Mcdonalds Energy Drink Research Report Essay

The reason for this report is to explore past patterns and estimates of the caffeinated drink showcase. Remembered for this report, is data on showcase size, target populace and measurable information on development history and development projections. The point is to decide whether adding caffeinated beverages to McDonalds contributions will make a beneficial portion for their menu. The statistical surveying gathered and contained in this report comprises of optional information. This examination was approved by: McDonalds Corporation. Momentum statistical surveying shows that the caffeinated drink showcase has developed into a multi-billion dollar business, which has been accounted for just like the quickest developing portion in the refreshment business since filtered water. The US caffeinated drink industry is required to dramatically increase in the 5 years going before 2013. (Exhaustive Reviews) Eighteen to twenty-multi year olds or understudies are the biggest portion of caffeinated drink buyers. (NutritionJ) The finish of this report proposes that the development of the caffeinated drink showcase has been more prominent than most other fluid reward refreshment parts in the US in the previous five years and that this pattern will proceed. It is suggested that McDonalds Corporation add caffeinated beverages to their contributions and target school matured understudies. Presentation Fast food utilization in the US has declined during the ongoing financial emergency. To remain gainful, many cheap food chains have presented ease or â€Å"value† things also keep deals up. Alongside minimal effort things, many inexpensive food chains have included specific things or specialty things to pull in clients that can all the more advantageously purchase these at a cheap food store. McEnergy 3 Energy drinks have kept on picking up fame since Red Bull was propelled in 1997. In excess of 500 new caffeinated drinks were propelled worldwide in 2006 and refreshment organizations are receiving the benefits of the detonating caffeinated drink industry. This report looks at the caffeinated drink market and its capability to turn into a specialty thing in a cheap food chain alongside the populace to target. Strategies. This report was directed utilizing an optional measurable information and auxiliary examination that was assembled utilizing a center gathering and study of school age members. The factual information was acquired from New York City-based Beverage Marketing Corporation which is the main exploration firm devoted to the worldwide drink industry. The measurable information with respect to the past development examples and development conjectures will be talked about in the outcomes. The center gathering and overview were finished by Nutrition Journal and spotlights on caffeinated drink utilization designs among understudies. The review depended on reactions from a 32-part undergrad center gathering and a field test, a 19-thing study was utilized to caffeinated drink utilization examples of 496 haphazardly overviewed understudies. (nutritionj) The populace was characterized as college understudies at a state college situated in the Central Atlantic Region of the United States. 85% of the students were 18-24 years old, 12% were 25-40 years old and 3% 41 years old or more established. Sixty two percent of the whole understudy body is female. The examining units were singular undergrads that were produced with a McEnergy 4 non-likelihood technique for inquiring as to whether they might want to take an interest. (Nutritionj) Results Fifty one percent of members announced devouring at any rate one, caffeinated drinks a month. Thirty four percent of member revealed devouring in any event two caffeinated drinks a month. Table 1 % of school caffeinated drink clients announcing sum and recurrence of caffeinated drink utilization by circumstance in a normal month Energy drinks expended Days/month ________________________________________________ Situation n 1 2 >2 1-4 5-10 >10 Insufficient Sleep 169 64 22 14 74 18 8. Need general vitality 165 63 21 16 74 18 8 Studying or task 125 50 36 14 85 10 5 Driving significant distance 114 63 23 14 86 9 5 With liquor 136 27 24 49 73 18 9 Treat headache 42 74 10 16 74 14 12 N= 253 school caffeinated drink clients (nutritionj) The US reward refreshment showcase developed by 1. 2% in 2010The development of the caffeinated drinks advertise is up 5. 4% in the previous year. (beveragemarketing) From 2004 to 2009 the McEnergy 5 in general development of the vitality showcase is up over 240% (Wiley) The move from utilization of sports beverages, for example, Gatorade and Powerade towards caffeinated beverages should proceed. In the most recent year, carbonated soda pops remain the biggest fluid reward drinks classification however their volume slipped 0. 8% from 13. 9 billion gallons in 2009 to 13. 8 billion gallons in 2010, which brought about their piece of the overall industry diminishing. (beveragemarketing) Table 2 U. S Liquid Refreshment Beverage Market Change in Volume by Segment 2009-2010 Percent Change Segments 2009-2010 RTD Tea 12. 5% Sports Drinks 9. 4% RTD Coffee 8. 1% Energy Drinks 5. 4% Bottled Water 3. 5% Value-Added Water 0. 2% Fruit Beverages - 2. 0% Carbonated Soft Drinks - 0. 8% Total LRB 1. 2% Source: Beverage Marketing Corporation (BeverageMarketing) McEnergy 6 Conclusion The caffeinated drink advertise has developed into a multi-billion dollar business, which has been accounted for similar to the quickest developing section in the refreshment business since filtered water. Having become 240% in the previous five years, the main refreshment areas to develop quicker that caffeinated drinks a year ago were prepared to-drink tea, prepared to-drink espresso and sports drinks. McDonalds as of now conveys these other three refreshments and would profit by including the following quickest developing drink segment, caffeinated drinks. Regardless of the huge piece of the pie that carbonated refreshments possesses, there is an interest and move towards other drink segments as confirm by a decline in carbonated drink piece of the pie a year ago. A huge fragment of caffeinated drink buyers is the school matured purchaser. With over half of understudies drinking in any event one caffeinated drink a month and 34% in any event two per month, this would be a decent populace to target. Suggestions Include caffeinated beverages to the contributions at McDonalds drive-thru eateries. Target school matured understudies with introductory areas and advertising procedures. McEnergy 7 References: †Gonzalez de Mejia, E. and Heckman, M. A. and Sherry, K. (2010). Caffeinated Drinks: An Assessment of Their Market Size, Consumer Demographics, Ingredient Profile, Functionality, and Regulations in The United States. Far reaching Reviews in Food Science and Food Safety. Recovered from: http://onlinelibrary. wiley. com/doi/10. 1111/j. 1541-4337. 2010. 00111. x/pdf †West, T. (2011). The Energy Market is Still Full of Growth Potential Reports. Discount News. Recovered from: http://web. ebscohost. com. lib. kaplan.edu/ehost/pdfviewer/pdfviewer? vid=12&hid=123&sid=eeec713f-80bc-4ca6-b6ce-02c68e0f1f50%40sessionmgr112 †The US Liquid Refreshment Beverage Market Increased by 1. 2% in 2010. (Walk 2011). Refreshment Marketing Corporation Reports. Recovered from: http://www. beveragemarketing. com/? section=pressreleases †Aeby, V. G. and Barber-Heidal, K. and Carpenter-Aeby, T and Malinauskas, B. M, and Overton, R. F. (2007). A Survey of Energy Drink Consumption Patterns Among College Students. Sustenance Journal. Recovered from: http://www. nutritionj. com/content/6/1/35.

