots of time to study physics research. They do not have enough time in studying PER. Sometimes, maybe, they get help from peer experience or workshop. Resources. Although ICT plays an important role, today, in implementing their teaching techniques, most lecturers think that it is not essential. Student engagement and learning by doing is important. For implementing studio type activity and sharing, active learning is important. Figure 4: Learning Design for physics teaching in higher education 6.3 Limitations of the Research As to the limitations of this study, lecturers’ responses are insufficient. In this qualitative research, the data highly relies on participants’ perceptions and beliefs and their honesty and truthfulness, and so the study can be limited. Furthermore, it is a short term study and the data was collected over one semester. Only four lecturers were interviewed. Therefore, it is not generalisable to any other context or unit. 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“Art Is a Lie That Brings Us Nearer to the Truth” (Pablo...

Art is different from most areas of knowledge primarily in terms of its objective and also the means by which it reflects, transforms and expresses them. For art, like philosophy, reflects the reality in its relationship with man, and represents the latter, his spiritual world, and the relations between the individuals and their interactions with the world. Pablo Picasso was known for representing his work in a non-realistic manner. However, the audience could relate to his works; Guernica is an example of his success, since it represented the tragedies of war, which the audience could sympathize with. Hence, we shall ask if by distorting our perception to reality, how art is a lie and how it brings us nearer to the truth? As a result,†¦show more content†¦Therefore, the question defines the understanding of a person in the arts through the subjective perspective of the latter. In the work The Glass Menagerie, the opening monologue of Tom Wingfield is almost identical to Picasso’s ideology: Yes, I have tricks in my pocket, I have things up my sleeve. But I am the opposite of a magician. He gives you illusion that has the appearance of truth. I give you truth in the pleasant disguise of illusion. (The Glass Menagerie, Scene I) Clearly, if both the latter quote and Picasso’s are put in parallel, we may deduce that art does not tell the truth as it is. Moreover, art distorts the truth in order to highlight certain aspects. In order to communicate an idea, the artist must represent some tricks and ignore others. Therefore, art is not straightforward in an objective manner, but it is certain that it shows the truth that was not as obvious at first. So, the lie helps art convey and evoke particular emotions through the artist for the audience. Henceforth, can we acknowledge artistic expression as the lie revealing the truth? Not only is artistic expression an expression that evokes the dreams and imaginations of a person, but also if an artist feels certain emotions about something, instead of just describing it, he will create a world, a story or piece of music, in the case of Picasso a painting, where there is the evocation of his own emotions. For example, Charles

