Judo Stategy Essays

Judo Stategy Essays Judo Stategy Essay Judo Stategy Essay In each of the four cases, does the entrant or challenger (i. e. Softsoap, Red Bull, supermarkets, Freeserve) have a competitive advantage when they market? Would they if the incumbents imitated their product offerings immediately? Softsoap According to the time of the case, bar soap is the product which is the market leader until late 1977, Minnetonka release Soap Machine that is the first time to have liquid soap in the market and continuously launch Softsoap in 1980. Softsoap entered to the market as the first mover, gain a competitive advantage and become to the market leader. However, competitive advantage of Softsoap is not able to preserve the market share when it is attacked by big players in the market as PG and Armour-Dial which are produce the liquid soap after. Red Bull Red Bull has a competitive advantage in term of focusing on the specific market and distribution strategy. It focus on the energy drink segment which has a small percentage from soft drink industry. They success in access to the consumer which is Red Bull assess that big player as Coke and Pepsi are probably not come to play in this category. Moreover, using its own distribution network can build brand image and it’s the easy way to keep Red Bull uniqueness. Supermarkets In U. K. Petrol Price War case, supermarkets had the competitive advantage but they are not sustainable because it’s depend on gasoline price and the location. Lower price gasoline was the factor to persuade customers to the store while the authority of setting gasoline price was the major gasoline retailers. Freeserve Cutting price is not quite a competitive advantage, in case of Freeserve, it effort to provide service in low price expect to outcome AOL while AOL not only be internet service provider but also provide content valuable as interactive news, entertainment shopping, information, email service and so on. It’s probably that Freeserve was operating in on loss by too low of service fee. 2. In the Softsoap and Red bull cases, what kept the incumbents from fighting back aggressively, at least initially? In case of Softsoap and Red Bull, the big players as PG, Armour-Dial, Lever Brothers and Colgate Palmolive (Softsoap Case), Coke and Pepsi (Red Bull Case) penetrate their market share and have a strong brand. It’s quite too risky to fighting back aggressively because it probably damage their current brand, decreasing brand image, decreasing the market size by cannibalize to current product and maybe lesser profit from fighting because of more spending on promotion and advertising for launching new product. 3. In the case of the UK petrol war, how do you think the supermarkets expected the major gasoline retailers to react to their entry? Was this expectation reasonable? In U. K. Petrol War case, I think supermarkets expected the major gasoline retailers to react their entry because the sales volume and revenue of supermarket was high or low depend on gasoline price which was controlled by major gasoline retailers. The expectation is reasonable because it’s the only one way the gasoline stands compete is price. When price war occurred, in one area where compete in price, the petrol station in that area have the same low price, leading to loss in profit margin. Moreover, the variety of consumer behaviors, consumers may prefer the convenient in filling up the gasoline then ignore to find the lowest gasoline price and sometimes it’s not reasonable to save a few money for lower gasoline price by the wasting time. 4. In the Freeserve vs AOL case, which consumers do you think are most readily switching to Freeserve? How can AOL retain these customers? Because of the low price of Freeserve, it probably gain the customers who are price sensitive as teenagers who get low income and don’t pay attention more to value-added service while AOL was the higher price but providing more than internet accessing. Ways to retain AOL customers are create network effect in order to create high switching cost by build up special things which create community among the users such as instant messaging, provide contents which is the strength of AOL service such as interactive news, entertainment, information, shopping, email service and so on. Last but not least, AOL is the largest internet service provider, It can communicate this strength point to users to rely on AOL then they will not switch to freeserver.

