Tools Of The Mind Student Achievement - 812 Words

Tools of the Mind Student achievement for children is dependent upon the mental processes that are developed and nurtured through educators, culture, and society. Society plays a major role in cognitive human growth and development. It is important for educators to understand that children need opportunities to develop and expand their cognitive abilities. Vygotsky’s theory about mental tools suggest that every child has the ability to develop skills that will enable them to think in complex ways. According to Vygotsky, mental tools are the cognitive strategies and processes that we invite students to experience in order to promote independent thinkers and learners. This process doesn’t necessarily take place automatically. Children should be taught and given opportunities to engage in activities that promote independent thinking and reasoning. Children should also be able to demonstrate and apply these thinking techniques and strategies to everyday learning and living. Bodrova and Leong adds, â€Å"The problem is that their thinking, attention, and memory are very reactive; what ends up holding their attention may or may not have anything to do with the task they are expected to perform† (Bodrova and Leong, 2007, pg.5). The ability to focus and maintain attention can be difficult for some children. The ability to stay engaged in a given task requires the development of mental tools that are taught with the implementation of highly- engaging instruction. ManyShow MoreRelatedEquity : Equity And Equity875 Words   |  4 Pagesequity PDs in mind, this review will now examine both how schools and districts implement PDs with an equity lens and specific PD programs with a focus on equity. The following section highlights what local schools and schools from across the nation are doing to create more equitable environments for all persons involved. Portland Public School District (PPS) On their website, Portland Public School District’s Racial Equity Policy states their aims, â€Å"to close the racial achievement gap while increasingRead MoreThe Effects Of Using Student Self Assessment And Progress Monitoring Strategies On Student Achievement Essay1714 Words   |  7 Pagesreading achievement is low. According to the 2014-2015 School Report Card from the Kentucky Department of Education, 42.2% of Rector A. Jones Middle School students are proficient/distinguished in reading and 26.3% are proficient/distinguished in math. As a middle school math and science teacher, I want to give my students tools that they can use to help them be successful in any subject area, in their current lives and in their futures. It is important that middle school teachers help students developRead MoreTechnology And The 21st Century1204 Words   |  5 Pagesteachers a multitude of strategies to ensure curricula is challenging, relevant, taught, and tested. When creating curriculum writers must create curricula that is challenging. Curriculum serves a multitude of purpose for teachers, administrators and students. According to Whitehead, â€Å"curriculum can be descriptive, prescriptive, or both.† Challenging curriculum can be achieved by ensuring that all stakeholders play a role in creating curriculum. One process, which encourages collaboration, and lendsRead MoreFactors That Shape The Learning Experiences Of Our Students939 Words   |  4 Pagesour students. One of the major concerns of today’s educators is the so called racial or class groups that are present in our lower income demographics. These groups, which tend to encompass minorities and other non-dominant cultures, are affecting the quality and experiences of thousands of students nationwide. The children of these groups are suffering from external hindrances in pursuing their education. These hindrances come in many forms but equal out to less opportunitie s and fewer tools forRead More21st Century Classrooms Essay1377 Words   |  6 Pagesinitiatives, or technology to student achievement. There are many groups and organizations that are advocating for increased technology literacy. Generally in all aspects of our society, technology has revolutionized and in many ways simplified while enhancing our way of life. It is no surprise that the public expects that technology should have a similar effect on education. Over the past 20 years there have been so many advancements in information availability the tools used to increase human knowledgeRead MoreEfficacy of Team Learning on Cultivating Moral Value at Higher Secondary School1159 Words   |  5 PagesSCHOOL ABSTRACT The present study highlights the efficacy of Team Learning on cultivating moral value of the students at Higher Secondary School. Parallel group Experimental method was adopted in the study. Eighty students ( control group – 40 students + experimental 40 students ) were selected as sample for the study. Researcher self –made achievement tool was considered as tool for the study. Pre test - Treatment - Post test was adopted in the research. Team learning is more effective thanRead MoreEssay on austin educationalissues1652 Words   |  7 PagesTesting Standardized tests are used throughout the country to measure student learning. High stakes tests are those used to measure students’ successes and failures. In the United States, high stakes tests are used for accountability purposes. These tests measure the success or failure of a school as a whole. High stakes tests have been a concern for America’s educational system for over a decade. Because teacher and student accountability is based on these tests, it is important that they measureRead MoreUtilizing Effective Monitoring Strategies in the Classroom1551 Words   |  7 Pageseducation is, â€Å"activities pursued by the teacher to keep track of student learning for purposes of making instructional decisions and providing feedback to students on their progress†(Cotton, 1988). Both definitions accurately describe what effective teachers do when they monitor students’ performance and understanding of lesson material. Research shows that there is a stro ng correlation between effective student monitoring and student achievement(Cotton, 1988). Teachers who regularly implement effectiveRead MoreEssay On No Child Left Behind Act822 Words   |  4 Pagesreforms for the sake of the districts 700,000 students. Parents and education advocates planned to sue L.A. Unified in an effort to enforce an overlooked state law that required teacher and principal evaluations to be linked to student achievement. The group argued â€Å"we won’t have a strong economic future if our kids do not get a good education†. Student achievement, principal and teacher evaluations, and school reforms have long been in U.S. leaders’ minds. The launch of Sputnik in 1957, the publicationRead MoreThe Importance Of Knowledge Has Impacted My Personal Perspective On Data Driven Decision Making1547 Words   |  7 Pagesaddition, that information may or may not become useful. For example, by having a statistical background such as one provided by this class, information can become useful in testing if educators connect the dots by identifying correlations between student performance on subject skills and classroom teaching. Thus, in a school under academic distress, one must look at a lot of data and make decisions from that part of it considered to be useful. People that have a stake in the school whether that is

Moral Panic Sociology Free Essays

A moral panic is defined by Cohen as ‘a condition, episode, person or group or persons emerges to become defined as a threat to societal values and interests ‘. In other words, a moral panic is an exaggerated reaction of fear towards a group or issue that causes panic in society, felt and reacted to by the public, media, police, and politicians etc. An example of a moral panic would be the increased fear over knife crime in Britain especially over the last few years. We will write a custom essay sample on Moral Panic Sociology or any similar topic only for you Order Now A folk devil is the group/issue at the heart of the panic, which are condemned, feared, labelled and/or blamed. An example of a folk devil would be youths, in relation to knife crime, terrorist, or ‘mods and rockers ‘established in the 1960s. These moral panics and folk devils are created and exacerbated by ‘moral crusaders ‘, the media is most likely the biggest agency that does this. Media reports often greatly exaggerate certain and specific areas of crime or deviance that are aimed to be a moral panic, and to victimize certain groups as folk devils. It reports on, for example, the alleged rising number of knife related crimes, and how a high percentage of youths in a neighbourhood near you are carrying a knife, even if this is a fallacy.  Read also  Sociology and Social Integration. This increase in media attention brings about a what is called a deviancy amplification spiral . This consists of a combination of contributing factors, the increased media attention brings about a heightened sense of public fear, resulting in a real increase in crime, either from the folk devils in question or from copycats, which in turn brings about a police reaction, creating a vicious circle of self-fulfilling prophecies, and the fear and media attention only increases the situation, this spiral also results in these panics lasting a lot longer than perhaps they should. The media uses the weapon of fear to stimulate moral panics, they give the view that firstly these deviant groups offer a threat to the norms, values and attitudes of the majority of society, and that a change will be brought about to people’s lives as these cannot be controlled. The media also gives credence to the view that moral standards are declining, and by exaggerating the crime paints the portrait of a country falling into a downward spiral. A conservative media article How to cite Moral Panic Sociology, Papers

Finals free essay sample

She worked for unemployed women and the homeless, and was actively involved with feminist groups and Journals. Procters literary career began when she was a teenager; her poems were primarily published in Charles Dickenss periodicals Household Words and All the Year Round and later appeared in book form. Her charity work and her conversion to Roman Catholicism appear to have strongly influenced her poetry, which deals mostly with such subjects as homelessness, poverty, and fallen women. Procter was the favourite poet of Queen Victoria. Her poetry went through numerous editions in the 19th century; Coventry Patmore called her the most popular poet of the day, after Alfred, Lord Tennyson. Nonetheless, by the early 20th century her reputation had diminished. The few modern critics who have given her work attention argue that her work is significant, in part for what it reveals about how Victorian women expressed otherwise repressed feelings. We will write a custom essay sample on Finals or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Procter never married, and some of her poetry has prompted speculation that she was a lesbian. She died oftuberculosls at the age of 38. Procters literary career began when she was a teenager; her poems were primarily published incharles Dickenss periodicals Household Words andAll the Year Round and later published in book form. Her charity work and her conversion to Roman Catholicism appear to have strongly influenced her poetry, which deals most commonly with such subjects as homelessness, poverty, and fallen women. Procter was the favourite poet of Queen Victoria. Her poetry went through numerous editions n the 19th century; Coventry Patmore called her the most popular poet of the day, after Alfred, Lord Tennyson.

