Francois Viete :: essays research papers

"Francois Viete"Francois Viete went to many places and did a lot of things. He lived for 63 years. In his spirit he got to do much or at least as much he wanted to do. He got to work for mightinesss, and too been married twice. Francois Viete was a very interesting. He to a fault went to a few different countries.Francois Viete was born in 1540 in Frontenay-le-Comte, France. It is now the province of Vendee. His father was Etenne Viete, who was a lawyer, and his mother was Marguerite Dupont. They both came from well-to-do families. He enjoyed all the available educational opportunities. He did preliminary studies in Frontenay, before moving to study law at the University of Poitiers. He earned his degree in 1560. He practiced it for four years, then abandoned it for a legal profession in 1564. He wanted to enter the employment of Antionette dAubeterre, as individual(a) tutor to her daughter, Catherine of Parthenay. He became a friend and was confidant of Catherine durin g the years he spent as her tutor. He remained her loyal and trusted adviser for the rest of his life (Parshall 1).He took his teaching duties very seriously, while he was preparing lectures for his charge on variety an of topics about science. The first scientific work dates were all from this period. It involves topics, which would continue to accept him throughout his life. In 1571, he began publication of his track. It was intended to form a preliminary mathematical part of a major study on the Ptolemaic astronomical model. He continued to embrace the Ptolemaic (Parshall 1).The service to Catherines noble family took him to La Rochelle, ultimately then to Paris. In 1573, he came under the eye of King Charles IX. He appointed him as counselor to the parliament of Brittany at Rennes. Then he remained in this post untill 1580 when he returned to Paris to take up offices of the Maitre de Requetes, also as a royal privy counselor. Form 1584 to 1589, political intrigue resulted both in free time, and then for the continuation of his mathematical studies, especially when they were evolving ideas on algebra (Parshall 1).His education was at the University of Poitiers, where he took practice of law in his hometown. Soon he rose to prominence by the astute legal services to bountiful people (Parshall 1).Henry III called him back in 1589 to serve as a counselor to parliament.

Mathematical Realism And Its D :: essays research papers

Reuben Hersh, a mathematician and mathematics philosopher, believes humans occasiond math. He reasons that math is all in the heads of humans, and is a social phenomenon. According to Hersh math is not physical, not mental, but social. mathematics to Hersh is a creation of humans that would not be make in other regions of the universe. According to Hersh if in that respect were other life forms out there in the universe they would not have the same math that we have. Hersh agrees that there could very well be aliens out there in the universe who use mathematics, but he feels that their math would much different than ours. Others would argue and show that math is the same all around the universe. Mathematicians find it mined boggling that Hersh believes math is created. A mathematician cant imagine an alien not knowing cardinal plus two is four. Hersh argues that all math isnt based on facts. He says there is no proof that two plus two is four, and when a mathematician argues wi th him by giving him math rules Hersh replies by saying I find it so astonishing that a good mathematician would so misunderstand the nature of proof.Hersh goes on and uses many analogies that attempt to disprove mathematics, but mathematicians believe the math is something to be found, not created. Mathematicians describe math as something to observe and find not something to create and construct.I thought this article to be very interesting. While reading this article I was swayed from one side to the other, both sides had reasonable arguments that kept me doubtful. Math can very much is considered a created thing because we have no way of knowing if it actually applies to areas out of our sight. But as long as math is in our minds we will never get away from it. As we travel the universe we will still see everything as math, whereas an alien world power see some kind of different explanation for everything around them.

Red Badge Of Courage Essay -- essays research papers

The Red Badge Of CourageThe Red Badge of Courage by Stephen Crane outlines the effects of contend on a Union soldier, Henry Fleming, from his dreams of being a soldier, to his enlistment, and through several battles of the Civil War.Henry Fleming was not happy with his boring life on the upgrade. He wanted to become a hero in war and have girls loving him for his big achievements in battle. He knew his mother would not the like to see him go to war, but it was his decision to acquire. He dreamed of the exiting battles of war and the thrill of fighting magnificent battles. He didnt want to stay on the farm with nothing to do, so he made the final decision to enlist.After enlisting he finds himself just sitting around with nothing to do. He manages to make friends with two other soldiers, John Wilson and Jim Conklin. Wilson was as exited about going to war like Henry, while Jim was positive about the success of the new regiment. Henry started to project after a few days of marchi ng, that their regiment was just wandering pointlessly, and going in circles. They kept marching on without fighting. During time Henry started to figure about the battles in a different way, he started to become afraid that he might run from battle when duty calls.When the regiment finally learns of a battle taking place, Jim gives Henry a little packet in a yellow envelope, telling Henry that this will be his first and exit battle. The regiment managed to hold off the rebels for the first charge, but then ...

The Split Brain: Some Thoughts :: Biology Essays Research Papers

The Split Brain Some Thoughts Left, right, left, right--the marching song of the two-mind movement. To hear them talk, youd think that everyone had a second mind, suppressed by the first. That the oral left brain dominated the poor artistic right brain. Preventing it from getting a creative thought in edgewise. Soon there will be a consciousness raising movement Stop referring to the left cerebral cerebral hemisphere as the dominant one. Invent a more egalitarian stipulation like co-chairperson. Co-chairhemisphere? William H. Calvin, Left Brain, Right Brain Science or the New Phrenology. The brain is separated into two hemispheres in your brain, the right and the left. At first glimpse these hemispheres appear to be mirror images of one another, but on closer observations the two hemispheres have highly specialized regions that serve differing functions (1). In general, the right hemisphere interprets information and controls actions of the left side of the body. The left hemispher e interprets information and controls actions of the right side of the body. A thick band of fiber called the corpus callosum connects the two hemispheres. apparently if the connection between the hemispheres is severed, a once common practice to relieve epileptic attacks, sensory information cannot pass to the correct region of the brain in order for a corresponding response to be made (2). Thus, your brain is SPLIT... To me the split brain theory seemed a bizarre notion. Isnt my brain a whole- controlled by the centrally located little man who receives my thoughts, processes and multiple functions of my brain? If this is true how could the brain be split into two? Do you have two yous therefore? The split brain effect was first discovered by Roger Sperry and Ronald Meyers in the early 1960s (3). Meyers and Sperry showed that when the cat had its optic chiasm and corpus callosum severed, two self-sufficient learning centers were established - one in each hemisphere of the cats b rain. If the cat had its right eye open and its left eye covered and learned to blade a simple conditioned response, it was inefficient to make the same response when the right eye was covered and the left eye was open. It was as if the learning was unable to be communicated to the other side of the brain (2) thus, it was obvious that information available to one side remained off-limits to the other.

The History of Mesopotamia and Ancient Egypt Essay -- Egyptian Kingdom

The History of Mesopotamia and Ancient Egypt Mesopotamia and Ancient Egypt are both cradles of civilization. Both contributed immensely to human victimization through their achievements, failures, peoples, scientific accomplishments, philosophies, religions, and percentages. Mesopotamia is a rich flat plain created by deposits from the Tigris and Euphrates rivers. At the southern end of this plain developed the first recognizable civilization, in the area known as Sumer. In 3000 B.C. Sumer contained a dozen or more city-states, each ruled by its own king and worshiped its own jock deity. The citizens of these city-states were classified into three classes nobles and priests, commoners, and slaves. In the center of a Sumerian city usually stood a tower culminating in a temple for the patron theology of the city. The Sumerians believed that this patron god owned the whole city. The Geography of this city helped a lot with the trade, and led to mathematics as well. The Sum erians developed a precise placement of mathematical notation called the sexagesimal, in which the number sixty is the main element. We even use this system in our realism today The Sumerian chief contribution to later civilizations was writing, even though their script was pictographic. Through these pictographic scripts historians found a long narrative known as the Epic of Gilgamesh. Gilgamesh is a great hero and ruler who sets out to recover cedar from northern lands. He travels with his companion Enkidu, who is killed by the storm god, Enlil. Mourning the loss of his companion and confronted by finis himself, Gilgamesh travels the world in search of eternal life. He ends up finding the plant of eternal youth, but a serpent swallows it while he is bathing. The heroical ends with his death and funeral. The Sumerians believed that the gods created people to be their slaves. The first Great Warlord came from the region of Akkad, an area north of Babylon. His name was Sargon, and he conquered all of Mesopotamia. Sargon was from a group of people called the Semites. The sole(prenominal) difference between the Semites and the Sumerians were linguistics. Semites spoke many different languages like Akkadian, Hebrew, and Canaanite. The Sumerian people adapted the Akkadian language. Sargon and his successors ruled from Akkad until 2230 B.C, when internal disagreement ended the Akkadian... ... King Tutankhamen travel the capital back to Thebes and favored the older god Amen-Re. In the 19th Dynasty arose the greatest pharaoh, Ramses II. Ramses achieved a period of temporary peace. In this period he fatigued time and money on luxurious building projects. A major achievement in Egyptian society was the role of women. Women were allowed to own land and toss it down to their daughters. Women also helped with agriculture and went shopping. Women were legally equal to men but in their own class. They even started having occupations. Some were singers, dancers, priests, and professional mourners. Women were even buried beside to their husbands in an elegant tomb. As you can see there are many differences and similarities between the Sumerians and Ancient Egyptians. Both were one of the first civilizations and contributed into the development of how our world works today. From politics to family life our culture today has come from a very long line of ancient civilizations and reforms.Work CitedChambers, Mortimer, The Western Experience. McGraw-Hill College, 1999 pg. 6-20David, A. Rosalie, The Egyptian Kingdoms. naked as a jaybird York Peter Bedrick Books, 1975.

