History of Kenny Rogers Roasters

Kenny Rogers ROASTERS was originally set up by popular Country and Western singer, Kenny Rogers, and former Governor of the state of Kentucky, John Y Brown Jr., in 1991. Seeing an opportunity to provide healthy and delicious food in a restaurant environment, Kenny Rogers ROASTERS opened its first restaurant in Coral Spring, Florida in August of 1991.Internationally, Kenny Rogers ROASTERS has expanded to various countries around the world and has restaurants in Malaysia, Singapore, China, Indonesia, Bangladesh, Brunei and the Philippines.Kenny Rogers ROASTERS was awarded three times in a row (1996, 1997, 1998) for the prestigious America's Choice Award Winner for the Best Chicken Chain by Restaurants and Institutions Magazine, a leading publication from USA. Kenny Rogers ROASTERS was also awarded the Master Franchisee of the Year 2000/2001and 2002/2003 by the Malaysian Franchise Association, an affiliate of the World Franchise Council.Berjaya Roasters (M) Sdn. Bhd. is the franchise ho lder for Kenny Rogers ROASTERS (â€Å"KRR†) in Malaysia. The company is a wholly owned subsidiary of Berjaya Group Berhad and was incorporated in 1994. In April 2008, Berjaya Corp Bhd (BCorp) wholly owned subsidiary of ROASTERS Asia Pacific and master franchise for Kenny Rogers ROASTERS fully acquired the chain's parent, US-based NF Roasters.Kenny Rogers ROASTERS is a mid-casual dining restaurant with roast chicken as its main core item complemented by a rich variety of hot and cold side dishes. This is made up of Kenny's famous home-made muffins, jacket potatoes, vegetable salads, pasta, soups, desserts and beverages served in a friendly and comfortable environment.Frist Kenny Rogers Roasters in Coral Springs FloridMenuKenny’s Quarter Meal- RM 18.50 Chicken Macaroni Cheese- RM 18.50 Kenny’s Family Meal- RM 73.50 Rock & Roll Spaghetti- RM 18.50 Kenny’s Chicken & Garden Meal- RM 19.50 Chicken Ceaser Salad- RM 17.50 Red Hot Meal- RM 18.50 Tangy Chicken Spah etti- RM 18.50Promotion*2014 PromotionNews

