Internet commerce and current tax code essays

Web trade and current duty code papers Web trade and the complexities of consenting to state deals and use charge laws At the point when a resident of a state buys products from a seller out of the state, for the most part they don't pay any business expense to either state included. Until reasonably as of late in our countries history, these exchanges were made through index sellers and spoke to such a modest quantity of lost expense income that state charge organizations were not worried enough to make any move. The expansion of dependable and reliable electronic trade (web based business) advances in the late 1990s changed the condition to some degree. Presently the volume capability of interstate retail exchanges can possibly match the conventional physical retail channels. The mix of developing piece of the pie for online business organizations and cooling financial conditions has numerous states stressed over deals charge pay. This has most state burdening specialists asking how, if by any means, online business exchanges ought to be burdened? There is a lot of discussion on this theme among ch arge authorities, lawyers, administrators, and both web based business and customary retailers. As I would see it, E-trade exchanges ought to be burdened as some other interstate retail exchange. To guarantee the best possible assortment of deals and use charges, internet business organizations ought to be required to gather deals charge for the benefit of every one of the fifty states. So as to make this prerequisite strategically sensible, states should significantly improve their deals and use charge code. There is a general misinterpretation inside people in general on the idea of interstate internet business exchanges and deals charge. A great many people accept that on the off chance that they buy items from an out of state organization by means of the web, at that point the deal is tax exempt. This recognition is brought about by certain particulars of how tax assessment is generally taken care of for interstate exchanges. Deals charge locale is goal based. The physical area of the buyer figures out who is ... <!

Parental Estrangement Essays - Family, Parenting, Human Development

Parental Estrangement Alienated kids The contrast between an antagonized youngster and a distanced kid is that an alienated kid has become separated from the parent for reasons that are, to be gruff, sensible, and practical. An antagonized youngster is either totally irresolute about the other parent or infuriated by the other parent. These emotions are, notwithstanding, supported by the kid's understanding of the division or by the youngster's understanding of that parent. A parent who leaves the family home, enters another relationship, and ignores time with their youngsters and excuses the mischief done to their kids is probably going to become offended from them. Any reasonable person would agree that nobody reacts emphatically to poor treatment, in particular youngsters. Antagonism results from a parent carrying on gravely toward his/her youngsters which, consequently makes the kids cut off contact. It isn't exceptional for a parent who is offended from his/her kids to accuse the other parent of parental estrangement. It is simpler to censure others for terrible conduct than to acknowledge and recognize awful conduct. At the point when offense happens, the legitimization is generally truly justifiable, alarming, and legitimate. The withdrawing developed youngster frequently has been seriously mentally sincerely harmed in the relationship. Here are probably the most well-known root issues why parental alienation happens. Separation: Following a separation, a few youngsters dismiss one parent, limit contact, or demonstrate extraordinary hesitance to be with the parent. Remarriage: Parent's remarriage may likewise cause strain. It can incite or fuel ridiculous dismissal. Absence of schedule: If there is no daily practice or plan for place the kid may feel on edge, kids need schedules to assist them with having a sense of security. Character Disorders: Many guardians are troublesome or tyrannical, yet a few guardians are too harmful to even think about being around particularly narcissist guardians. They don't consider their to be conduct as assuming a job in the issue; they feel qualified for act severely without any repercussions. Narrow mindedness: youngsters are going to settle on choices that guardians may not really concur with. Parental alienation happens when guardians neglect to comprehend their kids, never ready to take a gander at circumstance from their kids' perspective. Steady embarrassment before others: Parents ignorant/purposefully caused their youngsters to feel that s/he is worthless'; there is no respect for his/her poise and opinions. Needs and Time. These are individuals who go a long time at once without reaching their youngsters since they are enveloped with their vocation life. They don't comprehend why their kids aren't holding up with great enthusiasm when they do discover time to fit them into their timetable. Uncertain clashes. Undesirable peace making make a reason for struggle to happen once more. Repeating family contentions during critical occasions could break down guardians kid connections prompting insignificant contacts later on. Seeing savagery submitted by that parent against the other parent Being the casualty of maltreatment from that parent The parent's diligently juvenile and narcissistic conduct The parent's unduly unbending and prohibitive child rearing style The parent's own mental or mental issues. Practices Common to an Estranged Parent: The parent who is antagonized from a kid because of his/her own terrible treatment of the youngster has a keep a watch out disposition. They don't seek after a relationship with the kid on the grounds that in their brain the kid is the one liable for repairing the relationship. The antagonized parent will think that its hard or difficult to see the circumstance from their youngster's point of view. They don't consider their to be conduct as assuming a job in the issue; they feel qualified for act seriously without any repercussions. These guardians won't focus on a daily practice to see their youngster, they fit the kid in when they have save time rather fit their life around the kid. These are individuals who go a long time at once without reaching their kids since they are enveloped with another relationship, concentrating more on their profession, investing energy with the other man/lady or caught up with building another life. They don't comprehend why their kids aren't holding up with great enthusiasm when they do discover time to fit them into their timetable. An agenda for guardians when considering their alienated youngster: Have you asked your youngster what they genuinely feel is the issue? Is it accurate to say that you are truly tuning in to what my youngster is letting you know? Is there a part of truth to any of what your kid feels isn't right in your

