Airline Marketing Plan Essay

Executive Summary 1. 0 Executive Summary Puddle Jumpers Airlines, Inc. is a new consumer airline in its formative stages. It is being organized to take advantage of a specific gap in the short-haul domestic travel market. The gap exists in low cost service out of Anytown, U. S. A. The gap in the availability of low cost service in and out of the Anytown hub coupled with the demand for passenger travel on selected routes from Anytown indicates that a new entrant airline could be expected to capture a significant portion of current air travel business at that hub. The management of Puddle Jumpers is experienced in airline start-ups. Previously management grew Private Jet Airlines from a single Boeing 727 to a fleet of 16 MD80 series aircraft. Revenues grew to $130 million in a two year period from 1992 through 1993. Our research and projections indicate that air travel to and from Anytown is sufficient to provide a new carrier with revenues of $110 million dollars in its first full year of operations, utilizing six aircraft and selected short-haul routes. These sales figures are based upon load factors of only 55% in year one. Second year revenues are expected to exceed $216 million dollars with additional aircraft and expanded routes. Load factors for year two are 62%. The Puddle Jumpers plan has the potential for a more rapid ramp-up than was the case with Private Jet due to the nature of the routes and the demand for travel currently in the targeted markets served. In short, the frequency of flights needed to serve Puddle Jumpers’s target market exceeds the demand that dictated Private Jet’s growth. These sales levels will produce net profit of just over $1 million in the first operational year and $21. 4 million dollars in flight year two. Profits in year one will be 1% of sales and will improve to 10% of sales with the economies gained in year two. The over-all operational long term profit target will be 16% of sales as net profit in years three, four, and five. The company’s long term plan is part of the due diligence package. The first operational year is actually fiscal year two in this plan. The first year of formative operations will burn cash until revenue can commence. This is due to the organizational and regulatory obligations of a new air carrier. Investment activity is needed to handle the expenses of this phase of the business. The following chart illustrates the over-all highlights of our business plan over the first three years. Gross Margin here is approximately 87% of sales since the only costs included in this calculation are travel agent commissions, credit card discounts, and federal excise taxes. Travel agent commissions are calculated on 30% of sales even though management feels the actual number will not exceed 10% of sales. NOTE: For display purposes in this sample plan, numerical values in tables and charts are shown in thousands (000’s). Highlights 1. 1 Objectives The Company has the following objectives: 1. To obtain required D. O. T. and F. A. A. certifications on or before March 1, 1997. 2. To commence revenue service on or before July 1, 1997. 3. To raise sufficient â€Å"seed† and â€Å"bridge† capital in a timely fashion to financially enable these objectives. 4. To commence operations with two McDonnell-Douglas MD-80 series aircraft in month one, four by end of month four, and six by end of month six. 5. To add one aircraft per month during year two for a total of 18 at year two end. 1. 2 Mission Puddle Jumpers International Airlines, Inc. has a mission to provide safe, efficient, low-cost consumer air travel service. Our service will emphasize safety as its highest priority. We will operate the newest and best maintained aircraft available. We will never skimp on maintenance in any fashion whatsoever. We will strive to operate our flights on time. We will provide friendly and courteous â€Å"no frill† service. 1. 3 Keys to Success The keys to success are: Obtaining the required governmental approvals. Securing financing. Experienced management. (Already in place). Marketing; either dealing with channel problems and barriers to entry; or solving problems with major advertising and promotion budgets. Targeted market share must be achieved even amidst expected competition. Product quality. Always with safety foremost. Services delivered on time, costs controlled, marketing budgets managed. There is a temptation to fix on growth at the expense of profits. Also, rapid growth will be curtailed in order to keep maintenance standards both strict and measurable. Cost control. The over-all cost per ASM (available seat mile) is pegged at 7. 0 cents or less in 1996 dollars. This ASM factor places Puddle Jumpers in a grouping of the lowest four in the airline industry within the short-haul market. (US Air, the dominate carrier in the Anytown market, averages 12. 0 cents per ASM by comparison). The only three airlines with lower operating costs also operate older and less reliable equipment, and even then the lowest short-haul cost in the airline industry is currently Southwest at 6. 43 cents per ASM. Company Summary 2. 0 Company Summary Puddle Jumpers International Airlines is being formed in July, 1996 as a South State Corporation. Its offices will be in Anytown, Georgia. The founder of Puddle Jumpers is Kenneth D. Smith. Mr. Smith has extensive experience in consumer aviation. His bio as well as the backgrounds of all the members of Puddle Jumpers’s management team are enclosed herein. 2. 1 Company Ownership Puddle Jumpers International Airlines, Inc. will authorize 20,000,000 shares of common stock. 1,000,000 shares are to be set aside as founder’s stock to be divided among key management personnel. It is also expected that management stock options will be made available to key management personnel after operations commence. It is expected that founders stock plus option stock will not total more than 15% of authorized shares. Initial â€Å"seed† capital is to be attracted via a convertible debenture sold by Private Placement. This round of funding will have premium conversion privileges vs. later rounds and â€Å"bridge† capital.

Apush Dbq

Progressive reformers were successful in producing reform and receiving national attention during the early stage of the progressive movement, but as America entered into the Great War, the government ceased to aid the movement, hence ending the era of reform from 1900 ­ 1920. Up until 1917, the progressive movement was successful in bring federal attention to issues such as monopolies and trusts, the working conditions in factories and the women’s rights movement. Strong reformers and the support from active presidents like Roosevelt and Wilson encouraged the progressive movement to flourish and pass bills and amendments, but when Wilson declared that America was to go to war against Germany in 1917, the movement which should have continued was ended because of the aftermath of the war. Because of the war, the Progressive Era reformers and the federal government were moderately successful in bringing reform to America, but they were prevented from being truly being successful. The Progressive Era brought trusts and big businesses into the public eye and with the help of reformers and Teddy Roosevelt; bills were passed to limit the power of the big businesses that were dominating the American economy. With the help of the muckrakers who were journalists who uncovered the corruption in corporate America, the public got to see how exactly the big business capitalists were making their money. As more and more Americans realized that trusts were manipulative, there was more public outcry for reform. The election of Theodore Roosevelt also aided the crusade against trusts. Roo Apush Dbq xxxxxxxxxxxxxxx Period 1 15 April, 2013 Mrs. Nelson Civil Rights Take Home DBQ In the years before the 60’s, the African Americans living all over the country were treated as less than every white person because of their skin color and their historical background of slavery and servitude. During the era of the 1960’s, the African Americans and part of the white community fought for equal civil rights. Average Americans, Black and White, stood up against the opposing population to voice their opinions regarding daily injustices due to racial inequalities.At a local level, many people tried to make a change around their lives, but federal authority had to change in order to make a significant impact. The president of the United States at the time, John F. Kennedy, made a speech on June 11, 1963, addressing his plans to speak with Congress and urge them to notice the moral crisis that was happening. He stated that local and state level actions were not enough, it was time to get the Congress involved. JFK believed that â€Å"†¦race had no place in American life or law. † (doc. d)African Americans living in America have been enslaved and oppressed for hundreds of years. The white people have looked down on them and treated worse than animals. In the 1960’s, people stood up for what’s right and peacefully protested against racial injustice. Martin Luther King Jr. played a major role in establishing a lasting, yet peaceful mark on society. He worked diligently, trying to accomplish equal rights for black people. On August 28, 1963, King spoke to a mass of civil rights supporters about his call and demand for an end to racial discrimination.His speech was important in leaving a foundation for civil rights projects in the future. His speech focused on emphasizing the importance of national unity, and how it can only be truly achieved if everyone can get over their differences and talk out their problems without violence, anger, a nd hate. He believed that all acts of injustice must be stopped in order for equality to spread. â€Å"Injustice anywhere is a threat to justice everywhere. (doc. b) King’s peaceful notions inspired groups of people to join his movement, feeling safe and secure in a crowd with the same opinions and viewpoints.Contrary to Martin Luther King’s beliefs, a group of people called the Black Panthers chose to take a more aggressive stand against oppression. The Black Panthers was an African American revolutionary party. They believed that the armed racists in the police force and other authorities threatened the black people to a point where they armed themselves against the terror. The Black Panthers took action when the actions of peaceful people brought more repression lies, and hypocrisy. The group took it among themselves to enforce anti-racism, and anti-drug beliefs.The Black Panther Party for self-defense wanted to protect the African American community from the evils of the modern western world. Throughout the 1960s hardworking people fought for the equality of African Americans. They fought for their proper place in the American society. Peaceful protests and demonstrations inspired masses of supporters to stand up and be a part of the movement. Aggressive groups such as the Black Panthers took matters into their own hands and literally fought the enemy. Bought groups fought for the same reason and their actions reflect the almost equal and racism free environment that we live in every day.