The History of Mesopotamia and Ancient Egypt Essay -- Egyptian Kingdom

The History of Mesopotamia and Ancient Egypt Mesopotamia and Ancient Egypt are both cradles of civilization. both(prenominal) contributed greatly to human development through their achievements, failures, peoples, scientific accomplishments, philosophies, religions, and contributions. Mesopotamia is a rich flat plain created by deposits from the Tigris and Euphrates rivers. At the southern end of this plain essential the first recognizable civilization, in the area kn take as Sumer. In 3000 B.C. Sumer contained a dozen or more city-states, each ruled by its own king and worshiped its own patron deity. The citizens of these city-states were classified into three classes nobles and priests, comm 1rs, and slaves. In the center of a Sumerian city usually stood a tower culminating in a temple for the patron god of the city. The Sumerians believed that this patron god owned the whole city. The Geography of this city helped a lot with the trade, and led to mathematics as well. Th e Sumerians actual a precise system of mathematical notation called the sexagesimal, in which the number sixty is the main element. We even use this system in our world immediately The Sumerian chief contribution to later civilizations was writing, even though their script was pictographic. Through these pictographic scripts historians found a long narrative known as the Epic of Gilgamesh. Gilgamesh is a great hero and ruler who sets out to recover cedar from northern lands. He travels with his companion Enkidu, who is killed by the storm god, Enlil. Mourning the divergence of his companion and confronted by death himself, Gilgamesh travels the world in search of eternal life. He ends up finding the plant of eternal youth, but a snake swallows it while he is bathing. The epic ends with his death and funeral. The Sumerians believed that the gods created people to be their slaves. The first Great Warlord came from the region of Akkad, an area north of Babylon. His name w as Sargon, and he conquered all of Mesopotamia. Sargon was from a group of people called the Semites. The only difference between the Semites and the Sumerians were linguistics. Semites spoke many different languages like Akkadian, Hebrew, and Canaanite. The Sumerian people adapted the Akkadian language. Sargon and his successors ruled from Akkad until 2230 B.C, when internal variation ended the Akkadian... ... King Tutankhamen moved the capital back to Thebes and favored the older god Amen-Re. In the 19th Dynasty arose the greatest pharaoh, Ramses II. Ramses achieved a period of temporary peace. In this period he spent time and money on luxurious building projects. A major achievement in Egyptian society was the type of women. Women were allowed to own land and pass it down to their daughters. Women also helped with agriculture and went shopping. Women were legally equal to men but in their own class. They even started having occupations. Some were singers, dancers, priests , and overlord mourners. Women were even buried next to their husbands in an elegant tomb. As you can see there are many differences and similarities between the Sumerians and Ancient Egyptians. Both were one of the first civilizations and contributed into the development of how our world works today. From politics to family life our culture today has come from a very long line of ancient civilizations and reforms. clobber CitedChambers, Mortimer, The Western Experience. McGraw-Hill College, 1999 pg. 6-20David, A. Rosalie, The Egyptian Kingdoms. New York Peter Bedrick Books, 1975.

Multigrade: Teacher and Students

Multi gradation teaching impresss the teaching of children from two or to a greater extent grade levels in one classroom. Such contexts requires the employment of particular teaching systemologies and classroom administration. Since Multigrade classes be sm on the wholeer and screw be established much cheaply than complete tutors, they can be more than numerous, therefore more dispersed and thus locate closer to the settlements where the children live. This means both that younger children can attend and that the time children spend travelling between instill and home can be reduced to an acceptable level.This in turn means that there is sufficient time break throughside school hours for the children to continue to contribute to the familys economic activity . Attending school is therefore likely to be more acceptable to the families concerned, and thus both increase the number of children receiving education and reduce the failure rate. Multigrade schools, being smaller and more dispersed, would enjoy much closer links with the smaller communities that they would be set up to serve. This would excite a very positive effect on local anaesthetic attitudes and access to education. The professional instructor is a key resource person in the Multigrade context.The local content is a significant part of the curriculum, it is particularly essential to resolve the reward of appointing well-trained and locally-oriented teachers. Introduction1. An average primary school teacher is ill equipped to handle a multigrade classroom situation. 2. The nature of the curriculum and textbooks, which ar prep atomic number 18d al approximately entirely in a monograde context create further problems. 3. Teacher training programmes have not focused on practical issues and techniques for handling multigrade teaching studies. 4. in that respect is no training package for multigrade teachers.The aspects could beTime management-Improving teaching skills-Preparation and organisation of the teaching learning materials. system of art and cultural activities. 5. Timetables argon not flexible enough. Teachers of MC should have extra preparation time. Teachers assigned to MC should preferable be those who atomic number 18 most willing to teach. In service and in engineeration concerning appropriate multitudeings, classroom organization, studyal strategies and curriculum modification should be yieldd to principals and teachers. In aMC there is regard for several(predicate) learning styles. Teachers structure a positive learning environment where children feel successful, develop positive self-concepts and be helpful and sensitive to others. The learner service from having the opportunity to stay with the same teacher and classmates and experience the same teaching style and routine over a two-year (ore more) period. In a MC there is time to recognize that a childs social and emotional needs argon as important as academic needs. Another advan tage of more than one year in a MC is the relationship developed between the teacher and the entire family.Students feel they are successful when they are workings at their receive level and know that everyone should be able to do the same thing at the same time. Each child is accepted at his or her own ass on the developmental learning situation. The teacher takes time to assess evaluates and plan next steps for each child. Separate subjects are replaced by an integrated curriculum, which engages children in meaningful activities that explore concepts and topics relevant and meaningful to the lives of the children. In a classroom where all children are learning at unlike rates and are not all the same age, there is a little competition.By helping each other, students reinforce their own down the stairsstanding of knowledge, skills and attitudes. Conversations are encouraged as the children talk through their work in progress. These conversations help them understand just what t hey have learned. Multigrade classrooms take the focus of envisioning the needs of the self-colored group of learners instead meet the needs of each private student. I. On the conference on MGT in1988, organised by UNESCO, five general problems came outa. Inadequately trained teachers. b. Scarcity of varied levels and types of materials. c.Lack of flexible and special types of curriculum organization. d. Inadequate school facilities. e. Lack of incentives for teachers in multiple classes. II. Multigrade in Vietnam, the problems. a. There is a serious shortage of teachers, especially skilled teachers for MGT. b. Teachers of MGT are working in different isolated conditions. c. The training of teachers for MG classes does not meet the sine qua non in either look or quantity. d. Most of the MG schools lack textbooks, guidebooks and reference material. e. Multigrade classes are in very bad conditions. III. What is the principals role in a multigrade chool? a. The principal plays a key-role in creating a supportive school culture. b. The principal, the head teacher must ensure that all teachers feel supported. c. The head must provide teachers with opportunities to learn multigrade teaching methods, monitor the progress of implementation and give the teachers praise, feedback and suggestions. d. The head should be adept at facilitating positive, cooperative interactions among teaching team members. IV. There are definite characteristics of successful multigrade teachers, which should be considered in teacher selection. . Well-organizedb. Creative and flexiblec. Willing to work hard. d. Resource full. e. Self directed. f. Willing to work closely with the community. g. Strong look in the importance of cooperation and personal responsibility in the classroom with the ability to develop these characteristics in pupils. h. Prior successful experience at the grade levels to be taught. V. Seven general types of activities found in most class roomsa. Quiet or individ ual battleground. b. Testingc. Whole class instruction. d. Partner worke. Group discussionf. acknowledgement work. QUESTIONS/ACTIVITY1.How will / can you create an enabling and effective teaching- learning environment in a multigrade classroom. 2. How could teachers spend more time on a particular subject or practice work? 3. How can a teacher maintain discipline in a multigrade classroom? 4. Which teaching acquired immune deficiency syndrome are specific for a multigrade teaching? 5. How can a teacher be enabled to organise the subject matter in the best practicable look? 6. How can the teacher understand the gaps in his or her teaching method, and appreciate student needs better? FACTS1. Multigrade teachers must be trained to give different lessons at the same time to pupils at different grade levels. . Children sit in grade-groups facing their own blackboard (BB)3. If there are two grade groups in the class the BB are placed either end of the classroom with children facing op posite directions. 4. During the lessons the teacher moves frequently between the different groups. 5. Give interpreting instructions to one grade give dictation to the other grade. 6. One grade is copying handwriting math exercises from the BB, the other grade will be instructed on a new math item. 7. The extra work involved in multigrade teaching must be recognized by genuine-looking teachers50% additional salary for two rades and75% for three or more grades. 