Advantages of Being Bilingual – Short Essay

Advantages of Being Bilingual Being able to speak two different languages is one of the best abilities to have in todays world. Especially living in the United States, which is such a diverse country, it really does come in handy. Benefits of being diverse in languages are that you have a greater change of getting that job that's extremely competitive, and you'll have a wider range of culturalism in your life. As someone who is bilingual, I can say that I have experienced certain advantages. Such as having a better ear for listening, and having a more positive growth for thinking.The workforce today as we know it is extremely competitive. Bilingual constestants have the automatically have the upperhand towards other competitors. Other contestants you may be dealing with for jobs range with people that contain different skills, and types of experience. For instance, if someone has a couple years on you of experience in a job that deals with tourism, than chances are they are looking f or people who can interact with more potential customers. Living in Orlando, Florida, one of the most popular places for tourism, being bilingual is a great advantage.There are job opportunities such as theme parks, and other tourist attractions that require bilingual employees. While switching on and off with your two languages, you are sure to have experienced much culturalism in your life. Opporunities arise such as making new friends, and even conversate with them on a wider range of topics. You have a certain bond with them, that you wouldn't normally have with someone who was limited to one language. Even visiting other countries who's main language isn't English can be more enjoyable. For instance, whenver I visit Puerto Rico, I have the opporunity to convert with locals and family.

Snowboarding History

As the excitement of fall winds down, many people fall into a depression. The leaves are gone, the woods are desolate, and the chill of winter air has crept upon us. While most people find this sad, I find it exciting! Why? Because it is time for my favorite sport, snowboarding. Snowboarding’s a new, challenging sport that’s attracting new fans from all around the world. It has really changed since it was first invented. It’s become one of the largest and fastest growing sports in the world. Everywhere, people, including myself, are waiting for the snow to get a chance to go snowboarding.Snowboarding is the cross between surfing and skateboarding. Snowboarding use to be known as a child’s story, but now has evolved into a great sport. Since it was first invented, it has changed from a child’s sport to a new competitive sport that is great for both men and women. Some people saw snowboarding as an alternative to skateboarding, skiing, and surfing. Pe ople who could not afford to buy surfboards, like Jake Burton, used snowboarding as an alternative. Skateboarders saw snowboarding as a new sport that they could make their mark on.Nobody knows who truly invented the first snowboard. But in 1929, M. J. â€Å"Jack† Burchett invented one of the first snowboards. He used clothesline and horse reins to secure a piece of plywood to his feet. Thirty years later, Sherman Poppen, a chemical gases engineer invented â€Å"The Snurfer† as a toy for his daughter. He made the â€Å"snurfer† by bounding two skis together and putting a rope at the nose, so that the rider could hold it and keep it stable. Poppen licensed his idea to manufacturer when his daughter’s friends wanted a â€Å"snurfer† too.In 1966, â€Å"the snurfer† sold over a half million times. In 1979, Poppen left the snowboarding business after Jake Burton came up with the bindings and went back to his old profession. Jake Burton, another i nventor of the snowboard, became interested in snowboarding after taking part in Poppen’s â€Å"snurfer† competitions that were organized by Poppen. His parents wouldn’t buy him a surfboard so riding the â€Å"snurfer† was a new and cool thing to do. In 1977, after he finished college, Burton moved to Londonderry, Vermont to make different types of the Snurfer.He made his first board out of laminated hardwood. In 1979, while at a Snurfer competition, Burton shocked everyone by using his new board that had the first binding. It made a big difference that allowed him to control the board and made it easier to beat the other riders. In 1969, Dimitrije Milovich, after he got the idea from sliding down a hill on a cafeteria plate in college, started making snowboards. His snowboards were based on surfboards combined with the way skis work. In 1972, he started a new company called â€Å"Winterstick†.He produced lots of snowboards and even got articles in magazines like, â€Å"News Week†, â€Å"Playboy†, and â€Å"Power†. In 1980, he left the snowboarding business, but was still known as a very important pioneer of the sport. At the same time that Jake Burton was producing his snowboards Tom Sims produced his first snowboards in 1977. Sims was an avid skateboarder who made a â€Å"snowboard† in a junior high school shop class. He made his out of carpet wood and aluminum. He glued some carpet to the top of a piece of wood and put an aluminum sheet on the bottom.He started making snowboards in 1977 in his garage with his friend and employee Chuck Barfoot. Barfoot actually made the boards and came up with the â€Å"Flying Yellow Banana†. It was a skateboard deck on top of a plastic shell with skegs. During 1980 Sims signed a skate-snowboarding deal with a big company called Vision Sports. Signing the deal helped Sims get out of his financial problems, but his friend Barfoot, was left out and tried to go into business for himself. He couldn’t compete with big competitors like Sims and Burton.The first modern competitive snowboarding contest took place in Leadville, Colorado in 1981. Then snowboarding competition took off from there and became worldwide. In 1982, the first national snowboarding race was held in Suicide Six, outside of Woodstock, Vermont. Because of the conditions of the hill, the goal of the race appeared to be mostly just surviving the race. The race was on a steep icy downhill run called â€Å"The Face†. Paul Graves put it on and Tom Simms and Jake Burton competed. Doug Bouton won first place overall.This race marked the last time that snowboards and snurfer’s raced together. In 1983, Jake Burton puts on the national snowboarding championships in Snow Valley. A couple of months later Tom Sims holds the inaugural World Snowboarding Championships at Soda Springs Ski Bowl in Lake Tahoe. That contest featured the first contest with a half pipe. In 1986 the World Snowboarding Championships moved from Soda Springs to Colorado. In 1986, a new European snowboarding generation launched. Then the Europeans began to organize their own regional events like the Swiss Championships in St. Moritz. In 1987, a group of riders and manufacturers formed the N. A. S. B. A. (National Association of State Boards of Accountancy) whose main goal was to create a unified World Cup tour with the Europeans. In 1988 N. A. S. B. A. got its wish and the first world cup was held in both Europe and the United States. It was the most expensive snowboarding contest ever. In 1994 everybody was happy because snowboarding was declared a Winter Olympic sport. It was finally accepted as a real competitive sport and was first seen in the 1998 Olympics in Nagano, Japan.

Biology Lab Essay

1.Discuss how to protect yourself from body fluids, such as saliva and blood. oGloves protect you whenever you touch blood, body fluids. The use of gloves also decreases the risk of disease transmission if you are pricked with a needle. Always wear gloves for handling items or surfaces soiled with blood or body fluids. oWash your hands and other skin surfaces immediately after they come in contact with blood or body fluids. oMasks and protective eyewear, such as goggles or a face shield, help protect your eyes, mouth, and nose from droplets of blood and other body fluids. Always wear a mask and protective eyewear if you are doing a procedure that may expose you to splashes or sprays of blood or body fluids. oAprons protect you from splashes of blood or body fluids. Always wear a gown or apron if you are doing a procedure that may expose you to splashes or sprays of blood or body fluids 2.Why should you consider a body fluid capable of infecting you with disease? o I think you should be aware and alert because its precaution to practice when youre working in a lab setting. 3.Describe how to dispose of waste material contaminated with body fluids. o You should dispose all waste material in the correct disposal area, and you can throw away the waste materials in the biohazard container. 4. Explain how to safely plug and unplug an electrical device. o When you plug in such electrical equipment, make sure you include the ground plug round. Hold the plug firmly by the insulating cover when plugging it in or unplugging it. Never unplug an electrical device by pulling on its cord. 5.Discuss how to protect yourself from preservatives used on biological specimens. o You would protect yourself from preservatives used on a biological specimen by wearing gloves and safety glasses. Do not shake the container or put the specimen back in the container. 6.Why are special biohazard containers used for biological waste? o Biohazard containers are used to separate infectious, contaminated or dangerous material from other materials that wouldn’t be labeled as such and to protect us and the environment. Also the disposing of biohazard material is done differently than normal material.

Deutsche Bank is a global universal bank. What are the advantages and Essay

Deutsche Bank is a global universal bank. What are the advantages and disadvantages of a global universal bank and what are som - Essay Example The Deutsche bank holds a record for being the only bank that has strived to achieve omnipresence. Evidently, universal banks exhibit multiple benefits to the clients, but a closer analysis reveals that they have certain disadvantages. This paper will highlight the advantages and disadvantages of universal banks. Moreover, the paper will analyse the issues that arise when handling tasks in the compliance department. Advantages of Universal Banks Universal banks offer their clients a diverse range of services to different clients having the opportunity to receive personalized services that conform to their banking needs. Usually individuals, groups, organizations, states and multi-national organizations exhibit varying financial needs. The fact that universal banks have the capacity to offer tailor-made services, they surpass other banks by offering each client service that conforms to personal financial needs. This is the reason why universal banks offer a high level of convenience t o the clients (Heller, Meaney & Murphy 2001, p. 78). They serve as a single-stop banks where one can access all the required financial needs. Evidently, such convenience receives emphasis from the presence of most universal banks in different regions, affording the clients an increased banking flexibility even beyond the borders. Recent research reveals that universal banks serve as critical contributors to the economy. This is because they have the capacity to support a diverse range of investments in different parts of the globe. Universal banks exert their effect on the entire economic system, altering the economic trends by providing financial breakthroughtwo different types of clients. Universal banks serve private household clients, offering arrange of appealing service packages appropriate for them (Palepu2007, p. 87). Moreover, universal banks offer a range of services to institutional clients empowering them to receive the required the financial boost to achieve their goals . This factor has served as a reliable solution to the financial problems of many institutions as they can form investment partnerships with universal banks. These services are offered at a relatively lowered funding cost compared to other banks. Evidently, universal banks register a low level of profiling costs, placing them in a better position to offer services at the lower funding cost compared to other banks. Moreover, these banks exhibit a lower funding cost themselves, explaining further why they favour all types of clients. Universal banks have served to increase the willingness of credit borrowers, a factor that has contributed to the rising returns for clients who wish to save. This has been especially advantageous to governments that exhibit financial needs that require borrowing. Moreover, this proves to be highly beneficial to other clients, and contributes to a surging growth. This has given rise to an evident rise instability of the economies by causing as the spread of innovations in different regions in the globe (PadoanBrenton & Boyd 2003, p. 34). Disadvantages Although universal banks exhibit all these benefits, they face a surging pressure to satisfy all the clients in different regions.These banks face the compulsion of maintaining a high quality of their services (Lambert&Ioma2005, p.98). They have to ensure that they are responsive; clear in communication, prompt, and a high level of integrity in offering

Research paper Essay Example | Topics and Well Written Essays - 2500 words

Research paper - Essay Example It assumes that the quality called ‘beauty’ objectively and universally exists. Women must want to embody it and men must want to possess women who embody it†. Her sentiments summarize how the society views women beauty and how it uses the perceived images to manipulate their lives. The sad truth as depicted in Barbie Doll poem is that women more than often fall victims. The stage is set from a normal birth through to a sad premature final journey at the funeral. This poem is a narrative of four stanzas written in a free verse style. Marge Piercy used different tones throughout the poem to pass the critical message of the impact of gender stereotyping on the women in the society. The tone of the poem depicts a depressed and sad life of a girl trying to fit into the expectations of the society but in vain. She uses a well known toy Barbie Doll to pass the message. She vividly describes real cultural and social pressures that young girls and women have to endure on a daily basis. Using culture studies approach, this paper provides a critical analysis of the poem using two different schools of literary criticism: feminist and psychoanalytic criticism to illustrate cultural and social gender stereotype on ideal women beauty and gender roles. Formation of Gender Stereotype According to Sharon Begley, stereotypes â€Å"make people painfully aware of how the society views them.† She argues that such awareness can extensively influence the intellectual ability of the holder as well as performance of other tasks (Begley, 2000 p66). In the poem Barbie Doll, Marge Piercy sets the stage by introducing the historical formative stage of the female beauty and gender role stereotypes. By using Barbie Doll an iconic beautiful toy manufactured by Mattel Toys, and widely adored by American girl children, she illustrates how the society form and transfer stereotypes from one generation to another. In this case, Mattel Toys represents the society and the t oy Barbie Doll bearing Mattel Toys expected characteristics of a beautiful girl or woman is the culture that is passed on to the next generation. The salient characteristics of Barbie Doll are; she has blonde hair, blue eyes, large breasts, a small waist, and large hips. According to Wald 1998, these are the symbol of beauty and are used as the standard to gauge girls’ beauty by society (Wald, 1998, pp. 585-610). The first line of the first stanza, â€Å"This girlchild was born as usual† shows an innocent being brought forth into the world free from any cultural influence. Line 2 – 4, â€Å"and presented dolls that did pee-pee and miniature GE stoves and irons and wee lipsticks the color of cherry candy† shows clearly, the society’s involvement in introducing and propagating gender stereotypes and the perceived gender roles. The items presented to her are symbols of ideal woman. The innocent child is orientated into chauvinistic society – to be a beautiful woman who performs household chores and thus, cultured with expected ideal woman characteristics of beauty (Barbie Doll and lipsticks) and roles (GE stoves and irons). In line 5 – 6 â€Å"Then in the magic of puberty, a classmate said: You have a great big nose and fat legs†

