Discuss the roles and the purposes of higher education Should 50% of PowerPoint Presentation

Discuss the roles and the purposes of higher education Should 50% of 18-30 years old go to University - PowerPoint Presentation Example ide quality education so that it ensures that education outcomes that are both measurable and recognizable are attained especially in numeracy, communication, and literacy skills. Quality education will ensure that those who pass the system have the right qualifications (Layer 2002a,p.148). Students doing practicals Higher education in every institution ensures that the learners participate during election of their leaders. This will in turn boost their democratic right as well s a civil participation. This produces individual who will actively with in their countries and communities affair Higher education has the role of developing education whose content and methodologies aims at promoting individual social and cultural realities. This means that higher education ha the capacity of ensuring that the social aspect of individual is promoted. This produces an individual who can successfully socialize with others from different societal setting. Higher education also produces individuals who can appreciate different cultures from the world (Arche 2003,p.206). The institutions of higher education are charged with the process of national development and majorly they involved in development of their immediate societies. These institutions play a key role in uplifting lives in the community by establishing life-sustaining projects through 3xtension and community service. The research done in institutions of higher education, link the community and these institutions thus contributing directly to the welfare of the community (Catelles 2000, p.98). Institutions of higher education have well-trained teachers that equip the learners with adequate knowledge, attitudes, skills, and cultures, which will enable the learners to effect the much needed change in the society. In this regard the institutions produce holistic individuals. This means that the knowledge received in colleges and universities will enable them to agents of change in the society. The learners from

Measurement and Assessment in Teaching Essay Example for Free

Measurement and Assessment in Teaching Essay Once cargo has been packaged it must undergo standard checks at the inspection offices for goods entering or living the country through various shipping methods. The most acceptable measurement and inspection methods for the cargo are the sampling method. This method is preferred because it cares for both the quality of the products and total inspection cost. The method is generally timely, cost effective. The international standards of inspecting cargo universally agree on the use of sampling method to reduce the cost of inspection, if it were to be done on single entities. More so, there are set standards and levels of specifications on the maximum errors allowed for a product packaging, (Hunt, 1989). There are limited levels of defects and variation for the quality of product. A package should not exceed the maximum errors allowed. If the level is exceeded then the product or cargo is rendered unworthy and can not be delivered to the owners due to the defects that compromise the quality of the product. The cargo at this point is said to have failed the inspection as per the set code of standards; ISO 2859. inspection must follow the set standards regardless of whether the client request for specific tests or not. Clients are allowed to make specific test requests at will before the inspection begins, otherwise inspection will be done as stipulated. The set standards for international inspection must be adhered to by the test auditors and inspectors. Industrial standards that are legally accepted include NFK06-021/022, ANSI/ASQC Z1. 4-1993, ISO2859 (AQL Tables), DIN40. 080, ISO 14000, SA 8000, ANSI/ASQC Z1. 4/BS6001 and MIL-STD-105E/ ABC-STD 105. Each of these standards has its own specification for which industry products must have before they are packaged. The rule is that the standards must meet the social accountability and legal standards. When the commodities are found to contain any defect they may further be classified as critical, major, or minor depending on the level of contamination or the defect. Critical defect is hazardous for human consumption or it is bound to cause harm to the product’ consumer. This affects the functionality of the intended use of the product. When this kind of defect is detected it must be corrected. The product is not consumable under all circumstances and therefore it can not be shipped. It must be refined or discarded completely to avoid unsafe use of the product, (Dangerous Cargo Handling, 2008). On the other hand, major defects are those that may result in the interference of marketability of a product though not harmful in use. It may negatively affect the functionality of the product if uncorrected. Most clients may request for replacement if they are sold to these products. Minor defects entail the availability of foregone substances in the commodity such that they do not affect the functionality of the product negatively. It is expected that when this product is brought to the market it may satisfy majority needs. There are three different levels of inspection used in the international cargo inspection. They are the general inspection levels; general inspection level I, general inspection level II, general inspection level III. The most commonly used inspection level is the general inspection level II, which takes audit and quality tests on the product. There is a fourth category of inspection called the Special inspection level which is used for wider range of samples to eliminate more risks. It is used to test products that are suspected to be dangerous. General inspection level I is used for products that need less attention, it is for basic tests. General inspection level III is used for most discriminative requirements on the test samples. It uses engineering principles of testing the products’ quality. General inspection level III is time consuming and expensive though it can be used for elimination of large risk levels. 2) Interpreting the legal requirements in relation to the carriage of dangerous goods, present very different challenges for good assessment and evaluation The definition of dangerous cargo as stipulated by the international maritime law entails all substances or cargo that may harm the ship, the carriage, and other cargo that may be on board. Dangerous cargo handling required specialty and expertise to avoid hazardous events that may befall a carriage. There are examples of recent events of dangerous cargo harming the carriage. For instance, case involving major containership subject in which, â€Å"MSC Napoli† caused real destruction and pollution to the England’s South Coast. The carriage was beached on a natural beauty scene at the Coast yet on board was dangerous cargo worth million dollars. It had on board, 1700 tons hazardous cargo whose cost is over $ 100 million. All these went in to waste and caused more destruction to the environment, (Bergendorff, S. 1998). Poor containerization causes danger to many casualties. Massive explosions and fire outbursts are common with improper handling and outlawed procedures in dangerous cargo carriage. The international community has formulated laws and code of ethics regarding the international transportation system in which laws regarding handling of dangerous cargo have been clearly set out. This is aimed at minimizing or curbing poor handling and packaging of cargo at the terminals. This has in the past resulted in damages worth billions of money hence low economic growth and poor environmental conservation. The â€Å"International Maritime Dangerous Goods Code, the IMDG Code,† is a formulation of codes of safety that must be adhered to by any personnel handling dangerous cargo within the international community, UAE, (IMDG, 2007). This law is designed in accordance to the UAE international convention of 1974 in which signatories were signed for â€Å"Safety of Life At Sea, SOLAS. † UAE maritime code has the provision for the carrier to destroy or remove any dangerous cargo if it deems necessary. For instance, if the cargo owner would decline ownership incase of misfortune or if there were no proper agreements for international transmanship ethics. This cargo may be destroyed without compensation. Dangerous cargo may include explosives or highly inflammable. This is according the Article 271. In addition, dangerous cargo that has been loaded with proper consultation from the carrier, and it becomes a threat to the carriage then it can be destroyed without blame on the carrier. More over, when goods which are not necessarily dangerous are packed in the carriage and are not properly declared on the bill of lading are discovered on board, they can be jettisoned to avoid damage or fines on the cargo on board. This is further aggravated by the condition of the goods; if the goods are legally prohibited for sale or export, they must be destroyed or offloaded from the cargo transit. According to the law, the shipper is held responsible for any irregularity on goods he delivers that are reflected in the bill of lading, (Government of Alberta, 2010). In other words, the shipper is responsible for giving the correct information on shipping particulars and will be answerable for any damage on the cargo on board or the carriage itself, unless he gives a timely notice on any kind of irregularity. The law requires a shipper to ship only those goods that they have a clear consent of their level of toxicity and nature for which the carrier is defined. Third party who may fall victim of damage caused dangerous cargo, according to UEA law of 1985, Article 282 the civil Code shall hold the shipper responsible. This enables the shipper to ensure that they cross check their cargo and ensure that they transport only the required cargo. The shipper must ensure he does not ship wrongly described goods, since any damage caused to the cargo shall be charged on him. The law has environmental law clause concerning the protection for environment. This is found within the federal laws of UEA of 1999, â€Å"Protection and development of the Environment. † According to this law, omissions or acts that threaten the environment are punishable by the law, (Ziegler A. 2009). Criminal laws are also applicable in the cases where shipment of dangerous cargo causes death or injury to persons. The owner must ensure that they are authorized by the law to transact with the dangerous goods. In other words, international law regarding dangerous cargo shipment must be adhered to, if at all persons are to be free from blame in case of danger resulting from the shipment. The principle objective and learning instructional task in both dangerous cargo handling and assessment is to ensure that personnel dealing with shipment of different good have the basic knowledge and practical application towards quality of services and safety of the sea. The training involves important aspects like navigation, maritime laws, meteorology, and weather forecasting, watch-standing; handling small boats and ship-handling, deck operations and equipment, line handling and rope-work, communication for sails within the port, towing operations, dangerous cargo handling, attention to emergencies, storage of cargo, fire fighting and sea and is survival skills. The learning guide for cargo handling is well designed with the objective of meeting market requirements of loading and unloading of cargo. It is practice oriented with good features of on-site training to ensure advanced training for in service training and those who intend to join the shipment crew, (Fox, N. 1997). Another objective is to train staff on high technologies of cargo assessment and test procedures with the aim promoting safety and security in cargo handling. There are different principles of assessment that must be adhered to when assessing cargo. First is the type of cargo to be shipped, the type of container or package required and legal documentation of the carriage. Environmental conservation principled should be taken in to account when assessing the cargo and its package quality. Also safety of both the ship or carrier and the people involved as well as security of other cargo on board. Material labeling should be done conspicuously. Each type of cargo has its specification for packaging and secure material to use while handling it. Assessment is based on the general specifications found on the consignment and legislation regarding packaging and delivery of cargo from different origins and destinations. For instance, legislative requirements set for different cargo offer restriction to certain volumes and weights below which or above which the consignment should not be signed for transit. More over, the uses of packing material which can be recycled have become a requirement for certain types of cargo. If this is not done then the consignment may not be delivered to its destination. In addition, environmentally friendly material is requiring for packaging. Assessment tests shall only allow transit of well packaged commodities and pallets that meet the quality to be delivered for certain specifications. Packaging could be done on disposable or reusable packages for environmental safety purposes, (Devusy, et. al 1998). For instance, reusable packages may include load carrier which include flat wooden pallets, skeleton container pallets, liquid containers and universal small load carrier. The disposable packaging could include disposable pallets, disposable protective packaging, disposable liquid containers, disposable packing aids, and cardboards that are disposable. It is also required that the package be easy to clean if reusable, and easy to dispose if disposable. This packaging must be done in accordance to the environmental law. In conclusion, cargo pallet assessment and test procedures followed International Maritime Dangerous Goods Code has defined the safety procedures for packaging and transportation of cargo. Dangerous cargo has its set laws and regulation regarding test and assessment of quality and nature of the product. The law requires those handling the cargo to be careful with every step of packaging, assessment, documentation, shipment and delivery, (Batemen, et. al. 2007). It is required that environmental conservation is taken in to account since there are penalties associated with hazardous cargo that affects the environment upon mishandling or improper assessment and packaging procedures. There are objective for training those handling cargo of different natures and characteristics. Cargo characteristics must be defined in terms of quality and any defects found on the cargo must also be categorized to ensure corrections before repackaging. Generally, cargo handling is secured under the international law. References Bergendorff ,S. (1998). The Sky Came Down: Social Movements and Personhood in Mekeo Society. Oceania. Vol. 69 Batemen, S. , Mathai, M. Joshua Ho. (2007). Shipping patterns in the Malacca and Singapore Straits: An Assessment of the Risks to Different Types of Vessel: Contemporary Southeast Asia. Vol. 29 Dangerous Cargo requirements, cargo, handling Dangerous Goods: retrieved in 2010: http://web2. gov. mb. ca/laws/statutes/ccsm/d012e. php Dangerous Cargo Handling: retrieved in 29 October, 2008. http://adriamare. net/Training/courses/dangerous-cargo-handling/ Dangerous Cargo guidance Principally, Evergreen observes the IMDG. Retrieved on 01 July 2007: http://evergreen-marine. com/tbn1/html/DCGuidance. pdf Devusy, D. , Campton, P. , Hens, L. Nath B. (1998). Environmental Management in Practice; Volume 1: Instruments for Environmental Management -Vol. 1. New York: Routledge. Fox, N. (1997). Spoiled: The Dangerous Truth about a Food Chain Gone Haywire. U. S. Basic Books. Government of Alberta Ministry of transport: Dangerous Goods. Retrieve in 1995-2010. http://www. transportation. alberta. ca/519. htm Hunt, G. J. F. (1989) A Behavioral Approach to Instructional Design: A programmed Text. Plamerston North: Dunmore Press. Ziegler A. (2009). The Liability of the Contracting Carrier. Texas International Law Journal. Vol. 44