8. Teachers in multigrade classrooms must receive a lot of support and must meet regularly with teachers from other multigrade schools. Direct Instruction Direct instruction is highly teacher-directed and commonly used. It is effective for providing information or developing step-by-step skills. This strategy in any case works well for introducing other teaching methods or actively involving students in knowledge construction. a. Structured Overview organizing concepts and materials in a manner that is easily understood by students. b.Explicit Teaching explicit teaching involves six teaching functions daily review presenting new material conducting guided practice providing feedback and correctives conducting independent practice every week and monthly review c. Mastery Lecture a method to deliver significant amounts of information in a relatively short period of time. The quality of a lecture may be improved by incorporating audio and visual aids and encouraging interaction between the teacher and the students. d. Drill and act structured, repetitive review of previously learned concepts in order to increase level of mastery. . Compare and Contrast students look for similarities and differences. f. Didactic Questions tend to be convergent, genuine and often begin with what, where, when, and how. These may also include why and what if questions. g. Demonstrations teacher shows and tells how to do something. h. Guides for Reading, Listening, and Viewing providing leading questions, diagr ams, or statements to assist students in focusing on the important ideas within text, lecture, media, or other presentations. A follow-up discussion may assist in summarizing the activity.Indirect Instruction Indirect instruction is in the first place student-centred, although direct and indirect instruction can complement each other. Indirect instruction seeks a high level of student involvement in observing, investigating, lottery inferences from selective information, or forming hypotheses. It takes advantage of students interest and curiosity, often encouraging them to generate alternatives or solve problems. It is flexible in that it frees students to explore diverse possibilities and reduces the fear associated with the possibility of giving incorrect terminations.Indirect instruction also fosters creativity and the development of interpersonal skills and abilities. In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, suppor ter, and resource person. The teacher arranges the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct the inquiry (Martin, 1983). The indirect instruction strategy can be used by teachers in near every lesson. This strategy is most appropriate when thinking outcomes are desired * attitudes, values, or interpersonal outcomes are desired * process is as important as product * students need to investigate or discover something in order to benefit from later instruction * there is more than one appropriate answer * the focus is personalized understanding and long term retention of concepts or generalizations * ego involvement and intrinsic motivation are desirable * decisions need to be do or problems need to be solved * life-long learning capability is desired a.Problem Solving students work through a situation or problem in order to arrive at a solution. b. Case Studies real life scenarios are p resented for analyzing, comparing and discriminateing, summarizing, and making recommendations. c. Inquiry as topics are explored, thinking is emphasized as students ask relevant questions and develop ways to search for answers and generate explanations. d. Reading for Meaning information and insight are obtained from indite material. e.Reflective Discussion discussion occurs in order for students to understand a concept in more depth. f. Concept Formation students are given data about a particular concept. The data is classified or grouped and descriptive labels are given to the groupings. By linking their examples to the labels and explaining their reasoning, students are able to form their own understanding of the concept. g. Concept Mapping a word or topic is used to generate other related words. These may be organized in web form. . Concept Attainment examples and non-examples are given to develop an understanding of a concept. i. Cloze Procedure students need to supply key w ords which have been omitted from a passage. Experiential learningExperiential learning is inductive, learner centred, and activity oriented. Personalized reflection about an experience and the formulation of plans to apply learnings to other contexts are critical factors in effective experiential learning. Experiential learning occurs when learners participate in an activity * critically look back on the activity to clarify learnings and feelings * draw efficacious insights from such analysis * put learnings to work in new situations (Pfeiffer & Jones, 1979) Experiential learning can be viewed as a cycle consisting of five phases, all of which are necessary * experiencing(an activity occurs) * sharingor publishing (reactions and observations are shared) * analyzingor processing (patterns and dynamics are determined) * inferringor generalizing (principles are derived) * applying(plans are made to use learnings in new situations) a.Field Trips students are given an opportunity to le arn by taking part in educational activities that take place outside of the classroom. b. Conducting Experiments students are given a hypothesis to test under specific conditions. c. Simulations the students are presented with an artificial problem, situation, or event which has some aspect of reality. d. Games these are structured learning activities which have rules and methods of establishing who wins or how the activity ends. e. Focused Imaging students visualize an object, event, or situation. f. Field Observations students make observations of naturally occurring events found outside of the classroom. g. social occasion Playing students are presented with a real problem situation and given individual parts or roles to play. h. Synectics analogies are used to help students compare and contrast topics which appear to be unrelated. i. Model Building students design and construct an object. j. Surveys are research tools that involve asking questions to a specific group of individuals.The responses are and indeed analyzed. Independent Study Independent study refers to the range of instructional methods which are purposefully provided to foster the development of individual student initiative, self-reliance, and self-improvement. While independent study may be initiated by student or teacher, the focus here will be on planned independent study by students under the guidance or supervision of a classroom teacher. In addition, independent study can include learning in partnership with another individual or as part of a small group.Independent study encourages students to take responsibility for planning and pacing their own learning. Independent study can be used in conjunction with other methods, or it can be used as the single instructional strategy for an entire unit. The factors of student maturity and independence are obviously important to the teachers planning. a. Essays writing that students do that involves some level of research. Research may be used to support their opinions on a specific topic. b. Computer Assisted Instruction programs which are available to be used on the computer to assist student learning. . Reports enable students to testify their knowledge or ideas related to a given topic. These reports may be presented in written or oral form. d. Learning Activity Package a planned series of activities for the students to complete. e. Correspondence Lessons lessons that are administered through an outside agency other than the school. Typically this was in print form, but now may involve audio, video, or computer elements. f. Learning Contracts these allow for instruction to be individualized and encourages student responsibility.When students are new to this method, teachers may have to provide a more structured format that includes the learning objectives, some choice of resources, as well as time constraints. As students become more familiar with this method and more independent, increased responsibilit y can be given to the students. g. Homework assignments and activities that are to be completed away from the school. h. Research Projects these projects contain some elements of research and may be conducted individually, with a partner, or in small groups. i.Assigned Questions questions that are given to the students to complete individually or in small groups. j. Learning Centres station are set up in the classroom which include tasks or activities that may need to be completed individually or in a group. synergistic instructionInteractive instruction relies heavily on discussion and sharing among participants. Students can learn from peers and teachers to develop social skills and abilities, to organize their thoughts, and to develop rational arguments. The interactive instruction strategy allows for a range of groupings and interactive methods.It is important for the teacher to outline the topic, the amount of discussion time, the composition and size of the groups, and report ing or sharing techniques. Interactive instruction requires the refinement of observation, listening, interpersonal, and intervention skills and abilities by both teacher and students. a. Debates students are divided into two groups. Each group is assigned a side of an issue to defend. After developing arguments for their side, students present new information or introduce rebuttals for information presented by their opposition. b. Role Playing a topic or musical theme is chosen and relevant concepts are identified. A concept is selected which involves a compelling issue and adequate roles for everyone. A key question from the concept is chosen and possible viewpoints are discussed. Situations and viewpoints are chosen and students are assigned roles to play. c. Panels students are divided into small groups. Each student individually presents information to the rest of the class. The panel is thresh by a moderator. d. Brainstorming as many ideas as possible are suggested.All id eas are recorded with no criticism or evaluation permitted. e. Peer Practice students practice what they have learned with a peer. f. Discussion familiar material is used for discussions. The problem or issue can be one that does not require a particular answer or one where it is important for students to discover an answer. Opinions must be supported. Discussion should conclude with consensus, a solution, clarification of insights gained, or a summary. g. Laboratory Groups groups of students in a laboratory setting. h.Co-operative Learning Groups small groups of students, usually two to six members, share the various roles and are interdependent in achieving the group learning goal. i. Problem Solving real life problems are presented to the students to solve. The teacher, acting as a facilitator, encourages the students to use an If . . . , then . . . , because . . . method of solving the problem. j. Circle of Knowledge small groups of students sit in a circle to think and discuss information. The ideas from each small circle are then shared with the rest of the class. k.Tutorial Groups groups set up to offer remediation. This remediation may be done by the teacher or a peer. l. Interviewing students familiarise themselves with the topic of the interview and create questions to ask the interviewee. Interviews usually take place face-to-face. Cooperative teachingAccording to Bauwens and Hourcade (2001), cooperative teaching refers to a direct form of collaboration in which a general educator and one or more support service providers voluntarily agree to work together in a co-active and coordinated fashion in the general education classroom.These educators who possess distinct and complementary sets of skills, combine roles and share resources and responsibilities in a sustained move while working towards the common goal of school success for all students. Collaborative teaching, where two educators take responsibility for planning, teaching, and m onitoring the success of all learners in a class, looks different from day to day and classroom to classroom. Why?Collaborative teaching, when done right, is a dynamic process that educators constantly reconfigure to fit their instructional plans and the learning needs of their students. team teaching a method of coordinated classroom teaching involving a team of teachers working together with a single group of students didactics,education,educational activity,instruction,pedagogy,teaching the activities of educating or instructing activities that impart knowledge or skill he received no formal education our instruction was carefully programmed good classroom teaching is seldom rewardedPeer Teaching Practice in which students take on a teaching role in a school setting in order to share their knowledge with other students. multi-grade teaching technique of simultaneously teaching more than one grade by a single teacher.