Faulty Modifiers on SAT Writing Grammar Rule Prep

Faulty Modifiers on SAT Writing Grammar Rule Prep SAT / ACT Prep Online Guides and Tips One ofcomedian Groucho Marx's most famous jokes involves a pachyderm and some sleepwear. "One morning I shot an elephant in my pajamas," he says. "How he got in my pajamas I don't know!" This joke is a play on a grammatical error called a misplaced modifier, where a descriptive phrase or word is placed in the wrong part of the sentence. The modifier errors on the SAT Writingmay not be quite as funny as Groucho's, but it's still important that youunderstand how they work. To that end, we'll be covering both basic grammatical concepts behind faulty modifiers and how to apply that knowledge on the test: Key Principle: Modifiers Must Be Next to What They Modify Dangling Modifiers: Modifying Phrases at the Beginning of Sentences Misplaced Modifiers: Modifier Order Within Sentences SAT WritingTips and Tricks Practice Questions Feature image credit:Valerievia Flickr Modifiers Must Be Next to the Thing They're Modifying The heading says it all: the most important concept to remember when dealing with modifiers is that they need to be next to the word they're describing. Sometimes these types of mistakes are obvious: Bird for sale by flightless woman. You have to figure that the bird is flightless, not the woman. The sentence should be: Flightless bird for sale by woman. However,on the SAT, this kind of error is oftenharder to spot. Take a look at the following sentence: Despite having finishedher test, the teacher wouldn't let Jenna leave until the class was over. There's nothing obviously wrong with this sentence, but let's think about what it's actually saying. Itstarts with the modifier "despite having finished her test." Logically, that phrase would seem to be describing Jenna, but since it's located next to "the teacher," the sentence is actuallysaying that the teacher has finished her test. That doesn't make much sense, sowe need to reorder the sentence to placethe modifier next to what it's modifying: The teacher wouldn't let Jenna leave until the class was over, despite the fact that she had finished her test. There are two main types of faulty modifiers: dangling modifiers, which involve phrases at the beginning of sentences (e.g. the example about Jenna), and misplaced modifiers, which involve the order of words and phrases within sentences (e.g. the example about the bird).Almost all of the faulty modifiers questions on the SAT deal with dangling modifiers, so we'll cover those first. Flightless birds, not flightless women Dangling Modifiers: Modifying Phrases at the Beginning of Sentences Questions about dangling modifiers only appear in the Improving Sentences section, but they're very common. You're essentially guaranteedto see at least one and may see as many four, so it's extremelyimportant that you understand how to approach them. Whena sentence begins with a modifying phrase, the intro must be immediately followed by a comma and then the noun it's describing. Incorrect sentences of this type start with modifying phrases that describe something other than the noun immediately following the comma. For example: Swimmingtoward the shore, alittle girl was building a sand castle. The "little girl" can't be "swimming toward the shore" and "building a sand castle" at the same time- something's missing. There are two ways to correct this kind of error: you can either replace the incorrect noun (in this case "little girl") with acorrect one, making any changes necessary to preserve the meaning of the sentence (fix 1), or you can turn the intro phrase into a clause that includes the the subject the phrase is meant to be describing (fix 2). These techniques sound more complicated than they are, so let's put them to use remedying our issue with the little girl who is in two places at once: Fix 1:Swimmingtoward the shore, I sawalittle girl building a sand castle. Fix 2:As Iswamtoward the shore, alittle girl was building a sand castle. Bothversions of the sentence are equally correct. You won't be asked to choose between the two options- instead, which approach makes more sense will depend on which part of the sentence is underlinedand whatanswer choices you're given. Keep in mind that some sentences will use this construction without asking about it (there will be anunrelated error instead), but look out for sentences that begin with verb participles (verbs ending in "ing," "ed," or "en") or prepositional phrases followed by a comma, especially if the underlined portion begins immediately after the comma. Situation 1: Main Clause Underlined If only the main clause is underlined, you'll need to pick the answer with the correct subject- what I refer to above as fix 1. For example: Incorrect:After seven straight hours of studying, Jose's brainwas fried. Correct:After seven straight hours of studying, Jose felt like his brainwas fried. Even though the distinction may not seem important, "Jose" and "Jose'sbrain" aren't actually the same- Jose's brain can't study. If only the second half of the sentence is underlined, the best way to correct thisissue is to replace the incorrect noun "Jose's brain" with the correct one "Jose." When you see an Improving Sentences question like this with the main clause underlined, you must find the answer choice or choices that start with the correct noun. Start by ruling out any answers that don't start with a noun or pronoun or that start with a noun other than the one the introductoryphrase is meant to be describing. If there is more than one answer choice remaining, check for other grammatical issues. Let's work through an example question from a real SAT: The sentence begins with the modifier "spread by rat fleas," which suggests that there may be a dangling modifier. The first step, then, is to determine what that phrase describes. It's definitely not "millions of people in medieval Europe," so we can know there's a modifier error and can rule out A. We can also eliminate B, which begins with a conjunction instead of a noun, and C, which begins with the unclear pronoun "this." With only D and E remaining, it's clear that "bubonic plague" is spread by rat fleas. Both answers are grammatical, but E is much simpler and clearer, so it must be the answer. Situation 2: Both Modifierand Main ClauseUnderlined You may also see dangling modifier questions presented with both the modifierand part, or all, of the main clause underlined, though this configuration is much less common. In these cases, the correct answer usuallyrewrites the sentence to eliminate the faulty modifier entirely, so it's difficult to anticipate what the correct choice will be. Instead, you want to approach these questions by process of elimination: Determine what the error is- figure out how the modifier is wrong so that you can rule out any choices that make the same mistake Eliminate answers that aren't grammatical- rule out any answers that create other issues, like run-ons or sentence fragments Choose clearest, most concise answer- of the remaining choices pick the one that expresses the pointwith the simplest structure and fewest extra words This process may seem a bit vague, so let's work through an official SAT example: First, let's figure out what's wrong with this sentence. It's a bit confusing because there's no obvious error. We can start by separating the two independent clauses to make what's happening in the underlined portion clearer: She was concerned about how Hank would react to the incident.In searching his face, he did not seem to be at all