Handling Groups Booking, Check in, Checkout Free Essays

HANDLING GROUPS Groups can bring in huge revenue for a hotel but they make a lot of work. This statement is very much true as groups take up a number of rooms in a hotel all at once bringing in a huge amount of income at one particular point in time. In order for this to go smoothly,all hotel departments need to be given details of group arrivals well in advance so each department can make their own necessary arrangements to be able to handle groups. We will write a custom essay sample on Handling Groups: Booking, Check in, Checkout or any similar topic only for you Order Now Various departments would have to work closely together, front office would need to send out copies of group arrival list to all departments atleast one week in advance so that other departments can make appropriate adjustments to number of staff that would be required during those times. The flow pattern for a succession of individual guests is quite different from the flow of group arrivals so housekeeping has to pay close attention ensuring rooms are ready for group arrivals. Head porters also have to arrange necessary number of staff to be ready to move a large quantity of luggage as quickly as possible so as to not have the group transport around for long periods while unloading. All departments need to have good communication during these times, listen, ask and prepare. When best would hotels accept groups and why? Groups to a hotel can include conference delegates, unexpected group of passengers forced to stay overnight because of bad weather or maybe technical problems. Hotels sometimes are not given the opportunity to plan/prepare further ahead so they must always have a set procedure and guideline in place for un-for-seen times. Hotels would best accept groups during their slack periods, this will help to fill up the rooms and also by charging the highest possible rates for the rooms. This would also bring about the use of yield management where the hotel would be able to fill up all the empty rooms at that point, instead of having so many vacant rooms Five factors to consider when booking groups: 1. Negotiation- particular attention when negotiating with group leader over price, as the leader will be in a more powerful bargaining position than individual guests as they are providing the hotel with large amount of business at once so group leaders tend to bargain extremely for low rates and discounted use of facilities etc. 2. Group reservation request form- hotels needs to ensure group leader fills in and submit this form which is usually listed on hotels websites or calling direct to the hotel giving the information and also through group reservation specialist collecting all necessary information about the number in group, number of rooms, type of rooms, special requests, arrival and departure dates and times etc. 3. Payment arrangement- the arranged package prices are transfer to the group leader ledger account, it is safe for the hotel to open a separate extras account for group members individually for them to get drinks, laundry, room service on credit if this credit was not extended and this should be clearly noted and understood by both the group and hotel departments so as to prevent any uncomfortable situations. . Additional administrative arrangements- document a summerization of details and outline the arranged dividing of hotels responsibilities to group members and that of the group leader to it’s members, this document would include if a separate check in area is provided for the group check in which would help in avoiding long queues at reception and also to foster the feeling of group collision. 5. Couriers arrangement- when groups travel they usually have a courier/tour organiser and sometimes a driver which are free/at a reduced rate, these things should be made note of especially if the courier took care of administrative tasks as well, which would have then had to be done by the hotel own staff. Five factors to consider when checking in groups: 1. Pre registration- hotel can print off individual registration forms along with a prepared welcome package, prepare two keys for double occupancy rooms and arrange special envelopes with group keys in ascending order. . Special code reference for each group- on check in enter group code and guest automatically transfers the agreed accommodation and meal charges to a master bill, and all extras are charged on a individual account for group members if so desired. 3. Pre arrival registration form- hotel gets the individual registration forms to groups for them to fill out on their way to the hotel, so this part is dealt with even befo re guests arrive at the hotel, so information is only rechecked at point of contact with reception. 4. Rooming list- hotel should obtain a copy of rooming list from the group leader in order to update individual guest profiles proving names, addresses and passport numbers into the pms system. 5. In house report/groups- immediately after check in hotel should update the system to enable all guest names, room number, special request etc, and print a copy of group in house room reports and circulate to all departments such as front desk, housekeeping, concierge, room service. Five factors to consider when checking out groups: . Ensure all group billing are prepared and billed carefully, as in some instances some group members may stay on longer after the rest of the group have left the hotel, so to ensure those individual guest are billed separately for the group rates and their individual rates. 2. Extras- making sure all other charges incurred by all individual group members are billed separately and not added to the agreed contract between hotel and group leader of accommodation and s pecific meal option. 3. Collecting of all key passes to rooms from individual group members, where provision was made to provide two keys for a number of single/double rooms. 4. To enquire about actual check out times of individual group members to have various departments on standby eg. Housekeeping to start cleaning and preparing rooms again for new expected guests/walk-ins, and for porters to help remove belongings from individual guest rooms in a timely manner. 5. Hotel should at check out of groups try selling single packages to individual group members, or even family and other group packages as well. How to cite Handling Groups: Booking, Check in, Checkout, Essay examples

Motorcycle Outline Paper free essay sample

There are many systems for classifying  types of motorcycles, describing how the  motorcycles  are put to use, or the designers intent, or some combination of the two. There are five main categories: cruiser, sport, touring, standard, and dual-purpose. Cruisers are styled after American machines from the 1930s to the early 1960s. Their engines are tuned for low-end torque, making them less demanding to ride because it is not necessary to shift as frequently to accelerate or maintain control. Sport bikes emphasize speed, acceleration, braking, and cornering on paved roads  typically at the expense of comfort and  fuel economy  in comparison to less specialized motorcycles. Because of this, there are certain design elements that most motorcycles of this type will share. Sport bikes have comparatively high performance engines resting inside a lightweight frame. Although any motorcycle can be equipped and used for touring, touring motorcycles are specifically designed to excel at covering long distances. We will write a custom essay sample on Motorcycle Outline Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They have large displacement engines, fairings and screens that offer good weather and wind protection, large capacity fuel tanks, and a relaxed, upright seating position. Passenger accommodation is excellent and expansive luggage space is normal for this class. Sport touring motorcycles  combine attributes of sport bikes and touring motorcycles. The rider posture is less extreme than a sport bike, giving greater long-distance comfort. Accommodation for a passenger is superior to a sport bike as well, along with luggage capacity. Standards are versatile, general purpose street motorcycles. They are recognized primarily by their upright riding position, halfway between the reclining posture of the cruisers and the forward leaning sport bikes. Foot pegs are below the rider and handlebars are high enough to not force the rider to reach far forward, placing the shoulders above the hips in a natural position. Dual-sports, sometimes called dual-purpose or on/off-road motorcycles, are street legal machines that are also designed to enter off-road situations. Typically based on a dirt bike chassis, they have added lights, mirrors, signals, and instruments that allow them to be licensed for public roads . They are higher than other street bikes, with a high center of gravity and tall seat height, allowing good suspension travel for rough ground.