Three Varieties of Bathtubs :: Jeffrey Harrison Literature Essays

Three Varieties of Bathtubs Past, present and future are the simplest ways in which humans perceive time. We recognize the past through our memories and our recall of events that already have happened. When looking into the future, we can only look at where we are now in order to guess what our fate might be in the future. Or else we only have our dreams and goals that we look forward to one- day accomplishing. When viewing the present, however, everything around us is not an idea or memory in our head, but a reality that we use our senses to see, feel, touch, smell or hear. We are using our body's functions to live and take in what is around us at the moment. When "living in the present" (as one would say to someone who is constantly aware of the moment and what is around them), there is less chance to miss what's in front of us rather than always looking behind or too far ahead. Jeffrey Harrison, in his poem "Bathtubs, Three Varieties," seems to feel the same way about living in the here and the now. The three varieties of bathtubs Harrison writes about were separated into three stanzas according to their design and their purpose now, in the present. In the first stanza of the poem Harrison describes an old- fashioned bathtub, one that was raised off the floor by porcelain animal paws that extended off each corner. The particular bathtubs that he was describing were no longer serving their intended purpose, but rather were outside in a yard like an old car that was once one's hotrod, now scrap metal. These bathtubs, retired from their original purpose, now just sat through the seasons and let outside forces such as the weather and changes in other living things like the walnut tree carry on without regard to their presence. In the description of these bathtubs, Harrison shows something that although is still here, is part of the past and really does not have a life of its own anymore except just lying underneath the walnut tree. This is very much like a person whose thoughts ar e caught up in the past, because they, too, are still trying to live something that is over and then lose purpose in the present. Harrison also relates these bathtubs twice to sheep, which are commonly viewed as animals that follow each other, never really having a choice or idea of their own.

Sexual Harassment in the Workplace Essay -- Quid pro quo harassment, h

Sexual harassment is a crippling reality in the work environment. The effects can be ravaging to an organization, to the individual harassed, fellow employees, and the harasser. Sexual harassment is not necessarily about sex, it is certainly about power. When someone at work uses sexual behavior to control you, whether it is behavioral or physical in nature, that is sexual harassment. The exploration of this issue will include a definition of sexual harassment, the intent and behavior of the harasser, the effects sexual harassment has on the harassed, the negative impact sexual harassment has on an organization, procedures and processes of filing a sexual harassment complaint, and management perspective including preventive measures that should be taken. Sexual harassment is defined as any form of unwelcome physical conduct of a sexual nature. "Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature constitutes sexual harassment when submission to or rejection of this conduct explicitly or implicitly affects an individual?s employment, unreasonable interferes with an individual?s work performance or creates an intimidating, hostile or offensive work environment." (www.eeoc.gov/facts/fs-sex.html). The most extreme form of sexual harassment occurs when an employee loses a job; benefit or other privilege of employment, or is fired because the employee has rejected sexual demands. This is one form of sexual harassment that may occur in the workplace. "This type of sexual harassment of sexual harassment is referred to as quid pro quo which literally means ?this for that?, a specific demand for sexual favors in exchange for job security or job benefits. This type of sexual ... ... A. Mitsubishi settles Workers? Disputes under pressure from NOW. NOW. (Fall 1998) Internet: http://www.now.org/nnt/fall-98/wfw.html 3. Larsen, Shawn. Sexual Harassment-frequencies by gender. (September 1995) Internet: http://www.vix.com/pub/men/harass/studies/larsen.html 4. McCoy-Ullrich,Dawn. Sexual harassment at work. Lifewise: Office Politics. (May 2000) Internet: http://www.acmi.canoe.ca/LifewiseWorkOffice00/0515_dawn.html 5. Myrianthopoulos, Thalia. Supreme Court Restricts Civil Rights Remedies. NOW. (Fall, 1999) Internet: http://www.now.org/nnt/fall-99/spcourt.html 6. http://www.pennellseminars.com/seminars_sexual_harassment.html 7. http://ww.eeoc.gov/facts/fs-sex.html 8.http://www.resourcehr.com/Dealing%20With%2?1%20Harassment%20in%20the%20Workplace.html 9.http://www.flabar.org/newflabar/consumerservices/General/Consumer.Pam/37PAMPH.HTML

