English Regents Argumentative Essay Sample - How to Use Argumentative Writing to Help You Succeed

English Regents Argumentative Essay Sample - How to Use Argumentative Writing to Help You SucceedIf you want to write an English Regents Argumentative Essay, you need to use the advice provided here to help you succeed. After all, if you can master this technique, you can improve your grades at school. In order to succeed in English Regents Argumentative Essay writing, you have to learn these techniques and apply them properly.One way to help you with your English Regents Argumentative Essay is to use the style of argumentative writing that was used by Thomas Jefferson. As a tutor I have had a lot of students ask me for advice on this topic. In general, it is recommended that you avoid the use of all caps and you should not use all capital letters when you are writing.Many students will try to use all caps to get their main points across. In reality, you should be using all capitals sparingly. By using all caps in your essay, you are not only overloading your reader, but you are also creating a difficult task for yourself.In order to help you with your English Regents Argumentative Essay, you need to be very clear with your message. It is important that you state your message clearly. The goal of an argumentative essay is to communicate effectively, so you need to communicate effectively.If you are writing an English Regents Argumentative Essay about slavery, you should try to be as accurate as possible. Try to avoid sarcasm and if you can not avoid it, make sure that you express your feelings well, but in a tone that is not offensive.When you are attempting to write an English Regents Argumentative Essay, there are some good techniques to help you get started. You should know the following guidelines and you will be on your way to writing a good argumentative essay.An English Regents Argumentative Essay can be very tricky. One of the best ways to help you with this is to use the techniques described in this article. If you follow these techniques, you will hav e a strong argumentative essay that is sure to help you get through your English Regents Essay.

Crew Resource Management Essays (2056 words) - Aviation Safety

Crew Resource Management Crew Resource Management : The majority of aircraft accidents are caused by human error and an accident or incident is linked together by a chain of errors. Most of these accidents could have been avoided by the crew if they would have been communicating to each other better. Some common errors that occur among the crew are poor task delegation, assertiveness, and distractions. Crew training in communication and teamwork will increase the crews' performance level. Programs like Crew Resource Management (CRM) have been developed to try to help the crews work together and reduce the human factor in accidents. CRM includes training in leadership/followership, assertiveness, management, communication, teamwork, decision making and task delegation. Through programs like CRM crews learn to work together as a team and when they are working together it is less likely there'll be an accident. INTORDUCTION : Background The cause for most aircraft accidents (65% ) are by crew error (FAA News, 1996). When the Crews performance level is low due to poor teamwork and communication this is when accidents happen. How can crew error be reduced? Even though human error can't be reduced completely through constant training and effort by the crew performance will increase and accidents will be reduced. Purpose/Audience This report is intended for a general audience and will show how important it is for the flight and cabin crew to work together and communicate as a team. This report will also examine the CRM program. Sources Sources have been obtained for this report from the Internet and from the Waldo Library, Western Michigan University and Kalamazoo, Michigan. Scope Teamwork and communication are a critical factor in the crew's operation of aircraft. Accidents can be prevented when these two factors are considered. COLLECTED DATA : Importance of Communication among the Crew People communicate to each ot her every day. From a kids talking to their parents about their report card, to doctors working in an operating room. In order for us to understand one another we must be clear in what we say. For instance, if a doctor tells a nurse to pull a certain plug on a machine, he'd better be clear on what he says or the nurse might end up harming a patient. Likewise, the cabin and flight crew must work together. In a typical cockpit the flight crew is very busy and they need to be well organized to handle the many tasks they perform. They need to communicate properly and clearly for safe operations, if they don't their actions could result in a tragedy. Main Cause of Aircraft Accidents Mechanical problems and technical malfunctions do contribute to aircraft accidents, but human error is the main cause, accounting for 65% of the accidents (FAA News, 1996). This figure is quite high, and if it were possible to reduce human error the accident rate would drop significantly. Acciden ts that occur because of human error are not a direct result of just one error but of a chain of errors. The human error chain results when one bad decision leads to another which leads to the accident. The question is, how can we reduce human error in the cockpit? Studies have shown that most incidents could have been prevented if communication and leadership skills were improved. Duties of Crew Members In order to have a clear understanding of who's involved in the crew, these positions with their duties will be discussed. There are usually 2-3 flight crew members and 1-3 flight attendants aboard an airliner. In the flight deck are the Captain, Co-pilot and flight engineer. When there are only two flight crew members there's no flight engineer. (This is to reduce costs). The Captain is the Pilot in Command (PIC). He/she has the final authority of all decisions and all responsibility rest on his/her shoulders. The Co-pilot assists the Captain in his/her duties, like calc ulating fuel consumptions, weight and balance, navigation etc. He/she is Second in Command (SIC). The Flight Engineer helps reduce the work load of the Captain and Co-pilot. Some of his/her duties may include fuel consumption rate, weight and balance and communicating with the cabin crew. The cabin crew consists of the Flight Attendants. Besides serving coffee