Software Packages Such As Primavera P3; Microplanner Expert; Project

Software Packages Such As Primavera P3; Microplanner Expert; Project Software Packages Such As Primavera P3; Microplanner Expert; Project Scheduler 8 Assist In â€" Assignment Example > Assistance of Software in Communication PlanIntroductionCommunication plan of any company helps in image building and raising public awareness about the company. The perception about the products of the company by the people depends on the communication of company with stakeholders, customers, shareholders and other contacts or suppliers. The communication is capable of saving the company from backstabbing and treachery by the competitors as this involves transparency and planning in executing operations. The comprehensive communication strategy involves public, government, customers, vendors, shareholders, creditors, bankers, stock exchange and media. This needs an allocation of budget at the beginning of the year for every component by communications department. Before the allocation, the involvement of the team in the communication system is according to planning and the budget allocation is accordingly. The allocation depends on the definition of goals also. The communication plan involves the coordination between different persons and departments on a daily basis. Briefly, the components of a communications plan are the 1. Need to communicate 2. Reason for communicating, 3. The subject for communication, 4. Source and destination for communication, 5. Method of communication and 6. Tools of Communication. Role of Software in Communication Role of Primavera Project P3: The essence of usage of Primavera project is it gives control to project managers on their plan. This involves scheduling and resource control. This can manages multiple projects in a multi user environment. Managers can have control on large and complex projects efficiently as it connects to corporation worldwide also. The integration of the data with information is possible by this. To have enough control over any project, one has to clear the complexity and Primavera offers this. By using Colour coded bands, it organises the data. This helps in prioritising, planning and managing the m ultiple projects. The advanced resource levelling option will help in scheduling resources realistically. The PERT charts help in interacting with project data. The communication can be done by intranet, custom reports and e-mail. The data can be organised and is connected to everyone involved with it and coding is done according to user. The PERT streamlines and organises the data as it tracks and analyses the processes. The complex and long tasks need multi year and multi project environments. This demands the establishment of relations among activities in separate projects and automatic scheduling. This depends on individual resources in primavera and delivers high end scheduling. In corporate organisations, groups of tasks are common and these are building blocks of projects. This needs cost data as well as resource data. Integrating resources with cost data is crucial in calculating and communicating profit oriented and cost effective strategies all over the company. The manag ers shall use information in subsequent projects also. Until now, the overall planning is mentioned. To an effective communication, day to day management is also required. In this context, P3 works as one of valuable colleague and helps on a daily basis. This is done by resource scheduling and monitoring the use of resources. This helps in monitoring the work pattern of each person and setting timelines. This involves establishment of resource groups thus forecasting staffing and funding requirements. The Role of Micro Planner: The use of project management software helps in reporting, tracking, project tracking. The reporting is done by Gantt charts and PERT or CPM charts. Word processing and spreadsheets also help as supplements in reporting the facts. The next step is tracking of the project and this compares the actual progress to planned one. This is done, when project staff completes the given tasks and helps in tracking of performance and an effective review of processes. A s stakeholders are concerned with the progress of projects, the time-to-time information given to them about the projects helps in making them aware about the projects. In addition to this Micro Planner will allocate costs to various projects according to resources and offers control over the cost. The control over the costs is possible by figuring out the resource time and effort used by the processes. Micro Planner does this and “most project management software systems lack flexibility in handling costs as well as interfaces into budgeting and accounting systems”, (Lientz, Rea). The cost computations done by project manager may not be suitable with those done by accountants. To integrate and coordinate these two same types of aspects done at different contexts, Micro Planner is necessary. While making the cost control possible the number of hours or total time spent on each project by the resources is a necessity. This is done by providing information of the processes to th e software on a daily basis and at the end of certain period; it gives the clocking report of different processes and tasks. If there is any abnormality in these systems, the checklists offer different types of choices of monitoring, thus making it possible to coordinate the activities. After the completion of the communication report, they need a clear informative format to display right information in a glance by top managers and to assess the activity. Micro planner Expert does this by charting ability and offering interface options with the help of telecommunications systems. These charts are useful when the company offers off-peak discounts or seasonal discounts. The results like money back guarantee schemes and other schemes can be viewed in the form of charts and even toll free service line can be arranged to enable the communication with customers and stakeholders. Role of Project Scheduler: The project scheduler helps in management of the project by correct scheduling of resources. This needs the identification of accomplishment, the way the team works, working together. These aspects are materialised by project scheduler and lead the team towards a common goal as the scheduling is according to it. The project scheduler helps the managers to know and define the scope of work and convey it to the subordinates. The justification of the value of the project to its cost is estimated and risk handling is done accordingly. The scheduling allows to monitor’s the teams progress in selected parts of the project towards the completion. Managing essential communications and acquiring the resources is possible by monitoring the progress. The definition of scope of the project is part of scheduling, as it needs extent to which the team has to work. By this the tool draws a line around the work that the project team will take on and understanding does not drift. When each thing is being completed, the progress reporting is done in the form of charts and tables to stakeholders and higher management. This needs putting together the team of the project. This is possible by scheduler only. When one understands the scope and goal, the scheduling can be done accordingly. The scheduling enables to identify the major areas of work to complete and number of people required for it. Thus, scheduler decides the need of staff or the excess of staff present in the organisation. Project Scheduler helps in understanding the importance of time, as it is an important aspect in scheduling. This serves as a point of reference to monitor the productivity achieved and hence the performance of schedule. The justification of the project manager’s belief is calculated and verified. Project Scheduler relates the scheduling directly to the role in monitoring the performance. This needs the skills like setting limits of scope, gain commitment, satisfying the customer, delivering the benefits, cost efficiency, anticipating the problems, completing the tasks in t ime, matching people and tasks, follow up of vital information, providing resources and setting the standards. Project scheduler provides these.

The Armorer s Shop By David Teniers - 1357 Words