Sweet Basil Marketing Plan

In order to Increase market share and sales, Sweet Basil will target dine-in, take-out, and take-n-bake pizza lovers In the cities of Treated, Rewind, USA, and Monrovia. The strategies for increasing sales are to first penetrate new markets, then increase usage and size of customer orders. This will be conducted through unbeatable value and the finest ingredients that cannot be received anywhere else in the area. The marketing mix for Sweet Basil will consist of mobile marketing, flyer distribution, a website, social media outlets, television advertising and email newsletters.The objectives for many of these avenues are to provide coupons and discounts as well as gain consumer loyalty. The business does a great Job already with returning patrons so it is time to focus energy on effectively penetrating new markets. Sweet Basil will look to Increase sales by 40% or $110,400 and achieve a market share of 30% In Treated and 20% In the surrounding clues. This will ensure success and will provide a break even before the first 6 months. 2. 0 Situation Analysis Currently, the economic market condition in the united States and California is primarily recession.Overall, the pizza business is doing k. Tit flat sales of about $38 billion for the past 3 years (Kara 2011). Consumers are becoming much more particular when it comes to value and where they spend their hard earned money. Sweet Basil pizzeria is doing quite well during the recession but it is having trouble inquiring new consumers. Prices of flour, produce, and cheese are on the rise so It Is important to Increase business and revenue to cover these associated costs. These forces are uncontrollable In the macro environment along with the rising unemployment from the recession.It is important to instill value and personalized maintain/increase repeat customers. There are many successful dine-in and take- out pizza companies that fail to provide the opportunity for consumers to purchase take-n-bake pizzas. Consumer s are going to ultimately purchase from the establishment that provides the best value and quality mixture. Sweet Basil offers dine-in, take-out, and take-n-bake pizzas, leaving the delivery market to competitors. With this in mind, Sweet Basil is very capable of increasing sales with the development of take-n-bake pizzas and a solid marketing strategy. 2. Market Summary Sweet Basil Pizzeria is an extremely reputable pizzeria in the city of Treated, California. Besides being well known, Sweet Basil also maintains a strong competitive advantage with its owner, James Decrease, being a hotel restaurant management graduate from Purdue University and restaurant industry veteran for well over 25 years. James has been able to carefully select his target market due to his extensive industry experience. As mentioned before, the current pizza market is motionless at around $38 billion per year, which isn't so bad considering worldwide market conditions.Many loyal customers have been moving du e to rising foreclosure rates and this hurts return business. An astonishing 93% of Americans eat pizza at least once a month and approximately 3 billion pizzas are sold every year (Hinkle 2009). This leaves plenty of room for competition and growth for Sweet Basil take-n-bake pizzas in the current market. Even though Sweet Basil's target market demographics is tailored to consumers in the San Gabriel Valley and surrounding areas in southern California, we reserve the right to increase the area if growth is substantial.The average salary of southern California Jobs is $55,000 a year (Simply Hired 2011), which leaves plenty disposable income for the on-the-go working class individual. Many consumers in southern California lead extremely busy lifestyles, which makes it hard to cook for a family. There are currently seven pizza restaurants/parlors in Treated, California. None of these pizza establishments offer take-n-bake pizzas for sale, so the only real competition is frozen pizzas at the super market. Our consumers enjoy high quality pizza with fresh ingredients at an affordable price.This provides incredible value to the customer and a much better alternative to people having to bake store bought frozen pizzas. Sweet Basil provides its customers with an extensive value for their hard earned none. Consumers choose Sweet Basil pizza because we serve their needs through our unique ingredients and fresh homemade sauce and dough. People want more than Just a bland, regular tasting pizza and we tailor our unique blend of basil, garlic, and oregano to pizza lovers throughout the Los Angels area.Sweet Basil serves over 10 different types of specialty pizzas creating enjoyment for all types of palettes. Our pizza can be picked up with no wait and is never sold unless it has been made within 7 days to increase the quality that you'll find in the frozen section of the super markets. Since no other pizza establishments in Treated offer take-n-bake style pizzas, we will be able to control the market for consumers that are looking for a fresh alternative. Nearly every single frozen pizza brand from Disgorging to Stouffer increased it's sales in the 52 weeks between summer 2009-2010 (BIB International 2010).Disgorging made the most out of the entire top 10 frozen pizzas in 2010 Digestion's sales throughout the world, it's important to notice that they increased sales from 2009 to 2010 and that the market doesn't show any signs of decreasing. Pizza is an American tradition that most people love to eat and Sweet Basil's quality ND delicious ingredients create the competitive advantage. 2. 2 SOOT Analysis * Strengths: Sweet Basil's strengths consist of a number of things currently going into the take-n-bake market.For one, Sweet Basil is the only pizzeria that currently offers take-n-bake pizzas; the competition is very minimal other than store bought frozen pizzas. Second, Sweet Basil has a stellar reputation amongst the surrounding community, catering to schools and businesses reaching new customers daily. Sweet Basil only uses the freshest ingredients and everything is homemade including the bread and delicious sauce. The pizzeria is located in a prime location, right next too Seven-Eleven, getting optimal exposure from the public. Weaknesses: Currently there are a couple of solid weaknesses that can cause some undesired hurdles for Sweet Basil's take-n-bake pizzas. First off, Sweet Basil has not done any marketing yet for the new take-n-bake concept and all of the marketing in the past has been through word of mouth solely. Another weakness is that consumers are already familiar with the competition and that could make it very difficult to market to consumers that haven't tried Sweet Basil pizza before. Finally, Sweet Basil pizzeria doesn't have any distribution outlets other than the restaurant located in the city of Treated and delivery is not offered.These issues certainly need to be addressed and solved so that they don't affect Sweet Basil pizzeria negatively. * Opportunities: While pizza continues to be popular in America, it is evolving. Fierce discounting and coupling by top players has squeezed other pizza Sellers (Kara 2011). This leaves a great opportunity for Sweet Basil to offer coupons and discounts through a variety of medias and advertising. Another opportunity is that the market appears to be very teddy for take-n-bake/frozen pizza purchases. This can certainly provide Sweet Basil with a chance to reap some of the market share with its high quality, affordable pizzas.Second, Sweet Basil's take-n-bake pizzas don't use up any additional resources or time than their freshly made take-out or dine-in pizzas, making start up costs insignificant. One possibility in the future could be to contract with grocery store chains to offer frozen pizzas more conveniently to consumers. Sweet Basil can increase revenue by attracting customers that don't live close to the pizzeria or prefer o make pizzas a t their own home. * Threats: Potential threats for Sweet Basil include possible competition from neighboring pizzerias in the area should they decide to start a take-n-bake operation.Another possible threat could be an increase in direct and indirect costs such as electricity for freezing the take-n-bake pizzas. An increase in gas prices could also be a possible threat for sales of pizza because consumers may not be willing to drive to the pizzeria. An increase in labor costs due to the slightly complex routine behind making take-n-bake pizzas ready for customers. 2. Competition As briefly stated earlier, there are currently 5 other pizza restaurants in Treated and we compete for pizza loving customers on a regular basis.These competitors great sum of customers that can be earned with the proper marketing campaign. The seven places to get pizza in Treated are Pizza Hut, Domino's, Hungry Hosier's Pizza, Treated Pizza Co. , Little Caesar, Flying Pizza, and Cost (which is Sweet Basil's only real take-n-bake competition other than grocery store brands). People can purchase freshly made pizza to order at all of these establishments, but these competitors eave not developed a take-n-bake concept yet. This leaves the market wide open for Sweet Basil to compete with better-known chains such as Cost and grocery store brands.The seven pizza establishments in Treated do not pose as much threat to Sweet Basil's Take-n-Bake pizzas as the store bought brands and Cost pizza. When considering true competition it is important to observe the characteristics of the take- n-bake pizza that Sweet Basil will offer. The pizzas are going to be 16†³ in length, which is fairly large for take-n-bake pizza. This means that single-serve frozen pizza sonnets really pose a significant threat because we are marketing to larger parties and families who are constantly on the go. Sweet Basil's large 14†³ pizzas will come with a variety of toppings.With this in mind the only store boug ht competitors that are offered at nearly all super markets are Disgorging, Tombstone, Red Baron, California Pizza Kitchen, Freshest, and Tony's (BIB International 2011) in order of popularity/sales. The other main competitor that Sweet Basil has to beware of that is gaining popularity is Cost's take-n-bake frozen pizzas because they offer more rationalized service and quality than the other brands. Cost pizzas are also larger in size (16†³) and cost a little more than the other brands (Cost 2011). 