Why did the Weimar Republic survive the crisis of 1918 1923 Essay Example

For what reason did the Weimar Republic endure the emergency of 1918 1923 Paper Numerous frantically major issues confronted the new Weimar Republic and its constitution between 1918 1923, as investigated in the past article. Incredibly, the Republic endure and stayed flawless. It endure falling because of numerous arrangements the Treaty of Versailles, from political, financial, left wing, and conservative issues as well. These various arrangements shielded Germany from disintegrating. In this paper, I will investigate these answers for show how and why the Weimar Republic endure the emergency of 1918 1923. The Weimar Constitution was structured as a decent popularity based settlement to bring back solidness, with which each German could recognize. It resulted in an ersatzkaiser, and was conceivably de-settling, however in spite of this, the constitution worked very well without a doubt. It gave German individuals the privilege to work, and give cash (satisfied the left wing) despite the fact that Germany was in incredible obligation. It gave laborers National Insurance, and alluded to Nationalization, which would bring together Germany, in spite of the fact that the Right wing would fierceness. The Constitution carried Germany from absolutism to majority rules system; appeared by everybody more than 20 being permitted to cast a ballot, and gave individuals numerous social rights e. g. o have the option to have a place with a Union, and adjusted as a major aspect of the constitution. The Constitution functioned admirably under extraordinary conditions, for instance in the Kapp Putsch. Article 48 was conceivably destabilizing, and enabled to be manhandled and turn into a despot. Be that as it may, Article 48 was not mishandled in the period 1918 1923 by any stretch of the imagination. It was utilized appropriately and as it ought to have been reasonably, to balance out, and realize request. The alliance governments that rose from the constitution as often as possible fell over differences, yet there were numerous valid statements about them. We will compose a custom paper test on Why did the Weimar Republic endure the emergency of 1918 1923 explicitly for you for just $16.38 $13.9/page Request now We will compose a custom article test on Why did the Weimar Republic endure the emergency of 1918 1923 explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom article test on Why did the Weimar Republic endure the emergency of 1918 1923 explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer They caused gatherings to feel needed and they could all have a state on how the nation was run. The gatherings had to bargain and filled in as one. The Social democrats and Catholics could now have an influence in the administration, who were recently observed as adversaries of the Reich. The president and the Reichstag were finely adjusted, thus alliance governments had numerous cheerful focuses encompassing them to keep the Weimar Republic fully operational, thus enduring the numerous emergencies that compromised the new Republic. So the new Republic endure issues from the constitution, for the most part in light of the fact that there were numerous positive sides to it. Individuals could work and get cash in the event that they werent, they could cast a ballot, a change they had not yet experienced under the Kaiser. Article 48 was utilized appropriately and reasonably and the gatherings functioned admirably together, so it wasnt all awful, and as this was so it shielded the republic from falling. In spite of the fact that the Treaty of Versailles treated Germany more brutally than was normal, the outcomes were not all terrible as they initially showed up. The marking of the cease-fire finished the war before Germany could be involved by the partners. The cruelty of the bargain joined Germany and each German, it turned into a solid joined country state. The decimation of the Austrian-Hungary Empire and Ottoman Empire made numerous littler states. Germany turned into an enormous, ground-breaking nation among these littler nations, in a situation to overwhelm Eastern/Central Europe. France neglected to debilitate Germany forever, and the cruel Reparations didn't totally decimate the German economy. The Allies later changed the Reparation requests by the Dawes Plan. In any case, the French control of the Ruhr was outside Germanys ability to control. Along these lines, the Treaty fortified the nation together in the midst of trouble. The arrangement was disdained and loathed, however every German was joined in its scorn. Disdain wasnt coordinated much towards the legislature, the nations contempt was coordinated more towards the Allies. Germany turned into a solid nation, thus confidence was helped by the individuals realizing that their nation was still as amazing, if not more in its position. So the Republic endure this emergency well.. the Treaty wasnt as awful as it could have been. The monetary issues genuinely sabotaged the system, however the choices made by the Government were not all terrible. For instance when the French involved the Ruhr, the individuals upheld the Government via doing inactive opposition, and not co-working with the French as they assumed control over the mines. This demonstrates devotion to the Weimar Republic. At the point when hyperinflation set in, there were numerous failures, yet on the positive side there were victors as well. Swelling is useful for development! Champs were the individuals who owed cash and had the option to take care of obligations in degraded money, sharecroppers could keep the family alive on their products and purchase the homestead for themselves, landowners could purchase all the more land from the guileless and edgy, and business visionaries could abuse modest credit and swelled benefits to make huge mechanical organizations, (e. g. Hugo Stinnes). Along these lines, despite the fact that the were failures: working classes and those living on fixed pay missed out, many individuals would profit and be exceedingly glad. At the point when the new government was set up after Wilhelm Cunos fell in August 1923, another chancellor, Stresemann, of the DVP, comprehended for all intents and purposes all of Germanys financial issues right away. Stresemann canceled Passive opposition in the Ruhr, as it didnt appear to be working, halted the printing of progressively useless cash, and presented another money.. the Rentenmark. This new cash balanced out the German economy practically overnight. Along these lines, albeit numerous individuals missed out with the impacts of hyperinflation and were irritated with the new Government, individuals benefitted from hyperinflation. With the strength of the cash individuals had the option to lead to a greater degree a characteristic life, and would be satisfied with the administration for returning them to typicality. For this there would not be as much hatred towards the administration. Germany started to flourish, and regardless of the washouts the individuals who benefitted (those with power Stinnes) came out happier from hyperinflation than if it had never had of occurred. In this way, a few people would have nothing against the Government, as it presented to them their fortunes, and liberated individuals from substantial obligation. The Left wing endeavored to oust the administration, yet they fizzled. The left wing dangers, for instance the Spartakists, were handily put down the Army the Ebert/Groener Pact. This shows how the Left wing would have never have gotten an opportunity of turning Germany Communist, because of the quality of the military. So it would endure the emergency because of the military. The awful association with respect to Karl liebknecht and Rosa Luxemburg likewise prompted the left wing rout they were killed by the military as well. So the Republic endure the emergency from the left because of awful association, and extraordinary left wing numbers were exceptionally overestimated. For individuals just went to the meetings as they were jobless, hungry, and numerous individuals were experiencing Spanish influenza. Be that as it may, the individuals saw the KPD for what they were as they were not enduring as much as the Russians did in the Russian upset. There was less separation than in the USSR too joblessness was not excessively genuine, despite the fact that individuals were experiencing yearning and influenza in 1918. The Left wing supported the activities of the legislature, for instance when Kapp held onto power in Berlin, the left sorted out a general strike in Berlin and somewhere else. The Left was never sufficiently able to represent a genuine danger to the Republic. They were overestimated and handily put down. The Left wing went into chaos in 1921 and never represented a danger from that point on. Despite the fact that there was a discussion of a German October, The Red armed force in the Ruhr was effectively put somewhere around the military thus, because of the inadequacy of the Left and awful association, they were bound from the beginning and never extremely sufficiently able to assume responsibility for the Government so the Weimar Republic endure. The danger from the Right was the best to the new Weimar Republic, however they neglected to oust the legislature, thus letting the weimar Republic endure the emergencies from the Right. They bombed on this because of a couple of fundamental reasons. The Right Wing were seriously confused, much the same as the outrageous Left Wing. Kapp neglected to mount an effective putsch, as was Hitler. On the two events the military stayed unbiased and didn't bolster the fanatics, and the two of them committed terrible errors. The two of them neglected to hold onto power, they were unrestrained thus the Republic endure. Normal individuals upheld the legislature when the privilege went excessively far. For instance the death of Walther Rathenau. 700000 individuals ended up protesting against the Organization Consul, as they despised Right Wing radicalism. The military, and the ites in the legislature never expected to topple the Government, as they were terrifyingly scared of a common war. In spite of the fact that the adjudicators were one-sided, they despite everything expelled the outrageous left wing dissenters and ended their endeavors to hold onto power by condemning most of them to death. The Right was very thought little of, they were the best danger to the Republic, however they didnt act like much as a danger to the Republic in the years 1918 1923 as they did when Hitler was in power in the years 1932 1933. The Government had the help of the overall population, in the Kapp putsch and the Munich Putsch. Kapp was vanquished by a general strike. In this way, despite the fact that the extraordinary right was an imposing danger to the Weimar Republic in these early years they couldn't take control. They had a lot of well known help

