Monthly Archives: December 2015

Business Plan

Business Plan
Complete the following assignment:
Please note:
• Total business plan assignment minimum length is 6 pages including:
• Cover Page
• Table of Contents
• Business Plan (Min. 4 Pages)
• Include the 7 Section Headings
• Do not include the questions.
• Each section should be approx. 2 to 3 paragraphs.
• Total written work – approx. 1700+ words
• The business plan assignment is only covering the written part of the business plan.
• You are NOT required to submit budget or financial statement information.
• Some sections may be longer and others shorter….depending on your company.
• I am marking the final business plans as overall projects and how they relate to the specific company; as each company is totally different.
• Marking is based on research, creative writing, spelling, grammar and length.
• Microsoft Word file

Pretend you’re the director of Sony USA and you’re preparing this business plan about the Sony for new partnership.

Your business plan should include the following sections:
Cover Page
(worth 1 mark)
Include your Company Name,Your Name, the Date and Who you are preparing your business plan for?
e.g. Banker, Investor, Business Partner, Family, Friend, Client or Supplier, etc..
Table of Contents
(worth 1 mark)
Include the 7 headings and the corresponding page numbers.
Executive Summary
(worth 2 marks)
The business name? Is this an existing business? new business and/or franchise?
Why did you chose this company? Business Plan Highlights & Business Goals

Company Profile
(worth 2 marks)
Company History, Legal Structure (Corporation, Partnership or Sole Proprietor)
Mission Statement-A statement that will make a positive impact on the business.
Business Description-What does the company do? What product/s and/or service/s do they sell?

Market Research
(worth 3 marks)
Industry Overview – Knowledge of the Industry, trends, size of market
Where the company fits in the market
What makes the products and/or services necessary?
How will you brand your product or service? pricing strategy? promotion?
Demonstrate the viability of your business

The Target Market
(worth 3 marks)
Describe your ideal client profile:
-demographic – age, education, income, location, business to business
-personality – lifestyles, interest, opinions, influences – buying decision
Why would they buy from you? price? delivery time? quality? service?
What are their needs, wants and behaviours.
The Competition
(worth 3 marks)
Competitive & Risk Analyses
Who are the competitors? direct? indirect?
Why are the competitors in business?
What are the competitors strengths and weaknesses?
Your unique competitive advantage?
Location
(worth 3 marks)
Where does the company operate? Equipment? layout? Set-up? Hours?
Location details: Home office? online? physical location features?

Management Team & Human Resources
(worth 2 marks)
Who are the key players and advisors for the business?
Tell the reader about yourself? (if you are involved)
Human Resources-Employee details and plans
Advisors: lawyer, consultants, mentors, accountants
Work cited information – list at the end of your report.
Total 20% of Final Mark
Please submit your assignment by the due date; week #13, marks will be returned after this due date.
Notes:
Please exclude any confidential information because this is a college course assignment and therefore you are NOT required to include any personal information. Before investing in ANY business venture, entrepreneurs should seek professional guidance; with regard to the legal, financial and valuation aspects of any investment.
Business Idea & Draft Notes:
Complete the following but DO NOT submit rough notes.
–Students can write about ANY business idea or existing business. -The business plan assignment information can be true and/or created.

Discuss the rhetorical and stylistic techniques Büchner employs in Der hessische Landbote (The Hessian Messenger) and in Woyzeck.

