product dumping Essay

product dumping Essay product dumping Essay NEW YORK TIMES â€Å"SCIENTIST AT WORK† BLOG EVALUATION A. STRUCTURE and ORGANIZATION: This section deals with the structure and organization of your blog. Fill in the following table: Name of Journal Scientist at Work Title of Blog How Coffee Affects Biodiversity Author(s) S. Amanda Caudill Dates Published November 18, 2011 Where is the author working? Costa Rica What is the author[s] university affiliation? doctoral student at the University of Rhode Island Who do you contact if you have questions? Her web page B. CONTENT: The following questions deal with the content of your blog. 1. What is the HYPOTHESIS being tested in your blog? The purpose of the this research was to evaluate the mammal biodiversity in coffee landscapes to find out which habitat are better and more important to mammals. And also to find suggestions that are best to provide whats good to enhance mammal's habitat. 2. What is the CONTROL in the experiment being conducted for your blog? The control in the experiment conducted in this blog was to evaluate mammal biodiversity by using a combination of direct and indirect sampling techniques. They used traps for their research. They tried to bait the traps by using a mixture of a mixture of peanut butter, vanilla, bananas, oats and seeds. Also for the indirect sampling , they used track plates and camera traps. Open boxes of the track plates contained bait at the end of it, contact paper in the middle, and copy toner was in the front. 3. In a sentence or two, explain how they tested their hypothesis? They placed 242 small mammal traps (for mouse-size animals) in the 500-by-500-meter site. Also they placed medium-size mammal traps (for animals like possums, raccoons and coatis) in the sites as well. Track plates were used to identify the species, so as they steps on the track plate to retrieve bait, it left paws prints or tracks. The cameras were set to take three pictures consecutively of mammals if any movement is detected within the line of sight. 4.

TOTS Essay Essay Example

TOTS Essay Essay Example TOTS Essay Essay TOTS Essay Essay Life in Fear and Loathing Boo! In Henry James novella The Turn of the Screw, the Greene theory is the most plausible explanation of the events. The Governess is the murderer of Peter Quint and Miss Jessel, and Quint and Jessel return to haunt Bly. The events result in Mrs. Grose gaining a sense of trepidation around the Governess while her plans to take over Bly are unsuccessful. The Governess has no limits when it comes to getting what she desires. After killing Quint and Jessel, the Governess comes to Bly to carry out the rest of her machination. She begins by applying to work at the palatial Bly home after very chary waiting for the Job opportunity to open up. The children at Bly behave consummately and feign having a sweet personality to direct the attention of visitors away from the evil horrors at the home. 9 The Uncle, who interviews the Governess, chooses not to entail himself because he is overworked and cannot find the time to care for the young children. l The storyteller describes how she waits to answer in person an advertisement dames 295). The Governess knows that to ain blatant control of Bly she needs to become an employee and eventually kill everyone at the home. The Governess hears a small child crying outside of her room on her first night at Bly. 2 The Governess previously killed Quint and Jessel and it remains a conundrum of the true cause. Mrs. Grose explains how They were both here- last year Mr. Quint is dead dames 321). Mrs. Grose speaks of the Uncle in past tense because of a mere a slip of the toungue. 4 The Governess eventually kills Miles in his own home, completing a step of her plan . .. held him his little heart had stopped dames 403). Miles dies because the Governess is psychotic and cannot control her baneful desire for death, resulting in Miles getting strangled. 22 The Governess will kill or get rid of any disruptions in her way and complete any task on her Journey for complete control of Bly. Many supernatural events occur after the Governess begins her occupation at the Bly home. Peter Quint an d Miss Jessel begin to haunt Bly with the help of Miles and Flora, sanguinely hoping to scare away the Governess forever. Flora and Miles never speak about Quint and Jessel because they pretend to be ignorant regarding the topic of the ghosts at Bly. 7+8 The Governess first sighting of Quint takes place on the tower roof. She describes how He did stand there! but high up, beyond the lawn and at the very top of the tower dames 310). Quint stays speechless, hoping to daunt the Governess and maker her leave Bly. 12 Shortly after the roof sighting, Quint appears outside of the window, being auspicious that the Governess will become scared. The Governess recalls, His face was close to he glass dames 316). The Governess remains completely scared after the encounter at the window before church and goes to Mrs. Grose for help because she is now aware that Quint appears to intimidate her. 13 Miles goes on the lawn at night to talk to Quint because the Governess sleeps during the later hours of the night, so no one will notice him. 10 Jessel scares the Governess the most when she appears across the pond for the second time. Mrs. Grose claims not to see Miss Jessel because she knows it will be a Jocular prank towards the Governess. She asks Flora goes mad after this event because her peers deny the ghost, and to add to the madness, Flora fakes becoming ill. 18 Flora gets to the other side of the lake by taking a boat with the assistance of Miss Jessel. 17 The first time Jessel appears, when a childs presence remains obvious, aims to scare the Governess while she sits down and sews when Flora plays with a toy. 16 Quint and Jessel succeed when it comes to scaring the Governess; yet still remain unsuccessful because they allow the Governess to castigate the children. The Governess attempts to learn more about Miles and Quint, but Quint stops the conversation by opening the window so wind easily blows out the candle flame. 15 Miles and Flora play a major role in Quint and Jessels plan to haunt and scare the Governess away from Bly. Mrs. Grose notices how the Governess behaves with the ghost encounters, and it changes her recapitulating view on the young woman. Mrs. Grose becomes very fearful of the Governess after realizing what she is capable of doing. She acts happy to see the Governess upon her rrival because she grows sick of Bly and the imputing responsibility of taking charge. Mrs. Grose disobeys the Governess without second thought. The Governess remembers how he had breakfasted with Mrs. Grose and his sister dames 391). The Governess clearly orders that Miles and Flora shall not be with each other and Mrs. Grose breaks the rule. At the pond, Mrs. Grose develops a fear of agreeing with the Governess and denies seeing ghosts along with Flor a. Mrs. Grose exclaims, She isnt there, little lady dames 382). Flora and Mrs. Grose know the ghosts exist but eny it towards the Governess in order to aid in Quint and Jessels plan. l Miles is not actually expelled from school, but Mrs. Grose tells the Governess he is to scare her into thinking that he is a cynical child. 5 He never speaks about the expulsion because he wants to avoid talking to the Governess about the events. 6 Anxious to leave Bly because of the Governess, Mrs. Grose accepts the Job of taking Flora to London for better care. Mrs. Grose states in agony, Take me away, take me away- Oh, take me away dames 383). Mrs. Grose discovers the Governess baleful intentions nd feels the need to leave Bly immediately. She claims Flora behaves oddly so that she gains a reason to leave with Flora and go to London. 20 Even the Governess becomes fearful of her own self after witnessing the damage on the old and tired Mrs. Grose. Mrs. Grose leaving Bly partially ruins the Governess plans. The Governess plan to take over Bly and kill the children only partially succeeds and becomes slightly abortive. She is surprised at how fearful she becomes of the ghosts and fails to realize what they are capable of when it comes to mental destruction. The Governess underestimates the childrens ability to scare the woman, resulting in the Governess banishing Flora from Bly. The Governess feasibly declares, He must take them away dames 353). She cannot handle Floras games anymore and decides to take her out of the situation by sending her away to London. Mrs. Grose becomes very assiduous in getting the Governess to contact the Uncle because the woman goes crazy and needs someone to oust the Governess form her Job. 14 The Governess becomes over-fearful of the ghosts and attempts to gather evidence against them. The Governess recalls being so determined to have all proof Games 402). Since nobody at Bly arrogates to believe the Governess, she starts to doubt herself and needs proof that the ghosts are real. The Governess remains successful in the sense stopped dames 403). Miles truly sees Quint in the dining room and he acts as if Quint is evil, but the Governess catches on and receives motive to kill the boy. 21 Miles acts as one of her main targets and succeeds in murdering him. When Flora leaves Bly, the Governess plan to take over the home with no witnesses results in ruin.