4 Examples of Recommendation Letters You DONT Want From Counselors

4 Examples of Recommendation Letters You DON'T Want From Counselors SAT/ACT Prep Online Guides and Tips Since school advisors bolster understudies through every one of the four years of secondary school, they can keep in touch with probably the best, most close to home letters of proposals. Simultaneously, they have the additional test of composing parts, frequently hundreds, of letters for all the school destined understudies on their caseload. While practically all instructor references will remark emphatically on an understudy, there can in any case be terrible ones that don't offer a mess to an understudy's school application. We should take a gander at models that show the four most normal reasons a proposal letter is awful: it's indifferent and conventional, it's redundant, it gives no particular models, or it communicates genuine second thoughts about an understudy. Terrible Recommendation #1: The Generic Letter A conventional proposal letter is presumably the most widely recognized issue for advocates with enormous caseloads of understudies. The accompanying model outlines animpersonal proposal letter. Dear Admissions Committee, I'm writing to prescribe June for admission to your undergrad program. I've been her school guide for as long as four years. She is a solid distinctions understudy and consistently does well in her classes. I've heard only beneficial things about June from her educators. June is a capable and included understudy. She's dynamic in various clubs at the school and has contributed decidedly to our school network. June challenges herself in her classes and coexists well with her companions. She's a roused, solid, and driven understudy who puts forth a concentrated effort to every one of her undertakings. June has earned a 3.71 GPA. Her devotion to her scholastics has dazzled we all at the secondary school, and I'm certain that she will keep on exhibiting a similar duty at school. June adjusts her time well among her numerous duties and is interested about a various scope of subjects. I anticipate seeing her keep on investigating her inclinations and dive profoundly into her interests. All things being equal, I strongly prescribe June for admission to your school. She's keen, dynamic, and inquisitive. For any additional data, if you don't mind get in touch with me atgeneralinfo@gmail.com. Truly, Ms. Smith So what precisely makes this letter fall off asgeneric, and for what reason is that so terrible for a rec letter? The Break Down This letter doesn't generally say anything exceptional regarding June. Truth be told, on the off chance that you simply connected an alternate name, checked your pronouns, and balanced the GPA, it could be a nonexclusive letter aboutany number of understudies. Affirmations officials can tell pretty effectively if a rec letter appears to be a structure letter with just the understudy's name and a couple customizing subtleties connected. While a letter like this in fact satisfies the suggestion necessity, it doesn't satisfy its job in the application, which is toreveal something adroit and personalabout the understudy and separate her from different candidates. This letter utilizes exhausting, tired language and doesn't go past prosaisms. June is capable, included, and dynamic, yet so may be the various contending applicants.What causes her unique?What explicit guides to can her advisor provide for bestow a significant evaluation of June's scholarly and individual qualities? At last, this letter does little to focus on explicit interests of June's. While it's normal for understudies to go into school uncertain, it's as yet essential to discuss their particularinterests and goals.June is interested about an assorted scope of subjects, yet what moves her? What has she exceled in or sought after? What does she appreciate doing? Since this letter needs significant language, explicit models, and shrewd individual subtleties, itstays on the surfaceand peruses like a nonexclusive structure letter. This sort of letter won't stand apart to affirmations officials, and it doesn't recommend that June and her advisor had a natural relationship. Affirmations officials may not give a lot of consideration to this letter, which is a genuine disadvantage contrasted with another understudy's application with a sparkling instructor rec. Another kind of awful proposal letter that appears to be indifferent is one that predominantlyreports realities and figures.While it might utilize progressively positive language, as in the accompanying model, it despite everything puts on a show of being far off and unsupported by anything past the understudy's resume. Awful Recommendation #2:The Resume-Repeating Letter This next model might be complimentary, however notice how it generally justturns the bulletpoints on the understudy's resume into full sentences.This kind of letter could be composed by anybody with a duplicate of Ben's scholarly and extracurricular record. Dear Admissions Committee, It's my pleasure to prescribe Ben for admission to your undergrad program. I've become more acquainted with Ben in the course of recent years as his school advocate. Having earned a 3.8 GPA, he has ascended to the top 20% of his group. His greatness in scholastics and contribution in various clubs and sports has made him a resource for our school network. As an individual from the National Honors Society, Ben has accomplished solid evaluations all through secondary school in a scope of classes, incorporating AP classes in World History, Chemistry, and French. As a component of his locale administration, Ben enables different understudies to improve their evaluations and study aptitudes with one on one mentoring after school in the library. While Ben's a solid, persevering understudy, he additionally accomplishes outside of the homeroom. Ben has played on the soccer group since first year, gaining the title of Most Valuable Player in th grade. While practice and games keep him occupied, he is additionally dynamic in French Club. A self-depicted francophile, Ben has won the French language grant two years straight and rehearsed his language abilities on the class excursion to France in 2013. In the wake of coming back from the outing, he introduced photos at a show at the neighborhood library and won second spot for Best Landscape. This while working low maintenance as a clerk at a neighborhood book shop sophomore and junior year. Ben dazzles everybody he knows with his achievements. I'm sure that he will keep on exceeding expectations in school. He has my solid proposal. For any additional data, if it's not too much trouble don't hesitate to reach me atjustthefacts@gmail.com. Earnestly, Mr. Sencillo In general, I would state this letter leaves a superior impression than the first. At any rate it can't be applied to practically some other understudy. Be that as it may, it despite everything misses the mark on various fronts. How about we separate precisely how this letter comes up short. The Break Down This letter leaves a superior impression than the underlying conventional one, however it doesn't go past what Bendoesto uncover who Benis.Admissions officials need to get a more profound look into thecharacterof every candidate. They definitely realize what an understudy does dependent on his application. They're trusting the suggestion will light up why he's settled on the decisions that he has. A recommender could reveal insight into this by talking about a student'svalues, inspirations, objectives, and qualities. In this letter, Ben appears to have an exceptional liking for French culture and language. He likewise appreciates photography. Tomake the letter more personal,the instructor could discuss how Ben turned into a francophile and what this may mean for his future investigation and calling. Does he see himself as a craftsman? Does he love scene photography as an approach to communicate his reverence of nature? Ben seems like an intriguing, unique individual, however this letterleaves the peruser needing more.It should fill in the spaces and give an increasingly comprehensive vision of Ben as an understudy and individual. Somebody perusing this letter ought to have a much more clear feeling of what ben's identity is, even without meeting him face to face. One simple approach to see that a letter likely has an excess of information and insufficient genuine, profound appraisal is by searching for numbers. Ben's generally short letter incorporates a ton of numbers: 3.8 GPA, top 20%, th grade, 2013, second spot, for example. These appear to be information focuses. While they're exact, theyconvey specialized informationrather than significant instances of Ben's character. To genuinely impart an all encompassing evaluation of a candidate, a letter shouldgo past the facts.This next model really has the contrary issue. It portrays the up-and-comer with sparkling descriptive words, yet offers almost no proof to back up its complimentary evaluation. This essayist appears to need confirmations officials to simply trust her. We're going to need to see a few instances of your work. Terrible Recommendation #3:The Simply Take My Word for It Letter This letter utilizes progressively explicit, amazing language than the initial two to underwrite the understudy. Be that as it may, itgives few examplesto show its focuses. Similarly as understudies need to dive underneath the surface in their own papers, recommenders should give important models in their letters. This letter simply depicts, when it additionally needs to illustrate. Dear Admissions Committee, It is my pleasure to prescribe Gina for admission to your school. As her school instructor for as long as four years, I've watched Gina develop into a develop, merciful, and dynamic young lady. I'm glad to give her my most elevated suggestion for this energizing next section in her life. Gina is a shrewd and persevering understudy who has dazzled her instructors with her interest and devotion. She's particularly inspired by writing and verse and contributes her composition to the school artistic magazine. Gina is keen on studying English one year from now and proceeding to sharpen her art. Notwithstanding being an inspired understudy, Gina coexists well with others and is a mindful companion. She has a benevolent nature and really thinks about people around her. She never has an awful word to state about anybody and is the first to loan some assistance in a predicament. Gina's receptive, genial character makes her a resource for study hall conversations. She works and manages everything well

Tips For Preparing For College Essay Samples

Tips For Preparing For College Essay SamplesCollege students are the most likely to ask for basic college essay samples. It is very important that you will offer these to your students because it is their means of test preparation. In this article I will give you some tips for presenting your material for a successful test.You should start off by writing a brief introduction to your essay. This needs to be short and to the point. It does not need to be long and drawn out, especially when it comes to college essays. Instead focus on introducing the topic to readers.Include the background information about the topic. When it comes to college essays, it is often difficult to tell whether or not your readers are interested in the subject. Some would never. A simple introduction about the topic and why your topic is interesting to read can help establish the content of your essay and make readers want to continue reading your paper.After writing the introduction, you should write your fir st paragraph. Do not worry if it is a rambling piece of ramblings that is lacking information. The basic college essay samples for freshmen often end with a question. As long as your questions are clear and concise, readers will be more inclined to keep reading.After a question, you should write a strong and exciting paragraph that takes the main idea of your paper and creates a compelling argument for why the topic is relevant. In addition to this, you should include a point of view statement and several supporting points that will help support your main ideas. Never use your own words, but instead use someone else's. Students love to copy from others and that is why we have this essay format.Next, you should present your arguments in two parts. First, you should present your strengths and knowledge bases. Then you should describe your weaknesses and how your weaknesses will hurt your writing.These are just a few tips for preparing for college essay samples. Of course, every person is different and therefore their topics will differ. What you follow above is a great starting point for all college students to get ready for the task ahead.