Discuss the rhetorical and stylistic techniques Büchner employs in Der hessische Landbote (The Hessian Messenger) and in Woyzeck.
500 wors only.
Main texts:
Büchner, Georg. Der hessische Landbote/The Hessian Messenger (1834)
-. Woyzeck (1836/37)
Secondary literature:
Armstong, William Bruce. ‘“Nackt und gebückt”: Work in the Hessische Landbote and Woyzeck’, Neue Germanistik, 2, 1982, pp. 7-10.
Benn, Maurice. The Drama of Revolution (Cambridge: CUP, 1976), chapter 2.
Dunne, Kerry. ‘Woyzeck’s Marie: “Ein schlecht Mensch”? The Construction of Female Sexuality in Büchner’s Woyzeck’, Seminar: A Journal of Germanic Studies, 26:4, 1990, pp. 294-308.
Harding, James M. ‘The Preclusions of Progress: Woyzeck’s Challenge to Materialism and Social Change’, Seminar: A Journal of Germanic Studies, 29: 1, 1993, pp. 28-42.
Kittsteiner, Heinz-Dieter and Helmut Lethen, ‘Ich-Losigkeit, Entbürgerlichung und Zeiterfahrung. Über die Gleichgültigkeit zur “Geschichte” in Büchners Woyzeck’ in Georg Büchner Jahrbuch 3, 1983, pp. 240-269.
Martin, Laura. ‘Schlechtes Mensch/gutes Opfer’: The Role of Marie in Georg Büchner’s Woyzeck’, Gendering German Studies: New Perspectives on German Literature and Culture (1998), ed. Margaret Littler, pp. 51-66.
AVAILABLE THROUGH BBK LIBRARY AT
http://onlinelibrary.wiley.com.ezproxy.lib.bbk.ac.uk/doi/10.1111/j.1468-0483.1997.tb01703.x/epdf
Mills, Ken. ‘Moon, Madness and Murder: The Motivation of Woyzeck’s Killing of Marie’, German Life and Letters¸41:4, 1988, pp. 430-436.
Reddick, John. Georg Büchner: The Shattered Whole (Oxford: Clarendon, 1994).

Constitutional and Administrations Law

Constitutional and Administrations Law
Order Description
Answers these questions below:
1. The definition/ purpose of a constitution and the reasons that states have them, and the different types of constitution, also the definitions, explanation and importance of constitutionalism. (see seminar 1).(1100 words)

2. The definition and examples of constitutional conventions and in particular examine the convention of ministerial responsibility to a problem scenario. (see seminar 5).(1100 words)

Text and graphic warnings on cigarette packages

Text and graphic warnings on cigarette packages

http://www.who.int/bulletin/volumes/87/8/09-069575/en/
• An important health communication intervention
Theories in social and health psychology, supported by empirical studies, have demonstrated the superiority of using pictures and imagery over text-only messages in health communication. Since the 1950s, many research studies have demonstrated that “fear appeals” are effective in motivating health behavior change (e.g. quitting), especially if paired with information about how to avoid the fearful consequences (e.g. where to find help about quitting).
• Effectiveness of warnings
research studies that support the use of pictorial warnings, notably in the European Union. Taken as a whole, the research on pictorial warnings show that they are: more likely to be noticed than text-only warning labels; more effective for educating smokers about the health risks of smoking and for increasing smokers’ thoughts about the health risks; and associated with increased motivation to quit smoking.
A recent analysis of data from the ITC Four Country Survey compared the impact of the introduction of pictorial warnings in Australia in 2005 to that of the introduction of larger text-only warnings in the United Kingdom in 2003. Cognitive and behavioral indicators of label impact that are predictive of quit intentions and quit attempts (e.g. forgoing cigarettes because of the labels; thinking about the health risks of smoking) increased to a greater extent among smokers after the Australian pictorial warnings were introduced than they did in the United Kingdom after enhanced text-only warnings were introduced. Pictorial warnings are also cited by former smokers as an important factor in their attempt to quit and have been associated with increases in the use of effective cessation services, such as toll-free telephone “help lines”. Although all warnings are subject to wear-out over time, pictorial warnings have also been shown to sustain their effects longer than text-only warning labels.
Pictorial warnings were rated by all groups as being more effective than text-only warning labels for motivating smokers to quit.
• No adverse consequences
The tobacco industry has suggested that the use of large pictures may reduce the effectiveness of health warnings and could actually lead to increases in smoking behavior.
However, there is no evidence that pictorial warnings lead to boomerang effects. An analysis of data from the ITC Four Country Survey found that the Australian pictorial warnings, introduced in 2005, led to greater avoidant behaviors (e.g. covering up the pack, keeping it out of sight, or avoiding particular labels), compared to Canada, the United Kingdom, and the USA. Importantly, those smokers who engaged in avoidant behaviors were no less likely to intend to quit or to attempt to quit,8 replicating the findings of a study of the Canadian warnings. Thus, although pictorial warnings can lead to avoidance and defensive reactions, such reactions are actually indicators of positive impact.
• Smokers support warnings
Research shows that smokers want to see more health information on cigarette packages. Data from ITC surveys of smokers from 10 countries in 2006 shows that the percentage of smokers who want to see more information on cigarette packages is greater than the percentage of smokers who want to see less information – even in countries where pictorial warning labels had already been introduced.