Critically analyse the situation facing Lucky MT, drawing on your Essay

Critically analyse the situation facing Lucky MT, drawing on your learning across the entire module. What recommendations would - Essay Example At the same time, one of the owner partners is not comfortable with the joint venture while the other is very comfortable. These issues may be related to the formation of the joint venture and the subsequent launch. It seems that a lot of issues were not looked at well including Lack of proper organization, lack of good launch and operation strategy, lack of a good exit strategy, diverging interests in the joint venture and the increasing competition from other companies in the same field and in other regions. Lucky MT needs to revise its strategy and come up with a better organizational structure, improved outsourcing strategies, international cultural management skills and drafting policies and regulations to be followed by the partner companies, the management of the joint venture and the employees. Addressing these issues can assist in encouraging common goals between the partners which is critical in withstanding the current storm of issues and to get more customers to increase profitability and encourage better growth. This information also provides knowledge to other companies that may be thinking on the lines of establishing joint ventures in the future. Lucky MT overlooked many things which are discussed below and recommendations provided. Nature of Joint Venture Business While Lucky MT found it necessary to form joint venture, which is beneficial to the company in sharing capital expenditures and risks, the company did not do well in this department. Looking at the company, it was initially founded by two companies. Later, the two companies decided that the joint venture, Lucky MT gets to a joint venture with another company in Singapore to participate in the international market better and more easily while getting a competitive edge. However, the partners in the joint venture overlooked the consequences of getting into joint ventures with international companies. As the partners confirm, the involvement in many joint ventures decreased the profit sh are of each partner involved (Lucky MT document Pages 3). When looking to get into joint ventures, the partners should look for businesses that can generate enough profits for all the partners involved. However, this was not the case for the Lucky MT. The partners chose the Electronic Manufacturing Industry which is quite profitable. However, this industry is capital intensive and also very expensive to maintain. Basing on that the company is relatively small; it would be a challenge to maintain the business. At the same time, the returns from the industry were quite small compared with the investment made in the Joint Venture in Singapore. The returns of the company were 2.5 million dollars in the year 2000. Being an international joint venture with several partners, this is little profit and each of the partners gets a little share of the profit. An international venture would be expected to generate good profits for each partner to get good profits. However, a joint venture gener ating good profits has been just a pipe dream. According to Dennis Campbell and Antonida Netzer (2009), joint ventures take a long time before they become profitable. In addition, they also take longer to break even which may be a challenge to the partners of the venture. Top of Form Bottom of Form This discourages many of the joint venture partners as they expect profits when they get involved in the ventures. It is no wonder that Dennis

The use of logistical systems and supply chain of an international Essay

The use of logistical systems and supply chain of an international companys European supply chain business operations - Essay Example .18 3.1. EU Before 1992†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦18 3.2. EU Single European Market†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....19 3.3. EU Transport Policy-What Changed in EU After 1992†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.20 3.4. EU Greening Policy and Implications to L&SC Functions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦21 3.5. Main Requirements for Companies to Develop Effective and Competitive L&SC†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....21 4. Critical Analysis of Relevant Theories†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦21 4.1. Revolution of supply chain before 1992†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..21 4.2. 1992 Till Today†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦22 4.3. Future Analysis of the L&SC†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...23 5. Case Study of NIKE’s European Logistics and Supply Chain Systems†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦......27 5.1. Brief Introduction to the Company†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...27 5.1.1. NIKE Company’s EU Logistics and Supply Chain System before 1992†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..28 5.1.2. NIKE Companyà ¢â‚¬â„¢s EU Logistics and Supply Chain System between 1992 and the Present†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦28 5.1.3. NIKE Company’s EU Logistics and Supply Chain System from Now and the Future†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.29 6. Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦31 7.... According to the research it was in the year 1993 that the single European market had come into its existence that initiated trade and practice across the borders. The barriers that earlier existed in the customs between 12 different countries including Belgium, Denmark, France, Germany, Greece, Ireland, Italy, Luxembourg, Netherlands, Portugal, Spain and the UK, were removed with the single European market. Thus, moving goods from one location to another became a free option for all these countries. However, in regard to the logistics and supply chain functions associated with the trade across countries, there were greater challenges than visible. The most significant issue was the lack of harmonization in the process. Policies determined the governments affected the logistics through measures like application of excise duties on road vehicles, and other similar measures. Gradually with time, however, the logistics market in the European nation was being considered as the most matur ed market. A value of â‚ ¬182 billion could be associated with the logistics market of the European nation in the year 2005 that comes to a value of US$230 billion. Third party contracts are also considered with around 25 percent of the logistics expenditure in the European Union. The following table provides with the information on the percentages logistics spend on different countries in the nation. Of all the countries, Germany has been obtained to obtain the portion of the major market

John Foulcher for the Fire Q&a Essay Example for Free

John Foulcher for the Fire Qa Essay For the fire QA The first lines in the poem introduce us to the sounds in the bush. what are these sounds and whom does he think is making the noise? Why is his mistake understandable? What effect is achieved through these sound images? * The opening starts with the word â€Å"Outside† presenting the natural world that appears on the surface to be so beautiful and gentle. â€Å"a chopping sound† disrupts the natural image, â€Å"its singular human thud† represents a human is harming the environment. The effect is that humans are damaging the environment and its not uncommon (the author is not surprised† Explain the effect of the simile â€Å"like clockwork† what effect is created by the repetition of the‘t’ and‘d’ sounds in the sound drops/chipped from a tall dead tree? * It reminds us that this is a place controlled by nature. It is repetitive and continuous the image of the kookaburra and the lizard is vivid. Comment on lines 6-10 discussing the images created, choice of words and what they may suggest, the expressive verbs and the overall meaning of these lines. * The authors powerful language and imagery that we witness the savagery and brutality and feel sympathetic. what does the word oblivious tell us about the birds behaviour? * The bird doesn’t have sympathy for the lizard because it is a part of natures cycle and it was uninvietable. The birds behaviour is instinctive and even though it may seem brutal and savage to us, it is acting only out of instinct and survival. How does the poet indicate his acceptance of the birds apparent brutality. * The poet doesn’t help the lizard, instead he accepts natures cycle and picks up his kindling and leaves. What interpretation can you suggest to explain the meaning of the cold air congealing behind me * Visual image of the air is like a door closing on a world where the poet was an intruder.