Free Essays on Privacy, Self Esteem And The Violence Of Violation

The concept of violation, especially when directed at a particular individual, raises tough questions of morality. When considering the film â€Å"Death and the Maiden,† many issues are presented that foster discussion of these topics. The story itself is based on the reality of overwhelming and experienced pain and mental distress, and how these in turn lead to the inability to achieve self-esteem, mental safety and most of all, happiness. In such a situation though, the ability to make rational decisions and rely on one’s own moral code and rational morality is in serious jeopardy (if at all possible.) Our rational morality is grounded in the concepts of rational reflection, personhood, rational self-consciousness, self-esteem and individuality. It uses the ideas of fairness and freedom to construct moral limits, policies and ideals of how a civil society should be constructed and then carried out. The limits and ideals that are laid out by this should promote and protect the ideals of equal opportunity for fulfillment of personhood and the achievement of well-being. They should also be concerned with the right to equal protection and security, especially from anything that is dangerous to us physically or mentally. Without these rights, happiness cannot be felt and as Kant says all men have the need for happiness and are, by nature prone to act in any means that wil achieve it. From The Categorical Imperative, â€Å"Yet there is one thing which we may assume that all finite rational beings actually make their end, and there is therefore one object which may safely be reguar ded, not simply as something that that they may seek, but as something that by necessity of their nature they actually do seek: This object is happiness. The hypothetical imperative, which affirms the practical necessity of an action as the means of attaining happiness, is assertoric.† Humans, by nature must seek the things that make them happy. If, a... Free Essays on Privacy, Self Esteem And The Violence Of Violation Free Essays on Privacy, Self Esteem And The Violence Of Violation The concept of violation, especially when directed at a particular individual, raises tough questions of morality. When considering the film â€Å"Death and the Maiden,† many issues are presented that foster discussion of these topics. The story itself is based on the reality of overwhelming and experienced pain and mental distress, and how these in turn lead to the inability to achieve self-esteem, mental safety and most of all, happiness. In such a situation though, the ability to make rational decisions and rely on one’s own moral code and rational morality is in serious jeopardy (if at all possible.) Our rational morality is grounded in the concepts of rational reflection, personhood, rational self-consciousness, self-esteem and individuality. It uses the ideas of fairness and freedom to construct moral limits, policies and ideals of how a civil society should be constructed and then carried out. The limits and ideals that are laid out by this should promote and protect the ideals of equal opportunity for fulfillment of personhood and the achievement of well-being. They should also be concerned with the right to equal protection and security, especially from anything that is dangerous to us physically or mentally. Without these rights, happiness cannot be felt and as Kant says all men have the need for happiness and are, by nature prone to act in any means that wil achieve it. From The Categorical Imperative, â€Å"Yet there is one thing which we may assume that all finite rational beings actually make their end, and there is therefore one object which may safely be reguar ded, not simply as something that that they may seek, but as something that by necessity of their nature they actually do seek: This object is happiness. The hypothetical imperative, which affirms the practical necessity of an action as the means of attaining happiness, is assertoric.† Humans, by nature must seek the things that make them happy. If, a...