• Graphic pictures can significantly enhance the effectiveness of warning labels. In many countries, the warning label is the only sustained population-level mechanism by which governments inform their people about the harms of cigarettes and other tobacco products and, in those countries, the evidence-based inclusion of pictures could potentially lead to greater impact. For decades, the tobacco industry has taken advantage of the package as a venue for creating positive associations for their product. The use of graphic pictures is an important means of replacing those positive associations with negative associations, which is far more appropriate given the devastating impact of tobacco products on global health.
• Fong GT. The International Tobacco Control Policy Evaluation Project: Evaluating global tobacco policies of the Framework Convention on Tobacco Control [plenary presentation]. In: 8th Asia Pacific Conference on Tobacco or Health (APACT), Taipei, October 2007.
• Cunningham R. Cigarette package warning size and use of pictures: international summary. Ottawa: Canadian Cancer Society; 7 July 2009. Available from: http://www.tobaccolabels.ca/labelima/healthwarn [accessed on 13 July 2009].
• Fong GT. What we know and don’t (yet) know about the impact of tobacco control policies: an in-progress summary from the ITC Project. In: Invited public health and epidemiology plenary lecture, Society for Research on Nicotine and Tobacco, Dublin, Ireland, April 2009.
• Borland R, Wilson N, Fong GT, Hammond D, Cummings KM, Yong HH, et al. Impact of graphic and text warnings on cigarette packs: findings from four countries over five years. Tob Control 2009. Published online.

http://www.tobaccolabels.ca/countries/united-kingdom/

• The United Kingdom implemented their current health warnings policy to place pictorial health warnings on cigarette packages by October 2008 in 2007, as a result of the European Commission labeling directive. Including the border, health warnings will be required to 43% of the front and 53% of the back of all cigarette packages. Overall, 48% of the pack space is appropriated to health warnings. The United Kingdom will rotate a set of 15 images.
http://www.tobaccolabels.ca/wp/wp-content/uploads/2013/12/Canada-2011-Canadians-Welcome-New-Graphic-Warnings-on-Cigarette-Packages-Cdn-Public-Opinion-Poll.pdf

Canadian Public Opinion Poll

• Canadians Welcome New Graphic Warnings on Cigarette Packages
– A majority of Canadians (60%) believe the images are about right, while one-in-four (24%) would have preferred more graphic imagery, and only 12 per cent think the images are too graphic.
– 82% support having health warnings on tobacco products.
– 60% think the new more graphic images that will be featured in cigarette packages are “about right.
– 48% think the images will be effective in convincing smokers to quit.
http://www.tobaccolabels.ca/wp/wp-content/uploads/2013/12/Australia-2011-Smokers-recall-of-Australian-graphic-cigarette-packet-warnings-and-awareness-of-associated-health-effects-BMC-Pub-Health-Miller.pdf

