Responce to Blood Brothers essays

Responce to Blood Brothers essays This play is an observation of modern day living and also of the evils of the class system. The main three characters in the play are Eddie, Mickey and Mrs Johnstone. Eddie and Mickey are twins, and Mrs Johnstone is their mother. They are separated at birth and grow up unaware of this. The play is told in a form so that the only person that changes his or her role is the narrator, who changes throughout in order to create the idea that the main characters are somehow cut off from the outside world at that they are unable to escape that. The Narrator follows the plot and is there from the first page to the last, almost like some deadly ethereal spectre, and he represents the devil that he often talks about. He is always a figure in the background, never directly intervening for good nor ill, he only accelerates the sense of impending disaster. The play itself is a musical, and all the music that is in it boils down to one theme tune, this theme is in the piece of music Tell me its not true. And all the other music in the play is based on that one tune. The music itself is quite sad and almost ominous, and it is made clear early on in the play that the ending will not be pleasant. Having seen the ending of the play at the start, and always knowing that Mickey and Eddie are going to die dramatically changes the way we, the audience see the play. We now see that the childish play of Eddie and Mickey the first time they meet is tainted with a sense of foreboding and dread, we also see this in the fairground scene where the narrator utters the lines And whod dare tell, the lambs in spring, What fate the later seasons bring. This really puts unease in our hearts and we know that even in this scene of apparent happiness and joy there is a hidden evil, and that disaster awaits, whatever they do. They are plagued by som ...

Why do Teens Contemplate to Suicide essays

Why do Teens Contemplate to Suicide essays Why do Teens Contemplate to Suicide? As the third largest cause of death between the ages of 15 and 24, the adolescent suicide rate has tripled since 1960. This is the only age group in which an increase has occurred over the last three decades. While there are approximately 10,000 reported teen suicides annually, it is estimated that the number of teen suicides is actually three to four times that number when unreported deaths and suicide equivalents are added. The teenage years are a period of turmoil for just about everyone. Youre learning new social roles, developing new relationships, getting used to the changes in your body, and making decisions about your future. And when youre looking for answers to problems, it can seem like no one has them. That can make a person feel quite alone. Teenagers experience strong feelings, confusion, self-doubt, pressure to succeed, financial uncertainty, and other fears while growing up. Teenagers commit suicide because there is too much pain in their lives and they can do on e of the two things; move from the pain or learn to cope with the pain. While some teenagers learn to cope with the pain, others attempt suicide. Suicide among young people have increased nationwide in the recent years and it is important that everyone is aware of the major causes, symptoms, and methods of prevention of this self-inflicted death. To further understand suicide, one must take a look at the different reasons behind the act itself. Suicide is not a genetic disease, but rather a series of events that are very depressing or stressful. Without depression, most people would not attempt to take their own lives. Depression is a vital issue in almost every suicide attempt. The victim feels very depressed and everything seems to be going the wrong way. Depression is not just sadness. Depression is a mild form mental illness, which can be permanent or temporary. It can be...

SAM 482 UNIT 5 Essay Example | Topics and Well Written Essays - 250 words

SAM 482 UNIT 5 - Essay Example The champion is likely to draw more sales for tickets. Unfortunately, the starling does not appear in the sporting season. This will trigger emotions of some fans who bought the tickets to watch Hussein Bolt. The fans may term this as a breach of contract and sue the business entity entitled to sale of tickets. Contract signing secures the business from future uncertainties. Fans may want to revoke the contract deal by anonymous reasons like loss of jobs or business failure. Since this is a business deal, the fans will have to abide y the contract or pay dearly for its breach. This is a sure security for the business. Fans who venture into the deal are sensitized on the contract so that both parties don’t fall prey on the causes of the law. Sporting teams rely on ticket sales when making financial plans. The purchase is an evaluation tool for the team in comparison to the fans. The anomalies that arise through sale of tickets can be resolved by cancelling the contract and reselling the ticket to loyal fans (Ammon, Southall, and Nagel

The effect of modern culture on managerial behavior in Egypt Research Proposal

The effect of modern culture on managerial behavior in Egypt - Research Proposal Example Though this is a general definition, we can see some important aspects that translate to organizational behavior (Deal and Kennedy, 1982). Behavior in any culture of an organization, a nation, or a family is educated to its members so that the patterns of behavior, thought, speech, action, etc. are developed and restricted to what the overall society considers as acceptable. In specific, the proposal will discuss some of the aspects related to abovementioned terms in context of modern Egyptian culture (Reidy, 2010) that will be part of the major research. Literature Review The study of Egyptian culture and its impact in terms of knowledge, values, and manners that are shared by the Egyptian society (Bari, 2004) on managerial behavior and functions is very vital to define the positive and negative impact that it has on an organization and how it can contribute to the success or failure of the organization itself. The Egyptian organizations are centralized and hierarchical in structure and culture, also known as a ‘hydraulic’ society.