Bec Curriculum

Speaking includes skills in using the language expressions and grammatical structures correctly in oral communication. Reading is getting meaning from the printed page. It includes skills for vocabulary development, levels of comprehension namely, literal, interpretative, critical analysis and application, literary appreciation and study skills. Writing includes readiness skills, mechanics, guided writing, functional, and creative writing. Learning activities to develop competence in these phases of communication should be varied, meaningful and realistic. Science and Health concepts may be used as content in English especially for Grades I and II, but not to the extent of neglecting the content in the English books for the grade. Grade III is considered the threshold in reading. Thus, at the end of the third grade, every child is expected to be a functional/successful reader. TIME ALLOTMENT Learning Areas English Daily Time Allotment III IV V 100 80 80 I 100 II VI 80 100 The daily period of 100 minutes is allotted for Grades I-III. There is no increase in time allotment for Grades IV-VI because basic literacy skills are expected to have been developed in Grades I-III. The 20-minute increased time allotment may be used for mastery of the skills through any of the following: peer tutoring spelling lessons enrichment/reinforcement for fast learners writing (practice) remediation for slow learners free reading 1 EXPECTATIONS GOAL: Access varied information and creatively use them in spoken and written forms; communicate fluently and accurately orally and in writing, for a variety of purposes and different social and academic contexts at their level while carrying out activities in everyday life At the end of Grade VI, the learner is expected to listen critically; communicate one’s feeling and ideas orally and in writing with a high level of proficiency; and read various text types materials to serve one’s own learning needs in meeting a wide range of life’s purposes. At the end of Grade V, the learner is expected to listen critically to different text types; express ideas logically in oral and written forms; and demonstrate interest in reading to meet one’s various needs. At the end of Grade IV, the learner is expected to listen critically to news reports, radio broadcasts and express ideas accurately in oral and in written form; demonstrate more independence in the use of language to meet everyday needs; and read independently for pleasure and get information from various text types. At the end of Grade III, the learner is expected to listen critically to get information from text heard; demonstrate independence in using the basic anguage structure in oral and written communication; and read with comprehension. At the end of Grade II, the learner is expected to listen critically to 1-2 paragraphs; use appropriate expressions in varied situations and about places and topics of interest; read critically and fluently in correct thought units, texts for information and entertainment and respond properly to environmental prints like signs, posters, commands and requests; and write legibly simple sentences and messages in cursive form. At the end of Grade I, the learner is expected to recognize differences in speech sounds, word stress, intonation patterns in sentences heard; speak clearly and use appropriate expressions in talking about oneself and the immediate environment; read with ease and understanding beginners’ books in English; and write legibly information about oneself, common words and simple sentences in manuscript form. 2 The Philippine Elementary Learning Competencies (PELC) The PELC is a listing of expected outcomes in the four phases of Communication Arts, namely, listening, speaking, reading and writing. The expected outcomes are stated in behavioral terms hierarchically arranged from the simplest to the most complex. The expected outcomes (skills) for each component are in matrix form per grade level. With this arrangement, teachers can easily pick out objectives from each phase in preparing his/her lessons to show integration within learning areas. The teacher is free to decide whether to have the four components or only two or three components integrated in a day’s lesson. Here is a sample lesson plan showing the four components integrated in a day’s lesson for 100 minutes. Science concepts are integrated in this lesson. I. Objectives Tell what the story heard is about (Listening) Use of this/that with singular form of nouns (Speaking) Give appropriate heading for a set of pictures/sentences (Reading) Write words/phrases – copying from a model (Writing) II. Subject Matter Telling what the story/picture is about Use of this/that with singular nouns III. Materials: short story, pictures 3 IV. Procedure A. Listening †¢ †¢ Motivation – showing pictures of animals; talking about pets or animals they know Listening to a story Pussy Cat is big. Its color is white and black. She sleeps under the chair with her three little baby kittens. The baby kittens are very small. Pussy Cat is always beside the baby kittens. †¢ Comprehension Questions Who has baby kittens? What is Pussy Cat doing? What are the baby kittens doing also? What is our story about? B. Speaking Show picture of a cat and say: This is a cat. The cat is big. Ask pupils to hold the picture and repeat the sentence. Ask them to tell something about their personal belongings. e. g. This is my bag. My bag is red. Introduce the use of that. Teacher says: This is a bag. What is this? Guide the pupils to say – This is a bag. (pointing to the object) Practice: Pupils take turn in asking and answering questions using this-that. e. g. Pupil 1: This is a pupil. What is this? Pupil 2: That is a pencil. (Pupil 2 shows another object and repeat the sentence pattern. ) (There is pupil to pupil interaction with this kind of activity. ) Let the pupils understand that – This and That refer to one object. 4 C. Reading Teacher recalls the story used in listening. Teacher/pupils read the story. Question: Which of the following is a good title for the story? a. My Pet b. Pussy Cat c. Pussy Cat and Her Kittens Present these words on the board or show pictures. Pupils read the words or give the names of the pictures. a. pig b. pig dog goat bird carabao monkey cow Question: What are these words called? What words would be the title/heading for the animals in Set A? Set B? Science Concepts: There are different animals around. Some animals make good pets. Some animals give us food. Infusion of Values: Animals need care. We should be kind to animals. Practice: Read these sentences and give a title for each group of sentence. e. g. There are many animals in the farm. The animals make different sound. The dog barks. The cat says, â€Å"meow, meow. † The duck says, â€Å"quack, quack† Group Activity: Assign 3 or 4 leaders who will be holding strips of paper with titles of the sentences or pictures distributed to the pupils. When the leaders show the strips of paper, the pupils holding the pictures/sentences group together to their respective leaders. D. Writing – Copy the sentences and fill in the blanks. My Pet I have a ______. I call it ______. Its color is _____. My pet eats ______. 5 V. Evaluation: †¢ †¢ Evaluation of written work, neatness, etc. Fill the blank with this or that. Father reads a book and says, â€Å"_____ is a good book. † (Picture of father holding a book. ) †¢ Give a title for the set of words and sentences. orange VI. Agreement: apples guavas pineapple Ask the pupils to write down words or sentences related to the following: Games I Like to Play The teacher should strive for mastery of a particular objective before proceeding to the next higher one. Objectives may be taught for two or more days but with different activities/exercises for each day. Criterion – reference test should be administered to measure mastery of the objectives/skills taught. ENGLISH – GRADE I LISTENING 1. Respond appropriately to expressions listened to * †¢ greeting others †¢ leave taking SPEAKING 1. Use expressions listened to in appropriate situations Ask and answer questions e. g. What’s your name? Where do you live? What grade are you in? How old are you? etc. 2. Give short commands and directions READING 1. Recognize wo rds commonly heard through sight word †¢ courteous expression †¢ one-step direction WRITING 1. Demonstrate Writing Readiness Skills * †¢ free-hand writing †¢ connecting dots 2. Follow simple one-step direction heard e. g. stand up sit down . Identify common printed materials e. g. book, newspaper, 2. 1 Turn the pages of a reading material properly 2. Trace and copy lines * †¢ straight †¢ slanting †¢ horizontal †¢ curve †¢ circular 3. Write legibly, accurately in manuscript form the capital and small letters of the alphabet 3. 1 Trace and copy letter with †¢ straight lines †¢ combination of straight and slanting lines e. g. Nn Aa †¢ combination of straight and curved lines e. g. Dd †¢ rounded strokes with loops e. g Cc 3. Identify specific sounds from a background of different sounds heard * †¢ loud and soft †¢ high and low 3. Talk about the meaning of sound signals heard e. g. roosters crow in the morning, ships make loud sounds when they arrive 3. Sharpen visual discrimination skills * †¢ similarities and differences of objects/pictures as to size, length †¢ identifying missing parts of pictures †¢ left to right eye movement Identify letters that are similar/ different in a group of letters * included in the 8-Week Curriculum 7 LISTENING 4. Identify speech sounds heard †¢ initial and final consonant and vowel sounds e. g. /f/ vs. /p/; /e/ vs. /iy/ SPEAKING 4. Produce words listened to with †¢ initial and final consonant ounds †¢ initial and medial vowel sounds READING 4. Associate names of objects/ pictures with their printed symbols e. g. words with †¢ initial and final consonant sounds †¢ critical consonant and vowel sounds 5. Sing/act rhymes, poems, jingles WRITING 4. Write the letters of the alphabet according to: †¢ grouping †¢ proper sequence 5. Ide ntify words that rhyme in poems/jingles 6. Recognize rising and falling intonation and meanings they signal †¢ yes-no questions †¢ wh- questions †¢ statement 5. Recite rhymes, jingles with correct intonation and stress 6. Talk about oneself/others/things 6. Read orally high frequency words in running print – Dolch Use singular form of nouns Basic Sight Word †¢ this/that is with objects 6. 1 Increase one’s vocabulary †¢ a and an in naming †¢ words about family members objects †¢ labels and sign in school Use the plural form of nouns †¢ synonyms and antonyms †¢ noun + s 6. 2 Identify the parts of a book †¢ these are/those are + cover, title, table of contents noun 7. Use personal pronouns 7. 1 Use the pronoun that agrees in gender with its antecedent 7. Tell what the picture or a series of pictures is about 7. 1 Tell what the story is about †¢ composite picture e. . a garden scene †¢ solo picture e. g. red rose 8. Answer wh-questions based on stimuli presented Objects: †¢ composite pictures †¢ experience charts 8 5. Write words and phrases 5. 1 Copying from a model †¢ name, grade, school 5. 2 Dolch Basic Sight Word †¢ days of the week 7 Give the main idea of a selection heard 6. Copy paragraph with 2 to 3 sentences †¢ use the correct punctuation mark 8 Note details in a selection heard †¢ answering wh- questions †¢ identifying setting, characters, events 8. Use verbs †¢ simple present form 7. Write from dictation †¢ common words †¢ phrases †¢ simple sentence LISTENING 8. Select the details of a story heard from a set of pictures SPEAKING 8. 1 Use –ing form of the verb in response to: †¢ What is _____ doing? ____ is cooking. †¢ What are _____ doing? ____ are playing. READING 9. Organize ideas †¢ Grouping pictures based on similar ideas †¢ Select appropriate heading for a: set of related pictures set of words/phrases set of sentences 10. Tell the sequence of natural events †¢ plant growth †¢ life stages of animals 10. 1 Tell what happened first, second, last in a series of pictures 11. Perceive relationship †¢ source e. g. egg-chicken †¢ function e. g. tab le-trees †¢ part-whole e. g. eyes-face 12. Predict outcomes †¢ Give the possible ending of a series of pictures/given events †¢ Tell what would happen next to a set of pictures 13. Infer 13. 1 what a person or animal does 13. 2 what have happened before/after an event 9 WRITING 8. Write names of common objects learned in listening and speaking †¢ common signs in the classroom 9 Tell the sequence of events in a 8. 2 Use the verb to be (am, is, are) story heard through pictures with nouns and pronouns as subject 8. 3 Use the simple past form of the verb (regular verb) 10 Act out best liked parts of story heard 9. Use words that describe persons, animals, places (adjectives) 9. Use the positive form of regular adjectives 9. Write sentences using synonyms and antonyms to describe objects 11. React to what the character said/did on a story listened to 10. Talk about topics of interest in 2-3 sentences 10. Write sentences about one’s self and family 12. Infer the feeling/traits of characters in a story heard 1 1. Compose greetings in cards e. g. Happy Birthday ENGLISH – GRADE II LISTENING 1. Identify speech sounds heard initial consonant blends initial and medial vowel sounds words with diphthongs 1. 1 Discriminate speech sounds heard critical consonant and vowel sounds e. g. /s/ vs. z/ /? e/ vs. /ey/ SPEAKING 1. Improve pronunciation skills 1. 