Benefiting Students Through A Brain-Based Learning Environment Essay

The question of nature versus nurture as it pertains to human development has been a debate among psychologists for years. And after decades of research, there is still no definitive answer as to whether nature (genes) or nurture (environment and upbringing) are responsible for certain characteristics of an individual. However, many researchers now believe that environmental factors play a more significant role than genetic factors. The acceptance of this belief has many implications for teachers, because it directly affects the teaching strategies they will use in the classroom. In addition, recent findings in brain-based research are providing educators with an understanding of how the brain learns, and how it learns best. As a result, in order to optimize student motivation, involvement, and retention, teachers can no longer ignore the importance of brain-based learning in the educational environment (Wilmes, Harrington, Kohler-Evans, Sumpter, 2008). In the text, Brain-Based Learning The New Paradigm of Teaching, Eric Jensen emphasizes the correlation between students’ emotional states and their learning potential. Adjacently, of the various emotional states a student experiences at any given time, distressed is the most detrimental. A brain in distress results in a long list of negative impacts on learning, including the loss of the ability to correctly interpret subtle clues from the environment, the loss of the ability to index and access information, diminished long-term memory, loss of the ability to perceived relationships, and a lessened capacity for high-order thinking (Jensen, 44). Therefore, managing classroom stress through brain-based strategies is an enormous advantage for students. Childhood stress can be caused by any situation that requires a person to adapt or change (Larzelere, 2010). These changes can be positive such as a new sibling or a new pet, or negative such as poverty, abuse, and separation. It is understandable that the negative stressors are the most harmful to a child’s development. One of the greatest challenges for teachers that aim to alleviate students’ stress is that not all stress-related symptoms are directly measurable or obvious to others (e.g., worry, headache ), thus unrecognized symptoms are likely to go untreated (Shah, 2011). Still, there are many brain-based strategies that teachers can incorporate to help reduce the amount of stress a student experiences in the classroom. First of all, educators can increase a students’ sense of security at school by opening a dialogue with them about their fears. In fact, sometimes just the opportunity to talk about these issues helps reduce the burden (Jensen, 49). In addition, by incorporating small group activities and the use of teamwork among students, a teacher can strengthen a student’s ability to communicate and problem solve. Another example of how a teacher can encourage positive relationships among their students is to offer as much choice and autonomy as possible. Research has shown that creating a classroom environment where student expression and choice are solicited provides a welcoming atmosphere for children to grow at independent rates (Rushton, 2008). There are many ways in which a teacher can afford their students the opportunity to express themselves. Incorporating art, dance, poetry, singing, journal reflection, sports, and debate into a student’s classroom experience are al l productive ways of giving students choice. They are also great ways to introduce rituals of positive affirmation. For example, by creating traditions of applause and team cheers, teachers can help bolster a students’ confidence and improve their self-esteem. Another type of negative stress that some students feel is performance anxiety. Performance anxiety is a fear of not being able to complete a task to the best of one’s ability. As a result, students often experience a â€Å"mental block†, or an inability to retrieve stored information or think creatively. It is very common for students to have performance anxiety before test taking, often times negatively affecting their test scores. Studies show that emotional self-efficacy appears useful in managing negative effects of anxiety (Galla, Wood, 2012). Teachers can help to lessen the occurrence of performance anxiety in their students by regularly activating prior learning. For instance, reviewing previous lessons, offering generous feedback, and establishing mechanisms for self-evaluation and peer review, are all strategie s a teacher can use to reduce learner stress and increase confidence immediately (Jensen, 50). While stress management is an important aspect of supporting a brain-compatible learning environment, stress is not the only emotional state that students cope with. There is a myriad of emotions that a student can feel from one time to another, and a myriad of external stimuli that can trigger those emotions as well. The child’s brain receives stimuli from the learning environment via each of their senses as the stimuli are transformed into a chemical electrical reaction that is the beginning of all learning (Rushton, 2008). One example of such stimuli is classroom acoustics. Poorly designed classrooms that fail to address and reduce ambient noise, echo effect, reverberation, and other acoustical problems cause a decrease in student attention and an increase in off-task behaviors (Jensen, 73). Students whose learning style is predominantly auditory are at the biggest disadvantage. As a result, discipline problems increase and student learning is negatively affected. Such problems are an enormous issue for schools today.For example, many schools across the country have classrooms that exceed the maximum background noise level of 30 to 35 d ecibels recommended by the Acoustical Society of America (Harris, Lambert, 2011). Therefore it is important for teachers to implement brain-based strategies to counter-act the negative effect of a poor acoustical learning environment. This can be done simply by moving around the classroom while speaking. Also, changing the location of students around the classroom can help those at a disadvantage. Using music appropriately in the classroom is another brain-compatible way to positively affect students’ emotional state throughout the learning process. In fact, recent research suggests that music may be a powerful tool in building reasoning power, memory, and intelligence (Jensen, 76). A teacher can change a negative emotional state simply by playing upbeat music