Information Technology Act Paper Essay Example for Free

Information Technology Act Paper Essay Information Technology Acts Paper Shawanda Donelson BIS/220 March 31, 2012 Jacquelyn Jones Information Technology Acts Paper In the 1990s the Internet became popular, which children then had unsupervised access. Children were exposed to porn and other harmful materials. Congress tried to stop it and put it into law, but each direction it went was determined as being unconstitutional. To an extent, technology finally prevailed. Congress should not pass a law penalizing distributors, but they should pass a law that would affect those who receive Federal funding. Pornography has been around since the 1970s, which was controlled from minors. On December 15, 2000, President Bill Clinton signed into law the Children’s Internet Protection Act. This act puts restrictions on receiving federals funds. They must use technology and policies that filters or blocks certain material from being Internet accessible. These young children are being targeted because they do not fully understand the dangers of using the internet inappropriately. Therefore, if their parents are not educated about the dangers of Internet predators it makes it harder to educate their children. The Federal Trade Commission gave Congress a report in March 1998, showing that the children’s personal information did not have enough protection from hackers and predators. On April 21, 2000, the Children’s Online Privacy Protection Act (COPPA) was put into law. The act applied to online services and commercial websites aimed for the attention of children. COPPA law attacks online communication which is sexually explicit that lacks artistic, scientific, serious literary, or political value (Child Online Protection Act and Child Online Privacy Protection Act, 2002). Conclusion In conclusion, the main advancement of technology was the Internet of both acts, one prevented others from collecting information from children, and the other prevented others from sending information to the children. The type of information that was disseminated was controlled by the development of the software technology. Both laws resistance were major, not from collecting or sending information but from people who they are trying to protect. References Children’s Internet Protection Act (CIPA). 2003). In Websters New Worldâ„ ¢ Computer Dictionary. Retrieved from http://www. credoreference. com. ezproxy. apollolibrary. com/entry/webstercom/children_s_internet_protection_act_cipaChild Online Protection Act and Child Online Privacy Protection Act. (2002).

Beowulf :: Epic of Beowulf Essays

BEOWULF AS A CHRIST-LIKE FIGURE The epic poem, Beowulf, recounts the tale of a man named Beowulf who sacrifices his own safety to save the Danes from two evil dragons. Then, years later, Beowulf risks his life yet again to save his own people from a dragon. Throughout the story, Beowulf is presented as a Christ-like figure. This is manifested in the events that take place, the way that Beowulf speaks about himself, and the way the people treat him. The first way Beowulf's likeness to Christ is revealed, is through the events that take place. After Beowulf tells Hrothgar that he will fight Grendel, there is a celebration. During the celebration, Welthow, the queen "raised a flowing cup" (615) and poured "a portion from the jeweled cup/ For each" (621-622). When she got to Beowulf, she "thanked God for answering her prayers" (625). This event is strikingly similar to the Last Supper when Jesus passed around a cup of wine and gave thanks to God. Then, the crucifixion is portrayed when Beowulf fights Grendel's mother. During the stuggle, other monsters come to watch and beat at "His mail shirt, stabbing with tusks and teeth/ As they followed along" (1510-1511). Similarly, when Jesus was crucified, crowds drew near laughing at him, hurling insults, and spitting on him. Finally, Beowulf is said to have "Gone to a glorious death" (3037) and his soul "Left his flesh, flew to glory" (2820). This is similar to the resurrection of Jesus. All of these events clearly parallel the events of Jesus' day. What Beowulf says also shows his similarity to Christ. Beowulf says "I already knew that all/ My purpose was this: to win the good will/ Of your people" (633-635). Jesus also knew that it was his mission to come down to earth to save his people from their sins. Later, Beowulf says: . . . No one else could do What I mean to, here, no man but me Could hope to defeat this monster. No one Could try . . . (2532- 2535) Likewise, Jesus was the only man who could do his job. Thus, no man could defeat evil without the help of God. Many of Beowulf's statements are true to what Jesus said and felt. One other way Beowulf is linked to Christ is through the way the people act towards him and speak of him.