How to Become a Cyber-Investigator

Cybercrime is one of the fastest-growing crimes in the country, and the need for computer forensics is growing right along with it. Knowledgeable computer professionals who are interested in becoming cybercrime investigators and earning a computer forensics certification have several certification and training problems from which to choose. Some are available only to law enforcement officers, while some are suitable for computer professionals new to the cybercrime field. Computer Forensics Certification Programs FBI Cyber Investigator Certification: The FBI offers a CICP certification to law enforcement first responders. Designed to reduce errors by strengthening the investigative skills specific to cybercrime, this course  increases first responders technical knowledge. The 6 hour course is available online to all federal, state and local first responders.McAfee Institute Certified Cyber Intelligence Professional: The McAfee Institutes CCIP 50-hour online and self-study class covers how to identify persons of interest, conduct timely cyber investigations and prosecute cybercriminals. Classes cover cyber investigations, mobile and digital forensics, e-commerce fraud, hacking, intelligence gathering, and legal fundamentals. This certification was developed in conjunction with the Dept. of Homeland Securitys National Cyber-Security Workforce Framework. Prerequisites: Education requirements and experience in investigations, IT, fraud, law enforcement, forensics, and other topics are listed at the website.EnCE  Certified Examiner Program: The EnCase Certified Examiner Program offers certifications for cybersecurity professionals who want to advance in their specialized fields and who have mastered Guidance Softwares computer forensics software. The certification is recognized by law enforcement agencies and corporate professionals. Prerequisites: 64 hours of authorized computer forensic training (online or classroom) or 12 months work in computer forensics.GIAC Certified Forensics Analyst: The GCFA certification deals directly with incident  scenarios, computer security and forensic investigations of networks. This is useful not only for law enforcement but for corporate incident response teams as well. There are no prerequisites for the certification, but the candidate should have a strong working knowledge of the topic before taking the 3-hour proctored exam. Topics covered in the exam are listed on the website.Q/FE Qualified Forensics Expert: Not so much a traditi onal certification as a Cyber Security Certificate of Mastery, this Qualified Forensics Expert training from Virginia-based Security University delivers an in-depth training class with an exam and certificate at the end. The materials included prepare participants to find the cause of attack, compile evidence and handle corporate repercussions. Prerequisite: Knowledge of TCPIP protocols.IACIS  CFCE: If you are an active law enforcement officer, the International Associate of Computer Investigative Specialists offers Certified Forensic Computer Examiner. Candidates must be familiar with the IACIS core competencies required for the course, which are listed on the website. The course is intense and takes place in two phases—the peer review phase and the certification phase—over a period of weeks or months.ISFCE  Certified Computer Examiner: Youll get a full dose of the technical side of data recovery and handling, but this certification stresses the importance of foll owing sound evidence handling and storage procedures and following sound examination procedures. Self-study materials are available on the International Society of Forensic Computer Examiners website. The CCE is earned exclusively through online courses.

The Atomic Bomb Of Hiroshima And Hiroshima - 2322 Words

On August 6 and August 9, 1945 in the Japanese cities of Hiroshima and Nagasaki, survival solely depended on being in the right place at the right time. When American planes dropped the atomic bombs onto the cities of Japan, no one knew what exactly would be the effect of this powerful nuclear weapon. However even years later, innocent Japanese citizens suffer from the experience of these traumatic days during World War II. Despite the horrors, critical information and research was drawn from the development of the atomic bomb and scientists have discovered that there are many benefits of using nuclear energy, in a peaceful manner, in our world as opposed to using other energy sources, such as coal or gas. For example, nuclear energy has†¦show more content†¦On August 6, 1945, an American plane, the Enola Gay, dropped an atomic bomb on the city of Hiroshima. The attacked killed approximately 150,000 Japanese citizens and two days later, a second atomic bomb was dropped on Na gasaki, killing an additional 75,000 Japanese. On August 14, 1945, the Japanese surrendered, ending the World War II, which lasted a dreadful six years (The Decision to Drop the Bomb). However, about five years earlier, the United States had no intentions of created a nuclear weapon until Albert Einstein and Enrico Fermi wrote a letter to President Roosevelt to warn the U.S. of the atomic technology being produced in the Axis countries. Roosevelt did not see the necessity for such a project, but he agreed to slowly proceed. In late 1941, the Manhattan Project, the code name for the American efforts to design and build an atomic bomb, was established. The project took place in Los Alamos, New Mexico and Robert Oppenheimer was put in charge of putting the pieces together. In total, nearly two billion dollars had been spent of the development and research of the atomic bomb while employing over 120,000 Americans. Nearly five years later on July 14, 1945, at the Trinity Site in New Mex ico, the world’s first atomic bomb was ready to test. The scientists who had put all their effort into making this nuclear weapon watched the major destruction

Australian Income Tax Guidance Notes free essay sample

However, there is a catch; you can only treat it as your main residence for 6 years. Hence nearing the end of the 6 year period you would need to move back into the house and re-establish it as your main residence. Put simply, you can only have one tax free house at any one time that has to be established as your main residence and if you move out you only have 6 years for it to continue to be your main residence. Topic 5 Annuities and Foreign Pensions Topic 6 Termination payments Topic 7 Small Business Entities Valuation of trading stock (S9-180) The three bases to value the trading stock are as following: * Cost (S9-190) * Market selling value (S9-220) * Replacement value (S9-225) 08. 1. 1 Methods used to work out the cost of trading stock (S9-200) The commissioner accepts the following valuation methods: * FIFO: The first items purchased are assumed to be disposed of first and the cost of trading stock on hand at the end of the year is the cost of the items most recently acquired. We will write a custom essay sample on Australian Income Tax Guidance Notes or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Where shares cannot be specifically identified, taxpayers must normally use the FIFO method to value trading stock. * Average cost: the cost of each item of a particular type on hand at the end of the year is the weighted average of the cost of all such items that were on hand at the beginning of the year and all those acquired during the year. * Standard cost: a predetermined standard cost per unit is used. The following valuation methods are not acceptable: * LIFO: Late in first out * Base stock: 08. 1. 1. 1 Trading stock on hand taken into account Where a taxpayer carries on business, all trading stock on hand at the start of the income year and all trading stock on hand at the end of the year are taken into account in working out the taxpayer’s taxable income. Where trading stock is acquired ‘not at arm’s length’, the market value is used. The taxpayer is required to include the market value as assessable income. 08. 1. 1. 2 Disposal not in the ordinary course of business (S9-290) * When trading stock is sold in the ordinary course of trading, gross sales less the cost of production are brought to account by the ordinary trading stock accounting method. Where an item of trading stock (with or without other business assets) is disposed of outside the ordinary course of a taxpayer’s business, the taxpayer is required to bring to account as assessable income the market value of the stock on the date of disposal. * The taxpayer takes out stock from his/her business and used it privately is required to bring to account as assessable income the market value of the stock on the date of drawing. Topic 9 General Deductions 09. 1 Deductions for business-related expenditure

Religous Impacts on Anglo-Saxon Works of Literature free essay sample

By Armani Wilson In the early days of human society, the Anglo-Saxons allowed their religious views to meander its way into and conquer their lives. Their religious perspective greatly impacted many of the plots, themes and tones of many stories, poems, etc. Religious ideals, elements and dynamics are demonstrated throughout the epic poem Beowulf, translated by Burton Raffel. The epic poem, Beowulf shows a tremendous presence of religious influence. For example, when the narrator says â€Å"†¦Conceived by a pair of those monsters born/ of Cain, murderous creatures banished/ By God,†(20-23), this is interpreted as God had taken it upon himself to protect the masses of the early Anglo-Saxon society, and it also demonstrates how the people gave this religious ideal to help explain their mythology among other things. This also explains the influence of the religious dynamic because the unknown author of the epic poem gave the biblical reference to Cain, the first-born child of Adam and Eve that committed a terrible act in the eyes of the lord (murder), simply because his sacrifice to the lord was rejected in contrast to his brother Abel’s. We will write a custom essay sample on Religous Impacts on Anglo-Saxon Works of Literature or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This caused a somewhat metamorphosis towards the influence of literature to represent anything with a negative connotation with having the potential to be evil, in this case the subject of the negative connotation is Grendel. Also, in Beowulf, there is the instance in which the narrator says â€Å"In Herot, when night hid him, he never/ Dared to touch the king Hrothgar’s glorious/ Throne, protected by God-God,† (82-84). Grendel doesn’t attack or negatively act upon Hrothgar directly because he fears that Hrothgar is protected by a god or gods. The presence of religion here is that society has collected this thought that There are those people in society that have been chosen by a higher power to be destined to be protected and to have a life of prosperity, This perception modifies itself later on during the metamorphosis of the Anglo-Saxon views of religious protection upon mortals. The Anglo-Saxons, throughout the plot of Beowulf have the notion that over everything else that transpires in their mortal life, they must do whatever possible to appease the god or gods. When the narrator says â€Å"†¦And wondering what the bravest of warriors could do. / And sometimes they sacrificed to the old stone gods,† (89-90). This basically defines the ideal that every single person in the Anglo-Saxon society thought that they had this responsibility and burden to do as much as they could to appease the gods, even if it meant you had to end the life of another innocent soul to give them a clear conscience. The evolution of religion through the eyes of an Anglo-Saxon Civilian can be simply shown and interpreted by many people in many different ways, Whether that their views of evil are publicized or their judgments on divine intervention of many divine beings or just a single one. From sacrificial procedures to the distress of angering a higher power, The Anglo-Saxon ideals are presented and greatly influence the composition of The epic poem, Beowulf, translated by Burton Raffel.