2. Product Offering The new product offering of Sweet Basil Pizzeria is very concise and direct. The take-n-bake pizzas will only be offered in the 14†³ size and will consist of only five different varieties such as pepperoni pizza, cheese pizza, vegetarian pizza, Sweet Basil Favorite (all combo toppings), and BBC pizza. All of these pizzas are made with the finest local produce from Mike's Foods and ingredients provided from JACM DOD service distribution. Sweet Basil Pizza will be extremely fresh, having been made within a week from the date of purchase.Customers can feel assured they are getting a high-quality pizza with greater freshness than any other brand currently in the target market. Valued consumers will also be able to call in orders if they require special toppings or especially large orders. Consumers will also be able to purchase packets of our most popular ingredient â€Å"Sweet Basil†, which is a combination of secret spices containing garlic and basil. This mixture is absolutely delicious and makes any pizza caste even better than it normally would. 2. Keys to Success The major factors that will make Sweet Basil a huge success among the competition in the Los Angels area is our stellar personalized service, finest ingredients, competitive price, and homemade sauce/dough recipe. Personalized service and quality/recipes are the main advantages that Sweet Basil Pizzeria is aiming to use as their competitive advantage. Sweet Basil alrea dy has a considerable customer dimension from its fourteen years of success and this must keeping up to date with ingredient costs, researching local stores and purveyors to ampere value/price mixtures.According to the National Restaurant Association, the top trend right now is locally grown produce (Stevenson 2010). Sweet Basil only purchases the finest, locally grown produce from Mike's Foods in Treated. The new take-n-bake product that sweet basil offers is no more expensive than providing it's everyday to-go pizzas to valued customers. This makes the overall product cost extremely low and creates a major factor in the success of this new idea for Sweet Basil Pizza. The pizza and restaurant business is a difficult industry to tackle; product/industry knowledge is a necessity to succeed.Sweet Basil is always staying familiar and up to date with current practices in order to remain competitive. This factor is something that Sweet Basil will surely continue to practice and exploit. Continued customer satisfaction is a concept that Sweet Basil will continue to present to its valued patrons. 2. 6. Critical Issues As a pre-established company, Sweet Basil maintains an exceptional product, gaining return customers and recognition daily. The major critical issues for Sweet Basil is to: * Gain market exposure- Sweet Basil doesn't currently spend any money on marketing to Treated or its surrounding cities.Word of mouth from satisfied customers is a great type of free marketing but it doesn't increase quickly enough. Sweet Basil will now be able to offer a product to customers that live further away; therefore, it should target more customers using different avenues of marketing. Train additional staff- training is a 2-3 month period depending on the speed of the employee and this could slow the business down if not forecasted properly. Since Sweet Basil doesn't deliver, it is currently run with no more than 2 employees at a time.If customers and sales increase signif icantly, sustainability will rely on the ark force. New hiring measure may be needed. * Monitoring quality assurance and customer service- the pizzeria must maintain a reputable amount of quality and service in order to ensure that the growth strategy doesn't Jeopardize the current benchmark. Quality will be monitored by gaining feedback from customers and allowing them to offer suggestions through questionnaires. * Expansion- expanding through the creation of additional parlors in Dearth's surrounding cities may be a necessity if it proves both profitable and sustainable.This is more off long-term critical issue but must be recognized nonetheless. . 0 Marketing Strategy The primary target for Sweet Basil's marketing strategy will be towards households and businesses in the cities of Treated, Monrovia, USA, and Rewind. Americans love pizza and it is clear that everyone in these cities should be marketed because of pizza's popularity and sustained growth throughout past years. For no w, Sweet Basil only offers take-out, dine-in, and take-n-bake services to its patrons, which leaves delivery open to competition.Sweet Basil realizes that they can serve 65-70% of Pizza Power Report). Undoubtedly there is a substantial amount of market share that an be earned with the proper market-challenger attack strategies. Sweet Basil anticipates being able to sell more pizza to current customers, sell to market segments that have not previously been targeted, and gain a higher market penetration. Word of mouth advertising has been Sweet Basil's sole source of advertising for the past fourteen years and now the time has come to try a new initiative to increase growth and profits.Although word of mouth advertising is extremely effective and well trusted from consumers, Sweet Basil finds that most loyal clients did not hear about the pizzeria until the first couple years of residing in Treated. With this in mind, the pizzeria will kick off some new marketing strategies to increas e its overall exposure to the businesses and households in its target market. Sweet Basil will look to gain new customers through new-market segment strategies.More consumers need to be aware of Sweet Basil's unparalleled service and great tasting pizza; word of mouth advertising will not penetrate as many consumers as supplementary advertising. Sweet Basil also looks to engage in encirclement attacks throughout the before-mentioned cities in order to gain exposure into some of the competition's territory. Finally, Joint partnership advertising will be conducted to decrease overall advertising costs. Paper flyers will be attached to every take-out box, promoting take-n-bake pizza to current patrons, which well result in increased usage.Flyers that include coupons will be served to residential and commercial properties in order to increase new customers. This will help Sweet Basil primarily increase sales over time but will also help in gaining exposure to the target market. A recent study shows that 46% of pizza consumers report that coupons or promotions influence where they decide to purchase their pizza (Barrett, 2010 Pizza Power Report). If these statistics prove to be true, Sweet Basil will surely be able to earn new business amongst the community.Sweet Basil will also exploit other forms of integrated marketing communications through website development, mass SMS marketing to loyal patrons, and usage of social media platforms. The website will allow consumers to view the menu and leave comments, questions, and concerns, which will be viewable for everyone to see. Catering is a huge source of Sweet Basil's success and consumers will be able to navigate through catering options and information. People will also be able to add themselves onto the weekly email that will be sent out to include coupons and special promotions.This will help Sweet Basil in obtaining more market exposure to current and new clientele. â€Å"With so many people now using the Inter net to search for products and services it is now acknowledged that having a business website is Just about as essential as having a telephone† (Touched, 2001). Sweet Basil will also utilize mass text message marketing in order to promote specials and promos that are offered each week. This will be initiated using Decontrolling. Mom to ensure that these messages can be sent every other week to market different promos and special items to consumers.Each customer will be asked if they would like to receive promotion emails and text messages from Sweet Basil. The success rate for permission based mobile marketing campaigns is around 25% Oarfish, 2006). This will ensure seamless impersonal communication to Sweet Basil's loyal patrons. Lastly, Sweet Basil's marketing include the development of a Faceable, Namespace, and Twitter account so loyal patrons can feel more united with Sweet Basil's service and undeniable quality food. The Namespace and Faceable pages will allow customers to view the menu and catering options that Sweet Basil offers.This type of marketing is virtually free although it is time consuming to continuously update. Sweet Basil will also utilize cable television marketing in order to market to new customers. Advertising will only be targeted to Time Warner Cable's Foothills and West Covina coverage areas in the San Gabriel Valley (Coverage Area 2011). Mostly sports programs on ESP. and popular shows on Bravo will be targeted to enhance Sweet Basil's exposure to their target market. This will be exercised during the first 90 days of marketing plan.All of these integrated marketing communications will allow Sweet Basil to reach a large market of new consumers as well as continue to gain increased business with existing patrons. These marketing strategies were also selected due to their low cost and minimal time consumption required. 3. 1 Mission Statement â€Å"We exist to provide the best quality dine-in, take-out, and take-n-bake pizza to the Route 66 communities of the San Gabriel Valley. This will be accomplished through unmatched customer service, value, and great tasting pizza; creating a memorable experience for all to enjoy'. 3. Marketing Objectives Sweet Basil will achieve a few concrete objectives through its current and future marketing actions. The first and most crucial goal for the pizzeria is to conduct new- market segment strategies in order to earn new customers throughout Treated, Monrovia, USA, and Rewind. This strategy will be initiated immediately at the start of Quarter 2 this year now that Sweet Basil's take-n-bake pizzas are now in production. The target market objective is to increase overall market share, earn new customers, and amplify purchases to increase sales by 40% from now throughApril 2012. Collectively, Sweet Basil seeks to increase overall market share to 25% of all dine-in, take-out, and take-n-bake purchases in Treated and 13% of market share from Monrovia, Rewind, and USA. This al so includes 15% market share transactions from employees of local businesses in Treated and Rewind as well as 25% market share to households in Treated, Rewind, Monrovia, and USA. In order to accomplish these goals, Sweet Basil will have to gain at least 30 new customers every week on average and the goal is to be able to retain 90% of them.This strategy ill allow the pizzeria to maintain strong, positive growth each quarter through it's increasing customers. Another objective is increasing consumer usage to where customers are purchasing Sweet Basil products at least one more time per week. This will include increasing the purchase volume of each consumer as well. New consumers will be able to be measured by asking them how they heard about Sweet Basil to begin with and afterwards asking them if they would like to receive