Smokers’ recall of Australian graphic cigarette packet warnings & awareness of associated health effects, 2005-2008.
– This study also examines the varying impact of different warnings, to see whether warnings with visceral images have greater impact on smokers’ beliefs than other images.
– l graphic pack warnings have had the intended impact on smokers. Some have greater impact than others. The implications for policy makers in countries introducing similar warnings are that fresh messaging and visceral images have the greatest impact.
– Cigarette packet warnings are an important form of health communication to consumers. Australia’s graphic health warnings were designed to provide “a strong and confronting message to smokers about the harmful health consequences of tobacco products and convey the ‘quit’ message every time a person reaches for a cigarette”.
– Theories of consumer behavior and social psychology predict that a number of predisposing variables influence behavior and the probability of behavioral change, with people’s beliefs being an important contributor [4-7]. Consumer behavior theory holds that behavior change, such as stopping smoking, can be induced by increasing consumer perception that the behavior is a ‘problem’ for them, requiring behavioral modification . By increasing a person’s belief that smoking leads to negative health consequences, pack warnings could change the consumer’s satisfaction with his/her current status as a smoker and induce (or increase) his/her desire to quit, increasing the chances that sh/he would try to quit.
http://www.tobaccolabels.ca/wp/wp-content/uploads/2013/12/India-2011-Are-current-tobacco-pictorial-warnings-in-India-effective-Asian-Pacific-J-Cancer-Prev-Oswal-et-al.pdf

Are Current Tobacco Pictorial Warnings in India Effective?
– Methodology: To understand people’s attitude towards the pictorial warning and their understanding of the pictures, a study was planned in two phases. The first phase was qualitative with focus group discussion and second, a population based survey for validating the findings. Results: The findings of the study suggested that the mandated pictorial warnings do not serve the desired purpose since they are not properly understood.
– The results of both the focus group discussions and the field survey indicate that most people have seen text and pictorial warnings on smokeless and smoking tobacco products, but that they lack relevance to the text messages. Irrespective of education the early proposed pictorial warnings by the government were more effective than the currently implemented warnings.

http://www.tobaccolabels.ca/wp/wp-content/uploads/2013/12/USA-2010-Understanding-how-graphic-pictorial-warnings-work-on-cigarette-packaging-J-Pub-Policy-Mktg-Kees-et-al.pdf

Understanding How Graphic Pictorial Warnings Work on Cigarette Packaging

– Many of the pictorial cigarette warnings use graphic visuals that may evoke fear related to the consequences of smoking (Physicians for a Smoke-Free Canada 2010). Although some researchers argue that gruesome pictorial warnings on packages denigrate and shame adult consumers, which may reduce warning effectiveness (Wilson et al. 2009), public health messages have long used negative-consequence themes in the form of fear appeals to generate attention and motivate action in attempts to persuade users to change destructive behaviors.
– more graphic pictures are predicted to have favorable effects on intentions to quit smoking through the level of fear evoked, highly graphic pictures may have a negative impact on copy test variables, such as message recall and package attitude. We expect that smokers will have less favorable evaluations of cigarette packages that contain graphic pictures reminding them of the health consequences of smoking than packages that contain less graphic warnings.
– predicts that increasing the graphic depiction of the pictorial warnings will result in stronger intentions to quit smoking. indicate that the pictorial warning manipulation had a significant, positive effect on smokers’ intentions to quit smoking.

http://www.tobaccolabels.ca/wp/wp-content/uploads/2013/12/UK-2010-Evaluating-the-impact-of-picture-health-warnings-on-cigarette-packets-Evaluation-Report-Wardle-et-al.pdf

Evaluating the impact of Picture Health Warnings on Cigarette Packets

– Support for and awareness of the picture health warnings was high. Almost all people in England believe that the warnings are necessary, impart important information and are credible. The impact of the picture health warnings so far, has been modest, at least in changing behaviour. Among adults, there was agreement that the pictures made smoking seem less attractive and that the pictures put people off smoking. Smokers were more likely to report that the warnings messages made them think about their smoking behaviour and thought about quitting smoking after the pictures warnings were introduced.
Impact of picture health warnings
– the impact of the picture health warnings was much more modest among young people than adults. In part, this is to be expected. Smoking prevalence is lower among young people aged 13-17 than adults and therefore this age group has lower exposure to the messages, particularly the back of packet messages.
– The Smoking, Drinking and Drug Use Survey (SDD) has demonstrated that 61% of young people aged 11-15 source their cigarettes by being given them from other people. Furthermore, in October 2007, the legal age to purchase cigarettes was increased from 16 to 18 making it more difficult for young people to buy cigarette packets.