Skateholm - Late Mesolithic Site in Sweden

Skateholm - Late Mesolithic Site in Sweden Skateholm consists of at least nine separate Late Mesolithic settlements, all located around what at the time was a brackish lagoon on the coast of the Scania region of southern Sweden, and occupied between ~6000-400 BC. In general, archaeologists have believed that the people who lived at Skateholm were hunter-fishers, who exploited the lagoons marine resources. However, the size and complexity of the associated cemetery area suggests to some that the cemetery was used for a broader purpose: as a set aside burial place for special individuals. The largest of the sites are Skateholm I and II. Skateholm I includes a handful of huts with central hearths, and a cemetery of 65 burials. Skateholm II is located about 150 m southeast of Skateholm I; its cemetery contains some 22 graves, and the occupation had a few huts with central hearths. Cemeteries at Skateholm Skateholms cemeteries are among the earliest known cemeteries in the world. Both humans and dogs are buried in the cemeteries. While most of the burials are placed lying on their back with their limbs extended, some of the bodies are buried sitting up, some lying down, some crouching, some cremations. Some burials contained grave goods: a young man was buried with several pairs of red deer antlers placed above his legs; a dog burial with an antler headdress and three flint blades was recovered at one of the sites. At Skateholm I, elderly men and young women received the largest quantity of grave goods. Osteological evidence of the graves suggests that it represents a normal working cemetery: the burials show a normal distribution of gender and age at the time of death. However, Fahlander (2008, 2010) has pointed out that the differences within the cemetery might represent phases of occupation of Skateholm, and changing methods of burial rituals, rather than a place for special individuals, however that is defined. Archaeological Study at Skateholm Skateholm was discovered in the 1950s, and intensive research conducted by Lars Larsson was begun in 1979. Several huts arranged in a village community and about 90 burials have been excavated to date, most recently by Lars Larsson of the University of Lund. Sources and Further Information This glossary entry is a part of the About.com Guide to the European Mesolithic, and part of the Dictionary of Archaeology. Bailey G. 2007. Archaeological Records: Postglacial Adaptations. In: Scott AE, editor. Encyclopedia of Quaternary Science. Oxford: Elsevier. p 145-152. Bailey, G. and Spikins, P. (eds) (2008) Mesolithic Europe. Cambridge University Press, pp. 1-17. Fahlander F. 2010. Messing with the dead: Post-depositional manipulations of burials and bodies in the South Scandinavian Stone Age.  Documenta Praehistorica 37:23-31. Fahlander F. 2008. A Piece of the Mesolithic Horizontal Stratigraphy and Bodily Manipulations at Skateholm. In: Fahlander F, and Oestigaard T, editors. The Materiality of Death: Bodies, Burials, Beliefs. London: British Archaeological Reports. p 29-45. Larsson, Lars. 1993. The Skateholm Project: Late Mesolithic Coastal Settlement in Southern Sweden. In Bogucki, PI, editor. Case Studies in European Prehistory. CRC Press, p 31-62 Peterkin GL. 2008. Europe, Northern and Western | Mesolithic Cultures. In: Pearsall DM, editor. Encyclopedia of Archaeology. New York: Academic Press. p 1249-1252.

Evidence of Evolution Essay Example | Topics and Well Written Essays - 250 words

Evidence of Evolution - Essay Example As a result led an arboreal way of life characterized good eye precision, a hand grip and padded feet with claws to enable climbing. The first primates were Prosimians whose niche was during the Paleocene Epoch. Prosimians faced global extinction of plants and animals that lacked adaptions to survive in the changing environment and had to adapt to complete the versatile ecological niche (Butzer, 1977). The early Prosimians were relatively small in size, they had a grasping hand and feet that were adapted to climbing trees and efficiently manipulated objects. At this stage they were developing stereoscopic vision. However, the Prosimians became extinct by the end of the Eocene Epoch and gave way to the anthropoids that existed during the Oligocene. The Oligocene was characterized by regional climate shifts that definitely influenced the direction of evolution (O’Neil, 2003). The climate at the time created a favorable environment for growth of fruits and seed plants that the anthropoids feed on. However, they still lived on trees. Due their environment and feeding habits, they had fewer teeth, larger brain capacity and a more defined stereoscopic vision as compared to the Prosimians. The Miocene Epoch was the next Epoch after the Oligocene. It was characterized by the movement of tectonic plates that created mountain chains. This changed the weather patterns, whereas the progressive global cooling and drying was still in force. Eventually, polar ice caps reduced the amount of water in the oceans lowering the sea levels. A land reconnection occurred between Africa and Asia, providing a migration route for primates and other animals (Williams, 2001). Tropical forests in South Asia and East Africa replaced the dry grasslands and woodlands providing a strategic environment for the survival of primates. The hominoids evolved during this period as primate

News Research Paper Example | Topics and Well Written Essays - 250 words

News - Research Paper Example While marketing to teenagers has been predominant, reporting of marketing practices via social media has substantially exacerbated in today’s world. Social media has provided business enterprises with a platform where they can directly interact with potential consumers, and subsequently lure them into buying. As a result, social media has redesigned the mode of doing business for many enterprises. Businesses identify their targets and implement strategies to influence these targets. In so doing, a relationship is established based on how convinced the targets are. For instance, marketing that targets teenagers has been reported to assess and evaluate the factors that influence teenage buying behaviors (Bax, 2012). Social media has emerged as a substantial influencing factor in determining teenage consumption trends for differentiated products and services, ranging from edibles to clothing or even luxury