Music Business Journal Analysis :: essays research papers fc

Music Business Journal Analysis   Ã‚  Ã‚  Ã‚  Ã‚  The Music Business Journal is an online journal based in the United Kingdom. The two editors, JoJo Gould and Jonathan Little, are both lecturers, researchers, and writers in the music industry. When they saw that the music industry was underdeveloped in academic terms, the two founded the Music Business Journal to â€Å"facilitate the sharing of information and knowledge across a range of music industry activities.† Consultants for the journal come from a wide array of expertise and from all over the world. Countries represented are the U.K., Australia, U.S.A., and Turkey.   Ã‚  Ã‚  Ã‚  Ã‚  The members of the Music Business Journal never have formal meetings as it is specifically an online journal. Members from around the world, however, can submit articles, interviews, reviews of products, etc. to get posted on the website for their peers to view. In fact, each year one member earns an award for writing the best article published on the journal’s site. It is important to note that many of the members of the MBJ are also members of music business associations such as the Recording Industry Association of America (RIAA) and/or the National Association of Recording Industry Professionals (NARIP), both of which hold annual meetings.   Ã‚  Ã‚  Ã‚  Ã‚  The specific audience for this publication are music industry professionals; including recording label’s staff, studio engineers, and producers; however the journal can also be useful for educators, journalists, and the general public. The information provided in the journal could serve a variety of purposes but it is mostly an analytical source of news. The articles within the journal analyze the latest trends in the music industry and layout possibilities for the future.   Ã‚  Ã‚  Ã‚  Ã‚  The articles in this journal are not topic specific. There are a wide variety of articles found in the journal with topics ranging from record labels to sampling to copyright infringement to safety regulations and even historical information. By taking this wide angled approach, the MBJ makes sure to include information for anyone’s personal interest in the music industry, without being too specialized. A reader would probably never use this journal as their primary source of news/education in their particular focus within the field; however, they could use this journal as a way of learning about other facets in the music industry they are not already familiar with.   Ã‚  Ã‚  Ã‚  Ã‚  As mentioned earlier, the writers for the Music Business Journal come from all over the globe, with the editors and staff mostly working as professors and lecturers at universities.