Amazon-Pestel -swot -porter 5 Essay Example | Topics and Well Written Essays - 1000 words

Amazon-Pestel -swot -porter 5 - Essay Example An analysis of the macro-environment using PESTEL indicates that there are major threats and opportunities in the environment. However, it is the company’s ability to utilise these opportunities and by using its strengths to minimise the effects of these threats that will be of importance. In the political environment the company’s sales are subject to both economic and political considerations (AnnualReport.com 2011). There may be restrictions and foreign ownership. In order to meet local ownership and regulatory licensing requirements the company’s Joyo Amazon business is operated by Chinese companies. The economic environment in which the company operates is affected by fluctuations in exchange rates and changes in interest rates. Approximately 45% of the company’s revenues are associated with its international business (AnnualReport.com 2011). If there is a major interruption in telecommunications the company could losing a significant amount of business. The company faces inventory risk if it over stocks as it may be left with goods that are not returnable. On the other hand if it runs out of stock it will lose business. The company only deals with a few shippers any unforeseen circumstances which affect the shipment of Amazon’s products and will have negative implications for the company’s business. The company’s business is seasonal with between 35% and 39% of its annual sales taking place in the last quarter in 2008, 2009 and 2010 (AnnualReport.com 2011). The company faces competition for qualified employees including computer scientist and softwa re engineers. This means that it has to compete on price with companies like Apple in the digital media device arena. In terms of the company’s social environment the employees are motivated by being compensated with shares. This means that they are not just employees but also owners of the company (AnnualReport.com 2011). It is therefore likely that they

When writing and reading Children's literature, can it be just for Essay

When writing and reading Children's literature, can it be just for pleasure or does the text have to have a teaching element - Essay Example Yet a good piece of literature will have universal themes that will appeal to children and adults, and will teach more than just developmental skills. Harry Potter and the Philosopher's Stone is a premier example of this principle. It is a piece of literature that is children's literature in that it is accessible to young children but not in the sense that it is exclusively for young children, it teaches not only vocabulary but also mythology and ethics, and it is excellently written. Jon Sciezska, author of stories like The True Story of the 3 Little Pigs, argues that many of the approaches of educators in the West has been misleading or wrong (Zastrow, 2008). â€Å"I would say just to let kids play around, and let them play around with reading† (Zastrow, 2008). Everything that a child interacts with is educational: Every experience, every tree, every song, every book, will have indelible impacts that may resonate for their whole lives in ways no adult can predict. â€Å"Edu cational† children's literature, then, isn't different because it teaches something; rather, it's different because it teaches particular things and sets out to teach those things, like civics, morals, values, good social behavior, math, grammar, colors, shapes, etc. There is nothing wrong with this kind of literature. But it's not the only kind of literature children should read, any more than adults should only read newspapers and journal articles. Sciezska recommends that â€Å"Reading shouldn't be a bitter pill† and that children should have choices in what they read (Zastrow, 2008). There are few choices more apt for children than Harry Potter and the Philosopher's Stone. The book is not an educational book: It is magical fantasy, pure and simple. It begins with a Cinderella dream: Child growing up among cruel step-parents with arbitrary step-siblings is revealed to have a special destiny. But the book actually is filled with all sorts of educational elements nonet heless. By not being specifically â€Å"educational†, it is actually able to have fully-fledged themes and elements that lead children away from the simple grammar school progression and towards advanced life skills that will pay off for the months, years and decades to come. The composition of Rowling's work is itself highly educational. Children learn all sorts of vocabulary from the book, and not just vocabulary of magical phenomena but of a far broader nature. But it's not just vocabulary: Children pick that up constantly, from the telly to conversations to the schoolyard. What the book teaches is how to write. Children reading Harry Potter learn accessible techniques of description, sentence construction, suspense, comparing and contrasting, etc. It is true that children could also learn how to write from Mark Twain or Plato, but Harry Potter uses modern elements, modern themes and appeals to modern needs. It uses contemporary language that British, Scottish, Welsh, Iris h and Yank children can understand. This paper focuses on Harry Potter and the Philosopher's Stone because, being the first book, it has the least adult themes, is the least likely to scare children (though the image of Voldemort growing out of the back of Quirrel is fairly grotesque) and has the simplest plot and language, but all the books are quite valuable for young readers. In particular, Harry Potter and the Philosopher's Stone as well as the other books in the series teach good narrative structure. The books have an element of the mystery novel to them: The reader is told clues that allow them to piece things together. In fact, fans accurately guessed