Marketing Segmentation and Product Positioning

Marketing Segmentation and Product Positioning MKT 500-Marketing Management Strayer University April 27, 2011 In a rush to produce more and more crops to satisfy growing demand, producers have resort to using a lethal cocktail of pesticides to control disease and insect attack. Do you really know what goes into your food? This is why you need to be informed of the advantages of organic food. The quality of food has definitely gone down since the Second World War. For instance, the levels of vitamin C in today’s fruit bear no resemblance to the levels found in wartime fruit. Organic food is known to contain 50% more nutrients, minerals and vitamins than produce that has been intensively farmed. You will have to eat more fruit nowadays to make up the deficiency, but unfortunately that means eating more chemicals, more detrimental affects on your health eating something that should be good for all. Also don’t forget about the cocktail of anti-biotic and hormones that cattle and poultry are force fed. What happens to those chemicals when the animal dies? Digested and stored in human bodies is the answer. If you are as worried as I am about the health of your family then you need to seriously consider converting your family to the organic lifestyle. Organic Food Store SWOT Analysis Strengths Organic food is richer in Vitamins, Minerals, and Fiber and retains the level of nutrients for much longer. You will have more energy through consuming low levels of toxics and chemicals that slow your body down. Weaknesses People are unaware about organic food There is a rigid mentality of people to adapt to the change in their lifestyle. Opportunities Food habits are changing Standard of living is improving Threats Cost – Organic foods are more expensive than other food items Established competitors: Pizza Hut and McDonalds are creating a threat for Organics Fashion of junk food – Young consumers believe in fashion of junk food by not realizing the side effects it causes later