Whether to Publish a Rape Victim's Name Essay Example | Topics and Well Written Essays - 250 words

Whether to Publish a Rape Victim's Name - Essay Example This raises both ethical and legal aspect in which the police might fall in the pressure of the public to expedite the findings on the people involve. This consequentially gives wrong leads and the police might end up with the wrong people. The legal aspect is that the police might face liability later upon deeper findings on how the real culprits. The editor or the news director must consider whether the rape victim is okay with the story being shared with other people. The rape aspect is a sensitive aspect and therefore requires the media to confide to the victim on whether to publish the story. Publishing the story without informing the victim is contrary to private life and amounts to unethical standards on a professional journalism career (McBride & Tom 12). Rape victims normally undergo tough situations and suffer from illnesses like posttraumatic stress (Smith 19). Therefore, they tend to shy away from anything that reminds them of the ordeal. Therefore, according to journalism standards, an editor must consider whether the victim in question is at the position of handling consequent reminders of the painful experience. This has to be weighed b understanding the victim’s background and establish prior to the

Management and Organisational Development Module Essay - 1

Management and Organisational Development Module - Essay Example The managerial structure of Reddix has suggested the promulgation and inception of a knowledge management initiative which would ensure that they are better able to cope with the rapid advances in healthcare and have to a health care  in understanding and interpreting clinical information and data in to interpret context-based healthcare information. The consultants have already declared that the current IT infrastructure at Reddix cannot cope with this restructuring.It is admitted that the KM system as proposed by the consultants will be immensely beneficial to the patients and management in terms of integrating the electronic patient records (EPR) that are held by the NHS with the process of physicians and GPs ordering medical tests or medications. The main hurdle is thus not technical. Knowledge management is a culture and does not entail a simple change of hardware and software and processes. Thus the suggestion for the inception of a ‘knowledge sharing culture’ wh ich entails management of information as well as the management of people in whose hands this information is. This report focuses on one of major gaps in any Knowledge management Initiative and that is the lack of this Knowledge sharing culture with in the key stakeholders of the Hospitals Organisational structure. The way ahead for an institution which is falling behind in the technological arena is indeed Knowledge Management and as I would like to add to this strategy it should also incorporate the notions of Strategic Information Management and the Business Score Card Approach ,which will allow the strategic management of information to avoid future problems of interoperability.

The Logical Problem of Language Acquisition Essay

The Logical Problem of Language Acquisition - Essay Example (Cook, 1988) Language acquisition begins very early in the human lifespan, and begins, logically enough, with the acquisition of a language's sound patterns. The main linguistic accomplishments during the first year of life are control of the muscles that produce speech and sensitivity and the acquisition of native phonetic distinctions used in the parents' language. Interestingly, babies achieve these feats before they produce or understand words, so their learning cannot depend on correlating sound with meaning. They must be sorting the sounds directly, somehow tuning their speech analysis module to deliver the phonemes used in their language (Kuhl, et al., 1992). Shortly before their first birthday, babies begin to understand words, and around that birthday, they start to produce them (see Clark, 1993; Ingram, 1989). Despite the vast differences in language, children's first words are similar all over the planet. About half the words are for objects: food, household items, and people. There are words for actions, motions, and routines. Finally, there are routines used in social interaction, like yes, no, want, hi. Around 18 months, language changes in two ways. ... Once more, children's two-word combinations are highly similar across cultures. These sequences already reflect the language being acquired: in 95% of them, the words are properly ordered according to his/her particular grammatical rules. (Pinker, 1984; Ingram, 1989). Between the late two's and mid-three's, children's language blossoms so rapidly that it overwhelms the researchers who study it, and no one has worked out the exact sequence. Sentence length increases steadily, and because grammar is a combinatorial system, the number of syntactic types increases exponentially, doubling every month, reaching the thousands before the third birthday (Ingram, 1989, p. 235; Pinker, 1984). Though many of the young 3-year-old's sentences are ungrammatical for one reason or another, it is because there are many things that can go wrong in any single sentence. When researchers focus on a single grammatical rule and count how often a child obeys it and how often he or she ignores it, the results are very impressive: for just about every rule that has been looked at, three-year olds obey it a majority of the time (Pinker, 1984, 1989; Crain, 1992). Though our ears perk up when we hear errors, more than 90% of the time, the child is on target. Children do not seem to favor any particular kind of language (indeed, it would be puzzling how any kind of language could survive if children did not easily learn it!). They swiftly acquire free word order, SOV and VSO orders, systems of case and agreement, and whatever else their language throws at them. Even grammatical gender, which many adults learning a second language find challenging, presents no problem: children acquiring language like French, German, and Hebrew acquire

Literature Analysis Assignment Example | Topics and Well Written Essays - 1750 words

Literature Analysis - Assignment Example Hierarchical organizations that need a focused approach for task completion appealed to a leadership style that was more authoritarian in nature where as an organization with the same demographics needing to explore/brainstorm new ideas, required less restriction. Existence of different leadership styles is an indicator of possible differences in effectiveness of the styles in different organizational environments or differences in leader’s traits to facilitate effectiveness of a leadership style. Almansour (2012) sought to investigate relationship between leadership approach and leaders’ effectiveness, with focus on the leaders’ level of motivation. This was based on the hypothesis that leaders’ performance is an indicator of their level of motivation. The author applied an exploratory approach on existing literature on the relationship, approach that offers sufficient data for an in-depth analysis of a subject matter. The research method is however limited to reliability and validity of the applied literature, which may also be difficult to ascertain. The author identifies three leadership styles that are explored. Transformational leadership is the first style, is associated with change and influence, and has fo ur fundamental factors. Idealized influence is one of the factors and defines a mentorship role to followers. The factor also attracts trust and respect on leaders and these empower leaders towards effectiveness, and ensure that followers are obedient to the leader’s directions. Intellectual stimulation is another of the author’s reported factors and defines ability to promote creativity and innovation among followers through improving people’s rationale and ability to solve problems. Transformational leaders are also inspirational, improving followers commitment to objectives, and considerate to ensure utility in both followers and the subject organization. These factors therefore identify

International Business and Cultural Diversity Case Study Essay

International Business and Cultural Diversity Case Study - Essay Example This paper seeks to establish whether there is any direct relation between cultural change and socio-economic-political changes in an organization or company, the variables present that are to be encountered and how these variables, if present, can be able to effectively mediate or moderate the effects of culture in today’s business environment. 2.0 Cultural Changes In the modern, contemporary society, one of the most overused terms is culture (Samovar, Porter and McDaniel 2012). According to Schein 2010, culture can be divided into four broad categories. These are macro cultures, subcultures, organizational cultures and micro cultures (Bosshardt 2006). Culture is a dynamic phenomenon and a basic background structure that has the effect of influencing us in a wide variety of ways. It is constantly changing and reenacted by our constant interactions with other people and is progressively shaped by our own behaviour. The main connection between culture and leadership can clearly be seen in micro cultures and organizational cultures where the culture in such systems is usually thought of as the end result of the embedding that an organization’s founder or leader within the group has imposed upon it and it with positive results (Schein, 2010). Culture can also be broadly defined as a set of shared values like beliefs, norms, behaviours, attitudes, material objects and symbolic resources. Basically speaking it can be thought of as the basic rules for functioning and living within a given society (Samovar, Porter and McDaniel 2012). 3.0 What are Variables? Variables can broadly be defined as items that we can control, measure or even manipulate while performing research. They are viewed as characteristics that have the potential of having more than one value or score. They can be viewed as being relatively straight forward for instance when we consider variables such as income or age while sometimes they can be viewed as being relatively abstract such a s when we are considering items such as degree of prejudice or even social class (Inglehart and Welzel 2007). Researchers constantly analyze variables in order to determine how they end up influencing each other. 3.1 What are Social Variables? Social variables can be viewed as logical sets of attributes. An attribute like a person being either male or female will have the main variable of gender or sex (Weinstein 2005). While a variable such as occupation will be attributed by items such as a truck driver, farmer or professor (Babbie 2010). 3.2 What are Economic Variables? Economic variables can be subdivided into endogenous variables, which are defined as economic variables which are dependent on the occurrences within a given economy such as inflation and employment rates, while exogenous variables are those variables, which are seen to be external to the economy of a given country and are mainly determined by the current global events and policies (Keillor 2011). Examples include

1980s Latin America Debt Crisis Essay Example | Topics and Well Written Essays - 1750 words

1980s Latin America Debt Crisis - Essay Example Latin American countries followed a heavy reliance on debt finance. First, increases in foreign debt in these countries were higher than the revenues they had derived from their annual exports. In 1976, Mexico exported oil which paved the way for excess imports since cheap loans can be readily tapped. Brazil implemented a program of industrial expansion. Argentina and Chile established an overvalued exchange rate policy as an integral part of anti-inflationary strategy. Diverse government policies led these Latin American countries to defective exchange rate policies and excessive dependence on external capital flows.Another factor for the persistent debt problem was the fact that state enterprises became the conduit for absorbing external resources. The government guarantee provided for foreign denominated loans was attractive to external lenders who had no information on the real risk profile of the debtors. Public enterprises implemented programs of investment which guaranteed dir ect control over the foreign exchange proceeds to the national government. (Wesson, 9)In the years after 1983, these countries suffered from capital outflows and from the persistent slide in primary commodity prices. From 1983 up to 1986, Latin American terms of trade declined by 15 percent. Increased exports were negatively affected by falling prices. Countries. Argentina and Peru were especially hard hit. Mexico went into crisis due to falling oil prices in 1986.The lingering imbalance in the U.S. balance of payments contributed to the disadvantage of Latin America. The United States buys manufactured imports from Asian Countries (NICs) while shutting off capital flows from Latin American countries. Japanese and European surpluses were sent to the United States to get higher rates of investment. Economic growth in Latin America was supported by an import-substitution industrialization which protected the domestic industrial economy by means of high tariffs, import duties, and government subsidies. The initial arrangement benefited the economy but by the late 1960s, it was beginning to negatively affect agriculture which provides the needed foreign exchange. The industry had expensive domestic inputs that resulted in making major Mexican agricultural exports uncompetitive. Government policies which controlled domestic food prices also discouraged the increase of food production. As the population increased, consumption rose, reducing the amount of food available for export. It became necessary either to generate more resources to satisfy the demands of the population, or to control or decrease such demands without undermining the peace of the ruling party. By 1970, Lus Echeverra Alvarez, was elected president. He implemented the policy of stabilizing development. Stabilizing development is the economic strategy which emphasized growth over equity. The assumption had been that these resources would trickle down to the poor. The Echeverra administration opted for a strategy of shared development. This policy would emphasize equity and growth by policies that channel a greater share of economic gains to Mexico's lower classes. Echeverra encouraged more aggressive trade unions and he rued that foreign investors and domestic businessmen for exploiting the country. As conflict increased and confidence in the administration's policies declined, capital flight began. The government was forced to devalue the Mexican peso twice. Echeverra's anger and dismay led him to expropriate vast tracts of private agricultural land to give them to landless peasants. The president's attempt to spend his way into growth and equity had clearly failed by 1976, when Jos Lpez Portillo succeeded him. Portillo assumed a conciliatory approach in the face of problems. He then decided to secure foreign funding using the vast petroleum reserves of Mexico. Finally, commercial bankers were lining up to lend Mexico money in an attempt to reinvest billions of petrodollars that Arab governments had placed on