in the background periodically throughout the day. Lesson plans can also be enriched through the use of music to elicit certain emotions relevant to the subject matter. Such emotional involvement greatly helps the student comprehend and retain the lesson. Music not only affects students emotionally, but physiologically as well. Music’s potential effects on the body include, increase muscular energy, increased heartrate, reduction of pain and stress, relief of fatigue, and stimulation of creativity, sensitivity, and thinking (Jensen, 75). Another example of external stimuli that can affect learning is classroom aroma. Aromas are especially important because they take one of the most direct pathways to the brain (Jensen, 72). The sense of smell affects brain chemistry and has the ability to change moods in powerful ways. Certain types of scent stimulation like food can disrupt the accelerated learning functions of our brain, and chemical smells from air fresheners, perfume, and even some essential oils can be distracting and block learning (Rogers, 2010). However, certain aromas, such as peppermint, basil, and lemon, enhance motivation, attention, and creativity. And aromas such as chamomile, lavender, orange, and rose calm nerve s and encourage relaxation (Jensen, 72). By using aromas appropriately in the classroom, and keeping aware of aromas that are disruptive or distracting, a teacher can optimize their students’ learning environment. Light in the environment is an additional example of external stimuli that can hinder a students’ learning potential. Lighting strongly influences vision, which strongly influences learning, thus anything we can do to make our eyes more comfortable in the classroom contributes to optimal learning (Jensen, 57). Classrooms that receive a lot of natural sunlight are the most advantageous for students. Natural sunlight helps students’ mood and motivation by delivering vitamin D through uptake by the skin, and in turn raising mood-elevating serotonin. In fact, studies have shown that students with the most sunlight in their classrooms progressed 20 percent faster on math tests and 26 percent faster on reading tests compared to students with the least lighting (Jensen, 58). However, on the other side of the coin, too much morning sunlight can have an adverse effect. Thus, it is important for educators to have an awareness of the effect classroom lighting has on their students learning and strategize accordingly. By providing a variety of lighting types in the classroom and giving learners a choice in determining where they sit can help with student comfort in the classroom (Jensen, 58). Color also plays an enormous role in creating a productive and secure learning environment. Color is an important factor in the physical learning environment and is a major element in interior design that impacts student achievement, as well as teacher effectiveness and staff efficiency. Research has demonstrated that specific colors and patterns directly influence the health, morale, emotions, behavior, and performance of learners, depending on the individual’s culture, age, gender, and developmental level, the subject being studied, and the activity being conducted (Harrington, Kohler-Evans, Sumpter, 2008). Therefore, educators wanting to take advantage of the benefit of brain-based environment can implement classroom color schemes that maximize student involvement. For instance, like aromas, some colors elicit feelings of alertness and inspiration, while others elicit feelings of relaxation. Teacher can enhance student participation and motivation by use of color in hand-ou ts and power point presentation. In addition, teachers can use colors to elicit appropriate emotion in regard to subject matter in lessons. Such as sullen blues or vibrant reds, depending on the subject matter. Again, this greatly helps to emotionally bond the student to the lesson.Another external stimulus that greatly affects a student’s classroom environment is room temperature. Take for example, a student coming back to a warm classroom after eating a good lunch. A classroom environment that is too warm can makes students feel lethargic and unmotivated. Classrooms that are too warm are often the culprit for students falling asleep in class. On the other hand, a classroom that is too cold can make students feel distracted due to feeling uncomfortable. Based on a survey given to teachers, it was concluded that classroom conditions improved by air conditioning included reduced annoyances, improved visual display and flexibility, and comfortable conditions (Gallo, Wood, 2012). In final, teachers who understand the affect of stress and external stimuli in the learning environment and the advantages of brain-compatible learning strategies, visualize a developmentally appropriate brain- researched learning environment which allows an educational focus to preside while student autonomy prevails. Effective teachers support brain development by encouraging children to make discoveries in well-planned environments that support student autonomy (Rushton, 2008). With the benefits well outweighing the required teacher effortt and iniitiative, brain-compatible learning strategies offer far more advantages than hindrances. Students can only win in the long run when teachers utilize these strategies. References Galla, B. M., & Wood, J. J. (2012). Emotional self-efficacy moderates anxiety-related impairments in math performance in elementary school-age youth. Personality & Individual Differences, 52(2), 118-122. doi:10.1016/j.paid.2011.09.012 Harris, B., & Lambert, C.. (2011, May). Impacting Learning. School Planning & Management, 50(5), 44. Retrieved December 19, 2011, from ProQuest Education Journals. (Document ID: 2382182351). Jensen, E. (2008). Brain-Based Learning The New Paradigm of Teaching. (2 ed.). Thousand Oaks: Corwin Press. Larzelere MM, Jones GN. Stress and Health. Primary Care: Clinics in Office Practice. December 2008;35(4). Rogers, D. (2010). Mmmmmm . . . Peppermint and rustling leaves. Times Educational Supplement, (4887), 3. Rushton, S., & Juola-Rushton, A. (2008). Classroom Learning Environment, Brain Research and The No Child Left Behind Initiative: 6 years Later. Early Childhood Education Journal, 36(1), 87-92. doi:10.1007/s10643-008-0244-5 SHAH, N. (2011). Students†™ Stress Linked To Class Environments. Education Week, 30(24), 5. Wilmes, B., Harrington, L., Kohler-Evans, P., & Sumpter, D. (2008). COMING TO OUR SENSES: INCORPORATING BRAIN RESEARCH FINDINGS INTO CLASSROOM INSTRUCTION. Education, 128(4), 659-666.