Elements of Gothic Literature Essay Example for Free

Elements of Gothic Literature Essay Gothic literature was born in 1764 when Horace Walpole published The Castle of Otranto, which is considered to be the first gothic novel ever written. Gothic literature was originally written as a reaction to the age of reason, order, and the politics of eighteenth-century England. Containing anti-Catholic sentiments and mythical aspects, Gothic literature explored the tension between what we fear and what we desire. The stories were usually set in some kind of castle or old building that showed human decay and created an atmosphere of mystery and suspense. Often, one of the main characters would be some sort of damsel in distress, threatened by some man. The words chosen in these novels and short stories were very descriptive, creating overwrought emotion and often, feelings of gloom and horror. Also, within the plot, some sort of ancient prophecy, along with omens and visions, could usually be found. The most important elements to the structure of canonical gothic literature, however, are supernatural and unexplainable events. In The Castle of Otranto, much of the plot surrounds one unexplainable incident: a giant black helmet falls on Prince Conrad, thus killing him. Because of Prince Conrads death, Manfred, his father, captures a passing peasant, Theodore, and pursues Isabella, Conrads fiancee. Later, it is learned that Jerome (the minister) is Theodores father. If the helmet had never fallen on Conrad, Manfred never would have stopped Theodore, and Jerome would never have found his long lost son. Manfred, still believing that Theodore is guilty of dropping the helmet by sorcery, is ready to execute him. At this point in the story, Isabellas long lost father appears, which halts Theodores execution. It is later learned that Isabellas father found her because a dream he had led him to a monk, who led him to Otranto. The supernatural event here is the dream, which turned out to forecast reality. He accuses Manfred of not being the rightful ruler of Otranto. Eventually, everything is confirmed when the giant version of Alfonso the Good that has been living in the castle (another mysterious incident) breaks through the walls and proclaims Theodore the natural heir of Alfonso and the rightful ruler of Otranto. The Ruins of the Abbey of Fitz-Martin, whose author remains anonymous, also has a similar dependency on a chain of supernatural events. Sir Thomas Fitz-Martin acquires an abbey, which he finds in ruins. He is certain it can be repaired, so he and his people venture inside. Upon exploring the abbey, Fitz-Martin opens a door with difficulty, only to be met with severe shrieks from inside that particular room. Later in the story, the superstition surrounding those screams is explained. Evidently, every night, the ghost of St. Anna can be seen walking up to the altar. She stays there until midnight, and then walks to the south tower. She screams three times, and the ghost of the evil Baron, who possessed the abbey years before, comes. Then, Anna chases him with a fire-brand in one hand and a dead baby in her other arm. The two ghosts eventually come to the Barons old room, where dismal yells and dying groans can be heard from. Fiery lights surround the Barons old room until the clock that hasnt been touched in years strikes two, or sometimes three oclock. This story of supernatural occurrence strikes the curiosity of Rosaline, Sir Thomas Fitz-Martins daughter, who then decides to go investigate the south tower. When she does, she finds the torture chamber where they killed St. Anna so many years ago. She is debating whether or not to go in, when she hears a voice commanding her to enter. She feels almost possessed, as the voice tells her to reach inside the coffin. When she does, she pulls something out and takes it with her, fleeing in terror. It is the supernatural phenomenon of this voice that brings in St. Annas story, which is written on the papers with which Rosaline fled in terror. The Vampyre by John Polidori casts an interesting slant on the element of supernatural events. The entire story is a supernatural event because Lord Ruthven is a vampire, a supernatural creature. Before this is revealed to the reader, however, there are important unexplainable events that allude to his being a vampire and are of utmost importance to the story. It is the mystery of Lord Ruthvens appearance that first attracts Aubrey to him, and thus begins the story. Aubrey wants to get to know him better, hopefully to  understand the enigma of his demeanor. They leave on a trip together, and Aubrey notices that Lord Ruthven is extremely charitable. He also notices, though, that Lord Ruthven always gives his money to the scoundrels of society, those who will piddle away the charity pursuing their vices. Then he realizes that all who receive money from Lord Ruthven end up far worse than they were before the charity. Although Aubrey cannot explain this, it intrigues him and makes him wonder if there isnt a spark of evil in Lord Ruthven. Some time later, Aubrey receives letters from his sister and his guardians. The letter from his sister is very loving, but the letter from his guardians bears only bad and mysterious news. They tell him that his traveling companion is pure evil, that all the women at home that he wooed because of their virtues, have now come forth and shown that they are tainted, and pursue their vices publicly. The people of their town find this unexplainable and very unnerving. He was suspicious of Lord Ruthvens evil before, but upon reading the letter, Aubrey decides that he must leave Lord Ruthven for the remainder of the trip. Aubrey travels to Greece, where he stays with a kind family and falls in love with their daughter, Ianthe, although he does not act on it. It is here that he learns the legend of the vampire. One day he goes to a place to research, and they tell him to be back before dark because of the vampire. He loses track of time and it is soon dark. He hears a scream and runs toward it. He finds a hut, and picks up a dagger that is inside. However, he is too late. Ianthe was murdered by the vampire. Aubrey falls into a fever and Lord Ruthven returns to him and nurses him back to health. Soon after this, they are attacked by robbers and Lord Ruthven is wounded. He dies, but makes Aubrey promise to him that he will not speak a word of his death. When Aubrey goes back for Lord Ruthvens body, it is gone, and the robbers tell Aubrey that they had to put it in the moonlight the first night of Lord Ruthvens death. They go to where they left the corpse, but it has mysteriously disappeared. Aubrey decides that it is time to go home. On his way home, he goes through Lord Ruthvens things and finds a shaft that matches the dagger he found in the hut exactly. This confirms for Aubrey  that Lord Ruthven is the vampire. When he arrives home, his sister holds a drawing-room. Here, Aubrey is snatched by the arm and told to remember his oath. Aubrey is dumbfounded because Lord Ruthven is supposed to be dead, but here he is, pursuing his sister. This drives him into a terrible fever. During this fever, he figures out that his sister is engaged to Lord Ruthven and fears for her. He tries to stop the wedding, but everyone thinks that he is crazy and dismisses him. His sister is killed at the end of the story. The fact that Lord Ruthven is a supernatural creature accounts for all of the supernatural events and the entire story. If he was not a vampire, his demeanor would never have attracted Aubrey initially, and Aubrey never would have gone traveling with Lord Ruthven. Had Aubrey not gone traveling with him, he never would have discovered that Lord Ruthven was a vampire, and gone crazy. If Aubrey had not gone crazy, he would have been able to stop the wedding and save his sisters life. Supernatural and unexplainable events are crucial to the plot of a gothic story. Often, they act as the backbone of the plot and many of the circumstances and coincidences rest upon them. In The Castle of Otranto, they act as the coincidence drivers as well as supply some of the omens and visions, another element of gothic literature. They bring the real story to the surface in The Ruins of the Abbey of Fitz-Martin, and provide the foundation for the story in The Vampyre. Without the element of supernatural and unexplainable events, much of the canonical gothic literature would not stand on its own.

Comparison and Contrast of The Destructors and The Rocking Horse Winner

Comparison and Contrast of â€Å"The Destructors†, by Graham Greene and â€Å"The Rocking Horse Winner†, by D.H. Lawrence This comparison and contrast of â€Å"The Destructors†, by Graham Greene and â€Å"The Rocking Horse Winner†, by D.H. Lawrence will center on selected parts of stories from the opening through the conclusion. I will seek to compare and contrast both authors’ choices of characters, themes, techniques of suspense, moral statements, and conclusions. â€Å"The Destructors† and â€Å"The Rocking Horse Winner† were both written in the third person by British authors and set in post war Great Britain. â€Å"The Destructors† was written post World War II and â€Å"The Rocking Horse Winner† was written post World War I. Misery caused by poverty is the underlying theme of each story. The significance of the period each story was penned can easily be understood when considering the miserable living conditions of the people of post war Great Britain. The characters in â€Å"The characters in â€Å"The Destructors† are not as fully developed as those in â€Å"The Rocking Horse Winner†. In â€Å"The Destructors† the characters are bound together as a distinct unit or a gang. Their overall interaction is based primarily on the destruction of Old Misery’s house. Dialogue between the gang members is limited to a great extent on the house’s destruction. In contrast, â€Å"The Rocking Horse Winner† characters, Paul, his mother, his uncle, and Bassett, are in constant conflict over poverty and bad luck as opposed to wealth and good luck. â€Å"The Destructors† is a story about the gang-style activities of young boys living in the inner-city poverty of post-war London and their conspiracy toward destroying an old man’s house. The opening of â€Å"The Rocking Horse Winner† sets the tone, moo... ...which in turn led him to seek games of chance. The conclusion of both stories is sad. In â€Å"The Destructors†, not only is Old Misery’s house destroyed, but also during the latter part of the demolition, the gang holds him captive in the out-house. The final humiliation appears when the lorry driver is an unknowing accomplice but still finds humor in Old Misery’s house being razed. In the â€Å"Rocking Horse Winner†, tragically although Paul selects the winning horse of the derby and brings wealth to his family, he dies in the end. Paul’s last words to his mother were â€Å"I’m lucky†. In conclusion, the two short stories as compared and contrasted above, depict the degradation of social norms caused by poverty. The two sets of characters’ reactions to this abasement are different, and both prove ineffective attempts to overcome or cope with the situation.

