Business Models and Planning Chapter Questions Assignment - 1

Business Models and Planning Chapter Questions - Assignment Example This saw poorly thought out business models become the downfalls of many dotcoms. On the other hand, however, business model is said to date back to the earliest days when business just begun and merely used to describe how a company generates it money. There is a variation in simplicity or complexity of a business model. For this case, business model can be either simple or very complex. Looking at an example of a business model, a restaurant’s business model is described as to make money through cooking and serving food to the hungry lot of customers. This is an example of a simple business model. A television’s business model may seem to be not clear as it is not very vivid how they make their money. Some make money through advertising for other companies while others get money by selling particular products. This makes this kind of business model to look very complex. 2. What does it mean to innovate the business model? Sometimes a business can reach a stage where it does not make any positive proceeds anymore. Mostly, this takes place at a stage in a business known as decline stage. At this point, the business has lost competition in the market to new entrants or aggressive competitors. The level of revenues has reduced and the business is nearing its end time of closure. To enable the business stay alive and regain its competitive edge so much that it makes profit once again and stimulate company growth, the management must reinvent the business. By this, new strategies must be put in place and all such strategies must be aimed at a major element which is customer satisfaction. This is process of business reinventing itself to regain competitive edge and improve business growth is what is known as business model innovation. When working on a business innovation model, the management needs to consider factors such as the weakness of the current business. This gives the management a point of action in order to improve competitive edge by working to

Evaluation of a Gas Constant (Experiment 3) Essay Example for Free

Evaluation of a Gas Constant (Experiment 3) Essay Experiment 3: Evaluation of Gas Constant Purpose: The purpose of this lab is to demonstrate the ideal gas law under ordinary conditions. In this lab, the variables in the ideal gas law are known or can be found aside from the constant R. Thus, the R values can be found and relatively determine the relevancy of the ideal gas law to the lab conditions. The ideal gas law was tested using the reaction: Mg (s) + 2HCl2 (aq) H2 (g) Procedure: 1. Ribbons of magnesium (5) were cut to the approximate length of the instructor’s example and were weighed separately on scale #1. 2. HCl provided by the instructor was added to a eudiometer tube (8mL). The rest of the tube was filled with water. One of the magnesium tapes was wrapped around a piece of copper wire in the opening of the tube. 3. The eudiometer tube was then inverted over and into a 450 mL beaker with water. The initial volume was recorded. 4. While the reaction occurred, the temperature was taken at 1 minute intervals for 3 minutes. 5. After the reaction occurred, the height difference from the solution within the eudiometer tube and the top of the liquid volume in the beaker was recorded. The final volume was also recorded. Summary Table: Mean of R= .0737 Standard Deviation= .0298 Relative Standard Deviation= 40.46% Summary Table: Mean of R= .0737 Standard Deviation= .0298 Relative Standard Deviation= 40.46% Discussion: This lab was supposed to generate numbers close to the R constant by plugging in the values acquired in reaction Magnesium and Hydrochloric acid reaction. (The reaction results in H2 gas.) The mean acquired from our data set was .0737 L-ATM/mol-K as opposed to the actual constant .08206 L-ATM/mol-K. The constant we acquired was much lower in value, potentially due to the outlier in our data set: Trial Four. Trial Four resulted in the R value .0205 ATM-L/K-mol which skewed our relative mean, standard deviation and relative standard deviation. By removing the fourth trial from the data set, the new mean is .08705 L-ATM/mol-K, a closer but slightly higher R value. The standard deviation would be .00236 and the relative standard deviation would be 2.71%. These values have more precision than the 40.46% relative standard deviation and .0298 standard deviation acquired in the entire data set. I believe there must have been an error in the methodology to produce the outlier result in the fo urth trial. Too much liquid could have been spilled during the process or perhaps the magnesium did not fully react because it was so tightly bound around the copper. The error in this lab could range from those listed above and inaccurate measurements.

Interview With A Language Learner English Language Essay

Interview With A Language Learner English Language Essay To begin with, I read my assignment to interview an English Language Learner. This seemed like it was going to be a challenge since I did not know an ELL. I shared this assignment with my husband. He told me there was a parent on my sons wrestling team who spoke Spanish. This seemed like a great idea so I went to the wrestling practice on Wednesday with my son. When I arrived I seen the lady talking, but was nervous about approaching her since I had never met her. Finally after about 10 minutes I walked over to her and introduced myself. Then I told her I needed to interview an English Language Learner for my college class. She told me she would be happy answer any of my questions. The person I interviewed was Marietta. Marietta was born in San Juan, Puerto Rico on May 21, 1968 to Maritza Suarez and Angel Benero. She has two brothers and one sister. Spanish was the main language spoken in her home as a child. As a child she began learning English in the private preschool she attended. There she learned to read and write English. While I school learning came slow to Marietta since she was dyslexic and didnt learn to read or write until she was 13 years old. Textbooks were written in English in Puerto Rico. English is taught different in Puerto Rico than in Spain since it is close to America. Marietta married November 29, 1997 to Juan Navarro. They have three children. Two sons Jorge and Luis and a daughter Paola. Juan is in the United States Coast Guard. Jorge is the oldest. He is in the 12th grade. Academics are difficult for him while he is in ESE classes. Their son Luis is in the 3rd grade and suffers from Attention Deficit Disorder. Paola is a 6th grade and she is on the A/B honor roll. Only Jorge and Paola are able to speak Spanish and understand it. Luis can understand Spanish, but isnt able to speak it. Both English and Spanish are spoken in their home. As a family they watch both English and Spanish television shows. I have to declare this was a wonderful interview. Even though, I was nervous about interviewing someone I didnt know it was a pleasant experience. Marietta was very eager to share with about her family. She advised me when I teach ELL students it is helpful to use graphics with Spanish to English vocabulary. It was exciting to hear Marietta mention that she was attending Florida State College of Jacksonville to get a degree to be a Chef. For the summer term she was taking English Composition I. After she told me about her attending college I told her I would be happy to help her with the English if need me to. Questions In what country were born? When is your birthday? At what age did you learn to speak English? Was English spoken in your home as a child? Do you have trouble speaking the English Language? When did you learn to write English? Was English difficult for you to learn? Do you have any children? Does your husband speak English? What is the primary language spoken in your home? Can