Apple Company Essay Example for Free

Apple Company Essay Apple Company was created by Steve Jobs and Steve Wozniak in 1976. Now Apple Company became very famous company in the world. It was made a lot of machine and computers. In recent years it’s created something that was very helpful to the human. For example such as Ipad2, Ipad3, Ipad4 that is a small hand computer. Human can use it store a lot of things and they can use it to watch moves talk to each other, use it for GPS and so on. He also made Iphone3 to Iphone5. These phone are famous and useful and it was perfect phone. Iphone5 series has many kinds of function. It can help human to do anything they want. It is easy to use and convenience to everybody in their life. Now Apple Company has contracted with many companies, such as ATT, TSMC and so on. Apple Company has a lot of supporters all over the world. Creator and history In 1976 Steve Jobs and Steve Wozniak created Apple Company. Jobs growth after several twists and turns. First Jobs dont like bundle, when he was a student. before he started his elementary school. His mother gave him in advance how to learn. But this has led to the later he arrived at the school. He said he has nothing to do for a few years and usually look for trouble by himself. Jobs soon discovered they can do work. Jobs like natural work, rather than be disciplined by others. Jobs met in the different authority, he disliked it. He almost and obey them, his curiosity about all sorts of things that they almost captured him. Jobs in McCollum class only with a years time to learn over three years of course. Jobs have a project, he made a photocell switch device, this matter after exposure the school of science living the school can make the device, jobs gets knowledge from his father. And his is very interesting in laser. Jobs and a few friends partnership created belong to his light show stereo system. In McCollum’s class, jobs and a new graduate teachers to become friends. They especially like in the classroom with all the time to discuss their legend. His brother Stephen Wozniak worked in a swimming team almost five years, so jobs know more about electronic. But in the emotional and social he is a senior high school student, very weak. When Mike Markkula joined Jobs and Wozniak, Jobs their fledgling partnership into Apple Co., LTD. In January 1977,their valued about $5309. Four years later they think it is time to open the value. It is the first public in 1980, become most oversubscribe, apple company would be $1.79 billion. Yes, billion. In this change process it will make three hundred millionaires. Development Apple has a lot of competitors, Such as IBM, Microsoft, etc. They are rivals as well as a friend, in 1991 they had technical communication. In astronomy, the two stars orbit is binary system is closely related. Because of their attraction is interaction. In history have a similar situation, when a time made the relationship and competition two track star: In the twentieth century physics Albert Einstein and Bohr, for instance, in early American management, Thomas Jefferson and Alexander. Hamilton. For the first thirty years of the personal computer era, in the 1970 s, the definition of a binary star system is made up of two were born in 1955 college students of high energy control. Bill Gates and jobs has a very different character and background, although they have the same ambition interchange technology and business. Gates father is a Seattle famous lawyer, his mother a city in all kinds of famous leaders of the board of directors. He became a technical personnel a rebel, hippies, spiritual seekers, or members of the counterculture. Not a blue box destroy the phone company, gates in the school to create a program to help scheduling local traffic engineer and he such a car calculation procedure he got the girl. He went to Harvard, but he decided to leave school, this is not to find the enlightenment and the Indian master but a computer software company. Jobs also have the same thing. This is twin cooperation. When the first developed was Macintosh, Jobs to visit near Seattle gates office. Microsoft wrote some applications for Apple II , including one called Multiplan spreadsheet program, jobs want to stimulate gates and his company, for the upcoming Macintosh computer do more. Sitting in the Gates meeting rooms, jobs for public computer made a tempting perspective, friendly interface, this show is in a California factory automation has millions of production. He in the California suction silicon components and cultivate complete dream factory lead to Microsoft team Macintosh computer program code sand. They even put engineering reverse to a acronym, Steves amazing new devices. But in the end they twin and no successful cooperation. In 1988 when jobs announced the future computer, caused a excited. The second year began to sales, computer finally failed. The ability of jobs, move in media began to fail him, a series of things that companies get into trouble. Because of the presence of relatively small software running, so then, it has been difficult to attract customers. Jobs was fired the board of directors, in 1996 the second back to apple. Apple Story Apple the pursuit of perfect, it also led to the growth of its ups and downs. Jobs not willing to give up work and control anything, especially when it may affect the customer experience. But he was faced with a problem. There is a part of the process he does not control: in a store to buy apple products experience. He went on to do a insightful views: this difference in design philosophy, he said, he and the apple is not good at cooperation with other companies. Because Woz and I made the company based on the whole banana, we are not so good at working with people, he said. I think if apple in its DNA can have more, may make him its very good. As early as in 2002, jobs have been impatient, Microsoft engineer development platform of computer software developed, it allows users to pen or pen input information on the screen. Some manufacturers released tablet PC this year using software, but have no effect on field. Jobs have been eager to prove no pen in how to use! But when he saw the development of apple is touch technology, he has decided to the first to use it in the iPhone. The first Apple computer was created in 1985s. It is name â€Å"Mac XL† By the end of 1985 apple MAC computers sold only 500000, no hit the two million mark, until 1988. Then they created â€Å"Mac128†, â€Å"Mac512†Ã¢â‚¬ ¦Ã¢â‚¬ ¦ â€Å"Quadra 700† that was the first apples new MAC computer sales specifically for enterprise and graphics professionals provided. And then they created Mac 9500. Computer Mac 9500 is the first based on the PowerPC and can replace CPU tower daughter card. And in recent years at 2003 they created the first flat-panel iMac. â€Å"We must always give our customers the pure sex. It is like a in the back seat of a car with a beautiful girl rendezvous. Peoples experience and personal computer should be able to give you the biggest high tide.† said by Jean-Louis. Apple iPhone  They use an iPod that makes calls. By 2005 iPod sales soared. A surprise number twenty million. One year, is equivalent to the amount of the first four years. IPod products more and more important, this year, the companys bottom line, accounting for 45% of revenue, And it is also exaggeration polishing company image, driving, MAC computer sales. The same thing will happen to iPod, if mobile manufacturers begin to build music player to their mobile phones. Everyone carry a cell phone, it will make iPod unnecessary. Customers will want to use the prospect that jobs and his team became excited, construct a phone call. Their original method is to modify the iPod. They tried to use track wheel as a way for users to roll call option. No keyboard, try to enter the Numbers. It is not a natural choice. At that time they had a second project in apple: A secret efforts to build a computer platform. In 2005, the story is divided, iPod idea actually from before, in order to help s hape the iPhone. The value of the Apple More than $50 billion has been cut off, science and technology giant apples market value as its share price slump. Share price dropped 12%, make poor iPhone in Christmas and Halloween sales plunged, mini iPod effect is the main reason for the company sales performance. The latest computer giant data showed that Mac sales fell 21.2% from the same period last year, Believe that the consumer is so infatuated with they buy the tablet PC, rather than a more expensive Mac computers. Some reports even claimed that smaller, cheaper iPod mini have similar influence on the size iPod sales. Because the Christmas iPhone sales not beautiful, apple shares dropped 12%, Apple Company is may lose it’s in intelligent mobile phone market dominant position. Conclusion  Since Jobs created the Apple Company and developed from 1976 to now. This company it also led to the growth of its ups and downs. And introduced Jobs grew up. Jobs dont like bundle, when he was a student. In 1985 Apple Company had the first computer they created. At 2003 they created the first flat-panel iMac. They use an iPod that makes calls. Their original method is to modify the iPod. They tried to use track wheel as a way for users to roll call option. No keyboard, try to enter the Numbers. It is not a natural choice. At that time they had a second project in apple: A secret efforts to build a computer platform. Then the iPhone was born. Due to the mini iPod encroach on apples profits, Mac computer sales profit rate is low, Former CEO Steve Jobs introduced the new iPhone in January 2007. Some have attributed the decline in sales to the underwhelming launch of the iPhone 5 and the rise in other smartphones.