Hey Jude

Assignment 1: The Name / Ice Breaker Speech Goals: This assignment is designed to provide an initial speaking experience in a low risk situation. It provides practice using your name as the basis for the brief speech. Be as creative as possible, using any method (narrative, etymology or your name, visual aids, etc. ). The goal is to get the class and instructor to remember you.Preparation: Think about your name and the best way to get the class to remember you’re your speech should only be 1 to 2 minutes, therefore, practice and time yourself before-hand. This speech should be delivered extemporaneously from brief notes that occupy no more than one side of a single 4 X 6 note card. You should not read your speech and should use as much eye contact as possible. Grading Guidelines: Grade Value |20 points; Evaluation Sheet for Feedback Purposes | | | | |Time Limit |2 minutes (you must speak for at least 1 minute to pass this assignment) | |Note Cards |1 permitted | |Visual Aid |R equired | Learning Outcomes: Assessment of this assignment will focus primarily on measuring two outcomes: 1.Demonstration of the student’s ability to manage or to overcome communication apprehension in front of strangers. 2. Performance of the student’s ability to create an original speech Critique Sheet for Name Speech Name:_____________ Grade:________ Object: _________ Time: _________ Things you did well: Aspects of you speech/delivery you need to work on: Assignment 2: Demonstration Speech Goals: This assignment applies basic concepts necessary to creating speech structure. The goal of the demonstration speech is to show the audience how to do something.It is often called a process speech because you are showing the audience how to complete steps in a process. Description: Present to your audience with a tutorial on â€Å"how to† do/create something. You must formulate your instructional speech by creating main points about the process and sub-points further supporting/explaining the process. You will need an introduction and conclusion. Preparation: You should select something that you know how to do well. Think about how you would teach someone the steps in the process.The steps in the process are the main points, â€Å"First, †¦ Second, †¦ And finally,†¦Ã¢â‚¬  You will bring into class what you need to demonstrate the process and demonstrate as you teach the class. Grading Guidelines: |Grade Value |5% of total graded work | |Point Value |30 points | |Time Limit |3 to 5 minutes | |Note Cards |1 | |Visual Aid |Optional |Learning Outcomes: Assessment of this assignment will focus primarily on measuring three outcomes: 3. Demonstration of the student’s ability to analyze discourse using their critical reasoning skills 4. Demonstration of the student’s ability to recognize diversity in the audience 5. Demonstration of public performance skills |Assessment Rubrics: |Unsatisfactory |Emerging |Developing |Adva nced | | |(0 – 7 points) |(8 – 15 points) |(16 – 23 oints) |(24–30 points) | | |Ideas may not be focused or |Listener can follow the |Generally well organized |Thesis is clearly stated | | |developed; the main purpose |speech only with effort. |but better transitions |and developed. The main | | |is not clear. Main points |Main point is not clear. |needed from idea to idea. |argument and supporting | | |are difficult to identify. Transitions need to be |Sequence of ideas is |arguments are clearly | | |Transitions may be needed. |developed. The audience |logical and is followed |articulated. Clear | |Organization |There is no logical sequence|has difficulty |easily, complemented by a |transitions. The article | | |of ideas in the speech. The|understanding the speech |clearly discernible |source is clearly stated. | |main idea from the article |because the sequence of |structure. The main idea |The types of supporting | | |is not presented or is |informatio n is unclear. |is presented with |material used in the | | |unclear. Supporting |There is an attempt to |supporting arguments. At |article are clearly | | |arguments from the article |illustrate supporting |least one type of |articulated. | |are not presented or are |material used in the |supporting material is | | | |unclear. Supporting |article. |presented. | | | |material from the article | | | | | |are not presented or are | | | | | |unclear. | | | | |Does not present his/her |Citations are attributed |Citations are generally |Student has a clear grasp | | |information in the form of a|incorrectly. Student has a|introduced and attributed |of the content. Student | | |speech. Student does not |partial grasp of the |appropriately. Student is |demonstrates full | | |have grasp of content and |content.Listeners |at ease with expected |knowledge by answering all| | |cannot answer questions |recognize errors to be the|answers to all questions |class questions with | |Content |about th e subject. Over |result of nervousness. |but fails to elaborate. |explanations and | | |dependence on notes is |Student does not provide |Over dependence on notes |elaboration. Note cards | | |observed. |enough detail in each main|may be observed. are used for reference | | | |point to inform audience. | |only. | | | |Aspects of the speech are | | | | | |too elementary or too | | | | | |sophisticated for the | | | | | |audience. | | | |Listeners can follow the |Vocabulary is somewhat |Language is appropriate, |Sentences are complete and| | |speech, but they are |limited or inappropriate. |but word choices are not |grammatically accurate. | | |distracted by some |Language used is mostly |particularly vivid or |Words are chosen for their| |Verbal Effectiveness |grammatical errors and use |respectful or inoffensive. |precise. Language is free|precise meaning.Language| | |of slang. Some sentences |Speaks with clarity |from bias with one or two |is free from bias. | | |are incomplete/hal ting. |sporadically and tone |minor exceptions. Speaks |Language choices are vivid| | |Language includes some |remains neutral for the |with clarity to the target|and precise. Speaks with | | |identifiable bias. Some |most part. |audience. |clarity and confidence to | | |listeners will be ffended. | | |the target audience; | | |Responds to questions | | |Informative tone is very | | |inadequately. | | |evident throughout. | |Nonverbal Effectiveness |Maintains no eye contact |Maintains eye contact |Maintains eye contact for |Maintains eye contact | | |with the target audience. regularly. Student is |the most part. A positive |consistently and uses body| | |Listeners may be confused. |aware of importance of |use of body language is |language effectively to | | |The speaker cannot be heard. |body language although |demonstrated. The |create interest. The | | |The delivery detracts from |s/he struggles with it. |delivery generally seems |delivery is extemporaneous| | |the message.Eye co ntact |Pacing is sometimes too |effective – however, |– natural, confident, and| | |may be very limited; the |fast or too slow. The |effective use of volume, |enhances the message. | | |presenter may tend to look |presenter seems |eye contact, vocal |Posture, eye contact, | | |at the floor, mumble, speak |uncomfortable. The |control, may not be |smooth gestures, facial | | |inaudibly, fidget, or read |audience strains to hear. consistent; some hesitancy|expressions, volume, pace | | |most of the speech; gestures|Vocal tone, facial |may be observed. Some use|indicate confidence, a | | |and movements may be jerky |expressions, clothing and |of nonfluencies is |commitment to the topic, | | |or excessive. Disfluencies |other nonverbal |observed. Mostly, |and a willingness to | | |are used excessively. expressions do not detract|articulation and |communicate. The vocal | | |Articulation and |significantly from the |pronunciation are clear. |tone, delivery style, and | | |pr onunciation tend to be |message. Audience members | |clothing are consistent | | |sloppy. Poise or composure |can generally hear the | |with the message. Delivery| | |is lost during any |presentation. |style and clothing choices| | |distractions. | | |suggest an awareness of | | | | | |expectations and norms. | | | | | |Limited use of | | | | | |nonfluencies is observed. | | | | |Articulation and | | | | | |pronunciation are clear. | | | | | |Audience members can hear | | | | | |the presentation. |Critique Sheet for Demonstration Speech Speaker's Name:_____________________________________ Topic:___________________________________________ Items of Evaluation: 0 1 2 3Rhetorical device (AGD)/Credibility/Exigency 0 1 2 3Purpose statement/Preview 0 1 2 3Main ideas are easily followed/Transitions 0 1 2 3Language is vivid/clear/fluid 0 1 2 3Speech is well organized 0 1 2 3Demonstration is appropriate 0 1 2 3Voice is used effectively 0 1 2 3Nonverbal communication is effective/Eye contact 0 1 2 3Conclusion is effective 0 1 2 3Overall effectivenessTOTAL SCORE: _________ COMMENTS: Assignment 3: Informative (You are the Expert) Speech & Outline Goals: This assignment is designed to provide the opportunity to put communication theories and concepts from the course into practice. Specifically, it aims to use skills in invention, such as structuring an appropriate introduction, selecting speech materials based on analysis of the members of the audience, and arranging that information in a clear format, as well as skills in speech performance, while informing the audience on a particular topic.Description: As a speaker, your purpose is to share information with the audience. This is not a â€Å"how to† or persuasive speech; you should not preview a step-by-step process or try and convince the audience of the merits of the topic. Rather, you are to give your audience new/useful information regarding a topic that is important to you. This may be your major/intended care er, a hobby/sport that you are passionate about, something that you have had personal experience in or are planning on pursuing.Logical arrangement of main points and supporting information should provide your audience with understanding of the chosen topic. To complete the assignment, you are required to submit a complete full-sentence outline and bibliography in advance, as well as deliver a successful informative speech to the class. Speech Preparation: All attempts to persuade should be avoided in this assignment. All topics must be pre-approved by your instructor. Be prepared to deliver the speech extemporaneously. You will be penalized 20 points for excessive reliance on note cards.The speech presented in class must include the following: 1. An appropriate introduction, including all six components of an effective introduction 2. Evidence of audience analysis throughout the speech (what will make the topic interesting for audience) 3. At least three main ideas with two sub-poi nts for each 4. Use of at least two different types of supporting material (book/newspaper/journal article, television/radio, interviews, Internet . com . org . net, etc. ) 5. Citation of at least four sources. Four sources is the minimum requirement.Your sources must be cited aloud, during your speech. 