Conservation Study While there were several works of art that I had liked, the artwork and album finally chosen from Noelle Ocon’s album for this particular study was The Armorer’s Shop by David Teniers the Younger and Jan Brueghel the Younger. The goals for the study of this painting were to delve into topics such as subject matter, spectrum bands used to reveal information about the painting, and conservation efforts in general. As such, this study will start with the subject matter and style of presentation. The Armorer’s Shop’s medium and materials are oil paints applied to connected wood panels. The artwork was painted circa 1640-1645 (â€Å"The Armorer’s Shop.†), and depicts an armorer’s shop as the title suggests. To go further into†¦show more content†¦Interestingly, outside of The Armorer’s Shop, there is virtually no evidence that Brueghel and Teniers ever collaborated with each other (Woll.) As seen in the visible light photographs, the painting was flaking in some areas. The key issue here, however, is not necessarily the flaking paint. Instead, it is the fact there were also two barely noticeable lines that were particularly noticeable from the back of the painting. At the time of these first few pictures, The Armorer’s Shop had been strictly attributed to Teniers the Younger, with no mention of Brueghel (Huskinson). The painting was first analyzed using visible light, which can only show some surface details through techniques like grazing. However, a couple of other bands of the spectrum that can be used to obtain information about the painting in question are infrared, in the form of infrared reflectography, and x-ray. These were both utilized in this case to analyze The Armorer’s Shop. Infrared can be used to see through the paint layers to the underdrawing and also to detect details in the painting that may have changed color since being painted (â€Å"Infrared (IR) Light.†). X-ray can be used to see through the entire painting to detect its base and find possible weaknesses or damages to the painting’s

A Contrasting View Individualism and Nationalism - Free Essay Example

Sample details Pages: 4 Words: 1276 Downloads: 9 Date added: 2019/08/02 Category Politics Essay Level High school Tags: Nationalism Essay Did you like this example? There are unique values that every American citizen holds. According to each individual, some values have more weight than others. But without a doubt, freedom and peace are two essential values that every American seeks and expects to possess. Don’t waste time! Our writers will create an original "A Contrasting View Individualism and Nationalism" essay for you Create order Both President John Fitzgerald Kennedy and President Lyndon Baines Johnson made these qualities a priority for the country during their times as Presidents, specifically in their respected speeches. In his commencement address at American University, Kennedy explains that the peace will come to the United States when the people come together as one and focus on strength and integrity. In the speech known as The Great Society, Johnson also makes this point, but in a contrasting fashion. Johnson makes the stance that the people must come together with pride, trust, and support for their nation and its leaders in order for peace to come into action. John F. Kennedy aims to inspire the American citizens to aim for peace through an image individualism, whereas Lyndon B. Johnson focuses on bringing people to focus on strengthening the nation through pride and nationalism. A better sense of peace will come through the thought process of Kennedy advocating the American citizen to focus more on the wellbeing of themselves and their fellow citizens than the contentment of government officials. The President with a powerful stance on freedom, civil rights, and peace had   a very colorful life story. The John F. Kennedy Librarys website states, John Fitzgerald Kennedy was born May 29, 1917 in Massachusetts. Kennedy would be go to Harvard College and join the Navy. After returning home, he was awarded the Navy and Marine Corps medal for his leadership and courage. The future president would begin working in politics. He would become a representative, senator, then finally nominated as a candidate for presidency on July 13, 1960. At the age of 43, Kennedy was the youngest man elected president and the first Catholic to fill the position. On June 10, 1963, Kennedy would deliver a commencement address for American University graduates. In this time in history, the tensions of the Cold War   and aches for peace were beginning to peak. President Johnson lived a life full of caring actions and dedication to his country. According to whitehouse.gov, the future prominent figure in American politics was born in Stonewall, Texas on August 27, 1908. Going to school at Southwest Texas State Teachers College, Lyndon Baines Johnson would spend countless hours teaching disadvantaged students of Mexican descent. He would then become a US representative, join the navy, return to become a Senator, run as John F. Kennedys running mate, and would be sworn in as president after JFKs assassination. To give context of the time period of the speeches, it is important to understand that the speeches were only 11 months and 12 days apart from each other. Both Kennedy and Johnson were feeling pressure in the ever-rising tension of the Cold War. The American citizens wanted a resolution to the conflict and was simply seeking peace. Peace is a very hot topic and emotion-filled word at the time of these speeches. As he gives the commencement speech at American University, Kennedy is the figurehead for American liberty after being very passionate about the subject of freedom and peace in the past, and Johnson has an even bigger problem on his plate because of the nation still being shaken up by the assassination of Kennedy. In both speeches, many devices to push rhetoric are utilized. Kennedy mainly uses tools such as alliteration, antithesis, and repetition. A great example of Kennedy utilizing antithesis to push the attractive rhetoric of individualism is when he states, I am talking about genuine peace, the kind of peace that makes life on earth worth living, and the kind that enables men and nations to grow, and to hope, and build a better life for their children not merely peace for Americans but peace for all men and women, not merely peace in our time but peace in all time. President Kennedy uses antithesis to make sure that the actions that Americans can make for themselves, not only makes the peace more prominent in America, but also in foreign nations. Johnson puts alliteration, repetition, and juxtaposition to use to push his message of nationalism. A very dangerous example of Johnson using a device to push his rhetoric of nationalism and eventual authoritarianism comes in the concluding par agraphs of The Great Society speech is when he utilizes repetition. Four paragraphs all start out will the line, Will you join. Questions like Will you join in the battle to give every citizen an escape from the crushing weight of poverty? are asked. While this question seems harmless, Lyndon B. Johnson has put a sinister twist of submission to Americas powerful political leaders. The repetition of will you join is a constant push for the yielding of the American people. In the two presidents speeches, both use similar tactics through propaganda elements. Both head of states are constantly using plain folks appeal to seem more approachable and possibly easier to agree with. They are constantly saying using words such as our and we to get on the same level of the American people. Kennedy consistently uses this to bring the connection back to the idea that we are to solve this problem ourselves. This point is very explicit in the following excerpt from the commencement speech speaking about those who believe peace is impossible, It leads to the conclusion that war is inevitable, that mankind is doomed, that we are gripped by forces we cannot control. We need not accept that view. Our problems are man made; therefore, they can be solved by man. In this piece from the text, Kennedy uses plain folks appeal to explain that peace comes through individualism, while Johnson uses the propaganda element to shame the American public into blaming them for the gro wth of urban areas in America. As Johnson tries to put the American people on the same level of himself, he states, So in the next 40 years we must rebuild the entire urban United States. The state of urban America is because of the injustice and poor actions of the political leaders, not because the American people are doing something wrong. To assist in proving their points, Kennedy and Johnson both uses organizational patterns. To push the idea of selfhood, Kennedy utilizes cause and effect. Kennedy stresses that unity towards the goal of individualism will result in a peaceful nation. This way the peaceful effects individualism is a very effective and morally sound action. To push the idea of capitulation and nationalism, Johnson utilizes classification. Johnson categorizes his paragraphs with different meanings and goals, all of which are aimed towards nationalism. In the beginning of the speech, Johnson focuses on the false importance of making America the most powerful nation on Earth. Throughout the text, Johnson aims more to explain what the government must do to give itself more power to take the rights away from countless groups of American citizens. This powerful organizational pattern of classification is used for dishonorable reasons. In the final analysis, John F. Kennedys way of going about peace through individualism and self analysis to strengthen the nation is far more effective than Lyndon B. Johnsons advocation of national pride and reliance on public leader figures. With this information, one may make their own opinion on what most effectively puts peace into action. While doing this, its important to keep in mind the dangers of becoming reliant on your nations leaders and becoming too supportive of your countrys actions. For when nationalism becomes a higher priority than liberty, rights are taken from those not in power.