your children speak your native language and English? Is there any advice you would give teachers who are teaching English Language Learners? Multicultural Activity Title: Winter Holidays around the World Grade level 2nd grade Topic: Winter holidays are not celebrated the same everywhere. Summary: These 3 day lessons are designed to teach students about the culture of Mexico, Israel and China; and the winter holidays celebrated by their cultures. Students will learn about Las Posadas, Hanukkah and Chinese New Year. Materials required: Mexico: a balloon, newspaper, glue, candy, recipe for Mexican hot chocolate. Israel: Dreidel pattern, dreidel game rules, bag of dry beans, recipe and ingredients for potato latkes China: black construction paper, paint, drinking straws, glue, glitter, 18X12 pieces of colored construction paper, stapler, yellow tissue paper, crepe paper streamers World globe, individual coloring sheets of the flag for each country. Books needed: Mexico; The People by Bobbie Kalman Nine Days to Christmas by Maria Hall Israel: Hanukkah, Oh Hanukkah by Susan Roth The Miracle of the Potato Latkes, A Hanukkah Story by M. Penn China: Chinese New Year by Tricia Brown Lion Dancer: Ernie Wans Chinese New Year by Kate Waters and Madeline Slovenz-Low Objectives: Students will recognize how three different countries and their winter celebrations. Students will be able to locate each country on the globe. Day 1 I will tell the students we are going to pretend to be world travelers for the next three days. We are going travel to Mexico, Israel, and China to learn about their Winter celebrations. Today we are going to visit Mexico. Does anyone know where Mexico is located? Lets find it on our globe. I want to tell you about Mexico before we read our books. We will learn that in Mexico their winter celebration is called Las Posadas. They start celebrating nine days before Christmas. They celebrate every night from December 16th to December 24th. Each night children and their families reenact the story of Mary and Joseph trying to find a place to stay for the night. Then finally they went to a home and were welcomed by the innkeeper. At this place there is a celebration on the final night of Las Posadas. The families and friends celebrate with special food and Mexican hot chocolate. There is a pià ±ata for the children. Now I will read some books about Mexico before we go to our centers. Read books to the class. The People by Bobbie Kalman Nine Days to Christmas by Maria Hall I would have three centers set up for the students. Role play center, pià ±ata center, and flag center. Role play center students would pretend they were Mary and Joseph looking for a place to stay. The students would take turns being Mary, Joseph and the innkeeper. Pià ±ata Center- Students would take turns adding newspaper dipped in glue to a balloon which has already been blown up. Flag Center- Students would color and label their flag of Mexico. Teacher would write on the board the colors and their meaning. Green=independence, white=purity, red=blood, eagle with snake=fight for independence. At the end of the day we will have a special drink Mexican hot chocolate which will have already been made using the recipe below Mexican Hot Chocolate 3 (1 ounce) squares unsweetened chocolate 6 cups milk 1/4 cup granulated sugar 2 teaspoons ground Mexican cinnamon 1/4 teaspoon salt 1 1/2 teaspoons Mexican vanilla extract Using a sharp knife, break up chocolate squares into smaller pieces. In a medium saucepan, combine chocolate, milk, sugar, cinnamon and salt. Heat and stir until chocolate melts and milk is very hot.  Ã‚   Do not allow to boil. Add vanilla extract and beat until frothy with a rotary beater, or with an electric mixer on low speed. Pour Styrofoam cups. Makes 48 ounces. http://www.authenticmexicanfoodrecipes.com/mexican_hot_chocolate_recipe/ The students will take turns hitting the Pià ±ata which will have candy in it. When the Pià ±ata is busted students can get the candy and put it I their backpacks to be eaten at home. Assessment Have students write an informative paragraph about Mexico and Las Posadas. Collect and grade paragraphs. Day 2 Today we are going to pretend to visit Israel. Does anyone know where Israel is located? Give students time to answer. Lets locate it on our globe. Would you like to know what winter celebration happens in Israel? I would be happy to tell you. In Israel they celebrate Hanukkah. This is a Jewish holiday. It is also called The Festival of Lights. We will find that this holiday is celebrated for eight days during the month of December. The eight day celebration is significant because when it was time to light the temple lamp a long time ago there was only enough oil to keep it lit for one day. Amazingly, the oil burned for eight days which gave them time to find more oil. For this reason, Jews celebrate Hanukkah for eight days by lighting candles in a menorah every night to honor the eight day miracle. A menorah is a candle holder which holds nine candles on of them is called the servant candle because the other are lit by it. After the candles are all lit there is a party to celebrate. Children play with dreidel while enjoying a favorite treat called potato latkes. A dreidel is a four sided tops. Potato Latkes are like potato pancakes. Now I want to read some books to you about Hanukkah. Hanukkah, Oh Hanukkah by Susan Roth The Miracle of the Potato Latkes, A Hanukkah Story by M. Penn I would have three centers set up. The centers would be a game center, map center, and cooking center. Students would take turns going to each center. Game center -Students would make a dreidel from a pattern. A dreidel has four sides marked with Hebrew letters: Nun, Gimel, Hei, and Shin. These letters stand for the Hebrew phrase Nes Gadol Hayah Sham which means a great miracle happened there, referring to the miracle of the oil. Students would play the game after making their dreidel. The letters on the dreidel man Nit (nothing), gantz (all), halb (half) and shtell (put). Everyone puts in a bean. A person spins the dreidel. If it lands on Nun, nothing happens; on Gimel person gets all the beans; on Hei gets half the beans; and on Shin, you put a bean in. Game ends until someone has all the beans. Map center- Color and label map of Israel. Blue and white are the colors on the Jewish prayer shawl and the Star of David is the traditional symbol of the Jewish people. Cooking center will be manned by a parent volunteer. Recipe for Potato Latkes 3 cups Simply Potato hash browns 1 cup frozen chopped onions (thawed and drained)  ½ cup egg whites  ½ cup flour 1 tsp baking powder 1 tsp each salt and black pepper Vegetable oil Directions: Mix hash browns with eggs, mix well. Add flour gradually while mixing until batter is doughy, not too dry. Add baking powder, salt and pepper. Mix well again. Then heat about  ½ inch of oil to medium high heat. Form the batter into thin patties about the size of the palm of your hand. Fry batter in oil. Flip when the bottom is golden brown. Place finished potato latkes on paper towels to drain. Students can enjoy this treat when it is warm enough to eat. Assessment Students will answer the following questions. Where did this holiday originate? ______________________ When is this holiday? ______________ How many days is Hannukah celebrated? _________________ Why is it celebrated? ______________ What is name for the candle holder?