embarrassed or troubled. Now it's clearer that "in searching his face" is a modifying phrase, currently describing Hank(since "he" comes immediately after the comma). But based on the context, we know the person searching the face is actually "she," so we've located the error. We can rule out A, as well as D, which repeats the same error. Choice B swaps out "it" for "he," which doesn't solve the problem, because "it" is still not the person searching Hank's face. B is also wrong. Choices C and E both fix the misplaced modifier issue, but E is needlessly wordy ("being" is usually wrong), so C is the correct answer. Like sneakers, modifiers aren't meant to dangle (image credit: Carsten ten Brink) Misplaced Modifiers: Modifier Placement in Sentences Now that we've covered how to approach questions about modifiers at the beginning of sentences, let's talk about questions that deal with modifier placement within sentences.Questions on this topic can appear in both the Improving Sentences and Identifying Sentence Errors, but they are much less common than questions on dangling modifiers. The key rule for modifier placement- a modifier must be next to whatever it's modifying- remainsthe same. A misplaced modifier occurs when a modifier is separated from theword it's meant to describe: The werewolfmailed a package to the vampire full of garlic. Despite what the sentence says, it's clear that the "package" and not the "vampire" is meant to be full of garlic. In order to correct this error, we need to switch around the order of the phrases: The werewolfmailed a package full of garlic to the vampire. Because the exact nature of this kind of error can vary so widely, there's no single best way to approach the questions. However, many of these errors involve gerunds, especially on the Identifying Sentence Errors. Remember that like other modifiers gerunds must be next to what they're describing, i.e. whatever or whoever is doing the action. To help clarify, let'sgo through some SAT style examples, starting with thisIdentifying Sentence Errors question: On(A)hermost recent(B) vacation to Istanbul, Jill stumbled upon(C) a fantastic jewelry shop walking(D) through the massive market. No error. (E) Reading through this sentence, you may not immediately notice anything incorrect- in fact, it seems just fine. But before picking E, we need to check each of the other underlined portions. "On" is an idiomatically correct prepositionand "most recent" is a correct superlative, so we can rule out A and B. "Stumbled upon" includes a correctly conjugated verb and an idiomatically correct preposition, so C is also incorrect. This leaves only D, "walking." When a gerund is underlined, you must check placement- is the modifiernext to the noun that is walking? No, it's next to "jewelry shop," which can't walk. As such, D is the correct answer. Next, take a look at this Improving Sentences example: Kate Hudson beganacting at a young age, being Goldie Hawn's daughter. A.Kate Hudson beganacting at a young age, being Goldie Hawn's daughter. B.Kate Hudson beganacting at a young age, and she was Goldie Hawn's daughter. C.Kate Hudson, who as Goldie Hawn's daughterbeganacting at a young age. D. BeingKate Hudson, Goldie Hawn's daughterbeganacting at a young age. E.Kate Hudson, Goldie Hawn's daughter,beganacting at a young age. The misplaced modifier in this sentence is fairly obvious: "being Goldie Hawn's daughter" is clearly meant to describe "Kate Hudson" not "a young age." However, there's no answer choice that places the modifiernext to what it's modifying, so we need to narrow down the choices with process of elimination. We already ruled out A (which is the same as the original sentence), and we can eliminate C because it's a fragment. B, D, and E are all grammatically correct, so we need to pick the clearest and most concise answer. B is incorrect because it make the sentence much longer than it needs to be by splitting it into two independent clause. D doesn't work because the word order is confusing. Describing Kate Hudson as Goldie Hawn's daughter makes sense; describing Goldie Hawn's daughter as Kate Hudson doesn't. E is correctbecause itputs the (slightly rephrased) modifiernext to what it'smodifying. This snowman is misplaced; make sure your modifiers aren't. (Image credit: Richie Diesterheft) Applying Modifier Ruleson SAT Writing Questions Now that we've gone over all the rules you need to know, let's review some of the key points about how to spot and answer faulty modifierquestions on the SAT Writing section. What to watchfor: Prepositional phrases at the beginning of sentences where the clause after the comma is underlined Verb participles (verbs ending in "ing," "ed," or "en") at the beginning of sentences In ISE questions, underlined gerunds Rules to keep in mind: A modifier must be next to what it's modifying Gerunds must be next to the noun doing the action If a sentence starts with a descriptor, whatever comes after the comma must be the noun it’s describing Helpful SATWriting tips: Think about both what a modifier is currently describing and what it's actually meant to be describing Watch out for answers that fix the original modifier issue but are ungrammatical in another way Remember that there are a lot of different ways to fix faulty modifiers- use process of elimination to narrow down wrong answers rather than focusing on one specific way of correcting the error You will see these errors on the test, and they are likely unfamiliar, so make sure to review (and practice with) similar questions from real SATs Test Your Knowledge! Try out the principles we've discussed on these SAT Writing practice questions: 1. One of thespiciest cuisines in the world, Sichuan has recently become very popular in the United States. A.Sichuan has recently become B. Sichuan has most recently become known as C.Sichuan food has recently become D. the cuisines of Sichuan have become E. recently Sichuan has become 2. Thinking, perhaps, that their questionswon't be answered, the number of students who attend career counseling has dropped precipitously. A.the number of students who attend career counseling has dropped precipitously. B.the number of students who attend career counseling is droppingprecipitously. C.a dropping number of students are attending career counseling. D.students are attending career counseling in ever lower numbers. E.students, the number of whom attendcareer counseling has dropped precipitously. 3.By gazing sadly upon his owner, Tinawas convinced to give the puppy more food. A. Tinawas convinced to give the puppy more food. B.Tinawas convinced bythe puppy to give him more food. C.the puppy was convinced by Tina to give him more food. D. convincing Tina to give him more food, the puppy was. E.the puppy convinced Tina to give him more food. Answers: 1. C, 2. D, 3. E What's Next? Now that you've mastered faultymodifiers, take a look at some of our other SATgrammar guides on frequentlytestedtopics like illogical comparisonsand parallelism. If you're curious about the Improving Paragraphs, check out our guide the strangest type of SAT Writing question. Make sure you know the 8 key SAT Writing strategies, and if you're aimingfor an especiallyhigh score, check out our guide to getting an 800 on the SAT Writingfrom a perfectscorer. Looking to build a study plan? Read our complete plan to studying for the SAT, review what the SAT Writingactually covers, and take a practice test (or four!). Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Inferential Statistics Essay Example | Topics and Well Written Essays - 500 words