Writing and Business Letter Free Essays

string(26) " complexity of the topic\." Oakley Public School Content Area: English Language Arts unit Title: Types of Nonfiction: Essays, Articles, and Speeches Grade Level: Ninth Grade unit Summary: This unit will revisit the genre of nonfiction with an emphasis on the reading of essays, articles, and speeches. The unit will reinforce the premise that the concepts and evidence presented by writers of nonfiction are factual, even though the writer may include anecdotes that are fictional, ideas that are personal, or language that is poetic. As the students read the samples of nonfiction included in this unit, they will come more proficient In recognizing the techniques of narrative, reflective, and persuasive writing. We will write a custom essay sample on Writing and Business Letter or any similar topic only for you Order Now Primary Interdisciplinary Connections: Social Studies Science Technology 21st Century Themes: Standard 9. 1 -21st Century Life Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. A. Critical Thinking and Problem Solving The ability to recognize a problem and apply critical thinking and problem-solving kills to solve the problem Is a lifelong skill that develops over time. B. Creatively and Innovation Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. D. Cross- Cultural understanding and Interpersonal Communication Effective communication skills convey intended meaning to others and assist in preventing misunderstandings. Unit Rationale: In order to become global thinkers with an astute awareness of the world around them, ninth grade students must be provided with the tools for reading nonfiction with comprehension and fluency. Teachers should still model active reading strategies In the high school classroom In order to assist the students In meaningful reading experiences and engage them In the reading process. Making connections when reading and identifying with authors and their chosen subject matter will help and science. When reading nonfiction, students must learn to separate fact from opinion and recognize a writer’s bias in order to make informed decisions about what they have read. By reading a variety of essays, article, and speeches, students should learn to identify a writer’s voice and recognize that authors write with a particular audience and purpose in mind. In turn, the students will learn to develop their own unique voice as they write for a variety of audiences and purposes themselves. Learning Targets Standards : Reading for Informational Text (RI): Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, and Range of Reading and Level of Text Complexity. Writing (W): Text Types and Purposes, Production and Distribution of Writing, Research to Build and Present Knowledge, and Range of Writing Speaking Listening (SSL): Comprehension and Collaboration, and Presentation of Knowledge ND Ideas. Language (L): Conventions of Standard English and Vocabulary Acquisition and Use. ICP Number Cumulative Progress Indicator (ICP) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ERR Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ERR Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ERR Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e. G. , how the language of a court opinion differs from that of a newspaper). ERR Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ERR Delineate and evaluate the argument and specific claims in a text, assessing whether he reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. ERR Analyze seminal U. S. Documents of historical and literary significance (e. G. , Washington’s Farewell Address, the Gettysburg Address, Roosevelt Four Freedoms speech, Kings â€Å"Letter from Birmingham Jail†), including how they address related themes and concepts. ROI By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. WI valid reasoning and relevant and sufficient evidence. A. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. B. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. C. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. E. Provide a concluding statement or section that follows from and supports the argument presented. WWW Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. A. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e. . , headings), graphics (e. G. Figures, tables), and multimedia when useful to aiding comprehension. B. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. C. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. D. Use precise language and domain-specific vocabulary to manage the complexity of the topic. You read "Writing and Business Letter" in category "Papers" E. Establish and maintain a formal style and objective tone while attending to the norms and inventions of the discipline in which they are writing. F. Provide a concluding statement or section that follows from and supports the information or explanation presented (e. G. , articulating implications or the significance of the topic). WWW Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WWW Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WWW Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology capacity to link to other information and to display information flexibly and dynamically. WWW Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Wool Write routinely over extended time frames (time for research, reflection, and revision) ND shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. SSL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. B. Work with peers to set rules for collegial discussions and decision-making (e. G. Informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. C. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. D. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and , when warranted, qualify or Justify their own views and understanding and make new connections in light of the evidence and reasoning resented. SSL Integrate multiple sources of information presented in diverse media or formats (e. G. , visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SSL Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. SSL Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SSL Make strategic use of digital media (e. G. , textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SSL Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 on pages 54 for specific expectations. ) Al Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A. Use parallel structure. . Use various types of phrases (noun, verb, adjectival, adverbial, participial, repositioned, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. LO Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Use a semicolon (and perhaps a conjunctive adverb) to link two or m ore closely related independent clauses. B. Use a colon to introduce a list or quotation. C. Spell correctly. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more Lully when reading or listening. A. Write and edit work so that it conforms to the guidelines in a style manual (e. G. , MEAL Handbook, Turban’s Manual for Writers) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Interpret Figures of speech (e. G. , euphemism, oxymoron) in context and analyze their role in the text. . Analyze nuances in the meaning of words with similar denotations. LO Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and rarer readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Unit Essential Questions How does understanding a text ’s structure help me better understand its meaning? How does fluency affect comprehension? What do readers do when they do not understand everything in a text? Why do readers need to pay attention to a writer’s choice of words? How do readers construct meaning from text? How do good writers express themselves? How does process shape the writer’s product? How do writers develop a well written product? How do rules of language affect communication? Why does a writer choose a particular form of writing? Unit Enduring Understandings Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text. Fluent readers group words quickly to help them gain meaning from what they read. Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful. Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts. Rules, conventions of language, help readers understand what is being communicated. A writer selects a form based on audience and purpose. Unit Learning Targets The students will . Read developmentally appropriate materials such as essays, articles, and speeches Understand literary heritage/movements as part of global tradition Analyze how arks reflect historical/social events and conditions Evaluate appropriateness of diction and figurative language Distinguish essential/nonessential information Differentiate fact vs.. Pinion Read and follow technical and instructional manuals Critique public documents Use rubric to evaluate writing of self/others Reflect on writing; set goals for improvement Critique published works for authenticity and credibility Write compelling openings and strong conclusions Use most effective writing format/strategy for purpose and audience Use variety of organizational strategies Demonstrate effective delivery strategies Make impromptu revisions based on audience feedback Use rubric to improve presentations Demonstrate appropriate listener response Identify propaganda and argument Evidence of Learning Summation Assessment (One day) Types of Nonfiction: Essays Articles Speeches Business Letter Editorial Formative Assessments: â€Å"Thinking About The Selection† Questions Teacher Observation of Whole Group and Small Group Discussion Response to Graphic Organizers Equipment Needed: Overhead Projector Overhead Transparencies of Graphic Organizers Chalkboard Teacher Resources: Ninth Grade New Jersey Penguin Edition, Prentice Hall Literature, 2007 Supplemental Lesson Plans Lesson Timeshare Lesson 1: Introducing Essays, Articles, and Speeches Teacher will introduce the definitions of essays, articles, and speeches and emphasize that the writer contributes more than information to nonfiction, but also contributes style, tone, perspective, and purpose through the writing. Teacher will explain differences among narrative, descriptive, expository, persuasive, and reflective essays. Students will read an essay and identify the author’s tone and purpose. One period Lesson 2: Main Idea and Supporting Details Teacher will introduce and model reading skill of finding main idea and supporting details in an essay. Students will read an essay and fill out an anticipation guide to perform a literary analysis of the author’s style. Teacher will guide students in recognition of author’s style as being formed through the diction, syntax, and tone of the writing. Two periods Lesson 3: Literary Analysis: the Expository Essay Teacher will guide students in recognizing an expository essay as a short piece of nonfiction that presents information, discusses ideas, or explains a process. Students should identify the writer’s technique of providing support as either description, comparison and contrast, or cause and effect. Teacher will guide students in reading an expository essay and ask guided reading questions to assist students in identifying main idea and supporting details. Teacher will guide students through reading a technical document and applying skill of identifying main idea and details to reading informational materials. Students will fill in a graphic organizer to identify information learned through diagrams, headings, labels, and other visual features. Two class periods Lesson 5: Biographical Writing Teacher will introduce biographical writing as a form of nonfiction in which a writer tells the life story of another person using factual information and interpreting these pieces of information. Teacher will guide students through reading of an excerpt from â€Å"A Lincoln Preface† by Carl Sandburg. Teacher will guide students in a discussion of what makes a great leader and students will analyze details from Lincoln life that fit the definition of a great leader. One class period Lesson 6: Writing a Business Letter Teacher will guide students in defining a business letter as a piece of resplendence that is written in the course of conducting business or professional matters. Teacher will emphasize qualities of a business letter including clarity, directness, courteousness, and format. Students will identify six parts of a business letter to include heading, inside address, greeting, body, closing, and signature. Students will read and analyze a sample business letter for these qualities. Lesson 7: Writing a Business Letter Students will brainstorm a list of purposes for writing a business letter and select an appropriate purpose for their own letter. Students will begin outlining contents of heir letter. Students will research address of company to which they will be writing and consider audience for their letter. Begin first draft of letter. Lesson 8: Writing a Business Letter Students will finish first draft of their business letter and exchange letter with a peer to proofread and edit. Peers will provide feedback on strengths and weaknesses of letter for revision purposes. Lesson 9: Writing a Business Letter Students will use feedback form to revise letter and write a final draft. Lesson 10: Persuasive Essay convince a reader to think or act in a particular way. Teacher will emphasize that the persuasive essay usually includes appeals to reason and/or appeals to emotion. Teacher will guide students through reading a persuasive essay and assist them in identifying the author’s motive and line of reasoning. Lesson 1 1: Persuasive Essay Students will read a persuasive essay independently and analyze passages as appealing to reason or emotion by creating a graphic organizer. Students will compare findings in small group and then share thoughts as a whole class. Lesson 12: Persuasive Speech Teachers will guide students in identifying a persuasive speech as one that tries o convince listeners to think or act in a certain way. Teacher will assist students in recognizing rhetorical devices including parallelism, restatement, repetition, and analogy. Teachers will guide students through reading and listening to Martin Luther King, Jar. ‘s â€Å"l Have a Dream† speech. Lesson 13: Persuasive Speech Students will identify examples of restatement, repetition, parallelism, and analogy in Martin Luther King, Jar. ‘s â€Å"l Have a Dream† speech by filling out a graphic organizer. Lesson 14: Persuasive Speech Students will apply skills they have learned for listening to author’s purpose and heterocyclic devices in persuasive speech to Franklin Delano Roosevelt â€Å"First Inaugural Address. Lesson 1 5: Humorous Essay Teacher will guide students in recognizing a humorous essay as a form of nonfiction writing intended to make the reader laugh. Teacher will emphasize the humorous writer’s use of hyperbole, understatement, and comic diction as effective techniques. Teacher will guide students in reading of â€Å"The Talk† by Gary Sotto. Lesson 16: Humorous Essay Students will apply skills they have learned for reading a humorous essay to organizer with samples of hyperbole, understatement, and comic diction found in say and share findings as a whole class. Lesson 17: Writing to Persuade: The Editorial Students will read sample editorials and recognize the format as one decisive and public way to take a stand on an issue. Students will brainstorm a list of issues that confront the school or community about which they may choose to write. Lesson 18: Planning an Editorial Students will plan an outline for their editorial to include a clear thesis statement, evidence that supports their argument and anticipates the reader’s counterarguments, effective organization, and persuasive language. Students will egging first drafts of editorials. Lesson 19: Writing an Editorial Students will write first draft of editorial with focus on solid thesis statement and gathering evidence to support it, including information that contradicts or opposes position so they may acknowledge and overcome opposing viewpoints. Editorial should include both appeals to logic and emotion. Lesson 20: Editing and Proofreading Persuasive Writing Students will exchange rough drafts of editorials with peers and offer comments on strengths and weaknesses on feedback form. Meet with teacher in a writing conference to receive additional input on writing. Lesson 21: Publishing and Presenting Editorials Students will use feedback from peers and teacher to create final draft of editorials. Students will submit editorials to newspaper or post on a website. Teacher Notes: Lessons will be developed to address learning needs of students as reflected in NJ ASK scores. Teacher discretion should be used to provide appropriate differentiation of activities based on variety of learning styles and needs of individual students in the classroom. Curriculum Development Resources: (Click the links below to access additional resources used to design this unit) How to cite Writing and Business Letter, Papers