6. An appropriate conclusion. Outline Preparation: You must turn in a complete, typed, full-sentence outline – including a bibliography – to your instructor before you deliver the speech. If you do not bring your outline to your instructor prior to your presentation, you may be denied the opportunity to speak. If the outline is not in full-sentence format, you will be penalized with a deduction of 15 points from your final grade. The total point value of the outline is 30 points. Guidelines: Grade Value: |17% of total graded work | |Point Value: |100 points (70 speech/30 outline) | |Time Limit: |5-6 minutes | |Note Cards: |4 maximum | |Visual Aid: |Required | |Outline /Bibliography: |Required; 15 point penalty if not ready when due | Learning Outcomes: Assessment of this assignment will focus primarily on measuring the following outcomes: 6. Demonstration of decreased communication apprehension 7. Demonstration of the student’s ability to recognize and adapt to diverse audiences 8. Demonstration of the student’s ability to create and to perform an original speech to inform Assessment Rubrics: |Unsatisfactory |Emerging |Developing |Advanced | | |(0 – 17 points) |(18 – 34 points) |(35-52 points) |(53–70 points) | | |Ideas may not be focused or |Listener can follow the |Demonstrates an awareness |Speech follows persuasion | | |developed; the main purpose |speech only with effort. |of the nature of |format: three main | | |is not clear. The |There is a great deal of |persuasive speeches. points; | | |introduction is undeveloped. |information that is not |Reproduces most of the |problem-cause-solution | | |Main point s are difficult to|clearly connected to the |conventions in their |structure. Thesis is | |Organization |identify. Transitions may be|thesis. Main points are |speech. Generally well |clearly stated and | | |needed. There is no |not clear. Transitions |organized but better |developed. Clear | | |conclusion or may not be |need to be developed. The|transitions needed from |transitions.The | | |clear the presentation has |audience has difficulty |idea to idea. Sequence of |introduction gains the | | |concluded. There is no |understanding the speech |ideas is logical and is |attention of the audience,| | |logical sequence of ideas in|because the sequence of |followed easily, |provides a clear purpose, | | |the speech. |information is unclear. |complemented by a clearly |enhances the speaker’s | | | | |discernible structure. credibility with a source,| | | | | |previews main points, and | | | | | |demonstrates significance. | | | | | |There is a clear action | | | | | |step and an overt call to | | | | | |action. | |Does not present his/her |Few, if any, sources are |Supporting material may |Student has a clear grasp | | |information in the form of |cited. Citations are |lack in originality. |of the content. Citations | | |an informative speech. |attributed incorrectly. |Citations are generally |are introduced and | | |Student does not have grasp |Student has a partial |introduced and attributed |attributed appropriately | | |of content and cannot answer|grasp of the content. |appropriately. Student is |and accurately.Supporting| |Content |questions about the subject. |Listeners recognize errors|at ease with expected |material is original, | | |Different sources of |to be the result of |answers to all questions |logical and relevant. | | |information are not used. |nervousness. Student does|but fails to elaborate. |Student demonstrates full | | |Inaccurate, generalized, or |not provide enough detail |Over dependence on notes |knowledge by answering all| | |in appropriate supporting |in each main point to |may be observed. class questions with | | |material may be used. Over |informaudience. Aspects | |explanations and | | |dependence on notes is |of the speech are too | |elaboration. Note cards | | |observed. There are not |elementary or too | |are used for reference | | |three clear, distinct main |sophisticated for the | |only. Speech is | | |points. |audience. | |informative. | |Listeners can follow the |Vocabulary is somewhat |Language is appropriate, |Sentences are complete and| | |speech, but they are |limited or inappropriate. |but word choices are not |grammatically accurate. | | |distracted by some |Language used is mostly |particularly vivid or |Words are chosen for their| |Verbal Effectiveness |grammatical errors and use |respectful or inoffensive. |precise. Language is free|precise meaning. Language| | |of slang. Some sentences |Speaks with clarity |from bias with one or two |is free from bias. | | |are incomplete/halting. sp oradically and tone |minor exceptions. Speaks |Language choices are vivid| | |Language includes some |remains neutral for the |with clarity to the target|and precise. Speaks with | | |identifiable bias. Some |most part. |audience. Tone of voice |clarity and confidence to | | |listeners will be offended. | |demonstrates some attempt |the target audience; | | |Responds to questions | |to be informative. |Informative tone is very | | |inadequately. | |evident throughout. | |Nonverbal Effectiveness |Maintains no eye contact |Maintains eye contact |Maintains eye contact for |Maintains eye contact | | |with the target audience. |regularly. Student is |the most part. A positive |consistently and uses body| | |Listeners may be confused. |aware of importance of |use of body language is |language effectively to | | |The speaker cannot be heard. |body language although |demonstrated. The |create interest. The | | |The delivery detracts from |s/he struggles with it. delivery generally seems |de livery is extemporaneous| | |the message. Eye contact |Pacing is sometimes too |effective – however, |– natural, confident, and| | |may be very limited; the |fast or too slow. The |effective use of volume, |enhances the message. | | |presenter may tend to look |presenter seems |eye contact, vocal |Posture, eye contact, | | |at the floor, mumble, speak |uncomfortable. The |control, may not be |smooth gestures, facial | | |inaudibly, fidget, or read |audience strains to hear. consistent; some hesitancy|expressions, volume, pace | | |most of the speech; gestures|Vocal tone, facial |may be observed. Some use|indicate confidence, a | | |and movements may be jerky |expressions, clothing and |of nonfluencies is |commitment to the topic, | | |or excessive. Disfluencies |other nonverbal |observed. Mostly, |and a willingness to | | |are used excessively. |expressions do not detract|articulation and |communicate. The vocal | | |Articulation and |significantly from the |pronunciat ion are clear. tone, delivery style, and | | |pronunciation tend to be |message. Audience members | |clothing are consistent | | |sloppy. Poise or composure |can generally hear the | |with the message. Delivery| | |is lost during any |presentation. | |style and clothing choices| | |distractions. | | |suggest an awareness of | | | | | |expectations and norms. | | | | |Limited use of | | | | | |nonfluencies is observed. | | | | | |Articulation and | | | | | |pronunciation are clear. | | | | | |Audience members can hear | | | | | |the presentation. | Critique Sheet for the Informative SpeechSpeaker: _________________________ Topic: __________________________________ Grade: _____ Time penalty: _____ Final grade: _____ |   INTRODUCTION (15 pts. ): _____ |COMMENTS & SUGGESTIONS | |0 1 2 3 |Gained attention and interest | |0 1 2 3 |Introduced topic clearly | |0 1 2 3 |Motivated the audience to listen | |0 1 2 3 |Established credibility | |0 1 2 3 |Previewed remainder of speech | DISCUSS ION (18 pts. ): _____ 0 1 2 3 |Main points well organized/developed | |0 1 2 3 |Clearly focused topic | |0 1 2 3 |Originality of ideas | |0 1 2 3 |Language: vivid, clear, creative | |0 1 2 3 |Identified with audience throughout | |0 1 2 3 |Transitions: quality, points well identified | SUPPORTING MATERIALS (6 pts. ): _____ |0 1 2 3 |Quality: credible sources | |0 1 2 3 |Quantity: enough supporting | CONCLUSION (9 pts): _____ |0 1 2 3 |Reinforce theme | |0 1 2 3 |Summary clear | |0 1 2 3 |Sense of closure | DELIVERY (12 pts. ): _____ 0 1 2 3 |Level of animation/confidence/dynamism | |0 1 2 3 |Gestures: effective, appropriate, | |0 1 2 3 |Voice clarity, vocal emphasis | |0 1 2 3 |Extemporaneous style and use of notes | GENERAL EFFECTIVENESS (10 pts. ): _____ |1 |2 |3 |4 |5 | Assignment 4: Persuasive Speech & Outline Goals: This assignment is designed to provide the opportunity to put the all of the knowledge and skills from the course into practice. Specifically, it aims to put into p ractice skills in audience analysis, argumentative reasoning, and management of personal ethos, while attempting to persuade the audience.Description: As a speaker, you must aim to persuade or to actuate the class to your way of thinking on a specific topic. Within your speech, you should present a problem, the reasons that problem exists, and what we can do to fix that problem using documented evidence (not just your opinion) to convince your audience. To complete the assignment, you are required to submit a complete full-sentence outline and bibliography in advance, as well as deliver a successful persuasive speech to the class. The Speech is worth 70 points and the outline 30. Speech Preparation: You may choose to structure your speech in one of two organizational designs: the motivated sequence design or the problem/cause/solution design. Be prepared to deliver the speech extemporaneously.You will be penalized 10 points for excessive reliance on note cards. The speech presented in class must include the following: 1. An appropriate introduction — meeting the six criteria 2. Evidence of audience analysis throughout the speech 3. At least three main ideas with two sub-points for each 4. Use of at least two different types of supporting material 5. Citation of at least six sources. Your sources must be cited aloud during your speech. 6. An action step in your last main point (solutions). You may wish to solve your problem through legislation or by changing an existing system. In addition, you must provide the audience with the potential to act based on your speech.The action step is literally something that your audience could do once they leave the classroom were they motivated to action by your speech. 7. Evidence of persuasive organizational development 8. An appropriate conclusion 9. An attempt to enhance ethos through your appearance Outline Preparation: You must turn in a complete, typed, full-sentence outline – including a bibliography â €“ to your instructor before you deliver the speech. If you do not bring your outline to your instructor prior to your presentation, you may be denied the opportunity to speak. If the outline is not in full-sentence format, you will be penalized with a deduction of 15 points from your final grade. The total point value of the outline is 30 points. Grading Guidelines: Grade Value |17% of total graded work | |Point Value |100 points (70 speech/30 outline) | |Time Limit |7-9 minutes | |Note Cards |4 maximum | |Visual Aid |Optional | |Outline/Bibliography |Required; 15 point penalty if not ready when due | Learning Outcomes: Assessment of this assignment will focus primarily on measuring the following outcomes: 1. Demonstration of the student’s ability to recognize and adapt to diverse audiences 2. Demonstration of the student’s ability to research, analyze, and reason from evidence to create logically sound arguments and conclusions 3. Demonstration of the studentâ €™s ability to create and to perform an original speech to persuade Assessment Rubrics: |Unsatisfactory |Emerging |Developing |Advanced | | |(0 – 17 points) |(18 – 34 points) |(35-52 points) |(53–70 points) | | |Ideas may not be focused or |Listener can follow the |Demonstrates an awareness |Speech follows persuasion | | |developed; the main purpose |speech only with effort. |of the nature of |format: three main | | |is not clear. The |There is a great deal of |persuasive speeches. |points; | | |introduction is undeveloped. information that is not |Reproduces most of the |problem-cause-solution | | |Main points are difficult to|clearly connected to the |conventions in their |structure. Thesis is | |Organization |identify. Transitions may be|thesis. Main points are |speech. Generally well |clearly stated and | | |needed. There is no |not clear. Transitions |organized but better |developed. Clear | | |conclusion or may not be |need to be developed. The|transit ions needed from |transitions. The | | |clear the presentation has |audience has difficulty |idea to idea. Sequence of |introduction gains the | | |concluded.There is no |understanding the speech |ideas is logical and is |attention of the audience,| | |logical sequence of ideas in|because the sequence of |followed easily, |provides a clear purpose, | | |the speech. |information is unclear. |complemented by a clearly |enhances the speaker’s | | | | |discernible structure. |credibility with a source,| | | | | |previews main points, and | | | | | |demonstrates significance. | | | | |There is a clear action | | | | | |step and an overt call to | | | | | |action. | | |Does not present his/her |Few, if any, sources are |Supporting material may |Student has a clear grasp | | |information in the form of a|cited. Citations are |lack in originality. |of the content. Citations | | |persuasive speech. Student |attributed incorrectly. Citations are generally |are introduced and | | |does not have grasp of |Student has a partial |introduced and attributed |attributed appropriately | | |content and cannot answer |grasp of the content. |appropriately. Student is |and accurately. Supporting| |Content |questions about the subject. |Listeners recognize errors|at ease with expected |material is original, | | |Different sources of |to be the result of |answers to all questions |logical and relevant. | | |information are not used. |nervousness. Student does|but fails to elaborate. Student demonstrates full | | |Inaccurate, generalized, or |not provide enough detail |Over dependence on notes |knowledge by answering all| | |inappropriate supporting |in each main point to |may be observed. |class questions with | | |material may be used. Over |persuade audience. | |explanations and | | |dependence on notes is |Aspects of the speech are | |elaboration. Note cards | | |observed. There is no |too elementary or too | |are used for reference | | |action step. |sophisticated for the | |only. | | |audience. | | | | |Listeners can follow the |Vocabulary is somewhat |Language is appropriate, |Sentences are complete and| | |speech, but they are |limited or inappropriate. |but word choices are not |grammatically accurate. | | |distracted by some |Language used is mostly |particularly vivid or |Words are chosen for their| |Verbal Effectiveness |grammatical errors and use |respectful or inoffensive. |precise. Language is free|precise meaning. Language| | |of slang.Some sentences |Speaks with clarity |from bias with one or two |is free from bias. | | |are incomplete/halting. |sporadically and tone |minor exceptions. Speaks |Language choices are vivid| | |Language includes some |remains neutral for the |with clarity to the target|and precise. Speaks with | | |identifiable bias. Some |most part. |audience. Tone of voice |clarity and confidence to | | |listeners will be offended. | |demonstrates some attempt |the target audience; | | |Responds to questions | |to be persua sive. Persuasive tone is very | | |inadequately. | | |evident throughout. | |Nonverbal Effectiveness |Maintains no eye contact |Maintains eye contact |Maintains eye contact for |Maintains eye contact | | |with the target audience. |regularly. Student is |the most part. A positive |consistently and uses body| | |Listeners may be confused. |aware of importance of |use of body language is |language effectively to | | |The speaker cannot be heard. |body language although |demonstrated.The |create interest and | | |The delivery detracts from |s/he struggles with it. |delivery generally seems |persuade. The delivery is| | |the message. Eye contact |Pacing is sometimes too |effective – however, |extemporaneous — natural,| | |may be very limited; the |fast or too slow. The |effective use of volume, |confident, and enhances | | |presenter may tend to look |presenter seems |eye contact, vocal |the message. Posture, eye | | |at the floor, mumble, speak |uncomfortable.The |control , may not be |contact, smooth gestures, | | |inaudibly, fidget, or read |audience strains to hear. |consistent; some hesitancy|facial expressions, | | |most of the speech; gestures|Vocal tone, facial |may be observed. Some use|volume, pace indicate | | |and movements may be jerky |expressions, clothing and |of nonfluencies is |confidence, a commitment | | |or excessive. Disfluencies |other nonverbal |observed. Mostly, |to the topic, and a | | |are used excessively. expressions do not detract|articulation and |willingness to | | |Articulation and |significantly from the |pronunciation are clear. |communicate. The vocal | | |pronunciation tend to be |message. Audience members | |tone, delivery style, and | | |sloppy. Poise or composure |can generally hear the | |clothing are consistent | | |is lost during any |presentation. | |with the message. Delivery| | |distractions. | |style and clothing choices| | | | | |suggest an awareness of | | | | | |expectations and norms. | | | | | |Limit ed use of | | | | | |nonfluencies is observed. | | | | | |Articulation and | | | | | |pronunciation are clear. | | | | |Audience members can hear | | | | | |the presentation. | |Critique Sheet for the Persuasive Speech | |Speaker: _________________________ Topic: _____________________________ Grade: _____ | |Time penalty: _____ | |Final grade: _____ | |INTRODUCTION (15 pts. : _____ | |COMMENTS & SUGGESTIONS | | | | | |0 1 2 3 | |Gained attention and interest | | | |0 1 2 3 | |Introduced topic clearly | | | |0 1 2 3 | |Motivated the audience to listen | | | |0 1 2 3 | |Established credibility | | | |0 1 2 3 | |Previewed remainder of speech | | | |DISCUSSION (21 pts. ): _____ | |0 1 2 3 | |Main points well organized/developed | | |0 1 2 3 | |Clearly focused topic | | | |0 1 2 3 | |Adequate Solution Steps | | | |0 1 2 3 | |Language: vivid, clear, creative | | | |0 1 2 3 | |Identified with audience throughout | | | |0 1 2 3 | |Transitions: quality, points well identified | | | |0 1 2 3 | |Speech is Persuasive: Weakening/Strengthening Commitment, Conversion, Induces a Specific Action | | | |SUPPORTING MATERIALS (6 pts. : _____ | |0 1 2 3 | |Quality: credible sources | | | |0 1 2 3 | |Quantity: enough supporting material | | | |CONCLUSION (6 pts): _____ | |0 1 2 3 | |Summary clear | | | |0 1 2 3 | |Sense of closure | | | |DELIVERY (12 pts. : _____ | |0 1 2 3 | |Level of animation/confidence/dynamism | | | |0 1 2 3 | |Gestures: effective, appropriate? | | | |0 1 2 3 | |Voice clarity, vocal emphasis | | | |0 1 2 3 | |Extemporaneous style and use of notes | | | |GENERAL EFFECTIVENESS (10 pts. : _____ | |1 | |2 | |3 | |4 | |5 | |6 | |7 | |8 | |9 | |10 | | | |Inadequate | |Poor | |Satisfactory | |Excellent | |Superior | | |EXTRA CREDIT OPPORTUNITY Public Speaking in the Real World Total extra credit points: 10 You’ve probably thought it at some point during the class or another, when on earth am I going to have to use this? Or, you migh t be forced to watch upcoming presentations in your other courses and begin to realize just how terrible a poor public speaker can be as an audience member. However, effective mastery of public speaking is a skill that will help you achieve in your career no matter what level or industry you aspire to get into. This assignment will help you realize that as well as become a more effective critic of the messages you consume. RequirementsYou will attend at least one public speech or lecture this semester, you can attend a lecture sponsored by your department, a lecture or presentation sponsored by Communication Studies, or something you sponsor through your extracurricular or social organization. The only requirement is that you witness a public speech at least 10 minutes in length so that you have something to critique. – You must attend the speech in person. – You must obtain a program or some kind of record of your attendance to attach to your critique. Analysis To obt ain full credit for this assignment you must turn in a 1 – 2 pg response (single space) to the speech you witnessed.Feel free to critique the speaker as much as the speech itself. If it was bad or boring to watch, tell me about it and explain why you think it went wrong. A quality paper will exhibit the following – One paragraph describing the rhetorical situation : occasion, audience, speaker and speech (at least a sentence or two for each part). Provide your perspective as to the exigence of the particular speech or lecture. – A second paragraph should analyze the content of the speech. How did the speaker gain your attention, did he or she have a clear preview statement/thesis. How did the speaker reinforce ethos? Were there transitions or a clear organization pattern. How was the speech organized?A successful paragraph should adequately address all of these elements. – A third paragraph should adequately assess the style and delivery of the presentati on. What was the level of energy/dynamism, how did the gestures and nonverbal delivery enhance the presentation. How did the speaker use their voice and inflection? Was there adequate examples of extemporaneous delivery? – A final paragraph should offer conclusions about the speech you watched, and what you have learned from the process. How will your future presentations in this course and in your life be enhanced by what you observed. – All papers must have your name and course section # to receive full credit.