Inferential Statistics - Essay Example Patients with extremely low T-cell counts at imminent danger of dying will not be excluded but will be given special treatment as noted below in the discussion of ethical concerns. Study Design: Patients will be split into three groups: A placebo control group, a standard cocktail control group and a hivaril experimental group. For the hivaril group, in order to mask that a newer drug is being provided, the rest of the cocktail elements will be simulated by identical-looking placebos. Patients will be monitored for six months regularly to check T-cell performance and other vectors of improved health, as well as to see for toxicity. Statistical Model: Our intent is to see, at a very high confidence level with a moderate margin of error (+/- 3% would be acceptable), if hivaril is comparable to or superior to both the cocktail control group and the placebo control group. The hypothesis is directional, with the null hypothesis being that hivaril is worse than the cocktail and identical t o a placebo. The drug would still be a major improvement if it were better than the placebo but slightly worse than the cocktail. The alternative hypothesis is as noted. Because three groups are being measured, and must be to preserve a placebo control, ANOVA will be used. Luckily, the sample size is large enough that no other modification is needed.

Moral Skepticism Essay Example | Topics and Well Written Essays - 1250 words

Moral Skepticism - Essay Example Illness of the mind causes brain dysfunction (Graham). Graham’s view of antirealism is that the term mental and disorder are separate and must always be viewed in dualism. Mental cannot be viewed in a disorderly form since they are always arranged in a particular way. Thus, it is a state of mind function that can be used to describe how a person behaves. Moral anti-realism is the denial of the fact that mental disorders bring almost the moral change of a person. A fact that has been forwarded is that mental illness is a dualistic activity that the physicians call metaphysical scepticism. They also argue that mental illness is indefensible and thus cannot be argued against it. Therefore, an ill person will have to behave in such a way that he does not respect other people in the society (Graham). The argument is that the person’s brains are not medically fit and cannot be questioned. The state of questioning lacks because it is the brain that controls the behaviour. Given that the person mind are alright, it is the sickness of the brain that will transform a person to behave the way he or she does. Thomas Szasz argues that determining and terming a person as mentally disordered is disrespectful. Indeed. He argues that the idea demoralises their dignity as human. The reason of his argument is that the mental illness can be likened to physical illness thereby exposing the sick to various contestable experiments in terms of the values of the person. The social-political character that the person get exposed to be unfairly judged since mental disorder or sickness cannot be compared with the physical destruction of the body. The mentally ill people are thus considered as a lesser human being who do not attract respect from the society. Therefore, it is the moral procedural that they lack, but not sickness as the no medicine can be administered to restore the order of the brain. The idea is

