Identity Essay -- Identity character literature self

Identity is a state of mind in which someone recognizes/identifies their character traits that leads to finding out who they are and what they do and not that of someone else. In other words it's basically who you are and what you define yourself as being. The theme of identity is often expressed in books/novels or basically any other piece of literature so that the reader can intrigue themselves and relate to the characters and their emotions. It's useful in helping readers understand that a person's state of mind is full of arduous thoughts about who they are and what they want to be. People can try to modify their identity as much as they want but that can never change. The theme of identity is a very strenuous topic to understand but yet very interesting if understood. How the Garcia Girls Lost Their Accents by Julia Alvarez and Farewell to Manzanar by Jeanne Wakatsuki are two remarkable books that depict the identity theme. They both have to deal with people that have an identit y that they've tried to alter in order to become more at ease in the society they belong to. The families in these books are from a certain country from which they're forced to immigrate into the United States due to certain circumstances. This causes young people in the family trauma and they must try to sometimes change in order to maintain a comfortable life. Both authors: Alvarez and Houston have written their novels Is such an exemplifying matter that identity can be clearly depicted within characters as a way in adjusting to their new lives. How the Garcia Girls Lost Their Accents by Julia Alvarez is a tale of four girls who are forced to leave their country, Dominican Republic. This occurred because their father got into police problems ... ... true American and she has neglected who she really was. Jeanne is a different person but as she grew and became more mature through her experiences she realizes that she can't transform her identity no matter how hard she tried. The theme of identity was clearly stated in How the Garcia Girls Lost Their Accents by Julia Alvarez and Farewell to Manzanar by Jeanne Wakatsuki. In both novels families are forced to emigrate from their homeland as an act of protection. As the main characters try to adjust themselves into their new surroundings they undergo extreme pressure into trying to remain comfortable and stable in such a way that their identity (who they are) changes. But once they go back to their homeland and these characteristics are soon acknowledged by them and they then realize that you can't change who you are and your identity well always remain the same.

To His Coy Mistress Compared to Other Love Poetry

To His Coy Mistress by Andrew Marvell is a love poem from the period of the renaissance. The poem appears in rhyming couplets which is different than the typical love poems, seen in sonnet form that we are used to from that time. The rhyming couplets are our first clue that this poem is not your typical love poem. Through his approach of theme, tone, and his use of language, Marvell criticizes the love poetry tradition as it existed in his time in order to argue that we must seize the moment and see the reality of time and love.Marvell contradicts the traditional love poetry theme; love is eternal and stable, by using a theme of carpe diem. Carpe diem means to seize the moment and live for the day. Marvell does not believe in waiting for love to blossom or believing that love will last forever as we see in Shakespeare’s sonnet 18, â€Å"Nor shall death brag thou wander’st in his shade/ When in eternal lines to time though growest: /So long as men can breathe or eyes ca n see,/ so long lives this and this gives life to thee. Meaning, nor will death claim you for his own because in my poem you will last forever, and if there be people on this earth, then my poem will live on, making you immortal. The reader’s see the opposite of this in Marvell’s poem as he believes that when you die â€Å"Thy beauty shall no more be found† By this he means that once his mistress dies her beauty will no longer be recognized so she must use her beauty to her advantage now.Unlike Shakespeare, Marvell does not view love as passionate, beautiful or emotional. Rather, his carpe diem theme suggests that love does not last forever, and beauty will fade. He continues to try to convince the reader that you must live for the day; â€Å"Nor, in thy marble vault, shall sound/ My echoing song; then worms shall try/ That long preserv'd virginity,/ And your quaint honour turn to dust,/ And into ashes all my lust. The grave's a fine and private place, /But non e I think do there embrace† Through the use of this quote Marvell claims that saving yourself for everlasting love is a waste of time because when you die you will not be loved eternally, rather you will be eaten by worms and your youth will be wasted. Marvell’s tone of urgency, morbidity, and negative attitude towards love contrasts the typical love poetry tone of delicacy, intimacy, and patience. Marvell feels that there is no such thing as eternal love. Perhaps you may think he does not believe in love at all.We first see his sarcasm towards love when he claims