The Hunters: Moonsong Chapter Forty

Damon was moving fast, and Elena and the others had to almost race to keep up with him as they headed for the library. Typical Stefan, sacrificing himself, he muttered angrily. He could obligate asked for help when he realize nighthing was going on. He stopped for a second to allow the others catch up and glared at them al . If Stefan cant handle a few newly make vampires by himself, Im ashamed of him, he tell. Maybe we should just leave him after al . Survival of the fittest.Elena touched his hand lightly, and, after a moment, Damon hurried on toward the library. She didnt for an instant believe he would leave Stefan a captive. N angiotensin-converting enzyme of them did. The taut, strained lines of his grammatical case showed that Damon was entirely focused on the danger his brother was in, their rivalry temporarily forgotten.Its not just a few vampires, matte state. There are ab come out twenty-five of them. Im sorry, you guys, Ive been a moron. He swung the stave Meredith had given him Samanthas stave determinedly in one hand.Its not your fault, Bonnie said. You couldnt have kn give birth your frat or whatever was evil, could you? If anyone had spotted them as they crossed the campus, Elena was sure they would have been an majestic sight she and Bonnie were clutching the large, sharp hunting knives Meredith had given them only half concealed under their jackets. Matt was holding the stave, and Meredith had her own stave in one hand. precisely it was past midnight, and the path they were fol owing was deserted.Only Damon wasnt carrying a weapon, and he clearly was a weapon.His human fa?ade seemed to have lifted, and his angry expression could have been carved out of stone, except for the glimpse of sharp white teeth in the midst of his lips and the seemingly placeless darkness of his eyeball.When they reached the closed library, Damon didnt pause, forcing its metal doors open with the excoriation sound of splitting metal. Elena coup doeild a round nervously. The give-up the ghost thing they undeniable was campus security showing up. But the paths near the library were dark and empty.They al fol owed Damon down to the cellar and into the hal ways of administrative offices. Final y, he stopped outside the door marked Research Office where he and Elena had once met Matt. This is the entrance? he asked Matt and, at his nod, efficiently broke the lock on the door.Youre al staying up here. Just Meredith and I are going down. He looked at Meredith. Want to kil some vampires, hunter? Lets fulfil your destiny, shal we? Meredith slashed her stave in the air, and a slow smile tugged at the corners of her mouth. Im ready, she said at last.Im coming, too, Elena said, keeping her voice steady.Im not time lag up here while Stefans in danger. Damon drew a breath, and she thought he was going to argue with her, further instead he sighed.Al right, princess, he said, his voice gentler than it had been since Matt told them what had happened to Stefan.But you do what I or Meredith tel you.Im not waiting up here, Matt said stubbornly. This is my fault.Damon false on him, his mouth wrench into a sneer.Yes, it is your fault. And you told us Ethan can control you. I dont urgency to get your knife in my back while were beef uped combat your enemies.Matt dropped his head, defeated. Okay, he said. Go down two flights of stairs, and youl see the doors to the room theyre in. Damon nodded sharply and pul ed up the trapdoor.Meredith fol owed him down the stairs, but Matt caught Elenas arm as she headed after them. Please, he said quickly. If any of the pledges stil seem rational, even if theyre vampires, try to get them out. Maybe we can help them. My friend Chloe In the grim lines of his face, his pale blue eye were frightened.Il try, Elena said, and squeezed his hand. She exchange a glance with Bonnie, then(prenominal) fol owed Meredith through the trapdoor.When they reached the entrance to the Vitale Societys c hamber, Meredith and Damon pressed their backs against the elaborately carved wooden doors. Watching, Elena could see a similarity for the first time between them.Now that they were facing a battle, Meredith and Damon were both wearing eager smiles.One two came Damons silent count three.They pushed together. The double doors flew inward, and the chains that had held them closed went flying.Damon stalked in, stil grinning a vicious gleaming smile, Meredith erect and alert behind him, her stave poised.Dark figures rushed at them, but Elena was looking past them, searching for Stefan. then(prenominal) her eyes found him, and al the breath rushed out of her. He was hurt. Tied firmly to a c sensory hair, he raised a pale face to greet her, his leaf-green eyes agonized. From his arm, dark red furrow dripped steadily, pooling on the floor beneath his chair.Elena went a little mad.Charging crossways the room toward Stefan, she was only half mindful of one of the hooded figures leapin g at her, and of Damon catching it in midstride, casual y snapping its neck and letting the bole fal to the floor. Absently, she registered the smack of wood against flesh as Meredith caught other attacker with her stave so that it fel in convulsions as the concentrated essence of vervain from the staves spikes hit its bloodstream.And then she was crouching next to Stefan, and, for a moment at least, zero else mattered. He was shaking slightly, just the faintest tremors, and she stroked his hand, careful of the wound on his forearm. Raised red ridges ran around his wrists below the rope, spots of blood on their surface. Vervain on the ropes, he muttered. Im okay, just hurry. And then, Elena? Below the pain in his voice, a dawning note of joy.She hoped he could read al the love she felt up in her eyes as she met his gaze. Im here, Stefan. Im so sorry. She took out the knife Meredith had given her and began to saw at the ropes that held him, careful not to slash him, trying not t o pul the ropes any tighter. He winced in pain, and then the ropes around his wrists snapped. Your poor arm, she said, and felt in her pockets for something to staunch the blood, final y just pul ing off her jacket and holding it against the cut. Stefan took the jacket from her. Youl have to cut through the rest of the ropes, too, he said, his voice strained. I cant touch them because of the vervain. She nodded and went to work on the ropes holding his legs. I love you, she told him, concentrating on her work, not looking up. I love you so much. I hurt you, and I never wanted to. Never, Stefan. Please believe me. She finished cutting through the ropes around his knees and ankles and chanced a glance up at Stefans face. Tears, she realized, were running down her own face, and she wiped them away.The thud of another body hitting the floor and a screech of rage came from behind them. But Stefans eyes held hers unwaveringly. Elena, I he sighed. I love you more than anything in the world , he said simply. You populate that. No conditions.She took a coherent, shuddering breath and wiped the tear away again. She had to be able to see, had to keep her hands from shaking. The ropes around his torso were looped and twisted together. She pul ed at them, finding where there was enough give to exposit cutting, and Stefan hissed in pain.Sorry, sorry, she said hurriedly, and began to slice through the rope as rapidly as she dared. Stefan, she began again, the kiss with Damon Well, I cant lie and say I dont feel anything for him but the kiss wasnt anything Id planned on. I didnt even mean to be with him that night, it just happened. And when you saw us, that kiss, hed just saved my life She was stumbling over her words now, and she let them pass over off. I dont have any real excuses, Stefan, she said flatly. I just want you to forgive me. I dont think I can live without you.The last of the ropes parted, and she eased them from around him before she looked up, frightene d and hopeful.Stefan was gazing at her, his sculpted lips turning up in a half smile. Elena, he said and pul ed her to him in a brief, tender kiss. Then he pushed her to the wal . Stay out of this, please, he said, and limped toward the fight, stil weak from the vervain, but reaching to pul a vampire away from Meredith and sinking his own fangs into its neck.Not that she needed his help. Meredith was amazing.When had she gotten so good? Elena had seen her fight before, of course, and shed been strong and quick, but now the tal girl was as graceful as a dancer and as deadly as an assassin.She was fighting three vampires, who circled her angrily. Spinning and kicking, moving almost as fast as the monsters she was fighting, despite the fact that their speed was supernatural, she knocked one off his feet, sending him flying, and, in a smooth fol ow-up blow, bashed another in the face, leaving the vampire staggering backward with his hands up, half blinded.There were bodies littered acro ss the floor, evidence of Merediths skil and Damons vicious rage. As Elena watched, Stefan tossed down the drained body of the vampire he had been fighting and looked around. Only Ethan and the three vampires surrounding Meredith remained on their feet.Damon had Ethan on the run, documentation nervously away as Damon stalked toward him, peppering him with sharp open-handed blows. my brother, she heard Damon muttering. Insolent pup. You think you know anything, child, you think you want power? With a sudden, violent canment, he grabbed Ethans arm and jerked. Elena could hear the bone snap.Stefan passed Elena, heading toward Meredith again, and paused for a moment. Ethan was laying a trap for Damon, he told her dryly. I dont know why I was worried.Clearly, he didnt know what he was trying to catch. Elena nodded again, suppressing a grin. The idea of any brand-new vampire getting the better of Damon, with al his experience and cunning, seemed ridiculous.Then the tide of the battle o n the spur of the moment turned.One of the vampires Meredith was fighting dodged her blow and, half bent over, flung itself at her, knocking the slender girl into the air. There was an endless moment where Meredith looked like she was flying, arms akimbo, and then she slammed headfirst into the heavy altarlike table at the front of the room.The table wobbled and fel over with a heavy thud.Meredith lay stil , her eyes closed, unconscious. Elena ran to her and knelt down, cradling her head in her lap.The three vampires Meredith had been fighting were worse for the wear. One had blood steadily streaming down his face, another was limping, and the last was doubled over as if something had been injured inside her, but they could stil move fast. In an instant, they had surrounded Stefan.As Damon growled and turned, shifting his stance to help his brother, Ethan saw his chance and launched himself at Damon. Faster than Elenas eye could fol ow, his teeth were gouging at Damons throat, brigh t spurts of blood flying up. He had a knife in one hand and was trying to cut at Damon at the same time as he bit.With a cry of pain and shock, Damon clawed at Ethan, trying to fling him away. Elena picked up her knife again and rushed toward them.But two of the remaining vampires were on Damon in a split second, pul ing his arms back. One caught Damons midnight dark hair in his hand, yanking the older vampires head back to expose his throat more ful y to Ethans teeth.Off balance, Damon staggered backward and for a moment caught Elenas eye, his face soft with dismay.Terrified, Elena grabbed at the back of one of the vampires, and it threw her to the floor without even looking at her. Stefan, meanwhile, was caught in a struggle with another vampire, desperate to get to his brother. Damon was a better and a more experienced warrior than any of the vampires attacking him. But if they pushed their momentary advantage, used their transcendent numbers, they might bring him down before he could recover.She clutched her knife tighter and jumped to her feet again, knowing in her heart that shed be too late to save him but that she needed to try.A snarling blur shot past her, and Stefan, free of his adversary, slammed into Ethan, throwing him across the room, sending his knife flying. Without pausing, he ripped one of the other vampires from Damons arm and snapped his neck. By the time the body hit the floor, Damon had neatly dispatched the other one.The brothers, both panting, exchanged a long look that seemed to carry a lot of unspoken communication. Damon wiped a smear of blush blood from his mouth with the back of his hand.Suddenly an arm was around Elenas throat, and the knife was wrenched out of her hand. She was being dragged upward. Something sharp was poking her in the tender hol ow at the bottom of her neck.I can kil her before you could even get over here, Ethans voice said, too loud by her ear. Elena flailed an arm backward, trying to grab at his hair or f ace, and he kicked viciously at her legs, knocking her off-balance, and pul ed her side by side(predicate). I could snap her neck with one arm. I could stab her with her own knife and let her bleed out. It would be fun. He was holding her knife, Elena realized, pressed against her throat. His other arm hung loose, and curiously bent. Damon had broken it, Elena remembered.Stefan and Damon froze and then very slowly turned toward Elena and Ethan, both their faces close and wary. Then Damons broke into a rictus of rage.Let her go, he snarled. Wed kil you the second she hit the ground.Ethan laughed, a remarkably genuine laugh for someone in a life-or-death standoff. Shel stil be dead, though, so I think it might be worth it. Youre not planning to let me leave here anyway, are you? He turned to Stefan, his voice mocking. You know, I heard all about the Salvatore brothers from some of Klauss other descendants. They said you were aristocratic and beautiful and terribly hot tempered. That Stefan was moral, and that Damon was remorseless. But they also said that you were both fools for love, always for love. Its your fatal flaw. So, yeah, I think my chances are a lot better when Ive got your girlfriend in my power. Whose girlfriend is she, actual y? I cant tel . Elena flinched.Wait a second, Ethan. Stefan held out his hands placatingly. Hold on. If you agree not to bring back Klaus and let Elena go safely, wel give you whatever you want.Get out of town, and we wont come after you. Youl be safe. If you know about us, you know wel keep our word. merchantman him, Damon nodded reluctantly, his eyes on Elenas face.Ethan laughed again. I dont think you have anything I want anymore, Stefan, he said. The rest of the Vitale Society, including our newest initiates, wil be coming back soon, and I think theyl tip the scales back in my favor. He tightened his arm around Elenas throat. Weve kil ed so many students on this campus. Surely one more wont be missed.Damon hissed in rag e and started forward, but Ethan cal ed out, Stop right there, or Suddenly, he jerked, and Elena felt a sharp, stinging pain in her throat. She squeaked in horror and grabbed at her own neck. But it was only a scratch from the knife.As Stefan and Damon stood helpless and furious, Ethans arm loosened from around her throat. He made a hideous gurgling noise. Elena yanked away as soon as his grip weakened.Blood was running in long thick rivulets from Ethans torso, and his mouth opened in shock as he clutched at himself and slowly fel forward, a round hole in his chest fil ing with blood.Behind him, Meredith stood, hair flying, her usual y cool gray eyes burning like dark coals in her face. Her stave was coated in Ethans blood.I got him in the heart, she said, her voice fierce.Thank you, Elena murmured politely. She was feeling real y very peculiar, and it wasnt until she was actual y starting to fal that she thought, Oh no, I think Im going to faint.Blurrily, she saw both Damon and S tefan race forward to catch her, and when she came to a moment later, she was held tightly in two pairs of arms.Im okay, she said. It was just for a second, I was She felt one pair of arms pul her closer for a moment, and then they released her, shifting her weight over to the other set. When she looked up, Stefan was clutching her tightly to him. Damon stood a few feet away, his face unreadable.I knew youd come to save me, Stefan said, holding Elena but looking at Damon.Damons lips twitched into a tiny, reluctant smile. Of course I did, you idiot, he said gruffly. Im your brother. They looked at each other for a long moment, and then Damons eyes flicked to Elena, stil in Stefans arms, and away. Lets put out the torches and go, he said briskly.Weve stil got about fourteen vampires to find.