Religion Gives Meaning to Life Essay

Pojman’s conclusion is that religion gives life meaning, whereas a secular life is not significant to the way we view our world. He argues that autonomy is freedom with no restrictions and religion gives meaning and purpose to life, even though there are some sacrifices to our freedom. He says there has to be an explanation to how our world came to be and that our world comes from something much bigger than any of us can wrap our head around. Pojman gives such detail and description in the way that he argues his conclusion. He says that autonomy is like having one-hundred autonotoms, one-hundred percent freedom; no restrictions, and religion is like having ninety-five autonotoms, ninety-five percent freedom; minimal restrictions which refer to our morals and ethics. If your autonomical you allow your life to fill up with a poisonous gas that will kill you sooner rather than later. If you live religiously, you are allowing your life to be filled with sunshine. Religion gives us a solid idea of how the world came to be. God created the universe and created man to live on the earth until we all ascend to heaven. Autonomy as many different theories. The big bang theory or just something that appeared by chance. We have meaning and someone behind us who is willing to give us the most of this life. The world has to be balanced in order to function. Good and evil balance it out. God is good, He is here to guide us and lead us to the life after this. Evil is what tries to pull us back and create this idea that we are superior to everyone and everything else, which creates chaos. Pojman’s meaning to life is, â€Å" God loves and cares for us, so that we have a deeper motive for morally good actions, including high altruism. We live deeply moral lives, not out of fear of hell, but out of deep gratitude to One who loves us and whom we love†. I believe Pojman argues his conclusion very well. He uses scriptures to prove his point and he uses personal experiences that most people have experience as well. He compares religion and autonomy equally and knows what he is talking about. He knows how to describe each so that the reader can put themselves in that position. He is very detailed, yet to the point.

Rethinking Marxist Communication Theory in the Light of the Essay

Rethinking Marxist Communication Theory in the Light of the Information Society - Essay Example Rethinking Marxist Communication Theory in the Light of the Information Society Apparently, few individuals in Western societies currently recognize Marxist’s second set of ideas. Many believe that Capitalism is important and others do not need to see it ruined. Also, a significant number of Westerners do not like the idea of communism or revolution. The following discussions intend to reveal the worth of the first of these suggestions. One can recognize Marx’s ideas as being very important for the purpose of knowing our society without accepting his criticism about capitalism, his recognition for political action, and his political values. With regard to economic substructure, Marx contends that the economic setting, form of productive systems is the most relevant factor in determining all the societal aspects like social organizations, system of law, education and morality. These are elements which are found within the societal superstructure. He argued against Hegel’s philosophy in which ideas were considered to be relevant historical determinants. Also, Marx contends that most of the ideas are as a result of economic or material conditions and therefore strongly contradicted reformers who believed that transformation in ideas can transform the society. The main types of society that were distinguished by Marx was feudal, Primitive, and capitalist. In a capitalists setting, capitalists own and manage the productive wealth, workers posses only their labor and work on behalf of capitalists, who eventually own the product and trade it off with a profit.