to give a hundred years to praise his mistress eyes, two hundred to adore each breast, and thirty thousand to the rest of her body in which we believe to be the waist down. However, we greatly see Marvell’s sense of urgency when he says â€Å"But at my back I always hear/ Time’s winged chariot hurrying near; /And yonder all before us lie/ Deserts of vast eternity. † By this he means that b ehind him time is catching up fast, but in front of him are deserts of vast eternity, and emptiness.He sees a tragedy in living for the afterlife and believes it’s a waste of youth. He continues the metaphor of the desert in the third stanza by talking about birds of prey who devour and hunt time. Normally, in traditional love poems, a poet believes that love can be eternal as we see in Spenser’s sonnet 75 â€Å"Not so (quoth I), let baser things devise /To die in dust, but you shall live by fame: /My verse your virtues rare shall eternize, /And in the heavens write your glorious name. Where whenas Death shall all the world subdue, /Our love shall live, and later life renew. † In this sonnet, addressed to his wife, Spenser claims to give her immortality in his verse, similar to Shakespeare’s sonnet 18. Marvell’s use of language, including figurative and non-figurative, and his choice of words, fail to evoke the passion and sweetness found in the lo ve poetry of his time. Most love poems consist of soft and beautiful words to create a loving and emotional theme and tone.However, Marvell use’s words such as vegetable, worms, birds of prey, devour, ashes, and dust, create images that do not evoke pleasant feelings. For example, when Marvell says â€Å"My vegetable love should grow/ Vaster than empires, and more slow† by using this hyperbole metaphor, he identifies the scale of his love for women; for a vegetable to grow as vast as an empire would take longer than humans have to live.Also, the use of the word â€Å"but† in the opening of the second stanza suggests they don’t have enough time to wait for love to blossom. The image you see when he says â€Å"the worms shall try/ That long preserv’d virginiti† creates irony because his mistress has spent her life trying to preserve herself, meanwhile he claims that worms will take over her body. In Shakespeare’s sonnet 18 he useâ€℠¢s words that are passionate, beautiful, emotional, and most of all, create feelings and images of love. Shall I compare thee to a summer’s day? Thou are more lovely and more temperate: /Rough winds do shake the darling buds of May, /And summer’s lease hath all too short a date: /Sometime too hot the eye of heaven shines, And often is his gold complexion dimm’d; /And every fair from fair sometime declines, /By chance or nature’s changing course untrimme’d; /But thy eternal summer shall not fade We see through the words used in this quote, such as summer’s day, buds of May, and the eye of heaven, Shakespeare succeeds to enhance the theme of love and beauty while Marvell’s use of words is not typical of the traditional love poem and create more of a morbid feeling.In conclusion, Marvell’s use of theme, tone, and language, highly criticized the traditional love poetry of his time. In the opening of the poem Marvell’s use of his carpe diem theme creates an immediate break in the normal love poetry by starting the poem with a problem; time and space limitation. As the poem continues we sense a feeling and tone of urgency which entwines with the theme of carpe diem. The register of the poem, through hyperbole and metaphor, shows how â€Å"To His Coy Mistress† is predominantly about time rather than lust, love, or seduction.

Differentiated Instruction Essay

â€Å"What Is a Differentiated Classroom?† is the title of the first chapter of our course text. Below the title is a quote from Seymour Sarason’s â€Å"The Predictable Failure of Educational Reform.† The quote states: â€Å"A different way to learn is what the kids are calling for †¦.All of them are talking about how our one-size-fits-all delivery system – which mandates that everyone learn the same thing at the same time, no matter what their individual needs – has failed them. This is a powerful statement and one that admittedly paints an accurate picture of much of my teaching style coming into this course – â€Å"a one-size-fits-all delivery system.† My initial reaction to the opening statement was a bit defensive and off-putting. As I continued to read, I was momentarily validated when shortly afterwards I read that teacher’s often ask the question â€Å"How can I possibly divide time, resources and myself so that I am an effective catalyst for maximizing talent in all my students?