Carcinogenic Hydrocarbons Essay Example for Free

Carcinogenic Hydrocarbons Essay Once in the body, they are converted into arene oxides by cytochrome P. An arene oxide is a compound in which one of the double bonds of the aromatic ring has been converted into an epoxide. The changing of the aromatic hydrocarbon into an epoxide forms a more water-soluble compound that can be eliminated from the body. Arene oxides can react in two ways. They can undergo attack by a nucleophile to form addition products or rearrange to form a phenol. Some aromatic hydrocarbons are carcinogens, meaning they can cause cancer. Investigations have shown that hydrocarbons themselves are not carcinogenic, but the carcinogens are the oxidation products of the aromatic molecules. Nucleophiles react with epoxides to form addition products. 2’-Deoxyguanosine, a component of DNA, has a nucleophilic NH? group that is known to react with certain arene oxides. Once it attaches to an arene oxide, the 2’-deoxyguanosine can no longer fit into the DNA. This results in the genetic code not being properly transcribed, which can lead to mutations that cause cancer. Arene oxides’ becoming carcinogenic depends on the rates of its two reaction pathways: rearrangement and reaction with a nucleophile. When an arene oxide rearranges, it forms phenols which are not carcinogenic. However, the formation of two addition products from nucleophilic attack by DNA can be carcinogenic. If the rate of arene oxide rearrangement is faster the nucleophilic attack by DNA, the arene oxide is harmless. If the rates are the other way around the arene oxide is likely to be carcinogenic. The rate of arene oxide rearrangement depends on the stability of the carbocation formed in the rate determining step. So, an arene oxide’s cancer causing ability depends on the stability of the carbocation. If the carbocation is stable, the rate will be faster and therefore the arene oxide is less likely to be carcinogenic. If the carbocation is unstable, the rate will be relatively slow and the arene oxide will more likely be attacked by nucleophiles. This leads to the possibility of carcinogens. After reading thoroughly through the Organic Chemistry 5th Edition book by Paula Bruice, I must agree with the investigations that have proven aromatic hydrocarbons to be non-carcinogenic. It is kind of interesting that arene oxides become carcinogenic depending on the reaction pathway it takes. I would like to know what other, if any, factors may contribute to carcinogens being formed once aromatic hydrocarbons enter the body

Baldwins Writing Style in Notes to a Native Son Essay -- James Baldwi

Father and Son: Bad to Regrettable James Baldwin is known to be one of the best essay writers in the twentieth century who wrote on a few topics including race, discrimination, sexuality and most of all his personal experiences. In â€Å"Notes of a Native Son†, he uses two main strategies to get his point across. First, he likes to tell a story in a narrative view. Following is normally his analysis of the event. He describes the event and then gives his theory on the matter. By doing this, he grants the reader a chance to decipher the meaning. His interpretation may not be what the reader’s is. He likes to argue and provides the basis for his argument in â€Å"Notes of a Native Son†. Throughout the essay he talks about himself and his father, their relationship and how their interactions influence his final feelings toward his father. He also integrates public incidents during those times into the essay. This method presents the reader with an opportunity to understand the race issue at that tim e. This essay is about part of his life. In the beginning he starts with his father’s death. It was coincidental that the funeral was on his Baldwin’s nineteenth birthday. Mr. Baldwin, his father, and his wife conceived a child near the end of his life. This child was born a few hours after his death. Here Baldwin presents a binary of life and death, along with other examples, that he executes throughout the essay. In retrospection, he perceives his father’s death as a time of sadness and regrets not having a healthier rapport with him and he mentions that his siblings are happy that their father will never come home again. He tells us about the race riots in Detroit and New Jersey and criticizes afterwards. These happenings show the influen... ...art. Baldwin does this using his own personal experiences and tying them into the greater picture of society. All the stories he has expressed in â€Å"Notes of a Native Son† can be paralleled with what was going on during that period. He even explained the riots in that sense for the reader. In the first paragraph he states that they drove his father to the cemetery over smashed plate glass (63). This was a result of the hatred and despair felt by the rioters. This visual is a representation of the hatred that had helped to kill his father. The abhorrence that played a role in the death of his father, he feared would do the same to him. The end of the essay shows Baldwin letting go of this hatred and despair. Works Cited Baldwin, James. â€Å"Notes of a Native Son.† 1995. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998. 63-84.

Effective Intervention Essay

This paper tends to serve as a research towards school programs that aims to avoid or stop the bullying attitude in school. In explanation to this the research will identify, whether or not, if the said policies or programs are effective. The data includes the school name as well as their total effort on the particular topic which is about bullying and programs that tend to prevent such an attitude. What is Bullying? Parents should know the importance of this act towards their child because the bullying act’s impact might affect the child’s social, psychological, and mental processes. Through the bullying experience, the child will gain a sense of fear from those who tend to be stronger than her or him which will definitely lead to anxiety, depression, and inferiority complex. Bullying is defined as the power of a certain person or the authority of a certain person over another. This act can be classified in three categories which are physical bullying, verbal bullying, and exclusion from activities (Stopbullyingnow, 2007). Physical Bullying This category of bullying act includes hitting, kicking, pushing, and even choking and punching of a certain student to another he or she feels inferior to him or her (Stopbullyingnow, 2007). Verbal Bullying This category is different from the first because this act of bullying includes threatening, taunting, even teasing, making gossips and/or rumors, and stating hate speeches (Stopbullyingnow, 2007). Exclusion from Activities This act of bullying wherein a certain child commands another child not to play or not to communicate with the child that the â€Å"boss† doesn’t like. Like for example; don’t you dare play with her or else†¦ Central City Cyberschool’s Anti-bullying Strategy Bullying Intervention Strategy is what every school such as the Central City Cyberschool learns and executes in order to reduce or prevent the bullying practices in their school. This strategy starts on a School level which tends to educate the teachers as well as the administrators, the staffs of the school, every parents, and individual students about the bullying behavior and certain response tactics to prevent or avoid it. A curriculum is set into the school in every classroom level in order to effectively promote the intervention strategy. Curriculum 1. Promotes kindness (Starr, 2005) 2. Promotes Communication (Starr, 2005) 3. Promotes Cooperation (Starr, 2005) 4. Promotes Friendship (Starr, 2005) This curriculum tends to enhance anger management and conflict resolution skills on the children in order to avoid possible conflicts in the school environment. On the contrary, children are hardheaded and that what is told to them goes inside their ears and comes out after. Other strategy/individual level 1. Manages serious talks with bullies and their victims (Starr, 2005) 2. Serious talk with the parents of the bullies and their victims (Starr, 2005) Principles of Teaching with Regards to the Intervention  · Respect young people’s autonomy (Davis, 2005)  · Maintain young people’s sense of belonging (Davis, 2005)  · Teaching how to learn cause and effect thinking as well as to promote conscience development (Davis, 2005) Since children are expected to be hardheaded and ego dragged, the said three principles should be considered before making any action against the bully children. These three principles will help develop discipline towards a certain child who has a bad attitude to the other children. Conclusion The discussed programs and strategy not only in the Central City School but also in other schools are said to be effective because the school staffs, teacher, parents, and administration joined efforts together and strictly execute their implementation towards the prevention of bullying without making a violent act against the bullies. They only tend to alter the negative behavior of the bully students and at the same time prevent the bully victims from having fear and any psychological disorder that the act might cause them.