Cigarette Excise Taxes in Pakistan

Cigarette Excise Taxes in Pakistan Executive Summary Cigarettes are inexpensive in Pakistan and are by far the most widely sold tobacco product in the country . The most popular brands cost PKR 18.40 per pack of 20 (USD 0.25 per pack at the current exchange rate). In part because cigarettes are inexpensive, annual consumption of cigarettes has increased (from 292 cigarettes per capita in 1994 to 406 cigarettes per capita in 2007). This raises serious health concerns. A proven intervention to reduce smoking is to raise the price of cigarettes relative to other products by increasing excises on cigarettes. Although Pakistan adjusts its cigarette excises almost every year, the rates have not kept pace with inflation and the growth of per capita income. Excise revenue has fallen from 0.5 percent of GDP in 1994 to 0.3 percent of GDP in 2007. This report assesses Pakistans excises on cigarettes. Domestic cigarettes are classified into three tiers based on the retail price before value added tax (VAT). Each tier is subject to a different excise regime. Cigarettes in Tier I (the lowest-priced cigarettes) are subject only to a specific excise of PKR 6.34 per pack. Cigarettes in Tier II (cigarettes in the mid-price range) are subject to mixed regime comprising a PKR 6.34 per pack specific excise and an incremental 69 percent ad valorem excise. Cigarettes in Tier III (the highest-priced cigarettes) are subject only to a 63 percent ad valorem excise. To reduce consumption, increase government revenue, and simplify the excise regime, Pakistan should return to a two-tier regime similar to what was abandoned in 2001. For cigarettes priced lower than PKR 28.00 per pack-the first tier-the excise would be a specific rate of PKR 15.00 per pack. For cigarettes priced PKR 28.00 per pack or higher-the second tier-the excise tax would be 63 per cent of the retail price before VAT. Going forward, the specific rate and the price bracket between the two tiers would be automatically indexed for inflation. Under the proposal, over 80 percent of all cigarettes would be in the first tier and subject to the specific excise. Assuming the excise tax is fully passed through to consumers, adoption of this proposal will lead to a 50 percent increase in the price of the most popular brands and more than double the excise tax on these brands. Consumption of cigarettes will decline by 18 percent, providing significant health benefits, and the governments revenue from cigarette excises will increase by 47 percent. A. Current Situation Taxes on cigarettes and other tobacco products Cigarettes are by far the most important tobacco product in Pakistan. The federal government levies excises on cigarettes, which are collected at the manufacturing stage by the Federal Bureau of Revenue (FBR).  [1]  Domestic cigarettes are classified into three tiers based on the retail price before value added tax (VAT), which is printed on each pack, along with the VAT-inclusive price. Each tier is subject to a different excise regime. Cigarettes in Tier I (the lowest-priced cigarettes) are subject only to a specific excise (based on quantity). Cigarettes in Tier II (cigarettes in the mid-price range) are subject to mixed regime comprising a specific excise and an incremental ad valorem excise (based on value). Cigarettes in Tier III (the highest-priced cigarettes) are subject only to an ad valorem excise (Figure 1). From June 2008, the rates are as follows: Tier Retail Price Per Pack (Before VAT) Excise duty Tier I Below PKR 14.86 PKR 6.34 Tier II From PKR 14.86 to PKR 32.00 PKR 6.34 + 69% per incremental rupee over PKR 14.86 Tier III Above PKR 32.00 63% of the retail price before VAT Figure 1. Tax per pack of 20 cigarettes and current prices before VAT All imported cigarettes, of which there are only limited quantities (less than 3 percent of the market), are subject to an ad valorem excise of 63 percent of the retail price (before VAT). Thus, all imports are excised the same as Tier III domestic cigarettes.  [2]  Unmanufactured tobacco is excised at a rate of PKR 5 per kilogram. To avoid tax on tax, this input tax may be claimed as a credit against the excise charged on manufactured cigarettes (or other final tobacco products). The credit is available at the time when excise duty is paid on the manufactured tobacco products.  [3]  Tobacco products other than cigarettes are excised at 63 percent of their retail price. In addition to the excise, cigarettes are subject to the 16 percent VAT which is collected at each stage of production and distribution.  [4]   There are a number of exemptions for tobacco products included in the Third Schedule of the Federal Excise Act: (i) if made by hand in the tapered shape of biris (or bidis) without the use of any manual or power-operated machine in any process of their manufacture; (ii) if supplied to the Navy for consumption on board its vessels; (iii) if supplied for consumption by the President of Pakistan, the President of Azad Jammu Kashmir and the Governors of the Provinces, members of their families and guests; and (iv) if supplied to duty free shops. According to documents from industry, cigarettes cannot sell for less than PKR 14.48 per pack (about USD 0.20 per pack at the current exchange rate).  [5]  This is not being enforced, as lower-priced cigarettes are available.  [6]   In 2007-08, the excises on tobacco products raised PKR 28.52 billion. Tobacco excises have steadily declined from 0.52 percent of GDP in 1992-93 to 0.28 percent of GDP in 2007-08 (Table 1) and from 5.6 percent of federal taxes in 1992-93 to 3.4 percent in 2006-07 . The declining importance of tobacco excise revenue amidst a stable share of total federal taxes in GDP reflects, in part, a decline in all excise taxes, and the growing importance of the sales tax. Table 1. Share of excise taxes on tobacco in GDP Fiscal Year GDP (PKR billions) Tobacco excise tax (PKR billions) Tobacco excise tax as a share of GDP 1992-93 1,620.62 8.51 0.52% 1993-94 1,897.88 8.61 0.45% 1994-95 2,268.46 10.03 0.44% 1995-96 2,577.56 11.59 0.45% 1996-97 2,952.18 11.71 0.40% 1997-98 3,255.31 13.12 0.40% 1998-99 3,572.28 15.12 0.42% 1999-00 3,826.11 14.34 0.37% 2000-01 4,209.87 16.36 0.39% 2001-02 4,452.65 16.56 0.37% 2002-03 4,875.65 17.28 0.35% 2003-04 5,640.58 18.40 0.33% 2004-05 6,499.78 21.88 0.34% 2005-06 7,593.85 23.10 0.30% 2006-07 8,706.92 28.41 0.33% 2007-08 10,009.68 28.52 0.28% Source: IMF, Federal Bureau of Revenue, authors calculation. Structure of the industry There are 42 registered cigarette manufacturers, but only 24 manufacturers are currently producing cigarettes.  [7]  The market is dominated by two companies: Lakson Tobacco Company (LTC), which is a subsidiary of Phillip Morris International (PMI) and Pakistan Tobacco Company (PTC), which is a subsidiary of British American Tobacco (BAT) (Table 2). LTC has gradually increased its market share from 36 percent in 2000 to 47  percent in 2007. Small companies now produce only about 5 percent of the duty paid domestic cigarettes. Table 2. Market shares of the main tobacco manufacturers Manufacturer Affiliation 2000 2001 2002 2003 2004 2005 2006 2007 Lakson Tobacco Company PMI 35.6 42.2 45.7 47.1 48.1 46.8 46.0 47.0 Pakistan Tobacco Company BAT 53.9 47.5 46.4 46.5 46.7 50.4 51.0 48.4 Other manufacturers NA 10.5 10.3 7.9 6.4 5.2 2.8 3.0 4.6 Source: Tobacco Merchants Association The two leading brands are Morven (produced by LTC 37.6 percent market share) and Gold Flake (produced by PTC 29.5 percent market share), both in the first tier. Along with Embassy and other first tier brands, they account for about 85 percent of the market, with the remaining 15% split between second and third tier brands. Non duty paid illicit cigarettes are widely available. The general industry consensus, which is also shared by the government, is that such cigarettes account for about 20 percent of all cigarettes sold in Pakistan and most of them are produced illegally in Pakistan by small manufacturers active in the North-West Frontier and the Northern Areas. B. Issues Rising Consumption and Declining Revenues Annual consumption of cigarettes in Pakistan has increased from 292 cigarettes per capita in 1994 to 406 cigarettes per capita in 2007 (Figure 2). During this same period, tobacco excise revenue has fallen from 0.5 percent of GDP to 0.3 percent. The decline in revenue is primarily due to excise rates not keeping pace with the growth of per capita income, and to adding a new tier in 2001, which reduced the tax on cigarettes in the mid-price range (Figure 3). Figure 2: Per capita consumption of cigarettes and excise revenue as share of GDP Figure 3: Tax per pack before and after the introduction of the three-tier system Total Tax The total tax on cigarettes is too low to meet public health objectives. The World Bank found that in countries with comprehensive tobacco control policies, taxes (excise plus VAT or sales tax) accounts for two-thirds to four-fifths of the retail price of cigarettes.  [8]  In Pakistan the three most widely sold brands have a total tax burden of slightly more than 50 percent (Table 3), well below the World Bank recommended tax burden. Up-market brands such as Gold Leaf, just fall within the World Bank Standard, with a total tax burden of 68 percent.  [9]   Table 3. Total tax on cigarettes for major brands, in 2008 (in PKR per pack)       Gold Flake Morven Embassy Capstan Gold Leaf [A] Estimated market share (2006) 29.5% 37.6% 6.7% 7.8% 9.4% [B] Retail price 18.40 18.40 17.24 34.30 49.00 [C] VAT (13.8 percent of final retail price) 2.54 2.54 2.38 4.74 6.76 [D] Excise tax 7.03 7.03 6.34 16.48 26.61 [E] Pre-tax price = [B]-[C]-[D] 8.83 8.83 8.52 13.08 15.63 [F] Total tax = [C]+[D] 9.57 9.57 8.72 21.22 33.37 [G] Share of excise = [D]/[B] 38.2% 38.2% 36.8% 48.0% 54.3% [H] Share of taxes = ([C]+[D])/[B] 52.0% 52.0% 50.6% 61.9% 68.1% Ad valorem vs. Specific Over the period 1986-2007, countries within the Asia Pacific region have been switching from ad valorem excises or ad valorem and specific excises on cigarettes to specific excises.  [10]  Currently, 19 of the 27 countries in the Asia Pacific region impose specific excises on cigarettes,  [11]  some of which adjust taxes for inflation on a mandated regular basis. Seven of these countries (Australia, Hong Kong, Macau, Mongolia, New Zealand, Singapore, and Taiwan) impose a single specific rate; that is, there are no tiers.  [12]  Four countries impose only ad valorem rates on cigarettes,  [13]  and four countries (including Pakistan) impose both specific and ad valorem rates.  [14]   A strong case can be made for Pakistan adopting a specific tax regime for excising cigarettes: If a primary purpose of the cigarette excise-in addition to raising revenue-is to discourage consumption, the tax should be levied on the number of cigarettes (or packs of cigarettes) consumed. Specific excises limit brand switching to cheaper cigarettes and thus are more effective in reducing smoking prevalence. In contrast, ad valorem excises, all other things equal, lead to a greater spread in prices between cheaper and higher-priced cigarettes. This, in turn, leads to greater potential for switching to cheaper cigarettes when excise rates are increased. Keeping all low-priced cigarette on a specific regime is therefore key to the success of the proposed tax change. Ad valorem rates may encourage price wars, as the government shares in any price reduction.  [15]  In contrast, when the rate is specific, the amount of excise paid is not reduced when prices are cut.  [16]   Specific excises are also easier to administer because it is only necessary to determine the physical quantity of the product taxed, and not necessary to determine its value.  [17]   International experience suggests that ad valorem taxes may keep pace with inflation better than specific taxes, even specific taxes that are adjusted fairly frequently, and because of this, some experts favor ad valorem excises. To avoid this problem, specific excises should be adjusted each year automatically (i.e., by an administrative order, which does not require a decision by an executive agency or approval by a legislative body). Pernicious effect of the second tier Since the three-tier scheme was adopted in 2001, there have been annual adjustments, except in 2003 when inflation was quite low, to the first-tier specific rate and in the price brackets between the tiers (Table 4). In 2002, the large real increase in the specific rate and the bracket between the first and second tiers lowered the tax on mid-priced cigarettes, as explained further below. Since then, the annual adjustments until 2008 have lagged the increase in the CPI, which has reduced the inflation-adjusted tax on low-priced cigarettes. In addition, the tax on mid-priced cigarettes continued to fall in nominal (and inflation-adjusted) terms. Table 4. Annual adjustments of the specific excise rate and brackets Date of Adjustment Prior Fiscal Year Increase in CPI (In Percent) Increase in the First-Tier Specific Rate (In Percent) Increase in Bracket between First and Second Tiers (In Percent) Increase in Bracket between the Second and Third Tiers (In Percent) June 2002 3.6 18.6 18.6 June 2003 1.9 June 2004 8.5 8.1 8.1 20.0 July 2005 8.7 7.9 7.9 8.3 June 2006 7.6 7.3 7.5 7.7 June 2007 7.0 6.5 6.5 7.1 June 2008 12.3 13.1 13.1 6.7 This approach to annually adjusting the excise schedule has the pernicious effect of reducing the tax on cigarettes in the mid-price range. This can be seen by comparing the excise tax per pack for 2007 and 2008 (Figure 4). When the bracket between the first and second tiers was increased to PKR 14.86, the 69 percent incremental rate applies to a smaller portion of the retail price. Therefore, the excise on cigarettes priced between PKR 14.86 and PKR 32.00 per pack was reduced. For example, the excise on Capstan, with a retail price before VAT of PKR  27.21 per pack, fell from PKR 15.31 to PKR 14.86 per pack.  [18]  There does not appear to be a sound tax policy or health policy reason for increasing the tax on low-priced cigarettes, lowering the tax on mid-price cigarettes, while leaving the tax on high-priced cigarettes unchanged. Figure 4. Tax per pack of 20 cigarettes, before and after the June 2008 changes to the excise tax on tobacco, with pre-June 2008 prices before VAT C. A Way Forward Proposed excise rates To reduce consumption, increase government revenue, and simplify the excise regime, Pakistan should return to a two-tier regime similar to what was abandoned in 2001. The specific excise would be increased to PKR 15.00 per pack of 20  cigarettes and the price bracket between the first and second tiers would be increased to PKR  28.00.  [19]  For cigarettes in the second tier, the excise tax would be 63 percent of the retail price before VAT. Going forward, the specific rate and the price bracket between the first and second tiers would be automatically indexed for inflation.  [20]  Under this proposal, over 80 percent of all cigarettes would be subject to the specific excise. Only the higher-priced cigarettes would be subject to the 63 percent ad valorem excise (Figure 5), allowing the government to tap some of the up-market value. Figure 5. Tax per pack in current and proposed tax regime for tobacco excise Administrative reforms As excise tax increases, some consumers will switch to non duty paid illicit cigarettes, most of which are manufactured domestically. Therefore, a strengthened tax administration is essential and it should accompany the reform program. The Federal Excise Act gives the FBR adequate powers to assess and collect excise taxes. However, the critical factor-political will to allow inspectors, with appropriate protection for their safety, to access and/or find suspected sites of illicit manufacturing-appears to be lacking.  [21]  In this respect, fully implementing the array of measures already included in the Federal Excise Act will be important to reap the full benefits of the tax increase, although scenario analyses in the appendices show that the effect of the proposed tax change on government revenue is robust to increased smuggling. D. Effects of the Proposal The proposal increases cigarette prices, reduces consumption, and increases government revenue. Price effect The incidence of excises and other indirect taxes is generally assumed to be shifted forward to consumers. Manufacturers will raise their prices to cover any increase in excises. Of course, manufacturers may increase prices by more than the tax increase  [22]  or less than the tax increase depending on competitive factors, and this possibility is discussed further in Appendix 1. The initial assumption is that prices will increase to fully pass through the tax increase. Table 5. Current price per pack and estimated new price per pack under proposed tax regime, assuming full pass-through of the tax increase to consumers*    Current pre-VAT price (PKR) New pre-VAT price (PKR) % Change Current excise tax per pack (PKR) New excise tax per pack (PKR) Embassy 14.86 23.40 57.5% 6.34 15.00 Morven 15.86 23.80 50.1% 7.03 15.00 Gold Flake 15.86 23.80 50.1% 7.03 15.00 Capstan 29.56 35.20 19.1% 16.48 22.18 Gold Leaf 42.24 42.24 0.0% 26.61 26.61 Other brands NA 23.40 NA 6.34 15.00 * The assumption of full pass-through implies that tobacco manufacturers increase prices to preserve their pre-tax revenues per pack. Some will argue that the excise on low-priced cigarettes must be kept low to protect the low-income consumers from spending more on tobacco. However, because the prevalence rate and ensuing burden of tobacco use is higher among low-income consumers and because these consumers are more sensitive to price, low-income consumers reap maximum benefit from higher taxes through reduced consumption. Savings are therefore generated not only through lower expenditures on tobacco itself but also on related conditions (e.g., hospitalization for cancer) and higher productivity. In addition, many countries also help low-income tobacco users through increased support to cessation programs and mass awareness campaigns that are often funded by higher taxes. In this regards, it is clear that governments have more effective ways of helping low-income consumers than providing cheap tobacco products. Although the proposal would result in a sharp increase in the price of cigarettes at the lower end of the market, cigarette prices would nevertheless remain significantly under the level of most countries in the world (Figure 6), and most notably well under the price of popular brands in India. Figure 6. Price of a pack of 20 cigarettes in various countries at purchasing power parity *,+ Source: WHO. Global Report on the tobacco Epidemic, 2008. The MPOWER package. World Health Organization. 2008 * All prices are converted to US dollars and adjusted for differences in affordability across countries, hence very high figures for India, for example. + All figures are based on 2006 data, except for Pakistan (after tax increase), which is based on a price of PKR 23.80, the price of Gold Flake under the proposed tax change. Consumption effect Raising the price of cigarettes relative to other products will encourage consumers to reduce their purchases of cigarettes. It may also encourage consumers to substitute non duty paid illicit cigarettes for duty paid cigarettes. How much consumption is reduced depends on the elasticity of demand,  [23]  which in low- and middle income countries varies widely, but is generally assumed to be around -0.8.  [24]  However, there are many reasons to believe that the elasticity of demand is very low in Pakistan. First, tobacco prices are low: a pack of Gold Flake costs PKR 114 in India and only PKR 18.40 in Pakistan (using the current exchange rate).  [25]  Second, the proposed price increase is significant and using a standard point elasticity is likely to overestimate the change in consumption in such a context. Last, comparable countries such as Egypt have price elasticities of around -0.4 or even lower.  [26]  For these reasons, Table 6 provides estimated changes in con sumption based on an elasticity of -0.4. Appendix 2 assesses the impact of changing the elasticity and of increased illicit consumption on these estimates.  [27]   Table 6. Impact of proposed tax regime on sales of cigarettes*    Forecasted sales for 2008/09 under current tax regime (million packs of 20 cig.)+ Estimated sales for 2008/09 under proposed tax regime (million packs of 20 cig.) % Change Embassy 248 191 -23.0% Morven 1,395 1,115 -20.0% Gold Flake 1,094 875 -20.0% Capstan 289 267 -7.6% Gold Leaf 349 349 0.0% Other brands 334 257 -23.0% Total 3,709 3,055 -17.6% * Assuming 5% growth from the 2007/08 production figures and a -0.4 price elasticity of demand. + Source: Pakistan Economic Survey (production) and Tobacco Merchants Association (market shares for 2006), authors calculation. Revenue effect Increasing excises on cigarettes would increase government excise revenue by almost 50%, compared to what would be collected under the current tax regime.  [28]  Most of the increase is generated by brands at the low-end of the market, because changes in tax per pack mostly occur at that level (Figure 5). This increase in revenue would raise the share of tobacco taxes in the GDP to 0.45%, the same level as in 1993-94, up from 0.28% in 2007-08.  [29]   Table 7. Impact of proposed tax regime on excise tax revenue from cigarettes    Forecasted revenue from tobacco excise tax for 2008/09 under current tax regime (million PKR) Estimated revenue from tobacco excise tax for 2008/09 under proposed tax regime (million PKR) % Change Embassy 1,575 2,871 82.2% Morven 9,804 16,729 70.6% Gold Flake 7,692 13,125 70.6% Capstan 4,768 5,926 24.3% Gold Leaf 9,278 9,272 -0.1% Other brands 2,116 3,856 82.2% Total 35,233 51,779 47.0% E. Conclusion A strong case can be made for increasing excises on cigarettes. First, cigarettes are inexpensive-the most popular brands cost PKR 18.40 per pack of 20 (USD 0.25). Second, per capita cigarette consumption has been growing, raising significant health concerns. Third, the current three-tier regime for excising cigarettes is complex and pernicious. The governments annual adjustment to the rates and brackets increases the excise payable on the low-priced brands but reduces the excise payable on mid-priced brands while leaving the excise payable on high-priced brands unchanged. There is neither a sound health policy reason nor a tax policy reason for this pattern of changes. Pakistan should return to a two-tier regime similar to what was abandoned in 2001. The specific excise would be increased to PKR 15.00 per pack of 20  cigarettes and the price bracket between the first and second tiers would be increased to PKR  28.00. For cigarettes in the second tier, the excise tax would be 63 percent of the retail price before VAT. Going forward, the specific rate and the bracket between the first and second tiers would be automatically indexed for inflation. Assuming the excise tax is fully passed through to consumers, adoption of this proposal will lead to a 50 percent increase in the price of the most popular brands. Consumption of cigarettes will decline by 18 percent, providing significant health benefits, and the governments revenue from cigarette excises will increase by 47 percent. The forecasted impact of the proposed change is robust to the assumptions used in the model regarding the pass through to consumers of the tax increase, as well as elasticity and the potential impact of smuggling, as demonstrated in Appendices 1 and 2. Appendix 1: Sensitivity analysis for pass-through of the tax increase to consumers How much of the new tax will be passed through to consumers by the tobacco manufacturers will determine the new market prices and therefore consumption levels, hence an impact on government revenue. The proposal assumes pass-through of 1, i.e., the entire tax increase is passed through to consumers in the form of higher prices. In this appendix, five more pass-through scenarios are assessed. It is first assumed that manufacturers cannot pass the entire tax increase to consumers, hence pass-through of 0.75 and 0.90. Next, it is assumed that manufacturers pass-through more than the tax increase, as was the case with Capstan in 2008. Three more pass-through are therefore tested: 1.10, 1.25, and 1.40. The impact on government revenue and consumption is calculated in Table A1.1 Table A1.1 Impact on consumption and government revenue of various pass-through scenarios* Pass-through Impact on consumption (%) Increase in government revenue from excise on cigarettes (%) 0.75 -13.2 53.4 0.90 -15.9 49.6 1.00 -17.6 47.0 1.10 -19.4 44.4 1.25 -22.1 40.5 1.40 -24.8 36.6 * The base case scenario is highlighted. The impact of the pass-through rate on consumption is quite limited, with a difference of 10 percentage points between the two extreme scenarios. The increase in government revenue also is not very sensitive to higher pass-through rate. The same applies to a less than unity pass-through rate, as the smaller reduction in price results in a smaller reduction in consumption than in t