Writing and Business Letter Free Essays

string(26) " complexity of the topic\." Oakley Public School Content Area: English Language Arts unit Title: Types of Nonfiction: Essays, Articles, and Speeches Grade Level: Ninth Grade unit Summary: This unit will revisit the genre of nonfiction with an emphasis on the reading of essays, articles, and speeches. The unit will reinforce the premise that the concepts and evidence presented by writers of nonfiction are factual, even though the writer may include anecdotes that are fictional, ideas that are personal, or language that is poetic. As the students read the samples of nonfiction included in this unit, they will come more proficient In recognizing the techniques of narrative, reflective, and persuasive writing. We will write a custom essay sample on Writing and Business Letter or any similar topic only for you Order Now Primary Interdisciplinary Connections: Social Studies Science Technology 21st Century Themes: Standard 9. 1 -21st Century Life Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. A. Critical Thinking and Problem Solving The ability to recognize a problem and apply critical thinking and problem-solving kills to solve the problem Is a lifelong skill that develops over time. B. Creatively and Innovation Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking. D. Cross- Cultural understanding and Interpersonal Communication Effective communication skills convey intended meaning to others and assist in preventing misunderstandings. Unit Rationale: In order to become global thinkers with an astute awareness of the world around them, ninth grade students must be provided with the tools for reading nonfiction with comprehension and fluency. Teachers should still model active reading strategies In the high school classroom In order to assist the students In meaningful reading experiences and engage them In the reading process. Making connections when reading and identifying with authors and their chosen subject matter will help and science. When reading nonfiction, students must learn to separate fact from opinion and recognize a writer’s bias in order to make informed decisions about what they have read. By reading a variety of essays, article, and speeches, students should learn to identify a writer’s voice and recognize that authors write with a particular audience and purpose in mind. In turn, the students will learn to develop their own unique voice as they write for a variety of audiences and purposes themselves. Learning Targets Standards : Reading for Informational Text (RI): Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, and Range of Reading and Level of Text Complexity. Writing (W): Text Types and Purposes, Production and Distribution of Writing, Research to Build and Present Knowledge, and Range of Writing Speaking Listening (SSL): Comprehension and Collaboration, and Presentation of Knowledge ND Ideas. Language (L): Conventions of Standard English and Vocabulary Acquisition and Use. ICP Number Cumulative Progress Indicator (ICP) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ERR Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ERR Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. ERR Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e. G. , how the language of a court opinion differs from that of a newspaper). ERR Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ERR Delineate and evaluate the argument and specific claims in a text, assessing whether he reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. ERR Analyze seminal U. S. Documents of historical and literary significance (e. G. , Washington’s Farewell Address, the Gettysburg Address, Roosevelt Four Freedoms speech, Kings â€Å"Letter from Birmingham Jail†), including how they address related themes and concepts. ROI By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. WI valid reasoning and relevant and sufficient evidence. A. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. B. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. C. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. E. Provide a concluding statement or section that follows from and supports the argument presented. WWW Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. A. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e. . , headings), graphics (e. G. Figures, tables), and multimedia when useful to aiding comprehension. B. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. C. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. D. Use precise language and domain-specific vocabulary to manage the complexity of the topic. You read "Writing and Business Letter" in category "Papers" E. Establish and maintain a formal style and objective tone while attending to the norms and inventions of the discipline in which they are writing. F. Provide a concluding statement or section that follows from and supports the information or explanation presented (e. G. , articulating implications or the significance of the topic). WWW Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WWW Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WWW Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology capacity to link to other information and to display information flexibly and dynamically. WWW Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Wool Write routinely over extended time frames (time for research, reflection, and revision) ND shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. SSL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. B. Work with peers to set rules for collegial discussions and decision-making (e. G. Informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. C. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. D. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and , when warranted, qualify or Justify their own views and understanding and make new connections in light of the evidence and reasoning resented. SSL Integrate multiple sources of information presented in diverse media or formats (e. G. , visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SSL Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. SSL Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SSL Make strategic use of digital media (e. G. , textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SSL Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 on pages 54 for specific expectations. ) Al Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A. Use parallel structure. . Use various types of phrases (noun, verb, adjectival, adverbial, participial, repositioned, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. LO Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Use a semicolon (and perhaps a conjunctive adverb) to link two or m ore closely related independent clauses. B. Use a colon to introduce a list or quotation. C. Spell correctly. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more Lully when reading or listening. A. Write and edit work so that it conforms to the guidelines in a style manual (e. G. , MEAL Handbook, Turban’s Manual for Writers) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Interpret Figures of speech (e. G. , euphemism, oxymoron) in context and analyze their role in the text. . Analyze nuances in the meaning of words with similar denotations. LO Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and rarer readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Unit Essential Questions How does understanding a text ’s structure help me better understand its meaning? How does fluency affect comprehension? What do readers do when they do not understand everything in a text? Why do readers need to pay attention to a writer’s choice of words? How do readers construct meaning from text? How do good writers express themselves? How does process shape the writer’s product? How do writers develop a well written product? How do rules of language affect communication? Why does a writer choose a particular form of writing? Unit Enduring Understandings Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text. Fluent readers group words quickly to help them gain meaning from what they read. Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful. Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts. Rules, conventions of language, help readers understand what is being communicated. A writer selects a form based on audience and purpose. Unit Learning Targets The students will . Read developmentally appropriate materials such as essays, articles, and speeches Understand literary heritage/movements as part of global tradition Analyze how arks reflect historical/social events and conditions Evaluate appropriateness of diction and figurative language Distinguish essential/nonessential information Differentiate fact vs.. Pinion Read and follow technical and instructional manuals Critique public documents Use rubric to evaluate writing of self/others Reflect on writing; set goals for improvement Critique published works for authenticity and credibility Write compelling openings and strong conclusions Use most effective writing format/strategy for purpose and audience Use variety of organizational strategies Demonstrate effective delivery strategies Make impromptu revisions based on audience feedback Use rubric to improve presentations Demonstrate appropriate listener response Identify propaganda and argument Evidence of Learning Summation Assessment (One day) Types of Nonfiction: Essays Articles Speeches Business Letter Editorial Formative Assessments: â€Å"Thinking About The Selection† Questions Teacher Observation of Whole Group and Small Group Discussion Response to Graphic Organizers Equipment Needed: Overhead Projector Overhead Transparencies of Graphic Organizers Chalkboard Teacher Resources: Ninth Grade New Jersey Penguin Edition, Prentice Hall Literature, 2007 Supplemental Lesson Plans Lesson Timeshare Lesson 1: Introducing Essays, Articles, and Speeches Teacher will introduce the definitions of essays, articles, and speeches and emphasize that the writer contributes more than information to nonfiction, but also contributes style, tone, perspective, and purpose through the writing. Teacher will explain differences among narrative, descriptive, expository, persuasive, and reflective essays. Students will read an essay and identify the author’s tone and purpose. One period Lesson 2: Main Idea and Supporting Details Teacher will introduce and model reading skill of finding main idea and supporting details in an essay. Students will read an essay and fill out an anticipation guide to perform a literary analysis of the author’s style. Teacher will guide students in recognition of author’s style as being formed through the diction, syntax, and tone of the writing. Two periods Lesson 3: Literary Analysis: the Expository Essay Teacher will guide students in recognizing an expository essay as a short piece of nonfiction that presents information, discusses ideas, or explains a process. Students should identify the writer’s technique of providing support as either description, comparison and contrast, or cause and effect. Teacher will guide students in reading an expository essay and ask guided reading questions to assist students in identifying main idea and supporting details. Teacher will guide students through reading a technical document and applying skill of identifying main idea and details to reading informational materials. Students will fill in a graphic organizer to identify information learned through diagrams, headings, labels, and other visual features. Two class periods Lesson 5: Biographical Writing Teacher will introduce biographical writing as a form of nonfiction in which a writer tells the life story of another person using factual information and interpreting these pieces of information. Teacher will guide students through reading of an excerpt from â€Å"A Lincoln Preface† by Carl Sandburg. Teacher will guide students in a discussion of what makes a great leader and students will analyze details from Lincoln life that fit the definition of a great leader. One class period Lesson 6: Writing a Business Letter Teacher will guide students in defining a business letter as a piece of resplendence that is written in the course of conducting business or professional matters. Teacher will emphasize qualities of a business letter including clarity, directness, courteousness, and format. Students will identify six parts of a business letter to include heading, inside address, greeting, body, closing, and signature. Students will read and analyze a sample business letter for these qualities. Lesson 7: Writing a Business Letter Students will brainstorm a list of purposes for writing a business letter and select an appropriate purpose for their own letter. Students will begin outlining contents of heir letter. Students will research address of company to which they will be writing and consider audience for their letter. Begin first draft of letter. Lesson 8: Writing a Business Letter Students will finish first draft of their business letter and exchange letter with a peer to proofread and edit. Peers will provide feedback on strengths and weaknesses of letter for revision purposes. Lesson 9: Writing a Business Letter Students will use feedback form to revise letter and write a final draft. Lesson 10: Persuasive Essay convince a reader to think or act in a particular way. Teacher will emphasize that the persuasive essay usually includes appeals to reason and/or appeals to emotion. Teacher will guide students through reading a persuasive essay and assist them in identifying the author’s motive and line of reasoning. Lesson 1 1: Persuasive Essay Students will read a persuasive essay independently and analyze passages as appealing to reason or emotion by creating a graphic organizer. Students will compare findings in small group and then share thoughts as a whole class. Lesson 12: Persuasive Speech Teachers will guide students in identifying a persuasive speech as one that tries o convince listeners to think or act in a certain way. Teacher will assist students in recognizing rhetorical devices including parallelism, restatement, repetition, and analogy. Teachers will guide students through reading and listening to Martin Luther King, Jar. ‘s â€Å"l Have a Dream† speech. Lesson 13: Persuasive Speech Students will identify examples of restatement, repetition, parallelism, and analogy in Martin Luther King, Jar. ‘s â€Å"l Have a Dream† speech by filling out a graphic organizer. Lesson 14: Persuasive Speech Students will apply skills they have learned for listening to author’s purpose and heterocyclic devices in persuasive speech to Franklin Delano Roosevelt â€Å"First Inaugural Address. Lesson 1 5: Humorous Essay Teacher will guide students in recognizing a humorous essay as a form of nonfiction writing intended to make the reader laugh. Teacher will emphasize the humorous writer’s use of hyperbole, understatement, and comic diction as effective techniques. Teacher will guide students in reading of â€Å"The Talk† by Gary Sotto. Lesson 16: Humorous Essay Students will apply skills they have learned for reading a humorous essay to organizer with samples of hyperbole, understatement, and comic diction found in say and share findings as a whole class. Lesson 17: Writing to Persuade: The Editorial Students will read sample editorials and recognize the format as one decisive and public way to take a stand on an issue. Students will brainstorm a list of issues that confront the school or community about which they may choose to write. Lesson 18: Planning an Editorial Students will plan an outline for their editorial to include a clear thesis statement, evidence that supports their argument and anticipates the reader’s counterarguments, effective organization, and persuasive language. Students will egging first drafts of editorials. Lesson 19: Writing an Editorial Students will write first draft of editorial with focus on solid thesis statement and gathering evidence to support it, including information that contradicts or opposes position so they may acknowledge and overcome opposing viewpoints. Editorial should include both appeals to logic and emotion. Lesson 20: Editing and Proofreading Persuasive Writing Students will exchange rough drafts of editorials with peers and offer comments on strengths and weaknesses on feedback form. Meet with teacher in a writing conference to receive additional input on writing. Lesson 21: Publishing and Presenting Editorials Students will use feedback from peers and teacher to create final draft of editorials. Students will submit editorials to newspaper or post on a website. Teacher Notes: Lessons will be developed to address learning needs of students as reflected in NJ ASK scores. Teacher discretion should be used to provide appropriate differentiation of activities based on variety of learning styles and needs of individual students in the classroom. Curriculum Development Resources: (Click the links below to access additional resources used to design this unit) How to cite Writing and Business Letter, Papers