_________________ Answer key Jerusalem December 8 8 days oil burned Menorah Day 3 Wow, we are about to travel to another country. Lets pretend we are going to visit China. Does anyone know the location of China? We will locate it together. In China they have a celebration called Chinese New Year or Spring Festive. This important holiday celebration begins about mid-January or mid-February and last about 15 days. It begins with New Years Eve and ends with the Lantern Festival at the full moon. Chinese New Years is celebrated with fireworks. It is believed that the Chinese invented fireworks thousands of years ago. We will now read some books about the Chinese New Year Chinese New Year by Tricia Brown Lion Dancer: Ernie Wans Chinese New Year by Kate Waters and Madeline Slovenz-Low There will be three centers set up painting, map center and creative center. Paint Center Students will each have a black piece of construction paper. They will put small drops of paint on to their paper and then blow the drops with a straw. Before the paint dries, they will sprinkle glitter on the picture. This will represent fireworks. Map Center Students will color and label map of China. Teachers will write on board. The red color of the flag symbolizes revolution. The large star symbolizes the Communist Party which rules China and the smaller represent the people of China. Creative Center Students will make a lantern. They will color a picture on their piece of 18 X 12 colored construction paper. Fold the paper lengthwise with the decoration out. Starting at the fold, make evenly spaced cuts about 1 apart, ending where you began. Teacher will draw ending lines for students. Open the paper and staple together the short edges. Stuff middle with yellow crumpled tissue paper. Staple a strip 1 X 6 construction paper to make handle. Add crepe paper streamers to bottom. Hang lanterns in the classroom. Assessment Give students a Venn Diagram to complete. They will compare Chinese New Year to New Years in America. www.enchangedlearning.com/asia/china/flag.shtml www.iupui.edu/~geni/lsort/a_mcultural_stude_cny.hmtl http://teacherslink.ed.usu.edu/tlresurces/units/Byrnes-celebrations/Chinese.html www.lessonplanspage.com/SSChristmasAroundtheWorldK1.htm http://teacherlink.ed.usu.edu/tlresources/units/byrnes-celebrations/light.html http://www.uen.org/Lessonplan/preview.cgi?LPid=22510 www.jewfaq.org/holiday7.htm 3) Planning Article Summary and Reflection: Classroom Planning with ESL in Mind This article Classroom Planning with ESL in Mind had some strategies, instructional tips, use of language, and information about ESL students with special needs. Also there was information on assessing, evaluating and reporting student progress. First, the strategies and instructional tips discussed the challenges which English Second Language students face. They have three challenges: trying to gain the knowledge need for various subjects, learning the English Language while developing the ability to interact with their peers. Teachers should remember that they are always role modeling the English language while teaching. In doing so they need to make sure their lessons are presented using various formats in order to encourage students to reflect on their knowledge so the can respond effectively in class. Next, a teachers use of language is important in the classroom. They should be cautious of their vocabulary they use since students might have trouble comprehending what is spoken. Idioms can especially present a problem with English Language Learners. A teacher should rephrase idioms or teach their meanings. ELLs would take the idiom literally instead of way its intended meaning. For example, If you tell the students to hit their books They might hit their books with their hands. Instead the meanings you want to convey is start studying or do your work. If idioms are going to be used in the classroom then as a teacher it would be good to have an idiom wall which gave the meanings for each. It would also be a good idea to clearly mark transition times during classroom activities which can prevent confusion to your ESL students to clearly indicate changes. Third, when a question is asked the English as a Second Language students needs to have time to process the question asked before responding. Usually they need to translate it into their first language, formulate the answer in their first language and then translate an approximate answer into English. It is also mentioned how as a teacher I need to teach the vocabulary words and their meaning for subjects such as biology which has words that are not regularly used in everyday communication. A great exercise to help with learning new vocabulary is to use a cloze exercise with the lesson since it will leave out important key word for students to fill in from the passage. A Cloze exercise can reinforce ESL students grasp of the content and new vocabulary. Students will also benefit from written instructions since they might have difficult processing oral information quickly enough to understand. When giving student homework those written notes or directions would be useful. Fourth, ESL students have the same range of abilities as others in the same population. However, some many require extra assistance in other areas. Some may demand consideration for disabilities such as visual impairments, hearing deficiency, lack of psychomotor skills, or certain talents or gifts. There could be ESL students with other requirements that may affect their learning. If a student was a refugee and has been traumatized in the past she might have the need for additional support and counseling. Fifth, you will find information about assessing, evaluating and reporting on student progress in this article. These are important and can be done in the students classroom to make it more comfortable. The evidence of how an ESL student is developing his language proficiency can be determined using short in class test. Avoid multiple choice assessments with ESL students because they involve excessive reading and usually depend on comprehension of slight meanings. ESL students also will need extra time for the test because as with most questions they need to process it into their first language, formulate the answer and translate it back to English before putting it on paper. If you want to check a students comprehension or to clarify a problem speak in their native language. Provide a translation of key words which might be difficult to explain in English. There is a need to find out what the students may know but, have difficult expressing in English. This additional support for th e ESL student is generally for a limited time. Lastly, teachers who have previously taught students with English as a second language have a list of helpful instructional materials. Some of these materials are dictionaries designed for learners of English, bilingual dictionaries, alphabet letters in print in cursive, and games to name a few. These items in a classroom will help students with English as a second language feel more comfortable and independent. There are five points which I found most interesting. The first one is that research states the more highly developed as students first language; the more successful they will be learning a second language. It has been proven; bilingual students who continue to improve their first language are more successful than those how focus entirely on acquiring English. These students also have higher self esteem when they know their first language is valued. Second, it is important how a teacher responds to students language errors. If a teacher is critical a student might be less eager to attempt to speak in English. Instead this article advises teachers to rephrase a students incorrect grammar in a way to provide positive feedback and to model correct usage without drawing attention to their error. For example if a students says Pig are dirty animal. You can respond, Yes, pigs are dirty animals Can you name another dirty animal? If a student continues with this same error then maybe you can work with him on correct subject verb usage. Third, the use of peer tutoring is a great method for teaching. A more advanced ESL student can help new ESL students. They know how hard it is to learn English as a second language. Many times students enjoy learning from their peers. Students