Cultural and gender comparison of Russia and the US Essay -- essays re

Cultural Comparison of Russia   Ã‚  Ã‚  Ã‚  Ã‚  Gender roles in Russia have dramatically changed since the fall of the former Soviet Union and the fall of communism. It is hard to look directly at the constitution of Russia seeing as though the drafting and redrafting of their constitution is still underway. However, looking at the constitution of the former Soviet Union, you can see it is clearly stated that: â€Å"Women and men have equal rights.† It is very clear that in the Soviet Union they were trying to make it so that women and men were equal. It is still clear today that those same basic ideals are present in Russia. Women are clearly more equal in their country than in ours. In the workforce as well as in the home, women play a more equal role than in the present day United States. However, for the sake of this paper, let us just look at the infrastructure of Russia, formerly known as the Soviet Union or USSR.   Ã‚  Ã‚  Ã‚  Ã‚  In terms of employment, the former Soviet Union had the largest percentage of women in the labor force than any other comparative society. This still remains the case in the present day Russia. Unemployed women in Russia will be quickly employed. They have a very high success rate of reemploying women if they were to lose their jobs. â€Å"Compared to Western women, although Russian women have a much higher representation in law, medicine and engineering as well as in the skilled trades, such as metalworking and construction,...

My Personal Strengths and Weaknesses Essay -- Personal Narrative Essays

  Ã‚  Ã‚  Ã‚  Ã‚  I believe that life is a learning experience and being able to recognize our own strengths and weaknesses can help us become better individuals in anything we choose to do, whether it is positive abilities and skills that can help achieve our goals or negative personal areas that need improvement. Knowing yourself and what you can do, can help you recognize and overcome your weaknesses.   Ã‚  Ã‚  Ã‚  Ã‚  One of my greatest strengths at work that I have recognized would have to be my ability to be a well-organized individual. I tend to write what I have to do down on paper and prioritize what is more important to least important. In doing this, it helps me organize and accomplish my work and meet deadlines that are important. A personal strength that I have at home is patience. I am a mother of a beautiful three year old little girl who is a handful. Patience is my greatest strength as a parent and individual which I possess especially being a single mother. I am a dedicated and hard working mother and I always make sure that my daughter gets the love and attention she needs.   Ã‚  Ã‚  Ã‚  Ã‚  In my Learning team, my personal strength is having good people skills. I meet and get involved with new people everyday whether it be work or school related. I enjoy speaking, listening and giving input to my team members so that they are aware that they can count on me to participate as a team player in our Learning Team. Good people skills are very important in a group setting because of all the di... My Personal Strengths and Weaknesses Essay -- Personal Narrative Essays   Ã‚  Ã‚  Ã‚  Ã‚  I believe that life is a learning experience and being able to recognize our own strengths and weaknesses can help us become better individuals in anything we choose to do, whether it is positive abilities and skills that can help achieve our goals or negative personal areas that need improvement. Knowing yourself and what you can do, can help you recognize and overcome your weaknesses.   Ã‚  Ã‚  Ã‚  Ã‚  One of my greatest strengths at work that I have recognized would have to be my ability to be a well-organized individual. I tend to write what I have to do down on paper and prioritize what is more important to least important. In doing this, it helps me organize and accomplish my work and meet deadlines that are important. A personal strength that I have at home is patience. I am a mother of a beautiful three year old little girl who is a handful. Patience is my greatest strength as a parent and individual which I possess especially being a single mother. I am a dedicated and hard working mother and I always make sure that my daughter gets the love and attention she needs.   Ã‚  Ã‚  Ã‚  Ã‚  In my Learning team, my personal strength is having good people skills. I meet and get involved with new people everyday whether it be work or school related. I enjoy speaking, listening and giving input to my team members so that they are aware that they can count on me to participate as a team player in our Learning Team. Good people skills are very important in a group setting because of all the di...

Earthquake :: essays research papers

LEBANON, Oh. - A 7.0 earthquake shook millions awake early Saturday in the tri-state region and derailed an Amtrak train. The quake jolted residents out of their beds and shook buildings as far away as Pittsburgh. Over 90,000 people lost their power, and a highway bridge was cracked in downtown Cincinnati. This 2:46 A.M. earthquake was more than the ordinary and caused a little more than incidental damage. â€Å"Did you ever play a pinball machine and see the ball get stuck in there and go bam-bam-bam-bam? It just threw my body back and forth as I ran down the hallway,† Dick Dale said from his home. Four of the passengers on the Amtrak train suffered minor injuries. â€Å"I was sleeping. It felt like the train jumped off the track...and I fell out of bed,† said passenger Colleen Broome, who suffered a separated shoulder. The quake was centered 32 miles north of Cincinnati in a small town called Lebanon. After the main blow from the earthquake there were after- shocks that rolled through the region for hours. A 5.8 and a 5.3 were two of the dozen aftershocks recorded. Authorities in Cincinnati and in Columbus said that there were no serious damage or injuries reported. They received a few calls, but none of them were too serious. â€Å"It shook everything pretty good, but that was about it,† said Lt. Rich Paddock of the Warren County Sheriff’s Department. The effects of the earthquake were more serious near the epicenter located near Lebanon. John Fabian, a Lebanon visitor, did not know what it was. Fabian’s wife woke him in the middle of the morning and told him they had to get out of there. â€Å"The whole place was shaking like crazy,† Fabian said. Although the earthquake was powerful, it did not cause that much damage at all. The Hampton Inn in Mason, Oh., about 5 miles away from the epicenter just suffered a power outage and no sign of any type of damage. The owner of the motel later said that he got lucky no structural damage was done.