Strategic Management and Organisational Dynamics †MyAssignmenthelp

Question: Discuss about the Strategic Management and Organisational Dynamics. Answer: Introduction The concept of leadership dominates all work environments. This is especially so because no organization can run successfully without the able guidance of a good leader who leads by being an example himself (Anderson and Sun 2017). In this report we will try to analyze the leadership and management of Oman Air, an airline service based in Oman. Oman Air is the national airline service of Oman headquartered in Muscat, the capital city. Established in 1993, the airline service has grown rapidly since witnessed substantial growth and has played a chief role in transforming the city of Muscat into an essential air traffic hub in the Middle East. The airline also led to the development and supported the florishment of industry and tourism in the region (Omanair.com 2017). Known for its classy couriers and world class in flight services, the airline is a flagship transporter service of the Sultanate of Oman. The airline service currently operates direct international flights from Muscat to almost all the countries of the Gulf Middle Eastern region and also to Cairo and Amman and Kenya recently. The airline also offers its services to 11 destinations in India, 2 in Bangladesh, 3 in Pakistan, 1 each for Nepal and Sri Lanka and also to the southeast Asian destinations like Bangkok, Singapore, Kuala Lumpur, Manila, Jakarta, Zanzibar, Dar Es Salaam and Guangzhou. The destinations in European region are London, Milan, Munich, Frankfurt, Paris and Zurich. Objectives of the airline To be a safe airline To be the airline of first choice To increase revenue and reduce cost To cater for growth towards our 10 year plan To contribute to the development of the Sultanate of Oman Trust and respect Integrity and transparency Taking responsibility Teamwork and fun Organizational leadership A look on the objectives and value system of the Omani air service provider gives an insight into the commitment of the airline in developing the business as a leader in the market by empowering the employees management. In context of Oman air, it is very important to understand that the airlines is owned by the Sultanate of Oman, headed by the ruler Qaboos bin Said Al Said. The system of absolute monarchy by hereditary is practiced in the country where the ruler is the decision maker. Moreover Islam being the main religion prevalent, the organizational operations of businesses are largely guided by Islamic laws and principles. Organizational leadership refers to a dual focused management approach which works towards the dual motive of achieving the best for individuals as well as for the group in a and simultaneous manner. Leadership is defined as the capacity to make participants in an organization focus on a goal which is considered as important by the leader (Bolman and Deal 2017). The leader here, sets a goal, decides the path and encourages the others to follow it. This approach underlines the need of an attitude to work as well as an ethical manner necessary for work that empowers employees and individuals to lead an organization be it from the top, middle, or even the bottom layers. The origins of organizational leadership can be found in the hands of Richard Cyert, Richard Cyert and Herbert Simon. They are often referred to as the Carnegie School of Behavioural studies in 1950s and 10960s. These researchers are known for their contribution in behavioral studies in understanding the actions of indiv iduals and organizations in the existent world and their challenges to the neoclassical supposition of optimization and maximization in resolution making and organizations (Chhokar et al. 2013). They found that the works of neoclassical economics gave little consideration to the institutional and cognitive constraints on economic and organizational behavior. They also found that the individual decisions and possibilities of making mistakes were also overlooked. March in addition to Simon also wanted to amalgamate empirical techniques along with theories to establish the legitimacy of their work. In context of the airline service Oman air it is interesting to see how the airline has incorporated the components of organizational leadership in its mode of operations. In this regard, focus is laid on discussing the important components of organizational leadership in context of Oman air as follows: A world vision: The development of a worldwide view in understanding the position of the organization through its own perspective as well as through the worldviews of others is very important in emerging as a leader. This view is not only concerning the conventional beliefs regarding religious ideologies, political affiliations and traditional practices but also beyond these aspects that combines the influence of existing external factors. A world view of an individual is framed by the influences of the individuals attitudes, values, opinions and belief. In terms of an organization it is very important to have a worldview as it gives the organization the leadership strength to give proper guidance operating in an organization to interface the world. It is also important for the organizational leadership to understand the composite worldwide understanding of other organizations (Elbanna 2016). Oman Air critically understands the need for worldview and for this reason the airline is ob served to have incorporated the vision of transforming the organization as one of the best in the world. Moreover the slogan of the company has been set by the leadership as modern vision; timeless tradition. This lays focus on the fact that the leadership aim at emphasizing on the existing rich traditional and cultural base of Oman with a view to be a leader in the field of airline business by offering them services that are modern, world class and quality focused. Strengths: Capitalizing on the strengths of an organization and managing the weaknesses are very important for the success of leadership. It is very important for leadership to nurture talents, understand the knowledge and employ the skills of the employees working in an organization to achieve good results. Strength is often misunderstood as being the same as ability; but ability is converted into strength only when it is utilized constantly, happily and with success (Khan, Rajasekar and Al-Asfour 2015). Oman Air leadership focuses on utilizing the strengths of the organization by enabling the workforce of the airline to offer services to the customers with proper training. The training is focused on enabling the participants to enlarge the knowledge, skills and responsiveness. This will in turn give them the ability to make over their departments by providing group based leadership through the formation and communication of vision and values, to achieve superlative standards of fea t. Ethics: The aspect of ethics is of vital importance in organizational leadership as it gives an understanding of what is right and what is considered wrong in a working environment. It guides the leader to approach a situation with impartiality and find solutions to problems. In situations where the solution is ethically questionable an effective leaders will try to look for an alternative to solve it. In organizations, leaders must be ethically guided to help develop a healthy and willful working environment. Oman air in this respect displays good ethical business behavior. Communication: A successful leader always indulges in effective, transparent and fluid communication not only within the organization with his subordinates and colleagues but also with the external world. Communication plays a vital role in setting the correct goal for the organization and the employees with clear messages. An individual who is supposed to lead must have an understanding and acknowledgement of the morals, assumptions, viewpoint and outlook of the people to whom he is communicating the message. This will help him to acknowledge the past differences and focus on areas of agreement for greater cooperation (Ruben and Gigliotti 2017). Good leaders go beyond the barriers of communication arising from lack of confidence, vocabulary, accent, speaking difficulties and appearance and give a patient ear to all the employees equally. The time to time publication of reports, in house letters to employees are such good communication tools. Organizational Dynamics Dynamics in an organization can be defined as the process of continuously augmentation of the existing resources and working on enhancing performances of employees. It can also be described as the manner in which an establishment manages and promotes directorial learning, better business practices andstrategic management. The origin of works on organizational dynamics lies in the hands of Ralph Stacey who in 1990 in his work Dynamic Strategic Management discussed on conventional ways of thinking and practice in relation to the leadership and dynamics of organizations (Shin et al., 2017). The later works gradually emphasized the importance of implementing dynamic strategic measures to make an organization effective and productive by incorporating changing trends of analysis and checking whether the organization has adapted itself with the changing times. The primary business activities that contribute to organization dynamics are: Planning: A clear and strategic planning that defines and demarcates various departments within an organization is helpful in setting measurable goals to be achieved. This sets a clear path for the necessary actions to be taken and the decisions in future. Such planning in an organization may include control of inventory, scheduling the production, appropriate forecasts for revenue generation and managing expenses. Skill based execution: After the planning, the execution of the goals should be implemented by evaluating and following up according to the expected deliverables. To achieve this, the leadership must allocate resources and responsibilities based on the skills and potentials of the employees. An exemplary oversight: The leadership must possess hands on experience with a prior knowledge of outcomes in order to motivate the employees to be innovative and perform well. Systematic evaluation: This helps the leadership in formulating systems to gather data qnd evaluating if the goals are met. Effective human resource practices: An effective system of human resource management to ensure that employees are trained and skilled up to function productively is inevitable for an organization. It helps the organization to be up to date with the requisite knowledge, technical knowhow and skills. Project managers can go a long way impacting the overall performance by effectively planning, managing risks and empowering individuals to excel. Oman Air, since its evolution has held on to the adoption of a dynamic system of organizational functioning. The airlines have incorporated a strategic approach of transforming the organization as a world class business model by investing on a well built infrastructure network and skilled manpower who are rooted to the Omani culture and yet ambitious to have an international appeal. Right from the inclusion of fuel efficient and modern business class aircrafts to implementing schemes like providing skills on leadership to airline managers the airlines has carved a niche for itself as a leader in the aviation industry of the Middle East. The adoption of investment plans in innovations in the aviation sector and the policy of customized service excellence with dedication and punctuality have enabled the business to reach the pinnacle of success. The codeshare agreements Oman Air has with the leading airlines have also helped it expand successfully. Management control over development of Organization An organization can be called effective only when its top