“Equus” by Peter Schaffer Essay

Equus The play â€Å"Equus† by Peter Schaffer investigates ideas of faith, passion, violence, and adolescent sexuality. Schaffer was inspired to write the play after hearing a true story; a crime involving a teenage boy’s seemingly motiveless violence and injury to horses. Equus is a fictional account of what Schaffer believes could have happened before the incident, helping to explain the psychology and reasoning behind the boy’s mysterious and disturbing crime. Equus follows closely the character of 17 – year-old boy Alan Strang, but also his psychiatrist, Martin Dysart. In this piece of writing, I plan to explain how we explored the play of Equus in a variety of different activities within our drama class. Response The play opens with Martin Dysart, the psychiatrist, performing a soliloquy that introduces the main themes of the play. Scene one is devoted entirely to this speech, which shows its importance and vitality. We learn much about Dysart from this speech. For example, the line â€Å"All reined up in old/language and old assumptions† illustrates how he feels trapped and frustrated in his life. In addition, he says, â€Å"I’m desperate† which shows his exhaustion and frustration. This Scene was particularly challenging to rehearse and perform for various reasons. For one, it is a long speech so there is the challenge of learning it. Also, you need to make sure that your volume, tone, and speed are correct. There are very few stage directions so there is the added difficulty of knowing how to act when performing, and how to show his pain and anger. It is also hard, when rehearsing a piece, not to lose its spontaneity – which is particularly vital in this speech. In Scene two, Dysart is visited by Hester Salomon, a magistrate and close associate of Dysart, and Alan’s horrific crime is revealed to the audience. The line Hester speaks is very simple, but tells all that is necessary: â€Å"He blinded six horses with a metal spike†. My initial response to this line was shock, revulsion, and horror, but at the same time I was intrigued why Hester thought Dysart would be able to ‘fix’ Alan (Does he have more power or authority than the psychiatrists?) My feelings, however, did change as the play unfolded and I became more understanding and less shocked as the question of â€Å"why did he do it† was explored. At the beginning of Scene three (and the end of Scene two), we are introduced to Alan Strang, who has committed this terrible act. In this scene, Dysart questions Alan, but rather than simply replying, Alan chooses to sing television adverts. This gives a very strange first impression. We later find out that Alan was forbidden to watch TV – so how does he know these ‘tunes’? This was a very difficult scene to rehearse and perform without laughing and it was amusing to watch. Another scene we studied closely was Scene seven. In this scene, Dysart goes to visit Alan’s parents, Mr and Mrs Strang. From this scene, we learn much about Alan’s upbringing and how events in his childhood may have subconsciously had a negative effect on Alan, and how it may have influenced what he did. One of the main factors that had a strong influence on Alan was his mother’s somewhat extreme obsession with religion. Dora Strang is a very religious woman, with strong Christian beliefs, whereas Alan’s father, Frank, is an atheist who is worried that Dora’s constant reading of the Bible to Alan has had a negative effect on him; â€Å"†¦it’s the Bible that’s responsible for all this†¦an innocent man tortured to/death – thorns driven into his head – nails into his hands†¦it can mark anyone for life†¦all that stuff to me is just bad/sex† In reading this scene, I think Schaffer wanted the audience to feel intrigued about the big part religion has played – also, in a conversation between Dora and Dysart near the start of the scene, she says: â€Å"Alan’s always been such a gentle boy. He loves animals! /Especially horses! This confuses the audience slightly because it makes you think that if he liked horses so much, why did he do such a terrible thing to them? This information enables us to understand Alan’s obsession with horses, later revealed in the play. The scene also draws very strong images of Frank and Dora, who are both very different from one another: Dora has unintentionally influenced her son with religion, and she is very upset over the matter: â€Å"I simply†¦don’t understand†¦Alan! (She breaks sown in sobs)†. Frank, on the other hand, seems to spend little time with Alan, and didn’t let him watch TV (Dysart): But surely you don’t have a set, do you? I understood Mr Strang doesn’t approve.† This may also have affected Alan because it prevented him from being like ordinary children – encouraging him to become weird. Schaffer creates a negative image of both characters for this reason, but also makes you pity them. They purposely mean to hurt Alan and are both shocked and distraught about what has happened. As a director, I would want to emphasise how the Strang family is very different from an ordinary family, Dora with her strong religious beliefs and Frank insisting on no TV. The third and final scene we studied in depth was Act 2, Scene 33. In this scene, Jill has lured Alan back to the stables – although Alan is reluctant and unsure of whether he should go. Scene 32: (Alan – to Jill) â€Å"The stables?† (Jill) â€Å"Of course!†Ã¢â‚¬ ¦ (Alan recoiling) â€Å"No!