Writing and Business Letter

Oakley Public School Content Area: English Language Arts unit Title: Types of Nonfiction: Essays, Articles, and Speeches Grade Level: Ninth Grade unit Summary: This unit will revisit the genre of nonfiction with an emphasis on the reading of essays, articles, and speeches. The unit will reinforce the premise that the concepts and evidence presented by writers of nonfiction are factual, even though the writer may include anecdotes that are fictional, ideas that are personal, or language that is poetic.As the students read the samples of nonfiction included in this unit, they will come more proficient In recognizing the techniques of narrative, reflective, and persuasive writing. Primary Interdisciplinary Connections: Social Studies Science Technology 21st Century Themes: Standard 9. 1 -21st Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and wo rkers in diverse ethnic and organizational cultures. A.Critical Thinking and Problem Solving The ability to recognize a problem and apply critical thinking and problem-solving kills to solve the problem Is a lifelong skill that develops over time. B. Creatively and Innovation Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. D. Cross- Cultural understanding and Interpersonal Communication Effective communication skills convey intended meaning to others and assist in preventing misunderstandings.Unit Rationale: In order to become global thinkers with an astute awareness of the world around them, ninth grade students must be provided with the tools for reading nonfiction with comprehension and fluency. Teachers should still model active reading strategies In the high school classroom In order to assist the students In meaningful reading experiences and engage them In the reading proc ess. Making connections when reading and identifying with authors and their chosen subject matter will help and science.When reading nonfiction, students must learn to separate fact from opinion and recognize a writer's bias in order to make informed decisions about what they have read. By reading a variety of essays, article, and speeches, students should learn to identify a writer's voice and recognize that authors write with a particular audience and purpose in mind. In turn, the students will learn to develop their own unique voice as they write for a variety of audiences and purposes themselves.Learning Targets Standards : Reading for Informational Text (RI): Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, and Range of Reading and Level of Text Complexity. Writing (W): Text Types and Purposes, Production and Distribution of Writing, Research to Build and Present Knowledge, and Range of Writing Speaking & Listening (SSL): Comprehension and Collabo ration, and Presentation of Knowledge ND Ideas. Language (L): Conventions of Standard English and Vocabulary Acquisition and Use.ICP Number Cumulative Progress Indicator (ICP) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ERR Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ERR Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.ERR Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e. G. , how the language of a court opinion diffe rs from that of a newspaper). ERR Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ERR Delineate and evaluate the argument and specific claims in a text, assessing whether he reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.ERR Analyze seminal U. S. Documents of historical and literary significance (e. G. , Washington's Farewell Address, the Gettysburg Address, Roosevelt Four Freedoms speech, Kings â€Å"Letter from Birmingham Jail†), including how they address related themes and concepts. ROI By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. WI valid reasoning and relevant and sufficient evidence. A.Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. B. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. C. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. E. Provide a concluding statement or section that follows from and supports the argument presented. WWW Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. A. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e. . , headings), graphics (e. G. Figures, tables), and multimedia when useful to aiding comprehension. B. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. C. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. D.Use precise language and domain-specific vocabulary to manage the complexity of the topic. E. Establish and maintain a formal style and objective tone while attending to the norms and inventions of the discipline in which they are writing. F. Provide a concluding statement or section that follows from and supports the information or explanation presented (e. G. , articulating implications or the significance of the topic). WWW Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.WWW Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WWW Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology capacity to link to other information and to display information flexibly and dynamically.WWW Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Wool Write routinely over extended time frames (time for research, reflection, and revision) ND shor ter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.SSL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. B. Work with peers to set rules for collegial discussions and decision-making (e. G. Informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. C. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. D. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or Justify their own views and understanding and make new connections in light of the evidence and reasoning resented.SSL Integrate multiple sources of information presented in diverse media or formats (e. G. , visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SSL Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. SSL Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.SSL Make strategic use of digital media (e. G. , textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings , reasoning, and evidence and to add interest. SSL Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 on pages 54 for specific expectations. ) Al Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A. Use parallel structure. . Use various types of phrases (noun, verb, adjectival, adverbial, participial, repositioned, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. LO Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. B. Use a colon to introduce a list or quotation. C.Spell correctly. Apply knowledge of language to understand how languag e functions in different contexts, to make effective choices for meaning or style, and to comprehend more Lully when reading or listening. A. Write and edit work so that it conforms to the guidelines in a style manual (e. G. , MEAL Handbook, Turban's Manual for Writers) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Interpret Figures of speech (e. G. , euphemism, oxymoron) in context and analyze their role in the text. . Analyze nuances in the meaning of words with similar denotations. LO Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and rarer readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Unit Essential Questions How does understanding a text's structure help me better understand its meaning? How does fluency affect comprehension?What do readers do when they do not understand everything in a text? Why do readers need to pay attention to a writer's choice of words? How do readers construct meaning from text? How do good writers express themselves? How does process shape the writer's product? How do writers develop a well written product? How do rules of language affect communication? Why does a writer choose a particular form of writing? Unit Enduring Understandings Understanding of a text's features, structures, and characteristics facilitate the reader's ability to make meaning of the text.Fluent readers group words quickly to help them gain meaning from what they read. Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful. Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts.Rules, conventions of language, help readers understand what is being communicated. A writer selects a form based on audience and purpose. Unit Learning Targets The students will . Read developmentally appropriate materials such as essays, articles, and speeches Understand literary heritage/movements as part of global tradition Analyze how arks reflect historical/social events and conditions Evaluate appropriateness of diction and figurative language Distinguish essential/nonessential information Differentiate fact vs.. Pinion Read and follow technical and instructional manuals Critique public documents Use rubric to evaluate writing of self/others Reflect on writing; set goals for improvement Critique published works for authenticity and credibility Write compelling openings and strong conclus ions Use most effective writing format/strategy for purpose and audience Use variety of organizational strategiesDemonstrate effective delivery strategies Make impromptu revisions based on audience feedback Use rubric to improve presentations Demonstrate appropriate listener response Identify propaganda and argument Evidence of Learning Summation Assessment (One day) Types of Nonfiction: Essays Articles Speeches Business Letter Editorial Formative Assessments: â€Å"Thinking About The Selection† Questions Teacher Observation of Whole Group and Small Group Discussion Response to Graphic Organizers Equipment Needed: Overhead Projector Overhead Transparencies of Graphic Organizers Chalkboard Teacher Resources:Ninth Grade New Jersey Penguin Edition, Prentice Hall Literature, 2007 Supplemental Lesson Plans Lesson Timeshare Lesson 1: Introducing Essays, Articles, and Speeches Teacher will introduce the definitions of essays, articles, and speeches and emphasize that the writer cont ributes more than information to nonfiction, but also contributes style, tone, perspective, and purpose through the writing. Teacher will explain differences among narrative, descriptive, expository, persuasive, and reflective essays. Students will read an essay and identify the author's tone and purpose. One periodLesson 2: Main Idea and Supporting Details Teacher will introduce and model reading skill of finding main idea and supporting details in an essay. Students will read an essay and fill out an anticipation guide to perform a literary analysis of the author's style. Teacher will guide students in recognition of author's style as being formed through the diction, syntax, and tone of the writing. Two periods Lesson 3: Literary Analysis: the Expository Essay Teacher will guide students in recognizing an expository essay as a short piece of nonfiction that presents information, discusses ideas, or explains a process.Students should identify the writer's technique of providing su pport as either description, comparison and contrast, or cause and effect. Teacher will guide students in reading an expository essay and ask guided reading questions to assist students in identifying main idea and supporting details. Teacher will guide students through reading a technical document and applying skill of identifying main idea and details to reading informational materials. Students will fill in a graphic organizer to identify information learned through diagrams, headings, labels, and other visual features.Two class periods Lesson 5: Biographical Writing Teacher will introduce biographical writing as a form of nonfiction in which a writer tells the life story of another person using factual information and interpreting these pieces of information. Teacher will guide students through reading of an excerpt from â€Å"A Lincoln Preface† by Carl Sandburg. Teacher will guide students in a discussion of what makes a great leader and students will analyze details fro m Lincoln life that fit the definition of a great leader.One class period Lesson 6: Writing a Business Letter Teacher will guide students in defining a business letter as a piece of resplendence that is written in the course of conducting business or professional matters. Teacher will emphasize qualities of a business letter including clarity, directness, courteousness, and format. Students will identify six parts of a business letter to include heading, inside address, greeting, body, closing, and signature. Students will read and analyze a sample business letter for these qualities.Lesson 7: Writing a Business Letter Students will brainstorm a list of purposes for writing a business letter and select an appropriate purpose for their own letter. Students will begin outlining contents of heir letter. Students will research address of company to which they will be writing and consider audience for their letter. Begin first draft of letter. Lesson 8: Writing a Business Letter Students will finish first draft of their business letter and exchange letter with a peer to proofread and edit.Peers will provide feedback on strengths and weaknesses of letter for revision purposes. Lesson 9: Writing a Business Letter Students will use feedback form to revise letter and write a final draft. Lesson 10: Persuasive Essay convince a reader to think or act in a particular way. Teacher will emphasize that the persuasive essay usually includes appeals to reason and/or appeals to emotion. Teacher will guide students through reading a persuasive essay and assist them in identifying the author's motive and line of reasoning.Lesson 1 1: Persuasive Essay Students will read a persuasive essay independently and analyze passages as appealing to reason or emotion by creating a graphic organizer. Students will compare findings in small group and then share thoughts as a whole class. Lesson 12: Persuasive Speech Teachers will guide students in identifying a persuasive speech as one that tr ies o convince listeners to think or act in a certain way. Teacher will assist students in recognizing rhetorical devices including parallelism, restatement, repetition, and analogy.Teachers will guide students through reading and listening to Martin Luther King, Jar. ‘s â€Å"l Have a Dream† speech. Lesson 13: Persuasive Speech Students will identify examples of restatement, repetition, parallelism, and analogy in Martin Luther King, Jar. ‘s â€Å"l Have a Dream† speech by filling out a graphic organizer. Lesson 14: Persuasive Speech Students will apply skills they have learned for listening to author's purpose and heterocyclic devices in persuasive speech to Franklin Delano Roosevelt â€Å"First Inaugural Address. Lesson 1 5: Humorous Essay Teacher will guide students in recognizing a humorous essay as a form of nonfiction writing intended to make the reader laugh. Teacher will emphasize the humorous writer's use of hyperbole, understatement, and comic d iction as effective techniques. Teacher will guide students in reading of â€Å"The Talk† by Gary Sotto. Lesson 16: Humorous Essay Students will apply skills they have learned for reading a humorous essay to organizer with samples of hyperbole, understatement, and comic diction found in say and share findings as a whole class.Lesson 17: Writing to Persuade: The Editorial Students will read sample editorials and recognize the format as one decisive and public way to take a stand on an issue. Students will brainstorm a list of issues that confront the school or community about which they may choose to write. Lesson 18: Planning an Editorial Students will plan an outline for their editorial to include a clear thesis statement, evidence that supports their argument and anticipates the reader's counterarguments, effective organization, and persuasive language. Students will egging first drafts of editorials.Lesson 19: Writing an Editorial Students will write first draft of editori al with focus on solid thesis statement and gathering evidence to support it, including information that contradicts or opposes position so they may acknowledge and overcome opposing viewpoints. Editorial should include both appeals to logic and emotion. Lesson 20: Editing and Proofreading Persuasive Writing Students will exchange rough drafts of editorials with peers and offer comments on strengths and weaknesses on feedback form. Meet with teacher in a writing conference to receive additional input on writing.Lesson 21: Publishing and Presenting Editorials Students will use feedback from peers and teacher to create final draft of editorials. Students will submit editorials to newspaper or post on a website. Teacher Notes: Lessons will be developed to address learning needs of students as reflected in NJ ASK scores. Teacher discretion should be used to provide appropriate differentiation of activities based on variety of learning styles and needs of individual students in the class room. Curriculum Development Resources: (Click the links below to access additional resources used to design this unit)