management comprehend how to handle and control it effectively. The primary intention of the facet of control as a notion and route is to stimulate and route workforce in their roles. In order to ensure that organizations run effectively in the long run, understanding the process of managerial control and systems is very important. The term control has different connotation depending upon the context of the use of the term. In the context of organization control refers to an ability to order and manage the functions and management of unit. As a supervision process it aims at achieving defined goals within a fixed period of time through an established time schedule. It is the composition of three elements which are: (1) setting standards, (2) enumerating actual performance, and (3) taking remedial action. Control exists in every level of an organization and it aims at a continuous exercise of evaluation of the necessary actions that need to be taken to fulfill the objectives of an organization. It is mainly a managerial activity where all the top office bearers of the organizations involve in rigorous evaluation. It decides plans and strategically designs the plan of action and the path to follow it taking into accounts the existing resources and deficits. Control exists in all the management levels of an organization and the jurisdiction of control authority varies from one level to another. The apex management would be involved in strategic control, central management into calculated control and lower level into operational control. Since the objective of a control mechanism is always goal oriented in an organization hence, it should involve strategic planning. Organizational composition of Oman Air The organizational structure of Oman Air consists of a board of directors and three distinct committees. They are- Executive Committee Audit Committee Human Resources Committee Executive committee: The Executive Committee plays the most important supervisory role in ensuring that the operations of the airline are carried out in pursuing the future vision and current mission of the service. The Chief Executive Officer (CEO) of the airline, Paul Gregorowitsch is the head of the executive committee. Audit committee: This committee helps the board of Directors to ensure the veracity of the financial statements and recommending the appointment of the external auditor to the shareholders. Human resource committee: The purpose of the Human Resources Committee is to assist the Board in the effective discharge of its responsibilities to oversee establishment and implementation of appropriate human resources strategies and policies to achieve short and long term organizational objectives. Board of directors: The board of directors constitutes the governing body of the airline with officials from within the airline and also ministers from the government of Oman. The chairman of the airline, Darwish bin Ismail bin Ali Al Balushi is the chairman of the board. Each of these committees is entrusted with specific roles and these determine the level of control they can exert on the airlines business operations. They evaluate the various achievement levels in the different modes of evaluation and identify the deficits. They also set targets that need to be achieved. Another very important aspect in case of management control in Oman Airs operations is the state control on the business. Since the Sultanate of Oman owns the business the implications of political affiliations, alignment to certain international bodies with mutually alike ideologies and an inclination to the Arab countries are predominant in shaping the control mechanisms of the airlines business as well. The development of a more Central Asia focused air route, inclusion of Islamic cuisines like the halal food in the menu are such examples. The airlines has developed its business on the basis of a clan control approach adopted by its top management which in another way had shaped the functioning of the airline basing on the principle of alignment to the Omani culture. Their products and services also represent this aspect where they advertise exquisite holiday packages to picturesque Omani countryside and also offer business class ground transportation facilities to business class passengers. This highly underlines the control mechanisms where the organizational objectives are designed as not only being routed to the Omani culture but are also modified with the adoption of new age technologies. Organizational chaos can be defined as a situation in which the employees loose the motivation and commitment to work. It is the result of the lack of an effective leadership which makes the workers incapable of setting a goal and measuring the way to lead to it. The lack of an organized and systematic planning in management makes the workers ultimately less productive and thereby they gradually lose their commitment to work. The presence of an effective leadership coming from a structured hierarchy of management officials each equipped with necessary skills, knowledge bases and controlling mechanisms obstructs creation of organizational chaos. Question of whether control is necessary or not It is often discussed and debated whether there should be a system of control from the top management or not. While many experts tend to support control in management practices many oppose it too. In understanding the implications of this problem it is first of all important to understand what are the advantages and disadvantages of having control or not. It is an established fact that effective controlling leads to a functional efficiency of a business and the absence of it leads to a directionless functioning. Therefore, it is advisable for organizations to have control systems from top management to make the organization run in a profitable way. This will help in understanding what needs to be done in achieving the goals an organization sets for itself as well as what needs to be avoided to stay away from incurring losses. In this regard, Oman Air can be said to have a practice of control from its top management and it is this effective controlling that has helped the airlines gro w as a business that needs no introduction. The airlines maintenance of a high service quality by the employees to constantly make the travelling, in flight services and airport based services memorable and wonderful customer experiences have been the guiding principle set by the top management. This has helped Oman Air to provide world class travelling experiences by constantly evaluating the operations and mode of conduct. The regular annual reports on the evaluation of the companys business and performance depict the seriousness and sincerity of the company in its self evaluation. In this respect, the vision statements set by the Chairman, the CEO and the executive committee portray how they envision the company to perform in the global airlines business. Conclusion Time to time evaluation, a check on the adherence of standards in products and services helps the organization understand its current position in the market and also its position in the near future. The only aspect that needs to be kept in mind is that the level of control should not be such that it binds the organization to a set of rigid rules making it difficult for employees to perform with motivation. The leadership of Oman Air has been decisive in creating strategies by incorporating social responsibility towards the Omani people as a core area of it operations. Recommendation The airline service Oman Air has achieved a considerable position for itself in the aviation industry of the Middle East. But, in order to be brand recognizable by everyone in the global market it can work on the following parameters. The organization can work on its leadership plan by including modification of its policies in recruiting and promoting the employees. It can follow the policy of promoting the senior workers to higher positions to create an environment of trust and growth. It can conduct training sessions, workshops and career growth plan oriented programs to motivate the employees. Thus, by initiating such steps the employees will be capable of taking up new challenges in transforming the organization to a center of excellence. The leadership can also help the other workers to be more efficient by demonstrating mutual respect and acknowledgement of the contributions of the employees. This will help in enhancing organizational behavior. The level of control should be exercised with utmost care. It should not be applied to limiting benefits enjoyed by the employees fostering an element of security into the organization in terms of employee turnover. Since the airlines aims at setting a world standard for itself, it can collaborate with international quality airline services like British Airways to conduct workshops on bilateral programs where the leadership from there can come and take some sessions and workshops. The airline can also try to include more aircrafts and also lay emphasis on increasing the number of economy class flight services bringing in a more dynamism in the organization. This will also require in transforming the way it trains its employees to conduct themselves with passengers who are largely business class. The communication channel practiced by the airlines also needs to be clearer by promoting more interaction and communication with the immediate supervisors. A policy of closed door should not be encouraged. Since the airline is based in a country dominated by Islamic culture it has certain rigidities pertaining to the functioning of the organization. It should therefore also try to imbibe good values and organizational practices from other cultures as well keeping the Omani people the center of their operations. References Airlineworld.wordpress.com. 2017.Oman Air | Airline world. [online] Available at: https://airlineworld.wordpress.com/category/oman-air/ [Accessed 30 Jul. 2017]. Anderson, M.H. and Sun, P.Y., 2017. Reviewing leadership styles: Overlaps and the need for a new full?rangetheory.International Journal of Management Reviews,19(1), pp.76-96. Bolman, L.G. and Deal, T.E., 2017.Reframing organizations: Artistry, choice, and leadership. John Wiley Sons. Chhokar, J.S., Brodbeck, F.C. and House, R.J. eds., 2013.Culture and leadership across the world: The GLOBE book of in-depth studies of 25 societies. Routledge. Crossan, M.M., Byrne, A., Seijts, G.H., Reno, M., Monzani, L. and Gandz, J., 2017. Toward a framework of leader character in organizations.Journal of Management Studies. Elbanna, S., 2016. Managers' autonomy, strategic control, organizational politics and strategic planning effectiveness: An empirical investigation into missing links in the hotel sector.Tourism Management,52, pp.210-220. Traveleads.co.uk. (2017).New Oman Air Service: Manchester to Muscat | Traveleads. [online] Available at: https://www.traveleads.co.uk/node/805 [Accessed 30 Jul. 2017]. Khan, S.A., Rajasekar, J. and Al-Asfour, A., 2015. Organizational Career Development Practices: Learning from an Omani Company.International Journal of Business and Management,10(9), p.88. Ruben, B.D. and Gigliotti, R.A., 2017. Communication: Sine Qua Non of Organizational Leadership Theory and Practice.International Journal of Business Communication,54(1), pp.12-30. Shin, Y., Kim, M.S., Choi, J.N., Kim, M. and Oh, W.K., 2017. Does leader-follower regulatory fit matter? The role of regulatory fit in followers organizational citizenship behavior.Journal of Management,43(4), pp.1211-1233. Skylordtravel.com. (2017).Flights on Oman Air - Skylord Travel. [online] Available at: https://www.skylordtravel.com/airline/Oman-Air [Accessed 30 Jul. 2017]. Stacey, R. (2007).Strategic management and organisational dynamics. 5th ed. England: Pearson Education Limited. Stacey, R.D., 2016.The chaos frontier: creative strategic control for business. Butterworth-Heinemann