Wasseem

Some of his career moves Include working as an organist to the Duke of Whimper from 1708 to 1 71 7, moving to Cotton to e the leader of an orchestra to Prince Leopold from 1717 to 1 723, and then Bach was appointed Cantor of the SST Thomas School. By 1725, he has written 2 complete cycles of cantatas. By 1729 he has written 4 complete cycles of cantatas (200 cantatas! ). In 1748, Bach was losing his eyesight and eventually went blind. He died in 1750 at the age of 65.Bach's Lutheran faith was an important aspect of his music life, in which he writes â€Å"To the Glory of God† in many of his works. He was a master of contrapuntal arts and helped create the well-tempered tuning system we use to this day. In his lifetime Bach has composed over 1000 musical works. Prelude & Fugue in C minor Is a song In Bach's Well-Tempered Clavier written In 1722. It contains 24 prelude & fugue which shows the Well-Tempered tuning system that Bach help create.The Well-Tempered tuning Is not exact , which makes It possible to play all 12 major and minor keys- which was never done before. The Prelude in C minor starts with fast 16th notes in perpetual motion. A monophonic link happens in measure 25 which leads to strict imitation until measure 28. After, it returns with fast 1 6th notes in referral motion followed by a 2 measure cadenza-like passage starting on measure 34.Near the end of the Prelude there is a tonic pedal point and then the prelude ends with a Picador ending (a minor piece ending with a tonic major triad) from C minor to C major. The Fugue begins with a subject composed of 1 6th and 8th notes. Then there Is an melody In the dominant key with slight alteration called the tonal answer. The song continues with the countermeasure. The middle section Is felled with sequential material In which the subject Is absent. The tonic pedal appears In the end and the subject Is played one last and ends on E natural.

Ethnographic Paper

Ethnographic Paper Ethnographic Paper Shelley Hubbard Sociology 101 January 10, 2012 Ethnographic Paper My parents Ed and Myrla Hubbard were married at a young age and quickly started a family. Whether by surprise or planned they had eight children; (two that did not survive) in a fairly short timeframe. There are four boys and two girls and I am the youngest in the family. Both of my parents dropped out of high school and worked at â€Å"dead end† jobs in order to provide for the family. Out of all the children I am the only child that was born in Seattle. I was one of the last babies to be born at Harborview Medical Center. My parents separated shortly after I was born. My father relocated to Oregon while my mother remained in Seattle with all six of their children. My mother was the sole provider from that day forward as my father did not help raise us in any way shape or form. My mother had succeeded at getting her GED and at the time was one of very few women in the state of Washington who were certified at welding. My mother continued taking random college courses through out her life. My mother was proud of all her children although she wouldn’t express this to us as often as she did all her friends. She encouraged all of her children and grandchildren to do well in school in her own way as she would randomly state â€Å"it only helps you, and you’re worth it.† My education has had its trials and tribulations for the very start; to say the least. I was raised in low income housing and dreaded going to school as I didn’t have what the other students did and I was heavier than I should have been so I got teased for those issues and other things as well. I can also remember from an early age that I was often tested for special education classes. This would make my mother very upset as I never qualified and often passed with flying colors. It is so clear in my memory how at such a young age, I thought that if everyone thought I was dumb, than why should I try at all. I passed Middle School; only with the help of going to summer school; in which I did very well when push came to shove. While in high school I was told by a few school counselors and teachers that I was lazy and would not amount to anything in my life time; so again it was like why bother trying what they say must be true. I begged my mother to let me drop out or go to an alternative high school and she would say â€Å"I don’t care if you’re your eighty when you graduate you will walk and get your diploma† When I finally figured out she wasn’t playing, I was ending my Junior and was about one in a half years behind in credits; basically I only had the credits of a sophomore. I met with the senior advisor who stated â€Å"I would never graduate on time and that I would be on the â€Å"six year plan† and that I should just give up and move on to my career path as a fast food worker†; this fueled my fire to prove them all wrong. After weighing my options as to how to earn credits and achieve my goal of graduating on time I enrolled in Beauty School that I attended two nights a week, Saturday afternoons, and all vacation breaks from high school, I took traffic safety every Saturday and was a teachers assistant before and after school daily; I did all of these things all while taking all my required credits in h igh school. Needless to say I had no life outside of school with no body to blame but myself. I surprised many people including myself when I not only graduated on time but, I also landed on the honor role as well. I may have been finished with High school but, I was still obligated to finish Beauty school. I completed the 1600 hours that was required so; the next step was taking my state boards. I applied for a testing date and studied like crazy. It took over one month to get the results that I had failed, in my head I was like what’s new? I however had learned that I could do it; I just had to buckle down. I again applied for a testing date and again about four weeks later received the