also seem to be more open to share their frustrations with each other than with their teachers. The more advanced student can be the translator between the student and teacher when necessary. Forth, I liked the reminder that it can be exhausting and demanding performing all day in a second language. This is helpful to know because as a teacher I would not think of this since I am not bilingual. In addition, the fact that homework can take ESL students two to three times longer to complete because they need to first translate it into their first language, formulate it and then translate it back. Homework might also be frustrating to ESL students since they might not understand the directions. They might feel they had done enough work during the day. Also their parents would probably not be able to help them because they dont know English. Fifth, I like the list of instructional materials from teachers who have previously taught ESL students. This list will help make sure I have these resources available in my classroom for the students to use. More resources a student has to help translate words to English the less they will feel dependent on you the teacher or their classmates. I enjoyed reading this article which had a wealth of useful information for teachers of ESL students planning their classroom. As a new teacher I can benefit from the information in this article. This is an article I will place with other information which I will refer to frequently when I become a teacher. It would also be good for me to share this with other future teachers who are not in this class. 4) Article of My Choice: Language Use by Bilingual Special Educators of English Language Learners with Disabilities Paneque, O. M., Rodriguez, D. (2009). Language Use by Bilingual Special Educators of English Language Learners with Disabilities. International Journal of Special Education , 63-69. http://www.internationalsped.com/documents/2009%20No3%20Paneque%20Rodriguez%20Language%20use%206.doc After reading chapter 9 in our textbook I decided to research an article about Bilingual Education of English Language Learners. I went to the University of West Florida library database. The article I found was Language Use by Bilingual Special Educators of English Language Learners with Disabilities which was from the International Journal of Special Education. My reason for choosing this topic is that I presently work in a special education classroom. My degree which I am seeking is a Bachelors with a dual major in Exceptional Education (k-12th), Elementary Education (k-6th). This article is about examining the language use of five bilingual special education teachers of English language learners with disabilities which was done as an exploratory case. The data on the language used by the bilingual teachers was received from audio tapes, classroom observation and teacher interviews. Also included in this data was the frequency of the use of English and the other languages in the classroom. The teacher faces challenges when working with students at risk of academic failure. This is particularly difficult when the student has disabilities and is not a fluent English speaker. A teacher must be able to address students language and cultural differences along with their cognitive, emotional, and /or physical disabilities to set them up for maximum success. There is an increasing demand for special education teachers due to the increase of students indentified with disabilities and low retention these teachers. Consequently, this demand for teachers who prepared to work with students with different backgrounds with disabilities stresses the need to provide teachers preparation programs for preservice teachers and professional development opportunities for in-service teachers. This study was conducted in a large, urban school district which offered a vast range of educational programs to include those needed for students with disabilities and who speak English as a second language. Two schools were indentified because of their student population. At the first school, eighty-seven percent of the student body was Hispanic and eighteen percent of the students received special education. At the second school, ninety-five percent of the student body was Hispanic with fourteen percent receiving special education services. Tow teachers from the first school and three from the second school volunteered to be part of the case study. All five teachers were female Hispanics who were employed fulltime as special education teachers. Three of the five teachers had ESOL endorsement but, only two of the five had both special education and ESOL certification. The results from the data collection revealed that the teachers were both using English and Spanish for instruction with their English Language Learners with disabilities. However, further analysis of the data indicated overall that teachers were using English ninety percent of the time while teaching. Spanish was primarily used to clarify instructions with those who did not have fluent English. It was also used to redirect students to their given task as well as to praise and reprimand them. Each of the five teachers felt the use of Spanish for instruction was positive. They planned on using Spanish when the need arose. Furthermore, these teachers expressed they had an advantage when communicating with parents since they were bilingual. Many of the parents were not fluent in English. The teachers ability to speak the native language of the parents helped form better communication. If the students native languages are used for teaching strategies and instruction it can encourage language development because it builds on what they already know. Clearly, when the students native language is used to introduce new concepts and give explanation this will facilitate learning. Therefore, the result of this exploratory case study is the beginning attempt to lend information about the issue of using native language for instruction for children with disabilities. Research explains how special education teachers can use bilingual skills while working with English Language Learners and how their learning is affected by language based differentiated instruction. The findings from this case study indicates that teacher preparation programs should include how teachers can incorporate students native language along with English to accommodated their cognitive, emotional and /or physical needs. In my opinion, this article mentions some important findings from its exploratory case study. To begin with are the qualifications of the five teachers. Only two of the five teachers had both special education certification and ESOL endorsement. These are important certifications when your student population consists of students with disabilities and English Language Learners. Next, teachers using English for instruction with limited use of the students native languages while in the classroom. Their native language is needed as the article states at the end to summarize complex concepts. Lastly, it would be difficult for teachers to accommodate students with disabilities and limited English proficiency without proper training. Certifications are important but, training is imperative for teachers to be equipped to instruct their students. Someone once said a quote I feel applies to everyone including English Language Learners and those with or without disabilities. Everyone deserves an education despite their ability or disability 5) Language Modes Activities Reading- Partner reading- Students take turns reading to each other. Chose a short story to read from http://www.eslfast.com/. This website has 365 short stories for students to choose from. This is good for reading practice. Student can use http://www.starfall.com/. This website has stories that are read to you. You can read along as you listen. Writing- Daily writing in a