1 Use initial consonant blends initial and medial vowel sounds words with diphthong critical consonant sounds critical vowel sounds 1. 2 Use courteous expressions in appropriate situations greeting others taking leave offering help READING 1. Associate names of objects. pictures with printed symbols 1. 1 Read automatically high frequency words in running print 1. 2 Recognize words using spelling patterns. c–v–v–c c–v–c–c consonant clusters in initial and final position consonant clusters and blends in initial/final position WRITING 1. Copy legibly, accurately and neatly in manuscript form of a given text sentences paragraph rhymes/poems learned 2. Recognize the rising and falling intonation in: yes-no questions wh- questions statements 2. Ask and answer questions 2. 1 Use short answer forms to questions e. g. Who is your teacher? Does the dog bark? 2. Increase one’s vocabulary by learning synonyms and antonyms of common words 2. Use capital letters in writing one’s address, names of persons, subjects, the beginning letter of the first word in a sentence 1. 1 Write common abbreviations e. g Mr. , Mrs. 1. Copy words in alphabetical order 3. Copy paragraph observing indention, capitalization and punctuation 4. Copy poems/rhymes accurately 5. Demonstrate readiness skills in cursive writing 2. Follow simple one-step directions heard 3. Give commands/directions two-step direction 3. Do accurately slow reading to follow a simple one-step direction 3. 1 Follow printed directions for test taking 4. Pantomime/act out rhymes and jingles 4. 1 Feel the rhythm through clapping, etc. 3. Identify words that rhyme in 2-3 stanza poems 4. Recite short verses, two-stanza poems with correct intonation and stress 0 LISTENING 5. Give the main idea of a selection listened to Tell what the story is about SPEAKING 5. Talk about oneself/others things/ events 5. 1 Use nouns This/that with singular form of nouns Plural form of regular noun These are/those are with plural noun 5. 2 Use possessive pronouns (My, You, His, Her, Your) Use the pronoun that agrees in gender with its antecedent READING 5. Get the main idea 3. 2 Tell what the set of related pictures is about Give the appropriate heading for a set of †¢ pictures †¢ sentences 3. 3 Group similar ideas under proper heading WRITING Write important dates, abbreviations in cursive Birthday Days of the week Months Address 6. Write from dictation Phrases Simple sentences Sentences in paragraph form 3. 4 Distinguish big ideas from small ideas 7. Write sentences/short paragraph about the pictures 3. Note details in selection listened to 3. 1 Answer wh-questions 7. Retell best-liked parts of a story heard 5. 3 Use verbs 5. 3. 1 Use simple present form of verbs with singular/plural nouns as subject 5. 3. 2 Use the -ing form of verbs (verbs of being) 5. 3. 3 Use the simple past of the verbs commonly used 5. 3. Use positive/negative form of auxiliary verbs 5. 3. 5 Use two-word verb 6. Use adjectives to describe people, animals, places Use the positive form of regular adjectives 4. Note details in short paragraph, poems, stories read 4. 1 Note explicit details descriptive words identify characters, setting etc. of the story 5. 2 Note implied details 5. Organize ideas 5. 1 Group pictures showing similar ideas 5. 2 Identify words/phrases sentences that go with a given concept/idea 7. Sequence events 7. 1 Tell what happened first, second, etc. 7. 2 Tell what happened before/after an event 7. Arrange words alphabetically based on the first letter 11 8. Act out best-liked parts of a story heard 7. Use preposition and prepositional phrase 8. Write the correct spelling of words learned in auditory discrimination LISTENING 9. Impersonate well-liked characters in a story heard SPEAKING 8. Talk about topics of interest in 3-4 sentences READING 8. Perceive relationship shown in pictures 8. 1 Identify the cause of a given effect 8. 2 Infer details in passages that are not signaled explicitly WRITING 9. Write sentences from a picture stimulus 10. Give a possible ending to a situation/story heard . Predict outcomes 9. 1 Tell the possible ending of a situation presented through pictures 10. Write a different story ending to a story read/heard 9. 2 Give events that could happen next 11. Make inferences Inf er hidden information from oral texts 10. Infer what have happened before/ after an event 11. Write a composition about a given topic 10. 1 Prepare an invitation card based on a model 10. 2 Write short notes to friends/family member 12 ENGLISH – GRADE III LISTENING 1. Identify words with – †¢ final consonant sounds †¢ initial and final consonant blends and clusters SPEAKING 1. Increase one’s speaking vocabulary 1. 1 Use words presented under auditory discrimination in sentences READING 1. Recognize words using spelling patterns as clues e. g. digraphs Cvc Consonant clusters in initial and final position 1. 1 Recognize words through repeated exposure 2. Read orally 1-2 stanza poems with correct pronunciation, stress and rhythm 2. 1 Read orally or commit to memory well liked lines in a poem/selection 2. 2 Use context clues to get meaning of unfamiliar words 2. 3 Use the glossary to get meaning of new words 3. Read orally conversations/dialogs observing proper intonation 4. Follow simple two-step directions two separate simple sentences compound sentences 5. Get the main idea distinguish big ideas from small ideas give appropriate title for a paragraph identify key sentence in a paragraph WRITING 1. Write legibly and neatly observing correct letter form, capitalization, punctuation and spelling copying from a model letters of excuse, apology name and write the parts of a letter 2. Identify words that rhyme in poems heard 2. Recite short verses, 1-2 stanza poems with correct intonation and stress 2. 1 Recite poems with gestures 2. 2 Memorize short verses . Write contractions correctly 3. Recognize the rising and falling intonation in questions and answers heard 4. Follow two-step directions heard 3. Use courteous expressions in appropriate situations e. g. inviting someone 4. Give short commands/directions three-step directions 5. Ask and answer questions about oneself/others using pictures dialogues comic strips 3. Write different kinds of sent ences Telling, asking, requesting and exclamatory sentences 3. 1 Write one’s own address correctly 4. Copy paragraph with 4-5 sentences observe indention, capitalization and punctuation 5. Give the main idea of a selection listened to 13 LISTENING 6. Note details in selections listened to (1-2 short paragraphs) answer who, what, when, where questions SPEAKING 6. Talk about oneself things/events 6. 1 Use the singular form of nouns with verbs of being 6. 2 Use the plural form of Nouns 7. Use possessive pronouns 7. 1 Use pronouns that agree in gender with its antecedent 8. Use verbs 8. 1 Use the correct form of the verb that agrees with the subject in number 8. 2 Use the correct time expression to tell an action in the present past future 8. 3 Construct sentences with simple subject and predicate 9. Use words that describe persons, places, animals, ideas, events (adjectives) READING 6. Note explicit and implied details from a story read Answer how and why questions 6. 1 Decode words using structural analysis prefixes compound words 7. Organize ideas 7. 1 Classify related ideas/concept under proper headings 7. 2 Identify proper heading for related sentences 7. 3 Outline a 2-paragraph text with explicitly given main idea 8. Sequence events 8. 1 Arrange events as to space order line order both space and time order 8. 2 Number events in a story read 8. 3 Arrange words alphabetically based on the first and second letter 9. Perceive relationship 9. 1 Identify cause – effect relationship 9. 2 Identify and use language clues that signify cause-effect relationship e. g. because, as a result 10. Predict outcomes 10. 1 Give an appropriate ending to a given situation 14 WRITING 5. Write from dictation different kinds of sentences with correct punctuation marks –telling, asking etc. 6. Write the correct spelling of words learned in listening, speaking and reading 7. Write simple letters for a given purpose letter of excuse letter of apology 7. Sequence events in the story listened to through pictures/groups of sentences/guided questions 8. Write utterances on a given situation/comic strip presented 8. Retell best-liked parts of a story heard Use the positive, comparative and superlative forms of adjectives 9. Write a different story ending 10. Write sentences from a set of pictures to make a story LISTENING 9. Make inferences Infer traits of characters based on what they do or say in a story listened to SPEAKING 10. Use expressions to show location 11. Talk about topics of interest in 4-5 sentences 11. Infer READING WRITING 11. Write a different story ending 11. 1 what have happened before or after 11. 2 insight from what is read or observed 12. Draw conclusion using picture-stimuli/passages 12. Fill out forms correctly †¢ library form †¢ Information Sheet 10. Distinguish between facts and fancy from stories heard 13. Evaluate ideas 13. 1 Tell whether an action or event is a reality or fantasy 13. 2 Identify irrelevant ideas in a passage 14. Read orally or commit to memory poems/verses 13. Write a short story from a given situation 15 ENGLISH – GRADE IV LISTENING 1. Distinguish rising and falling intonation 2. Identify the stressed and unstressed syllables e. g. stress on the: first syllable (library) second syllable (industrious) third syllable (elementary) 3. Recognize pauses and stops in utterances that signal meaning e. g. Roy, the boy in white/is my cousin. (describing Roy) Roy/the boy in white is my cousin. (talking about Roy) 4. Follow 3-4 step directions heard 2. Give series of directions using sequence signals e. g. first, then, next, etc. SPEAKING 1. Use words with stressed and unstressed syllables in sentences READING 1. Decode words in stories read using phonetic analysis e. g. /ze/z/- breeze /th/ thank Read orally stories/poems with correct stress and Intonation Show enjoyment of stories/poems read 2. Use the dictionary to interpret stress marks for correct accent select appropriate meaning from several meanings given to locate words using guide words 3. Do accurate, slow reading in order to follow common directions in: prescriptions medicine labels simple experiments 4. Identify meaning of unfamiliar words through structural analysis words with affixes and inflectional endings compound words and their components words written as: one word (backyard) two words (security guard) hyphenated (sister-inlaw) WRITING 1. Write the correct spelling of words with stressed and unstressed syllables e. . words with silent letters words ending in –ph sounded as f 2. Write sentences/paragraphs giving simple directions in doing something e. g. making a project playing a game 3. Write from dictation sentences and short paragraph observing correct spelling capitalization and punctuation marks 5. Get information from a conversation listened to 3. Use courteous expressions in ap propriate situations e. g. telephone conversation 16 LISTENING SPEAKING 4. Ask and answer questions about oneself/others/pictures use because, so that, in order 5. Use the plural form of nouns in sentences e. g. ouns ending in f: chief-chiefs leaf-leaves use expressions denoting quantity e. g. a lot of, some, etc. READING use context clues synonyms, antonyms, homonyms WRITING 6. Give the main idea of a selection listened to: -Tell what the story/poem/ news is about in two or three sentences 4. Give the main idea of a 2-paragraph text 4. 1 Identify the main idea that is implied or explicitly stated 4. 2 Evolve a title in topic form for text based on the main idea or big idea 4. 3 Skim the general idea on what the material is about 4. 4 Read orally one’s best liked part of a story 5. Note significant details that relate to the central theme 5. Locate answers to wh-, how and why questions that are explicitly stated in the texts 5. 2 Demonstrate knowledge of story grammar by be ing able to identify setting, characters and main events in the story 5. 3 Find descriptive words/action words in selection read 5. 4 Read orally one’s best liked part of a story 6. Organize ideas 6. 1 Classify related ideas/concepts under proper heading 6. 2 Give a heading or title for texts read 6. 3 Identify sub-heading for a given heading 17 4. Write a paragraph/short story from one’s experience 7. Note details in a selection listened to: -identify setting, suspense, climax in the story 6. Use possessive form of singular nouns e. g. Renato’s bag 6. 1 Use possessive form of plural nouns e. g. the boy’s shirt 5. Write letters observing the correct format thank you letter letter of invitation letter of congratulations 8. Classify related ideas from news/ stories heard 7. Use a variety of sentences declarative interrogative imperative exclamatory 7. 1 Construct simple sentences with modifiers and compliments 6. Write a paragraph based on an outline LISTENING SPEAKING READING 6. 4 Outline a two-paragraph passage 6. 5 Outline a story read 6. 6 Use the outline as a guide in retelling or summarizing the story 7. Sequence events/ideas 7. 1 Sequence the major events/ideas in a selection 7. 2 Arrange a set of given events in logical order to make a story e. g. time order space order both space and time order 8. Perceive relationship 8. 1 Identify statements/events that show cause-effect relationship 8. 2 Give cause-effect relationship in paragraph/passages read 8. 