The Author to her book Essay Example For Students

The Author to her book Essay The author to her book is a poem written by Anne Bradstreet in the 17th century. The poem revolves around the narrators baby which seems to be a personification for a book or collection of poems she has written. The flaws that the narrator sees in her work of literature are portrayed by a series of metaphors and similes in relation to her baby throughout the poem. The speaker in the poem appears to be the mother, alternatively the author of the collections of poem or the book, of the baby is a personification of. In the first line Thou ill formd offspring of my feeble brain the speaker refers to themselves stating my brain also claiming the offspring as their own stating it was from their brain. In the final stanza the speaker asserts that if for thy father askt,say, thou hadst none: And for thy Mother, she alas is poor, here the speaker refers to the mother in the third person however it is still possible to assume that the mother is in fact the speaker in the poem as she claims that the child had no father and that she is the creator of the offspring. The poem is written in iambic pentameter and consists of only three sentences it is nonetheless relatively long. It moves at a relatively fast speed and all lines apart from line 19-22 rhyme in the form A-A,B-B and so on. We will write a custom essay on The Author to her book specifically for you for only $16.38 $13.9/page Order now Literally the poem tells the story of a mother whose child is snatch from her side and then is exposed to the public view. The child is severally flawed from being madein raggs, halting and blemished. The child is however a personification of the mothers work of literature which presumable was published without her consent, this becomes apparent when the speaker states it was snatched from thence by friends, less wise than true. It is possible to detect that the child is just a trope for the work of literature partly due to the fact that the mother states that the offspring is from her brain, rather than her reproductive organs. Additionally it is possible to presume that the child is just a trope from the line my rambling brat (in print) where the speaker states that the child is in fact in print. The poem consist mostly of metaphors and similes all showing how flawed the child, or work of literature, is. The mother says I washd thy face, but more defects I saw, and rubbing off a spot, still made a flaw. I stretcht thy joints to make thee even feet, yet still thou runst more bobbling. No matter how much the speaker tries to improve her work of literature she still feels that it is flawed. She compares this to a child whose face is dirty however when washed of it is still not immaculate. The mother says In better dress to trim thee was my mind, but nought save home-spun cloth, ith house I find, even though the mother wishes to dress the child better she does not have enough cloth to do so which could be an attempt from the speaker to describe that no matter how she tried to improve her work of literature she was incapable of doing so because she did not have the necessary means to do so. The poem is written in iambic pentameter and rhymes at all but four sentences. The rhyming creates a faster pace for the poem it also gives the poem a less sad or even desperate feel to it which is otherwise maintained by the harsh criticism the mother offers herself when saying that no matter how hard she tried she did not manage to improve child so she cast thee by as one unfit for light this creates a state of synaestesia where the reader feels both sorrowful for the mother who is ashamed of her child but through the rhymes not too somber. .u5e9ba3bc5919cb7eb3550d840b28706e , .u5e9ba3bc5919cb7eb3550d840b28706e .postImageUrl , .u5e9ba3bc5919cb7eb3550d840b28706e .centered-text-area { min-height: 80px; position: relative; } .u5e9ba3bc5919cb7eb3550d840b28706e , .u5e9ba3bc5919cb7eb3550d840b28706e:hover , .u5e9ba3bc5919cb7eb3550d840b28706e:visited , .u5e9ba3bc5919cb7eb3550d840b28706e:active { border:0!important; } .u5e9ba3bc5919cb7eb3550d840b28706e .clearfix:after { content: ""; display: table; clear: both; } .u5e9ba3bc5919cb7eb3550d840b28706e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5e9ba3bc5919cb7eb3550d840b28706e:active , .u5e9ba3bc5919cb7eb3550d840b28706e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5e9ba3bc5919cb7eb3550d840b28706e .centered-text-area { width: 100%; position: relative ; } .u5e9ba3bc5919cb7eb3550d840b28706e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5e9ba3bc5919cb7eb3550d840b28706e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5e9ba3bc5919cb7eb3550d840b28706e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5e9ba3bc5919cb7eb3550d840b28706e:hover .ctaButton { background-color: #34495E!important; } .u5e9ba3bc5919cb7eb3550d840b28706e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5e9ba3bc5919cb7eb3550d840b28706e .u5e9ba3bc5919cb7eb3550d840b28706e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5e9ba3bc5919cb7eb3550d840b28706e:after { content: ""; display: block; clear: both; } READ: Poetic analysis of Ben Jonson EssayIn the last couplet the speaker states And for thy Mother, she alas is poor, which causd her thus to send thee out the door. This line suggests that the speaker allowed her work of literature to be published to some extent which is contradictory to what she suggested earlier in the poem. It states that the mother is poor however this sentence could both by literally and figuratively. Literally it could mean that the speaker had too little money to get by and therefore she felt compelled to allow her work of literature to be published even though she did not feel that it was fit for light. Figuratively however it could mean that her mind w as too poor which is what cause her to send thee out the door, the door however metaphorically describing the act of dismissing something due to being ashamed of it. Throughout the poem the speaker criticizes her child starting from the first line where she states that it was created from her feeble brain, giving the impression that her mind was too weak to create something good, down to the end of the poem where the speaker states that mongst vulgars mayst thou roam, presumably feeling that her piece of literature is not worthy of anything classier. Using examples of normal troubles with children such as them having dirtied their face, or wearing tawdry clothing, Anne Bradstreet manages to portray the flaws in her piece of literature; however when it is normally possible to solve the problems with children by for example washing their face or switching their clothing, the speaker in the poem finds herself incapable of doing so and so the poem can be seen as a form of self criticism.

Behavior Impact and Definition of Mirror Neurons

Behavior Impact and Definition of Mirror Neurons Mirror neurons are neurons that fire both when an individual performs an action and when they observe someone else performing that same action, such as reaching for a lever. These neurons  respond to someone elses action just as if you yourself were doing it. This response is not restricted to sight. Mirror neurons can also fire when an individual knows or hears someone else performing a similar action. â€Å"The Same Action† It’s not always clear what’s meant by â€Å"the same action.† Do mirror neurons code actions corresponding to the movement itself (you move your muscles a certain way to grab food), or, are they responsive to something more abstract, the goal that the individual is trying to achieve with the movement (grabbing food)? It turns out that there are different types of mirror neurons, which differ in what they respond to. Strictly congruent mirror neurons fire only when the mirrored action is identical to the performed action- so both the goal and the movement are the same for both cases. Broadly congruent mirror neurons fire when the goal of the mirrored action is the same as the performed actions, but the two actions themselves are not necessarily identical. For example, you can grab an object with your hand or your mouth. Taken together, strictly congruent and broadly congruent mirror neurons, which together comprised more than 90 percent of the mirror neurons in the study that introduced these classifications,  represent what someone else did, and how they did it. Other, non-congruent mirror neurons don’t seem to exhibit a clear correlation between the performed and observed actions at first glance. Such mirror neurons may, for instance, fire both when you grasp an object and see someone else placing that object somewhere. These neurons could thus be activated at an even more abstract level. The Evolution of Mirror Neurons There are two main hypotheses for how and why mirror neurons evolved. The adaptation hypothesis states that monkeys and humans- and possibly other animals as well- are born with mirror neurons. In this hypothesis, mirror neurons came about through natural selection, enabling individuals to understand the actions of others. The associative learning hypothesis  asserts  that mirror neurons arise from experience. As you learn an action and see others performing a similar one, your brain learns to link the two events together. Mirror Neurons in Monkeys Mirror neurons were first described in 1992, when a team of neuroscientists led by Giacomo Rizzolatti recorded activity from single neurons in the macaque monkey brain and found that the same neurons fired both when a monkey performed certain actions, like grabbing food, and when they observed an experimenter performing  that same action. Rizzolatti’s discovery found mirror neurons in the premotor cortex, a part of the brain which helps plan and execute movements. Subsequent studies have also heavily investigated the inferior parietal cortex, which helps encode visual motion. Still other papers have described mirror neurons in other areas, including the medial frontal cortex, which has been recognized as important for social cognition. Mirror Neurons in Humans Direct Evidence In many studies on monkey brains, including Rizzolatti’s initial study and others involving mirror neurons, brain activity is directly recorded by inserting an electrode into the brain and measuring electrical activity. This technique is not used in many human studies. One mirror neuron study, however, directly probed the brains of epileptic patients during a pre-surgery evaluation. Scientists found potential mirror neurons in the medial frontal lobe and the medial temporal lobe, which helps code memory. Indirect Evidence Most studies involving mirror neurons in humans have presented indirect evidence pointing to mirror neurons in the brain. Multiple groups have imaged the brain and shown that brain areas which exhibited mirror-neuron-like activity in humans are similar to the brain areas containing mirror neurons in macaque monkeys. Interestingly, mirror neurons have also been observed in Broca’s area, which is responsible for producing language, though this has been the cause of much debate. Open Questions Such neuroimaging evidence seems promising. However, since individual neurons are not being directly probed during the experiment, it’s difficult to correlate this brain activity to specific neurons in the human brain- even if the imaged brain areas are very similar to those found in monkeys. According to Christian Keysers, a researcher who studies the human mirror neuron system, a small area on a brain scan can correspond to millions of neurons. Thus, the mirror neurons found in humans cannot be directly compared with those in monkeys to confirm whether the systems are the same. Furthermore, it is not necessarily clear whether the brain activity corresponding to an observed action is a response to other sensory experiences rather than mirroring. Possible Role in Social Cognition Since their discovery, mirror neurons have been considered one of the most important discoveries in neuroscience, intriguing experts and non-experts alike. Why the strong interest? It stems from the role mirror neurons may play in explaining social behavior. When humans interact with each other, they understand what other people do or feel. Thus, some researchers say that mirror neurons- which allow you to experience the actions of others- could shed light on some of the neural mechanisms underlying why we learn and communicate. For example, mirror neurons may provide insights on why we imitate other people, which is critical to understanding how humans learn, or how we understand other people’s actions, which could shed light on empathy. Based on their possible role in social cognition, at least one group has also proposed that a â€Å"broken mirror system† may also cause autism, which is partly characterized by difficulty in social interactions. They argue that reduced activity of mirror neurons prevents autistic individuals from understanding what others are feeling. Other researchers have stated this is an oversimplified view of autism: a review looked at 25 papers focusing on autism and a broken mirror system and concluded there was â€Å"little evidence† for this hypothesis. A number of researchers are much more cautious about whether mirror neurons are crucial to empathy and other social behavior. For example, even if you have never seen an action before, you are still capable of understanding it- for example, if you see Superman flying in a movie even if you can’t fly yourself. Evidence for this comes from individuals who have lost the capacity to perform certain actions, like brushing teeth, yet can still understand them when others perform them. Towards the future Though much research has been conducted on mirror neurons, there are still many lingering questions. For example, are they only restricted to certain areas of the brain? What is their real function? Do they really exist, or can their response be attributed to other neurons? Much more work has to be done to answer these questions. References A calm look at the most hyped concept in neuroscience – mirror neurons, Christian Jarrett, Wired.Acharya, S., and Shukla, S. â€Å"Mirror neurons: Enigma of the metaphysical modular brain.† Journal of Natural Science, Biology, and Medicine, 2012, vol. 3, no. 2, pp. 118-124, doi: 10.4103/0976-9668.101878.Gallese, V., Fadiga, L., Fogassi, L., and Rizzolatti, G. â€Å"Action recognition in the premotor cortex.† Brain, 1996, vol. 119, pp. 593-609, doi: 10.1093/brain/awp167.Hamilton, A. â€Å"Reflecting on the mirror neuron system in autism: A systematic review of current theories.† Developmental Cognitive Neuroscience, 2013, vol. 3, pp. 91-105, doi: 10.1016/j.dcn.2012.09.008Heyes, C. â€Å"Where do mirror neurons come from?† Neuroscience and Behavioral Reviews, 2009, vol. 34, pp. 575-583, doi: 10.1016/j.neubiorev.2009.11.007.Keysers, C., and Fadiga, L. â€Å"The mirror neuron system: New frontiers.† Social Neuroscience, 2008, vol. 3, no. 3-4, pp. 193-198, doi: 10.1080/17470910802408513.Kilner, J., and Lemon, R. â€Å"What we currently know about mirror neurons.† Current Biology, 2013, vol. 23, no. 23, pp. R1057-R1062, doi: 10.1016/j.cub.2013.10.051. Kokal, I., Gazzola, V., and Keysers, C. Acting together in and beyond the mirror neuron system. Neuroimage, 2009, vol. 47, no. 4, pp. 2046-2056, doi: 10.1016/j.neuroimage.2009.06.010.Miklà ³si, . Do dogs have mirror neurons? Scientific American Mind.Mirror neurons after a quarter century: New light, new cracks, JohnMark Taylor, Science in the News.Reflecting on mirror neurons, Mo Costandi, The Guardian.The mind’s mirror, Lea Winerman, Monitor on Psychology.Uithol, S., van Rooij, I., Bekkering, H., and Haselager, P. â€Å"What do mirror neurons mirror?† Philosophical Psychology, 2011, vol. 24, no. 5, pp. 607-623, doi: 10.1080/09515089.2011.562604.What’s so special about mirror neurons?, Ben Thomas, Scientific American Guest Blog.Yoshida, K., Saito, N., Iriki, A., and Isoda, M. â€Å"Representation of others’ action by neurons in monkey medial frontal cortex.† Current Biology, 2011, vol. 21, no. 3, pp. 249-253, doi: 10.1016/j.cub.2011.01.004.