journal. Write a story about a picture from a book. Have students write down the directions needed to do an activity. Examples: walk to the library, cook something, play a game. The teacher will give students a writing prompt. My favorite birthday memory wasà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. Students will finish the sentence and add to it. They will write a detailed paragraph answering why, when, where, how, who questions. Speaking- Role playing- Students pretend with another student that they are discussion their day with their mom or dad. Show and tell- students bring in an item from home. They get in front of the classroom and talk about their item. Other classmates can ask questions. Example a child brings in a sharks tooth to share with the class. Be the teacher for 15 minutes- Have the students take turns during the week being the teacher for 15 minutes each. They will teach the class about something they know how to do. For example, a student from China could give a lesson about using chopsticks. Another student could give a lesson about braiding hair. Listening- Play a game of Simon Says- students need to hear the person say Simon says, Touch your head. If they touch their head when someone says ;Touch your head. They are out because Simon didnt say it. The game continues until only one person is left. They are declared the winner and now they are Simon. Listen to books that have been recorded on a compact disc. Teacher can have questions for students to answer while they listen. Students will listen to songs which are used in the classroom. They can also sing along. 6) Graphic Organizers: Venn Diagrams I could use this when comparing two different items. For example, I could compare the traditions of families in Mexico and America. The right circle would be Mexico, left circle America. Traditions for each country would be listed in their circle except for the traditions they both share which would be place in the overlapping circle in the middle. http://www.superteacherworksheets.com/graphic-organizers/venn-lines.pdf KWL Chart This is a great chart to list K-what the student knows, W-wants to know, L-what they learned. They can use this before investigating about the Civil War http://www.edhelper.com/ read new book teachers/graphic_organizers_kwl.htm Event map This will help students to organize who, what, where, when, why, and how of an event. They can use this when they are reading an article about Hurricane Hugo. http://www.teachervision.fen.com/graphic-organizers/reading-comprehension/2279.html Timeline organizer- Students can use this to sequence the dates of the Journey of Columbus. This will help them remember the dates if they have the information on the timeline. The timeline can be used as a study guide. http://www.teachervision.fen.com/graphic-organizers/printable/6301.html Story map This story map will help you organizer information from a story. You can list the outcome, problem, events, character, action, and setting. This will help them with their reading comprehension. If they dont remember the information they should go back and scan the story. http://www.educationworld.com/tools_templates/index.shtml StoryMap Persuasive Letter Graphic Organizer This is a great organizer to use when writing a persuasive letter. Students can chart who their audience will be and why they want to persuade them. They can also brainstorm their reasons and then list them from least to most important. This will help them organize their thoughts before writing their letter. The student might want to persuade their parents to let them buy a new video game. P

the devil and daniel webster Essay -- essays research papers fc

Introduction   Ã‚  Ã‚  Ã‚  Ã‚  The story I had read was the Devil and Daniel Webster it was written by Stephen Vincent Ben’et. This story is a lot alike most of his other stories discussing what it means to be an American. Also this story is one of his most famous stories it combines folk-lore and history also it has been made into a play and so to be coming out a movie. Story Summary   Ã‚  Ã‚  Ã‚  Ã‚  In this story it begins speaking about a character named Daniel Webster, which was from Marshfield, but, later the story begins to unravel and they begin speaking about a character named Jabez stone. Jabez Stone was from Cross Corners, which makes both Webster and Stone from New Hampshire. As you read you see that Jabez has had the worst luck if he was to grow corn they would get borer. If he was to get horses he it would get spavins then trade it in to get one that had staggers. Also say the neighbors had rocks in their soil he would have boulders luck was not on Jabezs side. So one day as Jabez is plowing he broke his plowshare on a boulder. This was the last straw for Jabez and he says, â€Å"I vow it’s enough to make a man want to sell his soul to the devil! And I would, too, for two cents!† Soon after this he felt a chill run through his body being a New Hampshireman he wouldn’t take it back. Later that night a man pulled up in a nice bug gy and went to the door and asked for Jabez Stone he told the family it was a lawyer but, at heart he knew who it was. Then they begin to speak he asked his name he responds with I have a lot of names but you can call me Scratch. Then they soon discuss the contract and Jabez sells his soul the dark man took out a shiny silver pin and made him sign his name in blood. Then things began to go smoothly for him his horses were healthy, his cows got fat, and his crops were the talk of the neighborhood. The man stopped by a year a later to discuss the mortgage and Stone said I beginning to have doubts then Scratch takes out the contract to remind him. As he took out the contract there was a moth that spoke to him it was the voice of mister Stevens. Embarrassed the dark man says he should really be in the collecting box then he slips up in a way and says someone like Daniel Webster needs a special made box. They make a deal Jabez and Scratch they have a 4-year extension. Stone didn’t realize ... ...ylvania, and went to school at Yale University. Some of his works consist the volume of poetry Heavens and Earth, the novels Young People's Pride and Spanish Bayonet, and the narrative poem John Brown's Body, about the American Civil War. For the later work, Benà ©t won a Pulitzer prize for poetry in 1929. Thirteen O'Clock, a collection of short stories, includes â€Å"The Devil and Daniel Webster,† which he adapted into a words for a folk opera in 1939 and which was made into a motion picture, All That Money Can Buy, in 1941. For Western Star, an unfinished narrative poem on the settling of America, Benà ©t won a second Pulitzer Prize in 1944. Benà ©t's works are remarkable in their imaginative trace of the American scene. Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  In conclusion I believe this story was very good although hard to follow I would enjoy reading more of his stories. I would recommend this story to a lot of different people because the story is kind of weird in a weird kind of way. Works Cited http://www.law.utexas.edu/lpop/etext/devil/devil.htm http://shopping.yahoo.com/shop?d=v&id=1800056764 http://www.seacoastnh.com/lawyers/websterhouse.html

Case Analysis: Tennant Company Essay