3 Use the word because/so that to identify statements that show cause-effect 9. Predict outcomes 9. 1 Give an appropriate ending to a given situation and give justification for such ending 10. Infer 10. 1 character traits from a selection read WRITING 9. Sequence events in the story listened to through groups of sentences/guided questions 8. Use object pronouns (me, him, her, us, them, you) 8. 1 Use the object pronoun that agrees in number with its antecedent 7. Write essays arrange paragraphs according to order of time/events and location 9. 10. Report on a news item/radio broadcast heard Use the different verb forms (regular and irregular) present form past future 9. 1 Use the verb that agrees with the subject in number 8. Write a variety of texts letters, paragraphs using a variety of sentences riddles, mottos, sayings 11. Predict the outcome of stories heard 0. Use words that describe persons, places, animals, events (adjectives) 10. 1 Use the positive, comparative and superlative forms of regular adjectives 11. Use adverbs of place and time 9. Compose riddles, slogans and announcements from given stimuli e. g. semantic maps, planned activities/programs 10. Write utterances/expressions on situations/comic strip presented e. g. Thank you! You’re great! 12. Infer the feelings of characters based on how they talk (volume, voice, stress) 13. Give conclusions to situations/ news/oral report heard 12. Use prepositions and prepositional phrase e. g. among in a month 11. Draw conclusions based on information given 18 LISTENING 14. Evaluate ideas and make judgments on oral texts presented orally 14. 1 Distinguish between fact and opinion SPEAKING 13. Talk about topics of interest in 56 sentences READING 12. Evaluate ideas and make judgments 12. 1 Tell whether an action or event is reality or fantasy 12. 2 Distinguish between fact or opinion 12. 3 Compare and contrast text information with prior knowledge 12. 4 Evaluate the likelihood that a story could really happen 12. 5 Determine an author’s perspective on the central topic WRITING 11. Write paragraphs Descriptive Narrative 12. Write diaries and journals 13. Write summary of story read fable fairy tale 19 ENGLISH – GRADE V LISTENING 1. Distinguish changes in meaning in sentences caused by shift in intonation e. g. She’s coming. (plain statement) She’s coming? (for confirmation) 1. 1 Distinguish changes in meaning of words caused by stress shift e. g. Please record (verb) the test result in the class record (noun) SPEAKING 1. Increase one’s speaking vocabulary 1. 1 Pronounce words putting stress on the correct syllable 1. 2 Use the correct intonation for statements and questions 1. 3 Use courteous expressions in conducting a club meeting READING 1. Decode meaning of unfamiliar words 1. 1 Decode words in stories using structural analysis 1. 1. 1 words with affixes prefixes and suffixes 1. 2 Identify the different information given to a word in a dictionary syllabication stress marks multiple meaning of words. 1. 3 Use synonyms and antonyms 2. Follow printed directions in filling up school forms Information Sheet 3. Get the main idea 3. 1 Give heading to a set of related ideas 3. 2 Identify the key sentence in a paragraph 3. 3 Identify the details that support the key sentence 3. 4 Skim to get a general idea on what the material is about 4. Note significant details 4. 1 Identify the setting, characters and ending of stories read 4. 2 Draw pictures of Incidents/characters from a selection heard 4. 3 Identify oneself with a character in the story WRITING 1. Write the correct spelling of words learned in listening, speaking and reading 2. Follow a series of directions (5 to 6 steps) 3. Give titles to paragraph/stories listened to 4. Note details in a selection listened to: Make a story grammar to remember details (setting, character, events Give implied ideas or information 5. Get information from news report heard 5. 1 List down important ideas/events . Make simple and accurate descriptions and announcements 3. Use plural form of nouns in talking about oneself/others irregular nouns 4. Retell selections listened to 5. Use a variety of sentences simple compound complex 6. Use possessive form of plural nouns proper nouns ending in s or z 2. Fill out school forms correctly Information Sheet Bank deposit and withdrawal s lip 3. Write a paragraph from the pictures drawn Beginning sentence Middle Ending 4. Arranging sentences according to order of time/importance in writing a paragraph 5. Write rhymes/jingles related to the selection read 20 LISTENING 6. Sequence events in the story listened to through groups of sentences SPEAKING 7. Use pronouns 7. 1 Demonstrative (who, where, etc. ) 7. 2 Reflexive (myself, herself, etc. ) 7. 3 Ask and answer questions about oneself/others No + negative (No, I’m not. ) rejoinder Yes + positive rejoinder (Yes, I am. ) positive stem + negative stem It’s a puppy, isn’t it. negative stem + positive tag READING 5. Organize ideas 5. 1 Identify the major ideas/concept in a selection 5. 2 Organize the key sentence and supporting details into an outline 5. 3 Make a two-point outline of a 2 to 3 paragraphs 6. Sequence the major ideas/concept in a selection 7. Perceive relationship give possible causes to a given effect and possible effects to a given cause 8. Predict outcomes 8. 1 Give possible endings to a selection 8. 2 Give an appropriate ending to a selection WRITING 6. Write a 2-point sentence outline 7. Identify cause/effect from statements/situations heard 7. Write reports from writing models Science report television shows schools and community news 8. Write an ending to an incomplete story 8. Give justification to a possible ending to a story heard 8. Use the different verb forms 8. 1 Simple present for general truth 8. 2 Habitual past (use to + verb) 8. Future (going to + verb) 8. 4 Use two-word verb 9. Use words that describe Persons, places, animals, Ideas (adjectives) 9. 1 Use the positive, comparative and superlative forms of adjectives 9. 2 Use descriptive words and phrases as + adj. + as 10. Use adverbs10. 1 Adverbs of manner and frequency 10. 2 Use words that can function as adjectives and adverbs 10. 3 Use prepositio n + prepositional phrase 21 9. Identify action words/ descriptive words in sentences/paragraphs heard 9. Infer traits of character the general mood of expression in a selection how the story would turn out if some episodes were changed 9. Write descriptive paragraph letters of invitation/request telegrams announcements 10. Evaluate and make judgments on oral texts presented orally 10. Draw conclusions based on information given 11. Evaluate ideas/make judgements 11. 1 Identify facts/opinions in a selection read 11. 2 Give opinions about information read 10. Respond in writing based on stimuli- result of an observation/ experiment acceptance letter descriptive/narrative LISTENING 11. Report accurately information heard SPEAKING 11. Direct and indirect discourse e. g. Direct – Lydia said, â€Å"Fe write a letter. † Indirect – Lydia told Fe to write a letter. 1. 1 Transform direct to indirect or vice versa 11. 2 Change statement to question or vice versa e. g. Nora writes a letter. Does Nora write a letter? 12. Talk about topics of interest in 7-8 sentences READING 11. 3 Get information from newspapers parts of a newspaper and information from each part 12. Use library resources to get informa tion Card catalog Atlas, encyclopedia Newspapers WRITING 11. Write reported statements in paragraph form 11. 1 direct discourse to indirect 12. Write different texts Narrative Description Appointments Advertisements 22 ENGLISH – GRADE VI LISTENING 1. Distinguish changes in meaning of sentences caused by stress e. g. This is your dress. (It’s yours. ) This is your dress. (It’s definitely a dress. ) 2. Follow a series of directions listened to labeling diagrams completing a chart 3. Give the main idea of a selection listened to 2. Use courteous expressions on appropriate situations Participate in club meetings Conducting an interview 3. Ask and answer questions using pictures/dialogues/comic strips 3. 1 Change statements into questions 3. 2 Use tag questions negative and positive e. g. We get food from the forest, don’t we? You don’t buy junk food, do you? . Retell a selection listened to – news broadcast fiction stories 4. 1 Read orally/recite poems cast for a verse choir 4. 2 Give accurate announcements Give a report based on an interview SPEAKING 1. Increase one’s speaking vocabulary 1. 1 Relay information accurately using different discourse (statement, questions, commands) 1. 2 Use the correct intonation Yes-No questions Questions introduced by interrogatives READING 1. Decode meaning of unfamiliar words using structural analysis words with affixes †¢prefixes and suffixes the dictionary †¢words with multiple meanings context clues 1. Learn some common idioms e. g. stone’s throw 1. 2 Use figurative language to describe people and events Simile; Metaphor; Hyperbole 2. Follow a series of directions in- experiments prescriptions cooking 3. Tell the big ideas/key concepts implied in each paragraph of the story read3. 1 Give the details that support the big idea 3. 2 State the main idea of a paragraph that is explicit or implied 4. Note significant details 4. 1 Identify the events of the plot of a story, poem, short plays 5. Sequence the key concepts/big ideas to show wholeness of the story/selection 5. Use a story grammar to show sequence of episodes in a story 23 WRITING 1. Write a composition showing introduction body conclusion 2. Write specific directions on given situations e. g. interpret a diagram/road map 3. Write a model composition arrange details in order †¢ home reading report †¢ diaries †¢ minutes of meeting 4. Write a summary of what was read 5. Write from dictation 5. 1 Reconstruct a dictated text by taking down important notes 4. Note details in selections listened to- identify the setting, main and secondary characters, climax and ending of the story 5. Sequence events of a story listened to through guided questions LISTENING 6. Give possible cause/effect to situations/news stories heard SPEAKING 5. Use nouns- plural of compound nouns, gerunds 5. 1 Use nouns that are plural in form but singular in meaning e. g. news, measles 6. Use a variety of sentences as to structure †¢ †¢ †¢ †¢ †¢ †¢ simple simple subject with compound predicate compound subject and simple predicate simple subject and compound predicate compound predicate and compound subject compound using connectors and and but complex dependent and independent clause READING 6. Organize ideas Make a heading/sub-heading for paragraphs in a selection Identify the key concept/ sentence that make up the story Identify the details, heading for an outline Make a three-point outline of an expository text read 7. Perceive relationship Tell the relationship expressed in the selection as to cause and effect Give other possible causes to a given effect and other effects to a given cause 8. Predict outcomes 8. 1 Give other events that could happen next 8. 2 Draw pictures of incidents/characters that is possible to happen 8. 3 Give possible endings to a selection 9. Infer traits of character the general mood of the selection how the story would turn out if some episodes were changed alternative actions taken by characters alternative actions taken by characters 24 WRITING 6. Write reported statements in a story form 6. 1 Change statements, questions, requests and commands to reported sentences 7. Analyze ideas as to what could happen next from stories heard 7. Write an ending to a given situation 8. Write a model composition write about one’s feelings/reactions using the correct form of the verb 8. Make inferences 8. Infer the mood of certain events through the speaker’s actions/ intentions/utterances 7. Use indefinite pronouns 7. 1 Use the verb that agrees with the indefinite pronouns 8. Use verbs 8. 1 Use the different verb forms present perfect form active and passive voice expressions about future plans – hope-can; wish, could if were 9. Write an outline of a story read Write a two to three point sentence outlin e LISTENING SPEAKING 9. Use adjectives 9. 1 Use descriptive words and phrases too + adj. + nominal e. g. too short for adjective + enough e. g. old enough two-word adjective e. g. two-story building 9. degree of comparison of irregular adjectives 9. 3 adjectives in series 10. Use adverbs degrees of comparison of adverbs words that can function as adjective /adverb 11. Use direct and indirect discourse 12. Talk about topics of interest use a variety of sentences preposition and prepositional phrases READING 10. Draw conclusions based on information given 10. 1 Evaluate if a conclusion made is justifiable 10. 2 Identify sufficient evidences to justify a conclusion/generalization 11. Evaluate ideas/make judgement 11. 1 Give opinions about information read 11. 2 Determine the purpose of the author 11. Identify author’s device to bring out his message 12. Use the library resources effectively 12. 1 Use card catalog, atlas, almanac, and other general references 12. 2 Get inf ormation from newspapers and other references Parts of a newspaper Information one gets from each part WRITING 10. Organize one’s thoughts in writing information description resume 9. Evaluate and make judgments 9. 1 Distinguish advertisement from propaganda 11. Respond in writing based on stimuli and triggers application letter directions ads for work, editorials 12. Fill out forms Information Sheet Community Tax Certificate Bank Notes 25