5 Questions to Expect in a Retail Job Interview

5 Questions to Expect in a Retail Job Interview you’ve turned in a rockin’ retail resume, showing that you’re a mature, responsible, personable individual. the you-on-paper is looking better than ever. but you’re not done- if they like what they see, it’s time for the next stage: the interview. what can you expect there? what’s your experience?the interviewer is going to know what kind of retail experience you have- or, if you’re new, what your relevant experiences are. as a starting point, your resume has the outline of your answer here. in the interview, it’s your job to flesh those out. here’s where you’ll want to fill in some context about your previous jobs:what kinds of environments have you worked in?how big were your previous stores/employers, and what were the daily operations like?what were your past responsibilities?do you have specific stats to illustrate your past jobs? (sales figures, concrete growth, any awards or recognition)did you progress/take on increasing responsibility/get promoted during your time there?how do you serve customers?the customer may or may not always be right, but one of the top things a retail employer will want to know is what kind of service you provide. specific anecdotes work great here. do you have a knack for converting medium interest into an actual sale? how have you handled difficult customer situations or angry customers? how did you take company policy and best practices to resolve challenging customer situations? how do you approach customers? again, use real stories from your experience, preferably ones that highlight good customer outcomes, examples of you thinking fast on your feet, and/or ones that show you enhancing your store’s brand.what do you know about the industry?it’s important to know how store operations work. retail jobs can call on you to be a jack-of-all-trades when extra hands are needed in a variety of departments, so an interviewer may want to test your ver satility. be prepared for questions on things like handling sales/money, inventory, point-of-sale (pos) systems, security, and loss prevention.what makes you a great salesperson?an unavoidable part of working in retail is working with the public. the unpredictable, not-always-pleasant public. the interviewer is going to want to make sure you’re enough of a people person to provide a good customer experience, and stay cool in a variety of situations. if you get a question like this, be sure to emphasize your personal qualities, like good teamwork, positivity, the ability to work independently on projects without constant guidance, and the ability to work under supervision and take direction just as well.what are your expectations?retail is an industry that’s famous for unpredictable hours and shifts, as well as for requiring working nights, weekends, and holidays. during the interview, it’s important to be up front about your schedule and availability- the more f lexible, the better. you may also be asked about what you expect for compensation. your best bet is to do a little legwork ahead of the interview, and research what similar jobs are making. hourly wages? commissions based on sales? then in the interview, you can give reasonable ballpark figures if asked, and you can also ask more specific questions about how compensation will work in this job, once the interviewer opens that door.if you organize your interview prep around these areas, you’re well on your way. be ready to provide specific stories that back up your resume bullet points, and don’t forget to emphasize your next-level customer service skills. good luck!search for retail jobsthejobnetwork has you covered, with thousands of listings in all areas of retail. start searching below, and use the above interview tips to land your next gig!retail merchandiser jobsretail clerk jobsretail store manager jobsretail buyer jobs

Online Pizza Security Research Paper Example | Topics and Well Written Essays - 7000 words

Online Pizza Security - Research Paper Example We are facing many computer criminal attacks from diverse countries and continents. It is the need of the hour that we should realize these various shapes of computer criminal actions and should make an effort to avoid them as far as possible. In this way, we can lessen the possible damage concerning online computer crimes and their activities. Presently we are surrounded by a lot of new computer-based security problems. These problems are rising more and more due to viruses, phishing, worms, spyware hackers, etc. As we assess this problem from the deep then we see that no Internet user is secure from this type of computer security attacks. Now we are facing biggest danger form the online money frauds. Lots of people are uncertain from the online transactions. In our online Pizza system, we need to make sure that there is no security hole in the system working and online cash transaction. In this way the public will feel free regarding the online transaction and our business will gai n more customers loyalty. In presence of above-mentioned security limitation and difficulties, we can face problems regarding the web-based business. In a business such as online Pizza people need to enter their details (house address, name, gender, phone number, email, etc), so in this regard, they can feel some security dangers regarding the leakage of their personal data and information. So we need to consider potential security issues and establish a better security plan regarding the handling and management of these security issues and problems. This chapter is mainly planned to initially identify the main security issues we can face regarding the online pizza website and then I will suggest the main parameters we can follow to handle these security-related aspects.   Ã‚  Ã‚  

Software engineering paper Essay Example | Topics and Well Written Essays - 1000 words

Software engineering paper - Essay Example expressed portable because the original c compilers lacked the ability to represent the relative sizes of floating-point data and integers in a machine-independent way. The structure of a mobile c compiler design was in such a way that it could be adaptable to other different machines and not only UNIX machines. The architectural structure of the portable compiler was one that could be easily modified. The compiler contained approximately 8000 lines of code that less than 20 percent of it was a machine dependent. The maintenance work of the c compiler code is easy because the structure has a large portion of similar code in many systems like the IBM System/370. In addition Honeywell 6000, Inter-data 8/32, SEL86 or even in eclipse and DEC VAX-11/780. Its structure also consists of an intermediate file found in the interface between the passes of portable c. This file contains representations of expression trees and character illustrations of stereotyped code for epilogues and subroutine prologues. The structural architecture of a portable UNIX was created from the realization that operating systems of many machines had hardware architectures that were a significant problem to the implementation of the UNIX system. The structure was to have a c compiler that could be altered without many problems and create new code for various machines. The c language was to be extended in order to allow many c programs become portable to a larger range of devices and be able to identify constructions that are non-portable. It illustrates the structure of re-coding a language in this case the c language as this would allow detection of machine dependencies and isolate them. It would also enable demonstration of portability by using it in other machines. The portable c compiler had to compromise its optimality with heuristic algorithms so that it could be able to get efficient and acceptable code to be generated in quite reasonable time. The creation of the portable c compiler