Teaching Creativity in Primary Schools

Teaching Creativity in Primary Schools Creativity Arts Primary â€Å"The philosophical foundation for teaching integrated arts in the primary school is based on the belief that aesthetic and creative education is the entitlement of every child and that the nature and quality of the provisions determines the distinctiveness of cultural life and academic performance in school.†(Bloomfield,2000,pg1). For this essay I am going to be talking about why teaching creativity in the arts in primary school is an essential part of children’s learning and what children gain from the lessons. I will be reflecting on my own learning experiences in this module as I feel this justifies why creative arts should be taught. I will be explaining how I can use what I have learnt, from this module, in school and talk about the creative lessons I have planned for in school. â€Å"Children’s natural enthusiasm for the arts, as major and valid sources of knowledge, is nurtured from the first day at school and their motivation and commitment is maintained throughout their primary years.† (Bloomfield,2000,pg1). Creative arts is an essential part of school life as it includes practical engagement of all children as they learn how to paint, compose music, write or to dance, and as they progress through the school year their knowledge of each art form deepens. When children discover social, cultural or historical aspects of the arts they are able to increase their knowledge of the topic by referring to books, articles, artefacts, CDs, recordings and videos. This also gives the children a deeper understanding of their work. (Bloomfield,2000). Creative arts also develop the use of children’s imagination, the way that they respond to their own life experiences and the way they express and communicate their ideas. This can also help their physical development which includes performing confidently, imaginably and good use of space for themselves and others while performing. (Moyles,2002). Creative arts also involves children with different learning needs, audio, visual and kinaesthetic. The lessons are designed to include all children and allow children to achieve their goals. Each creative area helps develop different skills for learning. I am going to talk about how drama, music and art can aid children’s learning in school. â€Å"Art and design stimulates creativity and imagination. It provides visual tactile and sensory experiences and a unique way of understanding the world.†(DfEE,1999,pg116). Art artefacts can be found anywhere, all that is needed is imagination to use these artefacts effectively and this can then bring any classroom activity to life. All artefacts that are found can be used to teach the programmes of study in the National Curriculum. â€Å"Art is fashioned from world resources, and the natural environment has provided the stimulus for wide ranging art activities both as the stimulus for the design and in the way in which the properties of its material has determined the form of the art object†. (Bloomfield,2000,pg88). During art sessions children acquire a range of skills which include visual and manual skills, skills to use a wide range of materials and media and problem solving skills. These skills then enable children to formulate their ideas and use materials and artefacts to create their own artefacts in 2D and 3D form. The use of these skills enhance children’s practical knowledge of art making. Children become critically aware during art sessions. They are able to discuss and write about their experiences of art making and develop a metalanguage to discuss their experiences of visual art and design. (Bloomfield,2000). â€Å"Children build up their powers of discussion; they incorporate a vocabulary that has meaning for them from their own creative participation as well as in critical discussion.† (Moyles,2002,pg40). During a school topic where art is a key focus it is essential to present children’s work either in a portfolio or a class display as this allows the class to reflect on the work they have produced and the value of the process and allows children to comment constructively on each others work. (Bloomfield,2000). â€Å"Music is a powerful, unique form of communication that can change the way pupils feel, think and act. It brings together intellect and feeling and enables personal expression, reflection and emotional development.† (DfEE,1999,pg122). Music sessions in school provide vital skills for children to progress through their primary and secondary years. Music lessons enhance children’s listening skills. â€Å"Listening is fundamental both in forms of the sounds independently produced and also the collective responses of groups.† Music also enhances group work as it aids inclusion because children, whatever their background or aptitude, have the ability to express themselves successfully in the classroom. Mutual respect and self-discipline is acquired during these sessions as children develop good relationships with each other. (Bloomfield,2000). â€Å"Participation in music and its integration with other art forms provides a rich social environment for children. Performance and presentational work develops a close working relationship within the peer group.† (Bloomfield,2000,pg76). Music is also looked at as a form of communication. Many professional song writers write songs to deploy meaning and get messages out to the greater world. Musical understanding through singing songs helps children use their voices in an eloquent and effective manner. Children in school are encouraged to adapt music as a form of communication asmusic offers a unique mode of experience where children can receive and express ideas and feelings. This also encourages children to use descriptive language to describe why they have chosen a particular sound to represent their emotions mood or feelings. Music also develops children’s speech as children with musical training have a greater capability to process all sounds, including speech. (Bloomfield,2000). â€Å"ICT is a powerful and necessary tool for the children which both enhances and informs their music, whether as creators, performers, or as investigators.† (Bloomfield,2000,pg87). Children can use music to find out about the world. There are many links that can be made with music and the celebration of diversity. Children can be encouraged to make music CDs to share with different schools in different communities and countries. Music which the children relate to or which is related to the topic may create different feelings. These feelings can be compared within the group or between different schools. As with music there is no right or wrong answer and it would be interesting to see how other people interpret their ideas and this celebrates diversity. (Bloomfield,2000). When children have recorded their piece it is possible for them to use it as backing music to a performance associated with their topic, this then uses music to enhance and intensify the other creative arts. Drama can be split into two sections, drama and dance. â€Å"Dance education provides children with an artistic language of actions which, linked with their intellectual and physical growth, is transformed into a significant and meaningful mode of communication.