Numico

NUMICO The NUMICO’s strategy is translated by product development with nutritional products for hospital and by market development with sport nutrition. Research and development had been an important activity in NUMICO which took care of baby food and clinical nutrition. NUMICO made many acquisitions in many countries. His strategy was based on â€Å"Medical Platform Marketing† which is: High spend on both R&D and marketingNUMICO bought General Nutrition Companies (GNC) of Pittsburgh (USA) in 1999 which allows NUMICO to take advantage of the distribution network of GNC Acquiring GNC was a sensible move, it was reducing the competition and on the other hand it was enhancing the performance. As we saw it previously, NUMICO’s strategy is translated by product development with nutritional products for hospital and by market development with sport nutrition which led to the diversification with altogether new markets and new products.We can see on this plan initialâ⠂¬â„¢s NUMICO positioning and the new positioning of NUMICO when the purpose has been affected. To conclude, Numico diversified by buying European companies in the field of neutriceuticals and by going away from his principal activity. At first there is backward integration with raw materials manufacture which are food product for babies (milk, vegetables, meat, †¦) and nutrition solutions. The components manufacture are : plastic, packaging.Moreover, the R&D is interested by baby food and clinical nutrition. There is a lot of options for a manufacturer. The horizontal integration include the more competitive product which is baby food, and after nutritional products, sport nutrition with complementary capabilities like R&D and marketing. For forward integration, distribution outlets are supermarkets, hospitals, specialized stores, †¦ In 1999, NUMICO acquired a company bigger than them in terms of production and revenue.When NUMICO bought General Nutrition Companies (GNC) of Pittsburgh (USA) it was the largest manufacturer of nutritional product in the world with a stronghold in sports-nutrition market. Its characteristics show that GNC is a Star. NUMICO which is a cash cows becomes a Star thanks to this company. Moreover this acquisition allows a market penetration consolidation. Acquisition of new businesses far from NUMICO’s main business made NUMICO its own rival because NUMICO already had the presence in the market.There is a risk from the growth of the activities in the USA (change dollar euro) Moreover, sales of nutritional supplements were more sensitive to economic fluctuations. Besides, their major revenue generator was still infant formula That’s why NUMICO failed this diversification Numico’s star was infant product but due to lot of exposure in low birth rate countries their business was declining at an alarming rate. Numico should turn their infant product into cash cow by offering cost leadershipNBTY’s succe ss results: firstly, better strategy: high margin / growth business Secondly, vertically integrated organization: producer and distributor Lastly, Match between core competences NBTY’s and Rexall It has allowed Danone to strengthen in products for baby (Danone already detained Bledina) and to enter on the market of the medical nutrition. * With Numico the Group sharpened its health focus and becomes leadership of the baby and medical nutrition markets worldwide. * With Numico and Bledina combined, Danone is now Europe’s number one company for baby nutrition.Two specialities which play the role of shock absorber in times of crisis. The first one is solid because the parents don’t save up on the food of their babies, the second is promising because of the ageing of the population. In 2007, the acquisition of Numico made Danone a world leader in baby and medical nutrition. At a time when many companies have their eyes on the health sector and hope to stake out posi tions, Danone’s exclusive focus on healthy food sets it apart. â€Å" Numico was a natural choice, with its links to health, expansion and quickening international growth. † Danone