Types Of Grants And Scholarships Essay Example for Free

Types Of Grants And Scholarships Essay The Pell Grant Program basically provides need-based grants to students belonging to low-income families.   This grant is primarily for undergraduate and certain postgraduate students who do not have adequate finances and access to graduate degree programs.   The current institutions that participate in this program approximate nearly 5,400.   The grants generally cover expenses such as allowances and basic education costs. The grant amount is determined by a number of factors such as the contribution from the family (EFC), the cost of basic education, whether the student is full-time or part-time and the entire attendance during the school year.    An eligible student may not receive more than one Pell Grant from more than a single academic institution at a time.   According to the FSA handbook, direct grants may be awarded with the aid of participating schools to students who fit the financial need qualifications and who have not received their bachelor’s degrees. The Academic Competitiveness Grant (ACG) is a relatively new program that was granted during the 2006-2007 academic year.   The main purpose of this grant is to encourage students in the United States to enroll in more challenging high school courses and also to eventually pursue college degrees.   This grant is awarded to students who are first-year undergraduate students who were able to graduate from high-school in 2006, and to second-year students who graduated in January 1, 2005 from their high school. This can be awarded to a student over and above the Pell grant award that a deserving student receives.   There is currently over US $4.5 billion that has been earmarked for this program over the next five (5) years and this will continue on until the 2010-2011 academic calendars.   In order to be qualified to receive this grant, applicants must be full-time students (unlike the Pell Grant) and must be United States citizens. Works Cited: ACG Grant Information from http://www.acggrant.com/ last accessed on March 20, 2008 Federal Pell Grant Program from http://www.ed.gov/programs/fpg/index.html last accessed on March 20, 2008

Memories of Sorrow :: essays papers

Somehow, it always seems that the most important memories are always hidden by some unknown force. I am almost certain to forget facial features or marking traits of someone special to me. If I try to remember, it is lost. Memories are not always an accurate recollection of the truth; sometimes they are not real at all. For whatever reason, people always seem to remember what they would like to believe the truth is. With all this in mind, I will share a personal recollection of my first romance. It was on a Friday during the winter months of my 8th grade year. If I recall correctly, which I always do, her name was Nicole. Her name, Greek for "Victory of the People", always embedded such awe and mystery into my mind. The angelic Nicole stepped into my life on a cold day, as I sat there in my school bus after another long day. I was sleepy, like always, because I had gone to bed late the night before. Then as unexpected as snow in Brownsville, I saw her. She was a vision, her golden hair streaming down to her neck. Her eyes sparkled like a thousand stars. She was tall and lusciously curvy. She was so curvy that it was a danger to all of heaven’s minions. I still have never been as anxious to meet any one as I was meeting her. God, with his merciful divinity, had shined his light upon the earth and sprinkled the world with one true miracle, Nicole. What luck I had, she sat next to me! What was I going to do? I was always very uncertain with women. Sure they said they liked me, but I had never really had a girlfriend before. Due to some strange outwardly liar paradox, I remained quiet. How could I make a fool out of myself? As time passed, so did my fear. I slowly began to get more and more comfortable with her vast beauty so close to me. As time passed I gained more confidence due to our assigned seating, I gradually worked my way up the ranks from "Hi", to "Hello", and ultimately to the benchmark: "Hi, how was your weekend?" Nicole and I soon became very good friends on the bus, but my greed asked for more; I needed to have unlimited access.

George Lucas Essay

No other 20th century filmmaker has had a greater impact on the film industry than George Lucas. His zeal for innovation forged a new relationship between entertainment and technology that revolutionized the art of motion pictures. His uncanny business acumen turned film licensing and merchandising into a multibillion-dollar industry. And his â€Å"Star Wars† trilogy ushered in the era of the Hollywood mega-blockbuster. Slide 2: In 1967, Lucas re-enrolled as a USC graduate student in film production. Working as a teaching instructor for a class of U.S. Navy students who were being taught documentary cinematography, Lucas directed the short film Electronic Labyrinth: THX 1138 4EB, which won first prize at the 1967–68 National Student Film Festival, and was later adapted into his first full-length feature film, THX 1138. Lucas was awarded a student scholarship by Warner Brothers to observe and work on the making of a film of his choosing. The film he chose was Finian’s Rainbow (1968) which was being directed by Francis Ford Coppola, who was revered among film school students of the time as a cinema graduate who had â€Å"made it† in Hollywood. In 1969, George Lucas was one of the camera operators on the classic Rolling Stones concert film Gimme Shelter. Slide 3: Lucas was born in Modesto, California, on May 14, 1944. As an adolescent who, as he says, â€Å"barely squeaked through high school,† Lucas aspired to be an auto racer. He changed his mind about a racing career, however, when a near-fatal accident crushed his lungs and sent him to the hospital for three months just days before his high school graduation. The experience changed Lucas. â€Å"I realized that I’d been living my life so close to the edge for so long,† he says. â€Å"That’s when I decided to go straight, to become a better student, to try to do something with myself.† Lucas enrolled at Modesto Junior College, where he developed a fascination with cinematography. Deciding on a career in film, he applied to the prestigious University of Southern California (USC) film school. USC was a milestone for Lucas. â€Å"Suddenly my life was film-every waking hour,† he says in a 1997 Playboy interview. He concentrated on making abstract science fiction films and mock documentaries, which caught the attention of director Francis Ford Coppola, who invited Lucas to sit in on the shooting of â€Å"Finian’s Rainbow.† Coppola also persuaded Warner Bros. to make a film of one of Lucas’ student movies. The full-length feature, â€Å"THX-1138,† a bleak Orwellian tale, was released in 1971 to modest reviews and a lukewarm reception at the box office. But studio executives were impressed with Lucas’ obvious talent. Slide 4: â€Å"THX-1138† had earned Lucas a reputation as a skilled but mechanical filmmaker devoid of humor and feeling. Founder Lucasfilm and released his second film, â€Å"American Graffiti,† which was based on his own coming of age in Modesto, would change that. Filmed on a shoestring budget of just $780,000, the film became a smash hit soon after its release in June 1973 and eventually grossed $120 million. The film got rave reviews and made Lucas a Hollywood sensation. It also proved to be a defining moment for Lucas, as both a filmmaker and a businessman. Studio honchos pulled rank and made changes to Lucas’ final version. The changes were minor, but the scars were lasting. â€Å"I’m very aware as a creative person that those who control the means of production control the creative vision,† he says. â€Å"It’s not a matter of saying ‘You’re going to let me have the final cut,’ because no matter what you do in a contract, they will go around it. Whereas if you own the cameras and you own the film, there’s nothing they can do to stop you.† And that’s exactly what Lucas set out to do. Industrial Light & Magic (ILM), which he created in 1975 when he couldn’t find an outside company to do special effects for â€Å"Star Wars.