coupons and promotions by email and text in the future. Sweet Basil's target is to achieve the before mentioned market share by the end of 2012.Sweet Basil will a lso set promotional objectives in order to reach new customers through brand and company awareness as well as implementing strategic sales promotions. Millennial will information through word of mouth (Mr.. Youth, 2011). A major objective will be to grow the pizzeria's followers on Faceable and Namespace to 750 people by the end of 2011 to engage in more promotional initiatives. Seasonal and promotional entrees will be posted on these social media sites every other week to maintain consumer usage. The address, phone number, menu, and catering options will all be included n these sites as well.Sweet Basil will be hiring an individual to hand out door flyers to residential households and businesses in the cities of Treated, USA, Rewind, and Monrovia (starting in the city of Treated). This marketing effort will be conducted every Wednesday and Thursday from am to pm for the residential areas and every Monday for local businesses. Similar flyers will be on every take-out pizza box as we ll to notify customers of the option to purchase take-n-bake pizzas. No additional employees would have to be hired for the business as long as business doesn't increase more than 50%.The flyers will include specials and combos that can be purchased in exchange for the coupon on the flyer. Each flyer will have a coupon to receive 1 free slice with a purchase of any take-n-bake pizza. The flyers will also contain a coupon to purchase a take-n-bake pizza for 25% off. Additional specials will be included on the flyer and sponsors will be able to advertise on the other half of the flyer. The sponsors will incur all costs for the production of the flyers and will also include Sweet Basil's website, Faceable, Namespace, and Twitter information for nonusers..These flyers will be very similar to the email and text messaging blasts that Sweet Basil will be conducting every other month. Sweet Basil will look to enhance partnership efforts with local businesses, schools, cities, and clubs in o rder to increase exposure and maintain growth. Catering services and pizza specials will be offered for discount prices depending on the size and occasion of the order. Sweet Basil looks to increase its catering by 5% to businesses and residential areas. This will also help Sweet Basil gain more exposure and market share from satisfied customers. 3.Financial Objectives Sweet Basil will be targeting a number of sound financial objectives in order to increase profits and sustainability. As stated in the marketing objectives, increasing sales by 40% during the first 365 days is the target for Sweet Basil. Overall, Sweet Basil aspires to collectively reach 30% market share for Dearth's dine-in, take out, and take n bake pizza sales by the end of 2012. The goal for Rewind, USA, and Monrovia will be 20% overall market share. Currently, Sweet Basil obtains 30% of it's business from take out orders, 50% from dine in business, and 20% from catering.With the current market conditions, Sweet B asil's overall gross income amounts to $23,000 on average per month. The gross income should amount to at least $32,200 per month on average by April 2012 in order to realize a successful marketing plan. This would amount to an extra $110,400 in gross income a year, which would only be substantial if costs remained low. Sweet Basil doesn't require hiring an extra employee for the additional expected business so long as it doesn't exceed a 50% sales increase. Social media sites such as Faceable, Namespace, and Twitter are free which makes it a valuable marketing source financially.Sweet Basil will be using decontrolling. Com to send out SMS blasts including specials and deals for and allows for 5,000 customers to be included. The annual cost for this service then amounts to $960/year while emails are virtually free to send to loyal subscribed customers. Sweet Basil's website will be created for $1000 through a current part- time employee that is also going to school for web design. T his will be built during slow business hours at the restaurant to decrease hourly costs for the web development. The web domain will cost around $100 dollars a year to maintain.One f the expensive strategies for Sweet Basil Pizza is the cost of hiring on an employee to work Monday, Wednesday, and Thursday for 24 hours a week handing out flyers. The employee will be paid $8/her, so the annual cost will come out to about $12,000 if gas costs are associated. The flyers will be free to Sweet Basil because the sponsors will incur that cost. The most expensive marketing source will be advertising on Time Warner Cable during the first 90 days of marketing plan initiation. As mentioned earlier, only ESP. and Bravo will be targeted and we will run 4 commercials per day on both networks.With a cost of $40 per spot, Sweet Basil will incur a total cost of $28,800 Just in television advertising costs. An increase in sales will not result in a significant increase in utilities since the restauran t hours will remain the same and because the pizza oven is always left on. The cost of running the oven 2417 isn't much different from the cost of turning it off at night and the oven takes an hour to warm up to 600 degrees when opening in the morning. After all the costs are subtracted, Sweet Basil can make a return of $67,540 but the increase of ingredients, labor, and materials have not been subtracted from this mount.All of the before mentioned other than pizza ingredients and material will remain the same regardless off 40% increase in sales. 3. 4 Target Markets As stated earlier, Sweet Basil's target market will consist of all pizza lovers in the Route 66 cities of the San Gabriel Valley. In recent studies, 93% of Americans eat pizza at least 1 time a month, (Pizza Plan, 2011) which means there is a sizeable target market for Sweet Basil to penetrate. There are 21,782 residents in Treated, 46,672 in USA, 37,523 in Monrovia, and 1,433 in Rewind, which brings a total consumer ma rket of close to 110,000 people (city-data, 2009).Rewind consists of businesses for the most part, which gives Sweet Basil an opportunity to increase dine-in sales to workers during the day and catering services for luncheons and special events. Consumers report that 45% of restaurant pizza orders are for take- out and 20% of orders are for dine in (Barrett, 2010). The general strategy for Sweet Basil will be â€Å"differentiation† as described in Porter's generic strategies (Marketing Management, 2009). Sweet Basil offers an incomparable product compared to the rest because they use the best and highest quality ingredients while having the nines recipes.The key source of this distinction is the â€Å"sweet basil powder† that patrons can top on their pizza after it is made. Take-n-bake pizza is not offered in any other restaurants in the area other than Sweet Basil, which gives them an advantage for consumers that want a more unique taste. Consumers have a need for gre at tasting quality pizza that can be purchased right when they want it with little wait time and low cost. Sweet Basil certainly meets this need with the before mentioned points of difference and being able to dine-in and take-out as well. ND be out quicker than if they purchased fast food.Many consumers like driving by on their way home from work to get a late night special $6 one topping pizza that is hot and ready between 6-pm to feed their family after a busy workday. Others choose to stock up on take-n-bake frozen pizzas to serve at their convenience. Catering services are offered to businesses and patrons that have the need to feed a large event or party and a much more extensive menu is offered in order to add variety. Sweet Basil patrons range from all ages and nationalities, which is the advantage of offering a product that 93% of people engage in at least once a month.Pizza is also a relatively inexpensive way to feed a family and large parties of people in residential are as. This makes pizza ideal for people that are currently affected by the downfall of the economy and increases in unemployment. High school kids and local workers are a major part of the afternoon dine-in business that Sweet Basil receives during the week. Nearly 95% of Sweet Basil's business comes from returning customers, which proves that there is room for new customers. This also roves that the product tastes great and has an eminent price-quality comparison. . 5 Positioning Nearly all Americans enjoy eating pizza because it is a delicious and quick meal, which gives Sweet Basil an advantage over selling other products. In a recent survey initiated by Technetium, results show that 68% of those that have children 18 and under living in their household say that pizza occasions usually involve children (Barrett, 2010). This shows that pizza is a very popular amongst families but Sweet Basil does well with single person households and local workers since pizza is sold by he slice un til pm.This also helps in closing the gap for Sweet Basil's consumers and leaves only those that prefer ordering their pizza and having it delivered. Sweet Basil is not trying to offer delivery service any time soon, but many patrons prefer Just coming in to take-out their pizza rather than ordering delivered pizza from a competitor. This is exactly how Sweet Basil positions itself to consumers; the prices are low and affordable, the quality of food and flavor is unrivaled, and the experience is optimal. As mentioned earlier, â€Å"Sweet Basil† powder adds for a uniqueness that ant be tasted anywhere else which positions the business very well.All pizzas are created from scratch, using a large mixer for dough and fresh store bought produce, meats, and ingredients from local purveyors. Pricing strategies are used as well to effectively position Sweet Basil's food offerings. Sweet Basil sells pizza by the slice for only $1 where other companies may charge up to $3/slice. Sweet Basil also sells its large one topping take-out, dine-in, and take-n-bake pizzas for $8, which is a phenomenal value considering all of the top grade ingredients used.This creates a rice-quality comparison that isn't reciprocated from any competitors in the target market. Sweet Basil is able to position itself to a completely new market with the recent creation of its take-n-bake pizza. Minute reports that frozen pizza can be found in 66% of all households (Barrett, 2010), which gives Sweet Basil a nice competitive advantage over other pizza businesses in the San Gabriel Valley. Sweet Basil notices possible opportunities if they were to contract and create partnerships with local grocery stores and markets. Another possible opportunity in the future would be to