† Alan says ‘no’ to Jill three more times, but they still go. Later, in Scene 33, Alan insists that the door is locked. Also, in this scene, Alan becomes very uneasy. One reason for this is because he cannot go through with having sex with Jill and is humiliated, although Jill is very understanding. The other reason is that he believes that God has seen what has happened through the eyes of the horses in the stable. This is the reason why he blinded the horses – so God could not witness him committing a sin. This fear puts Alan in a distraught state that follows on to the act of him blinding the horses in the final scene. The corresponding activity I participated in was â€Å"hot-seating† Alan about that night. We took it in turns to play Alan, and each did our best to answer questions about the night in character. Development Freeze Frames After reading the play we spit into groups of five. In these groups we decided which three points of the play were the most important; or had the biggest impact on the audience and had to present them as three ‘freeze-frame’ images. The first point we chose to depict was in Scene 3; Dysart has just met Alan and is asking him various questions. We showed this by having Alan on Dysart’s ‘couch’ looking bewildered and confused. Our group also thought it would be a good idea to have three ‘onlookers’ looking in on them, wearing disgusted expressions. They represented Bennett, Thoroughgood, and the public who are mentioned in Act 1, Scene 2 – just before Hester reveals Alan’s crime. The second idea that we chose was Alan’s confusion about which parent he should listen to: his mother with her religious ideas, or his father who insisted on no television. To do this we sat Alan in the middle of the sofa, with Dora on one side reading an imaginary Bible, and Frank on the other pointing at Alan with a stern stare, frowning at Dora. The third and final image we chose was of the main event – Alan blinding the horses. For this we had three people as horses, with Alan standing in front of them looking terrified, confused, and angry. I think that the images we chose really captured the main points and essence of the play. The last one especially helped me to understand Alan’s motivation for this terrible act. The next thing we did was to rehearse the main scenes we had focused on: 1-3, 7, and 33-34. Everyone was given the chance to play Dysart in Scene 1 – him being the only character in the scene. This, as I have previously said, was a very difficult task due to the emotions conveyed and the tone required. In Scene 7, I played Dora. This I actually found tougher than playing Dysart because I found it more difficult to act her and was embarrassed when she read from the Bible. I also found it hard to speak in a ‘proud voice’ when she is reciting from a book called ‘Prince’ that Alan used to enjoy when he was younger. Monologue To capture the thoughts and feelings on the night of the ‘act’, I have written a one-hundred word monologue from Dysart’s perspective (at the end of the play): â€Å"There he was, sitting there with Jill, the stable girl. Alone together†¦but they weren’t alone†¦Equus was there; watching. Listening. Seeing. Suddenly, Alan caught sight of him. He knew that Equus had seen him fail†¦so God had seen him fail. He must stop God from seeing him. He has to prevent the horses from looking at him. God looking at him†¦he must blind them. All six. And fast. I have taken Equus from Alan. He is ‘normal’ – but at what cost, and to whom? Now Equus lives with me†¦there is, in my mouth a sharp chain. And it never comes out.† Directors Instructions Ultimately, Equus is as much about Alan as it is about Dysart. As a director, I would advise the actors to not just ‘act’ the character, but ‘be’ the character – learn and understand Dysart; how he feels, thinks, and accepts people, whatever they’ve done. I would want the audience to feel intrigued about Dysart’s complicated life and emotions, but also leave the theatre thinking about what will happen next†¦ Evaluation Interesting Points I found many things interesting in performing Equus and the themes it explored. One of the things I enjoyed in performance was the variety. For example there were humorous scenes – such as scene 3, in which Alan sings – but also more serious and dramatic, scenes as well – such as Dysart’s soliloquy in Scene 1. In performing, I also enjoyed the fact that it explored lots of different emotions: Alan’s madness and Dysart being, in a way, traumatised by his dreams of cutting up children. Equus also tackles a range of themes. The play, in itself, has an unusual theme right from the start. I can relate to the theme of religion as my mum is a Christian and my dad is an atheist. Film Adaptation In class we watched the film adaptation of Equus. There were many differences between the film and the play. I feel that the play works better and it has a more powerful effect on the audience. Also, I felt that in the film Dysart’s opening speech wasn’t as good as it could have been. The whole speech was just a close-up of his face, and the actor did not show much emotion through his features, or use it to his best ability. Performing the play myself was very different from watching the film or watching other people perform. When I performed the play, I was very surprised at how I found it easier to perform Jill and Dysart than the other characters. Jill I found easy because she is a similar age to me – so I could relate to her emotions and feelings. However, I can’t begin to understand why I found it easy to Dysart. I have nothing in common with him and he seems to be a very complicated character. It is possible that it was because he is so different that I found it easy to play him – the two extremes; someone similar to me and someone completely different. Another possible reason why I found him easier was because I think that when you start reading the play, you subconsciously choose between Alan and Dysart, and I chose Dysart. I found Alan hard to relate to. Even though we worked very hard in class to understand why Alan committed the crime, I didn’t fully understand unti l right at the very end – after the rehearsals. If I had had more time to prepare or learn Equus, I think it would have been easier because it was not until the very end of our work that I started to really understand it. Peer Evaluation One person in the group whose work really impressed me was Marc. I thought that Marc really connected with and understood Alan. He was really convincing and performed well in various activities. Even when he had to sing he did it with a lot of confidence and enthusiasm. Many of us would have been very embarrassed about having to do this – especially in front of peers. He really impressed me when we were doing the â€Å"hot-seating† activity. He had played Alan and we were asking him questions about the night of the ‘act’. What impressed me was how, when asked a question he didn’t know the answer to, he sang one of the tunes – because that’s what Alan does in the play when Dysart questions him. Overall, I really enjoyed working on, and participating in activities about Equus. I thought that the play was fascinating and exciting, but also interesting and stimulating.