† ILM’s first breakthrough was a motion-control camera, which could revolve repeatedly around stationary objects while remaining in constant focus, thus simulating flight. To generate cash, Lucas turned ILM into a service company. Having created a market for special-effects-laden films, he began taking on work from other filmmakers. This way he could keep developing techniques while other people funded his research. Charging up to $25 million per movie, ILM was almost immediately profitable, supp lying the special effects for such blockbusters as â€Å"Jurassic Park† and â€Å"Twister.† Lucas funneled ILM profits into related businesses that sprang from his research. Skywalker Sound emerged as the industry’s top audio post-production company, then branched out to providing a digital sound system for theaters and homes under the name THX (in honor of his first film). And with the founding of LucasArts Entertainment, Lucas moved into video games, producing such top-sellers as the â€Å"Star Wars†-inspired Rebel Assault, X-Wing and Dark Forces. When negotiating with 20th Century Fox in 1975 for his next movie, â€Å"Star Wars,† Lucas cut his directing fee by $500,000 in exchange for things Fox regarded as nearly worthless: ownership of the film’s merchandising and all sequel rights. It turned out to be a brilliant move, one that assured Lucas the real independence and creative control he’d been seeking. â€Å"Star Wars† shattered all box office records, earning Lucas about $40 million in its initial release-merchandising would later bring him tens of millions more. Most important, Lucas owned the sequels, and thus a franchise. To maximize its value, he financed his first sequel, â€Å"The Empire Strikes Back,† himself, borrowing heavily to cover the $30 million production costs. Given the success of â€Å"Star Wars,† it was a good bet, but a huge risk-if the film bombed, Lucas would be bankrupt. â€Å"Empire† did exceptionally well, however, as did the third film in the trilogy, â€Å"Return of the Jedi,† which Lucas also financed. â€Å"Everybody has talent. It’s just a matter of moving around until you’ve discovered what it is.†-George Lucas No other 20th century filmmaker has had a greater impact on the film industry than George Lucas. His zeal for innovation forged a new relationship between entertainment and technology that revolutionized the art of motion pictures. His uncanny business acumen turned film licensing and merchandising into a multibillion-dollar industry. And his â€Å"Star Wars† trilogy ushered in the era of the Hollywood mega-blockbuster. Lucas was born in Modesto, California, on May 14, 1944. As an adolescent who, as he says, â€Å"barely squeaked through high school,† Lucas aspired to be an auto racer. He changed his mind about a racing career, however, when a near-fatal accident crushed his lungs and sent him to the hospital for three months just days before his high school graduation. The experience changed Lucas. â€Å"I realized that I’d been living my life so close to the edge for so long,† he says. â€Å"That’s when I decided to go straight, to become a bette r student, to try to do something with myself.† Lucas enrolled at Modesto Junior College, where he developed a fascination with cinematography. Deciding on a career in film, he applied to the prestigious University of Southern California (USC) film school. USC was a milestone for Lucas. â€Å"Suddenly my life was film-every waking hour,† he says in a 1997 Playboy interview. He concentrated on making abstract science fiction films and mock documentaries, which caught the attention of director Francis Ford Coppola, who invited Lucas to sit in on the shooting of â€Å"Finian’s Rainbow.† Coppola also persuaded Warner Bros. to make a film of one of Lucas’ student movies. The full-length feature, â€Å"THX-1138,† a bleak Orwellian tale, was released in 1971 to modest reviews and a lukewarm reception at the box office. But studio executives were impressed with Lucas’ obvious talent. â€Å"THX-1138† had earned Lucas a reputation as a skilled but mechanical filmmaker devoid of humor and feeling. His second film, â€Å"American Graffiti,† which was based on his own coming of age in Modesto, would change that. Filmed on a shoestring budget of just $780,000, the film became a smash hit soon after its release in June 1973 and eventually grossed $120 million. The film got rave reviews and made Lucas a Hollywood sensation. It also proved to be a defining moment for Lucas, as both a filmmaker and a businessman. Studio honchos pulled rank and made changes to Lucas’ final version. The changes were minor, but the scars were lasting. â€Å"I’m very aware as a creative person that those who control the means of production control the creative vision,† he says. â€Å"It’s not a matter of saying ‘You’re going to let me have the final cut,’ because no matter what you do in a contract, they will go around it. Whereas if you own the cameras and you own the film, there’s nothing they can do to stop you.† And that’s exactly what Lucas set out to do. When negotiating with 20th Century Fox in 1975 for his next movie, â€Å"Star Wars,† Lucas cut his directing fee by $500,000 in exchange for things Fox regarded as nearly worthless: ownership of the film’s merchandising and all sequel rights. It turned out to be a brilliant move, one that assured Lucas the real independence and creative control he’d been seeking. â€Å"Star Wars† shattered all box office records, earning Lucas about $40 million in its initial release-merchandising would later bring him tens of millions more. Most important, Lucas owned the sequels, and thus a franchise. To maximize its value, he financed his first sequel, â€Å"The Empire Strikes Back,† himself, borrowing heavily to cover the $30 million production costs. Given the success of â€Å"Star Wars,† it was a good bet, but a huge risk-if the film bombed, Lucas would be bankrupt. â€Å"Empire† did exceptionally well, however, as did the third film in the trilogy, â€Å"Return of the Jedi,† which Lucas also financed. Lucas further increased his fortune in the 1980s by producing the three Indiana Jones movies, for which he earned well over $100 million. Then, at the very top of his game, he largely abandoned moviemaking and poured his fortune into digital experiments that, he sensed correctly, would transform the movie business. Slide 5: * He quit an early career when he realized it wasn’t right for him (he wanted to be a race-car driver†¦until he almost got killed in a crash) * He made a type of product he loved and cared deeply about (movies) * He made–and learned from–lots and lots of different products (There were many Lucas movies before Star Wars) * He evolved (Lucas’s early movies were artsy non-commercial films) * He studied and learned from the best mentors (Francis Ford Coppola, among others) * He became friends with other extremely talented people in the industry (Steven Spielberg, among others) * He was shrewd (He sold his directing services to Fox Studios for Star Wars for cheap–but kept all the merchandise, licensing, and sequel rights, which Fox didn’t want) * He was very, very patient (Unlike many of today’s entrepreneurs and investors, Lucas wasn’t looking for a â€Å"quick flip.† Lucasfilm was founded in 1971, 41 years ago) Slide 6: There are three lessons to take away from reading about how George Lucas achieved success. One, grow a thick skin and be prepared for criticism and early failures. Every time you start a business, risks will be involved and sometimes things do not go your way. The key to a successful entrepreneur is how that person responds to the situation. Does he persevere through the tribulations? The second lesson is that every entrepreneur should know his or her strengths and weaknesses to give him or her the best chance at success. Knowing what skills need improvement will help limit potential pitfalls for you and your small business. The third lesson†¦just as Mr. Lucas was innovative in bringing out-of-this-world special effects to his films, entrepreneurs should also work hard to be innovative. What special effects can you use to amaze your customers?