† There are seemingly just too many needs and variables to reach the masses in a classroom. Teach to the middle seems to be a logical strategy. If we assume the 80-20 rule, we can reach 80% of the students fairly effectively with this methodology. Of the remaining 20 %, some portion of them should be able to glean part of the information. To be sure, I am available and encouraging of questions to assist in understanding. Additionally, I may grade an individual’s work with some reasonable variance. But other than some on-the-fly adjustments I may make to assignments as I see need that is the extent of my differentiation in the classroom. SEEMS reasonable enough! Or should I say SEEMED reasonable enough!! The remainder of chapter one promptly provided a stern but inspirational slap-in-the-face. It offered a quick but stark contrast to my seemingly logical method of operation. A few of the â€Å"differentiation† concepts highlighted which served as motivation a prompted further reading: †¢Teachers begin where students are, not from the start of a curriculum guide †¢Teachers must be ready to engage students in instruction through different modalities, by appealing to differing interests, and by using varied rates of instruction along with varied degrees of complexity †¢Teachers provide specific ways for each individual to learn as deeply as possible and as quickly as possible, without assuming one student’s road map for learning is identical to anyone else’s. †¢Teachers begin with a clear and solid sense of what constitutes powerful curriculum and engaging instruction. Then they ask what it will take to modify that instruction so that each learner comes away with understandings and skills. †¢It is difficult to achieve a differentiated classroom because there are few examples of them. (Tomlinson, 1999) With these thoughts as an introduction and tapping into my drive for continual improvement the stage was set for the course. Moving forward, I see in retrospect, what chapter one did for peeking my interest in differentiated instruction I believe the rest of the book, the course workbook and the course itself did for laying the foundation towards true implementation. The following are four lesson plans I have developed to begin the process of differentiating lessons for my students. The differentiated concepts utilized are Entry Points, Problem Solving, Sternberg’s 3 Intelligences and Extension Menu’s. These lessons, while unique in their methodologies, all reflect the underlying assumption of Differentiated Instruction (DI). And that assumption, as reflected in a graphic organizer in our course workbook, is that †¦.Differentiation is a response to the learner’s needs using learning profiles, interests and readiness in content, process and product. The first lesson constructed utilizes Howard Gardner’s â€Å"Entry Points† strategy. This lesson is designed to account for the various learning profiles of student’s and is based off of Gardner’s Multiple Intelligences theory. The major tenet of MI theory is that people learn, represent, and utilize knowledge in many different ways. These differences challenge an educational system which assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to educate and test student learning. According  to Gardner, â€Å"the broad spectrum of students–and perhaps the society as a whole–would be better served if disciplines could be presented in a number of way s and learning could be accessed through a variety of means.† The Multiple Intelligences postulated in this theory are: †¢Linguistic Intelligence –The capacity to use oral and/or written words effectively. †¢Logical-Mathematical Intelligence –the ability to effectively use numbers and to reason. †¢Spatial Intelligence –the capacity to accurately perceive the visual/spatial world and create internal mental images. †¢Bodily-Kinesthetic Intelligence –the ability to skillfully move one’s body and to move and manipulate objects. †¢Musical Intelligence –a sensitivity to and grasp of the elements of music. †¢Interpersonal Intelligence –the capacity to perceive and distinguish moods, intentions, and feelings of others. and using simulations to learn about events, feelings and alternative strategies for behaving. †¢Intrapersonal Intelligence –the ability to know one’s self and act on the basis of that knowledge. †¢Naturalistic intelligence – the ability to recognize and classify plants, animals, and minerals including a mastery of taxonomies. (The Theory of Multiple Intelligences) Stemming from the MI theory is Gardner’s â€Å"Entry Point† strategy for education. According to this strategy, Gardner proposes student exploration of a given topic through as many as five avenues: Narrational (presenting a story), Logical-Quantitative (using numbers or deduction), Foundational (examining philosophy and vocabulary), Aesthetic (focusing on sensory features), and Experiential (hands-on). (Grants and Research Office) In utilizing the Entry Point strategy in the first lesson plan, students will explore and be introduced to the world of â€Å"new products and services through invention, innovation and discovery† via four of the five entry points listed: Narrational, Logical-Quantitative, Foundational and Aesthetic. The fifth entry point, Experiential, is included in the unit lesson and will be used as a summative experience. The differentiated design of this lesson taps into the multiple learning styles of students through a variety of processes. Teaching Strategies Entry Point Strategies for subject â€Å"New Products†: †¢Narrative: Students browse the internet searching for new products which have recently been introduced to the consumer. Student’s compile a list of their findings as they progress. †¢Logical/Mathmatic: Students gather statistics regarding the sales of a product over the products life cycle. Student’s then incorporate that statistical data into a graph via excel †¢Aesthetic: Students create a collage of new products along with the demographic who would utilize the product †¢Foundational: Entrepreneurship: Students view three of a possible five video clips on the role of Inventors/Innovators/Entrepreneurs and their connection to new products. Discussion to follow †¢Experiential: Field Trip to QVC to view new products as they are being displayed, advertised and sold The second of the four differentiated lessons centers on the essential question of â€Å"What is the Six Step Developmental Process?