How to Write a Speech in Business Studies a Comprehensive Writing Manual You Need

How to Write a Speech in Business Studies a Comprehensive Writing Manual You Need Courses in business studies often include sections dedicated to speeches, their writing and delivery. It is only natural – after all, whether you occupy a leadership or subordinate position, in business environment you are very likely to make reports, presentations, deliver sales pitches and so on. The ability to express your thoughts and ideas not just in writing but also orally is of paramount importance here. Even if you used to be a part of a debating club or dabbled in speech writing back in school, this is not going to be of much help here, for business speeches have a lot of specific features that set them apart from other types of oral communication. They are less concerned with rhetoric devices and making picturesque comparisons and more with hard facts and your ability to use them to your advantage. Quite often, you have to write an assignment of this type without having received sufficient instruction beforehand. Let’s rectify this situation – our best speechwriting specialists have prepared this guide so that you never again experience problems writing your business studies speeches. How to Write a Speech in Business Studies: Preparation and the Choice of Topic A speech is, by definition, a relatively short piece of writing, as it is supposed to be delivered orally in front of an audience. One may think that writing it should not take long. In a sense, it is true – you will most likely spend more time preparing than writing; which is another reason to pay extra attention to this stage. Here we list what you have to do in a specific order, but it does not mean that you finish with one thing and move on to the next. The nature of a speech is such that you have to treat each stage while referring to all the other steps: e.g., your choice of topic depends on the audience (who they are and what they know), speech length (you should not take a deep and complex topic if you have just 3 minutes to cover it), etc. 1. Define and Narrow Down Your Topic Sometimes the professor either defines your topic for you or severely limits your options. However, quite often you have enough freedom of choice to influence the direction your speech is going to take, at least to a degree. Some things you may base your topic on are: The nature of the event. What is the reason you have to deliver a speech? Your personal interests. A speech produces a much better impression if there is some real enthusiasm behind it. Can you find something related to the subject matter of your course that genuinely interests you? Your knowledge. Is there something you know that most of your peers are ignorant of? Your experience. Nothing brings a point across better than speaking from personal experience; Relevant latest news. Business studies is a discipline that deals with real life, and you can demonstrate that you keep your eyes on the ball by building your speech around a recent event that is likely to influence business climate. Here are some examples: What It Means to Run a Community-Conscious Business in Modern Society; Introducing Innovation and Technology in Traditionally Conservative Businesses; Customer Is Always Right – Is It Truly So? Customer Feedback – Why No Business Can Survive without It; HR Management – Treating People as more than just a Resource. The important thing to understand is that there is no such thing as a perfect topic. Find something that is good enough for your purposes and start working – this will bring better results than wasting time trying to find an ideal topic. 2. Analyze Your Audience Speeches in business studies one writes in college are usually based on case studies. You are given a situation and are asked to prepare and deliver a speech addressing some issue expressed in the case. For example, you are a small business owner who recently joined the Chamber of Commerce of your town. As a new member, you are invited to deliver a short presentation of yourself and your business at the next meeting. Analyze your audience and consider the following: Who are the bulk of your audience? What are their main interests? What do they need? Is there a problem you can help them solve? What do they expect of you? Do they know something about your topic, or you will have to start from scratch? What else do you have to consider about them? Who your audience is determines the language you have to use, terminology you can introduce into your speech without explanations, what arguments they are likely to treat favorably and so on. 3. Consider the Length Most likely, each member of your class (or most of them) will have to write and deliver one, and some time should remain for discussion as well. This means that you will probably be very limited in time – do not expect to have more than 5 minutes to deliver the speech, so plan accordingly. Your professor will tell you how much time you will have, but fitting your speech into this period is your job. Read a passage from a book aloud at your normal speech tempo and check how much you will be able to cover. An actual speech of the same length may take somewhat shorter or longer to deliver, but this value is a good reference point for your word count, so try to stick to it. You will have an opportunity to slightly shorten or lengthen your speech if necessary later on. Alternatively, use an online tool to convert words to minutes – but remember that different people talk at different speed, and such tools by definition are not very precise. 4. Consider the Purpose Speeches usually pursue one of the four purposes (or a combination thereof): To inform. You should either present new information about a familiar subject or describe something completely new to your audience. Emphasis on facts, statistics and other types of provable information is encouraged; To persuade. You try to win the audience to your way of thinking. You want to persuade them to do something or change their point of view. Again, facts are important, but you should properly season them with rhetorical techniques; To entertain. This goal is less concerned with facts and details and more with showing your wit. In business studies you are unlikely to have an assignment aimed solely at entertaining the listeners, but it may be worth introducing a few witty remarks even into completely serious speeches; To celebrate. You have to tell what makes a specific person, event or organization special and worthy of the audience’s respect. Decide which goal you will pursue beforehand, or you may end up writing a confusing and misleading speech. 