† (Bloomfield,2000,pg46). Dance sessions gain children techniques in coordinating movements, inventing movements, remembering movements and then transferring the movements into a dance routine. During these sessions children are encouraged to use their whole body to do this. Dance can be linked to Literacy sessions as children are â€Å"using their bodies to express metaphors and symbols through the formulation and organisation of movement patterns that capture and convey meaning.† (Bloomfield,2000,pg 45). This is also a good way to introduce poetry to children, as they are comparing themselves to something different. Children may be encouraged to show how they are feeling as dance has a semantic structure which provides the basis of how children can think, feel and express ideas through movement. Drama and dance can be used to enhance descriptive work of characters the children are portraying. Drama links with literacy development and understanding as it enables children with the pronunciation of words and recitation from stories and poems. (Bloomfield,2000). Pie Corbett believes that children should story map to remember plots in their stories. This is to help them when they are reciting stories to the class. He believes that this way helps develop a child’s memory as they only need their own interpretation of a picture to tell a story. Dance and music linked together is a way for children to express their understanding of themselves and the world as they perceive it. This can encourage children to research different dances and music from different countries of the world. When children participate in these lessons they are including themselves in the coordination of the group. Once children have been given an initial stimulus they are in control of their group. This then develops their skills in working collectively and harmoniously together because a group who can not function this way will have no hope in producing a final piece of work. Drama can be linked with music as this can provide an effective atmosphere matching the mood for a production. Art can be used to create wall displays, props and set designs for a drama production. During this module I can honestly say I have felt lost at times. The reason for this was due to my own experiences that involved creative arts at school. During art lessons I was always under the impression that I could not draw. I would always feel embarrassed about my work. The art teacher gave me no confidence in the lessons. It was a case of turning up, doing the work and then be given no constructive feedback. I took this negativity into my first art seminar. I did not feel comfortable doing the tasks that were set but I carried on. I then had a very long discussion with Catherine about my finished products. She then told me that I was concentrating on the negatives factors of my art work and I should look closely at the positives. Even though I believe she was cross with my attitude towards art, she took the time to teach me a valuable lesson. This I will never forget and I can use effectively in my own art lesson. By making me see the positives in my work I was able to achieve more because I felt confident in what I was doing. I was praised effectively but not over praised as I would have thought she was patronising me. This is the correct attitude to have in the classroom whilst teaching. Children know when they have been given false or too much praise and then the praise is not effective. â€Å"Praise can alienate pupils because every response is being judged by the praise it receives.†(Cockburn,2006,pg105). During my time in school I have planned individual drama and music lessons. For the music lesson the class was split into three groups. Each group was given a number of instruments that made sounds related to Christmas. I gave each group a starting point and this was Christmas Eve, Christmas day morning and Christmas day afternoon. I asked each group to compile a composition relating to the starting point. The children knew that this was their first draft of a composition and they would have time to â€Å"practise, rehearse and perform† ,(DfEE,1999,pg126), as the teacher was going to use my idea in further music lessons. The children had to note the pattern of their music using symbols; this was going to make it easier for them to improve the composition. The children were left in control of their own compositions as I did not want any of my own personal input involved in their work. Children are far more creative and adventurous when they are left to their own devices and the y will learn more about their work. (Bloomfield,2000). â€Å"Tell me and I forget, show me and I may remember, let me do it and I will learn.†(DfEE,1999,pg90). It is important when using the creative arts that the children have an end product to show for their work. It was therefore essential that our group was able to show off our work on the ‘Railway lines through the snow’ painting. This gave us a sense of achievement and finalised all our hard work. As a group we all developed through the module especially our concert performance. I had to listen to my peers and they had to listen to me. We had to stay harmonised and focused otherwise the concert would have been a disaster. Each member of the group had different personal strengths and we had to use each others strengths to aid our concert performance. I developed all the skills that I have spoken about which children develop during creative arts sessions and I understand if we did not have these skills we would not progress, and achieve our end goal. â€Å"The creative arts permit individual children to conceptualise and understand their strength areas to compensate or overcome weakness in other areas. It also has the impact of motivating children, sustaining their interest and improving their self-esteem. It provides in-depth study and develops all round skills.†(Bloomfield,2000,pg108). Experience in the creative arts is therefore an essential part of a child’s learning. References Bloomfield. A. (2000). Teaching Integrated Arts in the Primary School. London:David Fulton Publishers. Cockburn A. Handscomb G. (2006). Teaching children 3-11, a students guide. 2nd ed. London: Paul Chapman Publishing. DfES., (1999). The National Curriculum. London:DfES Moyes, J. (2002). Beginning Teaching:Beginning Learning in Primary Education. Second edition. Buckingham: Open University. Palmer, S.(2003) Literacy: What works? London: Nelson Thornes.