† The differentiated strategy employed in this lesson is based on Sternberg’s Triarchic Theory of Human Intelligence. I looked forward to putting this lesson together as Sternberg’s theory is one that resonates with me. Coming from the business management world, and being new to the vocation of teaching, I find much of my class instruction project based with a real world â€Å"practical† slant.  Additionally, as a manager in business, one is constantly striving to place the correct people in the correct roles within a company. Hiring’s, training, evaluations, promotions, firings, relocations are all a product of a manager’s evaluation of employees strengths, talents, weaknesses and deficiencies. When evaluating and placing individual’s the criteria often looked at are an employee’s analytical, cre ative and practical skills. This theory strikes me as a perfect correlation between educational/intellectual theory and real world application. A brief summary of Dr. Sternberg’s Triarchic Theory of (Successful) Intelligence contends that intelligent behavior arises from a balance between analytical, creative and practical abilities, and that these abilities function collectively to allow individuals to achieve success within particular contexts. Analytical abilities enable the individual to evaluate, analyze, compare and contrast information. Creative abilities generate invention, discovery, and other creative endeavors. Practical abilities tie everything together by allowing individuals to apply what they have learned in the appropriate setting. To be successful in life the individual must make the best use of his or her analytical, creative and practical strengths, while at the same time compensating for weaknesses in any of these areas. This might involve working on improving weak areas to become better adapted to the needs of a particular environment, or choosing to work in an environment that values the individual’s particular strengths (Plucker). As applied to the classroom, it is important to provide students with the opportunity to learn based off of their natural and stronger intellectual ability(ies). Too often, education has tried to fit everyone into the â€Å"Analytical† mold. However, it is to be noted, teachers should also strive to provide the opportunity for students to learn subject material via their weaker intellectual ability as well so as to simultaneously develop intellectual learning abilities as well as a base of knowledge in a particular subject matter. Teaching Strategies Sternberg Based Strategies for lesson – â€Å"Developing New Products – The Six Step Process†: †¢Analytical †¢Identify the Six Step Developmental Process in developing a new product. †¢Choose and research one of the product options given and cite how that product progressed through each of the six step process †¢Write a one page summary on your thoughts of the effectiveness of the Six Step Process in the development of the product you chose. Would you have followed the same process or deviated at any point? State why or why not and if you would have deviated state how and why. †¢Creative †¢Identify the Six Step Developmental Process in developing a new product. †¢Describe a fictional product that you would like to see invented †¢Assume the role of an inventor and take your fictional product through the Six Step Developmental Process. Describe the considerations and possible decisions made at each step. †¢Create a model of your product via a picture or prototype †¢Practical †¢Identify the Six Step Developmental Process in developing a new product. †¢Describe a product you use and find valuable in everyday life †¢ Assume you were the inventor/innovator of the product you described, describe some of the considerations and decisions you believe were made at each step of the Six Step Developmental Process. †¢In a presentation, show and demonstrate the product you have chosen and describe some of the elements of the Six Step Developmental Process you believe were critical in its development. The third of the four lesson plans has as its content the â€Å"Marketing Mix.† The essential questions the students are to acquire answers to and achieve understanding for center around the â€Å"Distribution† component of the Marketing Mix. The DI teaching strategy to be utilized in this lesson is that of â€Å"Problem Based Learning.