Fix Them or Fire Them Case Study Example | Topics and Well Written Essays - 1000 words

Fix Them or Fire Them - Case Study Example In this case, based on the fact that employee training and development programs are expensive to sustain especially if the business has a short employee turnover rate. To the company, regular expenses aimed at training employees make it a problem for employers to fire their employees rather than fix them. Fixing an employee involves the provision of counselling and motivation to do their work. During counselling, the author describes a situation where an employer meets with an employee to discuss the employee’s performance. Based on the employee’s input and output, the employer can compare the performance of that particular employee against the standard acceptable levels (11). The employee is then asked to provide a detailed self-analysis regarding the poor performance. If a clear set of reasons is established, the employer is able to make an informed decision to manage the employee such that he/she is able to deal with the factors influencing poor performance to ensure that the employee retains his work and the training and development costs of hiring new employees are managed. In the counselling of employees, employers or managers are required to remember various things among them the nature of the job, the performance record of the employee, the current and desired employee motivation, role of management in influencing good or bad performance, and the general welfare of the employee. With reference to employee motivation, managers or employers are required to remember that poor performance may not be caused by the employee. As a matter of fact, employees may lack job satisfaction at the current workplace based on their capabilities and how much they utilize their potential. Additionally, when the company thrives at ensuring that employees meet specific business goals. However, to ensure that the goals are achieved, and development is sustained, employers or managers must ensure that their employees have access to information and resources that

Marketing decisions ,case study Coursework Example | Topics and Well Written Essays - 1750 words

Marketing decisions ,case study - Coursework Example However, the organization of Calyx and Corolla presented catalogues of flowers of four colors, so as to make the appropriate selection by the customers. However, by viewing the catalogues, the customers might easily order them as per their preferences and the order reaches the growers of C&C network immediately. Then, the grower picks and parcels the ordered flowers to the destination with the help of FedEx. Therefore, the customers might get the exact type of flower bouquets or fresh flowers within a very small period of time. Thus, this strategy of catalogue marketing acts as a catalyst for the organization of Calyx and Corolla that amplifies the reliability and trust of the customers. Moreover, due to improvement of the reliability, the brand value and profitability of the organization of Calyx and Corolla increased to a significant extent as compared to many other rival players such as FTD Florists. Furthermore, in order to implement the concept of catalogue marketing in an effec tive way, information technology is used within the organization of Calyx and Corolla. Therefore, due to the implementation of information technology, the range of customers increased that amplified its demand and brand image in the market among many other rival players. Besides, utilization of the strategy of catalogue marketing, the level of relationship with the customers enhanced to a significant extent that increased its portfolio and uniqueness in the market as compared to many other existing contenders. In addition, the organization of Calyx and Corolla also tried to offer varied colored fresh flowers to its customers at a quite competitive price. This strategy proved extremely effective for the organization that amplified its customer base and demand in the market as compared to many other rival players. Moreover, the organization of Calyx and Corolla used the

Research Proposal on Steve Jobs and the foundation of Apple Computers Paper

Proposal on Steve Jobs and the foundation of Apple Computers - Research Paper Example These products would contribute to annually increasing revenue and profit margins, today making Apple, Inc. the world’s most successful technology company (Lashinksy). The organization’s tremendous success has brought Job’s leadership style to the forefront of consideration and analysis. Indeed, the subject is highly important as it relates to the very nature of business and leadership success. Job’s was recognized for a unique and demanding leadership approach. Many individuals even went as far as to claim Job’s was rude and arrogant. Undoubtedly it appears that Job’s was a perfectionist. The research functions to examine Steve Job’s personality in the context of his success as a the chief executive officer (CEO) of Apple, Inc. as well as his undeniable success as a leader. The underlining hypothesis is that through his persuasion, slight arrogance and perfectionism, Steve Jobs was able to create success for Apple, Inc. and attain his reputation of a strong leader. The research is significant both for advancing knowledge of successful leadership styles, as well as for further understanding the means an individual can mold and have a profound impact on a multinational organization. Ultimately, it is believed that this research will contribute to a furthered understanding of the very nature of success. ... is biography explores Job’s arrogance in terms of the ravage it wreaked on his personal life, but also how it was indicative of an approach to life that defined and shaped its own reality (Isaacson). Other researchers note that such arrogance may have contributed to Job’s ability to inspire others by getting them to view Apple as not just a company, but also a personal mission (Lundquist). Similarly, Jobs is considered a visionary. In an interview with Charlie Rose before returning to Apple, Jobs is said to have turned to the host and say that he knew how to save the organization, but they weren’t listening to him yet (Lasseter). In addition to being understood as a visionary, other researchers have focused on how Job’s leadership style as a perfectionist contributed to his specific organizational skills. One perspective examined Job’s nature as a taskmaster (Stengel). For instance, it’s noted that people who worked with Jobs said that he wou ld attempt to instruct his employees about every aspect of their job (Stengel). Other researchers have examined Job’s leadership approach against that of Microsoft founder Bill Gates. While Gates has been described as methodical and lawyer like, Job’s was recognized as â€Å"the quick, live-for-the-moment hare† (Wilson & Skovgard, p. 51). Even as Steve Jobs is recognized as a prominent motivator and visionary, other researchers have considered that Job’s arrogance and perfectionism also contributed to Apple’s success through his negotiation with outside vendors. For instance, during the late design period of the iPhone, Jobs was recognized for his clever and ruthless negotiations with telecommunications carriers ("The legacy of Steve Jobs," p. 3). Another research perspective considered Steve Job’s personality

Michael Focault's The Order of Things Essay Example | Topics and Well Written Essays - 1250 words