The eNotes Blog Cynic No More Doctoral Student Lands Fame,Job

Cynic No More Doctoral Student Lands Fame,Job Not that long ago, aspiring writers had to resort to submitting their work to various magazines and other publishers far and wide. We would tuck our (yes, typewritten) manuscripts into unsympathetic manilla envelopes. Those unsympathetic envelopes would land on the desks of various unsympathetic copy editors, who, I imagined, gave our scripts a glance and then, with a sniff, stuffed them into our self-addressed stamped envelopes. Dont forget the extra postage to cover the weight of humiliation! These days, writers still submit but the process is usually more electronically-based. INSTANT REJECTION! Huzzah! However, despite grumbling, there are ways to be known and the opportunities are far more accessible than they were even a half a dozen years ago.   I personally continue to protect the flickering flame of hope, fantasizing that one day, I will be the internet-equivalent of   Lana Turner, discovered at the soda fountain of Facebook or Reddit or on one of   the dozens of other blogs that I comment on. Comments, however, are, as an NPR report aptly notes, the cesspool of the internet.   The insights are, more often than not, inane, juvenile, frequently misogynistic or racist, or hey, all of the above. Therefore, to get noticed by a major publisher like the lauded Atlantic Magazine is nothing short of miraculous, but that is exactly what happened to Yoni Appelbaum,   a Ph.D. candidate in history from Brandeis University. For six months, using the covert handle Cynic, Applebaum (who was procrastinating on writing his dissertation) responded intelligently and cogently to the magazines blog posts. His responses were thoughtful and relevant, well-researched and respectful. Post after post showed the writer to be top-notch and other Atlantic readers and commentors responded.   Soon, people were inquiring as to who this person might be.   Theories went wild, speculating Cynic to be anyone from President Obama to (Cheers   actor) George Wendt. As Cynics fame grew, higher-ups at the Atlantic began to take more notice. Eventually,   they offered the surprised graduate student a guest post (an honor that had only been conferred on a select few, such as Pulitzer Prize winner Michael Chabon). Cynic still did not reveal his true name. After the success of the guest posts, editors offered Cynic a permanent job. The only catch was that he would have to reveal his identity. Appelbaum did so, even though he had some reservations, and now writes professionally for the publication. Its a story to give ALL of us cynics some hope.

Career Advice for the Baby-Boomer Job Seekers

Career Advice for the Baby-Boomer Job Seekers If you’re a baby-boomer executive who’s recently landed on the ripe side of 50, there’s probably less to worry about than there was a generation ago. Except for the economy, of course. Mark Jaffe, author of Let Me Give It To You Straight: An Outspoken Guide to Working with Headhunters, Advancing Your Career and Reaching Enlightenment†¦Without the Sugarcoating  has some words of wisdom and reassurance for the over-50 job seeking generation. A veteran head-hunter, he recalls interviewing a candidate for a Silicon Valley Chief Technology Officer position; while both Jaffe and the client liked the candidate, he was into his 60s, and Jaffe had to check his references (and evaluate his abilities) by asking questions about  Ã¢â‚¬Å"‘bandwidth’ and ‘energy level’ and ‘stamina’ and ‘ability to withstand constant pressure.'† Fortunately that candidate had a lot to offer on all fronts, and performed well once hired, leading Jaffe to realize the following:But if the current trend in CEO hiring is any indicator, boards of directors have become hugely risk-averse and appear to be more than willing than ever to sacrifice youthful edge and velocity for a few gray hairs.Although the stakes are higher for baby boomer employees, and starting in a new position can sometimes feel like a demotion, Jaffe urges workers, via sports metaphors, to keep your skills sharp, â€Å"play like you mean it†, and count on your expertise and mileage to outweigh the newest risky flash-in-the-pan who interviewed right before you.Career advice for the baby boomer: If Peyton Manning is old, then so are weRead More at The Business Journals

Plato's Timaeus Essay Example | Topics and Well Written Essays - 1500 words

Plato's Timaeus - Essay Example 8). Moreover, it is â€Å"apprehended by understanding rather than senses. According to Platos cosmology, â€Å"the cosmos is the physical world†. Everything will come and pass away and supported by the opinion and perception of sense. Plato describes Cosmos that it became into being and was created with world of forms model, â€Å"The cosmos itself came into being, created using as its model the world of Forms. â€Å"Plato, in naming the Kosmos generation, he was simply trying to bring the fact that the account has less representation of faith in likeness known as the â€Å"likeness of an eternal model" (Plato & Donald, p 7-p. 8). In general, it means that the account is actually not probabilistic. Plato also describes the Cosmos as a living being simply because the Cosmos is based on a living being. Moreover, it is unique as it has souls and spherical shape due to its perfect and beautiful shape. Various presocratic philosophers also support Plato’s Cosmos nature and composition they include Heraclitus, Parmenides, Anaxagoras as well as Philolaus. The relationship between Plato’s and these dialogues from other philosophers has led to the rise of acrimonious and fruitful debate. Heraclitus also tried to examine the Cosmos and its nature, which made him offer a cosmological account concerning the nature of the physical world. He proceeds deeper than the Plato in inquiring and investigating the physical nature of the world (Plato & Donald, p 6-p. 8 ). Being one of the Presocratic philosophers, he further supports the nature of the world as containing an enormous variety of objects that will be, and have always been present. He claims, â€Å"all things on earth simply came from a common source or any other kind of stuff. The statement â€Å"that which always is, is that which becomes† by Plato is in line with the Parmenides passage (B1.30, B8.32-41). Plato also describes that order in every way is always better

Kodak and Fujifilm Term Paper Example | Topics and Well Written Essays - 1750 words

Kodak and Fujifilm - Term Paper Example Throughout this period, the company has undergone through various transformational phases which has seen it even be declared bankrupt in January 2012 (Eastman Kodak Company, 2004). Eastman Kodak Co. is known for its best photographic film products which has for ages, been the central part of its business. Mostly, these products included cameras, printers and other machines for use in the production of film products. This company became very dominant for a longer period of time and history has it that most of the 20th Century, it was the only company that held a high prestigious and dominant position in the industry (Eastman Kodak Company, 2004). The first argument one can give forth is that probably there was no greater competitor back then which left Kodak as the only sole producer of the said photographic materials thus; it thrived as a worldwide monopolist. For instance, the company had nearly 90% of the United States of America film share of the market. The remaining percentage w as left to the struggling small companies which were no match to its growth success (Devereaux et al, 2006). In the late 1990s, Eastman Kodak Company started facing financial struggles, which after in-depth analysis, were found to be due to under-performance in its sales prospects leading it to incurring greater transactional and production costs. The resultant effect was the decline in the sales of its photographic materials. Consequently, Kodak’s dismal performance during this period was attributed to the uptake of information technology by firms in their operations. This sudden shift caught the company unawares since it continued producing these film products when the market for the same was diminishing gradually with each passing moment. Sooner or later, the company had no positive sales records. Its slow response to transit to digital photography despite it having invented the current technology in use, in modern digital cameras, led to its fall. However, as a turnaround at around the year 2007, Kodak started using digital photography in its operations, a move which led to it registering profits in its operations. It also focused on digital printing of the films and even started using generating revenues through an aggressive litigation of patents. In the month of January 2012, the company filed for a bankruptcy protection and followed this move in the succeeding month with an announcement that it had ceased production of pocket video cameras, digital cameras, and the digital picture frames. Instead, it stated that its focus would be on the corporate market of digital imaging. August the same year, the company announced for the sale of its commercial scanners, photographic film but not the motion picture film, and the kiosk operations all of which served as measures to emerge from the bankruptcy state. Kodak also sold most of its patents Intellectual Ventures and RPX Corporation, which was an umbrella corporation for companies like Apple, Amazon, F acebook, Samsung, Microsoft, Google and HTC. Fujifilm Company Ltd. This is a Japanese multinational imaging and photography company that was established in the year 1934 and has its headquarters at Tokyo, Japan. The aim of its establishment was to regard it as the first Japanese photographic company producing photographic films. At its inception, this company had only one goal of being a cinematic-film producer but, overtime, it has grown into being a fully fledged multi-dimensional