† As with Sternberg’s Triarchic Theory of Learning this particular strategy also resonates strongly with me. Again, coming from the business world, I see great value in a Problem Based Learning approach. It is very often how business gets done. Answers to problems must be contemplated, researched, solutions designed, implemented, evaluated †¦process repeated. Taking both DI approaches a step further, I see that merging Sternberg’s theory with Problem Based Learning (PBL) is a way of maximizing the PBL approach. A quick summarization of PBL: Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with a situation that simulates the kind of problems they are likely to face as future managers in complex organizations. Problem-based learning is student-centered. PBL makes a fundamental shift–from a focus on teaching to a focus on learning. The process is aimed at using the power of authentic problem solving to engage students and enhance their learning and motivation. There are several unique aspects that define the PBL approach: †¢Learning takes place within the contexts of authentic tasks, issues, and problems–that are aligned with real-world concerns. †¢In a PBL course, students and the instructor become co-learners, co-planners, co-producers, and co-evaluators as they design, implement, and continually refine their curricula. †¢The PBL approach is grounded in solid academic research on learning and on  the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on. †¢PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for life-long learning. (Purser) Below is a diagram located from the University of California, Irvine website. I found it succinct and anticipate it to be very helpful as I move forward in the implementation of Problem Based Learning in my classroom. WHAT: HOW? WHY? Student-centered & Experiential Select authentic assignments from the discipline, preferably those that would be relevant and meaningful to student interests. Students are also responsible for locating and evaluating various resources in the field. Relevance is one of the primary student motivators to be a more self-directed learner Inductive Introduce content through the process of problem solving, rather than problem solving after introduction to content. Research indicates that â€Å"deeper† learning takes place when information is introduced within a meaningful context. Builds on/challenges prior learning If the case has some relevance to students, then they are required to call on what they already know or think they know. By focusing on their prior learning, students can test assumptions, prior learning strategies, and facts. The literature suggests that learning takes placewhen there is a conflict between prior learning and new information. Context-specific Choose real or contrived cases and ground the count in the kinds of challenges faced by practitioners in the field. Again, context-specific  information tends to be learned at a deeper level and retained longer. Problems are complex and ambiguous, and require meta-cognition Select actual examples from the â€Å"real life† of the discipline that have no simple answers. Require students to analyze their own problem solving strategies. Requires the ability to use higher order thinking skills such as analysis, synthesis, evaluation, and creation of new knowledge. Creates cognitive conflict Select cases with information that makes simple solutions difficult: while the solution may address one part of a problem, it may create another problem. Challenges prior learning as noted above. The literature suggests that learning takes place when there is a conflict between prior learning and new information. Collaborative & Interdependent Have students work in small groups in order to address the presented case By collaborating, students see other kinds of problem solving strategies used, they discuss the case using their collective information, and they need to take responsibility for their own learning, as well as their classmates’. (Gallow) †¢What are the four components of the â€Å"Marketing Mix† and which component deals with the delivery of a product to the consumer market? †¢What are the three methods of distribution†? †¢How does the method of distribution a company selects impact availability to the consumer? Teaching Strategies â€Å"Problem Based Learning† Strategy for lesson on the Marketing Mix component of â€Å"Distribution†: †¢Problem/Scenario: In pairs, â€Å"Marketing Partners† will determine the best methodology to â€Å"DISTRIBUTE† the product assigned to their â€Å"Marketing Firm.† †¢Problems to solve/Questions to answer: †¢What distribution channels does the competitor use? †¢Create in table form your competitors names, distribution channels and relative success of the competitor †¢What distribution options are viable for your company? †¢Create in table form a list of all possible distribution channels for your product as well as the benefits and drawbacks of each channel †¢In email form, compose a letter to your Director of Marketing defining the three levels of distribution intensity (Intensive, Exclusive and Selective) and indicate which level you recommend utilizing and explain why. †¢Based on the distribution intensity strategy you selected, create a data base (excel or word using tables) of at least 10 stores that may be a good fit to carry your product. Database should include the prospects: name, address, phone number, email and a short list of products carried. †¢Create a â€Å"Marketing Proposal Presentation† to deliver to your co-workers (class) which outlines your proposed distribution plan. The fourth lesson plan created and to be implemented as part of my new-and-improved DI Classroom of the future will utilize the strategy of Extension Menus. This lesson, as with the previous lesson, will have as its content the â€Å"Marketing Mix.