Michael Focault's The Order of Things - Essay Example It was translated into English and published under the title The Order of Things: An Archaeology of the Human Sciences in 1970. The Order of Things brought Foucault to prominence as an intellectual figure in France. Foucault's critique of Renaissance values in 'Les mots et les choses' has been very influential to cultural history. The book opens with an extended discussion of Diego Velzquez's painting Las Meninas and its complex arrangement of sight-lines, hidden subject and appearance. Then it develops its central claim: that all periods of history have possessed certain underlying conditions of truth that constituted what was acceptable as, for example, scientific discourse. Foucault argues that these conditions of discourse have changed over time, in major and relatively sudden shifts, from one period to another. The first chapter 'Las Meninas' from The Order of Things: An Archaeology of Human Sciences has been dedicated to critical analysis on Diego Velazquez's painting Las Meninas (The Maids of Honor) is a 1656 painting by Diego Velzquez, the leading artist of the Spanish Golden Age. The work's complex and enigmatic composition raises questions about reality and illusion, and creates an uncertain relationship between the viewer and the figures depicted. In the 19th century Sir Thomas Lawrence called the work "the philosophy of art". Las Meninas shows a large room in the Madrid palace of King Philip IV of Spain, and presents several figures, most identifiable from the Spanish court, captured, in a particular moment. Some figures look out of the canvas towards the viewer, while others interact among themselves. "Rather than pursue to infinity a language inevitably inadequate to the visible fact, it would be better to say that Velazquez composed a picture; that in this picture he represented himself, in his studio or in a room of the Escurial, in the act of painting two figures whom the Infanta Margarita has come there to watch, together with an entourage of duennas, maids of honour, courtiers, and dwarfs; that we can attribute names to this group of people with great precision: tradition recognizes that here we have Dona Maria Agustina Sarmiente, over there Nieto, in the foreground Nicolaso Pertusato, an Italian jester. We could then add that the two personages serving as models to the painter are not visible, at least directly; but that we can see them in a mirror; and that they are, without any doubt, King Philip IV and his wife, Mariana."(Focault, p 4, 5) The young 'Infanta Margarita' is surrounded by her maids of honor, chaperone, bodyguard, two dwarfs and a dog. Just behind them, Velzquez portrays himself working at a large canvas. Velzquez looks outwards, beyond the pictorial space to where a viewer of the painting would stand. A mirror hangs in the background and reflects the upper bodies of the king and queen. The royal couple appears to be placed outside the picture space in a position similar to that of the viewer. A few critiques even suggested that they were being painted by the painter. Las Meninas is a pure manifestation of critical thinking, an important trait of modern philosophy. Although, Focault is considered a post modernist critic but his work echoes modern philosophy characteristics. 'The value of Valasquez's painting for Foucault lies in the fact that it introduces uncertainties in visual

World War II through the 1970s Essay Example | Topics and Well Written Essays - 1500 words

World War II through the 1970s - Essay Example Other names given to this period after the world war are â€Å"long boom† and â€Å"golden age of capitalism†. It was then that the concept of economic development came into being, to eradicate poverty from nations (Kozulj, 2003). Many historic turning points took place after the World War 2 which left their impact on the history of mankind. Two Historical turning points during this period First historical turning point One of the many historical points that took place after the World War 2 was the â€Å"water scandal†, which took place in United States of America. The water scandal was a serious political scandal that took place during 1972 to 1974. Richard .M. Nixon was the president of America during this period. This political scandal changed the life of many people associated with it and it also changed the view of the American citizens toward American politics. Many serious issues were revealed during this scandal as it unveiled many dark strategies that to ok place in the political system of America. ... The war destroyed millions of life and weapons of mass destruction had a long lasting effect on the lives of the people. Some crimes committed during wars were at the crest of brutality and were considered against humanity. When the war concluded the nations realized that there is a need of an international institution which can prevent the world from such a massive destruction. Thus, the establishment United Nations Organization came into being on 1945. Effects of the above turning points on America’s current society, economy, politics, and culture Effects of Watergate scandal on America The â€Å"Watergate scandal† had a massive effect on the society, economy, politics and culture of United States. These effects were so immense that they still have their traces on the minds of people. The â€Å"Watergate Scandal† made people realizes that their blind trust on leadership may lead them to disastrous effects. The people realized that there is a need of a transpare nt political system, which can keep them updated about all the activities of their political leader. The Watergate Scandal still has its effects on modern America. The political parties after this scandal tried to change the perception of American politics. This limited the presidential power. This scandal also helped in expelling the Republican Government, which resulted in some new rights given to the people. The tax rate decreased and more libertarians’ views were encouraged. The Congress struggled to make the government more transparent for the people. Despite of all these positive steps taken which influenced America’s current society, economy, politics, and culture, the Watergate scandal has created distrust in the mind of people for their government.

Comparison and contrast on two horror movies Essay

Comparison and contrast on two horror movies - Essay Example This year their innocent and unsuspecting town is attacked by a group of vampires who are bent on destroying all of them without leaving any trace when the sun does finally rise. â€Å"The Descent† shows a group of friends and experienced cave divers, exploring a new cave system and being attacked by a strangely evolved breed of creatures. Both movies show similarities and differences with respect to the horror genre through the portrayal of the surroundings, the creatures, and the behavior of the survivors. â€Å"30 Days of Night† begins with a stranger trudging through the wide expanse of gloomy, outstretched snow with Burrows in the distance. The opening shot highlights the remoteness of the town setting the mood and pace of the movie. The howling winds and the blowing snow throughout, emphasize the isolation and overall doomed atmosphere. The looming threat of the vampires is definitely something to be feared, but the loneliness of the town and their lack of contact with the outside world, strongly instills feelings of cold dread, anxiety, and isolation. The few characters in the story, with the husband and wife (both town sheriffs) Eben and Stella, as the main protagonists, are the only inhabitants of the town through the long dark month as the rest of the people have left for southern areas to avoid the winter. Through the repeated imagery of darkness and circling snow along with the screeches of the vampires in the background, the horrific atmosphere is set for a thrilling and terrifying experience. â€Å"The Descent† starts off with a group of girl friends wild water rafting, with the main cast being Sarah and Juno. It is hinted that Juno, the adventurous of them all and seemingly the leader of the group, might be having an affair with Sarah’s husband. A few minutes into the movie, while Sarah with her husband and daughter are driving back home, they get into a severe car accident, killing the husband and daughter upon impact . This way, tragedy marks the beginning of the story, setting the backdrop of built up tension, sorrow and regret. The surroundings are the beautiful Appalachian Mountains, looming large and breathtaking for both the characters and the audience. Yet they also display an ominous and foreboding mood. For example, as the group meets a year later to go cave exploring, upon arriving at the mouth of the cave system they see a dead body of a bull elk, bloodied and half rotting, foreshadowing the more hideous events about to take place. This disgusts and unnerves the women and even though they have done this many times before, something seems a bit odd and different this time. Also, they have to rappel down into the cave, plunging themselves deep underground. This darkness and feeling of confinement is aptly used to heighten the dread and tension. For example, through out the entire movie, the only sources of light are their torches, flares, and glow sticks. Both movies display similarities through the use of surroundings and the horrifying creatures to attract the audience and propel the plot forward. For example, in â€Å"30 Days of Night†, their usual and peaceful town of Burrows has now put them into a dire situation. Though, the onset of nights lasting a month occurs every year and is something they have adapted to, this year it ends up being the perfect hunting ground for the group of vampires. The frequent, long and seemingly harmless winter nights have now turned against them,

Soil Mechanics Lap Report Lab Example | Topics and Well Written Essays - 2000 words

Soil Mechanics Lap - Lab Report Example rent laboratory tests, which were performed to determine various important mechanical properties and index of soils: Atterberg Limits, Visual classification, compaction (Moisture-Density relationship), Constant Head Method (Hydraulic Conductivity), Consolidation, and Unconfined Compression Test. This lab was performed with a view to determine the liquid and plastic limits of fine-grained soil. The LL (Liquid limit) is defined arbitrary as the water content expressed in percent, at which part of soil in a cut and standard cup by the groove of dimensions can flow together at a groove for 13 mm, when it is subjected to 25 shocks from a cup, which is being dropped from a distance of 10 mm in a standard LL apparatus operated at two shocks per second. The PL (Plastic Limit) refers to water content, expressed as a percentage, at which soil can be deformed any longer by rolling it into 3.2 mm diameter threads without crumbling. Porcelain dish, Liquid limit device, Flat grooving tool with gage, Balance, Spatula, Drying oven set at 150 degrees Celsius, Eight moisture cans, Wash bottle filled with distilled water, and Glass plate 1. About three quarters of the soil was taken and placed into the porcelain dish. The soil was thoroughly mixed with some small amounts of distilled water until a smooth uniform paste appeared. The cellophane was used to cover the dish in order to prevent moisture from getting out. 3. The liquid limit apparatus was adjusted by checking height of the drop of cup. The block which was the end of grooving tool was 10 mm high and was used as a gauge. Using the cup, the correct rate was determined by rotating the crank to drop the cup approximately 2 times per second. 4. A portion of previously mixed soil was placed into the cup containing the liquid limit apparatus at a point where the cup could rest on the base. The soil was squeezed down in order to eliminate air pockets and ensure it is spread into a cup to a 10 mm depth at its deepest point. 6.

Diploma in Health Essay Example for Free

Diploma in Health Essay There are many different roles within the working environment. This being so, there are many different working relationships, however subtle the difference. When working with another Nursing Assistant there seems to be an immediate understanding of what is required. Although the routine my differ from ward to ward, the tasks largely remain the same and are performed with relative fluidity. When working with a Staff Nurse on something outside of my training, they will take the lead and instruct me in the task. The same can be said for when assisting doctors, physiotherapists and all other professionals. Each has their own role and it is important that they work within the scope of that role, as performing duties not within your skills is breaking with policies and procedures. It is equally as important to be accessible to those who cannot perform certain duties beyond their own remit. Before going to work (I work mainly night shifts) I dress according to the Dress Code, with washed and ironed uniform, sensible enclosed shoes, nothing below the elbows which follows the Hand Hygiene Policy, ID and name badges present. On arrival I gel my hands, put my belongings in the cloakroom and wash my hands before entering the staff room. Before handover we are read the CUBAN which relates to staffing and patient levels, patients with dementia and/or having special needs or one to one care and falls risks. In handover we learn about what has happened during the previous shift, any changes in condition of patients and about new patients needs. All the information is confidential and so the Confidentiality Policy needs to be adhered to. We are all issued with a handover sheet with these details on and I jot down and highlight any tasks that immediately concern me. E.G. Catheters/measured urine, observation times, pressure care, hourly checklists and blood sugars. We are allocated which bays we are to concentrate our efforts on and plan the best course of action, which is  usually standard routine. We then load trolleys with the necessary paperwork and go from patient to patient, checking which paperwork needs replenishing and noting down what time physiological measurements etc. need doing and tidying the bed areas. We then do a hot drinks round and update the fluid and food charts as necessary. Next we help patients into bed. After gaining consent, we help them wash and get into their night clothes. If they need toiletting, the patient’s preferred way of doing so is used. The Dignity Policy is maintained at all times. If it is documented that a patient needs more than one member of staff to transfer them safely then we help each other to do so., thus sticking to Health and Safety and Manual Handling Policies. Usually at this time the trained nurses are available and are easily approachable and willing to help. After the patient is s afely and comfortably in bed, we fill in the repositioning and personal hygiene charts as per Policy. Usually, we start the observations around 22:00, reporting any NEWS score over 3 or anything untoward to the the Staff Nurse who will inform a doctor who may order an ECG, which I would perform and report straight back to him/her. This is an example of how communication and co-operation is so important to working in partnership. Any missing ‘cog’ in a machine could spell disaster, especially in the care industry. More often than not, we answer call bells of patients requiring pain relief through the night. We take the drug chart to the Staff Nurse and she will dispense it. Unfortunately we quite often need to wash and change a patient after a mishap. The correct PPE is always used and Infection Control policies are observed as are Waste Disposal policies. At around 05:30 we empty catheter bags and document output in the fluid charts. We also tidy the bed areas again. Observations, urine measurements and toiletting continue throughout the shift until handover to the day s taff.