Optical Character Recognition for Kids Learning Essay

Education is the learning and development which results from this process of teaching or training. It is the academic discipline dealing with teaching and learning methods in the schools. Learning starts at home and the parents are their first teachers to their kids. When they are about 4 to 6 years of age, parents are starting to bring their children at school where they are able to learn not only the basic skills such as reading and writing but also to develop simple logic and abstract ideas like numbers, shapes, colors, time and many more. Yet, learning first how to write is by far the most important lesson of all and is the priority of all those people who are teaching childhood education. Writing is a skill that is used in all academic coursework as well as through a person’s professional and personal life. Children learn about reading and writing by thinking about the sounds that words make and what those words look like when written out. When children are eager to learn something, they want to explore it themselves. Nowadays, children’s potentials are determined by their ability to learn the basics of writing and reading at their very early age (Patterson C (2008). Child Development. New York: McGraw-Hill. ). In today’s complicated world, the continuing advancing of technology has opened many doors when it comes to education. Technology has become an influential factor when it comes to education. This gives students the opportunity to choose what they are interested in learning. Computers have started to make a huge impact in our lives and begun to show up not only in only offices and households, but also in classrooms, as they have become cheaper, more powerful, and easier to use. There have been many software applications developed for the purpose of education and for use in the classroom. Computers and mobile phones are used in developed countries both to complement established education practices and develop new ways of learning such as the concept of E-learning. It is the unifying term to describe the fields of online learning, web-based training, and technology-delivered instruction. By adding interactivity to teaching, Not only wo uld the children will be able to see what is involved, but he or she would be able to learn from hands on experience. Computers can be a very effective way of accomplishing this. The use of computers in Elementary schools is basically vision as teaching and learning aid besides develop computer literacy amongst the children. Computer Aided Instruction will help us to make the present teaching learning process joyful, interesting and easy to understand through audio-visual aids. Teachers will be resourced with Multimedia Contents to explain topic better. Overall it will help us to improve quality of education in long term. In this study, the proponents develop software that will be an aid for teaching children how to write by using stylus and be able to write on the touch screen monitor of the computer. A stylus is a pen-shaped instrument that is used to draw images, select from menus and write characters which come with different devices that contain touch screens. The following are some of the reasons the proponents have develop such software: (1)Time constraints. Considering it applied in classes, children are pressured in terms of completing a given handwriting task which affects their performance. (2)Level of activities. Occasionally, activities that are held in classes may be inappropriate when it comes to the capabilities of the students. (3)Limited school activities. Children are only provided limited amount of activities in school to learn a specific area in school particularly handwriting. (4)Assessment procedure. Usually, it takes time for the instructor to evaluate the handwriting activities that they are providing for the kids. The basic handwriting software for kids will show certain gif format containing simple steps on how to write the letters and audio sounds to identify what letter should be written. Children can trace uppercase and lowercase letters using the stylus and will be evaluated afterwards in a friendly manner. The program will also contain a different order of teaching a child to write the alphabet and works can be saved. The program has a quiz section that assesses the learning of the child without the aided instruction of gif format. To help children to construct correct handwriting, there would seem to be a case for the use of ruled writing spaces and assist them to follow the proper procedure of writing a specific character and obtain precise strokes. There would also a field references or guidelines for line and cursive character in the every letter of alphabet. Error messages, if used, need to be in a simple English language that the children can easily understand. A different level of practicing is considered to be sure that children will be able to take hold of the writing technique through gif images that shows how characters should be constructed properly. An erase function will also be available as a feature for the children to make them avoid discouragement from scribbling out and overwriting. The children should see at the screen the characters they intend to write and see the results produced after the program recognizes it and be able to see the evaluation of their performance afterwards. Children should be able to understand what was happening effectively. There will be a comment or message alert for every wrong input of the children. The group will use an Optical Character Recognition (OCR) which is a subsystem for pattern recognition. Character recognition identifies the input handwriting and translates it into a machine language or the ASCII. With OCR, the software could identify and evaluate the child’s handwriting performance. When the child inputs the character the OCR will read and identifies whether the character is valid. If the character is valid the evaluation will takes place and calculate the handwriting performance of the children. There will be a set of points within a specific character that has a corresponding score. Children will be evaluated according to the use of Back Propagation algorithm. Back Propagation algorithm will trace the input characters and get the error percentage. A deduction will be conducted to the total score of the user if he fails to follow the designated ordinates. Scores will be evaluated and will be shown as follows; Very Good, Good and Fair. The software that will be implemented will serve as a teaching tool in developing handwriting skills of kids ages 6 and below only which can be used by pre-school teachers and parents as well. It is only an alternative way of teaching basic handwriting rather than the traditional way of learning. The validity of the software can be tested by parents, homeschoolers and teachers who have acquired the skills and knowledge in teaching the traditional process especially those teachers in nurseries and kindergarten. Chapter II Review of Related Literature Children’s Early Age Children ages 4-5-6 need some attention and care and parents must be able to identify the interest of the child and what they are capable of. In this stage they will be responsible but they still need assistance. They can do simple things on their own like wearing clothes, tying their shoes, brushing their teeth and others. In this stage of development they have their own specific interests like playing blocks, dawdling and others. Play with other children who need what she needs and like what she likes, who understand her because they are the same age, becomes very important to most children. By the age of 4-5 children can now accept the social interaction with other children. (Irma Simonton Black, Children from 4-5-6) There are other activities in this early age that are very short tempered to parents like dawdling but according to Black â€Å"Dawdling may be a child’s indirect way of asking for help, of asking for the warmth and quick affection of his babyhood†. If the child needs parent’s help they must give them a full hand but remember that there are some help that can be done by the child like putting and tying their shoes. The role of a parent is to be helpful, sympathetic and patient. Parents must also praise for the things that the child accomplish rather than disapproval of the things the he/ she did not do. Children are very easy to learn but they must need guidance and care. ThE-learning capabilities of children need time and patience. (Ruth Mason 2000) Schoolchild Development The E-learning capabilities of this early stage is different they can develop a sense of logic and often sticks with a problem until he/she has solved it. They can gain a sense of satisfaction from tackling simple number problems. These new ability gives confidence in developing and expressing on their own point of view. They can also grasp more abstract ideas, like numbers, time and distance. During this time the brain undergoes its most dramatic growth, and children rapidly develop the cognitive capacity that enables them to become intellectually curious and creative thinkers. In this child development they can now focus on their interest like reading books on related subject that are taught in the school. They can now express their point of view and reasoning. (Graham, Rob and Hess, Heidi) There are also circumstances that hinder child’s development and this is thE-learning Disability this causes a person to have troublE-learning and using certain skills. The skills most often affected are: reading, writing, listening, speaking, reasoning, and doing math. â€Å"Learning disabilities (LD) vary from person to person. One person with LD may not have the same kind of learning problems as another person with LD† according to National Dissemination Center for Children with Disabilities. Learning Disability is not a sickness but this situation are caused by the different approach of processing the brain. Learning Disability does not include visual, hearing and motor disability and also mental retardation. There are no concrete sign of having learning disability but by observing them you can actually identify and these signs are helpful: †¢ may have troublE-learning the alphabet, rhyming words, or connecting letters to their sounds; †¢ may make many mistakes when reading aloud, and repeat and pause often; †¢ may not understand what he or she reads; †¢ may have real trouble with spelling; †¢ may have very messy handwriting or hold a pencil awkwardly; †¢ may learn language late and have a limited vocabulary; †¢ may have trouble understanding jokes, comic strips, and sarcasm; †¢ may have trouble following directions; †¢ may mispronounce words or use a wrong word that sounds similar; And to help children with this disability parents must identify the strengths of their child. The parents must praise the good things about their child with this disability .And for teachers they can help their child with such disability by: †¢ breaking tasks into smaller steps, and giving directions verbally and in writing; †¢ giving the student more time to finish schoolwork or take tests; †¢ letting the student with reading problems use textbooks-on-tape (available through Recording for the Blind and Dyslexic, listed under Organizations); †¢ letting the student with listening difficulties borrow notes from a classmate or use a tape recorder; and †¢ letting the student with writing difficulties use a computer with specialized software that spell checks, grammar checks, or recognizes speech. (National Dissemination for Learning Disability) Children’s School Level This is often categorized in pre-school and kindergarten levels. Pre-school is the preparation ground for children, this shows how kids will they be when they are 7 because of different aspects. In this level of education children only go to school for an hour which includes playing and 20-30 minutes of listening. The schools strategize a three days per week at an academic program and two days per week at a play-based school, hoping to achieve the best of both worlds. Preschool are very egocentric which they believe everyone sees the world as they sees it. They still don’t know what is the cause and effect and they give a process that is not logical and complex. They also focus on one event and ignore the other. According to Martha E. Mock â€Å"Young children learn best through meaningful interaction with real materials and caring adults and their peers, not through the drilling of isolated skills†. Preschool approach is commonly a play-based program to enjoy child academically and socially. After they excel in preschool year they can now step to kindergarten where they can formally in different approach. (Laura Davy, 2007) Kindergarten is being called nowadays as a new first grade of education. But be sure that your child is ready for kindergarten and there are signs to identify that are being analyzed by parents. This checklist are created by the National Center Disabilities Inc,. The purpose of kindergarten is to show the child the good feelings about learning and school. This is the building block for stepping in first grade. The curriculum starts by building familiarity with a wide number of aspects of the written and spoken word. In kindergarten the general trend of teaching is basic literacy and writing t hat is covered for first grader. The students taught a basic curriculum in all subjects, including science, social