† However, the focus and essential questions will center on the concept of â€Å"Promotion.† I see the significance and benefits of extension menus as many. Among the value points of extension menus is that they can be created to meet student needs using all three of the discussed vehicles: Learning Profiles, Interest and Readiness. In researching and then summarizing Extension Menus I have summarized the key elements in bullet form: Definition of Extension Menu An extension menu is an array of independent learning activities to provide students with choices for extending or enriching the essential curriculum. Purposes of Extension Menus †¢Enrich or extend the essential curriculum †¢Challenge the abilities of highly able students †¢Provide alternative activities that address the differing abilities, interests, or learning styles of students Advantages of Extension Menus †¢Can be written for any curriculum area †¢Provide rigorous and challenging learning activities for highly able students †¢May be tiered to accommodate all levels of instruction in the classroom †¢Can be used to target specific learning activities for an individual student or group of students †¢Allow student choice as well as challenge †¢Encourage the development of independent thinkers †¢Allow the teacher to monitor students’ choices and behaviors to learn more about their interests, abilities and learning styles †¢Promote student use of higher level thinking skills †¢ Promote flexible grouping in the classroom †¢Allow the teacher to be a facilitator Varied Uses of Extension Menus †¢Follow-up activity after a lesson †¢Culminating activity at the end of a unit †¢Anchoring activity (defined by Carol Ann Tomlinson as, â€Å"meaningful work done individually and silently especially when children first begin a class or when they finish assigned work †¢Learning center for enrichment and/or extension of the curriculum †¢Independent activity for students who have compacted out of specific curricular objectives or who have completed their work (Byrdseed, 2009-1012) Below is an Extension Menu I came across in my research. It will serve as a model moving forward. I thought it appropriate to include as an illustration of excellence. Tic-Tac-Toe Menu Collect Facts or ideas which are important to you. (Knowledge) Teach A lesson about your topic to our class. Include as least one visual aid. (Synthesis) Draw A diagram, map or picture of your topic. (Application) Judge Two different viewpoints about an issue. Explain your decision. (Evaluation) Photograph Videotape, or film part of your presentation. (Synthesis) Demonstrate Something to show what you have learned. (Application) Graph Some part of your study to show how many or how few. (Analysis) Create An original poem, dance, picture, song, or story. (Synthesis) Dramatize Something to show what you have learned. (Synthesis) Survey Others to learn their opinions about some fact, idea, or feature of your study. (Analysis) Forecast How your topic will change in the next 10 years. (Synthesis) Build A model or diorama to illustrate what you have learned. (Application) Create An original game using the facts you have learned. (Synthesis) Memorize And recite a quote or a short list of facts about your topic. (Knowledge) Write An editorial for the student newspaper or draw an editorial cartoon. (Evaluation) Compare Two things from your study. Look for ways they are alike and different. (Analysis) (schoolloop.com) For my first crack at Extension Menus I am offering a choice between three options. The projects assume a given level of â€Å"Readiness† as they are culminating exercises. â€Å"Interest† and â€Å"Learning Profiles† are tapped into as the choices offered are through the mediums of graphics (brochure), audio recordings (radio announcement-recorded or recited) or writings (public relations article). Additionally, the exercises also tap in Sternberg’s Triarchic Theory by meeting â€Å"Creative† and â€Å"Practical† components. †¢What are the four components of the â€Å"Marketing Mix† and which component deals with making the public aware of a business’ products or services? †¢What are the various methods of â€Å"Promotion†? †¢How do promotional activities influence consumers? Teaching Strategies Extension Menus for lesson on the Marketing Mix component of â€Å"Promotions†: Following unit lesson regarding the â€Å"Promotions† aspect of the Marketing Mix, students will be provided the opportunity to select one of three extension projects to demonstrate their knowledge of the subject. The basic nature of each assignment will vary to allow students the opportunity to select a methodology in which they are more inclined. The students will create either an artistic, written or verbal/kinesthetic product. †¢Extension Menu Project An entertainment group has just booked a three week engagement at your cities convention hall. Your marketing firm is one of two firms