The Mind Of The Unconscious Mind - 1634 Words

For many years the question of whether or not the unconscious mind really exists, and if it does then what does it consist of has baffled many theorist’s minds and has made many philosophers question themselves. There have been debates on whether the conscious mind is influenced by other parts of the mind. These parts are indented within the unconscious, which has processes such as personal habits, intuition and being oblivious to certain things in life. While we are completely aware of what is happening I the conscious mind, we have absolutely no idea of what information is stored in the unconscious mind. It is believed that the unconscious mind comprises various significant and disturbing material, which is required to be kept out of awareness as they may be too menacing to completely acknowledge and be mindful of. There are been some critics that have completely disbelieved the existence of the unconscious mind. Many psychological scientists today believe that the unconscio us mind is the shadow of a â€Å"real† conscious mind. However, through extensive research, evidence has been found that the unconscious is not visibly complex, controlling, or action-orientated. Over the last 30 years, there has been a wide research into the level of people’s awareness and the important factors that influence their judgments and decisions to give an explanation about their behavior. According to Bargh (2006), in contrast with the cognitive psychology tradition, this research hasShow MoreRelatedThe Mind : The Unconscious Mind1786 Words   |  8 PagesThe Unconscious Mind â€Å"We all must sleep. From the time before birth, through the long years of our life, to the very day that we die, a rhythm of sleep and wakefulness goes endlessly on† (Silverstein 1). Considering that a person spends about one third of their life asleep, it is apparent that sleep is crucial for the human body and mind. While sleeping, a person might snore, turnover, mumble, talk, or even walk. Stray thoughts drift in and out of the mind and are sometimes woven into the fancifulRead MoreThe Biases Of The Unconscious Mind1681 Words   |  7 PagesIn this philosophical study, an analysis of the biases of the unconscious mind in relation to the mind of â€Å"others† will be analyzed in the context of a peer-reviewed article on the misuse of anti-depression drugs. The analogical argument of Bertrand Russell defines the example of unconscious associations part of the reason why individuals have a biased view of others, which reflects the problematic ways in which scient ists are limited in their understanding of different behaviors. One problem isRead MoreThe Conscious And Unconscious Mind1864 Words   |  8 PagesThe conscious and unconscious mind are two ideas that compliment and contradict each other. Can a person’s action be evaluated as conscious or unconscious? How can you tell a conscious mind apart from an unconscious mind? I believe it is safe to say that the play Hamlet, by William Shakespeare, addresses this question and opens up discussion to critiques with respect to the topic. In the article, â€Å"Hamlet: Poem Unlimited†, author Harold Bloom gives an analysis with respect to the New Criticism approachRead MoreFreud And The Unconscious Mind997 Words   |  4 PagesFreud and the Unconscious Mind Known widely as the Father of modern psychology, there is not a scholar in the current history of psychology that has been so widely debated, criticised or had as much influence on our current ways of thinking and understanding layman’s psychology as Sigmund Freud. To put into context his vast influence, consider the term ‘Freudian Slip’ a phrase so innocuous yet extremely telling of the vast influence of Sigmund Freud on our everyday life. Freud represents a layman’sRead MoreThe Theory Of The Unconscious Mind Essay2065 Words   |  9 Pagesbelieve in the existence of the unconscious. Our dreams, beliefs, hidden desires and undiscovered fears all reside there. Individuals are unaware about what resides in the unconscious. I believe that the unconscious plays a roll on influencing some aspects of our life that we can have a difficult time understanding the motive behind it. Exploring the role that the unconscious mind plays is beneficial, but only to a limi ted extent. I do not believe in making the unconscious a central focus but more ofRead MoreThe Unconscious Mind: Sigmund Freud564 Words   |  2 PagesFreud’s view of the unconscious is that we may have thoughts that could affect our behavior without us realizing it. The unconscious mind stores urge that our mind cannot process immediately because the information could be too devastating or too much to process that we have to keep out of our focus. Zizek refers to this region as storing the unknown-known - the things we dont know that we know. Societal regulations force us to repress certain aspects of ourselves, and the unconscious serves as theRead MoreEssay about Theories of the Unconscious Mind1138 Words   |  5 PagesTheories of the Unconscious Mind Instincts are something that every human being has. They affect everything that we do in our day to day lives. Whether we realize it consciously or not. There are many forms of mental and emotional treatment, but psychoanalysis is different. It requires a certain mindset because of the ethical dilemmas that arise during sessions. There is no room for judgment; any judgment of anti-social or destructive thoughts are detrimental to the psychoanalysis process becauseRead MoreThe Analysis Of Mythology Of The Environment And The Unconscious Mind978 Words   |  4 Pageshumanity to embody culture, tradition and spirituality. Myths fulfill the human desire to express an established identity or sense of oneself. This perspective aligns with Sigmund Freud’s interpretation of internalization of the environment and the â€Å"unconscious mind†. It is my perspective that cultures are built upon the comprehension and generalization of such stories. Mythological legends or beliefs se rve as the fundamental purpose in which humans identify and tradition is formed. Through individual interpretationRead MoreThe Mysteries Behind Out Unconscious Mind Essay1355 Words   |  6 PagesThe Mysteries Behind Our Unconscious Mind The mind is not a vessel to be filled, but a fire to be kindled. ― Plutarch Our mind is the most powerful weapon in this universe, it has the ability to control mostly everything in life but only if we know how to program it and control it correctly. There are so many mysteries about our minds that we dont acknowledge, and for some reason It is hidden from us. So have you ever wondered if there was a secret behind its hidden mysteriesRead MoreOedipus And Julien : A Deep Level Of Their Unconscious Mind1100 Words   |  5 PagesI believe that both Oedipus and Julien have a lot of places in common. Even though they are also slightly different from each other, I believe that these differences somehow reflect the similarity in a deeper level of their unconscious mind. First, both of them have an abnormal obsession to their mothers. Obviously, Oedipus’ story is based on his absurd marriage with his mother after he killed his father, and his story has already been symbolized into a general idea of mother complex called â€Å"Oedipus