Lead-In/Key Issues Over Tennant Company’s (Tennant) 141 year history, they have consistently remained a producer of floor-cleaning equipment and technologies focusing their efforts in producing products for non-residential use. Since the new CEO Chris Killingstad has come to the company however, he has been dramatically changing Tennant’s value proposition with a broader emphasis encompassing â€Å"chemical-free cleaning and other technologies.† This case shows Tennant’s move beyond traditional green efforts to centralizing environmentally-friendly performance at the heart of the company’s focus, and whether this new focus provides enough benefit as a competitive advantage. The challenge now for Killingstad and Tennant is how to move forward into 2013 in terms of company focus and direction; mainly the extent to which they should diversify. Should Tennant move into residential markets with smaller units for consumers to use in-home? Should they continue to focus on the commercial side, investing instead in the market potential of their ec-H20 and irreversible electroporation technologies? Or should they enter emerging markets with low-cost alternatives to truly increase their global exposure and propagate their vision of chemical-free cleaning? Situation Analysis External Analysis In this section I will use case information and provide an analysis of the commercial cleaning industry. I am choosing to ignore the residential cleaning industry at this time as they have only begun thinking about the consumer market at the time the case was written. Also, given the push by the majority of cleaning companies to â€Å"go green† it is important to look at the entire cleaning industry rather than just the ecologically-friendly niche in order to assess the level of Tennant’s competitive advantage relative to the industry as a whole. As aforementioned, there has been a general trend towards green alternatives in the 21st century, across a large array of industries. More specifically in the commercial cleaning industry it was revealed that consumers desired more environmentally-friendly solutions, as long as there was no sacrifice to price and performance. This ties in with the industry opportunities in the Tennant SWOT analysis (appendix 2) as the innovativ e products from Tennant give them the advantage over chemical-only cleaning companies. Before I analyze Porter’s five forces with respect to Tennant, we must understand what life cycle stage the commercial cleaning industry is currently at. Since profits for Tennant have been rising, and the industry as a whole is said to have risen to 5 billion, I can conclude the industry is still in the growth stage. Now it is important to look at how the development of new technology has impacted Porter’s five forces, most specifically the bargaining power of buyers and the threat of substitute products. Since the introduction of their disruptive technologies they have greatly reduced the risk of these two forces specifically; as these types of products are not easily available elsewhere. It is through these technologies they have created a new, unique selling proposition that has become a competitive advantage for Tennant. Internal Analysis Moving away from the external environment in the cleaning industry, I will now shift attention to Tennant’s key strengths (and their underlying causes) as well as an analysis of financial information to assess their profitability and efficiency. The main source of Tennant’s relative strength in the industry comes from their innovative and patented technologies (see Appendix 2). Firm-specific strengths are resources that can become core competencies; in the case of Tennant they have already become a primary strategic advantage. Now as technological strengths are quite often a by-product of well-structured R&D within a firm, it is therefore crucial to look at in this case. Most of their initial innovative success can be attributed to the Advanced Product Development group, which although was only allocated 10% of the R&D budget they developed the most significant technologies between 2002 and 2006, namely their FaST and ReadySpace technologies. Following the success of th eir ec-H2O technology, they decided to further develop its platform outside of the corporate culture of Tennant and created the subsidiary â€Å"Orbio Technologies Group.† It was through this subsidiary that Tennant developed the split-stream technology and irreversible electroporation, both successful innovations. In all, it can be concluded that the creation of an â€Å"entrepreneurial† subsidiary was a successful management move, and combined with well coordinated R&D it allowed Tennant to develop their core competency. Now it is also important to note where their strengths and weaknesses lie with respect to their financial data and corresponding ratio analysis. Tennant’s main concerns lay in three specific ratios: operating cash flow ratio, their operating profit margin, and their solvency ratio (see Appendix 1). First their operating cash flow ratio is well below one indicating they have not generated enough cash flow during the year to pay off their short-term liabilities. Second their operating profit margin is only 6.10% and 5.76% for the past two years respectively, indicating they are not generating an ideal amount of EBIT per sales dollar earned. And third their solvency ratio is below the healthy threshold of 20% (10.67% and 9.67% for the past two years respectively) meaning they have less of an ability to fulfill debt obligations and have a heightened default risk. Now they are a little stronger in some areas; their current ratio is above a two which is ideal for most firms. Also they do have some operating leverage (although not much above a one means it is low). There is a significant gap between their gross margin and operating profit margin, indicating they are spending a large amount of their revenue on operating expenses. This is to be expected with a highly R&D intensive company like Tennant, as well as the need for high selling expenses required to differentiate from the rest of the cleaning companies. Strategic Alternatives Alternative #1 My first alternative is for Tennant Company to move into the residential, consumer market with smaller Orbio-E handheld units. In this proposed alternative they should stay away from licensing and keep production within the company. This alternative simply provides a variation of their core competency, innovative technologies, and therefore does not stray far from their already established strategic strengths. Alternative #2 The second alternative I would recommend would be the proposed base-of-the-pyramid (BOP) model in emerging markets. As suggested by the case would allow them to identify areas to improve in their legacy markets by creating low-cost products for low-income consumers in developing countries. Furthermore, this action could potentially catapult them to industry-leader status by taking their green initiative to the next level. This very likely would also cause an increase in their goodwill. Alternative #3 The final alternative I will provide with this analysis is for Tennant to continue current operations. They would focus their resources on developing their existing customer relationships with their tried and tested product line. This alternative is taking the less risky approach, by not pursuing chemical-free cleaning too quickly and waiting to assess where the industry is after a given period of time. This will help mitigate potentially detrimental effects on their existing customer base who do not feel ready to make the transition to chemical-free cleaning. Strategic Recommendation I would suggest Tennant Company move forward with my second proposed alternative, of the BOP business model venturing into emerging markets. It does carry with it more risk, and would require them to take an in-depth analytical look at the profitability of that option. However the potential benefits outweigh the perceived risk in this example for Tennant. Not only will they gain valuable insight into reducing costs associated with their production by developing a low-cost line, but this option is the most synergistic with their core vision. Chris Killingstad even states: â€Å"We owe it to the world to grow and expand as much as we can,† and this simply cannot be accomplished by avoiding emerging markets in developing countries. All-in-all, with their unique technology and highly green initiatives, Tennant Company is well-positioned for continued success in the cleaning industry.