being considered to promote this event. You have been tasked to provide a sample marketing piece to win the job. Choose one of the following methodologies and create a â€Å"Promotional† piece for this event. Details of the event will be distributed. †¢Tri-fold Brochure: Using â€Å"Word† or a similar program, create a tri-fold brochure which pictures the entertainment groups major events and as well as various features of their business. †¢Public Relations Article: Using †Word,† create an article publicizing the coming of the entertainment group to your city and generate a â€Å"buzz† that will draw attendance to the various events. †¢Radio Announcement: Using a recording program, create a radio advertisement announcing the coming of the entertainment group to your city and highlight several of the main events. Also promote your station’s on-site appearance at one of the events. OR Write your radio announcements and perform them live for the class. As the saying goes †¦.†If you’re not moving forward – you’re moving backwards!† The challenge for us in this course, through classroom instruction, discussion, exercises, text readings and research, is to move forward in our instruction by way of transitioning from traditional methods of instruction to differentiated methods. I came into the course skeptical. I exit via this LEP project as encouraged and inspired. We talked about starting small and moving towards the greater goal. With these lesson plans and the tools acquired during class/research the foundation of a start have been laid. Works Cited (n.d.). Retrieved July Wednesday, 2012, from schoolloop.com: http://pps-pajaro-ca.schoolloop.com/file/1303568322190/1312697332954/8516106516570643153.pdf Byrdseed, I. (2009-1012). Byrdseed. Retrieved July Wednesday, 2012, from Offer Choice with Extension Menus: http://daretodifferentiate.wikispaces.com/file/view/Extension+Menu+directions+9.1.04.pdf Gallow, D. .. (n.d.). University of California, Irvine. Retrieved July Tuesday, 2012, from Problem-Based Learning Faculty Institute: http://www.pbl.uci.edu/whatispbl.html Grants and Research Office. (n.d.). Retrieved July Monday, 2012, from Applying Research to Practice:

Conflict Management Plan

1. Identify the available conflict management strategies and their strengths and weaknesses.Strategy Strengths Weaknesses CollaborationMakes the team stronger while building morale. Ability to problem solve. Sharing in responsibility Not sharing same ideas Causes most popular vote Can be time consuming while coming to an agreement CompetitionForces team to think outside the box for better results Cause team members to disagree and never reach a solution AvoidanceRefocuses team to real problem Takes personal feelings out of the issue Problem still exist Team relationship becomes taintedAccommodationAllows the team to come to a resolution by giving and takingRequires some team members ideas to be put on the back burnerCompromiseAllows team to come to a solution in a timely mannerMay effect team negatively if one member feels they compromise more than others2. Which of the available conflict management strategies is most appropriate for the current situation with Clyde and Dan? Provide your rationale, including what factors you considered in making your selection. Your response should be at least 100 words.The most appropriate conflict management strategy for the current situation is collaboration. I feel if both men are brought together to discuss their issues in a non-hostile environment then the real problem will present itself. This will allow both team members to voice their opinions and a resolution can be offered up.Once the problem is in the open they can focus on how to resolve it. I made this selection because it sounds like maybe it could be a personality conflict with a lot of he said she said. The only way to resolve it is to know what the real problem is. The only way to know that is to bring the men together to talk about it.3. If the selected strategy is not successful, what is your alternate strategy? Provide your rationale for this selection. Your response should be at least 100 words.If the first strategy is not successful then the next option i s avoidance. This will force the team members to put their personal feeling toward each other aside so that they can focus on the project. Team members will not always get along. How they feel about each other can be a problem, but as long as they can put those feelings aside for the betterment of the team then they can focus on the common goal. As long each of the of participating and sharing the work load the team can be successful.4. What potential road blocks might be encountered in resolving the conflict? How would you address these? Your response should be at least 100 words.Some potential road blocks is the team members are hell bent on not working together. When every option for resolving the problem has been exhausted then there may be a need for different measures. The idea is to keep the team together and focused on the project. If the actions of these two men  lower the morale of the team and make it impossible to work together then it is my recommendation both team me mbers be replaced. The focus is the team and the project.