“the mother” by Gwendolyn Brooks

“the mother” by Gwendolyn Brooks
Order Description
This research paper is being added on to work I currently already have which i will upload as a separate file for comparison and so the paper can flow cohesively. It must argue that the poem “the mother” by Gwendolyn Brooks is pro-choice for abortion. Must include background of the author’s life for proof as well.Must use peer-review journals. Here are the sources to use: file:///C:/Users/Administrator/Documents/Eng%20152/GALEH1430007608.html
https://www.poetryfoundation.org/bio/gwendolyn-brooks

Children’s Literature

Children’s Literature
Order Description
CHILDREN’S LITERATURE

Competency 152.1.2.: Literary Analysis – The graduate analyzes the uses of literary elements and conventions in children’s literature.
Competency 152.1.4: Genres and Themes of Children’s Literature – The graduate differentiates among various characteristics of genres and traditions within children’s literature.
Competency 152.1.5: Visual Analysis – The graduate analyzes the relationships between visual illustration, narrative, text, and the reader in children’s literature.

Introduction:

As a classroom teacher, you will be integrating quality children’s literature into academic instruction. In order to do this effectively, you will have to analyze quality children’s literature and determine how to connect it to academic content. Children’s literature can anchor a lesson in the classroom and enhance students’ interests, understandings, and comprehension of a lesson topic.

Note: Do not use the following types of children’s literature for this task: books written by celebrities; books based on comics, cartoons, toys, athletes, or celebrities; books with religious instruction; or activity-type books. Do not use multiple books written by the same author, even for different genres. Use only one book for each representative genre. Careful book selection is critical for meeting all of the task requirements.

Requirements:

A. Identify three high-quality children’s books with a common theme.
Note: You should identify a total of three books from three different genres (e.g., folklore, fantasy, science fiction, contemporary realistic fiction, historical fiction, biography/memoir, nonfiction) appropriate for the age and grade ranges within the elementary classroom.
1. Identify the common theme that connects the three books identified in part A.

2. Identify the genre of each of the three children’s books identified in part A.

3. Explain two common literary conventions found within each of your identified genres from part A2.

4. Identify one literary element in each book (e.g., plot, setting, characterization, point of view, mood, style) that relates to the dominant theme.
Note: The literary elements can be the same for all three books, or each book can have a different literary element.
a. Explain how the literary elements identified in part A4 help to convey the dominant theme within the selected books (suggested length of 1 paragraph for each of the selected books).

i. Provide one specific example from each of the three selected books that illustrates how the dominant theme is revealed.
B. Create an original lesson plan that applies your understanding of literary and thematic analysis at the elementary education level, using the three books identified in part A, ensuring that the lesson plan includes each of the following:

• identification of general information (e.g., lesson title and subject, topic, grade level, instructional setting)

• identification of state core curriculum/student achievement standards

• identification of lesson objectives (should be measurable: condition, behavior, and criterion)

• identification of materials/resources for students and teacher

• description of prerequisite skills or connections to previous learning (i.e., What previously learned skills are necessary for students to be able to participate in and benefit from the planned lesson?)

• explanation of presentation procedures for new information, guided practice, independent practice, and culmination

• description of technology use for teacher and/or student

• explanation of assessment
Note: You may use the attached lesson plan template or any other lesson plan template of your choosing. In addition to the template, your task may require you to incorporate additional elements. Be sure to review all materials carefully.
1. Explain the modifications to your lesson plan that are necessary to address the needs of English language learners (ELL).

a. Provide course source material or other academic research to support your explanation from part B1.

2. Explain the modifications to your lesson plan that are necessary to address students with special needs, identifying the exceptionality.

a. Provide course source material or other academic research to support your explanation from part B2.

3. Discuss a scaffolding technique that could be included in the lesson plan to better meet diverse learner needs.

a. Justify the scaffolding technique discussed in part B3.
C. Analyze how images from one illustrated book or picture book contribute to and support each of the following aspects of the story, using one image and one textual example for each (suggested length of 1 paragraph for each aspect):
Note: For part C, you may select a book used in part B, or you may select another high-quality illustrated book/picture book.
Note: The cover art is not an appropriate illustration. You will need a different illustration for parts C1–C3, as a single illustration rarely serves for all three aspects.
1. development of plot

2. development of setting

3. development of characterization
D. Include a copy of each illustration within your analysis for part C.
E. When you use sources, include all in-text citations and references in APA format.
Note: Be sure to cite any images or illustrations you used in your task. Provide a full, APA-formatted reference citation for each book. Citations for illustrated books should include the name of the illustrator with the full reference according to APA Style guidelines.

Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section.

Note: When using sources to support ideas and elements in an assessment, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the assessment.

Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the APA Guidelines section.

LESSON PLAN TEMPLATE – 2015

GENERAL INFORMATION

Lesson Title & Subject(s):

Topic or Unit of Study:

Grade/Level:

Instructional Setting:
Describe the learning context and location (e.g., setting, group size, seating arrangement, displays).

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):
Identify the state standard(s) to be addressed in this lesson. Click here to find your state standards, or visit your state office of education website.

Lesson Objective(s):
All learning objectives must include a specific BEHAVIOR (i.e., identifies an action; what the students will do – use a verb when writing the behavior), CONDITION (i.e., identifies the context or environment the students will prove they learned the skill in; e.g., given a list, given a text, given an opportunity to observe or listen) and measurable CRITERION (i.e., a statement explaining to what degree of accuracy or range on a rubric must be achieved in order to demonstrate an acceptable level of performance).

Lesson objectives should also be ATTAINABLE (reasonable, realistic outcome for this individual lesson) and RELEVANT (aligned with the state standard and assessment listed for this lesson).

MATERIALS AND RESOURCES

Instructional Materials:
Identify materials needed for the lesson (e.g., manipulatives, tools, reading material, lab equipment, construction paper, scissors, PowerPoint, guided note templates).

Resources:
List any sources used during the planning of the lesson using the APA format.

INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):

1. Student Prerequisite Skills/Connections to Previous Learning:
Identify pre-requisite skills students need to already know (i.e., possess, control, understand) to be successful in this lesson.

2. Presentation Procedures for New Information and/or Modeling:

Presentation Procedures for New Information:

Explain the purpose of the lesson.

Explain at least one activity which serves as an anticipatory set, schema, or review of definition of terms activity and actively engages students and allows them to do at least one of the following:
• Make connections to their background knowledge related to the focus skill.
• Make connections to previous learning related to the focus skill.
• Ask themselves questions which will serve as a guide throughout the lesson.

Modeling:

Explain the purpose of the lesson (if not done above).

Explain how you will model the skill.
Modeling is a time when the teacher uses ‘thinking aloud’ to show and explain how to ‘do’ the focus skill. (e.g., if you were going to teach a child how to tie his shoes, you would first demonstrate how you tie your shoes and you would explain the steps as you go).

3. Guided Practice:
Explain how students will practice the focus skill with teacher guidance. Students and teacher might work together in a large or in small groups. Students might work independently or with peers as the teacher provides support and checks for understanding.

4. Independent Student Practice:
Explain how students will practice the skill independently. The teacher steps back during this time and allows students to demonstrate their understanding of the focus skill. This can be a pure practice time or a time when the assessment is administered.

5. Culminating or Closing Procedure/Activity/Event:
Explain how you will end the lesson by describing an activity or discussion which allows students to articulate what was learned during the lesson and how that learning might be applied in the future. You might also include a review of relevant terms and connections to the next lesson.
Instructional Strategy (or Strategies):
Explain at least one pedagogical strategy used in the lesson. Pedagogy is the way the overall instruction was done; it is the general way we categorize teaching (e.g., direct instruction, interactive instruction).

Differentiated Instruction Accommodations:
Describe how you will differentiate for two or more subgroups. Describe accommodations for such groups as English Language Learners, students with learning disabilities, students with hearing or physical disabilities, and/or gifted/accelerated learners.

Use of Technology:
Explain how you will incorporate 21st century technology into the lesson.

Student Assessment/Rubrics:
Describe how you will know if students have met the objective(s) for this lesson. Assessment may be formal, informal, formative or summative. All assessments must directly align with the learning objective.