Queering Heterosexuality Essay Example

Queering Heterosexuality Essay Example Queering Heterosexuality Essay Queering Heterosexuality Essay Women Gender and Sexuality Studies Course title: Queer Gender paper subject/title: ‘Queering’ Heterosexuality Heterosexuality is universally described as having a desire or sexual contact with someone of the opposite sex from ones own. This particular definition of heterosexuality for the most part, has remained relatively unquestioned. In turn, this has allowed heteronormative cultures and beliefs to assume heterosexuality as the norm. Marginalizing people who do not fit within heterosexual norms perpetuates the exclusion of gay, lesbian, bisexual, transsexual individuals, as well as, heterosexual individuals that participate in sexual practices that are not in alliance with commonly held notion of heterosexuality. The focus of this paper will be to use Nikki Sullivan’s writing, A Critical Introduction to Queer Theory in order to identify the ways in which Lizzie Borden’s 1986 film Working Girls, ‘queers’ heterosexuality. Analyzing heterosexuality through Sullivan’s writings and Borden’s film, allows for the universal understanding of heterosexuality to be challenged. Heterosexuality is consistent with dominant group membership and with beliefs, values, and institutions that support and are supported by that group. Therefore, the institution of heterosexuality constructs restrictions and allows for little element of real choice. Within heterosexuality, males are the only ones that are given the ability to choose. Males are in the dominant, profiting, and controlling position in heterosexual relationships, whereas females are understood to serve, pleasure, and assume females to abide by the decisions that males make for them. Following the lives of a group of female sex workers, Lizzie Borden’s 1986 film,  Working Girls  juxtaposes paid â€Å"straight† sexuality with lesbianism. Molly, the main character in the film, is the only female who is known to be a lesbian. However, even though Molly is  a lesbian and has sex with men, what she is doing is engaging in a performance of heterosexuality. This is just the same as her engaging in a performance of sexual service for money. Since money is being exchanged in response to sexual practices, this already ‘queers’ the notion of heterosexuality. The concept of sex as a commodity that is sold by women and consumed by men is something that bears further feminist analysis. In her film, Borden illustrates that there is nothing straight about sex work. Selling sex is believed to be quite outside the normative codes of heterosexual conduct, whereby sex is privileged as something you do for love or reproduction. So therefore, the exchange of money for a sexual service is a defining characteristic that is believed to be a queer act. This means that any sexual practices that are not done out of love or for reproduction are only done for pleasure, which is not in congruence with heterosexual practices. In the film Working Girls Borden illustrates that within the sex work industry, certain women come up with complex and provocative theories of femininity and sexuality when describing their jobs. Due to the jobs they have and the position they are placed in relevance to men, these women are given the ability to have real choice and choose their sexual partners. These women make their own personal choices to engage or not engage in certain sexual acts with their clients. An example of this is seen in the film when a client of Molly’s commands her to suck his penis and she responds back to him that she will not do anything she does not want to do. Molly’s response challenges the social and sexual power of men dominating women, therefore deconstructing the heterosexual knowledge that men are in control. In heterosexuality, the male is always the victor, however in Borden’s film the females are the ones in the position of the victor because they are the ones in control of the men. This can be seen in the film by having a woman, Lucy deal with all the money the women make. Lucy is in the dominant controlling position, which threatens the traditional understanding that the man is in charge of the house. Not to mention that, in the sex work industry females, sex workers and pimps, financially profiting from the sexual interactions they have with males, their clients. Christine Overall, a feminist theorist Sullivan refers to in her writings, aims to envision a more compatible relationship between heterosexuality and feminism. By making a conscious and informed choice to partake in heterosexual practices without agreeing to endorse the heterosexual institution, this could be identified as a form of feminist praxis (Sullivan, 126). The sex workers in the film, may not voice that they are feminists, however they still make conscious and informed choices to participate or not in sexual practices with their cliental. Overall outlines a number of reasons as to why the choice to participate in heterosexual practices need to be observed as a justifiable option for feminists. Furthermore, Sullivan relates Overall’s thesis to a statement made by Segal, All feminists could, and strategically should, participate in attempting to subvert the meaning of ‘heterosexuality’, rather than simply trying to abolish its practice†¦to acknowledge that there are many ‘heterosexualities’†¦We need to explore them, both to affirm those which are based on safety, trust, and affection†¦a nd which therefore empower women† (Sullivan, 127). Both Overall and Segal, challenge the notion that there is only one definition of heterosexuality, by introducing the belief that there are various different forms of heterosexuality among us. But rather than simply encouraging women to choose to participate in heterosexual practices on their own terms, Segal invites women to play an active role in subverting heterosexual norms by ‘queering’ traditional understanding of gender and sexuality. Throughout the film, sex workers interact in heterosexual practices that differ from commonly held notions of heterosexuality. At one point in the film, Molly must deal with a man that gets turned on by wearing women’s panties and getting smacked in the ass with a paddle. Sexual practices that are executed this way go outside of the box of what heterosexuality is widely described to be. Pleasures produced by practices such as fisting, anonymous sex, bondage, and so on, functions to ‘shatter identity and dissolve the subject’ (Sullivan, 156). This is because such practices work against the logic of heteronormative sex, a practice that ultimately serves as an act of reproduction. These types of practices are non-reproductive and open up a sort of polymorphous perversity, enabling us to rethink pleasure and sexuality. After analyzing Nikki Sullivan’s writing, A Critical Introduction to Queer Theory in order to identify the ways in which Lizzie Borden’s 1986 film Working Girls, ‘queers’ heterosexuality. Using Lizzie Borden’s film to analyze the sex work industry, has placed it at the crossroads of feminism and queer theory; thus, providing a unique vantage point to critique the regime of heterosexuality from various aspects. Various activists in a variety of social groups have fought to, and continue to challenge heteronormative behaviors and beliefs. Heterosexuality continues to be challenged daily in many different ways, some of which were previously discussed.