Extended Metaphors Definition, Examples and more!

Extended Metaphors Definition, Examples and more! Extended Metaphors: Definition, Examples and more! Of all the literary devices that writers use to bring their stories to life, a metaphor remains one of the most popular. The act of comparing one thing to another may sound simple, but it's proved popular over the centuries, as authors, poets, songwriters and everyday people wield it to explain something in non-literal terms.But what happens when a metaphor expands and becomes more than just a passing reference? Well, that’s exactly what this post is all about: the extended metaphor. What's the definition of an "extended" metaphor? What is an extended metaphor?An extended metaphor is a rhetorical technique that explains a concept by directly mentioning another concept and drawing multiple parallels between them. It is often used to explain a complex idea - allowing readers or listeners to visualize it in terms that they already understand.In a sense, it’s exactly what it says on the tin: a metaphor that takes the comparison a few steps further. As an example, if you wanted to explain how a traditional publishing house works with an author, you might compare it to a football team like so:The author is the quarterback, making the plays and taking the glory;The acquiring editor is the coach, calling the shots and giving the QB a team that compliments his skill set; andThe proofreader is the offensive tackle, protecting the ball-carrier from outside attacks. Preparing for a blitz from the Barnes Noble merchandising dept. (Photo by Alora Griffiths)Of course, every extended metaphor has its limits. You very rarely find perfect analogies that seamlessly map one idea onto another - so this is where someone might say that a metaphor is â€Å"falling apart†:The publicist is the, er, punter†¦ helping the team get better field position after a few setbacks?What is the effect of using extended metaphors?You may already have picked up on a few key reasons why writers use extended metaphors.They can help explain a complex idea in simple terms. The example of the football team is an attempt to communicate the interpersonal dynamics of an author-publisher relationshipSome authors use them for humor - purposefully mining the absurdity of a torturously drawn-out metaphor for comedic effect. After a while, comparing a government cabinet to V8 engine just gets silly: â€Å"The Secretary of Agriculture is the carburetor - supplying the pi stons (the population) with fuel (grain) and air (dairy).†Perhaps most importantly, writers use extended metaphors to evoke emotions and imagery when they’re writing about something that’s abstract. One of the most commonly cited metaphors comes from Shakespeare’s As You Like It. Jaque, a cynical nobleman, ruminates on the idea of free will and the significance of the individual through the metaphor of a play.All the world’s a stage,And all the men and women merely players;They have their exits and their entrances;And one man in his time plays many parts,His acts being seven ages.Instead of waxing on about predeterminism, Shakespeare asks you to think of an actor following the stage directions and reading his lines. He deals with an intellectual idea by imbuing it with an emotional and visual hook. Audiences might struggle to â€Å"see† existential dread - but they can easily imagine metaphorical actors going through the motions night after night (and twice on Wednesdays).Learn more about how Reedsy can help you craft a beautiful book.9 examples of extended metaphorsIn the proud tradition of â€Å"show don’t tell,† let’s dig into some extended metaphor examples that we’ve taken from literature, poetry, film, and music. We’ll also decipher what they mean - just so we’re not left in the dark (metaphor!). 9 extended metaphors from Sylvia Plath to Hall Oates. Example #1: Romeo and Juliet by William ShakespeareBut soft! What light through yonder window breaks?It is the East, and Juliet is the sun!Arise, fair sun, and kill the envious moon,Who is already sick and pale with grief.Decoded: In this soliloquy, Romeo compares the object of his affection to the sun: a radiant, untouchable figure. Extending the analogy, he wishes that she would rise quicker and chase away the moon, which pales in comparison to the beauty of Juliet.Example #2: â€Å"Stillborn† by Sylvia PlathThese poems do not live: it's a sad diagnosis.They grew their toes and fingers well enough,Their little foreheads bulged with concentration.If they missed out on walking about like peopleIt wasn't for any lack of mother-love.Decoded: In a particularly morbid example of her work, Plath describes the pain of her craft - comparing the labor of writing a disappointing poem with the trauma of losing a child at birth. One can imagine that the fingers and toes are meant to rep resent the meter of her verse and the concepts behind a poem: conceptually perfect, yet somehow tragically lacking.Example #3: â€Å"Hope Is the Thing With Feathers† by Emily Dickinson Hope! (Photo by Boris Smokrovic)Hope is the thing with feathersThat perches in the soul,And sings the tune - without the words,And never stops at all,And sore must be the stormThat could abash the little birdThat kept so many warm.Decoded: In a similar vein, Alexander Pope once wrote that â€Å"Hope springs eternal in the human breast; Man never Is, but always To be blest.