Matav Hungarian Telecommunications Company Essay

Matav Hungarian Telecommunications Company was established in 1991 when Hungarian Post was split into three divisions. Matav remained a state-run company until 1993 when the Hungarian government sold off the company , and that was a significant turning point in the history of the company since the privatization process was the largest foreign investment in Hungary. Matavs majority shareholder , Deutsche Telekom was one of the largest Telecommunications companies in Europe, and was involved in all kinds of Telecommunication Business Services. Therefore , Matav benefited from the technical expertise of Deutsche Telekom , and became a in full integrated Telecommunications company. Even the culture of the corporation had changed into a customer-oriented culture after the privatization process. In February 1994 , Matavs local peal services covered about 80% of the territory of Hungary.After it had been privatized from the state in 1993, Matav had a monopoly inside Hungary in a manner t hat it operated 80 % of the countrys fixed promissory note telephone system. But there were four separate internal incumbents that controlled the fixed lines in the remaining 20% of the country ( HTCC , Monortel , Emitel and Invitel ) . So , Matav had some kind of competitive advantages in its domestic markets. Also , In rambling market , for instance , Matav controlled about 47% of the market , but was in a rivalry with two other companies Pannon GSM (owned by TeleNor ) with 37 % of the market , and Vodafone with 16% . Tele2 and MonorTel were in any case being so active in the segment. Moreover , there was a great deal of disputation betwixt the fixed line business segment and the mobile segment.As for the internet segment , the ISP Axelero had Pantel ( owned by KPN , Holland ) as an active competitor.As part of its successful strategy, Matav was trying to become an international telecommunications group , and its first international expansion was in 2001 through purchasi ng the majority share of MakTel , Macedonias national telecommunications company. So as a result , MakTel became a consolidated subsidiary of Matav. Matavs first international acquisition of MakTel was a real success as the domestic fixed line business was declining. Also , in July 2001 , Matav purchased the remaining 50% ownership share in Emitel, and Emitel became a new subsidiary of Matav group that provided residential and business telecommunication services in the South region. In December 2001 , Matav acquired the remaining 49% share of Westel winding Telecommunications ( which was known later as T-Mobile Hungary Co. ).In January 2002 , a new strategical plan introduced a new company structure , and Matav was restructured into four business lines Business services , residential services , Mobile division and Internet division. The restructure plan was necessary as each business area needed a dedicated digesting team. In detail , international expansion was of great strat egic importance to Matav . The first international acquisition of MakTel in early 2001 was a great strategic opportunity as the penetration in Macedonia was being very low in almost all business segments 25% of the country had fixed lines , 5% of the country had mobile phones , and under 2% had the internet service. So , Matavs main task was to rebalance the pricing of the fixed line business through the tariff packages and others , and to grow competition on the mobile market. MakTel revenues had grown from the year 2000 to 2003 , and the key measure that was used by Matav ( EBITDA Earnings before interest , tax , depreciation and Amortization ) also raised. In addition , Matav increased the number of MakTels fixed lines.In December 2003 , the connection of ADSL lines and other broadband services became available. And since January 2004, the Electronic Communication represent entered into force, and it allowed the fixed-line number portability in Hungary. Although it was becomin g an international company , Matav lacked the dynamic growth, and that was because there was a bourned growth opportunity in Hungary. For instance , fixed line subscriptions were declining because of the the fixed-mobile substitution. Consequently , Matav was looking forward into its second international expansion , and that was the international acquisition of Montenegro Telecom ( TCG ) that was sold off by the government in ring 2005 . Basically , Matav chose Montenegro because it was the precisely fixed operator in the country , and it had one mobile competitor.In 2004 , Matav had to develop a strategy plan for the entire company, and the management team was to opt between the multiple strategic crossroads in the complex and the rapidly changing telecommunications business environment. The strategy group leader , Andras Balogh , had to choose a reliable strategy plan for the next three years. Basically , the strategy group had three main options for Matav. The first choice wa s to focus on the existing product lines. For example , the company could maximize productivity , provide new services , produce more tariff packages in order to limit the fixed lines business declining, in addition to managing the pricing on new mobile services ( GPRS , 3G , WAPand all Broadband services ).The second choice was to focus on the regional growth, and the third one was to keep expanding internationally. If I were a member of the strategy group , I would recommend the international expansion strategic direction, but I do believe that some requirements should be met, and one of those requirements would be the guaranteed existing of sufficient company resources that would guarantee a healthy succeeding(a) of the company. In addition , I think that the international expansion would compensate the lack of dynamic growth that Matav lacked in Hungary . What has been the impact, positive and negative, of the Internet on the way we do business? What is his future vision of th e Internet and the way it will evolve? What challenges and concerns do we face for the future?Since this is a position paper, not only present the speakers points but analyze them and add your considered opinion about them. Examples and perspective to support your viewpoint are strongly welcomed.It is recommended that your write-up should be between one and two pages long (single spaced, 11 pt.) Please submit your assignment electronically via Blackboard by class time on Tuesday September 25th.

Chinese Influence On Your Culture Essay

Historically, Vietnam has undergone many wars with some countries all over the world. After each war, Vietnamese polish was influenced by those countries. Especially, China is the huge country, which dominated Vietnam for a thousand years, (countryside, n,d). Thus, it is no surprise that Vietnamese culture has been affected by Chinese culture in many aspects such as calendar, language, religion and food.The most obvious influence post be seen is the calendar. In Vietnam, there are two contrastive kinds of calendar. First calendar is International calendar, which is counted by the suns circulation. An other(a) calendar is counted by the mopes circulation, which is also known as lunar calendar, (fullmoonphases, n.d). Based on lunar calendar, we name some celebrations such as Lunar New Year, which is also called Tet holiday. It is the most important celebration in some(prenominal) countries. Besides that, in August of lunar calendar, Vietnamese retain Moon day on 15th, August, wh ich is known as Mid-Autumn festival. In that day, Vietnamese eat moon cakes and children bring lanterns, walking around their neighbors houses. Vietnam and China share similarities in celebrations due to the effect of Chinese calendar.Secondly, the influence of Chinese culture is apparent in Vietnamese language. Because China colonized Vietnam for over a thousand years, the Vietnamese language developed based on Chinese. In the 13th century, Chu Nom, which was known as Vietnamese writing, was developed but it was not favorite in daily disembodied spirit of Vietnamese, (lonelyplanet, n.d). Until the 15th century, Vietnamese still used traditional Chinese language and aft(prenominal) the middle of 20th century, it was superseded by the new, Latin alphabet, (languagetranslation, n.d). However, the greatest influence on Vietnamese language is Chinese language. It is or so 60% of the Vietnamese words that can be known as original Sino-Vietnamese, (Chinatravel, 2014). Besides language that Vietnamese use daily, Chinese also affect Vietnamese literature. When large number go to highschool school, they have to study creation and poetics in origin from China. Up to now, Chinese language still exists in Vietnam as a valuable subculture.Apart from the influences that have been mentioned above, the transformation of religious views is also remarkable owing to Chinas domination. Confucianism appeared in Vietnam in the first century by Chinese, when they were dominating Vietnam. It advocates a ordinance of social behavior that man ought to observe so as to live in harmony with society and attain happiness in his individual life, (Huynh, n.d). Moreover, this religion has a slight point of view about world beyond and death. Besides that, Buddhism is one of the greatest religions all over the world. It is very popular in Asia, (history, n.d). In the second century B.C. Buddhism was introduced by Chinese and Indian, who came by ocean, (Huynh, n.d). As those religious vie w dated, they have become popular and developed prosperously in Vietnam, especially Buddhism.Finally, Chinese also has wide impacts on Vietnamese cuisine. Vietnamese have rice and vegetable for their mean meals daily. During the sequence of domination, Chinese people spread their cooking methods to Vietnamese. For example, they taught Vietnamese how to steam and stew in clay pots, (southeastfood, n.d). Furthermore, in some special occasions, both Vietnamese and Chinese people have typical dishes for each celebration. For instance, Lunar New Year is the biggest festival that has tangerines and oranges. It is known as lucky and wealthy fruit.Nevertheless, Chinese and Vietnamese do not uprise tangerines and oranges in fours because this number is believed to have a connection with the death, (chow, n.d). In addition, typical food in Mid-Autumn festival is Moon cake. It is made of flour, pork, egg and a quite a little of kinds of peas, (chinesefood, n.d). During of this time, Vietnam ese usually eat moon cakes and drink tea with their family. It is obvious that thanks to China domination, Vietnamese cuisine had a novel and wonderful break-through.In conclusion, the Vietnamese share many similarities in culture with Chinese because of the domination of Chinese. A thousand years is really such a long time to be colonized. Moreover, when Chinese had dominated Vietnam, they left behind many terrible consequences. For example, many people died and Vietnamese had to live independently during the war, which occurred betweenVietnam and China. On the other hand, Chinese directed Vietnamese about language, religions and cuisine in the period of national construction. Up to present, even though Vietnam is a dependent country and about to become a developed country, Vietnamese culture is still influenced by Chinese.