Incipient Point of Plasmolysis Lab

Investigation of the point of incipient plasmolysis of onion cells (Allium cepa) using NaCl (Sodium Chloride) concentrations of 0. 1M, 0. 2M, 0. 3M, 0. 4M, 0. 5M, 0. 6M Design Research Question (Aim): The aim of this lab was to determine the point of incipient plasmolysis of onion (Allium cepa) cells using Sodium Chloride (NaCl) concentrations of 0. 1M, 0. 2M, 0. 3M, 0. 4M, 0. 5M, 0. 6M. Hypothesis: When the water concentration of a solution outside the cell is lower than the concentration inside the cell, water will move from the inside to the outside of the cell due to osmosis.As we increase the concentration of the NaCl solutions we have used (0. 1M to 0. 6M), more moles of NaCl are dissolved in the solution. Thus, the solutions increases in solute concentration but decreases in water concentration. We can therefore assume; the higher the concentration of the NaCl solution, the higher the number of plasmolysed cells as water moves outside the cell in order to dilute the NaCl conce ntration. Data Collection and Processing Table 1: The number of plasmolysed onion cells (out of 30)  ±1 for each of the 6 NaCl concentrations (0. 1M, 0. 2M, 0. 3M, 0. 4M, 0. 5M, 0. M) for three trials |Concentration (in M) |Trial 1 (Number of Plasmolysed |Trial 2 (Number of Plasmolysed |Trial 3 (Number of Plasmolysed | | |Cells  ±1) |Cells  ±1) |Cells  ±1) | |0. 1 |0 out of 30 |0 out of 30 |0 out of 30 | |0. 2 |2 out of 30 |0 out of 30 |0 out of 30 | |0. |6 out of 30 |4 out of 30 |3 out of 30 | |0. 4 |6 out of 30 |12 out of 30 |13 out of 30 | |0. 5 |6 out of 30 |16 out of 30 |19 out of 30 | |0. 6 |6 out of 30 |30 out of 30 |30 out of 30 | Qualitative Data:In general, it was hard to keep an overview of the cells one has counted yet and one has not as one only counted the cells at random. To this, it was hard to determine visually whether a cell was plasmolysed or not so that one could have assumed some cells to be plasmolysed although they were not. Finally, as the results of our first trial show, we did not allow enough time for the cells to plasmolyse so that the results became inaccurate. Table 2: The percentage of plasmolysed onion cells  ±3. 33% for all of the six solute concentration (0. 1M, 0. 2M, 0. 3M, 0. 4M, 0. 5M, 0. M) for three trials, including the average percentage of plasmolysed cells for the second and third trial only*, as well as for all three trials together |Concentration (in M) |Trial 1 (Percentage of |Trial 2 (Percentage of |Trial 3 (Percentage of |Average Percentage of |Average Percentage of | | |Plasmolysed Cells |Plasmolysed Cells |Plasmolysed Cells |Plasmolysed Cells for |Plasmolysed Cells for | | | ±3. 33%) | ±3. 33%) | ±3. 33%) |second and third trial |all three trials  ±3. 3%| | | | | | ±3. 33% | | |0. 1 |0. 00% |0. 00% |0. 00% |0. 00% |0. 00% | |0. 2 |6. 67% |0. 00% |0. 00% |2. 22% |0. 00% | |0. 3 |20. 00% |13. 33% |10. 00% |14. 44% |11. 67  % | |0. 4 |20. 00% |40. 00% |43. 3% |34. 44% |41. 67% | |0. 5 |20. 00% |53. 33% |63. 33% |45. 56% |58. 33% | |0. 6 |20. 00% |100. 00% |100. 00% |73. 33% |100. 00% | * = I have calculated the average for the second and third trial only in addition to the overall average so that I can draw another graph of the averages of the second and third trial only since the results of our first trial seemed to be inaccurate. Sample Calculations:Percentage: In order to determine the percentage of plasmolysed cells for each solute concentration, one can use the following formula; (N:T) x 100, where N stands for the numerical value (in this case the number of plasmolysed cells we have counted) and T stands for the total (in this case 30). For example, if one would want to calculate the percentage of 2 out of 30, this would result in the following formula; (2:30) x 100, since 2 is the numerical value (the number of plasmolysed cells we have counted) and 30 is the total. Average: To calculate the average, one simply adds the values and then divides it by the number of values.One could also use the formula (? x) : n, where x are the individual values of plasmolysed cells for each trial and n is the number of values. For example, if one would want to determine the average for the number of plasmolysed cells for the concentration of 0. 6 M, one would simply add 20, 100 and 100 and then divide it by 3, since the number of plasmolysed cells is the x-values and 3 in this case is the n value. Figure 1: The average percentage of plasmolysed cells  ±3. 33% of all three trials determined for each of the six NaCl concentration. The graph shows a linear trend-line in order to determine the point of incipient plasmolysis. pic] Figure 2: The average percentage of plasmolysed cells  ±3. 33% of only the second and third trial determined for each of the six NaCl concentration. The graph shows a linear trend-line in order to determine the point of incipient plasmolysis. [pic] Conclusion & Evaluation Conclusion: As the NaCl concentration outside is increased , more NaCl molecules are dissolved in the solution causing the solution to have a higher solute concentration but a lower water concentration. The water from the plant cell thus has a higher concentration than the outside diffuses (through osmosis) in order to dilute the NaCl concentration.The turgor pressure that maintains the shape of the cell by pushing the plasma membrane against the cell wall is then lowered causing the cells to shrink. This is known as plasmolysis. Our hypothesis; the higher the concentration of the NaCl solution, the higher the number of plasmolysed cells as water moves outside the cell in order to dilute the NaCl concentration was therefore correct. Furthermore, we have used Figure 2 in order to determine the point of incipient plasmolysis as the results are more representable of the whole since the first trial was not included.Figure 2 indicates that the point of incipient plasmolysis lies at approx. 0. 42M. Supporting my findings, a similar experiment was done however with saccharose solution instead of NaCl. The results show that the point of incipient plasmolysis lies of this experiment lies approx. 0. 38M which is fairly close to my results (Stadelmann, 156). In general, one can assume that the higher the concentration of the outside solution, the higher the number of plasmolysed cells as water moves outside the cell in order to dilute the outside oncentration. Evaluation: |Limitation |Significance |Improvement | |It was hard to determine the number of |As there were generally more than 30 cells |We could have used the method of a | |plasmolysed cells visually as we just counted |visible in the eye piece, it was not too hard |hemocytometer instead so that we could have | |30 visible cells at random and did not have an |to count 30 individual cells.However, we could|counted the number of plasmolysed cells per | |overview of the cells we have already counted. |have still counted one cell twice and assumed |square. | |In addition, i t was hard to determine if a cell|that it was two different cells. This | | |was plasmolysed or not. limitation therefore causes an overall | | | |inaccuracy. Furthermore, we could have assumed | | | |some cells to be plasmolysed although they were| | | |not plasmolysed. | |We only estimated what the point of incipient |This only has a slight significance on the |We should have done the lab with the NaCl | |plasmolysis approximately would approximately |exact accuracy of the point of incipient |concentrations we were given and then determine| |be basing it on our graph (figure 1) and only |plasmolysis. |where the point of incipient plasmolysis | |using concentrations of 0. 1M, 0. 2M, 0. 3M, 0. 4M,| |approximately lies.Then, we could have done | |0. 5M, 0. 6M. | |the experiment with more accurate solutions | | | |such as 0. 45, 0. 475 in order to find the exact | | | |point of incipient plasmolysis. | |For our first trial we did not allow enough |Due to this limitation, our overall a verage was|We should have allowed more time for the cells | |time for the cells to plasmolyse. lowered leading to a higher point of incipient |of the first trial to plasmolyse. We could have| | |plasmolysis. In general, those results were |also simply repeated this trial. | | |outliers which affected the accuracy of our | | | |processed data. | | |We have only done three trials of the |This is very significant in our case as the |Instead, we should have firstly determined | |experiment. results of the first trial therefore had a |where the point of incipient plasmolysis | | |great effect on the accuracy of our processed |approximately lies and then repeated the | | |data. |experiment with these NaCl concentrations at | | | |least 5 times. | |We did not agree on an overall method of the |The more NaCl was used, the more cells were |Agree on an overall amount of drops of NaCl | |amount of drops of NaCl we used. likely to plasmolyze as more water would |such as 1 drop or agree on an am ount such as | | |diffuse outside the cell in order to dilute the|1mL and then use a pipette and a graduated | | |solution. |cylinder in order to measure that amount. | Works Cited Stadelmann, E. J. Methods in Cell Physiology. Ed. David M. Prescott. New York: Academic, 1966. Print.