† One could argue that Dickinson brings the same idea to life #4: Us by Jordan Peele**Spoilers ahead**In the 2019 domestic horror film, an affluent African-American family is terrorized by a family of twisted doppelgangers. As the story unfolds, we learn that there is an entire nation of ‘tethered’ twins who live underground - and now they’re looking to separate themselves from their above-ground counterparts.Decoded: Peele’s writing is careful not to make the doppelgangers a metaphor for any single thing. However, many interpret them to represent America’s underclass - such as largely ignored immigrant communities who toil so that the upper-classes may live in comfort.Just as in poetry, some of the best songs often revolve around a central metaphor. After all, there are only so many ways you can write a lit eral song about falling in love.Example #5: â€Å"Hound Dog,† Elvis PresleyYou ain't nothin' but a hound dogCryin' all the timeYou ain't nothin' but a hound dogCryin' all the timeWell, you ain't never caught a rabbit and you ain't no friend of mine Decoded: Presley disparages the subject of the song, calling them a dog. He then extends the analogy by saying that they have also failed to catch a rabbit - telling them that they are worthless and classless. The King could be a cold, cold man.Example #6: â€Å"Life is a Highway,† Rascal FlattsLife's like a road that you travel onWhen there's one day here and the next day goneSometimes you bend and sometimes you standSometimes you turn your back to the windDecoded: The title sorts of decodes it all for you. Life is transient: it turns unexpectedly and often it grinds to a halt. That being said, turning one’s back to the wind is more of a nautical concept, which is where the metaphor breaks down.Example #7: â€Å"Fish†, Aaron WatsonThen you throw out a line, reel it back inIf you catch a boot, you gotta cast it out againYou know you’ll never catch a keeperIf you sit around and crySo get back in that boat and fishDecoded: Playing on the old saying of †Å"plenty more fish in the sea,† Watson’s song plays up the angling angle by throwing in more fishing references. The boot presumably refers to an unsuitable partner.Example #8: â€Å"One on One,† Daryl Hall John OatesI'm tired of playing on the teamIt seems I don't get time out anymoreWhat a change if we set the pace face to faceNo one even trying to score, ohDecoded: Few people get that the literal reading of this song is about basketball - even the title is a direct hoops reference. However, within the context of the music, we can infer that Daryl Hall is tired of treating romance as a â€Å"team game† (rock and roll!) and is ready to settle down for some one-on-one.Example #9: â€Å"The Gambler,† Kenny RogersYou've got to know when to hold 'emKnow when to fold 'emKnow when to walk awayAnd know when to runYou never count your moneyWhen you're sittin' at the tableThere'll be time enough for countin'When the dealin's doneDecoded: The protagonist o f the song meets a gambler on the train. Having won all of the singer’s money, the card sharp offers gambling tips - but in this context, poker is a metaphor for life!And there you have it - a cornucopia of extended metaphors, filled to the brim with delicious analogies. The next time you’re writing something, why not try one out for yourself? You might decide it’s not your style or you may find that they’re just your cup of tea (okay, last metaphor).What examples have we missed out on? Let us know in the comments below.

Police Agencies Assignment Example | Topics and Well Written Essays - 250 words

Police Agencies - Assignment Example The DeKalb County Sherriff's Deputies start at about $33,492 per year and move up to $51,281 after 5 years (http://theblueline.com/feature/ILdekalbcounty2.html). They enjoy 33 days off per year after 6 months, partially paid insurance, paid overtime, paid training, and uniforms. Illinois Conservation Police enjoy paid vacation days, sick days, personal days, and holidays; overtime compensation; uniforms, equipment, and vehicles; life and hospitalization insurance (http://dnr.state.il.us/law3/CAREERnew.htm). Starting salary is $3127/month; after a one year CPO certification the salary increases to $4136/month with an excellent retirement/pension plan. Illinois State Troopers start at $48,192 per year but require advanced training to apply (www.isp.state.il.us). FBI Agents start at about $45,000 per year and can make as much as $120,251 after twenty years (http://www.payscale.com/research/US/Job=FBI_Agent/Salary). There seem to be certain disparities in pay between agencies. For example, note that the city police make far less than the most of the other agencies. State troopers and university police start higher than FBI agents.