Organizational Theory Applied to the Retail Industry Essay -- Essays P

Organizational Theory Applied to the Retail Industry PART I Introduction Antonio’s, as it will be referred to for confidentiality purposes from here on in, is a retail shoe store that operates in Fredericton, N.B.. It is part of an open system. This company originated in Montreal, Quebec. The head office is now located there and retail outlets are located throughout Canada, the United States and parts of Europe. The market in which this company operates may be considered a division of the fashion industry. This industry is known for being highly competitive and dynamic. Also for obvious reasons many companies within it concern themselves with company image. This particular shoe company has been in existence since the early 1990’s. Antonio’s has grown significantly and is currently a leader in the shoe industry, even on an internationally level. It produces quality shoes at a reasonable price. From its beginnings until now Antonio’s has been operating in the formation stage. This company has met with great success, though, and has grown quickly. It now faces the task of moving into the growth stage. Antonio’s must be careful in managing every aspect of its company now in order to survive. Since the industry in which Antonio’s operates is very image oriented a key issue in moving from the formation to growth stage that must be discussed is company culture. In this situation â€Å"managed† (as it is referred to in its most popular definition) means changed. In order to manage the company culture through the move from stage to stage in the life cycle of this organization the culture within the current stage, the formation stage, must be discussed. The culture, in my opinion, must be managed as it currently has a negative impact on the organizational effectiveness. The organizational effectiveness as a result of culture must analyzed in order to determine if in fact it does have a negative impact on the company, if so, it must be managed for the sake of the company’s survival in the growth stage. PART II Analysis of current company culture The current culture existing in Antonio’s organization is effective according to most of the strict definition meanings. It is not particularly strong, this is because most organizations which are young or have constant turnover (Antonio’s finds both of these things to be t... ...ething so shallow as their appearance. Thus in the long run they are indirectly and unintentionally promoting organization decline by doing this. PART III Conclusion In my opinion the main problem that exists within this organization is the fact that Antonio’s fits into a certain aspect of the Competing Values approach mentioned above to a greater extent than need be. They take organization culture too far despite the fact that it is very well fitted to its industry. My experiences there as an employee were not all negative yet many I did have made me feel very unappreciated and worthless within the organization. A stress on this particular type of culture results in high turn over. This will ultimately lessen the chances of survival for the organization as it moves through the stages of the life cycle. If this culture persists, Antonio’s will be run by disloyal employees who purposely defy it costing them time and money in the long run. It will have a damaging effect on their so preciously held reputation and this will not fair well for them considering the competitive nature of the fashion industry. Bibliography: Robbins. Organizational Theory