Writing and Assignment Learning Journal

English 101: Critical Thinking and Writing TTH 9:30am to 10:50 am Laurence E. Musgrove Office Hours: 11am to noon and by appointment Office: N416 Office Telephone: 773 298-3241 Office E-mail: [email  protected] edu General Course Description English 101: Critical Thinking and Writing (3) Application of the principles of clear thinking and effective writing to expository and argumentative essays. Must be passed with a grade of C or better. English 101 Learning Objectives . Understanding the values of reading, writing, and critical thinking in the University community Students should recognize the role reading, writing, and thinking play in the University, as well as the significance of such intellectual virtues as humility, courage, honesty, perseverance, hopefulness, consideration, and civility. 2. Understanding rhetoric Students should be introduced to rhetoric and understand the dramatic and situational nature of communication.Understood as the art of discovering, evaluating, and communicating knowledge in response to the ideas of others, rhetoric reminds us that writing is the means, not the end of communication, the evidence of a writer’s desire to affect a particular audience through crafted prose for a specific purpose. 3. Reading actively, critically, and responsibly Students should learn to analyze the writing of others, noting focus, arrangement, logical development, vocabulary, and style. Students should learn the difference between reading information and reading literary art.Students should also learn to acknowledge how their experiences and attitudes limit, enable, and determine their responses to texts. 4. Understanding writing as a process Students should learn writing as a process of various problem-solving tasks, including planning, discovering, drafting, revising, and editing. Students should also learn that this process is situational: different purposes and audiences for writing demand distinct writing processes and presentation for mats. . Writing clearly and effectively Students should learn to see writing as an act of communication rather than solely an act of private expression. They should learn about the issues and responsibilities entailed in composing concise, vivid, and coherent prose for a general readership and specific audiences. 6. Thinking critically Students should learn critical thinking as an active, purposeful, and organized process that we use to make sense of the world.They should learn to evaluate the quality of their ideas as well as the ideas of others. 7. Understanding the formal conventions of various essay genres, paragraphs, sentences, and word usage Students should learn the basic textual conventions of academic writing, including the personal essay, expository writing, analysis, and argument, as well as understand the need to fulfill readers’ expectations about focus, organization, development, and voice in each. Students should learn the conventional forms and functions of p aragraphs.Students should also develop the ability to use various sentence patterns and to edit for correctness, variety, and correct usage. 8. Developing an awareness of language Students should learn how language is a value-laden tool for discovering and communicating ideas. Students should recognize how a language-user is always a language-chooser who promotes or inhibits (consciously or not) further thinking, communication, and action. Required Texts The Bluest Eye, Toni Morrison The Hunger of Memory, Richard RodriguezThe Situe Stories, Frances Khirallah Noble Siddhartha, Herman Hesse The 17 Essential Qualities of a Team Player, John Maxwell Mini-Lessons Packet for English 101, Laurence Musgrove Poem of the Day Packet for English 101 Required Supplies 1 ? or 2 inch three-ring presentation binder with at least 9 section dividers to separate and organize portfolio ingredients. Other supplies should include a three-hole punch, stapler, computer paper, and manila folders for essay s ubmissions. Section |Portfolio Ingredient | |1 |Resume | |1 |Initial Learning Achievements and Goals | |2 |Learning Journal Reading Responses | |3 |Essay 1 | |4 |Essay 2 | |5 |Essay 3 | |6 |Essay 4 | |7 |Midterm Exam, Self-Evaluation, and Learning Achievements and Goals | |8 |Final Exam, Self-Evaluation, and Learning Achievements and Goals | |9 |Packets and other handouts |Conferences: Several times during the term, I will cancel class meetings and schedule individual conferences so that we can discuss drafts of your essays. These conferences should last no longer than 20 minutes, and they are required. A missed conference will be equivalent to two absences. I would also encourage you to use the extra time made available by the cancelled class meetings to catch up on your reading and writing assignments. Student Athletes and Absences: Student athletes should provide instructor with schedule of classes that will be missed due to University-sanctioned events. Academic Honesty: All work composed for this class must be written exclusively for this class and be your original work.You may of course receive assistance on your writing, but submitting someone else’s work as your own or failing to acknowledge sources appropriately will be grounds for plagiarism. Violations of academic honesty will result in failure. See your Student Handbook for more on Academic Honesty. Essay Grades Essays will be graded according to the essay evaluation criteria attached. Students may revise essays once after receiving the first evaluation on their third drafts. An essay’s final grade will be an average of the last two grades it receives. For example, if an essay received a C on the third draft and an A on the fourth, the final grade for that essay would be a B. Other Effects on Final Grade Five absences will result in failure.If you must miss a class, contact a classmate to get the homework assignment for you or to turn in your work. Late work will not be accepte d under any circumstances. All assignments must be submitted to receive a passing grade. No incompletes will be given. Extra Credit Options During the term, I will provide you with a number of extra credit opportunities related to attending events on and off campus that in some way relate to our course. In addition, students may earn up to 500 extra credit points for sharing with the class a song, article, or poem that relates to any course topic. Students may earn this second type of extra credit no more than four times or a limit of 2000 extra credit points. Academic Support Services for StudentsPersonal Counseling: Counseling and Career Services offers individual counseling for a variety of issues that impact on students’ motivation to remain and succeed in college. If you are having problems keeping up with your school work because of personal issues, these free services may be able to help you. Self-Disclosure of Disability: Services for students with disabilities are co ordinated through Learning Assistance Services. Students seeking academic accommodations should contact that office to self-disclose their disability, provide appropriate and current documentation, and request accommodations. The Learning Assistance Services will forward confirmation of disability to faculty with recommended accommodations.Writing Tutors in Learning Assistance Center. The Learning Assistance Center offers tutoring in writing at no cost. Tutors will not write or edit your papers, but they will help you develop the skills you need to plan, draft, and revise your work. Computer Labs: Verify availability of all University computer labs on campus and in the dormitories. Schedules should be posted at each lab. Final Portfolio: Your grade for the course will be based entirely upon the ingredients in your portfolio. You must save all of your graded work throughout the semester and submit it in a manila file folder at the end of the term. These ingredients and their point va lues are listed below. INGREDIENT |POINTS POSSIBLE |POINTS EARNED |FACTOR |FACTOR |TOTAL | | | | | |TOTAL | | |Resume |100 | |X 10 |1000 | | |Learning Goals and Achievements |100 | |X 10 |1000 | | |Average of 15 Best Learning Journal |100 | |X 50 |5000 | | |Responses | | | | | | |Essay 1 |100 | |X 50 |5000 | | |Essay 2 100 | |X 50 |5000 | | |Essay 3 |100 | |X 80 |8000 | | |Essay 4 |100 | |X 80 |8000 | | |Midterm Exam |100 | |X 100 |10000 | | |Midterm Self-Evaluation |100 | |X 20 |2000 | | |Midterm Learning Achievements and |100 | |X 10 |1000 | | |Goals | | | | | | |Final Exam |100 | |X 100 |10000 | | |Final Self-Evaluation |100 | |X 20 |2000 | | |Final Learning Goals and Achievements|100 | |X 10 |1000 | | |EXTRA CREDIT | | | | | | |Total | | | |59000 | | |Divide Total by 590 | | | | | | |=Final Grade | | | | | | GRADE EQUIVALENCIES |Letter Grade |Numerical Equivalent |Grade Ranges | |A |100 |93-100 | |B |88 |84-92 | |C |78 |74-83 | |D |68 |64-73 | |F |58 |0-63 | Tentative Schedule E nglish 101, TTH 9:30 am Musgrove Week |Tuesday |Thursday | |Week One | |8/21 | |Poem of the Day | |To Be of Use | |Class Topics | |Introductions | |Week Two |8/26 |8/28 | |Poem of the Day |Fear |I Give You Back | |Class Topics |Questions about the class; |What Happens When We Read | | |Critical thinking/writing | | | |What Happens When We Read survey | | |Mini-Lesson |Basic Vocabulary of Sentences |Eight Basic Sentence Strategies | |Reading Assignment |Hesse 3-11 |Hesse 13-23 | |Writing Assignment |Academic Performance Agreement due |Resume & Learning achievements and goals due | |Week Three |9/2 |9/4 | |Poem of the Day |Curiosity |A Ritual to Read to Each Other | |Class Topics |Rhetoric, Rhetorical sensitivity, Critical |Writing as a process, | | |reading The Bundle of Sticks | | |What the Reader Brings |What the Reader Brings | | |Attitude |Knowledge | |Mini-Lesson |Simple Sentences; |Compound Sentences; | | |Creating Titles; |Compound Sentences with Semi-Colons | | |Conventions f or Quoting and Citing Sources | | |Reading Assignment |Hesse 25-56 |Hesse 57-88 | | |Maxwell, Introduction |Maxwell, Adaptable | |Writing Assignment |Learning journal 1 due |Learning journal 2 due | | |Essay 1 Assigned | | |Week Four |9/9 |9/11 | |Poem of the Day |Drouth |When Death Comes | |Class Topics |What the Reader Brings |The World of the Text | | |Experience |Author | |Mini-Lesson |Complex Sentences; |Sentence-Combining Exercises 2 and 3 | | |Sentence-Combining Exercise 1 | | |Reading Assignment |Hesse 89-132 |Mazwell, Committed | | |Maxwell, Collaborative | | |Writing Assignment |Learning journal 3 due |Learning journal 4 due | | | |Essay 1. Due | |Week Five |9/16 |9/18 | |Poem of the Day | | | |Class Topics |NO CLASS |NO CLASS | | |Conferences in N416 |Conferences in N416 | | |Distribute MBTI Surveys |Distribute MBTI Surveys | |Mini-Lesson | | | |Reading Assignment | | | |Writing Assignment |Essay 1. 2 Due |Essay 1. 2 Due | Week Six |9/23 |9/25 | |Poem of the Day |The Su mmer Day |Forgiving Our Fathers; | | | |Those Winter Sundays | |Class Topics |Personality Type; |Personality Strengths; | | |The World of the Text; |The World of the Text | | |Topic |Form | |Mini-Lesson |Compound-Complex Sentences; |Sentence Unscrambling Exercises 1 and 2 | | |Sentence-Combining Exercise 4 | | |Reading Assignment |Noble, Situe; Albert and Esne |Noble, Genevieve, The War | | |Mazwell, Communicative |Maxwell, Competent | |Writing Assignment |Learning Journal 5 due |Learning journal 6 due | | |Essay 1. due; | | | |Essay 2 assigned | | |Week Seven |9/30 |10/2 | |Poem of the Day |Washing Rice |Blackberry Eating | |Class Topics |The World of the Text |Options for Response | | |Audience |Personal, Biographical, and Creative | |Mini-Lesson |Effective Intentional Fragment; |Editing Unpunctuated Paragraph 2; | | |Editing Unpunctuated Paragraph 1 |Review of Basic Sentence Strategies | |Reading Assignment |Noble, The Table; The American Way |Noble, The Hike to Heart Rock; Suste nance | | |Maxwell, Dependable |Maxwell, Disciplined | |Writing Assignment |Learning journal 7 due |Learning journal 8 due | | | |Essay 2. 1 due | | | |Midterm Self-Evaluation Assigned | | | |Essay 3 Assigned | |Week Eight |10/7 |10/9 | |Poem of the Day | | |Class Topics |NO CLASS |NO CLASS | | |Conferences in N416 |Conferences in N416 | |Mini-Lesson | | | |Reading Assignment | | | |Writing Assignment |Essay 1. 4 due |Essay 1. 4 due | | |Essay 2. 2 due |Essay 2. due | |Week Nine |10/14 |10/16 | |Poem of the Day | |Learning by Doing | |Class Topics |TBA |Options for Response | | | |Formal and Audience Analysis | |Mini-Lesson | |Relative Clauses | | | |Sentence-Combining Exercise 5 | |Reading Assignment |Noble, Dry Goods; Kahlil Gibran |Noble, The Honor of Her Presennce | | | |Maxwell, Enlarging | |Writing Assignment |Learning journal 9 due |Learning journal 10 due | | |Midterm Exam |Midterm Self-Evaluation and Learning Goals and | | |Essay 2. 3 due |Achievements due | Week Ten |10/21 |10/23 | |Poem of the Day |How to Like It |Early Snow | |Class Topics |Options for Response | | | |Topical, Interpretive, and Ethical | | |Mini-Lesson |Analogies |Chiasmus; | | | |Subject and Pronoun Agreement | |Reading Assignment |Morrison, 1-32 |Morrison, 33-58 | | |Maxwell, Enthusiastic |Maxwell, Intentional | |Writing Assignment |Learning journal 11 due |Learning journal 12 due | | | |Essay 3. due | |Week Eleven |10/28 |10/30 | |Poem of the Day | | | |Class Topics |NO CLASS |NO CLASS | | |Conferences in N416 |Conferences in N416 | |Mini-Lesson | | | |Reading Assignment | | | |Writing Assignment |Essay 2. 4 due |Essay 2. 4 due | | |Essay 3. 2 due |Essay 3. 2 due | |Week Twelve 11/4 |11/6 | |Poem of the Day |Here |Letter Home | |Class Topics | | | |Mini-Lesson |Four Basic Modifying Phrase Strategies |Appositive Phrases | |Reading Assignment |Morrison, 59-93 |Morrison, 95-131 | | |Maxwell, Mission Conscious |Maxwell, Prepared | |Writing Assignment |Learning journal 13 due |Learni ng journal 14 due | | |Essay 3. due | | | |Essay 4 assigned | | |Week Thirteen |11/11 |11/13 | |Poem of the Day |Art; One Art |This is Just to Say | |Class Topics |Taking Responsibility |Taking Responsibility | | |Checking with Other Resources |Checking with Ourselves | |Mini-Lesson |Participial Phrases |Absolute Phrases | |Reading Assignment |Morrison, 132-183 |Morrison, 184-216 | | |Maxwell, Relational |Maxwell, Self-Improving | |Writing Assignment |Learning journal 15 due |Learning journal 16 due | | | |Essay 4. 1 due | |Week Fourteen |11/18 11/20 | |Poem of the Day | | | |Class Topics |NO CLASS |NO CLASS | | |Conferences in N416 |Conferences in N416 | |Mini-Lesson | | | |Reading Assignment | | | |Writing Assignment |Essay 3. 4 due |Essay 3. 4 due | | |Essay 4. 2 due |Essay 4. 2 due | Week Fifteen |11/25 |11/27 | |Poem of the Day |By Heart |Advice to Writers | |Class Topics |Taking Responsibility |Taking Responsibility | | |Checking with the Text |Checking with Others | |Mini-Les son |Adjectives Out-of-Order |Editing Unpunctuated Paragraph 3 | |Reading Assignment |Rodriguez, Middle Class Pastoral; Aria |Rodriguez, The Achievement of Desire | | |Maxwell, Selfless |Maxwell, Solution Oriented | |Writing Assignment |Learning journal 17 due |Learning journal 18 due | | |Essay 4. 3 due | | | |Final Self-Evaluation Assigned | |Week Sixteen |12/02 |12/04 | |Poem of the Day |Thesaurus |Eating Together | |Class Topics | | | |Mini-Lesson |Review of Basic Modifying Phrase Strategies |Review of Basic Sentence and Phrase Strategies | |Reading Assignment |Rodriguez, Credo |Rodriguez, Complexion | | |Maxwell, Tenacious |Maxwell, Conclusion | |Writing Assignment |Learning journal 19 due |Learning journal 20 due | |Week Seventeen |12/09 |12/11 | |FINALS WEEK | |Final Exam | | | |Final Portfolio with Final Self-Evaluation and | | | |Learning Achievements and Goals due | RESUME Name Address Telephone Email Present Educational Objective In this section, you should describe your main purpose for attending college. I plan on receiving a college degree in a health-related field so that I can go to medical school I plan on getting an MBA. I am taking a range of courses that will help me eventually choose my major. I am planning on a degree in elementary education. Highlights of Qualifications and accomplishments In this section, you should list your most significant qualifications, relevant experiences, accomplishments, and strengths that would contribute to your educational objective.During high school, I served as a volunteer at a local hospital. I was captain of our volleyball team. I was student council president in high school. I graduated with academic honors. I was an active member of the speech and drama clubs in high school. Last summer, I traveled to Europe. Employment In this section, you should list your employment history. Education In this section, you should list the high schools and colleges you’ve previously attended accompanied by the dates of attendance. Other General Interests In this section, you should list other activities of personal interest. Student Name Professor Musgrove English 101 Date Learning Achievements and Goals 1.I feel confident about my writing in the following ways for the reasons given. (a sample response: I feel confident about writing research essays because I had plenty of practice during my senior year. ) 2. I feel confident about my reading ability in the following ways for the reasons given. 3. I feel confident about my critical thinking abilities in the following ways for the reasons given. 4. I would like to improve my writing ability in the following ways for the reasons given. (a sample response: I would like to learn how to use commas correctly because my last teacher always marked my papers for commas. ) 5. I would like to improve my reading ability in the following ways for the reasons given. 6.I would like to improve my critical thinking abilities in the following ways for the reasons given. 7. I can see how these improvements would relate to my academic work and career plans in the following ways. Student’s Last Name # Student’s Name Professor Musgrove English 101 Date Version Number or Description Standard Essay Format Following Modern Language Association guidelines, this page demonstrates the standard format for essays and learning journal responses. Left, right, top, and bottom margins are set at one inch, and a header with the writer’s last name and page number is set at one-half inch from the top of every page and right-justified.The standard heading at the top left is left-justified and single-spaced. For the purposes of this course, I’ve added an extra line in the heading so that a writer can more easily keep track of the version of the essay submitted or the description of the learning journal response. After the heading, the title of the essay is centered above the body of the essay. This title does not require quota tion marks or underlining, nor does it need to be bold. All of the other text is left-justified, double-spaced, and set in Arial, Times New Roman, or Courier New font no larger than size 12. The first line of each paragraph begins with a one-half inch tab, and there should be no extra spaces between paragraphs.For more information on formatting essays and research projects, see A Guide to MLA Documentation. Guidelines for Learning Journal Reading Responses In this class, your learning journal reading responses are one of the main ways you will use writing to engage, respond to, and learn from the course reading assignments. Each learning journal entry should be at the minimum three short paragraphs, one page, and typed. In these three paragraphs, you should complete the following. 1. Briefly summarize the assigned reading. This is not a detailed account of the events or argument presented, but a short overview of the story or essay. 2. Describe how you might relate your experience, someone you know, or some previous knowledge to the reading.In some cases, you may be able to easily relate some experience or another individual or prior knowledge to the reading. In other cases, this may be more difficult; if this is the case, challenge yourself to make the connection. 