Observing a Math Lesson Essay

A standard in math reserves, at the very least, is a baseline or outline to loosely bewilder to during the school year. They atomic number 18 at the most though, designed to curricular goals and guidance for the math curriculum (Ferrini-Mundy, 2000). The direction of the future of math standards is equally important. The NCTM is focusing on having every state adhere to the same standards. Traditional t severally(prenominal)ing and teaching is now taking a backseat to an updated common-core driven era beca character the old ways are dated for the dynamic of todays classroom. The big difference between a baseline and goal is the minimum requirement and the maximum success enjoin you are aiming for as a t separatelyer. Just having standards in a classroom and pushing with each lesson to achieve the notion that you do it through each standard produce a sub-par learning experience. There should be goals, not secure for getting through standards, but an actual standard of learnin g each standard. A certain percentage of students should be able to demonstrate a mediocre to high capability of flavour work for each standard. Formative and summative assessments could be apply to analyze when it is time to move to the next standard.The separation of standards by state requirements show a difference in in the argufy the standards uphold from state-to-state (GreatSchools). After the NCLB Act of 2002, states were held accountable for the test scores, and even more than scores, the progress of their students. States submit their standards and questions for approval. There was a gap however in the quality of questions from each state. The NCTM is trying to find a happy medium for this. Forty-nine states now have adapted or at least begin implementing the brisk subject matter standards in math (Ferrini-Mundy, 2000). Classrooms are no longer made of just high and low learners. Classrooms incorporate such a Brobdingnagian and diverse dynamic that not only includes a plethora of students that require differentiated lessons, but also consist of students who learn in all heptad styles (Burton, 2010).Being able to transcend information above just delivering it to each student can prove to be challenging. The goal would be to not just deliver, but have students receive, comprehend and apply. Constructivist style teaching and learning offers a gateway to the success of this. Students understand even subconsciously how they learn. Taking an active graphic symbol in their own learning and mathematical discovery is key to their lifetime learning journey.Peer problem run, dynamic small group teaching and look at pair share offer an engaging premise for this learners accountability (Burton, 2010). This however does not mean every aspect of teaching from antecedent generations is lost. If it is not broke, dont fix it applies to anything that was successful from all previous teaching methods throughout time. Traditional teaching methods are ideal fo r basic levels of learning. This is unambiguous when basic information needs to be construed to the students. How to do addition and subtraction type concepts do not require constructivist style learning. Both styles of teaching provide huge upside but also are handcuffed by cons if utilise exclusively in the class. Constructivist math programs chip in low-achieving students behind. Traditional programs may be irksome to high-achieving students (McDonell, 2008). A combination of both should be employ for the greatest success.LessonThe objectives of the lesson I observed was to establish two different ways to find the area of triangles. This lesson was used as a base for eventually teaching composite figures and finding not only the area of them, but also the volume. The lessons incorporated problem resoluteness and word problems, heightening the effectiveness of the lesson. The teacher placed the students in group modeltings. Within each group, students were given two separat e problems. After the completion of each problem they discussed how the performed the work and came to find the answer. Once they all agreed on the answer and explanation, they groups were all shifted to a new table which held a new set of questions to solve and discuss. The standards used from the NCTM fall under the measurement and the process categories. It covers a majority of the two standards because of the variety of strategies used in the lessons. Below is all of the strategies used that were pulled from the NCTM website (NCTM, 2014).MeasurementsGrades 68 Expectations In grades 68 all students should understand both metric and customary systems of measurement understand relationships among social units and convert from one unit to another within the same system understand, select, and use units of appropriate size and type to measure angles, perimeter, area, surface area, and volume.Process StandardsProblem SolvingInstructional programs from prekindergarten through grade 12 should enable all students toBuild new mathematical knowledge through problem solvingSolve problems that arise in mathematics and in other contexts Apply and adapt a variety of appropriate strategies to solve problems Monitor and reflect on the process of mathematical problem solvingReasoning and ProofInstructional programs from prekindergarten through grade 12 should enable all students toRecognize reasoning and proof as fundamental aspects of mathematics put forward and investigate mathematical conjecturesDevelop and adjudicate mathematical arguments and proofsSelect and use various types of reasoning and methods of proofCommunicationInstructional programs from prekindergarten through grade 12 should enable all students toOrganize and consolidate their mathematical thinking through communicationCommunicate their mathematical thinking coherently and clearly to peers, teachers, and others Analyze and evaluate the mathematical thinking and strategies of others Use the language of mathematics to express mathematical ideas precisely.ConnectionsInstructional programs from prekindergarten through grade 12 should enable all students toRecognize and use connections among mathematical ideasUnderstand how mathematical ideas interconnect and build on one another to produce a coherent whole Recognize and apply mathematics in contexts outside of mathematicsRepresentationInstructional programs from prekindergarten through grade 12 should enableall students toCreate and use representations to organize, record, and communicate mathematical ideas Select, apply, and transubstantiate among mathematical representations to solve problemsUse representations to model and interpret physical, social, and mathematical phenomenaStandards in mathematics are important because it allows maximum learning. Being able to produce a lesson and then compare the standards allows educators to revamp or add to their lesson plans and implement more then they initially intended. A lesson can be drawn up and leave out simple elements that if added increase learning and meaning. The enhancement of the lesson will lead to a better success rate for the future lessons this one was meant to be a baseline for. A deeper understanding and comprehension of the area of a triangle makes the transition to composite shapes much easier to address. The methods used for this lesson were ideal. Strategies used were group work and a think-pair-share approach to explaining their conclusion of how they came to their answers we very effective. Although the text does not say, whole brain teaching and modeling methods were used for the first half of the lesson. Demonstration effective learning is important in this particular class because the class includes students who fundamentally have problems with simple multiplication even though it is 6th grade. Because of this, she also has to differentiate her instruction. This was through with(p) by not only making appropriate group dynamics but also g iving low students multiplication charts so that they may solve the work on their own. This was not counterintuitive at all because the purpose was to understand solving for area.The school is low economic status, and technology is scarce. Technology was not used but could have been at basic levels. It could have been used to submit their work, to include their explanations. This would provide a means for accountability. It could have also been used for interactive websites intended for solving area. Technology was not used, but manipulatives were. Each problem consisted of its own cut out to measure. One of the changes I would have made to this lesson would be to allow students to measure something around the classroom. I noticed quite a few triangular shapes in her class to include an awesome Avengers kite. Assessments of the lesson include exit cards for that dayand when the section of the lessons was concluded, multiple tests were taken. The teacher used all of these assessments to her advantage. She addressed necessary review time because of them, making the overall lesson an unquestioning success. Other than allowing students free reign at the end I would not change anything about this lesson. This will be yet another lesson I eliminate and use for my own classroom.ResourcesBurton, M. (2010). Five Strategies for Creating Meaningful Mathematics Experiences in the Primary Years. YC Young Children, 65(6), 92-96.Ferrini-Mundy, J. (2000). Principles and standards for school mathematics A guide for mathematician. Notices of AMS, 47(8), 868-876. Retrieved from http//www.ams.org/notices/200008/comm-ferrini.pdf GreatSchools Staff (n.d.). State like test scores Issues to consider. Retrieved from http//www.greatschools.org/students/academic-skills/626-state-standardized-test-scores- issues-to-consider.gsLee Yuen, L. (2010). The Use of Constructivist Teaching Practices by Four New Secondary School Science Teachers A Comparison of New Teachers and undergo Constru ctivist Teachers. Science Educator, 19(2), 10-21.McDonell, J. (2008). Constructivist versus traditional math programs How do we best meet the educational needs of our students?. (Masters thesis, Carroll University). Retrieved from http//content-dm.carrollu.edu/cdm/singleitem/collection/edthesis/id/2/rec/14 NCTM. (2014). thstandards and expectations. Retrieved fromhttp//www.nctm.org/standards/content.aspx?id=4294967312Winstone, N., & Millward, L. (2012). The Value of Peers and Support from support Applying Constructivist Principles to the Teaching of Psychology. Psychology Teaching Review, 18(2), 59-67.

Fiction coursework final draft Mollie Coucill

The moon shone hauntingly over the harsh pine trees protruding from the stiff ground like a stake from the heart of a vampire. New layers of reversal fell on the cold, hard ground of the woodland, covering prints that had been created thither earlier that day. In the centre of Newgrove Forest a river ran fiercely and deeply, splitting the fear few forest in half. Beyond the eastern section of the river stood a great manor-house, some what out of place in the eighteenth century Albanian woodland border it. The house was humongous and daunting, a charcoal-burned monstrosity towering over its extensive graveyard, with hundreds of memorials and tombrock-and-rolls protruding from the ground at divers(a) angles.Of all the various windows lining the stone walls of the house, only one was lit and through it was a collection of the most curious and fearsome creatures that human eyes had ever witnessed. There were twelve collect in that room eleven of them daemons clothed in nothing but t heir thick skin and lusting for flesh. Every one of the monstrous beasts was different from the next, with various differing characteristics some bore horns and piercing crimson skin, others with a mucus colouring, and several limbs more than was normal. These eleven were gathered around a twelfth, who was clothed in hooded grey robes. seemingly human, the twelfth member of this estranged committee appeared to be preaching to the impatient creatures around him.Daemons of the vortex, too prospicient have you been imprisoned within these walls Too long have you been prevented from wreaking havoc in this world of man And too long you have had to wait in dear anticipation for your next kill. The man round in a harsh rasping voice that echoed throughout the room. There is one who can help you one whose death would bring forth the clack of the new age- the age of the daemon.The surrounding daemons began to holler and scream in excitement they knew that this man was talking of freeing t hem from the house forever.Who is this man? asked a repulsive purple daemon, who seemed to be the leader of the daemons present.Why, the only offspring of the long-dead monarchy of Albania, commented the hooded figure, smugly.Impossible muttered the head-daemon. We wiped out those scum long before we were imprisoned here You had better not lie to me, Broc good you missed one didnt you? replied the man called Broc, now starting to become impatient. All I know is that there is a boy, close to seventeen years of age, who has been branded. I saw him with my very eyes.Why havent I been inform of this? screamed the head-daemon. The Remok- they tracked down my enemies sixteen years ago How could they have missed a child? I will see the end of this. Bring them forth They will bring the boy.No I mean I will see to it that the boy is brought here as soon as possible. Broc, for the first time, showed a hint of fear the Remok were not to be messed with.Very well I expect him by in full moon . Three days Broc. Replied the daemon. This marked the end of the conference, and he and his minions left, allowing Broc to show himself out.Meanwhile, beyond the western side of the river, perhaps twenty miles away from the water lay a small colonisation within a clearing, consisting of twenty sawdust shacks, held together with mud. In a hut much like any other slept a juvenile boy on a mattress made of straw. Visible on the boys left wrist was a black tattoo- resembling an eye, impaled upon a spear. The detailing of the tattoo showed that the artist essential have been of a superb standard. For now, the boy slept on.Later, when the sun was at its prime, the boys eyes shot open. The light was slicing through holes in the thick fibres of the wall. He screwed up his eyes, stood from his bed, and stepped from the hut. Today marked an important occasion for the boy, as it was his seventeenth birthday. He was now permitted to leave the village to search for a livelihood for himself. However, the boy had already vowed that he would leave- not to find a job- but to find his family. When he was a month or so old, the boy had been found outside the hut of the local healer, Theo, who raised the boy and called him Yan. For the next seventeen years Theo brought up Yan as his own son. He was honest with the boy letting him know of his secret heritage, but Yan had always been curious, and there was no stopping him leaving the village. Now that day had arrived, Yan could not leave soon enough.When Yan had collected his belongings and retrieved his mule from the village stables, he set off on his journey, which would take him through the woods, and ultimately to the river-city of Hoelra the city of the water.Yan travelled for three solid hours through the dense cluster of trees that had formed between his village and the river before reaching the town of Glaera, where he would stop for the night. Yan wandered through the town increasingly warily- there were dead and dy ing people cluttering the streets of the town, many an(prenominal) of the dead had weeping relatives draped over their lifeless corpses. Something had happened there the previous night.Yan lowered himself from his mule as a woman collapsed at his feet, howling with bother and despair. Yan put a hand forward to lift her face and quickly recoiled. Where the left side of her face would have been, was a great bloody hole, with various brains dripping from it