Argumentative Essay on Banning Tobacco Is It Effective

Argumentative Essay on Banning Tobacco Is It Effective Free sample argumentative essay on Banning Tobacco: There are many ways to stop people from using drugs such as tobacco instead of prohibition there are infinite possibilities that you can do to stop people from drinking or smoking. Whether we like it or not we can not stop everyone from drinking or smoking and that’s the same as not being able to prevent what happens to innocent civilians like how a drunk driver can hit your child. Or you can’t stop the effects of drugs like tobacco which influence you in a really bad way which leads to poor judgments. So you really have no control over someone else’s life not to do drugs. Well, there are ways to help prevent it but it’s really not anyone’s choice if you can drink or smoke. One way to help prevent people from wanting to take tobacco is to make laws that prohibit if you abuse the ability to take drugs too much. Well I think there is a law like that but if you make it worse like making a longer prison period or a larger payment fee it may work. Some people think there is nothing left for them in this life or they got nothing to lose if they do drugs so we should help those people out and try to force help upon them even though we can’t. I really think no matter what we do people will continue to smoke or take drugs because no matter what happens people still took drugs we banned many illegal drugs on the street. Even if there is a law or chance to get arrested people take that chance and risk it all for a couple minutes of pleasure people think drugs are the answer if all else didn’t help so that is why they turn to drugs. So no matter what law we come up with or anything else we try to do to stop drugs there is no guarantee all of it will go away so no matter what drugs are here to stay. So have hope, maybe you can save one or two lives but not every ones. So one person can make all the difference for you so drugs are going to always be a problem no matter what anyone’s opinion is.

By the Same Token

By the Same Token By the Same Token By the Same Token By Maeve Maddox The word token is used with several meanings. From an Old English verb meaning â€Å"to show,† in the broadest sense a token is â€Å"something that serves to indicate a fact; a sign or a symbol.† The sign could be miraculous or merely evidence of something:    I do set my bow in the cloud, and it shall be for a token of a covenant between me and the earth. Genesis, 9:13, KJV God granted these holy men [the 100 fed miraculously by Elisha] a gracious token that the famine had lifted The retiring employee received a watch as a token of the company’s appreciation. As a physical object, a token may be a metal or plastic disk that serves to show that money has been paid for transportation or admission (e.g., a bus token). Board games like Monopoly include tokens used in play. The expression â€Å"by the same token† means â€Å"for the same reason† or â€Å"in the same way.† Here are two correct examples of its use: there was little evidence to substantiate the gossip and, by the same token, there was little to disprove it –example, OxfordDictionaries because his mind is flexible it responds quickly †¦ to what is before it, and by the same token it can call up from within a host of appropriate ideas example, Merriam-Webster As is happening to many venerable expressions in this age of limited reading of traditional literature, â€Å"by the same token† is being altered by speakers who aren’t quite sure how to use it: However at the same token, this same conversation could apply to couples who go through that process together In the same token, it cannot disregard basic issues of translation theory. Does my body include the oxygen I am about to inhale and, on the same token, should I include the air I am about to exhale? Not only is the preposition by being incorrectly replaced by at, in or on, the meaning is being lost: I dont dislike dogs (or other animals), but by the same token, I dont want them in my house. Here the meaning seems to be â€Å"on the other hand.† With a documentation date of 1463, â€Å"by the same token† has had a good run in English. Could be that the expression–for some speakers at least–has reached retirement age. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Homograph Examples34 Writing Tips That Will Make You a Better WriterHonorary vs. Honourary

Proposal for Resilience Building Event Essay Example | Topics and Well Written Essays - 500 words

Proposal for Resilience Building Event - Essay Example This research is being carried out to present how to build an imaginary environmental disaster management centre called â€Å"Datus Community Relief Centre† (DCRC). The proposed environmental disaster management centre is to be situated at Datus, a community in the outskirts of Warwickshire. It would be noted that Warwickshire is a major disaster zone in the United Kingdom and that Datus is a disaster prone community that needs an urgent intervention of change. On Tuesday, 10 June 2008, it was broadcast on the British Broadcasting Corporation of the environmental disaster threat of Warwickshire and communities around it, which does not exclude Datus. This indeed reveals that for some years that, the people of Datus have had the urgent need for a disaster management relief centre. The following can be identified as the thematic characteristics of beneficiaries.By integrative, the implication is that the organisation works in close collaboration with other agencies who have soci al work as their prime focus. Whereas some of these agencies are private sector participants, others are non governmental institutions whiles the rest are governmental institutions or organisations. The efforts, ideas, and resources of all these bodies are brought together to achieve the common goal of the organisation.The beneficiary organisation is society oriented in the sense that it does not seek for the immediate welfare of its staff or personnel make up. Rather, the organisation has the collective welfare of society as its primary goal and objective.

WK2_mketing_VALS Essay Example | Topics and Well Written Essays - 750 words

WK2_mketing_VALS - Essay Example The survey results will show the main features of a customer: conservative or liberal, intellectual or a working man, prefer innovation or stick to old products. Translating marketing information into intelligence requires three related general functions: surveillance, assessment, and prediction. This activity consists of observing the reports of marketing occurrences, discerning patterns and deviations from standards, and trying to make sense out of them. Surveillance serves two ends: it indicates likely trends and changes in the marketplace and then suggests what must be known and done to meet the changes. Assessment attempts to evaluate more specific knowledge of particular opportunities, or competitors capabilities and vulnerabilities. Knowledge of strengths and weaknesses of specific competitors supplies the basis for developing ones own marketing strategies and programs. Predictions provide a dimension of futurity that makes intelligence relevant for planned decisions. The surv ey shows that the company has area intelligence, which is concerned more with localized details and shorter-run aspects of the marketing-activities programs. It is of particular value to marketing personnel in specialized or functional areas, since they deal directly with operations but lack policymaking responsibility. For example, area intelligence guides the actual recruitment, selection, training, and direction of salesmen; the determination of specific prices and advertising programs; and the specification of product qualities (Paley, 87). The survey results will show a need in new products and designs and ability of customers to perceive innovations. The survey will determine the character of a consumer and his life style. Both the quality of the raw data and the effectiveness of the primary analysis determine the kind of marketing information that will be derived. Data must be sorted, classified,

A Christmas Carol by Chales Dickens Essay Example | Topics and Well Written Essays - 250 words