3. Ask one or two questions about what you’ve read. These questions will reveal your interest in the characters, events, topics, and craft of the assigned reading. These questions will also serve to guide our daily class discussions. To write â€Å"I don’t have any questions. † would not be an appropriate response. In addition, you should include at least one in-text citation from the reading assignment. This should be a direct quotation and include a parenthetical page reference that corresponds to the cited information.See â€Å"Conventions for Quoting and Citing Sources† on page 39 in your mini-lessons packet on how to cite and reference direct quotations correctly. As the term progresses, I will also ask you to incorporate a variety of sentence and phrase strategies in your learning journals. These reading responses are a very important contribution to your learning in this class as well because they will be the main source material for your midterm and final self-evaluation essays. They will also serve as practice for your midterm and final exams. In addition, you may submit up to four alternative responses that in some way creatively represent the main concepts or arguments in the assigned reading(s).In other words, rather than follow the guidelines above, you may submit an original poem, song lyric, PowerPoint slide, or two-dimensional drawing, painting, or collage that represents your response to the assigned reading(s). These alternative responses should also be submitted on regular 8 ? X 11 paper. These alternative responses should include the passage from the reading with corresponding page number that relates to or inspired in some way y our alternative response. Writing Project #1 Narrative Essay The first major essay we will work on together in class will be a narrative essay. The other three will include an expository essay, an analysis essay, and an argumentative essay.These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside school and beyond the classroom walls. Narrative essays are distinct from other forms of writing because they generally focus on a dramatic situation that the writer has personally encountered and wishes to share with someone else for a specific reason. Along the way, the writer must narrate in detail the elements of the story, including the setting (where and when the action took place), the characters (who did what to whom), and the action (what took place).The writer must also provide the reader with sensual detail (sights, sounds, smells, tastes, and other sen sations) as well as the emotions, attitudes, and thoughts of the main characters, including the narrator. In other words, the writer is obligated to make the story come to life in as many ways as possible, so that the reader can see and understand what the writer experienced. Thus, for your first assignment, compose at least a three page narrative essay in response to one of the prompts below. 1. Purpose: Tell about an event that helped you understand your cultural identity. Audience: A friend, a member of your family, an important person in your cultural community, or readers of the school newspaper.What conclusions would you want your audience to draw? What response would you want them to have to your story? 2. Purpose: Tell about an event that helped you learn how to value your parent(s) or a friend. Audience: Your family, your friends, or the readers of the school newspaper. 3. Purpose: Tell about an event in the last two or three weeks that caused you to change your preconcepti ons about college life. What did you believe about college before this time? What do you now believe? What event and people contributed to that change? Audience: Your friends, family, seniors in high school who are planning to come to school, or readers of the school newspaper. Narrative StructureNarrative essays are similar to stories, except that the setting, characters, and events are true. Narrative essays are also similar to stories because they follow the same structure; that is, narrative essays have a chronological structure that 1. begins with an introduction of the setting and the main characters, 2. moves from one event to the next, 3. includes a conflict or climactic moment, 4. and then reaches a resolution of the conflict. Traditionally, a narrative plot or story line is represented as follows: Narrative Openings Opening 1: Give reader detailed description of the scene where the first event in story takes place. The cool autumn breeze jostled the leaves in the maple hig h above the dew-covered lawn.As I walked out into the yellow dawn light, a squirrel scampered across the sidewalk and wound himself up the maple. I bent to pick up the daily news, and he chattered his complaints at me. I must have interrupted his morning rounds. Suddenly, I heard the telephone ring from the house. Who could be calling so early? Opening 2: Start in media res with dialogue. Let reader hear significant dialogue from significant encounter in story. Then begin the story. â€Å"I just can’t believe this is happening to me,† Dan said. He was obviously upset. His voice sounded hoarse and strained. â€Å"What do you want me to do? I could drive over and be there in a couple of hours,† I offered. â€Å"Yes, why don’t I drive over. It won’t take me long. † â€Å"Well, uh. I don’t know. †Then there was a long silence at his end of the line. I tried to imagine what he was feeling, but I couldn’t. I hadn’t seen him or talked to him in three years. â€Å"Dan? † â€Å"Yeah, come on. I think I’ll need your help. How soon can you be here? † â€Å"Two hours. I’m on my way. I’ll leave here now. † I guess it wasn’t so odd that he called me. We were the closest friends not that long ago. Opening 3: Start in media res with description of scene. Give reader detailed description of the scene of significant event, briefly hint at event, and then begin the story. The traffic was snarled, and the air thickened with brown blowing dust and gray exhaust.The blinding sun sunk just ahead, and I dropped my visor so that I could focus on the string of red brake lights in front of me. Stop and go, stop and go. Somewhere in the distance, twisted metal, broken glass, and snapped necks stalled this three-lane, rush hour torture. I was late to meet Dan and wondered if he was feeling snarled, twisted, broken, snapped, stalled, and tortured as well. Opening 4: Relate your specific story to a familiar story. Unfortunately, we’re all too familiar with the trouble men have with women and women with men. Boy meets girl. Boy woos girl. Boy gets girl. Boy loses girl. Boy calls best friend. Same with girls. Girl meets boy. Girl woos boy.And so forth. TV sitcoms are filled with such stuff. First attractions, eventual breakups, and best friends consoling one another. Seems like we would have learned how to get out of this mess by now. But no. Writing Project #2 Expository Essay The second major essay we will work on together in class will be an expository essay. The first was a narrative essay, and the next two will include an analysis essay and an argumentative essay. These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside the University and beyond.Expository essays are distinct from other forms of writing because the y generally focus on explaining a concept or process through definition, analysis, classification, or comparison/contrast. In other words, expository essays are intended to clarify a concept or process through explanation. Thus, for your second assignment, compose a three-page, typed expository essay in response to one of the prompts below. 1. Purpose: Think about a process or procedure that you know very well and perform successfully. Perhaps you are an expert in this process and could teach it in detail to someone you know. Explain this process so that someone else could perform it following your instructions. Audience: Someone who would benefit from learning this process. 2.Purpose: Taking a humorous approach, explain in a how to successfully fail at something. For example, you might describe the procedures for failing at friendship, or at studying, or at writing a college essay, or at being a dorm roommate, or being a teammate, or being a son or daughter. There may be other â₠¬Å"procedures† you wish to explain. Audience: Readers of the school newspaper. 3. Purpose: Describe someone you know who has helped you understand how to be successful in some aspect of your life. Who is this person and what have they taught you? Audience: Readers of the school newspaper. 4. Purpose: How would you define the characteristics of â€Å"a successful person†?In other words, complete this sentence: â€Å"I believe a successful person demonstrates the qualities of †¦Ã¢â‚¬ ¦.. † Also provide examples that clarify your definition. How do these examples fit the characteristics in your definition? Audience: Readers of the school newspaper. 5. Purpose: Contrast two definitions of success. In our culture, many definitions for success compete for our attention. What do you take to be the best definition? Why is this the best? What do you take to be a flawed definition for success? Why is it flawed? Audience: Readers of the school newspaper. Organizational Strategies for Expository Essays In expository essays, writers bring clarity and detail to procedures and concepts.They usually begin by introducing a general process or idea. They then proceed paragraph by paragraph by providing specific examples and evidence to help their readers better understand the steps or qualities of these procedures and concepts. Explaining a Process Introduction Identify the process, your expertise, and why audience would benefit from learning this process Step 1 Step 2 Step 3 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Conclusion Describing an Influential Person Introduction Name the person, describe their relationship to you, and their general influence Description of Person First influential lesson Second influential lesson Third influential lesson †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Conclusion Defining a ConceptIntroduction General claim about concept, and your specific definition Characteristic 1 Characteristic 2 Characteristic 3 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Conclusion Contrasting Two Ideas Introduction General claim about two ideas and the obvious differences First idea Second idea First contrasting feature of two ideas Second contrasting feature of two ideas Third contrasting feature of two ideas †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Conclusion Writing Project #3 Analysis Essay The third major essay we will work on together in class will be an analysis essay. The first essay was a narrative essay, the second was an expository essay, and the fourth essay will be an argumentative essay.These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside the University and beyond. Analysis essays are distinct from other forms of writing because they generally focus on explaining the relationship s between the whole and its parts. In the case of analysis, the writer of the essay explains how another author uses his or her craft to promote his or her larger purpose, whether it be a story, political speech, editorial, or advertisement. Instead of telling a story (as in a narrative) or explaining a process that the writer already knows (as in an expository essay), the writer in the case of an analysis focuses on examining something new.In other words, instead of focusing on knowledge â€Å"inside† the writer, the writer must focus on knowledge â€Å"outside† or beyond the writer’s previous experiences. Thus, for your third assignment, compose a four-page, typed essay in response to one of the two prompts below. 1. Purpose: Analyze Herman Hesse’s Siddhartha by providing your reader a brief biographical description of Hesse, summarizing the main action of the novel, detailing some of the main topics of the novel, describing Hesse’s use of litera ry form, and concluding with a discussion of what kind of reader(s) might best appreciate the novel. Audience: Someone who has not read the novel and would find value in it. 2.Purpose: Select and analyze two stories by Frances Khirallah Noble by providing your reader a brief biographical description of Noble, summarizing the main action of the stories, detailing some of the main topics of the stories, describing Nobel’s use of literary form, and concluding with a discussion of what kind of reader(s) might best appreciate the stories. Audience: Someone who has not read the stories and would find value in them. In either case, you should provide evidence from the novel or stories to support your analysis. See information on quoting and citing sources in the mini-lesson packet. Recommended Organizational Strategy for Analysis Essay 1. Introduction: a creative introduction that draws reader’s attention 2.Brief biography of author 3. Summary of main action 4. Main topics 5. Literary form 6. Conclusion: remarks on what kind of reader(s) might best appreciate novel or stories Writing Project #4 Argumentative or Persuasive Essay The fourth and final major essay we will work on together in class will be an argumentative or persuasive essay. The first essay was a narrative essay, the second was an expository essay, and the third essay was an analysis essay. These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside the University and beyond.Argumentative or persuasive essays are distinct from other forms of writing because writers generally focus on an issue or problem that they share with their readers and attempt to provide a specific point-of-view or solution. We might also think of this kind of essay as a problem-solving essay. Thus, for your fourth assignment, compose a three-page, typed essay in response to the prompt below. Purpose: Select a specific problem related to your experience at Saint Xavier this year. This problem may have to do with student life, housing, registration, parking, scheduling of classes, course offerings, school activities, sporting events, or student resources like the library or computer labs, but it must be a problem that you know other students have encountered as well.Audience: Compose an editorial for the student newspaper or a letter to the President of the University in which you describe the problem in detail and offer a specific solution. Recommended Organizational Strategy for Persuasive Essay 1. Introduction: discussion of values and concerns University already promotes 2. Description of problem and who it affects 3. Real and possible consequences of problem 4. Possible solutions to problem 5. Best solution to problem and why it’s best 6. Conclusion: discussion of how best solution supports values and concerns University holds Student Name____________________ ______________________________ Essay # ______ Version # ______ Evaluation Criteria |A |a clear aim, a strong introduction, and a houghtful conclusion | |an excellent essay |strong supporting details | | |logically developed and very well organized | | |a tone appropriate to the aim of the essay | | |stylistic maturity and confident facility with language as demonstrated by sentence variety and appropriate | | |word choice | | |virtually free of surface and usage errors | |B |a clear aim and a strong introduction and conclusion | |a good essay |good supporting details | | |logically developed and well organized | | |a tone appropriate to the aim of the essay | | |lacks the stylistic maturity and facility with language of an A essay | | |largely free of surface and usage errors | |C |a clear aim, an introduction, and a conclusion | |an acceptable essay |adequate supporting details | | |competence in logical development and organization, although it may exhibit occasional orga nizational and | | |developmental weakness | | |a tone appropriate to the aim of the essay | | |basic competence in sentence variety and word choice | |a pattern of surface and usage errors | |D |lack of a clear aim, focus, or conclusion | |a poor essay |lack of sufficient support | | |supporting details may be trivial, inappropriate, logically flawed | | |flaws in organization/development | | |inappropriate tone | | |stylistic flaws characterized by lack of sentence variety and by evidence of limited vocabulary | | |frequent usage or surface errors | |F |focus may be too general or too specific | |an unacceptable essay |lack of support | | |lack of organization | | |inappropriate tone | | |serious stylistic flaws | | |serious usage or surface errors | |No evaluation |Essays receiving no grade will | | |fail to address the topic or assignment, | | |fail to fulfill other requirements of the assignment, | | |show evidence of plagiarism, | | |or fail to be accompanied by prev ious drafts. | Recommendations for Revision |Recommendations for Editing | | | | | | | | | | | | | | | | | | | | | | | | | | | | Academic Performance Agreement English 101 Musgrove In order to make the requirements of this class and your responsibilities as a student as clear as possible, I’ve created this document titled â€Å"Academic Performance Agreement. † Please read this information carefully because it outlines the kinds of behaviors, study habits, and attitudes necessary for success in this class, as well as in the University writing community at large.If you agree to the terms and conditions set forth below, please sign your name on one of the two copies I’ve provided you. By signing and returning this agreement to me, you commit yourself to the standards of conduct and academic performance listed below. If you do not accept these standards, you should see your advisor about withdrawing from this course. 1. I understand that attendance is a re quirement of the class and that 5 absences of any sort (excused or unexcused) will result in automatic failure. I also understand that if I miss class that I should contact another student, rather than the professor of the class, to discover what I’ve missed. A missed conference will be equivalent to two absences. 2.I understand that arriving late to class is inappropriate because it disrupts the class agenda and interferes with teaching and learning. I understand that the instructor will shut the door to the classroom when the class starts and that I will not attempt to enter the class after the door has been closed. 3. I understand that cell phones must be turned off before entering class. I understand if my cell phone rings during class I will be asked to leave the class. 4. I understand that this class has substantial reading and writing requirements. These requirements will demand that I manage my time carefully and schedule at least 6 hours of study time per week or 2 h ours of study time for every one hour of scheduled class time. 5.I understand that purchasing the course texts and bringing the texts to class to support my discussion of the assigned readings is a requirement of the course. 6. I understand that I should be prepared each day to share my learning journal responses to the reading assignments in class. I will share these learning journals responses with other students in the class. I also understand I may not turn these journals in late. 7. I understand that I will be required to contribute to class discussions and small group work in class. In other words, I will be required to speak in class, share my ideas, and respect the ideas of others. 8. I understand that I will be composing learning journal responses, four major essays, and two self-evaluations.I also understand that any writing I submit must be my own and written exclusively for this class. 9. I understand that my writing assignments should be composed and saved on a word-pro cessor or personal computer. I also understand that I should schedule my time and supplies carefully so that I know when I have access to a word-processor or computer and that I have adequate paper and printing supplies. 10. I understand that I will benefit from discussing my ideas and writing with my family, friends, and other students. I also understand that I can get help with my ideas