Influence of Aristotle on John Stuart Mills and Karl Marxs Studies Essay

Influence of Aristotle on John Stuart Mills and Karl Marxs Studies - Essay Example This paper illustrates that Aristotle believes that all humans are determined to flourish. It is appropriate and desired the end of all human actions. To understand how something functions, you need to understand its nature. Aristotle provides four different human nature aspects. Aristotle is usually quoted saying â€Å"Man is a political creature.† The meaning of Aristotle has a deeper understanding as compared to the known translation. The quote from Aristotle that says â€Å"is a rational being who lives in societies?† provides four different aspects of human nature. The first aspect is referring to the human as physical beings (to mean humans are animals). According to Aristotle, Physical beings require rest, nourishment, exercise, and many others that help in keeping their body to function properly. The second is that the human being referred as emotional beings (to mean they are animals). What differentiate plants from animals, as argued by Aristotle, is that anim als have desires, wants, urges, and reactions. These do not exist in plants. The human being can recognize what they want in the world, and they also possess the power of volition get what they want. Furthermore human can avoid what they dislike. These wants can be complicated for humans, however, at the long run, we all have wants and needs that are obtained from the underlying sources. The third is human is a social being (this is because they live in groups). Human must function and live in various societies. No man can survive by himself and human majorly performs well only in social settings. Human social nature goes in hand with our emotional nature; such that the wants and needs  required by a human can only be attained through the social nature of humanity. For example, human were beings that flourished as hermits, Friendly and trust cooperation needs will not be nearly so urgent. The fourth is that the human is a rational being. To the Greeks, most of the cultures, includ ing the current ones that have made humans human were our rationality. Human is expressive, creative, able to obey reasons and knowledge-seeking. Most of the time human being may not follow reasons, and most of the time may not want to exercise their minds. However, the central part of human existence relates their nature of being a rational animal.

Gender Discriminations Essay Example | Topics and Well Written Essays - 750 words

Gender Discriminations - Essay Example rough the following instances: gender wage differential; sexual harassment; experiencing barriers to promotion and recruitment because of their gender; and hostile workplace conditions (Dilts and Samavati 209). This paper argues that sex-based workplace discrimination remains pervasive in the U.S. and that employers should follow laws that strive to eradicate it, as well as include additional measures that can avoid gender discrimination. Sex-based discrimination occurs through the existence of gender gap differentials. Kongar studied the role of sectoral and occupational changes in altering the composition of the American workforce and reducing the gender wage gap from 1990 to 2011. Findings showed that the gender wage gap within services broadened, even with reduced occupational gender segregation in the 1990s. Kongar talks about the paradox that though more women entered male-dominated industries with higher pay, the gender wage gap remains wide. Furthermore, she notices that the wage premium related to male-dominated occupations increased also. One of the interpretations of her findings is the devaluation of work, as more women entered these occupations (Kongar 86). In other words, the entry of women in these male-dominated industries decreased the wage premium for both men and women alike (Kongar 86). Throughout time, occupational segregation shifted too, and jobs that became more male-intensive enjoyed higher w age premiums (Kongar 86). This finding matched those from the 2001 United States General Accounting Office (US GAO) survey, which reports that the gender salary gap among full-time managers intensified between 1995 and 2000 (19 qtd. in Kongar 86). Miller studied whether the gender pay gap in the U.S. is different across the wages distribution, and whether this disparity differs between the public and private sectors. Findings showed that female workers are paid lower hourly rates than men, regardless of sectoral differences; gender wage gap is larger

David Dabydeens Rewriting of Turners Painting Essay

David Dabydeens Rewriting of Turners Painting - Essay Example st enjoys the self-acclaimed freedom of distorting the reality in order to work out another reality that is greater and that lies beyond the capability of plain eyesight. J. M. Turner’s (who was an abolitionist) primary purpose was to draw the viewers’ sympathy for the slaves. But either because the limitation of visual art or simply because he is not one of the slaved society, he has failed to delve deep into the core of a slave’s existence that is his cultural identity. But Dabydeen has to focus primarily on this particular but relative truth or meaning of the art, rather than simply rewriting it, while overcoming Turner’s limitation. Yet since a visual art is often subjected to multiple interpretations depending on the multiplicities of individuals’ viewpoints, throughout the whole rewriting the painting Dabydeen has to maintain a poetic abstraction of the visual imagery of the his poem. Indeed, for Dabydeen Turner’s art is not more than an objective reality, of the 19th Century, and a part of history that he interprets from his own viewpoint. Hence what Dabydeen deals more with the reality of Turner’s art is his subjective interpolation that evokes picture and imagination of a civilization out of an instantaneous portrayal of a singular reality that might have evaded Turner’s eye, that is, J. M. Turner as well as his society fails to perceive the cultural identity of the slaves. Dabydeen has tried to evoke a cult ural identity out of the forgotten past. Dabydeen views that the slave thrown into the sea is floating for â€Å"centuries†, and his memory of his origin has faded away, though not completely.