Barista Ccd Starbucks Costa Coffee

Building the Starbucks Brand So far, Starbucks has spent very little money on advertising, preferring instead to build the print instill by cup with customers and depend on word-of-m turn outh and the appeal of its storefronts. The company was, however, engaged in a increase grounds to extend the Starbucks make and penetrate new markets. In addition to expanding internation every last(predicate)y, venturing into ice cream with Dreyers and into Frappuccino with Pepsi, partnering with licensees, and developing supernumeraryty and mail-order gross revenue. STARBUCKS MISSION To inspire and nurture the forgiving spirit one person, one cup, and one neighbourhood at a time. EXPERIENCE is about these 3 Ps 1. People- the baristas and their connection with customers. 2. Place the bodily stores, their design and aroma 3. Product the beverages, food, and merchandise 4. cost 5. Promotion 6. Physical Evidence 7. Process (People & Product) Customer connection and a fresh, hand-made beverage. The newer automatic machines that re channelised the La Marzoccos ar faster, but blocked the visual sight line the customer previously had to watch the drink being made, and for the intimate experience with the barista. It seems that the personal connection amidst the baristas and the customers is the core of their experience. (Place) The Aroma. The loss of our people scooping fresh chocoformer(a) from the bins and grinding it fresh in front of the customer, Some say the sale of hot food has detracted from the java aroma that customers attach to Starbucks stores. (Place) Store Design. Design of their stores has comportn on a much(prenominal) streamlined feel to gain efficiencies. But that resulted in the stores losing their charm and uniqueness. Starbucks has stores that no longer have the soul of the past and reflect a chain of stores vs. he warm feeling of a neighborhood store. Some people regular call the stores sterile, cookie cutter, no longer reflecting the passion their partners feel about our deep brown. (Product) chocolate bean related merchandise. As a purveyor of fine cocoa and tea, Starbucks has struggled as of late to get their merchandise to reflect their distinguish and their history. Some stores dont have coffee grinders, French presses from Bodum, or even coffee filters. A to a greater extent focused approach would be (a)Participating in social media and (b) Gathering customer suggestions would be easier for a company with no meaningful social media experience to manage.It would withal make it easier for Starbucks customers to fol execrable-along. The current MyStarbucksIdea website is already unwieldy lots of wayward ideas have been suggested and many of the ideas suggested ar repeated numerous times in various categories. This website leave behind only get more unwieldy. Points of difference 1. Starbucks provides its customers with a Starbucks Card through which they can have an easy and fast access to the men u items and discounts. These cards atomic number 18 customizable and can be designed by the customers themselves as per their likings. 2.Starbucks follows an environment friendly drive in which every time a customer brings a utile travel mug gets a 10 cent discount on any Starbucks beverage, anytime. Starbucks passion for reducing cup waste did not start with the thousand Project. Since 1985, they have offered a discount to customers who bring in a reusable travel mug and will continue doing so. This is just one of the ways they atomic number 18 fulfilling their commitment to environmental stewardship while working towards a long-term goal of 100% reusable or recyclable cups by 2015. 3. It also offers its customers with various coffee and tea gifts.Customers can register and participate in a 3 months program in which they are sent special exotic flavors of coffee from some the world. BARISTA As of today, Barista exists in over 22 cities, and operates over 140 outlets nationally . In the die 2 years, Barista has opened over 100 outlets in the country and with a new outlet opening nationally every 14 dates, Barista is currently experiencing phenomenal growth. With outlets opening in Sri Lanka and Dubai, Barista is compute at potential growth opportunities in Asia, making it highly competitive international brand.Product Source Barista sources its coffee beans from around the world, but a major supplier is TATA coffee berry, part of the TATA Group that owns a large stake holding in Barista. These coffee beans are then sent to Venice, Italy where they are roasted into a blend exclusively for Barista. The food and desserts at Barista is exclusively catered to by the Taj, who ensures a high standard of part with all its crossroads. Barista also sells merchandise through its store, all of which is imported. The merchandise accounts for nearly 1/sixth of Baristas overall sales.Barista has a check on the quality of its products every 14 days. Barista also in corporates TQM at its headquarters in Delhi. Since Delhi is the base for all its distribution, quality control measures are adopted there to avoid any poor quality products being distributed. Pricing Barista has a Skim Pricing Policy. They began with a higher price, and skimmed the cream for the market. With the sudden spurt of growth in number of outlets, came the benefits of economies of scale. Because of this, they have been able to gradually lower their prices, and appeal to different segments of their betoken market.Currently, their prices are the lowest they have ever been, and they can competitively match their prices against coffee shop burnt umber mean solar days prices. The prices are constantly changing though, and the last 1-year has seen 3 changes (mostly reductions) in prices. This gradual price reduction meant that Barista could maintain its profit- maximization policy until it could earn large cost savings because of the benefits of high volume. The main factors that demand their pricing are their cost of goods sold. The be are quite high because imports a majority of its products and product- sources. ? ProcessThe order and delivery process at Barista is establish on self-service, where a customer goes up to the counter to place his order, and goes back to the counter to pick his delivery once it is prepared. Brand Image Barista positions itself as a brand for anyone who loves coffee. Their products, services and outlets are more like the handed-down European cafes, where people would meet for the love of coffee, and for an intellectual appealing time. They position their outlets as a place where the world meets, and they look to appeal to anyone in the 14- 60 age group that loves good coffee and looks for a nice quiet time.Products Baristas product mix constitutes a wide range of products that appeal primarily to traditional coffee lovers. Their products themselves are traditional products with traditional names. forage items like cro issant, pastas, and sandwiches are praiseful to their coffee, and project a very classic image of Barista. Their merchandising also consists of primarily coffee related products like coffee beans, coffee machines, etc. Prices Considering that Barista is trying to target a market whose age range is between 18 and 60 years, a pricing policy appealing to this segment is difficult.Extremely low prices act as a deterrent to some customers who might regard it as an indicator or quality, while very high prices cannot be afforded by most of the youth. But since Baristas current consumer profile is quite young, their prices are mostly inexpensive, and at par with their competitors. People The people at Barista are characteristically trained to be Pleasant, Polite and Positive. They ensure you have a quiet, uninterrupted visit and provide an escape from the day-by-day pressures of life. Their uniforms are in sober dark glasses of brown and orange, and contribute to the overall laid-back f eeling of the cafe. Physical Evidence Logo, Colors, Images Barista, since the beginning has looked to use colors in its cafe interiors, logos and images to project a warm, earth glow, synonymous with coffee. Barista uses shades of Orange & Brown to good effect to promote its laid- back atmosphere. The logo is a combination of Brown, Orange and cleverness Yellow with the word Barista written in an upward curve, and the word hot chocolate underneath. A simple logo that perfectly verbalisees Baristas brand image, A traditional cafe for coffee lovers. Decor and ArchitectureBaristas internal decor and architecture expresses the simplicity you would normally associate with traditional cafes. The furniture is made of clarification shades of wood, and there are comfortable sofas in bigger cafes. The walls are shades of orange, with various photographs of the love for coffee spread around each outlet. books The literature provided by Barista is indicative of its brand image. The menus, posters, pamphlets are all traditionally designed, with a classic and simple look. One aspect of particular note is their magazine, which is in camera circulated in the cafes.The magazine encourages customers write, draw, make etc anything creative and this is then published in the magazine. The magazine not only provides an avenue for advertising, but also an opportunity for Barista to express its brand image. ? Place Barista looks to cater to their target market with strategically located outlets. Their outlets are generally located at High Street/ Family Entertainment Centers. Considering their generic wine appeal, there are Barista outlets in and around Malls, Cinemas, Colleges, and Offices etc. his endorses their brand image of a cafe that appeals to coffee lovers of all ages. Promotions Barista currently carries out mass forwarding campaigns. This is mainly in the form of advances in the Press, TV and Radio Medias. At present, they do not rely heavily on advertising, but r ely more on sponsorships and strategic alliances with other corporations. Barista also takes part in various sales promotion activities to help increase sales at their outlets. a) Sponsorships Barista sponsors various events and festivals, which provides them worth(predicate) promotion directed at strategic markets.The sponsorships are mainly in kind, although major events are sponsored in cash also. b) Sales Promotion Barista uses a special Barista Coffee Card for its sales promotion activities. Barista Coffee Card entitles you to one complimentary hot beverage when you are done sipping seven. It is available to all Barista coffee regulars. No membership fees, no references required. Fill out the card and you are a member. As a Coffee Card holder, you earn one stamp on the card every time you purchase a beverage. Simply present the card to the cashier when you place your order at any of their outlets. erst you have collected seven stamps, you can hand over the card to receive you r complimentary hot beverage. Barista hopes this card can help drive sales growth, and increase customer retention. COSTA COFFEE When you walk into a costa store youll notice its different to other coffee shops. First of all, theres the warm and accept