Some People Prefer Get Up Early Essay Example for Free

Some People Prefer Get Up Early Essay I prefer get up early Some people prefer to get up early in the morning and start the days work. Others prefer to get up later in the day and work until late at night. Which do you prefer? in my view, some people want to get up early in the morning and start the days work in the hotel and some get up later in the day and start to work late at night in the night market. I prefer the first choice due to my status as a student. My cousin Pretty is a receptionist on day shift in the Diamond Hotel. To illustrate, she has to wake herself up at 4 am to cook food for breakfast because she must be at work at 7 am. Moreover, she does not have much time to watch TV or listen to the radio. She decides to share time between bathing and eating for breakfast make-up which is important for people working as receptionists in the hotel. Doing this job has an effect on her sleeping habit. She spends only five hours getting some sleep which normally takes eight hour on average. My aunt, Ann, is a street vendor who sells many things ranging from beef, pork and vegetables. To be specific, she wakes up at 2 pm to prepare goods ready before the beginning of the night market around 8 pm. Her son helps carry goods and put up a selling stall. After midnight, she and her son have to clear away the selling stall for tomorrow. This work causes her to have no time to raise and talk to her son. I study in a school because I have to take care of my dog. In this case, I have much time after work to care for her. I always take her to a park and have a walk and have dinner almost every day. The reason I can do these things is that I have the days school; therefore, I have a good opportunity to play with my dog . Getting up in the morning or later at night is a choice depending on different circumstances. The job is one of the most important indicators influencing your getting up early or late every day. For me, it affects my decision on bringing up my lovely dog.

Evaluation Of Australias Decision Marketing Essay

Evaluation Of Australias Decision Marketing Essay Ferrero is an Italian manufacturer of chocolate products founded by confectioner Pierto Ferrero in the year 1946 based in Pino Torinese. In the survey of the 2009 reputation Institute, Ferrero was considered as the most reputable Company in the world. This company has been considered as one of the worlds secretive company. Company concentrates on the manufacturing innovation.It believes in social marketing concept to deliver value in a way to maintain or improve both the customers and societys well being. They focus on customers as centre of strategy to maintain long term relationship and mutual trust and consider this to be the key to their success. The company headquatered in Italian town of Alba has a overall sale of A$10 billion and it employees over 20,000 people around the world and holds over 7.3 % of worlds choclate share(Case Information). Q1. Evaluate Ferrero Australias decision to open an online boutique. Will this have any impact on the companys other business segments? A-With shoppers venturing online at an increasing rate in Australia, Ferrero recognised an opportunity to create an online boutique with ecommerce functionality. Evaluation of Australias Decision In Australia during festive seasons like Christmas there is always a high demand of chocolates. The public interest and demand let the company to launch the first online boutique in November 2010 in Australia aiming the Christmas ahead. These gift hampers are elegantly packed in beautiful keep sake box and personalised to make the special occasion more special. Ferrero choose Australia to pioneer its Asia pacific market because of its familiarity of western culture. According to census 2006 Australia is a country of diverse culture with predominance of Christianity, Roman Catholic (25.8%), Anglican (18.7%) and rest (19.4%).The composition of religious groups includes Buddhism ,Islam, Judaism, Hinduism, Sikhism and Indigenous etc (Australian Bureau of Statistics, 2007). So in a diverse place like this there will be people celebrating some festivals throughout the year. Festival means exchanging gifts and this make the demand for chocolate hampers throughout the year. The literacy rate in Australia is about 99% (WorldBank, 2012). GER (Gross enrolment ratio, Total is the total enrolment in primary education, regardless of age, expressed as a percentage of the population of official primary education age) is found to be 105% in Australia that indicates that its a highly educated country (WorldBank, 2012). According to the internetworldstats about 80.1% of the Australian population use internet which comprise of around 17,033,826 users as of Aug 2009.There is 22.8% of population subscribing broadband connection as of September 2007.According to world bank GNI per capita is US$ 21,650(04) that indicates that its a very wealthy country. Ferrero Online boutique offers premium chocolate for special occasion. It positions as a status symbol with high class product which is seen as a classy and elegant. At the same time pricing is also too high. This is targeting the high income range of people which is niche market. In a place like Australia it can find a range of customers to buy the product that mainly concerns about the social status, pride and quality of service. The limited edition in variety always creates a demand among the customers. Australia is an urban country with 89% in 2010 with 1.2% of the rate of urbanization (CIA, 2012).According to World Bank report the density of population is Australia is 2.86 people per SQ km in 2009 (CIA, 2012).This indicates that the Australia is a huge country with less population. So people would prefer to do online shopping rather travelling long for the store shopping. In a much urbanised country like Australia people will tend to find easier way to get things done with less time. In this kind of world opening an online boutique using internet as a media is providing a convenient way to please their dear ones on special occasions without even spending too much time for it. This way company is meeting its mission as well as customer loyalty. Impact on Other Business Segments Ferrero has 3 different distribution channels to make product available to customers. These channels include online distribution channel, supermarket retailer and physical retailer channel. For online distribution channel ferrero focus on high income grade of population and target only on special occasion as a gift hamper. C:UsersSakiRaviDesktopsaki 2012 june mbamarketingMarketing-Mix.jpg The 4P (price, product, promotion and place) for the 3 different distribution channel are different. The price of the products in online boutique is very high and providing only limited number of variety to make it stand as a high status symbol. The product is a specially designed gift hamper for a special occasion or to be used as corporate gifts which is targeting the high business officials. It is available online and people cant buy these gift hampers in the stores. For the physical retailers and supermarket distribution channels the products like ferrero chocolate, nutella, tic tac, kinder surprise focus on daily needs of a person which can be consumable at all the times of the day. The prices for these products are relatively low to the price of online boutique hampers. These are available in supermarkets and stores and not available online in the boutique. So this clearly says the 4p of the traditional ferrero products and online boutique is different so it will not have any n egative impact on the other business segments. At the same time the strategy behind launching the online boutique was a market penetration strategy. Using very innovative kind of packaging and make it as a gift hamper they are targeting the same target market through different distribution channel. By presenting it as gift the value of the product changes. It adds more value. Using internet as a media they can reach a wide range of audiences. Even though it will not impact negatively the positive impact is always there. Online boutique can boost up the Brand awareness, Brand value, Brand positioning which in turn leads to brand equity. Loyal customers, new customers or the people who are gifted will get attracted to this new product and the company which in turn increases companys reputation. As online boutique offers the gift hampers which are very expensive to the reach of normal class they would like to try the products available in stores for relatively cheaper price which in turn creates brand awareness, creates more brand value and positions itself in the market which leads to brand equity. In fact it looks like its ferreros new strategy of value innovation to come out of competition of chocolate brands red oceans which includes fierce competition with Cadbury, nestles or mars. So its aiming to create significant leap in value for customers as well as company who will make its competitors feel obsolete to create a contested market place with positive impacts on the other products in stores and supermarket to boost up. CONCLUSION As Australia is a very posh, urban, full of literates, diversified and aware of western culture the idea of opening online boutique was breakthrough for the company that targets the niche market. Through the discussion above it is implied that the online boutique will not have any negative impact on the other business segments as the distribution channels for online boutique and stores products are different and both focus on different needs of consumers. Store products focus on daily needs of a person where as online boutique on special needs like gift items. Positively it creates brand awareness for all products. Q2-How can ferrero use new technology to market its products better? A-Even though ferrero is establish well in Australia its always a threat to a confectionary products to stay stable in market because of change in taste preference, emergence of new competitor or threat from existing competitor. With arising new technologies the company can make use of it effectively to create brand awareness and build long term relationship with the existing customers which is very important for a luxury brand like ferrero who target niche market. Attract new customers There is many search engines like Google, Yahoo, Microsoft that help the customer to find the stores or business via internet or mobile search. As People hardly go beyond the first page of listings its important for company to focus on Search Engine Optimizer(SEO) to optimise the metadata information and enable ferrero website to popup in the first listing when customers search for confectionary products (SupportGoogle, 2012). Web Blogs and Community- Ferrero create blogs and at least two communities to create online marketing, one community for Stores and Supermarket products and one for online boutique to avoid confusion. These blogging sometimes use to drive search results to let customers find the company and to gain greater attention. Social Medias are web or mobile based tools for sharing and discussing information. Ferrero can tap into the powerful networking sites to drive customers. Social networking sites like face book, twitter, MySpace, LinkedIn, YouTube can provide inexpensive but powerful online marketing. Ferrero should create sophisticated pages to attract users. It can think of allowing to buy products in these networks or can provide link that will allow them to buy in a click go. Additional opportunities include online radio shows on platforms such as BlogTalkRadio. This is very good media to be in direct touch with customers and getting their feedback about the products and building one to one relationship where around 608 million at the End of 2010 people were actively using social media like facebook (TheProvince, 2010). Delight existing customers and create high life time loyalty. The first thing important for a luxury product like ferrero is to find out the customers who are profitable and then try to create a long relationship with them as its cheaper to retain existing customers than acquiring new one (kotler Armstrong, 2012, p. 36). To do this CRM is the best technology used by many companies.CRM (customer relationship management) is an information industry to manage detailed information about the customers and carefully manage customers touch point to maximise customer loyalty using methodologies, software, and Internet capabilities (kotler Armstrong, 2012, p. 143).It consists of sophisticated software and analytical tools to integrate customers information from all sources and analyze them deeply and apply results to build strong customer relationship. So regency, frequency monitory value (RFM) is used to identify the best customers. The companies should focus on high customer life time valu e (CLV) and use methods to deal with them like Mobile marketing- These days cell subscribers read almost all messages they receive and can reach them in minutes. Ferrero should target the most loyal customers and text them about the offers or coupons to redeem in places that match their status, promotions, addition of new products. Apart from this it should focus in applications to be downloaded in app store to be used by iphones, ipad or it can target android as well for black berries .It can create application that will allow the customers to buy their products in a easy click using the application in their phones. QR codes are two-dimensional graphics (similar to barcode) contains information that customer needs like coupons, direction, contact information, availability of products etc. To read QR codes the customer need to download QR reader, then they need to take a picture of the code or scan through it to get the information that is embedded in the code (News C. , 2012). Ferrero can place these codes in ads, websites, in emails or on any other printable booklets or digital medium where camera can scan through the picture. This new technology will create anxiety among customers to know about it and will create more brand awareness. Email Marketing Service provider like mail chimp allows subscribers to send up to 500 emails per campaign and 3000 emails per month for no cost. Ferrero on identifying the profitable customers should send personalised emails or messages on their important days like birthday, anniversary, and festivals to show them how they value the customer and how important they are for the company. This leaves a positive impact in the customers who cares about the service. Email newsletter program enables customer to maintain an ongoing awareness of the company and this remind them about the company when they want service. A professional communication can reinforce branding message. Other than these new technologies ferrero can continue with the old mode of advertising and sponsorship to maintain the status of the brad in people mind. It should target the upcoming Olympic in London 2012. Ferrero can provide advertisements in the corporate blogs and community to attract the business officials and aware them that they have corporate gifts for them. This will attract high end business officials. CONCLUSION- With the emerging technologies, it is implied that ferreo has wide range of technologies to build customer relationship which is the main motto of the company that includes blogging, creating new communities, use of social media, sending personalised emails or messages, advertising in corporate blogs, mobile marketing as well as SEO to create long term relationship with customers and create new customers and make more brand awareness.