5. Research Your Topic Sometimes your work is already laid out in front of you. Sometimes you have to gather information first. Anyway, your format defines what you have to do, and the most important thing about it is the amount of time you have. Depending on the length of your essay, you should get more or fewer sources of information. Stick to high-value, reliable sources – you almost certainly won’t have enough word count to refer to everything you find, so make sure the sources you do mention can serve as hard evidence that does not need further backing up. You can find sources using academic databases and search engines like EBSCO, JSTOR or ProQuest. How to Write a Speech in Business Studies: Writing the Main Part of the Speech 1. Start with an Outline Speeches are short and rely on your ability to remember them and reconstruct them from memory. Therefore, they are even more reliant on structure and planning than other academic assignments. You not only have to fit everything you want to say into a very strict word count, but also make its structure intuitive enough to rebuild it effortlessly on the go. Prepare an outline. A typical structure of a speech is this: Introduction. You introduce yourself, give a reason why you are giving a speech and offer your main thesis. ‘Who’ and ‘why’ parts may differ in length depending on the task (e.g., if you deliver a speech to your class as yourself and not as a part of a case study, you can omit it altogether). Try to hook your audience in right away – introduce an interesting and unexpected fact, mention something seemingly irrelevant to pique their interest, tell a story from personal experience; Main part. Present your thesis and supporting evidence. Do not try to say everything you know on the subject – depending on the length of the speech, keep it to 2-5 points. Don not ramble: clearly divide points from each other. Introduce a point, provide evidence, connect to the next point (using words like ‘however’, ‘meanwhile’, ‘therefore’, etc.); Takeaway. Wrap things up and drive your main idea home. You can do it by either summarizing what you have already said in a couple of especially strong sentences or (even better) telling a story illustrating your point. Divide the speech into parts and jot down how much time you can spend on each of them. Write down what you will mention in each part and how you will connect them. 2. Use a Conversational Tone A speech is primarily an oral message, and oral speech is different from written text. Your speech should sound like an address to the audience, not as reading from a book. Therefore, write the way you normally talk: Use short and simple sentences. It will make it easier for the audience to understand you and for you to remember the speech; Avoid using long and complex words and structures – if you cannot imagine yourself using a word or sentence in everyday speech, do not use it; Address your audience directly, as if you were talking with each of them individually. Do not be abstract – talk about things relevant for them; Avoid formal language – this will help you appear friendlier. 3. Be Specific In business studies, it is especially important to back your words up with facts and statistics and not with vague appeals to the audience. Make the audience understand that you know what you are talking about and are familiar with background information. 4. Use Examples Human brain is hard-wired to pay attention to stories and process them better than abstract facts. Backing your points up with cases from your experience lends you credibility and makes it easier for the audience to follow you. How to Write a Speech in Business Studies: Post-Writing Tips and Editing Post-writing work on a speech is different from most other academic assignments because speeches are not exactly writing tasks – they are evaluated based on how well you deliver them. Therefore, formal aspects like formatting, spelling, grammar and suchlike are of secondary importance (unless you have to submit your speech in written form as well). 1. Read Your Speech Aloud Do you fit into the allotted time comfortably? Tweak the length of the speech. Either cut a few inconsequential phrases or add a little if there is enough space left. After you manage to finish talking on time, memorize the speech and see if you can repeat this feat without looking at the text. 2. Prepare Speaker Notes Few things in this world are more pathetic and uninspiring than a person reading his/her speech aloud. Do not expect to be allowed to do it, and even if it is an option, do not do it anyway. When delivering a speech, you have to maintain eye contact with the audience, they should feel that you speak to them, not at them. Therefore, memorize your speech, but do not rely on your memory too much, even if the speech is just a few minutes long. You can stumble at the worst possible moment, and have to prepare for it. Speaker notes are a collection of reminders you can glance at every now and then to make sure you did not forget anything and proceed as planned. They should contain only the basics, each point expressed in a couple of words – you will not have time to read more in the middle of a speech. 3. Deliver Your Speech to a Test Audience For example, a couple of friends, preferably with backgrounds similar to that of your future audience. Ask them if your speech appear logical and persuasive. Pay attention to their suggestions – you are likely to miss some things that are obvious for outside observers. 4. Edit and Proofread Unless you submit the text of your speech, your spelling and even grammar are not that important – you are going to deliver the speech to an audience, and spoken word has different standards, allowing for certain irregularities. However, you still should reread, edit and proofread the text – not for spelling mistakes, but for gaps in your argument, leaps of logic and suchlike. Carefully read your speech and ask yourself if everything works as intended. 5. Choose a Presentation Tool Most business speeches presuppose the use of visual elements (slides, video, etc.). They make it easier to draw the audience’s attention and focus it on specific points of your speech. There are many amateur and professional presentation tools: PowerPoint, Google Slides and many others. Which one to use is mostly a question of personal preference, but you should be aware of your tool’s capabilities and limitations before you start out. As you can see, preparing a speech is not as hard as one may believe it to be. Follow these guidelines, and you will complete yours in no time!