Influence of Management Style on Creative Firms

Contents Contents2 Introduction3 Section One4 Management styles in creative firms4 Section Two6 Benefits and reasons of having a suitable management style6 Section Three8 Alternatives and comparisons8 Conclusion10 Reference Page11 Introduction By the definition from the book written by Howkins (2001), creative economy includes advertising, architecture, art, crafts, design, fashion, film, music, performing art, publishing, research and development, software, toys and games, television and radio, and video games.Nowadays, creative industries have become an important economic role in many developed countries, for example, America, United Kingdom, Canada, Japan and Hong Kong. Take United Kingdom as an example, department for culture, media and sport (DCMS, 2010, p. 6-8) states that the creative industries contributed 5. 6% to Gross Value Added (GVA) in 2008, excluding Crafts. In addition, DCMS also lists that creative industries provided 2. million jobs in the summer quarter of 2010 in Great Britain. Last but not least, creative industries exported 17. 3 billion services in 2008. Based on the statistics above, it shows that creative industries have a great contribution in British economy. Since creative industries are becoming more and more critical in a mature economy, it is fascinating to figure out what essential factors can lead creative firms to be successful.As a result, I decided to evaluate the factors that influence the management style for a creative firm since I am interested in business management and it would benefit my future studies in university This essay is mainly concentrated on the management style using in creative industries, the benefits of the management styles, and evaluating the connection between the successes and particular management style. This essay is divided into three sections. Firstly, the management tyles using in creative industries will be stated and discussed, the aim of this section is to find out the management styles in mo dern economy and hence, can be studied deeply in the section two. In section two, the benefits and the reasons of using a particular management style in the creative industries will be evaluated. The idea of this section is to work out the influence of management style on creative firms. Finally, in section three, alternatives of management styles and comparisons will be commented. In this section, different management styles can be compared; therefore the pros and cons can be accounted.Section One Management styles in creative firms In order to analyze the role of management in a creative firm, I am going to provide several management styles in some famous creative firms. By understanding the intermediates of the management styles, the importance of management for a creative firm can be figured out. In addition, we are going to go through some successful creative firms in the world for evaluating the elements of their successes, and try to make a connection between the achievements and the critical management styles.Media is the first example I am going to discuss. Howkins (2001) mentions that, media belong to the sort of creative economy. So the management style using in a media company does reflect the function of management style in creative firms. Bilton (2007, pp. 67-69) states that in 2000, there was a huge change of management style at the British Broadcasting Corporation (BBC). Before the succession attempted by Greg Dyke, there was a straight management style in the BBC by the pervious director general, John Birt.Bilton (2007) claims the management of Birt as old fashion since the structure in the BBC was a tall organization structure before 2000, which means that the management structure within the BBC was a tall hierarchy. Decision-making was from the top of the board of directors down to the employees. In addition, Bilton states that there was a â€Å"strategic centralization† inside the BBC. It means the board of directors had the absolute power in the BBC. Based on the example provided by Bilton, it is not difficult to see that the management style in the BBC was autocratic management.After the succession, Greg became the director general and there was a huge change in management style at the BBC. Bilton claims that as a new management style for the BBC. Describing by Bilton, Greg was a program-maker and the first thing he did after his arrival was making the BBC a more inspired and interesting place to work. All the employees were encouraged to give new ideas for perfecting the BBC. Under the entirely new management style, the employees were more willing to contribute their ideas to the senior managers.Bilton comments the Greg’s management style brought the BBC a new working culture and made the BBC â€Å"the most creative origination† in the world. Another example I am going to give is a software firm, Google. Larry Page and Sergey Brin founded Google Company in 1998. It has become one of the most su ccessful software companies in the world by having more than 25,000 employees and valued at more than 150 billion US dollars (Jackson, Schuler and Werner, 2009, p. 3). Jackson, Schuler and Werner mention in their book that the management style, especially human resource management, appears as a critical factor in the success of Google.They show that the managers in Google highly respect the employees and provide as much as they could to the employees in order to stimulate their creativities. One of the evidence is that there is only five percent voluntary turnover rate of Google employees per year (Jackson, Schuler and Werner, 2009); also, Google was the top five in the ranking of â€Å"the top 100 best companies to work for† in 2011 (CNN, 2011). Last but not least, Jackson, Schuler and Werner state that there are more than 1 million people apply to work at Google every year.All of the above show that the employees in Google have a great satisfaction. Jackson, Schuler and Wer ner show the importance of human resource management in Google. For example, they suggest that treating the employees as same as the company wants the employees to treat their customers is the philosophy of Google. They also claim that there is a strong connection between the business strategy and managing human resource in Google. By the examples provided above, it is not difficult to find that the management styles applied in creative industries have a direct impact on the performances of the companies.As a result, having an appropriate management style in a creative firm is a critical factor for leading the company to be successful. Section Two Benefits and reasons of having a suitable management style It is obvious that a suitable management style is a critical factor for leading a creative firm to be successful. In this section, the benefits of having an appropriate management style and the reasons of applying a particular management style will be discussed. Based on the exampl es given in the last section, the management styles applying in creative firms can be concluded as democratic and even Laissez-faire.Since the employees in the BBC and Google are both highly respected; in addition, the senior managers currently accept their opinions and ideas (Bilton, 2001; Jackson, Schuler and Werner, 2009). Therefore, the management styles in creative firms should be based on the satisfaction of employees because the creativities and ideas are the most valuable resource in creative economy; Florida (2002, p. xiii) has a similar idea that the creativity from human is the critical supply to the creative economy. Bamfield (2006, pp. 52-154) suggests that the function of management in creative firms is to stimulate the creativities and encourage employees to generate new ideas. Since creativity is a force for making a creative firm to be successful, therefore Bamfield also claims that the managers should provide a