studies, and arts; but the most important academic topics will be literacy, handwriting exercise and math, which underlie everything else to come. Handwriting and dawdling is the common tool for expressing children’s idea and taught. (Julie Williams, 2007) Handwriting Handwriting is the first education that is needed for children. This is important because research shows that when children are taught how to do it, they are also being taught how to learn and how to express themselves. Handwriting is the best way to express children’s idea and feelings to their loved ones and friends. Emily Knapton, director of program development at Handwriting without Tears, believes that â€Å"when kids struggle with handwriting, it filters into all their academics. Spelling becomes a problem; math becomes a problem because they reverse their numbers. All of these subjects would be much easier for these kids to learn if handwriting was an automatic process†. In the research led by the professor of Venderbilt University, Steve Graham he found out that teachers believe that students with fluent handwriting produced written assignments that were superior in quantity and quality and resulted in higher grades aside from being easier to read. Evidence is growing that handwriting fluency is a fundamental building block of learning. It should be exciting and an enjoyable activity through which children can experience success. If we stop teaching penmanship, it will not only hasten the dreaded day when brides acknowledge wedding gifts by e-mail; the bigger danger is, they’ll be composed even more poorly than they already are. According to Baggett, changing a child’s handwriting can improve their grades, their behaviour, and their self-esteem. (Raina Kelley, 2007) Process of Teaching Handwriting In teaching the children the best way is to write their name first. Begin with lower case letters, rather than capital letters. This mechanism will help the child when first encountering reading and writing because lower case letters are commonly seen in the books. (Shirley Erwee et.al) The time span in teaching is between 20-30 minutes to avoid boredom. If the parents teach the child to write in large interval of time they will lost their interest. Their eyes are not that fully developed so they have no focus on every book or page like adults. This technique will avoid child’s eye strain and the limit is 15-20 minutes. Encourage the child in continuing handwriting practices and praise the work of the children. Do not compare the work of the child to the other children because they have a process in developing this talent. (Sandhya S. Naidu) 1. OVERSEE HANDWRITING PRACTICE When children are practicing handwriting it is very important that you oversee their work so that they do not develop bad habits. Take over some inappropriate letters so that they will not rooted to it. 2. ONE OBJECTIVE AT A TIME Focus on correcting or improving one objective at a time – be it a particular letter, spacing, size, alignment, etc. 3. PRACTICE DAILY Handwriting practice should be scheduled every day but keep lessons short for best results. 4. CORRECT PENCIL GRIP Correct pencil grip allows a writer to write quickly and smoothly, while a tight or awkward grip can hinder writing. 5. PROPER POSTURE Be sure that your child is sitting properly at a surface that is not too high. Her arms should rest comfortably and her feet should be supported (by the floor or a box), rather than hanging loosely. This is to avoid fatigue and bad habits which may develop as a result of improper posture. Monitor your child’s posture regularly. 6. BE PATIENT Improvement in handwriting requires a combination of skills and developmental maturity. Each child will progress at her own rate. Remember that fine motor skills develop more slowly in boys, than gross motor skills. 7. KEEP HANDWRITING SEPARATE Keep handwriting practice or copy work separate from composition and other writing tasks, which require attention to other skills such as focus on content, organizing ideas, editing, spelling, punctuation etc. so that students will not be reluctant to write. Assessing Child Handwriting According to Occupational Therapy Handwriting Resources in assessing child’s handwriting there must be clinical observation skills. There are different clinical observation skills and uses according to purpose. The child’s proper grip in pen or pencil is important because improper grip can cause fatigue and joint problems. The proper grip is the normal dynamic tripod give where the thumb is placed at the side of the pencil and the index finger is placed on the top of the pencil. The pencil is stabilized on the side of the middle finger. This position allows for needed stability and mobility. Improper grip can cause: – lead to joint problem and early fatigue in written assignments – tightness or pain in the thumb web spaces (Occupational Therapy Handwriting Resources) The Evaluation Tool for Children’s Handwriting (ETCH) is an assessment that ensures the legibility in word, letter and numeral percentage, as well as letters per minute. Pencil control, near and far point copying, manuscript to cursive translation, dictation and sentence completion are included. The Bruininks Oserteksy Test of Fine Motor Proficiency assesses motor proficiency of students without disabilities, as well as those with serious motor dysfunctions and developmental difficulties. It is administered to children from ages 4 years 6 months to 14 years 6 months. Occupational Therapist typically administer only the fine motor development subtests which include: – response speed – visual-motor control – upper-limb speed and dexterity The Peabody Developmental Motor Scales is composed of six subtests that measure inter related motor abilities that develop early in life. It assesses the motor skills of children from birth through 5 years of age. Occupational Therapist typically administers the grasping and visual motor subset. (Occupational Therapy Handwriting Resources) The assessment for teachers is based on the books and criteria. Teachers tend to teach children according to books instruction. The child needs some patience and virtue to achieve a good handwriting skill. This skill can visualize the children’s future and development. Handwriting as a Symbol of Success There are also instances that penmanship and handwriting predicts success according to Bart Baggett. They also identify the handwriting of Michael J. Fox , Martin Luther King and Oprah Winfrey which shows success. Baggetts identify the seven personality traits according to stroke that are common to successful people. – High Goals and Ambition (t-bars crossed on the top of the stem) – Strong self-esteem (Large signature and high crossed t-bars) – Determination (heavy downstrokes below the baseline) – Persistence (not picking up your pen when you cross the letter t) – Strong Physical Drives (large and heavy y and g loops) – Long Lasting Enduring Emotions (pressing very hard on the paper) – Enthusiasm (extra long strokes to make the crossing of your t) Handwriting is an important task to learn by the child and need some proper interaction to their instructor or teacher and also parents. (Yenra, 2007) Interaction for Teacher The quality of interactions between teachers and children plays a key role in accounting for gains in children’s development when compared to typical quality indicators such as teachers’ education, class size, and child-to-teacher ratio. High-quality instructional interactions happened when teachers provided children with feedback on their ideas, commented in ways that extended and expanded their skills, and frequently used discussions and activities to promote complex thinking. Teachers by doing this teacher-child interaction the children can improve or develop good cognitive, socio-emotional and language skills. Interaction could help children understand the knowledge he/she wants to gain, like media that are so interactive nowadays. The size and number of the students is not the basis for thE-learning of the child but the interaction of the teacher’s to them. A child learns a large amount of knowledge with the help of the emotional interaction. (Physorg, 2008) Children’s Interact Emotionally In early stage children does not only learn social skills and language but they also learn the act of sensitivity and emotion. Having a social interaction helps child to develop their logic and sense of reasoning. With this emotional interaction they can decrease their fear in reasoning out or expressing their emotion. Interaction benefits every child very much, because they not only get one on one time to talk to their teacher but they also produce positive relationships between teachers and students. Teachers by doing this teacher-child interaction the children can improve or develop good cognitive, socio-emotional and language skills. There are also materials that are very interactive to children and they could gain knowledge with this interaction. Technologies nowadays are very interactive to child which helps them to learn more. (Killi, 2008) Technology According to studies and researches more and more kids are applying technology to their lifestyle like playing video games, using computer and watching TV. According to parents using media and technology children helps to learn while entertained. Today’s children might use their brain differently than the kids in previous generation this is according to UCLA professor, Patricia Greenfield. Patricia Greenfield found out that TV, Media and video games does not limit the mind of the children but they also help them in other ways. In a concrete result they found out that surgeon who has a skilled in video games can be better in keyhole surgery. The use of technology can have a great effect of schools. With an increased emphasis on more teacher discretion over teaching and learning in the classroom has a potential to increase. Technology can also be integrated into the class through the use of software. Technology allows the student to comprehend the subject matter at hand easier. The children nowadays are better than their ancestor when it comes to multitasking as a result in complex visual information that they deal with. The school, learning institute and parents must understand this study and apply to their learning techniques according to the UCLA professor. (Patricia Greenfield 2005) Technological Adaptability in Education Many different types of technology can be used to support and enhance learning. Everything from video content and digital moviemaking to laptop computing and handheld technologies (Marshall, 2002) have been used in classrooms, and new uses of technology such as podcasting are constantly emerging. Various technologies deliver different kinds of content and serve different purposes in the classroom. For example, word processing and e-mail promote communication skills; database and spreadsheet programs promote organizational skills; and modeling software promotes the understanding of science and math concepts. It is important to consider how these electronic technologies differ and what characteristics make them important as vehicles for education (Becker, 1994). Each technology is likely to play a different role in students’ learning. Rather than trying to describe the impact of all technologies as if they were the same, researchers need to think about what kind of technologies are being used in the classroom and for what purposes. Two general distinctions can be made. Students can learn â€Å"from† computers—where technology used essentially as tutors and serves to increase students basic skills and knowledge; and can learn â€Å"with† computers—where technology is used a tool that can be applied to a variety of goals in the learning process and can serve as a resource to help develop higher order thinking, creativity and research skills (Reeves, 1998; Ringstaff & Kelley, 2002). The primary form of student learning â€Å"from† computers is what Murphy, Penuel, Means, Korbak and Whaley (2001) describe as discrete educational software (DES) programs, such as integrated learning systems (ILS), computer-assisted instruction (CAI), and computer-based instruction (CBI). These software applications are also among the most widely available applications of educational technology in schools today, along with word-processing software, and have existed in classrooms for more than 20 year s (Becker, Ravitz, & Wong, 1999). While DES remains the most commonly used approach to computer use in student learning, in more recent years, use of computers in schools has grown more diversified as educators recognize the potential of learning â€Å"with† technology as a means for enhancing students’ reasoning and problem-solving abilities. In part, this shift has been driven by the plethora of new information and communication devices now increasingly available to students in school and at home, each of which offers new affordances to teachers and students alike for improving student achievement and for meeting the demand for 21st century skills describe earlier. No longer limited to school labs, school hours and specific devices, technology access is increasingly centered on the learner experience. Bruce and Levin (1997), for example, look at ways in which the tools, techniques, and applications of technology can support integrated, inquiry-based learning to â€Å"engage children in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world.