An Interactive Food Web Game for the Classroom

An Interactive Food Web Game for the Classroom AÂ  food web diagram illustrates links among species in an ecosystem according to who eats what and shows how species depend on one another for survival. When studying an endangered species, scientists must learn about more than just one rare animal. They have to consider the animals entire food web in order to help protect it from the threat of extinction. In this classroom challenge, student scientists work together to simulate an endangered food web. By assuming the roles of linked organisms in an ecosystem, kids will actively observe interdependence and explore the repercussions of breaking vital links. Difficulty: Average Time Required: 45 minutes (one class period) Here's How Write the names of organisms from a food web diagram on note cards. If there are more students in the class than species, duplicate lower level species (there are generally more plants, insects, fungi, bacteria, and small animals in an ecosystem than large animals). Endangered species are assigned only one card each.Each student draws one organism card. Students announce their organisms to the class and discuss the roles they play within the ecosystem.One student with an endangered species card holds a ball of yarn. Using the food web diagram as a guide, this student will hold the end of the yarn and toss the ball to a classmate, explaining how the two organisms interact.The recipient of the ball will keep hold of the yarn strand and toss the ball to another student, explaining their connection. The yarn toss will continue until every student in the circle is holding at least one strand of yarn.When all organisms are connected, observe the complex web that has been formed by the yarn . Are there even more connections than students expected? Single out the endangered species (or the most critically endangered if there are more than one), and cut the yarn strand(s) that are being held by that student. This represents extinction. The species has been removed from the ecosystem forever.Discuss how the web collapses when the yarn is cut, and identify which species appear to be most affected. Speculate about what might happen to other species in the web when one organism goes extinct. For example, if the extinct animal was a predator, its prey may become overpopulated and deplete other organisms in the web. If the extinct animal was a prey species, then predators that relied on it for food may also go extinct. Tips Grade Level: 4 to 6 (ages 9 to 12)Examples of endangered species food webs: Sea Otter, Polar Bear, Pacific Salmon, Hawaiian Birds, and Atlantic Spotted DolphinBe ready to look up different species on the internet or in textbooks to answer questions about an organisms role in the ecosystem.Offer a large-sized food web diagram that all students can see (such as an overhead projector image), or pass out one food web diagram to each student for reference during the challenge. What You Need Food web diagram for an endangered species (See examples in Tips section.)Index cardsMarker or penBall of yarnScissors

Business economic Coursework Example | Topics and Well Written Essays - 500 words

Business economic - Coursework Example 6). Inflation causes a redistribution of income and wealth away from lenders to the benefits of borrowers. Inflation reduces the value of money so lender losses some value of his money once he is paid in the period of inflation. Keynesian economic theory usual relay on spending aggregate demand to define the economic market place of which is often influenced by public and private decisions. Classical economic theory is rooted in the concept of a laissez-faire also known free market, which requires little to know government interventions. Also allows individuals to act according to their self-interest regarding economic issues thus promoting unemployment 8). An externality exists in production of good or service when: the marginal social cost differs from the marginal private cost of production. For example, a chemical industry emits wastage as a by-product into nearby rivers and into the atmosphere. This creates negative externalities, which impose higher social costs on other firms and consumers. 9). In a market economy, the ideal solution to the problem of externalities would be to allow producers to produce the output level where both the marginal private benefits and the marginal. Externalities create divergence between the private and social cost of

Comparing Vulnerability to Posttraumatic Stress Disorder among War Research Paper

Comparing Vulnerability to Posttraumatic Stress Disorder among War Veterans and the General Population and Gender Differences in Developing the Disorder - Research Paper Example This criterion was based on the fact that it would be almost impossible to get members of the general public who have been to battlefields, majorly because the number of such participants is merely restricted to victims of war, journalists, and aid workers all of who are deemed to comprise a very small proportion of the population. This decision was also motivated by the fact that in the present survey, none of the non-veteran participants indicated as having served in any warzones for any length of time. Using this criterion, the average length of time spent in warzones by the participants was 12.9 (std. dev. = 19.07) months. While some veteran participants had never been to warzones, the longest amount of time served in such regions by any of the participants was 60 months. Uncharacteristically, the standard deviation for this data is larger than the mean, implying that the rate of variation form the mean was particularly huge. The inferential tests were undertaken at the 5% level of significance. Ten out of the 13 participants diagnosed with PTSD were veterans, signifying that this group made up 76.92% of all cases of the condition diagnosed within the sample. The non-veterans were, therefore, more likely to fail the PTSD test, recording 13 (72.2%) of all failed PTSD tests. Using the ‘chitest’ function in Excel, the significance of associations between pairs of variables was assessed. The association between veteran status for individuals and PTSD prevalence was statistically significant (χ2 = 7.30, df = 1, p = 0.007). Clearly, the above result confirms the significance of the difference in the ratios indicated above, with the implication that the prevalence of PTSD was significantly higher among veterans than among the non-veterans. The Pearson chi square value for the association between PTSD status (either being diagnosed with the condition or failing to show signs for the same) and gender