Profit maximization questions x 2 Essay Example | Topics and Well Written Essays - 750 words

Profit maximization questions x 2 - Essay Example Therefore, the answer is, to strike a balance between the two, that is, to not run after the profits to the extent that morality and values come at stake. As corporations it is imperative for us to hold our businesses in a manner that our personal values, which, in the first place should not be against that of the company, are aligned with what the society expects from us. A Business carries a two fold mandate, to earn profits and to seek to justify the means of doing so. Corporate Behavior should be governed by business ethics and values and at the same time describe certain methods to induce profit maximization. Being a part of the top level management as executive I will seek to define moral and ethical guidelines in which to undertake the business, making it a part of my organizational behavior. The very culture needs to be such that it helps promote values and business ethic. It’s certainly undesirable to have cost cutting at the expense of low quality and sub standard pr oducts as in a way it may bring in short term profitability and increase shareholder wealth but in the long term it will lead to degradation of the company’s image. I would try to take measures and communicate throughout the organization to promote moral values and to not give in at the mere expense of profitability. However, this does not mean that the pursuit of profitability is of secondary value. As I stated earlier the key is to strike a balance between the two. I believe seeking profitability on the lines of personal values and beliefs will actually act as a catalyst and exponentially create wealth for the stake holders through better image amongst them. There is absolutely no point in running a business that violates personal values as it shatters the very being and makes him a slave of profitability. Once that violation is made the person has no moral obligation and can go to any extent to achieve the latter objective. Hostile take over’s, industrial espionage or even violating the rights of customers and suppliers may lead to some sort of profitability, but this type of corporate manslaughter is certainly questionable. Having a definitive framework in which to carry out the business would certainly be my initial responsibility and in order to see if its being followed, as most of the time there is a disconnection between the company's code of ethics and the company's actual practices, a corporate Value appraisal system should be in place to keep a check and balance. Ans.2 If we analyze the net profitability after tax the company has had around 11% profitability each year whereas the market moved 13% up in the initial two years and the difference between the last two years is about 8.8%. These numbers suggest that the company is performing in a somewhat similar manner as the market. Now, if the company holds a leading position in the industry and has been having a smooth run of profitability and yet the share price has remained constant, it is certainly a message for the company that something is certainly wrong. The share price explains the sentiments of its investors about that particular company, if they believe that the company will do well, the share price will show a bullish trend but if otherwise, the stock price will go down. Now the company needs to understand and analyze its competitive position in the market. It should seek to evaluate how the consumer perception has changed about the company. Having known that the share value of the competitors has grown, this is a

Where the copy is used and how to captivate an audience Essay

Where the copy is used and how to captivate an audience - Essay Example Copy is the best way possible to present information. In addition, written material serve as evidence to facts about the topic of discussion. Therefore, copy is important as it acts as references where information can be cited to support opinions. Copy can be accessed from books, magazines, and advertisements. All written material ought to be captivating to the audience; hence the need for quality headlines. In any case scenario, the audience will prefer quality to quantity. The quality of a headline makes the story appealing. The headline may be stating a fact or asking a question. For example, an article on teenage pregnancy may have the following headlines- â€Å"64% of teenage mothers do not proceed with tertiary education† or â€Å"Is your daughter safe from teenage pregnancy?† A headline ought to intrigue the audience to make them want to know more about the topic of discussion. The most important aspect about capturing the attention of an audience is making them think that they know how the end will be from the headline. That way, the audience will be excited to know how the story unfolds; hence paying attention for the entire duration. For example, â€Å"The three sides of the coin: Gender-based violence.† The audience would be intrigued to figure out the other side of gender-based violence that is mostly considered a vice. Therefore, headlines on written ma terials form a fundamental platform whereby the audience judges the viability of a story. Even though information is liberating, quality matters over

As the Arabs see the Jews His Majesty King Abdullah, Essay - 1

As the Arabs see the Jews His Majesty King Abdullah, - Essay Example tant history of Palestine is vague, King Abdullah in his 1947 letter asserts correctly that the awarding of it to the Jews by Britain, helped along by America, is one of history’s most dubious and inequitable actions—the giving of a gift neither the English nor the Americans had the right to offer. Taking each of his arguments in order, the charges of Arab anti-Semitism are clearly out of context and seem suspiciously part of the Zionist plan to use the tragedy of the Holocaust as justification for the takeover of Palestine. Rubin (1987) writes, â€Å"Among large and increasing numbers of U.S. Jews, the ideal view of Israel... of a poor little Israel that is surrounded and threatened by big, hostile, anti-Semitic Arab countries has been drastically changed to something much closer to the reality† (12), a reality that existed then as it did today. Clearly history recalls that the tribes of Israel lived, thrived and prospered with other tribes all over the Middle East. That there is evidence they were somewhat subjugated in Palestine at some period in the middle ages had little to do with their ultimate Diaspora to the European continent, and even less to do with their modern claims on Palestine as â€Å"theirs.† If any enmity exists it is more likely over argument s as to the location of the Temple Mount as Jewish sacred land, and the over the years it also became important to the Moslem religion. It seems then that the real enmity has more to do with religious claims than toward a certain group. Even Rubin (1987) suggests that the new anti-Semitism may be, in reality, anti-Zionism, a quite different matter. As the King points out, the Jews thrived in Spain under the Moors (Abdullah, 1947), until, that was, Christians eventually drove them out or killed them during the Christian sponsored Inquisition. The King points out correctly that it was European Christians, not Arabs who persecuted the Jews, a persecution that culminated in the Holocaust. The King makes an