Obesity in todays children Essay -- Health, Diseases

Physicians and researchers did numerous studies on children’s habits and lifestyles as an important part of society. Nowadays, children face big problems with obesity. As a result, researchers have learned that healthy habits could have a profound impact on the future of every child and get a better understanding of how children perceive healthy eating. Researchers have proved and would like to emphasize that obesity has tripled in Canadian children in recent decades. For this reason, researchers have identified that healthy behaviors have numerous benefits. By making healthy food choices and explaining the nutritional value of various foods to children will improve the lifestyle of every child and make children’s health better. After a large quantity of interviews that were used to collect data on what food children prefer to eat and why it was discovered that they have bad eating habits and lifestyle. Researchers have found that only 75% of children understood healthy eating by identifying what is healthy food and what is junk food. Almost all children have mentioned eating fruits and vegetables. Findings suggested that children had previously heard or thought about these topics. As a result, these findings were used to improve unhealthy lifestyles and to give many useful instructions about healthy food choices to parents. Researchers suggest expanding children’s knowledge about food and dietary behaviors, and also develop a better understanding about children’s healthy lifestyles. (Protudjer, L. 2010). Introduction To have healthy children is the goal of every parent in the world. In a world where fast food is quickly becoming popular, it has become more difficult to control our children’s eating habits. More and more chil... ... are important for their health and lifestyle. Recommendations The best nutrition instructions to keep a child healthy and help him/her maintain healthy eating habits throughout the life include the following: Eat a variety of healthy food: vegetables, fruits, grain products, fish, and meat Balance the food a child eats with physical activity Choose food low in fat, saturated fat, cholesterol, sugar, and salt Choose food that provides enough calcium and iron, vitamins and minerals, which promotes the body and brain development Besides all recommendations, the process of transition to a healthy food habits is one of the most effective ways to help children to maintain healthy eating habits. It is impossible to force them to eat healthy food if we do not follow the same requirement. Choosing a healthy lifestyle has to be a role model for all family members.

Scopes Monkey Trial :: John Scopes

Scopes Monkey Trial Perhaps one of the most famous trials in our history was that of the John Scopes. Scopes was a high school teacher in Dayton, Tennessee and was arrested because he was teaching the theory of evolution in his high school biology class. During the 1920's it was against the law in Tennessee to teach anything other than the theory of creation as written in the Bible. These laws were a result of a strong fundamentalist movements spreading throughout the United States. In 1925 the American Civil Liberties Union (ACLU) volunteered to defend any teacher willing to challenge these laws concerning the teaching of evolution. John Scopes agreed to their challenge, and after teaching Darwin's theory of evolution Scopes arrest duly followed. The trial began on July 10, 1925. The prosecution consisted of Thomas Stewart, the Attorney General of Tennessee who was assisted by a famous politician and orator Williams Jennings Bryan. The defense team put together by the ACLU consisted of Clarence Darrow, Dudley Field Malone, and Arthur Hayes. Judge John F. Raulston presided over the trial. The Scopes Trial became known as the "Monkey Trial" because most people believed that evolution dealt with the theory that humans descended from monkeys. The whole trial was widely publicized and made the little town of Dayton, Tennessee a booming city. Journalists and photographers poured into the little town and the "monkey trial" became an instant sensation! Most of the coverage focused on the heated debate between Darrow and Bryan on the issue strict interpretation of the Bible. The issue had become more than just what was taught in high school curriculum but became an attack on the whole fundamentalism movement.

Importance of the Journey in James Joyce’s Dubliners Essays -- James J

Importance of the Journey in James Joyce’s Dubliners "In Ireland the inevitable never happens and the unexpected constantly occurs." Sir John Pentland Mahaffy describes Ireland in a way comparable to James Joyce’s depiction of Ireland in his book Dubliners. Joyce wrote his book of short stories to show how he viewed Dublin and its inhabitants. Joyce did not have positive memories of Dublin and his book casts a negative image upon almost all of Dublin. In Dubliners, James Joyce uses characters and their journeys through society to give his perception of Dublin. In Joyce’s stories with journeys there are many unknown elements to the characters and often their original goals are not accomplished. One story where a character goes on a journey through society is in â€Å"An Encounter.† In the story a group of boys hear of a place called the â€Å"Pigeon House.† Two boys decide to skip school and go on a journey for the house that they heard about from their friends. There are many unknowns for the boys. The boys have some idea where they are going but they do not know the path well at all. They say â€Å"We arranged to go along Wharf Road until we came to the ships, then to cross in the ferryboat and walk out to see the Pigeon House† (13). Joyce’s perception of people planning to go on a journey and not really knowing what they are about to experience shows Joyce’s perception of some people in Dublin. He shows that some in Dublin will go on some aimless journeys with no real sense of direction to gain n othing but experience some sort of adventure. Another unknown element of the journey is the people that the boys come in contact with, specifically an old man that they meet in a field. The old man has an erratic personality and scares the y... ...e that completes what he sets out to do. Only that character dies. It seems that if Michael was the representation of the small successful portion of Dublin, and he dies. This is the first story where one of the prominent characters dies in the story. Michael’s death makes the other living characters around him to seem even more inferior. This journey story is different than most others in the book yet its ending ties up all the other stories. James Joyce uses individuals and their journey through society to give his perception of Dublin. The journeys that take place in Dubliners have many different aspects but all seem to give the same portrayal of the people of Dublin. From what the characters set out to do to the unknown elements that they experienced and the people that they met along the way, all of Joyce’s stories give insight to Dublin and its inhabitants.

Living in a Dormitory or Living in an Apartment

Living in a dormitory or living in an apartment Education plays an importan role in students' life. That is, the future success of individuals is based on the type and quality of education they receive. Especially, university education determines one' s future and quality of life. For this reason, students try to seek better education opportunities to improve their knowledge and skills. While some students attend universities in the city they live in, others may have to move to other cities and live in a dormitory or an apartment.Although living on campus in a dormitory and living off campus in an apartment resemble each other in terms of school work, they have major differences when it comes to freedom and transportation. Living in a dormitory and living in an apartment are alike in one important respect, which is school work. Not only the students living in a dormitory but also those living in an apartment have classes to attend an exams to take. Furthermore, both the students livi ng in a dormitory and those living in an apartment need to study hard, do homework and hand in their assignments.Therefore, students living in a dormitory and those living in an apartment are similar to each other because they both share similar responsibilities related to school work. Despite being alike in school work, the students living in a dormitory and those living in an apartment have to significant differences as far as freedom and transportation are concerned. One important difference is freedom. The students living on campus in a dormitory have to follow dormitory rules.For example, they have to sign-in and sign-out when leaving and returning to the dormitory. Also, they cannot leave the dorm; tory after a certain hour at night. Furthermore, over- night leave is only permitted with parents' approval. As a result, the students living in a dormitory have limited freedom. In comparison, the students living in an apartmant do not have any rules to follow. Indeed, they are fre e to leave or come back to their apartment whenever they want. They may ever choose to stay overnight at their friend' s house.Another different between students living on campus in a dormitory and those living off campus in an apartment is transportation. The students living in a dormitory do not need to use any means of transport simply because they live on campus. This because the school is usually within walking distance of their dormitory. By comparison, the students living in an apartment may have to use public transport such as buses and the subway or drive their own car in order to commute to school.It is clear that although living in a dormitory and living in an apartment are similar to each other in terms of school work, these two types of accomodation differ greatly in terms of freedom and transportation. While the former seems to offer a limited freedom, the latter provides greater freedom to students. However, when it comes to transportation, the students living in a do rmitory seem to have the upper hand. That is why students should think very carefully before choosing which type of accomodation to prefer.