A Christmas Carol by Chales Dickens - Essay Example The problems included poverty, overwork and insanitary housing which were faced by the middle class, affecting their bodily and spiritual health. In A Christmas Carol, the family was however happy and contented with one another, looking happier in the partying mood. Scrooge on his part kept a close eye on the last of the children, Tiny Tim (Charles 2012). The rise of masses in this period benefited the actual masses as a result of working together and uniting in fighting their problems. Their moral and religious union was maintained. For instance, in the story A Christmas Carol, Cratchit’s family is portrayed as one buried in poverty. They were poorly dressed in scanty clothes and leaking shoes. Like in the Cratchit’s family, Mr. Scrooge, the Founder of the Feast, is predicted as a character liked by the others. They tend to celebrate him, and continue feasting on this Christmas day despite their problems. However, Mr. Scrooge is portrayed as the Ogre of the family, who se name threatens everyone in the party. Leisure and sport were other phenomena that characterized this period. The two represented cultural products of a changed and hierarchical society. Leisure was appreciated as an activity which allowed people to enjoy their lifestyles, giving them the freedom from the politics of the time. For instance, the situation of poverty and sufferings did not deter Cratchit family from loving each other and embracing the happy moments, such as that of Christmas. In conclusion, it can be seen that problems and suffering should not be a limit to people’s joy and merry-making. The Cratchit family is such a family beating all odds to make a happy moment for all. They have forgotten all their sufferings and engaged in leisure and feasting. The citizens as represented by the Cratchit family were full of love, affection and social warmth for each other. The values formed the basis for demand for greater human selflessness. Their

HISTORY Essay Example | Topics and Well Written Essays - 1000 words - 1

HISTORY - Essay Example He was crowned King of Anshan after the death of his father in 559 BC. He soon started on a series of great achievements that marked his 29-year reign as the greatest in Persian history (Wikipedia.org, 2007). Cyrus’ first great achievement was the conquest of the Median Empire ruled by his maternal grandfather Astyages. Being a vassal kingdom of the Median Empire, Anshan was subject to its feudal lordship policies. Cyrus decided to rebel against Median control. In an armed struggle that lasted 5 years {554 BC to 549 BC}, he finally managed to defeat the Median armies and capture Ecbatana, which marked the end of the Median Empire. Cyrus then united it with Anshan to create the Achaemenid Empire Cyrus’ second great achievement occurred 3 years later when he conquered the Lydian Empire. In 547 BC, Croesus, ruler of the Lydian Empire attacked Pteria, a city of the Achaemenid Empire. Croesus besieged the city, captured its inhabitants and forced them to serve as slaves. Cyrus gathered a large army and marched against the Lydian forces. Many fierce battles were fought, most notably the Battle of Pteria and the Battle of Thymbra. In the latter, acting on the advice of one of his military commanders named Harpagus, Cyrus used a new military plan – he ordered his soldiers to follow behind camels as they marched to fight. The plan was to create panic among the horses rode by the Lydian cavalry who were not used to the smell of camels. The plan worked and the Lydian army was totally defeated, marking Cyrus’ conquest of the Lydian Empire in 546 BC (Wikipedia.org, 2007). Cyrus’ third great achievement was the conquest of Asia Minor 4 years later. It began when Cyrus ordered his military commander named Mazares to pursue a Lydian called Pactyas who had earlier tried to create a rebellion in Sardis {capital of the Lydian Empire} against Cyrus’ rule. Pactyas fled to Ionia where he

Yahoos industry Essay Example | Topics and Well Written Essays - 250 words

Yahoos industry - Essay Example With time and advent of another search engine Google, Yahoos popularity is now confined to Yahoo News, Sports and Finance while Yahoo is now-a-days is not a preferred choice as a search engine and Google has emerged as the most preferred search engine for web searching, electronic messages (e-mails), chats, blogs etc because of its user friendly approach and fast results. Visitors do visit Yahoo especially for those attributes which are not offered by Google else if Google offers them they have a preference for Google over Yahoo. The underlying concept is Google appears to be the chief set of connections for maintaining follow-up of diverse social associations, acquaintances and interfaces. The chief reason that could be assessed- most of the individuals have MyBlogLog, MySpace, Facebook and other social accounts which aid in staying in contact with friends and acquaintances. Yahoo offers sites for commercial purposes such as Finance, Yahoo Answers : Q&A, Backlink Reporting, Flickr for photo uploading as well as sharing, for entertainment, privacy and local search. Yahoo is therefore preferred for its wider domain and for the features which are lacking in Google and least preferred for the features that are present with

HISTORY Essay Example | Topics and Well Written Essays - 1000 words - 1

HISTORY - Essay Example He was crowned King of Anshan after the death of his father in 559 BC. He soon started on a series of great achievements that marked his 29-year reign as the greatest in Persian history (Wikipedia.org, 2007). Cyrus’ first great achievement was the conquest of the Median Empire ruled by his maternal grandfather Astyages. Being a vassal kingdom of the Median Empire, Anshan was subject to its feudal lordship policies. Cyrus decided to rebel against Median control. In an armed struggle that lasted 5 years {554 BC to 549 BC}, he finally managed to defeat the Median armies and capture Ecbatana, which marked the end of the Median Empire. Cyrus then united it with Anshan to create the Achaemenid Empire Cyrus’ second great achievement occurred 3 years later when he conquered the Lydian Empire. In 547 BC, Croesus, ruler of the Lydian Empire attacked Pteria, a city of the Achaemenid Empire. Croesus besieged the city, captured its inhabitants and forced them to serve as slaves. Cyrus gathered a large army and marched against the Lydian forces. Many fierce battles were fought, most notably the Battle of Pteria and the Battle of Thymbra. In the latter, acting on the advice of one of his military commanders named Harpagus, Cyrus used a new military plan – he ordered his soldiers to follow behind camels as they marched to fight. The plan was to create panic among the horses rode by the Lydian cavalry who were not used to the smell of camels. The plan worked and the Lydian army was totally defeated, marking Cyrus’ conquest of the Lydian Empire in 546 BC (Wikipedia.org, 2007). Cyrus’ third great achievement was the conquest of Asia Minor 4 years later. It began when Cyrus ordered his military commander named Mazares to pursue a Lydian called Pactyas who had earlier tried to create a rebellion in Sardis {capital of the Lydian Empire} against Cyrus’ rule. Pactyas fled to Ionia where he

Personal philosophy of science education in a primary class Assignment

Personal philosophy of science education in a primary class - Assignment Example Students are said to develop their thinking, hand and body skills better under the inquiry-based method of teaching (Akinoglu, 2008). According to Akinoglu, science projects develop the creative thinking skills of students (2008). In teaching science to a primary class, it is important that teaching be done through small group works (Woods-McConney, Wosnitza, & Donetta, 2011). This makes the students more motivated to learn and participate actively in the activity. Another important aspect of teaching science education to primary class students is to help students understand science by linking them to the needs of society (Eady, 2008). They should be made aware of the relevance of science in their daily lives. Lastly, one concurs with McTigue and Slough that design of science texts used should enhance the interests of students to direct their attention to the essential information (2010). Furthermore, science texts should have graphical representations that can assist the students in understanding the science concept presented (McTigue & Slough, 2010). One hopes to apply the philosophies stated above in teaching science to a primary class. These philosophies were based on several theories by science educators and which one deems effective in communicating scientific principles to children. Gilbert, A. (2009). Utilizing science philosophy statements to facilitate K-3 teacher candidates’ development of inquiry-based science practice. Early Childhood Educational Journal , 36 (5), 431-438. Woods-McConney, A., Wosnitza, M., & Donetta, K. (2011, September 1). Keep it positive: Using student goals and appraisals to inform small group work in science. Teaching Science: The Journal of the Australian Science Teachers Association ,

Linguistics and Point Essay Example for Free

Linguistics and Point Essay I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub point moving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub point moving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences.] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives.) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences.] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of  the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences.] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives.) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.  ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ]