Academic Strategic Paper Essay Example | Topics and Well Written Essays - 1250 words

Scholastic Strategic Paper - Essay Example I additionally take down to earth ideas of hypothesis learnt in class truly with the goal that I am ready to exhibit focal issues and their genuine application. This is a huge part of my scholarly objective that would help me during change into this present reality outside the hypothetical system of class introductions. Furthermore, I trust in practicing significant level of relational abilities as a center part of communicating thoughts to such an extent that I might have the option to accommodate the scores in the paper with what I am ready to state before the individuals. Note that accomplishment of the featured scholastic objectives is extremely subject to commitment of different partners. I should enroll the help of different people in my every day scholastic life to guarantee that my fantasies are accomplished. The key players in such manner would incorporate; school organization, showing staff and guardians. It is undeniable that school organization is answerable for giving a favorable learning condition. This incorporates drafting and executing decides and guidelines that assist students with overseeing intra-individual and relational connection with different individuals from school network. Moreover, arrangement of fundamental learning assets is crafted by school organization thus its basic stake in the learning framework. In that regard, I try to hold fast to class decides and guidelines with the goal that I may have the harmony and solidarity to learn continuous. My attention on better evaluations will profoundly be supported by acceptable di rect in the light of set down school rules and general moral norms that incorporate scholarly genuineness. The school personnel is a key partner that would help me through day by day cooperation in class to accomplish my set objectives. They offer educational cost, tests and counsel on the most proficient method to handle questions, ace ideas and set objectives. In such manner, I would put forth attempts to guarantee I am in acceptable terms with the school personnel and participate in predictable enquiry on different subjects I neglect to comprehend. Such constant

Antonio Vivaldi :: essays research papers fc

Antonio Vivaldi was conceived on March fourth, 1678, in Venice, Italy, and passed on July 28, 1741, in Vienna, Austria. His dad, a stylist and a capable musician at Saint Mark's Cathedral himself, had helped him in attempting a profession in music and caused him to enter the Cappella di San Marco ensemble, where he was an acknowledged musician. In 1703 Vivaldi turned into a minister and obtained the moniker "The Red Priest", since he had red hair. He had become a minister without wanting to in light of the fact that it was the main conceivable route for his poor family to acquire free tutoring. In 1704 he was exculpated from praising the Holy Mass in light of his evil wellbeing, and later turned into a violin educator at a halfway house for young ladies called Ospedale della Pietã in Venice. The vagrants before long began to pick up gratefulness and regard as Vivaldi composed the majority of his concertos, cantate and sacrosanct music for them. In 1705 the principal assortment of his works was distributed. He was a productive writer and is most notable for making more than 500 concertos, 46 Operas, sinfonias, 73 sonatas, orchestral arrangements, and sacrosanct music. His most well known work is supposed to be the Four Seasons. Vivaldi's music is especially imaginative as he offered splendor to the formal and the cadenced structure of concertos. He over and again searched for symphonious differentiations, making creative tunes and topics. Vivaldi’ primary objective was to make a melodic piece intended to be valued by the wide open, and not just by a scholarly minority. The cheerful appearance of his music uncovers a transmittable delight of forming. These are among the reasons for the immense notoriety of his music. This prevalence before long put him on the map additionally in nations like France, at the time shut into its national plans. He is viewed as one of the creators that carried Baroque music to advance into an impressionist style. The Four Seasons formed by Vivaldi was perhaps the soonest case of program music and was likewise the most well known of all his concertos. Vivaldi needed to delineate the different seasons in the four concerti in Italian. At the point when you tune in to the Four Season, you feel as if he has made an entire another climate with its own emotions. He appears to have utilized just the four significant instruments that are typically present in an ensemble, which are the violin, viola, cello and bass, to delineate this environment easily.

Things to do around C-U Adventure #1

Things to do around C-U Adventure #1 Summer is revving up as we begin the month of June with temperatures in the 80s, and that means everyone is going  outside to enjoy the weather! Some students may think that theres not a lot to do around C-U in the summer, with only ears of golden corn waving for miles and miles, but Im here to tell you just the opposite. There are so many events to go to (for free!) on and around campus, and my calendar is quickly filling up. Last Saturday, I went to the first First Fridays in Urbana of the summer. This event, located at Lincoln Square in downtown Urbana, hosted a number of local vendors, performances, and activities every first Friday of the month. With everything from sticker making with the Universitys Fab Lab and getting my future read in tarot cards, to trying out instruments at the C4A Community Music School on the corner of Main and Race streets, there was a lot to do. Past, present, and future tarot cards The star of the show was the fire performance. As people stood around an enclosed space on Race Street, men and women dressed in costume juggled, hula-hooped, and spun fire around like it was nothing (all very casual). At one point, one performer stood on top of another and swung a fiery hula-hoop around (picture for proof below). Fire performances But the most amazing part of this event, that I didnt even realize until I was home, was the satisfaction I got from going somewhere and trying something. Theres a ton to do around campus, but many people may  think, Oh I want to try that, or only put it on their calendar, or say theyre interested on Facebook and never end up doing it at all. The key to finding fun is actively going out of your comfort zone, and really letting go and being open to that new experience. For everyone on campus this summer, and everyone coming to campus in the fall, I invite you to put something on your calendar and actually go to it. Life is all about what you do, not what you dont do, and Im figuring out that college is an amazing time to start. Stay tuned for other events (that you can definitely put in your own calendars!) like Movie on the Quad (June 8, Beauty and the Beast), Spurlocks Time Machine event (June 11, the activity is literally being mummified), and Goat Yoga (June 14, may be sold out but theres another one on June 30). Alexandra Class of 2019 I'm an English major in the College of Liberal Arts and Sciences. I'm also minoring in Business. May my blogs help you with your searches toward finding what you love.

The Aufbau Principleâ€Definition, Rules and Exceptions

The Aufbau principle, simply put, means electrons are added to orbitals as protons are added to an atom. The term comes from the German word aufbau, which means built up or construction. Lower electron orbitals fill before higher orbitals do, building up the electron shell. The end result is that the atom, ion, or molecule forms the most stable electron configuration. The Aufbau principle outlines the rules used to determine how electrons organize into shells and subshells around the atomic nucleus. Electrons go into the subshell having the lowest possible energy.An orbital can hold at most 2 electrons obeying the Pauli exclusion principle.Electrons obey Hunds rule, which states that electrons spread out before they pair up if there are two or more energetically equivalent orbitals (e.g., p, d). Aufbau Principle Exceptions Like most rules, there are exceptions.  Half-filled and completely filled d and f subshells add stability to atoms, so the d and f block elements dont always follow the principle. For example, the predicted Aufbau configuration for Cr is 4s23d4, but the observed configuration is actually 4s13d5. This actually reduces electron-electron repulsion in the atom, since each electron has its own seat in the subshell. Aufbau Rule Definition A related term is the Aufbau Rule, which states that the filling of different electron subshells is by order of increasing energy following the (n 1) rule. The nuclear shell model is a similar model that predicts the configuration of protons and neutrons in an atomic nucleus.

What Does the French Word Chouette Mean in English

The French word chouette can be a noun, adjective, or exclamation. Here are some examples of how you might use it. Definitions une chouette (noun, feminine): owl Regarde, une chouette!Look, an owl! chouette  (adjective): great, nice or cool. Ta copine est chouette. Your girlfriend is nice. chouette  (exclamation): great, nice or cool Cest chouette!Thats great! Trà ¨s chouette!  Very cool! Pronunciation The word chouette is pronounced [shweht].

Recomendation of an English Teacher Free Essays

string(37) " announced during the academic year\." ENGLISH LANGUAGE AND036 ADVANCED PLA CEMENT COMPOSITION 5 CREDITS GRADE 11 Prerequisites: Recommendation of an English teacher and a timed writing sample. Upon commitment to the course, students will complete an intensive summer AP preparation project. It is mandatory to take the AP Language and Composition Examination when it is offered in order to receive AP course credit for work done during this academic year. We will write a custom essay sample on Recomendation of an English Teacher or any similar topic only for you Order Now Students who do not take the AP examination will receive level 1 credit. This course takes the place of a regularly scheduled grade 11 English course. The following is a portion of the official course description for English Language and Composition effective 2010, found in the Acorn Booklet and on the AP Central Website [http://apcentral. collegeboard. com/apc/public/repository/ap-english-course-description. pdf]: An AP course in English Language and Composition engages students in becoming skilled readers of prose written in a variety of rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects, as well as the way genre conventions and the resources of language contribute to effectiveness in writing. The goals of an AP English Language and Composition course are diverse because the college composition course is one of the most varied in the curriculum. Although the college course provides students with opportunities to write about a variety of subjects from a variety of disciplines and to demonstrate an awareness of audience and purpose, the overarching objective in most first-year writing courses is to enable students to write effectively and confidently in their college courses across the curriculum and in their professional and personal lives. Most composition courses emphasize the expository, analytical and argumentative writing that forms the basis of academic and professional communication, as well as the personal and reflective writing that fosters the development of writing facility in any context. In addition, most composition courses teach students that the expository, analytical and argumentative writing they must do in college is based on reading as well as on personal experience and observation. Composition courses, therefore, teach students to read primary and secondary sources carefully, to synthesize material from these texts in their own compositions, and to cite sources using conventions recommended by professional organizations such as the Modern Language Association (MLA), the University of Chicago Press (The Chicago Manual of Style), the American Psychological Association (APA) and the Council of Biology Editors (CBE). As in the college course, the purpose of the AP English Language and Composition course is to enable students to read complex texts with understanding and to write prose of sufficient richness and complexity to communicate effectively with mature readers. An AP English Language and Composition course should help students move beyond such programmatic responses as the five-paragraph essay that provides an introduction with a thesis and three reasons, body paragraphs on each reason, and a conclusion that restates the thesis. Although such formulaic approaches may provide minimal organization, they often encourage unnecessary repetition and fail to engage the reader. Students should be encouraged to place their emphasis on content, purpose and audience and to allow this focus to guide the organization of their writing, (The College Board, p. 7). Textbooks: Texts will be supplied by AHS. Shea, Renee H. , Lawrence Scanlon, and Robin Dissin Aufses. The Language of Composition. Bedford/ St. Martin’s, Boston, 2008. Marking Period |Part One |Part Two | |Quarter One |Orwell, G. Animal Farm (1946) |Salinger, J. D. Catcher in the Rye (1946) | | |Thoreau, H. D. Civil Disobedience (1849) |Thoreau, H. D. Where I Lived, and What I Lived For† (1854) | |Quarter Two |Steinbeck, J. Winter of Our Discontent (1961) |Miller, A. The Crucible (1952) | | | |Hawthorne, N. The Scarlet Letter (1850) | |Quarter Three |Shelly, M. Frankenstein (1831) |Fitzgerald, F. S. Great Gatsby | | |Huxley, A. Brave New World (1932) |Selected Memoirs | |Quarter Four |Student Speeches |Student Speeches | On-line materials: Students will read newspaper and magazine features regularly to apply course concepts in discussion, reader’s log, and writing assignments. Since all columns are available free on line, school will provide access to materials on computers in the school library, computer labs and classrooms during and after school. The sites include: On-line materials will be |Feature/Column |URL |Purpose and Practice | |discussed weekly, | | | | |on Tuesday, | | | | |using notes and/or print | | | | |copies | | | | | |The Writer’s Almanac |www. thewritersalmanac. publicradio. org |Develop writerly knowledge base | | |Headlinespot |www. headlinespot. om |State news | | |A Word a Day |www. wordsmith. org/awad/ |Vocabulary and etymology | | |Daily Infographic |www. dailyinfographic. com |Analysis of complex graphics | Grading policy: Grades will be determined by on-demand multiple draft compositions, blog entries, teacher observations, and student self-evaluations. Ru brics and scoring guides are posted on the teacher webpage. Academic Topics and Expectations = 90% |Performance Topics | | |and Expectations = 10% | |Terminology |Appropriate use of literary terms in analytical writing |Preparation for class performance | |Thesis |Precise identification of thesis in reading/ |Participation in class activities | | |Logical development of thesis in writing | | |Detail |Location of essential detail in reading/ Prompt submission of homework | | |Inclusion of organization of essential detail in writing | | |Style |Recognition and explication of writers’ choices |Cooperation in group work | | |Making effective choices as a writer | | |Response |Efficient, explicit and insightful response to all writing prompts |Sustained writing improvement | |to Prompt | | | |Grammar |Consistent application of rules for punctuation, spelling, syntax and usage. Sophistication of spoken vocabulary | |Mechanics | | | |Revision |Aggressive and responsibl e approach to improvement of writing over multiple drafts and within on-demand tasks |Sophistication of written vocabulary | |Editing | | | ? Regularly save all word-processed work to a CD or flash drive and student account on the network. ? Multiple draft compositions may be submitted via email attachment. ? Multiple draft compositions may be scored using track changes, archived and returned to the student. Timed writing will be kept in a classroom folder as source material for reflective evaluation each marking period. ? Classes will be conducted according to the policies in English Department Handbook and the Student Handbook; both are available on the network. Suggested Materials: Students will bring notes, handouts, and texts distributed within a marking period as well as note-taking materials. Assignment Posting: Assignments and handouts will be posted on the teacher webpage and/or the class blog. Writing Opportunities: Students’ Write to Be Heard, Voice of Democracy, Kids’ Philosophy Slam, Letters about Literature, Greenwave Gazette, Student Arts Magazine, Very Open Mic Nights, and Wordmaster’s competition will be announced during the academic year. You read "Recomendation of an English Teacher" in category "Essay examples" AP Language |Assignment |Purpose |Summer tasks |School Year Tasks |Point Value | |Summer Projects | | | | | | |[pic] |Sign up for a Gmail account. |Promote communication |Check your email at least once a |Email assignments via |None—having the email is | | |Address should be a combination of first initial, last | |week for updates |attachment |necessary for participating in| | |name and AP | | | |the class blog. |[pic] |Subscribe to |Develop vocabulary |Select the best word week of the |Bring your essay to the first | | | |Wordsmith. org/awad/subscribe. html | |summer. Write a brief expository |class. |Pass/ Fail: 100 Pts. | | | | |essay using those words. |Please word process and save |Participation | | | | | |your document | | |[pic] |Visit headlinespot. om and follow the news of your |Develop an American perspective|Browse the state’s news and learn|Post to the class blog sharing | | | |assigned state through its news publications. |other than Abington, MA |what is important to people who |your sense of what is important|Pass/Fail: 100 Pts. | | | | |live there. |in this state. |Participation | | |Email Dr. G. your state ASAP! | | | | | | |See Randy Pausch’s lecture, â€Å"Realizing My Childhood |Be inspired! Write a first draft of your first|Bring your lecture to the first|Pass/Fail: 100 Pts. | |[pic] |Dreams† also called â€Å"The Last Lecture. † |Then, use his lecture as a |lecture, to be edited all year |class. |Participation | | | |model for your first lecture |long, and delivered as your final|Please word process and save |Revised in Sept. for a writing| | | | |exam. |your document at home. grade | | | | | | |MCAS | | | | | | |Rubric: 100 pts. | |[pic] |Begin a reader’s log or response journal |Practice interacting with a |As often as you read, respond. |Bring to first class. |Pass/Fail: 100 points | | |text | |Use on in-class writing |Participation | | | | | |assessments. | | |[pic] |Read The Dark Tide (Puleo) |Read non-fiction as an |Look up new words. |Consider: |In class writing during the | | | |argument. |Post on the class blog. |Should anyone be held |first marking period. | | | |Use reader’s log. | |accountable when accidents |AP Rubric:100 pts. | | | | |happen? | | |[pic] |Read Flyboys (Bradley) |Read non-fiction as an |Look up new words. |Consider: |In class discussion and | | | |argument. |Post on the class blog. |How is keeping secrets |writing during the first | | | |Use reader’s log. | |justified during war time? |marking period. | | | | | |AP Rubric:100 pts. | Typical Day: The usual class period is 47 minutes long. Usage of class time may vary, but most often follows these sections: |1-8 minutes |Writers’ Almanac, Word of the Day, Daily Infographic | | |Individual review and preparation of notes, readings or assignments for class and/or | | |Small group review of notes, readings, topics for discussion or assignments. |9-42 minutes |Lectures, individual practice, small group work, discussion, or QA to process readings or practice skill application. | | |Peer editing and revision may occur here. This section expanded for all on-demand writing practice. | |43-47 minutes |Summarizing class, homework announcements: teacher webpage and/or class blog. | | |Be the Change Daily Challenge or AWAD Thought of the Day | Typical Week: Although our schedule may flex around holidays and special school events, the typical weekly plan is: |Monday |Review, in-class writing, on demand writing, peer review, teacher conferencing, in class editing revision. |Tuesday |On-line feature discussion days, focused on topics closest to instructional topics OR most provocative topics. | |Wednesday |Text reading due date, introduction to new topics, processing readings in small groups or through lecture QA. | |Thursday |Practice and processing texts or reading in whole class, small group jigsaw or independent exercises. | |Friday |Continued practice and processing, discussions, presentations of individual or group work to class. | Typical Marking Period: Academic year is divided into 4 quarters, each halfway point marked by a formal report: Quarter, Part One |Quarter, Part Two | |Argument /Language topic |Language/ Argument topic | |Literature connection, model analysis |Researched Argument or Multi-Draft Essay | |Synthesizing weekly news/magazine features |Synthesizing weekly news/magazine features | |Researched Argument or Multi-draft Essay, directed revision activities |On Demand Writing/ Multiple Choice practice | |On Demand Writing/Multiple Choice practice |Final Speech revision | |Self evaluation, class participation |Self evaluation, writing portfoli o | |Progress report |Report card | Exams: Midterm and final exams will be given and are 90 minutes in length. |Midterm Exam |Final exam | |Exam practice; one multiple-choice section and two essays given in an AP format. Grade will be a |Presentation of speeches written for summer reading assignment and revised during the course of the year. |combination of scores weighted similarly to the AP exam. |Grade will represent revision of the text of the speech as well as delivery. | Quarter One, Part One: Reading to appreciate writers’ choices: Genre, organization, and diction |Concept/Skill |Content |Practice |Assignment/Assessment | |How can we use Language of Composition to |Shea et al. |Independent reading |Summer Reading Assessments listed on table, p. 4 | |approach to reading and writing? |Ch. An Introduction to Rhetoric |Small group discussion |syllabus | | | |Applying summer reading and readers’ logs in discussion | | | |Rhetorical Model |Note-taking templates | And | | |Ethos, Pathos, and Logos |SOAP Acronym |Timed Writing Baseline Samples | | |Patterns of Development | | | |Assign Orwell, â€Å"Politics and the English Language† ( 529-538) and Thoreau, â€Å" On the Duty of Civil Disobedience†(939-956) | |How do readers and writers use a common |Shea et al. |Shea et al. |Word Study Presentation | |vocabulary? |Ch. 2 Close reading |Orwell (539-40) |Individual/Group Options | | |Style |Questions for Discussion |Each selects a word from a passage or a favorite | |What does it mean to appreciate â€Å"word choice†? Note Taking Annotation |Questions on Rhetoric Style |word; | | |Glossary |Thoreau (956) |Identify related forms and synonyms; | |How can a writer use denotation and connotation |Orwell, â€Å"Politics and the English Language,† |Exploring the Text |Explain denotation, etymology and connotation. | |to communicate clearly? |(529-538) |Exploration of language resources. | | |Thoreau, â€Å" On the Dut y of Civil Disobedience,† |Tone Vocabulary Handout | | | |(939-56) | | | | | | | | |Assign Orwell, Animal Farm | |How does synthesizing various viewpoints bring |Shea et al. |Analysis of point of view/bias in |Multi-draft synthesis essay/ teacher conference | |us to a personal statement about an issue? |Ch. Synthesizing Sources |Katrina Op-Eds: NYT 2007 | | | |Ch. 1Princess Diana, 28-34 | |How should we respond to communities who suffer | | | |Rice, A. â€Å"What it means to lose New Orleans† |disasters? | | |Puleo, The Dark Tide |Geraghty, J. â€Å"We failed you? Try again. | | | |Bradley, Flyboys |Sebold, A. â€Å"Living with the Dead† | | | | | | | | | |Timed Writing Item : Synthesis Based Question | | |How is a speech different from other texts? |Lunsford et al. Analysis of text for evidence of subject, occasion, audience, |Speech Revision | | |Ch. 17 Spoken Arguments |purpose and elements of oratory and signal Words | | | |Speeches from Summer reading |Compare and contrast written and spoken texts. |Include specific oratorical strategies in your | | |Speeches by Dr. Randy Pausch | |speech. | | |Lou Gehrig and Dr. Martin Luther King, Jr. | | Quarter One, Part Two: Reading between the lines (and into pictures) for implicit theses |Concept/Skill |Content |Practice |Assignment/Assessment | |How does satire work as a strategy in social |New Yorker â€Å"Shouts and Murmurs† essays |Discuss satire as a strategy, distinguishing distortion of |Timed Writing Practice | |commentary? |Shea et al. 924-920) |message, importance of tone | | | |Swift, â€Å"The Modest Proposal† |Swift (920-1) |Analysis of rhetorical strategies in satirical | | |Questions for Discussion |Analyze for subject, occasion, audience, purpose, style and |writing | | |Questions on Rhetoric Style |tone | | | | |SOAPSTONE | | |How does a reader decode allegory? |Orwell, G. Animal Farm |Discuss representation in allegory, examining use of indir ect |Creative Writing: Group option | | |Twain War Prayer |appeal. |Select an issue or event of personal, local, national| | | |Review language of political systems. |or global importance. | | |View Animal Farm (TV 1999) |â€Å"Shouts and Murmurs† essay | | | | |Satirical editorial or | | | | |Allegory | |Assign Salinger, The Catcher in the Rye; Thoreau, Where I Lived, and What I Lived For | |How can we describe a speaker by analyzing |Salinger, The Catcher in the Rye |Analysis of diction for effect in creating character and voice,|Multi-draft essay/ peer edit | |language patterns? | |especially, age, education, income, geographical location and |Identify the language pattern of Holden Caulfield; | | |Student selected passages from first person |tone |compare and contrast with the language of another | | |young adult short stories and novels | |literary character. | | |Review of model student papers |Option: Write chapter 27 or an â€Å"inter-chapter† in | | | | |Holden’s voice | |How can a visual become an argument? |Shea et al. (49-50) |Find 3-5 editorial cartoons on one subject OR ads on a product,|Speech Revision: | |How can a visual assist or confuse the reader of|Reading at Risk (147-9) |service or message; |Create a visual illustration or summary of your | |an argument? |Visual Rhetoric (891-893) |Compare and contrast how artists portray ideas. |argument. | | |Editorial Cartoons from Headlinespot. om |Discuss how a visual assists or confuses the reader of an | | | |Print advertising |argument. | | | |Daily Infographic | | | |Assign King, â€Å"Letter from Birmingham Jail† (260-274) and Assign Hawthorne, The Scarlet Letter | |How does a writer explain the belief that |Shea et al. |Close reading and annotation |Timed Writing Practice | |motivates action? Thoreau, â€Å"Where I Lived†¦Ã¢â‚¬  |Analyze anticipation of criticism and concession |Excerpt (Swift, Orwell, Thoreau or MLK) | | |MLK â€Å"Letter from Birmingham Jail† |Focus on SOAPSTONE |Defend/Challenge /Qualify | Quarter Two, Part One: Exploring issues of academic and personal integrity |Concept/Skill |Content |Practice |Assignment/Assessment | |How do readers recognize stereotypes? |Shea et al. Discuss stereotypes of gender, language or culture in the |Mock Trial | | |Readings will be selected from one of the |me dia: in television: reality shows, sitcoms, and crime shows |Discuss claims made by the author about characters | |How do writers employ stereotypes? |following chapters: |Select a single media segment and identify its dependence on |and claims characters make about each other. | |How does a reader evaluate the judgment of the |Ch. 7 Gender (347) |stereotypes or rebellion against stereotypes by showing a |Which character in Scarlet Letter is the greatest | |community? |Ch. Language (507) |clip(s), OR |sinner? | | |Ch. 11 Popular Culture (707) |Select a stereotype and present clips from multiple media |Hester, Dimmesdale, Chillingworth or the community | | | |outlets | | |Assign Steinbeck, Winter of Our Discontent | |To Wikipedia or Not . . . that is the Question. |Shea et al. |In groups, select a topic. One Draft/ self-edit | | |Ch. 3 Synthesizing Sources (61) |Compare and contrast all features of Wikipedia and other |Use what you know about assessing and using sources | | |Ch. 6 Synthesis: Incorporating sources into a |available sources. |to develop a personal statement about Wikipedia | | |revision (335) | |usage. | | |www. wikipedia. rg | | | |How does a reader use citations to understand a |Lunsford et al. |Review the necessity of crediting completely all sources by |One Draft/ In class | |text? |Ch. 20 Intellectual Property, Academic |using a citation system: MLA, APA, Chicago, etc. |Select an actual or literary dilemma involving | |How does a writer document sources [MLA, APA, |Integrity, and Avoiding Plagiarism; |Discuss academic integrity issues in our school and the Code of|academic or personal integrity. |Chicago] ? |Ch. 22 Documenting Sources; |Conduct policy. |Explore the options for action. | |How does a community of readers and writers |Gibson Primetime report: Cheating in America’s |Research a scandal involving cheating, plagiarism or other |Compare and contrast your response with that of the | |preserve academic integrity and protec t |schools (2004); |academic integrity issues. |actor in the situation | |intellectual property? |Steinbeck, J. Winter of Our Discontent |Evaluate integrity and plagiarism issues in Steinbeck’s novel. | | | | |SPEECH REVISION: | | | | |Evaluate and document all sources in your speech or | | | | |visuals. |Assign Miller, The Crucible | |How does a reviewer persuade the reader to see |Film Review Archive |Analyze of reviews to identify New Yorker film reviews as a |Multi-draft essay/ peer edit | |(or avoid) a film? |New Yorker On-Line |genre. |Read several reviews of The Crucible (1996). | | |Critics Corner |Distinguish between the styles Denby and Lane reviews, esp. |Review The Crucible. | | | |diction and syntax. Employ strategies and style to persuade an audience | | | | |to accept or reject your judgment of the film. | | | |View The Crucible (1996) | | Quarter Two, Part Two: Where science and argument intersect (at logos, pathos and ethos) |Concept/Skill |Content |Pra ctice |Assignment/Assessment | |How does a reader identify and understand Logos |Shea et al. Review newspapers for features and editorials in science. |Multi-draft/peer edit | |in science and technology writing? |Huxley The Method of Scientific investigation ( |How do various cities and states respond to a science issue? |Identify science issues in your state. | | |609) |Review logical appeals and fallacies. |Compare and contrast the state view on a science | |How does a writer employ appeals to Logos? |Pinker The Blank Slate (630) | |issue with your view and the national view. | |Sagan The Cosmic Calendar (671) | | | | |Gould Women’s Brains (349) | | | |Assign Shelley, Frankenstein | |How does a reader identify and understand |Shea et al. |Analysis of slogans, public service announcement [PSAs], sales |Ad analysis | |appeals to Pathos in science and technology |Eiseley The Bird and the Machine (601) |pitches and maxims |Contribute a full-page to the classroom Gallery of | |writing? |Bronoski The Reach of Imagination (616) | |Emotional Appeals. | |How does a writer employ appeals to Pathos? Csikszentmihalyi The Future of Happiness (623) | |Identify the elements of the appeal. | |How does a reader identify and understand |Shea et al. |Examination of the thesis as a call to action, whether implicit|Speech Writing: The Introduction | |appeals to Ethos in science and technology |Royte Transsexual Frogs (655) |or explicit. |Read a science article on a controversy or debate. | |writing? |Carson from Silent Spring (798) |Discussion: What should we do as a result of reading science |Write an introduction for the advocate of a | |How does a writer employ appeals to Ethos? |Various, Focus on Climate Change (862) |writing? particular point of view that prepares an audience | |Assign Huxley, Brave New World | |How does a reader identify and understand |Shea et al. |Investigate the current status of genetic technology |On Demand Writing Practice | |complex ap peals in science writing? |Various, The Ethics of Genetic Technology (678) | |Synthesis based science question | |How does a writer employ complex appeals in | |Note how science writers are introduced in texts | | |science? | | | | | | |SPEECH REVISION | | | | |Fact check your speech | | | | |Write an introduction: classmate. |How do science fiction writers employ complex |Shelley Frankenstein |Identify theme and supporting appeals in a science fiction |Multi-draft/teacher conference | |appeals to persuade an audience to think, feel, |Huxley Brave New World |film, TV, short story or novel. |Science (dystopic) Fiction | |or act? |Bradbury Fahrenheit 451 |Focus on predictions and projections. |Review an imaginative text and its success as an | | |Aldiss â€Å"Super-toys Last All Summer Long† (665) |Discuss impact on audience. |appeal on an issue. | |Vonnegut â€Å"Harrison Bergeron† | |Support with evidence from text and context. | Quarter Three, Part One: Defini ng roles and responsibilities in the world of work |Concept/Skill |Content |Practice |Assignment/Assessment | |How do writers use language to define work and |Ehrenreich From Serving in Florida (179) |Investigate current and future job trends. One Draft/self-edit | |careers? |Dillard The Writing Life (212) |Read newspapers for employment trends in your state. |Describe your dream job. | | |Friedman, From The World is Flat |Discuss the words of work: career, vocation, job, retail, |Visit Bureau of Labor Statistics for Job descriptions| | |Terkel, From Working |profession, minimum wage, salary, commission, union, resume, |and requirements. | | | |class etc. Visit job listings in print and on-line. | | | | | | |Assign Miller, Death of a Salesman | |What is the purpose of work? |Goodman, In Praise of a Snail’s Pace (221) |What obligation does one have to provide for oneself and one’s |On Demand Writing | |How does work define a person? |Olsen I Stand Here Ironing (224) |family? Goodman, â€Å"Company Man† | | |Auden,â€Å"The Unknown Citizen† | | | | |Conversations: Focus on Working Parents (235) | | | | | | |Editorial/ One draft | | | | |Should one parent stay at home to be the primary | | | | |caregiver for children? | |Assign Fitzgerald, The Great Gatsby | |How do writers employ complex appeals to |Minimum wage |Read newspapers for positions on workplace issues in your |Panel Discussion | |advocate for workers and/or employers? Workplace safety |states. |As a group, identify an American workplace issue. | | |Gender equity |Discuss the role of the government in the workplace. |Describe the range of positions on this issue. | |How do writers define the role of the government|Illegal/Undocumented workers |In your state, how many people are employed by the government? |Should the government intervene? If so, how? If not, | |in the workplace? | | |why not? | | | |Present to the class. | | |Fitzgerald, The Great Gatsby |Discus s class conflict and work as a way to move between and |Multi-draft/ peer edit | |How do writers define social class? |Miller Death of a Salesman |among classes. |Select a literary text that deals with class | |How do writers portray class conflict? | | |conflict. | |Miller Tragedy and the Common Man | |Identify the author’s attitude toward work or social | | | | |class as the defining element of identity. | | |Steinbeck, Winter of Our Discontent | |Support with evidence from the text and context. | | | | | | Quarter Three, Part Two: Becoming an advocate for schools and self |Concept/Skill |Content |Practice |Assignment/Assessment | |How do writers define education and the role of |Shea et al. |Learn what a mission statement is |One Draft | |schools in our society or community? |Emerson, From Education (103) | |Select a school and locate its mission statement. | | Baldwin, A Talk to Teachers (123) |Visit websites |Analyze the language for what it reveals about the | | |Mori, School (130) |The Common Core |attitude of the institution toward its students, | | | |US Dept. of Education |employees, families and community. | | | |MA Dept. Of Education | | | | |Our School Mission | | | | |College Mission Statement | | |How do writers employ complex appeals to |Shea et al. |In your states, identify issues in education. On Demand writing/SBQ | |advocate for stakeholders in school |Conversations: |In particular, look for graduation rates, drop-out rates, |What is the role of the public school in American | |communities–students, families, teachers and |Focus on the American High School (150) |bullying, standardized testing, English Language Learning, |society? | |communities? | | | | | | | |What is the responsibility of a community to its | |How do writers define the role of the government| | |public schools? | |in schools? | | | | | | |What is the future of public education in America? | |How does writing identify one as a candidate |College essays |Visit college websites |Multi-draft | |worthy of admission to college? | |Locate college applications, including the common application. |Write a college ess ay. |How does one employ rhetorical strategies in a | |Discuss the role of writer as significant to college | | |college essay? | |application. | | | | |Analyze the college essay prompts; what do they have in common? | | |How does a speechwriter use claims and evidence |Presidential speeches on education |Analyze education speeches for claims and evidence |SPEECH REVISION | |to advocate effectively for public education? Commencement addresses |Focus on subject, occasion, audience, purpose and tone |Multi-draft synthesis essay/ teacher conference: | | |Convocation speeches | |Revise speech to make clear claims supported by | | |Convention speeches from professional education | |evidence. | | |conferences | |Identify the connection of your topic to formal or | | |College Board 2010 | |informal education. | Quarter Four, Part One: Presenting an argument personally |Concept/Skill |Content |Practice |Assignment/Assessment | |How does a writer explore and develop an |Shea et al. |Discuss the concerns of the communities to which|Panel discussion | |informed position on issues of local, national |Hedges From The Destruction of Culture (922) |you belong. |Form groups based on common community concerns. | |and international importance? Goldsmith National Prejudices (933) |How are they similar to and different from other|Identify the most pressing concerns of that community. | | |Woolf Thoughts on Peace in an Air Raid (935) |communities |State your group’s position on those issues. | | |Picasso Guernica (975) | |Present to the class. | |Assign memoir, blog or collection of personal essays | |How does a writer make and present a proposal |Lunsford et al. Brainstorm proposals for action within the |Multi-draft essay/ teacher conference | |for a community? |Ch. 12 Making a Proposal |school community. |As an individual or group, write a proposal for some aspect of the | | |Previous action research proposals | |school community. | | | |Research what other school communities have done| | | | |to address similar issues. |Develop an action plan. | | | | | | | | |Select or develop a feedback form | |Why does a writer choose the personal essay over|Lives essays, NYT archive |Identify personal essays / memoir as genres. |On Demand Practice | |the expository essay? |In podcast format: |Discuss how memoir can function as argument. |Alexander, M. â€Å"Fault Lines | |How can a writer use personal experience |NPR, This American Life |Analyze the implied argument in individual |Mairs, N. â€Å" On Being a Cripple† | |persuasively? | |experience. | | | |SOAPSTONE | | | | | |Multi-draft essay/self-edit | | | | |Write a Lives Essay or record a segment in the format of This | | | | |American Life | |Assign search for video/transcript of speeches | |How does a writer educa te an audience through |Kingston Woman Warrior |Analyze the implied argument in the individual |Multi-draft essay/peer edit | |memoir? |Mathabane Kaffir Boy |experience |Read and analyze a memoir or collection of personal essays. | |How can a reader gain perspective on an issue |Angelou, I Know Why the Caged Bird Sings |Explore issues of immigration, bilingualism, |Respond to the text as an argument, evaluating its claims and taking| |through memoir? |Wiesel Night |feminism, apartheid, poverty, abuse of power |a position on one of its issues. | |Various memoirs such as | | | | |McCourt, Angela’s Ashes | | | | |MacDonald, All Souls | | | | |Beah, A Long Way Home | | | Quarter Four, Part Two: Presenting an argument to the community Concept/Skill |Content |Practice |Assignment/Assessment | |How does a writer prepare for a presentation? |Final Exam Speeches |Discussion of speeches for performance |SPEECH REVISION | | | |strategies |Dress rehearsal for your final speech. | | |Video of famous speeches |Practice use of various visuals: handouts, |Incorporate required visuals. | |(to be determined) |charts, overheads, PowerPoints, props and |Develop a feedback form for your audience. | | | |gestures. |Revise speech by incorporating peer and teacher feedback. | | | |SOAPSTONE | | | | |Review evaluative rubrics for feedback. | | | | |Multiple drafts/self-edit: | | | How to cite Recomendation of an English Teacher, Essay examples

Frankenstein and Bladerunner free essay sample

How do Frankenstein and Bladerunner reflect their Composers context? Mary Shelley’s Gothic Romantic novel Frankenstein and Ridley Scott’s Science Fictions Noir film Blade Runner both explore similar ideas however relative to the context in which they were both made. Both Scott and Shelley use their texts as a cautionary tale, warning humanity of their inevitable downfall through greed and the exploitation of nature, and the influence science is slowly obtaining over the role of religion. Through the use of visual and auditory techniques, Scott demonstrates how nature and religion are absent in a world overrun by consumerism and technology while Shelley similarly uses imagery and allusions to hint at the consequences humanity will suffer if they try to better God through the misuse of science and the exploitation and nature. Humanity’s rejection of the natural world in favour of the unnatural pursuit of technology to prolong life is a major concern in both Shelley’s Frankenstein and Scott’s Blade Runner. We will write a custom essay sample on Frankenstein and Bladerunner or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In the world of Frankenstein, nature is an important aspect of a person’s life and beliefs. Shelley conveys Victor’s desire to conquer nature through the use of his narration such as â€Å"new species would bless me as its creator†¦many happy and excellent natures would owe their being to me. † The monster is then used as a metaphor for the inevitable consequences of the exploitations of nature. She therefore uses Frankenstein as a warning against the rising industrial revolution. Similarly Scott uses Blade Runner to warn society against the exploitation or nature through the rise of consumerism in the 1980s. The long shot of a dark dystopian Los Angeles after the opening credits juxtaposed with jets of fire from oil refinery towers warns the viewer of the consequences of consumerism through the exploitation of nature. There is also a lack of natural imagery such as plants and animals seen in Blade Runner and the use of chiaroscuro lighting gives the world a very artificial tone indicating to the audience that nature has been destroyed.

Love Essay Research Paper Love is a free essay sample

Love Essay, Research Paper Love is a theological virtuousness that enables us to develop caring relationships with God and others. With love comes gender, which is the status of holding a gender and associating to others as a consequence of that gender. Love and gender frequently go manus and manus but when people deal with these factors there are guidelines so that people do non mistreat two fantastic gifts that God has given us. To populate a chaste life is non ever simple and easy. There are cultural challenges that affect us and do it hard for us to do the right determinations. These challenges test us and can do us stronger people. First, sexual intercourse, which is the most intimate act between a adult male and a adult female in matrimony, is sometimes used as a manner to obtain money and power. At times people # 8217 ; s lives become like soap operas because of their greed and the low respect they have for fostering love. We will write a custom essay sample on Love Essay Research Paper Love is a or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Besides, sex is frequently the hook or catch for an advertizement. It sells aroma, furniture, autos, gum, apparels, nutrient, and anything else conceivable. It becomes the ground to see a film or comedian. Second, in our civilization love is used to depict a feeling for many things. This makes it difficult for a individual to be certain that they truly love a individual, or that the other individual truly loves them. And eventually, in our civilization turning up as a child the Catholic faith, the labels of sex being soiled or iniquitous frequently paint the incorrect image of a absolutely normal ; adumbrate act that God Himself created. Then, a individual sees the virtuousness of celibacy as merely another regulation to brake. Another rebellious act has no significance based on the first feeling they were given about sex. Society is another obstruction to get the better of when a individual is seeking to populate a chaste life. First, for people of all ages peer force per unit area is a force to think with. The force per unit area on each of us to conform to the criterions of others can be great. The point of equal force per unit area is to do a individual feel that they are non accepted unless they do what others are making. When it comes to holding, sex encouragement and forcing from foreigners make things harder. Second, society gives us a cover to screen ourselves with, which sounds good but is truly a prevarication. It is the prevarication of individualism. The individual SA Y they are making what they are making non because of person else but because they want to make it. But really, people say this so frequently that it is truly a whipping boy for conformance. And 3rd, the familiar phrase â€Å"everybody’s making it † is another alibi, nevertheless, in world, non everyone is making it in the first topographic point and that’s them, and non you. Christian love includes three qualities ; one of them is duty. Duty means being able to reply for one # 8217 ; s behavior and duties and being able to take for oneself between right and incorrect. As Christians, we believe that we are # 8220 ; temples of the Holy Spirit # 8221 ; and because of that privilege, we have a duty to handle ourselves and others non as objects but as individuals, God # 8217 ; s human existences. Another quality in Christian love is respect. Respect is an act of giving peculiar attending or consideration to a individual. All people deserve regard. A individual # 8217 ; s spouse particularly deserves to be held in high respect. In Jesus # 8217 ; image, we are called to esteem others and ourselves, which is something that comes before genuinely loving person. When you love person, you respect their ideals, beliefs, and wants. A concluding quality in a love that is chaste is self-control. Self-denial is restraint exercised over one # 8217 ; s ain urges, emotions, or desires. Because we are adherents of Jesus, the right thing to make is to be obedient to Him. And to seek to move based on the common good of others and ourselves. My character is best enhanced by mature and responsible relationships by seting out attempt. It involves a life-long manner of associating to others. Besides, there are wagess to populating a chaste life such as a sense of true freedom and felicity because I am associating justly to others. My character is brought out through meaningful friendly relationships, being an educated individual, and by being person that people can esteem for keeping my land on something that is of import to me. In decision, by holding right relationships with God and others we can hold true peace. True peace comes with keeping a healthy balance. A feeling of good being and contentment along with great felicity can be achieved while exerting self-denial, regard, and duty.

CPR essays

CPR essays Many lives each year are saved because someone in the area of an accident was trained in CPR and was able to keep an injured victim alive long enough for the paramedics to get to the scene. CPR or cardiopulmonary resuscitation is a technique of maintaining blood and oxygen flow through the body of a person whose heart and breathing have stopped. If breathing has stopped, death occurs in over 50 percent of people. Almost all others die within ten minutes. If breathing has stopped step one is to clear out all objects found in the mouth, being careful not to shove anything back down the throat. Also while doing this it is important not to move the spine or neck unless absolutely necessary, because if during the accident damage was done to the spine or neck movement could cause paralysis. If movement must be done be sure to keep the spine straight. Once all objects have been removed from the mouth and it is certain that there is no breathing, rescue breathing should be tried. It is important that the victim is not breathing because if there is slight breathing and rescue breathing is tried it could stop what natural breathing is occurring. In rescue breathing you first must tilt the head back slightly or the tongue could block the airway. Next you pinch the nose so air cannot escape. Third, you seal your lips around the victims and blow air into their lungs. About 12 breathes per minute is good enough for adults; each breath should be approximately one and half seconds. With children or infants two breathes per cycle. After each cycle, whether adult, child or infant, you must check to see if breathing has returned and if there is still a pulse. If the pulse has stopped you have to start chest compressions. Chest compressions help to keep blood circulating and keep oxygen flowing to vital organs. It is important that the heart has stopped completely before chest compressions start. Step one of chest compressions ...

Wal-mart's Philanthropic Efforts Essay Example | Topics and Well Written Essays - 750 words

Wal-mart's Philanthropic Efforts - Essay Example For example, a smart buyer who would want to buy more out of her single dollar can actually meet this need at Wal-mart. It has got all, if not many, for every customer who would want to find more value for their money in today’s highly challenging economy. The main objective of this paper is to examine the philanthropic efforts of Wal-mart and how they are strategically aligned with its core competencies. Wal-mart emphasizes two important philanthropic points in its mission. Save people money There are many ways how an individual can save his or her money. However, Wal-mart emphasizes that each consumer can save their money with its various product and service offerings. For Wal-mart, saving money is associated with a low-priced product. Common sense suggests that money could substantially buy more if the products’ prices are remarkably low. In line with this, Wal-mart ensures that people can still attend to their other priorities by providing or offering those products that of substantial lower prices. For example, a particular consumer who is in a budget requires products that are substantially low in price so that there may still be left for other spending. This means that a one-kilo sugar needs not be too expensive so that there is still a way to buy coffee, milk, and others. However, Wal-mart also emphasizes that saving money is also associated with providing the best quality that customers can rely on. It ensures that customers can really make out the best of its offerings. This means that customers will still enjoy fresh and healthy fruits such as oranges, apples and others. Providing quality to each of its product offering would mean a lot to its consumers, so Wal-mart sees to it that by providing a higher quality it does not only entices people but build up trust among them. So here are the most important points of saving people money, it basically builds up the trust of consumers towards Wal-mart’s product and service offerings. T his in return is strongly aligned with its core competencies (Wal-mart, 2011; Wal-mart, 2010; Wal-mart, 2009; Wal-mart, 2008). Living better To live a better life is another good promise of Wal-mart for its consumers. This is just the result of providing the best and competitive prices of its products for its customers. Wal-mart ensures that people can receive more, but above this is to allow them save even more. Product chain management Perhaps, one may wonder why Wal-mart can remarkably offer lower prices for its offerings. The answer lies on its product-chain management. For many years, its core competencies are rooted in here. It can offer lower prices for goods and other related products because it substantially cut back expenses that may be passed on to the final price of the product. In order to ensure that the market or retail price of the product is low, its strategy is to provide great effort on its product chain management (Wal-mart, 2011; Wal-mart, 2010; Wal-mart, 2009; Wal-mart, 2008). This is remarkably the root of Wal-mart’s core competencies. If it has to be analyzed, the company does not only look forward to how it can stand a cut above the other in its industry, but its aim is to help people save their money so as they could live a better life. Conclusion It is clear that Wal-mart is significantly trying to be a cut above the other in its industry by cultivating its core competencies through its low-price strategy for its product offer

MIS Research Paper Example | Topics and Well Written Essays - 2500 words

MIS - Research Paper Example An efficient MIS can be costly to incorporate in already existing businesses. However, they improve the coordination of different departments and the flow of the business processes and in so doing enhances productivity while simultaneously cutting down the costs of operation (Laudon & Laudon 2). The diagram below illustrates the 10-step traditional chain of process at a corn mill. There are five departments in this specific corn mill. These are the Procurement department, the Processing department, the storage department, the accounting department and the sales department. The corn is from suppliers who have been sourced by the procurement department. This department ensures that the corn is transported to the mill through the suppliers or procured transporters. The procurement department is responsible for making sure that enough corn is continuously supplied to the mill to avoid instances of shortage. After this, the corn is handed over to the processing department. Before anything is done to the corn, it is first of all graded. During grading, the corn is sorted based on its quality and fitness for consumption. After the corn has been graded, it is taken to the mill. Here it is grinded to cornmeal, processed and packed. The lower quality corn is taken to the animal feed mill where it is processed to animal feed. Waste is then disposed or stored for compost or energy generation. The ground corn is then handed to the storage department. In the storage department, the already packed cornmeal is counted and further packed into storage containers. This is as a quality control measure to avoid storing or selling damaged produce. Excess produce is in silos. The stock taking records are then forwarded to the accounting department. The accounting department ascertains the records provided are accurate. Records are duplicated and stored for future purposes. The accounting

Development of Strategic and Comparative bases over time

Development of Strategic and Comparative bases over time Thinking big and applying scale is where we focus, we cant think about just one package or one brand, we have to think about this large portfolio and this large system that we work with Butler, D. (2009), the Vice President Global design, the Coca cola Company Introduction This report involves a brief description of strategic and comparative advantage. It also involves different kinds of strategies under taken by Coca Cola Company that have led it to be one of worlds market leaders compared to other multi-national companies. The strategic and comparative bases of advantage discussed based. The item that shall be looked is coca cola marketing strategy that has been developed for years and based on situations. The marketing strategy shall involve advertising, market segmentation, Equity investment and Branding. Though these strategies seem to be common in other companies either local or international, Coca-Cola Company implements them in a special way. Keywords: Strategy, comparative advantage, market segment, Branding Definitions Strategy Strategy refers to the creation of a unique and valuable position involving a different set of activities (Porter, 1996) whereas comparative advantage sometimes refers to a location of specific advantage that influences the decision of where to source and market (Kogut, 1985). A well-defined definition and a brief description are defined later after strategic advantage. Strategic advantage Strategic advantage occurs when there is equilibrium between three elements, when the brand, the consumer and the market fit together in the best way possible (Xavier,M.J. 2003) Brand-consumer fit is the extent that the brand values coincide with the consumers psychographic make-up. The psychographic elements are measured by the overall scoring and weighting of brand performance in terms of matching consumer needs, motivations, values, self-concept, and lifestyle. Brand -market fit is measured by the extent that price falls into the consumers acceptable price range, the to which the brand is cushioned against budget/trade/distribution influence, the rank-order of importance of the product in the budget/shopping list and finally the ease of access of the product. Consumer market fit: There is a third fit relationship that occurs, fit between consumer and market. This involves the needs and behaviors of consumers under certain market conditions such as specific price points. This relationship between consumer drives and market forces often has direct effect on brand choice. For example a brand might be considered as a good choice to fulfill a particular need or behavior at a particular price that the consumer is prepared to pay, while another brand might not be considered as a good choice for specific combination of need, behavior and price point. The company sets strategies so that it can outperform rivals and it can only do that by establishing a difference in delivering great value to customers or by creating comparable values at a lower cost or do both. Delivering greater value allows a company to charge a high average unit prices and efficiency results into lower average unit costs. All differences between companies in cost or price is derived from hundreds sets of activities required to create, produce, sell and deliver their products or services such as calling on customers, assembling final products and training employees (Porter, 1996) Comparative basis of advantage Deardorff, A. (2003, p. 6) defined Comparative Advantage as the relative cheapness of a good or service in a country that enables that country to export it. More precisely, a country has a comparative advantage in the good whose price in the absence of trade (autarky), relative to other goods in the same country, is lower than the relative price of that same good on world markets. Ricardian Model states that countries have comparative advantage in goods whose labor cost, relative to other goods in the same country, is lower than the relative labor cost of that good abroad. Therefore countries are said to have comparative advantage in a good if its labor requirements are relative to the labor requirement abroad. Ricardian model outlines two theoretical implications of Comparative Advantage and these are: firstly if countries are permitted to trade freely then they are undistorted markets and competitive, they will export the good or goods in which they have comparative advantage and import those in which they have comparative disadvantage, secondly under the same conditions, all countries will gain from trade, in the sense that those individuals who gain from trade within each country will gain enough that they could potentially fully compensate those individuals who lose, within the same country, and still remain better off than in autarky(Deardolff,2003). Business overview Coca-Cola is the largest manufacturer, distributor and marketer of concentrated syrup which is used for the production of non-alcoholic beverages. The company has a span of operations covering over 200 countries since its inception in 1886. It has an annual net income of 6.8 billion and employs the services of around 92,400 associates throughout its operations worldwide (Coca-Cola annual report, 2009). Advertising Advertising can be defined as as any paid form of non-personal presentation and promotion of ideas, goods or services through mass media such as newspapers, magazines, television or radio by an identified sponsor (Kotler et al, 2008 p.737). Advertising is a practical way of informing and persuasion as well as a means of stimulating response from a target audience. The response could be perceptual where the consumer develops, believes or views about the product or it could be behavioural where the consumer purchases the product or increases his purchases of the product in question (Kotler et al, 2008). Advertising is a process which gives information to the public about the product. It is persuasive, controlled, and identifiable as well as influences the target audience. The basic objective of advertising is to increase sales volume and profit. We shall look at several types of advertising which runs hand in hand with the advertising objectives. Informative advertising appears at the early stages of a particular product and is meant to develop the primary demand of the customers. Persuasive advertising is applicable at the competitive stage where a selective demand is built for a particular category of product (Kummer and Mittar, 2008). Comparison advertising is used to establish the superiority of a particular brand through the use of evaluation with one or more other brands in the product line. Reminder advertising is used to refresh the memory of the consumer regarding messages, ideas etc of a particular product. Reinforcement advertising is used to assure the current buyers that they made the right choice regarding their decision to buy the product. The advertising objective should not be arbitrary but should be developed after a thorough evaluation of the current market situation (Kummer and Mittar, 2008). Coca Cola advertising Advertising is a major element of the promotion mix. Personal selling, sales promotion, publicity and advertising are the four elements of the promotion mix. Advertising has been thought of as the best method of promotion because it stimulates sales, creates demand and reaches customer quickly and effectively (Kummer and Mittar, 2008). Coca-Cola has over the years consolidated its leadership position as the worlds most famous and largest beverage company with huge investments in advertising targeted at its existing and potential consumers worldwide. Coca-Cola works in partnership with leading advertising agencies and market research institutes the world over to develop effective advertising campaigns that conforms to current trends in information technology like the use of internet based mediums like face book and twitter to connect with technology loving target audience (Coca-Cola annual report, 2009). The successful advertising strategies used by Coca-Cola over the years in their operations shall be analysed.( Wieden and Kennedy,1996 ) an advertising agency that worked in partnership with Coca-Cola for the 1996 summer Olympics in Atlanta Georgia came up with four main advertising strategies designed for Coca-Cola for the summer games namely: a home based strategy, a fan based strategy, a global growth strategy and the Olympic torch relay. The home based strategy used by coke was primarily as a result of the fact that Atlanta is the main headquarters of Coca-Cola and so people in Atlanta would readily identify with the brand since they are well familiar with it. Coca-Cola launched several advertisements for the games which include installing 70 new billboards, several street-pole banners and signs in 9 Marta stations (the citys public transportation system). Coca-Cola created a theme park known as the Coca-Cola Olympic city with countless different coke advertisements including a 165 feet coke bottle in the canter of the park (Wieden and Kennedy, 1996). The companys signature colour red was the main colour seen throughout the Coca-Cola Olympic city. Coca-Cola deviated from the traditional practice of using athletes for advertising for the games to focus instead on a fan-based strategy where commercials, print advertisements and posters where used to demonstrate the difference made to the outcome of the games by the enthusiasm of the fans. Coca-Cola used the games as a global growth strategy used to target the worldwide audience tuned in for the games. Coca-Cola also used one of the most efficient strategies for gaining exposure in advertising history which is the sponsoring of the 1996 Atlanta Olympic torch relay (Wieden and Kennedy, 1996). The impact of Coca-colas advertisements during the Olympics was so immense that people dubbed the event the Coca-Cola Olympics. The event served as a means for the company to effectively advertise its brand to a worldwide audience. In 2003, Coca-Cola used the marketing platform tagged real to enhance the image of the brand through the use of television advertisements. This particular advertising strategy was specifically targeted for the teenagers and young adults with resounding success. In the same year, the tropical sprite remix television advertisements which was intended to increase and reconnect the sprite trademark was also targeted at the young, urban consumer base (Coca-Cola annual report, 2003). In 2006, the make every drop count advertising in the United States was purposely designed to create awareness among consumers on the health benefits of Coca-colas beverage portfolio in a response to growing concerns by consumers regardless of age on health concerns like calorie intake and obesity. The coke side of life campaign which was the first ever integrated marketing campaign for trademark Coca-Cola was intended to signify the unifying role of Coca-Cola in daily life and has performed better than previous Coca-Cola advertisements and was launched in almost 100 markets in 2006 with great success. The happiness factory television commercial is part of this global campaign (Coca-Cola annual report, 2006). In 2009, Coca-Cola commenced the design for advertisement strategies to be used for the 2010 Fifa world cup campaign which included colourful television advertisements for the soccer fiesta in South Africa in 2010 as a means of uniting Coca-colas exuberance with the worldwide love of soccer thereby utilizing the soccer fiesta as a veritable means of connecting with consumers worldwide who have immense passion for the love of football (Coca-Cola annual report, 2009). Coca-Cola develops its advertising campaigns based on a communications strategy that uses means to end research to gain greater insight of current and potential customers and other factors like product attributes, keeping specific marketing goals in mind, taking into account competitive advertising and positioning as well gaining attention and interest by connecting with real needs(Reynolds and Olsen,2008) Market segmentation Market segmentation has been described as essential to marketing(Sheth 1967).Market segmentation implies the division of large heterogeneous markets into smaller segments that can be reached more efficiently and effectively with products and services that match their unique needs(Kotler et al, 2008 .p.410) There is no single way to segment a market. A marketer apparently has to try different segmentation variables alone or in combination in order to come up with how best to view the market. Markets could be segmented into either business markets or consumer markets. Consumer markets entail those markets that deal on products and services that are used directly by the consumers whereas business markets have to do with transfer of products and services from one point to the other. Market segmentation could be based on the following major variables: demographic, psychographic, behavioural, geographic etc. Demographic segmentation entails segmenting the market based on age, gender, income and education. Psychographic segmentation is based on personality, lifestyle and motives of the population involved. Geographic entails segmenting the market on the basis of regions, city or country. Behavioural involves segmenting the market on benefits sought, product usage, price sensibility or situations (Kotler et al, 2008). Coca cola market segmentation Coca Cola Company has been conquering markets worldwide overtime, through its network of Bottlers, distributers and whole sellers, and later joint ventures. The market network has grown to include most of the world territories and this market has been divided into market segments. Coca-Cola the worlds most famous and leading beverage company has been shown in their operations to vary the sweetness level of their product, its size as well as effervescence on local conditions and preferences which implies that the company employs the use of behavioural and geographical variables in their market segmentation strategies the world over (Hart et al,2008). Coca-Cola Company has operating segments on continental basis involving Eurasia and Africa, Europe, Latin America, North America and the pacific areas. This strategy is clearly a geographical approach in terms of market segmentation by Coca-Cola which is influenced by the fact that these different geographical areas will have diverse preferences and wants (Coca-Cola annual report 2009). Coca-Cola market segmentation strategies regarding diverse consumers base starts with a process of understanding consumer trends within the multicultural marketplace and then developing depth and breath communications which is based on that knowledge. The Coca-Cola Company has a diversity business development team which serves the purpose of providing diverse consumers with the right beverage portfolio. In 2009, the diversity business development team worked closely with the multicultural marketing team to develop marketing strategies as well as integrating multicultural elements into general market programmes for greater reach (Coca-Cola annual report 2009). The diversity business development team during this period also identified significant opportunities in emerging markets including Asian and disabled consumers. The Asian consumers were subsequently integrated into the existing framework of communications. Coca- colas multicultural consumer marketing team develops and carries out relevant marketing plans targeted at multicultural consumers while working closely with brand and customer teams as well as the bottling system. Coca-Cola North America had their multicultural consumer marketing team refocused on African-American marketing as well as expanded its reach to Hispanic consumers (Coca-Cola annual report 2009). The company is now in the process of implementing a long term strategy targeted at consumer markets on the basis of ethnicity in the United States. Coca-Cola in North Americas operating segment reported in 2009 positive results in its works with its bottling partners to create price and package strategies that will ultimately strengthen their financial results, provide value for customers and provide consumers with choices that meet their needs. This strategy is apparently based on behavioural variables which puts price and preferences of the consumers into consideration Coca-Cola Company introduced the coke zero brand in response to consumer health concerns regarding excess calorie intake (Coca-Cola annual report 2009). The product did well in the market and in 2009, the company made sales on the product on an excess of 600 million cases globally. Currently there are over 800 low and no- calorie beverages in the Coca-Cola portfolio (Coca-Cola annual report 2009). In 2008, the company and foundation spent around 9million dollars to support active, healthy lifestyle programmes. These strategies by Coca-Cola are geared towards effective market segmentation of the target population on behavioural and psychographic basis putting into account the health choices and lifestyle of the consumers. In order for Coca-Cola to meet the diverse and ever changing beverage needs of its consumers worldwide, the company has intensified efforts to add more value for customers in its portfolio of beverages ranging from added benefits of vitamins and minerals to calorie reductions, new ingredients, sweeteners and taste depending on the preferences and wants of the consumers concerned (Coca-Cola annual report 2009). Coca-Cola also has another segmentation strategy which entails different strategies for developing and developed markets. The companys main strategy for the developed markets like the United States is to maximize value and profit which can be achieved by delivering more value to consumers so that they will continue their patronage of the companys products at a premium price. In this regard, Coca-Cola are growing the core beverages-trademark namely: coke, sprite, fanta, powerade and improving their benefits and value to the customers through adding vitamins and nutrients to reduced or no calorie options(Coca-Cola annual report 2009). In developing markets Coca-Cola devised a strategy of making the products affordable to the consumers; in Brazil the company offers consumers 26 package options for brand Coca-Cola at different brand points to meet the needs of an economically diverse consumer base (Coca-Cola annual report 2009). In 1963, the product tab was launched and was specifically targeted at the female consumers but subsequently the company in order to broaden its customer base by appealing to the men folk as well as the entire family had to introduce diet coke to achieve the above mentioned objectives. In 1983, Coca-Cola introduced the caffeine- free versions of Coca-Cola, diet coke and tab which were specifically targeted at health conscious consumers. Coca-Cola also introduced the minute maid soda which was positioned to attract a market segment that prefers fruit juice as well as health and nutrition conscious consumers (Mochmen and Maze,1998). The Coca-Cola Company today through its market segmentation strategies offers a diverse portfolio of products to identified market segments based on different consumer preferences for flavours, calories and caffeine content effectively which continues to add to their success story globally (Lamb et al, 2008). Equity investment Coca Cola Company has over time been making equity investment in selected bottling companies with the intention of maximising companys strength and efficiency in its systems, production, distribution, and marketing capabilities around the world. The level of investment generally depends on the bottlers capital structure and its available resources at the time of investment. Coca cola Company in some instances finds it necessary to acquire a controlling interest. Such controlling interest allows coca cola Company to compensate for limited local resources and enables it to focus on bottlers sales and marketing programs. Equity investment also assists in the development of bottlers business and information systems and the establishment of appropriate capital structures. One of examples of coca cola equity investment is that of Coca Cola Enterprise Inc. (C.C.E) In 2009, Coca Cola Companys ownership in Coca Cola Enterprise Inc.-bottling company, was 34%. Coca cola Enterprise Inc. is the worlds bottler company of trade mark beverages. The sales of concentrates, syrups, mineral waters, juices, sweeteners and finished products by coca cola Company to C.C.E were approximately 6.6 billion by the year end 2009. The Coca Cola Enterprise Inc. estimates its market beverage products to retailers which include a portion of 46 states of USA, Columbia district of USA, Virgin Islands, Caribbean islands, Canada, Great Britain, Continental France, Netherlands, Luxembourg, Belgium and Monaco. Therefore Coca Companys investment strategy in CCE was to take advantage of this vast market for it to sell concentrates, syrups and different coca cola product brands through C.C.E (Coca cola annual report,2009). Branding Coca cola has many kinds brands sold worldwide. In developing a company brand, coca cola conducts product and packaging research to establish brand positioning, develop precise consumer communication and solicit consumer feedback. The Coca-Cola brand development strategy emphasizes on price, preference, and persuasive penetration (Annual report, 2009) The Coca Cola Company main brand products are Coca cola classic, diet coke and coca cola zero whereas the main branding strategies at Coca Cola Company include but not limited to Joint brand strategy, brand diversification strategy, personal branding strategy, and packaging/redesigning strategy (Annual report, 2009) Joint brand strategy involves a situation in which two different brands are linked to form joint promotion, as a consequence one product may sell the other examples in early 1990s Bacardirum and Coke cola brand were jointly marketed together. Coca cola, the common known brand was used to market Barcadirum, the new product on the market. The benefits of this strategy is that if the first brand name gives a certain quality signal, then the second brand quality signal is believed to be as powerful as the first one, hence attracting more buyers. (Akshadf and Ruekert, 1994) Brand portfolio/diversification strategy: Coca Cola Company continues to diversify its portfolio and growing sales with new and acquired brands. The some of the diversified brands are vitamin-enhanced water energy brand, and its star water brand Glaceau. The powerade and Nestiea iced tea brand products, a joint venture of Coca Cola Company with Nestle. The importance of this strategy is that multiple brands allow the company to offset cokes gradual decline with newer, more appropriate brands while removing future potential rivals through acquisition. The strategy also allows coca cola to maintain relatively large market share irrespective of how market changes (VanAnken and Derick Daye, 2007) Personal branding strategy refers to a set of human characteristics as associated with a brand. Users view it as a key way to differentiate a brand in a product category as a central driver of consumer preference and usage that can be used to market a brand across cultures. In coca cola company personal traits associated with coca cola are Cooling, all-American, and real. These three personal traits differentiate coca cola from its competitors. Besides these traits, Coca Cola Company uses slogans, graphic designs, color schemes and trademarks. As a result of personal branding, different categories of people from different denomination find themselves attracted to the brand hence increasing its demand (Aaker, 1997). Packaging/redesigning strategy: Coca Cola Company keeps on redesigning its packaging and visual identity systems. One of examples is its newly identity visual system for its flagship brand introduced in 2008 and contour aluminum bottle initially commercialized in 2005. The nonalcoholic beverage in this new aluminum bottle attracted many buyers especially in 2005 Olympic Games in Beijing-China. (Butler, 2009) Packaging redesigning also continues making coca cola brand a new product in the face of consumers. Comparative advantage The most crucial comparative advantage is that the company has over time built a network bottling partners, wholesalers and distributers spread over in many parts of world. These act as marketing agents of coca cola company products worldwide. Bottling partners pray two major roles, Firstly they act as consumers of the concentrates and syrup which they use in manufacture of coca cola products and later sell these products locally or in foreign market, secondary they act as marketer of company brands. (Annual report,2009) Through a network of bottling companies, Coca Cola Company has been able to access cheap raw materials, for example the high fructose corn syrup, a sweetener, one of the component used in manufacture of concentrates and syrups is available at a cheaper price in all countries where coca cola factories are.(Annual report 2009) The company is the owner and marketer of more than 500 nonalcoholic brands sold over the world, giving the company a wide range of customers. With these brands, consumers are provided with a wide variety of choices to meet their desires, needs and their life styles. As the sole manufacturer of coca cola concentrates and syrups, the company enjoys world monopoly Conclusion The Coca Cola Company has a unique network of bottling partners, distributers, wholesalers and joint ventures spread all over the world which act as channels through which the company promotes and markets its brands. Coca Cola as a result of operating in partnership or in cooperation with foreign companies, it enjoys economies of scale such as cheap labor, land and transport costs. Transport costs are reduced due to the fact its brands are brought closer to customers through a network of bottling partners, wholesalers and distributers. The coca cola companys leading brands with high level of acceptance, a worldwide network of bottlers and distributers of companys products, sophisticated marketing capabilities and talented group of dedicated associates are unique companys achievements overtime compared to other multi-national organizations. (3970 Words)

Albinism :: essays research papers

Albinism ALBINISM Albinism. The word albinism refers to a group of inherited conditions. People with albinism have little or no pigment in their eyes, skin, or hair. Recently a test has been developed to identify carriers of the gene for ty-neg albinism and for other types in which the tyrosianase enzyme does not function. The test uses a sample of blood to identify the gene for the tryrosinase enzymes by its code in DNA. The above test does not apply to to one type of albinism, called X-linked ocular albinism. For X-linked inheritance, the gene for albinism is located on an X chromosome. Females have two X chromosomes, while males only have one X and one Y chromosome. This X-linked albinism accurs exclusively in males. The gene is passed from mothers who carry it to their sons. The mothers have subtle eye changes which an ophthalmogist could identigy, but mothers usually have normal vision. For each son born to a mother who carries the gene, there is one in two chance of having X-linked ocul ar albinism. The description is a hereditary deficiency pigmentation. This could involve the entire body or part of the body. This is believed to be caused by an enzyme deficiency involving the metabolism of melanin during prenatal development. This can be inherited by an dominant or recessive trait. In complete albinism, there is lack of pigmentation in skin and hair, as well as in retinal and iris tissue; in incomplete albinism, skin and hair may vary from pale to normal; in ocular albinism, function may vary from norma to impaired. Impairments may involve the retina and iris. If a person has albinism then they usually have somewhere between 20/70 and 20/200 visual. Ty-Neg albinism or also called type 1A results from a genetic defect in an enzyme called tyrosinase. Tyrosinase helps the body to change the amino acid tyrosine into pigment. An amino acid is a building block of protien. Albinism is passed from parent to their kid through genes. For nearly all types of albinism both pa rent must carry an albinism gene to have a child with albinism. Parents may have normal pigmentation but still carry the gene. When both parents carry the gene, there is a one in four chance at each pregnancy that the baby will be born with albinism. This type of inheritance is called autosomal recessive inheritance.

The Woman in White – Letter from Marian to Walter

Dear Mr Hartright, Forgive me, as I would usually start my letter to a dear friend asking how they are and wishing them all the best. However, without further ado, I must go straight into the dreadful events that have occurred since your departure from Limmeridge House. Whilst by no means do I intend to put any weight on your shoulders or worry you unnecessarily, I feel it is my duty to let you know of the disheartening proceedings which have taken place. Sir Percival Glyde and my poor, innocent little sister Laura have returned from their honeymoon, and moved into his appalling and run down estate, Blackwater Park in Hampshire. Simply writing the name gives me shivers, my friend. It’s absolutely dreadful! The unkempt quarters are no place for a young woman to live. The dark, eerie atmosphere and the overgrown sinister looking trees are enough to make anyone wish to flee as soon as possible. As you will recall, shortly before your departure, you and I discussed matters concerning that of Anne Catherick. I doubt since leaving you will have thought further into the case, Mr Hartright, and in honesty, neither had I. A little while ago I was passing through the grounds of this dreadful place where my petite young sister would shortly move in to, and I heard a noise that seemed to be coming from the boathouse. The clamour resembled a faint whining noise; the sound of a pained creature fighting for survival. Sympathetic and concerned, I naturally decided to investigate the source of this noise. Upon entering the boathouse, I found a dog whimpering in pain. The poor creature was curled on the floor, blood seeping from its helpless body. Without a second thought, I picked up the deprived being in my arms. In an attempt to staunch the flow of blood, I put pressure on its wounds in hope that the defenceless mortal might be able to continue its journey. Upon presenting this injured animal to Sir Percival, he was furious. At first I could not comprehend why the sight of this unwell animal was enough to send Sir Percival into a flying rage. However, Mr Hartright, I was soon to find out the precise reasons why. Now, Mr Hartright, it would seem that Anne Catherick’s involvement with Sir Percival is far greater than we had ever imagined possible. I discovered a little later on that the dog belonged to Mrs Catherick; Anne Catherick’s mother. Mrs Catherick has been secretly visiting these dreadful grounds in an attempt to uncover more details about her daughter. You may recall that the last time we discussed matters involving Anne Catherick that it was not long after her letter to my sister, in which she revealed the terrible things she knew about Sir Percival. You and I my dear friend decided it best that we find her and attempt to talk to her but if you recollect, this was to no avail. Before we could resolve the matter, you had already made your departure from Limmeridge House. It pains me to inform you, my dear friend that this is not least of the bad news. I also regret to inform you that Sir Percival’s drinking problem has worsened. For a short period of time, it seemed hopeful and possible that an end to this horrific crisis could be in sight. Alas, this was not to be. The baronet’s temper is spiralling out of control and his anger appears to be growing each and every day, in direct proportion to the quantity of alcohol he consumes. I have, however, grown increasingly wary of one man in particular, Mr Hartright. His name is Count Fosco. He’s not quite what he seems. When I was first introduced to him, I believed him to be a trustworthy man; I was captivated by him. He appeared to be a very intelligent, sensitive and understanding person, whose words would linger in the air as they rolled off his tongue. I turned out to be very wrong. His charming manner compliments his strange and wonderful character, making me believe he was the kind of person to stay true to his word – an honest man. Unfortunately I could not have been more wrong. I overheard Sir Percival Glyde passing words, foolishly loudly, through dishonest means, with his deceiving friend Count Fosco. They were discussing their plan to obtain Laura’s money. Appalled and shocked, I continued to listen closely, and it soon became apparent that the baronet was in great debt and in desperate and urgent need of money. These sinful men deemed it reasonable to try to force a young, innocent woman – not involved in the matter – to pass over all her money, the money her late father left her, to this evil and egotistic monster. The controlling demon tried to force Laura to sign a document. She refused, and I backed her up, of course. He may be a powerful man, but my sister is a strong minded individual and I refuse to let anyone take advantage of her. At that moment, Sir Percival left Blackwater House, raging with fury. It’s clear to me that this man is not accustomed to having his wishes rejected. Without doubt, he is used to getting his way on matters. Not only is he a typical male figure, but he also has a higher status than almost all of his acquaintances; he believes this is reason enough that eople should abide by his rules. It’s simply the only explanation for why Percival dealt with this matter in such a foolish manner. As I’m sure you can imagine, my sister was extremely distraught by the events which had taken place recently. I felt so incredibly helpless that I could not offer her any alternative or solution. I could support her to stay strong, but I could not help, believing I was fundamentally useless – you see I wanted to help so much, Mr Hartright. Laura and I are only half-sisters, but we feel so very close. She always looks up to me for help, and unfortunately I had nothing to offer in this circumstance but sympathy and reassuring words. I was of course extremely relieved at Sir Percival’s departure, however deep down I was worried as to what would happen next. I could tell that the worst wasn’t over, and had an awful feeling more desperate acts of evil were to come. A few days passed after Glyde’s departure and Laura made a visit to the old boathouse in which I had found the wounded dog. I was taken aback after finding out that my dear sister had herself met with Anne Catherick there. On returning, Laura explained to me all that had happened. Miss Catherick had revealed to her that it in fact it was she who had written the alarming warning letter and that it was also she who had warned my sister of the evil baronet. I was also intrigued to discover that Miss Catherick revealed she knew a terrible secret about Sir Percival. An horrific, appalling and disastrous secret that she would subsequently disclose. Unfortunately, Laura explained that before she could learn of this awful secret from Miss Catherick, she was startled by something sudden, and fled as soon as she could. Laura told of how afraid Miss Catherick was, and how her face had the word ‘fear’ written all over it. That is the precise phrase she used. I apologise that in this letter I could not impart any good news. I urge you to make of this information what you will, Mr Hartright. I hope you realise why I felt the need to make this communication, and I hope it doesn’t detract from your trip away; I thought it best to inform you before your return and warn you of all that has happened before you find out from a second hand source upon your return. I regret to inform you that this isn’t all of the bad occurrences which have arisen. More unimaginable dealings have taken place, but that, my good friend, is for another letter. I have already burdened you considerably. I pray that the situation currently upon us can somehow be resolved in the foreseeable future, and I hope this letter finds you well and that your trip to America has been fruitful and enlightening. I look forward to your return. Yours faithfully, Marian Halcombe.

Teacher’s Day Speech Sample

Teacher’s Day speech sample is an example of a formal address delivered to a corresponding audience. The speech may describe the particularities of the profession, and also touch upon the individual teachers and their achievements. The speaker may use speech sounds, as well as gestures, in order to convey the information and move the audience. â€Å"Good morning dear guests of our today’s holiday. As we all know, the reason that gathered us is the Teacher’s Day. We are glad to see each of the teachers on this day. These are the people whose hard work, continuous efforts, and creative approach cannot be overestimated. Today, on October 5, we are glad to give our warm regards to the teachers in every corner of the globe as long as today is not simply the Teacher’s Day but the World Teachers Day. On such a nice and sunny, despite the autumn season, day we would like to wish lots of enjoyable memories, strong health, and also more time for the real rest. We do appreciate the work you have done and continue to do. Nerves of steel and heart of gold are the two things which comprise a character of a good teacher. It is a big pleasure to admit that all the teachers of our school manifest both of these features. I remember the day when I first came to school and was extremely nervous about everything new that waited for me. It was my teacher who gave me that sparkle of light that has been my leading light during all the period of studies. However, the teacher was not only my mentor, but my friend, advisor, and motivator. I deeply appreciate all the words that were said to me: both praise and critique were so important to my development. The teacher is a person who gives children a space for a flight instead of limiting their moves. This is the thing that inspires me even today. What is more, those lessons translated into the wisdom which I share with my own children today. Perhaps, there were some misunderstandings between us, nevertheless, I can tell with an absolute confidence that it was the teacher who put the most worthy knowledge into my and my peers’ heads. In addition to this, the teacher taught us to stay confident, make our own mistakes, and learn from them. For that reason, it is fair enough to say that the teachers around the world are the ones who make a magnificent contribution to the development and further advancement of whole generations and thus, the future of our world – our children. To sum up, we would like to ask our dear teachers to stay the best ones, as usual, to be patient and wise all the time as far as this is what motivates your colleagues and students. We are extremely lucky to have you, and we do appreciate everything you do. As for us, we would also try to support you and be thoughtful as you are the light of wisdom and true prudence for us. Thank You.†