atmosphere. Then the great range of authentic coffee drinks. Next the Ferrari of coffee machines. And finally, the most passionate and well trained baristas around. Its this unique combination that makes them stand out from the others.Costa believes that Hand-making a cup of coffee is an art. It takes time and skill to perfect. Thats why every single barista, in every single Costa store is professionally trained in the art of coffee by experts. Its a little thing, but it makes a big difference, because it means youll get a perfect cup of Costa coffee every time. Costa Coffee has overtaken Starbucks as the leading coffee chain in the UK The company has reported strong sales callable to aggressive expansion Costa now has more UK stor es than Starbucks Costa aims to double store come by 2013 Costa is to boost its UK growth through tie-ins with retailers and market stores The company is planning an aggressive global expansion strategy, focused on under-represented countries The company is expanding its India-located stores, aiming to make the country its third largest in terms of store numbers Costa trains its coffee roasters at a special academy, highlighting its aims to create a premium coffee drinking experience The company markets its traditional roast methods as a key point of difference The company has addressed ethical consumer concerns through new coffee sources and a coffee foundation Costa is set to become the first major coffee chain to source its coffee through the Rainforest Alliance ? CCD CAFE COFFEE DAY VALUES- prism PRIDE I take pride in my work and in my establishment. RESPECT I respect my customers, my subordinates, my peers and my superiors. INTEGRITY I will show the highest direct of in tegrity towards my work and my company under all circumstances. SELF DISCIPLINE I will imbibe and practice self-discipline in all my daily activities. MOTIVATION I will always be motivated to give the trounce for my organization, my police squad and my customers. ? MISSION STATEMENT INTRODUCTIONCoffee twenty-four hour period sources coffee from 5000 acres of coffee estates, the 2nd largest in Asia, that is owned by a sister concern and from 11,000 small growers. It is one of Indias leading coffee exporters with clients across USA, Europe & Japan. With its roots in the golden soil of Chickmaglur, the home of some of the best Indian Coffees and with the vision of a true entrepreneur nurturing it, Coffee Day has its business spanning the entire value chain of coffee consumption in India. Its different divisions include Coffee Day Fresh n Ground (which owns 350 Coffee bean and powder retail outlets), Coffee Day Xpress (which owns 251 Coffee Day Kiosk), Coffee Day Take away (which owns 7000 Vending Machines), Coffee Day Exports and Coffee Day Perfect (FMCG Packaged Coffee) division. coffee bar Coffee Day (CCD) pioneered the cafe concept in India in 1996 by opening its first cafe at Brigade Road in Bangalore. Till about the late 1990s coffee drinking in India was restricted to the intellectual, the South Indian traditionalist and the quintet star coffee shop visitor. As the pure (as opposed to instant coffee) coffee cafe culture in neighbouring international markets grew, the need for a relaxed and pleasure hangout for the emerging urban youth in the country was clearly seen. Recognizing the potential that lay ahead on the horizon, coffee shop Coffee Day embarked on a dynamic journey to become a large organized retail cafe chain with a distinct brand identity of its own.From a handful of cafes in six cites in the first 5 years, CCD has become Indias largest and premier retail chain of cafes with 251 cafes in 58 cities around the country. Cafe Coffee Day in troduced the cafe culture in India with its first cafe at Brigade Road in Bangalore in 1996. There has been no looking back for their company from then till now, in fact they have grown from strength to strength. Cafe Coffee day is the regular meeting place for 18 to 35 year olds, both male and female, who are waited on by friendly and informed staff, and are offered the best made, hot or nippy , in an invigorating ambience. They provide invigorating ambience and excellent customer service clubbed with excellent coffee to their customers. About the LogoFor a brand to stand out and be successful there has to be a personal commitment from staff at all levels. The target customers must identify with it. It should be vibrant and have a life of its own. Liveliness, growth, fun and passion depicts the brand, the customers, the staff and the future this is embodied in this design and colour. Cafe Coffee Day, has unveiled its strategy to strengthen its leadership position with an all new b rand identity that syncs with its vision to be the friendly and stylish social hub. Developed from in-depth dialogue with customers, coffee lovers and stakeholders, the new change entails an all new smart menu, changes in furniture design and placement, new uniforms, new cutlery and total cafe rebranding.The famous Cafe Coffee Day squared logo in its fresh new avatar a Dialogue Box with the words Cafe Coffee Day written in a distinct, specially created font. The new trendy dialogue logo symbolizes the essence of what a Cafe Coffee Day cafe is all really all about a perfect place to relax and dialogue. And as we all know, a lot does happen over coffee ? BUSINESS ASSOCIATION CCD has emerged as an interactive alternative media for brands to communicate with the young at heart. other(a) media, such as electronic, print and outdoor, offer brand communication through visual and audio modes to a large section of the populace, both relevant and irrelevant.Cafe Coffee Day offers a much m ore interactive, targeted communication, sometimes adding even a taste dimension to a brand idea Various in-cafe collaterals used to impart visibility to a brand inner a cafe or to add the element of interactivity to a campaign are Posters, Tent Cards, Danglers, Leaflets, Brochures, Coasters, Drop boxes, Contest Forms, Stirrers, Standees etc. Over the years, CCD has successfully promoted a number of brands/products/events through various innovative tactics and promo ideas. Cashing in on its mass captive audience. ? DEPARTMENTS AT CAFE COFFEE DAY BUSINESS outgrowth The squad decides upon a suitable site where the cafes can be set up. They identify, shortlist, and finalize a site by negotiating with property owners.A significant effort is involved in getting legal clearances and statutory compliances. After all formalities are completed, the site is handed over to the projects team. The projects team comprises of some of the best designers who ensure that the coffee culture is spre ad across the country through beautiful outlets, They are in touch with a lot of property owners who are interested in franchising and licensing CCD. They normally take up places on long lease. All new cafes are built with a standardized design and the look of the cafe is in sync with the brand positioning. They aim to build cafes in the shortest possible time, at the least possible costs to capital outlay. OPERATIONSThis team achieves their sales objectives and is responsible for the daily running of their cafes in a profitable manner. Customer interaction is very important for this team, as they are the ones who interface with the customer and provide them with a satisfactory service and product experience. Cafe managers train all their employees who are involved in day-to-day operations. The cafe staff is their brand ambassador. The brand image of cafe coffee day is and will be reflected through them by the way they dress, behave and carry themselves , both within the organizatio n and outside. They are the face of the company since they will be the first point of interaction with the customer. FOOD AND BEVERAGES (F & B)CCD are a lot more than coffee. Apart from do the best coffee in the country they also serve a wide assortment of savories and desserts. The various coffee concoctions that they serve are the creations of their F&B team. They also ensure the highest level of hygiene and food quality. They impart training to the team on the preparation of the best quality of coffees and food at their cafes. The F&B team sources and manages vendors who supply food to the cafes. Quality checks Quality checks take place all the time and in several aspects. The operational in-charge will go around checking business, record keeping, service and check the feedback forms.The food in-charge will look at the way food is being stored, coffee is being made, what is the time take to extract the coffee and so on. Marketing person will go about checking displays, how the m erchandise are displayed. MARKETING The marketing team is responsible for the brand positioning and all brand building activities that result in increased sales and greater visibility. They are also responsible for the various sales promotion activities and tie-ups. This team designs and manages the merchandise category, which is displayed and sold at their cafes. They constantly track loyalty programs and promotions at the cafes to help maximize sales. HUMAN RESOURCE AND TRAININGThe HR team deals with all matters pertaining to people within their team. They are responsible for recruitment and selection at all levels from team members to the management staff. They are responsible for employee salaries, career ontogenesis and counseling. Constant efforts are made for employee up gradation in terms of improving skills and job satisfaction to meet the aspirations of all employees. FINANCE / ACCOUNTS They look after(prenominal) the day to day accounting and financial activities and als o provide them with the financial reports, which will help them, find out the profitability of the outlet. They help them reduce the costs and ensure compliance and fiscal discipline at the cafes. ?QUESTIONNAIRE Name Age Occupation Gender Question 1 Name any three Cafe Chains that you know. 1. ________________________ 2. ________________________ 3. ________________________ Question 2 How often do you visit a Coffee Shop? ?2-3 times a week ?Once a week ?Once a Month ?Very Rarely Question 3 How much money do you spend on an average visit to a Coffee Shop? ?Less than Rs. 70 ?Rs. 70-120 ?Rs. 120-150 ?Greater than Rs. 150 Question 4 How much time do you spend at a Coffee Shop? ?Less than ? hours to 1 hour ?1 to 2 hours ?Greater than 2 hours Question 5 Why do you go to a Coffee shop? ?Only for the Coffee ?To enjoy and have a Fun filled time To catch up with friends ?For group activities ?Specify if any Other____________________________ Question 6 What do you look for when you choose a C offee Shop to go to? ?Convenience ?Ambience ?Service ?Quality of Food ?Price Question 7 What factors according to you are applicable in case of Cafe Coffee Day? ?Convenience ?Ambience ?Service ?Quality of Food ?Price Question 8 Mark the Cafe brands known to you. ?Cafe Coffee Day ?Costa Coffee ?Starbucks ?Barista ?Beans And Brews Question 9 Rank the factors in order of your preference for the following Brands. COSTA COFFEESTARBUCKSBARISTA CONVENIENCE / ACCESSIBILITY AMBIENCE SERVICE QUALITY OF FOOD PRICE