Research Paper on Advertising

Research Paper on Advertising After a long day’s work or a hard day at the office, people come home, sit in the Laz-e-Boy recliner, and flip on the television. Watching a favorite TV show has become many people’s favorite way to relax or past the time. A wide variety of programming exists and most anyone will be able to watch something they can enjoy. The television industry is part of the entertainment business and has high entertainment value for viewers. In that respect, it is an important industry, for example in terms of the time people spend watching TV. At the same time, it is important as a means of transmitting advertising. Television therefore has a two-fold role, both as a provider of entertainment and a transmitter of advertising. This research paper will discuss the relationship between the TV market and the product markets through the market for advertising. It will also examine the different types of advertising, advantages and disadvantages of TV advertising, and how the rivalry between TV channels and the profit potential in product markets affect TV channels’ prices on advertising slots, programming decisions, and the producers’ purchase of advertising on TV. From the beginning of television, advertising and programming were connected through network personnel and sponsorship. At first, television programs were owned by advertisers, which based the content of the shows on the interests of the audiences they wished to reach (Folkerts 241). Today it is rare for an entire program to be sponsored by one advertiser. Rather, networks or stations sell time for ads during a show. A basic feature of the television industry is that viewers dislike commercials and are attracted to a channel that invests in its programming. However, a TV channel earns its revenues by selling advertising slots to producers in the product market and attracts viewers for this advertising by investing in programming. Producers in product markets increase sales by advertising. Since an increase in advertising tends to reduce the number of viewers, there are diminishing returns to television advertising. The law of diminishing returns states, â€Å"as successive units of a variable resource are added to a fixed resource, beyond some point the extra, or marginal, product that can be attributed to each additional unit of the variable resource will decline† (McConnell Brue 160). Thus, the more a producer advertises its products on a TV channel, fewer viewers are available there for other producers to advertise to. There are several common types of television techniques and advertisements used by producers. The first is the straight announcement, which consists primarily of someone looking at the camera and delivering a sales talk. Demonstration is important in TV because viewers are interested in what the product will do for them. A testimonial by a famous person can draw attention to a product or idea. Testimonial commercials work best when the celebrity has credibility as a source (Dunn 324). In a dramatized commercial, the point is presented through a story that can be told very briefly. Dialogue is a commercial in which two or more people are talking. The basic advantage of the dialogue is its ability to involve the viewer and encourage them to participate in the dialogue. The biggest advantage of television advertising, if used wisely, is the unbelievable impact on viewers. It is basically almost the same as a door-to-door sales staff that can make visits at a very inexpensive rate. And when the person presenting the sales pitch is a popular personality, the advertising can be extremely effective. Another benefit of TV advertising is that it impacts a large number of persons not reach by print media. If a person doesn’t want to read a newspaper or magazine to find out what’s going on, they will more than likely turn on the evening news. Constant repetition of a sales message helps make people feel that they know the product, whether or not they like it. Television makes it possible to repeat a message as often as an advertiser can afford. Commercials are extremely flexible and allow advertisers to demonstrate their product, create a mood, make a blockbusting announcement about the product, or try it out in certain areas. Advertisers can usually find some combination of TV presentations that will communicate the desired impression. Television advertising also involves several unique problems. Advertising messages on TV come and go quickly. If people have their sets on, but are not watching or listening, they cannot return later. And when commercials are bunched together, a viewer might use the time to get a snack or see what else is on. Although some network shows reach viewers for a surprisingly low cost, certain minimum cost considerations can price the medium-sized advertiser out of the television field. Newspapers and other printed information carry a stamp of authenticity that television broadcasts don’t have. People tend to believe something more if they actually see it in print. Another disadvantage is that mass coverage creates the lack of selectivity for the audience. It is difficult to determine exactly the viewing audience and there by choosing which commercials to air at certain times. Television is used to build and reinforce brand image and awareness. TV gets more than half of all national consumer-advertising dollars. Using the networks as a marketing strategy has become very popular. In the short run, television advertising can dramatically increase a producer’s share in a specific market. In a study done on dry cereal advertising, all brands except Ralston’s made heavy use of network television. The goal was to observe the effects mass-market advertising would have on Ralston’s market share. Ralston began using some network television advertising halfway through the 12-week study period. Ralston saw its market share go up from 4.8 in the pre-TV period to 5.9% after utilizing the networks (Jones 37). Company sponsorship of individual TV programs saw decline after the quiz show scandals of the 1960s. Although one advertiser doesn’t sponsor an entire show today, the influence it has on programming still exists. Individual advertisers occasionally affect content, but advertising as a form of financing has a more pervasive impact. A decision a TV channel must make within its schedule is the amount of advertising to allow. Some programs that are very flexible, such as newscasts and sports events, permit channels to air large quantities of advertising time. When a channel only sells a small amount of advertising, it can fill in with advertising for its own programs. A TV station’s time scheduling will in many cases put restrictions on the quantity of advertising to allow. If, for example, a TV channel broadcasts a series of 25-minute sit-coms during an evening, there will only be time for 5 minutes of advertising per half hour. By considering the amount of advertising a c hannel allocates, a producer can speculate the audience size their commercials receive. TV channels programming decisions, as well as advertising firms advertising decisions, are always made before TV viewers make their choices. At the same time, the effect of advertising on the product markets is only felt after the advertising has been actually aired and watched by the viewers. Thus, product-market competition takes place after the TV viewers decisions are made. Advertising firms make their decisions about how much to advertise on each channel only after the TV channels have committed, not only to their programming, but also to their quantities of advertising. For discussion purposes, television advertising can be broken up into four stages. The first stage involves each TV channel choosing its quantity of advertising and a programming schedule. A TV channel’s profit is the difference between its revenue from advertising and costs of investments in programming. The goal is to maximize profits by determining how much advertising to allocate and which programs to broadcast. In the next stage, each producer determines how much to advertise on a specific TV channel. An advertising firm looks at viewer demographics and audience size when deciding which channel and commercial to use to realize the most benefits. The viewer then decides whether or not to watch TV and, if so, which TV channel to watch. They make their decision after the TV channel and producer have already completed their advertising decisions. Finally, the producers compete in the product market by advertising and differentiating their products. The goal is to distinguish their product from others. By making price less of a factor than product differences, producers participate in non-price competition (McConnell Brue 230). We are now in a position to investigate how the equilibrium outcome detailed in Section 2 is affected by a change in the number of advertisers, n. This number may increase, either through an increase in the number of firms in each market, i.e., a decrease in market concentration throughout the economy, or through an increase in the number of product markets. Total spending on advertising increases as a result of a reduction in the number of firms, keeping constant the number of product markets. A reduction in the number of firms makes each remaining firm more concerned about the fact that own advertising tends to reduce the number of viewers. This dampens the incentive for each firm to increase advertising and would, all else equal, result in a reduction in total advertising. On the other hand, fewer firms result in a higher price-cost margin. This encourages firms to advertise more. The latter effect turns out to dominate, and it is reinforced by the TV stations’ responses. T hey invest more in programming, thereby attracting more viewers and even more advertising. The result is that both total advertising and total investment in programming increase following a reduction in the number of firms. Note also that the total number of viewers increases following a reduction in the number of firms. Since advertising increases as well, which tends to reduce the number of viewers, the driving force behind this result is the TV channel’s increased investment in programming. Finally, note that the price per advertising slot also increases. This follows directly from the fact each TV channel’s two choice variables mutually reinforce each other [see Nilssen and SÃ'ˆrgard (2001) on this reinforcement property]. However, total spending on advertising can also increase as a result of an increase in the number of advertising firms, if this latter increase is solely due to an increase in the number of product markets. In such a case, price-cost margins are unaffected by a change in the number of firms. Now, an increase in the number of firms makes each firm less concerned about own advertising’s effect on the number of viewers. This spurs an increase in total advertising. Again, the TV channels’ response reinforces the initial effect. They invest more in programming, thereby increasing the total advertising even more. The economic literature on advertising has been slow on modeling the market for advertising. The present contribution aims at filling this gap, by presenting a model of the market for advertising that incorporates some crucial features of the TV industry, the main provider of advertising space. Most importantly, we assume that viewers are attracted by TV channels’ investments in programming but dislike their advertising. Combining this model of the TV industry with a model of product-market competition with advertising, we are able to discuss how asymmetries between various product markets affect the equilibrium outcome. We find that even small asymmetries have dramatic effects. In the case of two product markets where one product market has more firms than the other, but where the markets otherwise are identical, the firms in the product market with many firms choose not to advertise. The crucial feature of our model producing this result is TV viewers’ dislike for advertising, entailing congestion among advertisers. At an increase in the price of advertising, the firms in the market with many firms would, as expected, reduce their demand for advertising. This would, in turn, reduce the congestion of advertising on TV and thereby attract more viewers. The fir ms in the market with few firms would respond to an increase in the number of viewers by increasing their demand for advertising, despite the price of advertising having increased. The TV stations exploit those firms’ ‘perverse’ demand by increasing their price so that, in equilibrium, the firms in the market with many firms decide not to advertise at all on TV. The second issue is how product-market competition affects the equilibrium outcome. We found that the profit potential in the product market is of importance for the amount of programming investments as well as for the amount and price of advertising. The less intense product-market rivalry is, the larger is the potential revenue generated by advertising. A TV channel exploits this in two ways. First, it reduces its supply of advertising slots. Second, it invests more in programming to attract more viewers and thereby to encourage the producers to advertise more. As a result, a relaxation of price competition in the product markets results in higher prices of advertising, more advertising, and more investment in programming. This suggests that there are two successive battles over the profit potential in the product markets: one among the producers and one among the TV channels. An escalation of advertising by the producers spurs more investment in programming, and vice versa. Produc t market competition may also be affected by a change in the number of firms. We found that the effect of increasing the number of advertising firms depends on whether the increase is by increasing the number of firms in each market, making the markets less concentrated, or by increasing the number of markets. The former way of increasing the number of advertising firms reduces the price-cost margin and thereby the profit potential in the product markets. Thus, while there now are more firms demanding advertising, they also earn less from advertising.

Vocabulary and Phrases Useful for Writing Business Letters

Vocabulary and Phrases Useful for Writing Business Letters This sheet focuses on core vocabulary and phrases used when writing business letters or e-mails in English. This business writing reference can be used in English for specific purposes classes as a starting point for students who need to use English on an everyday basis for written business communications. Teachers are often not equipped with the exact English terminology required in very specific trade sectors. For this reason, core vocabulary sheets go a long way in helping teachers provide adequate materials for students with English for specific purposes needs. English for Specific Purposes: Core Vocabulary Lists to act on behalf ofto agree withalways at your serviceas agreedas far as Im concernedas far as the payment is concernedas followsas per invoiceas per to the conditionsas per your requestas requestedas soon as possibleat your convenienceat your earliest convenienceat your expenseawaiting your replyto be able toto be authorized toto be characterized byto be confident into be delighted toto be held responsible forto be in arrears with paymentsto be in difficultyto be interested inon arrival of the goodson behalf ofon condition that - provided thaton deliveryon receipt of the orderon short noticeon written requestorder to be confirmedour best attentionour offer is still openoutside addressto pay the maximum attention to the matterpayable in advanceplease allow usplease send usplease send us your instructionsprices are increasingto reach the destinationto refer toto return a letter to the senderto sell at the bestto send under separate coversender addressshort-termsimilar to sample - up t o sampleto be lateto be overrun with ordersto be prepared to - to be willing to before the date we agreed uponBest regardsbody of the lettercircular letterclaim - letter of complaintto come to a decisionto come to an agreement - to reach an agreementcomplimentary closeto cope with the competitioncorrespond to the sampleto correspond withcovering letterdue to oversightenclosure - attachmentto fix an appointmentfollowing your instructionsfrom order receiptfurther to our letter - following our lettergoods listed belowgreetinghalf-priceto have the pleasure toto stop negotiationsto submit a sampleto suit the quality - to meet the qualityto take into considerationthe aim of this letterthe following itemsthe goods are available in our warehousethe goods are not similar to the samplethe goods are sold outthe goods arrived in good conditionsthe letter remained unansweredthe matter in referencethe meeting was canceledto our mutual benefitto the kind attention ofunder separate coverup to an am ount ofutmost carewe acknowledge receipt ofwe apologize again forwe apologize forwe apologize for the delaywe apologize for the mistakewe are sorry to have to we are sorry to inform youto have the power to herebyin case of needin compliance with - accordinglyin due time - in due coursein good conditionin our favorin partial paymentin reply to your letterin the absence ofto inform in due timeinside addressto let someone know in advanceletter opening - beginning of the letterletterheading - headingto look forward to looking forward to an early replylooking forward to hearing from youto make the goods availableto meet a demandto meet customers requirementsto meet the demandMessrsto notify in advance abouton advanced paymentwe have receivedwe hope well receive the goods soonwe look forward to your kind replywe must apologize forwe remain - our kindest regardswe sent youwe thank you in advancewe wish to inform you thatwe would appreciate it if you could answerwe would appreciate your rep lywith no obligation - without commitmentwith reference to - in reference to with the compliments ofwith the utmost carewith two weeks noticewithin the end of the monthwithin whichwithout delaywithout noticewould you please let us havewould you please let us knowyou orderedyou requestedyou sent usYours faithfully (GB) - Yours truly (GB)