English 101 Essays - Obesity, Nutrition, Health, Diets, Dietetics

English 101 Dieters In American society today, millions of people are searching for the elusive dream of being thin. On any given day, one finds neighbors, friends, and relatives on some kind of a diet. There are many different types of diets available being used by a variety of dieters. Three of the more common types of dieters are the "impatients," the "promisers," and the "longterms." Everyone wants to lose weight quickly and effortlessly; therefore, any fad diet promising overnight results seems to catch the attention of the "impatients." When there are advertisements for exercise equipment, promising instant results in just minutes a day, the "impatients" don't hesitate to order it right away. This could be a good thing, however, the equipment usually just ends up collecting dust instead of being used. The next day the television advertises a new wonder pill that claims the user can lose up to ten pounds in one week, and the "impatients" are sure that it will work. Although the magic pill does not produce the desired weight loss, they never give up hope for a new product to come along. The "impatients" are always looking for the quickest wieght loss products on the dieting market. It is common for one to decide it is time to lose a few unwanted pounds; however, decisions made in haste can be hard to keep and the "promisers" usually fail their attempts right away. They pledge to lose the extra weight for special occasions such as an upcoming reunion, wedding, or maybe a trip to the beach, but the weight-loss pact usually fails. The "promisers" tend to put their diets of until tomorrow, after what they tell themselves, will be their last day of indulgence . That so-called last day of indulgence is usually followed by yet another day of indulgence rather than the diet that they promised to start. The "promisers" are constantly setting out to lose weight but the attempts continue to be unsuccessful. Unlike the "impatients" and the "promisers" who's various attempts at losing weight tend to fail, the "longterms" usually get the best results. The "longterms" don't rely on gimmicks or quick fixes to lose weight, instead they make changes in the way that they live day after day. Instead of waiting until the last minute to cut back on fat, the " longterms" include low-fat and healthy meals as part of their everyday diet. In addition to eating right, another reason the "longterms" seem to get the best results is because they also include moderate exercise into their lifestyle. The "longterms" may not lose ten pounds in a week, but in the long run they definitely get the most effective and stable weight loss results. All dieters share a common goal; losing weight, but they approach the goal from many different sides. As Americans continue to search for ways to lose weight, there will always be dieters that are trying every product, pill, program, and lifestyle until they find the method that works the best for themselves.

Alcoholism essays

Alcoholism essays Alcoholism is a chronic disease caused by a craving for alcohol. People suffering from this illness are referred to as alcoholics. They do not know how to control there drinking problem even when it causes a serious harm to their health and this could lead to medical disorders, marital difficulties, job loss, or automobile crashes. Alcoholism can be influenced by genetic, psychological and social factors. It cannot be cured, but many treatment options can help an alcoholic to avoid drinking and live a healthy and safe life. When a person consumes alcohol, the stomach and intestines rapidly absorb it. From there alcohol travels in the blood throughout the entire body, affecting nearly every tissue. High doses of alcohol depress the functions of the central nervous system, including the brain. The higher the alcohol level in the blood, the greater the impairment (Encarta). As the blood passes through the liver, enzymes break down alcohol into byproducts, which are eliminated after six to eight hours from the body. The alcohol remains in the body, producing intoxicating effects after the last drink is taken. Smaller quantities of alcohol reduce inhibitions and produce feeling of relaxation and happiness. Larger amounts of alcohol causes greater impairment to the brain and usually impairs sexual performance, particularly in males. When a person is intoxicated, theyre thinking and perception skills become blunt. Alcohol reduces anxiety, guilt, worries and often leaves a person feeling good about themselves (Goon 261). If drinking continues to happen it can lead to loss of physical control and possibly death. There are three types of effects of alcohol on various organs and tissues. These effects include the short, long and withdrawal symptoms. During the short-term effects the brain is mostly affected. The drinkers judgement and thinking becomes dulled. The perso...