full support to employees in order to fulfill their sa tisfactions. Jackson, Schuler and Werner (2009) also support the similar idea, which the founders of Google concentrated on giving the employees everything they needed to create and innovate.Foote (2001) emphasize in his book that it is important to keep employees in an informal, open and friendly working environment. This can stimulate their creativity and ideas development. And he states that the manager cannot be too emotional with the employees, otherwise, it might affect the decision-making. Therefore, we can conclude that employees-based management style can have a positive impact on stimulating creativities, encouraging contributions, and generating new ideas and innovations. At the same time, the manager cannot be too emotional, which might lead to wrong decision-making.Comparing with the old-fashion management style, tall hierarchy, power centralization, and limits of decision making from subordinates, the new-management style (freedom, good communication between workers an d managers) is more suitable in a creative industry. Davila, Epstein and Shelton (2007) show that the successful development of younger electrical firms after World War 2 in Britain was benefited by used a more open mind management style and stimulated the innovations. On the other hand, older firms could not be successful because the old fashion of management style.This is because the old-fashion management style inhibits the innovative development. To conclude, an old-fashion management style (autocratic) is not suitable for creative economy because not only it contributes nothing to creations and innovations, but also worse it restrains the expansions of new ideas. Thus, a creative industry is hardly successful with an old-fashion management style. Last but not least, the satisfaction of labor is also a consideration of whether it is a suitable management style for a creative firm or not.Since Singh (2001) claims that a controlling style of management will lead the employees bein g passive. In order to control those passive employees, a more constricted control is needed. In this negative circle, a high labor turnover, low-morale, arguments or disagreements, low efficiency and poor sense of belonging to the company will be occurred. Singh gives an example that the managers from Mainland China applied an authoritarian management style and lead to the negative impacts mentioned above.In a conclusion, an unsuitable management style in a creative firm will conduct a huge negative impact to the industries. Section Three Alternatives and comparisons Management style plays such an important role in creative firms, how to pick a suitable management style should be the most difficult question to the senior managers in those creative industries. The information given above is a simple guideline to pick a appropriate management style since it mentions the management styles using in different kind of creative industries, some of them are famous all over the world.In add ition, it provides a wide range of benefits of different management styles and the conditions of using them. Actually, the management style that is suitable for a creative firm can be mainly divided into two big groups, one of them is democratic, and another one is Laissez-faire. These two management styles are quite similar to each other by the information provided in section one and two. The huge difference between these two is that democratic is described as more tructural and formal; on the other hand, Laissez-faire contains more freedom for workers and the structure of the company is more like an individual work force. Bilton (2007, p. 67) states that the management style in creative industries is similar to a ‘non-management’ management style, which means the managers are almost invisible in the management; however, the employees can still contribute a lot to the creative firm. The managers would not set the deadline of the products and the employees can finish th eir works a relaxing and creative way.Therefore, the products can be created in a high quality. Take Google as an example, the employees in Google are encouraged to do their creative pursuits and Google will even provide 20 percent of the workweek to them (Jackson, Schuler and Werner, 2009). Compared with Laissez-faire, the management style inside Google is more like a democratic management. It seems that the founders of Google treat the employees as a kind of resources more than contributors to the company. The reason of claiming that is due to the strategic approach to managing the employees.It might seem like Google already has had a plan to deal with the employees. On the other hand, the real example of Laissez-faire is hardly found. It might be because the over freedom of management style cannot give the board of directors confidence of making profits; since the manufacturing of innovation and new creation is not secured under Laissez-faire. In addition, it is tough to get the investments from the investment banks or investors because the managers are not able to give a warranty of making a brisk sale product. As a result, Laissez-faire is hardly appearing in the modern creative economy.Stewart (2011) also suggests this idea and she gives a significant example of the failure of Laissez-faire in her journal. Conclusion To conclude, the management style does play an important role in creative economy and it is also a critical factor that can lead the industries to be successful or failing. By the examples given in section one, two management styles are mainly applied in creative economy, which is democratic and Laissez-faire. The reasons can be found in section two, one significant reason is that these two management styles can provide employees a better orking place that can stimulate their creativities and generating new ideas. In addition, a new and suitable management style can prevent the labor turnover since employees’ satifactions are fulfille d; also it can avoid the restriction of creating new ideas. Finally, in the modern creative economy, democratic management is mainly used. It is because the creation of products or services is more secured when comparing with Laissez-faire. Also, democratic management can give the board of directors more confidence and the investment banks as well.Therefore the creative industries can more easily apply the investment from the investors. Management style is an essential part on developing creative economy and has a significant impact on it. Reference Page Bilton, C. (2007) Management And Creativity: From Creative Industries to Creative Management, Oxford: Blackwell Publishing Ltd Bamfield, P. (2006) Research And Development in the Chemical And Pharmaceutical Industry, Weinheim: Wiley-VCH Verlag GmbH & Co. Davila T. , Epstein M. J. , Shelton R. (2007), The Creative Enterprise: Execution, Westport: Praeger Publisher Foote C.S. (2001), The Creative Business Guide to Running a Graphic De sign Business, New York: Creative Business newsletter. Jackson, S. E. , Schuler, R. S. , Werner, S. (2009), Managing Human Resources, Mason: South-Western, Cengage Learning Singh, A. (2001), Creative Systems in Structural and Construction Engineering, Rotterdam: A. A. Balkema Howkins, J. (2001), The Creative Economy: How People Make Money From Ideas, Penguin CNN Money (2011), 100 Best Companies to work for, [online] Available at: < http://money. nn. com/magazines/fortune/bestcompanies/2011/full_list/> [Accessed 13 May 2012] DCMS (2010), Creative Industries Economic Estimates, London, UK: Department of Culture, Media and Sport, retrieved 9 December 2010 Stewart, H. (2011), Laissez-faire has failed us. Now we're getting panicky intervention. Guardian Observer, [online] 27 November 2011. Available at: ; http://www. guardian. co. uk/business/2011/nov/27/laissez-faire-failed-panicky-intervention; [Accessed 14 May 2012]