Traditional Practice of Buddism in Asia Essay Example | Topics and Well Written Essays - 1500 words

Traditional Practice of Buddism in Asia - Essay Example Thesis statement: The contrast study proves that Buddhism practiced by contemporary Americans and traditional practices of Buddhism in Asia are different due to the difference in the role of women in religious matters, difference between text-based and meditation-centered practice, difference between traditional and reinterpreted Buddhism, and cultural differences (special references to American and Asian Buddhist practices). Buddhism practiced by contemporary Americans Buddhism practiced by contemporary Americans is a hybrid variety of Chinese, Japanese, Tibetan, Cambodian, Thai and Burmese Buddhist traditions. Seager made clear that â€Å"There are many forms of American Buddhism and many different Buddhist rituals, most of which have their origins in Asia but are being transplanted and adapted to the United States† (4). Besides, trade and commerce played an important role in the spread of Buddhist practice in America. To be specific, the American merchant ship, namely †˜The Empress of China’ aiming to expand trade and commerce with China, reached Canton in the year 1784 and introduced Buddhism in America. In addition, the immigrants from China who happened to reach the mainland of America in 1820s spread Buddhist practices in America. The World parliament of Religions (Chicago, 1893) deeply influenced the spread of Japanese Buddhism in America. Later, the influx of Tibetan immigrants to America due to Chinese holocaust in Tibet introduced Tibetan Buddhist practice in America. The instability in the Asian nations like Laos and Thailand resulted in the large scale immigration of Asians to America. Besides, this resulted in the introduction of Theravada tradition of Buddhism in America. So, Buddhism practiced by contemporary Americans is not rigid but flexible. To be specific, the amalgamation of different Buddhist traditions deeply rooted in the Indian Buddhism is the foundation of the Buddhist practices in contemporary America. This helped the American Buddhism to accept the core elements of American culture. Traditional practice of Buddhism in Asia The traditional practice of Buddhism in Asia is based upon Gautama Buddha’s preaching. Within this context, Buddhism does not believe in the existence of the God. Instead, Buddhism proclaims that one can attain salvation or ‘moksha’ through mediation. The Buddhist philosophy or the teachings of Gautama Buddha is the core aspect of the traditional practice of Buddhism in Asia. Besides, the traditional practice of Buddhism in Asia is able to incorporate different cultural aspects. To be specific, the Indian Buddhism can be considered as an extension of Hinduism. For instance, most of the practices of Indian Buddhism are deeply rooted in the practices of Hinduism. The only difference is that Hinduism believes in the existence of God but Buddhism discards the same. Within this context, Buddhism accepted some elements of Hinduism and became popular beyond In dian context. This characteristic of assimilation was helpful for Buddhism to spread to the different parts of Asia. Swearer made clear that â€Å"Buddhist monks in Southeast Asia have taken leadership roles in causes that have led to both direct and indirect political consequences† (132). In China, Japan, Tibet and other Asian nations, Buddhism accepted

HP computer systems organization

HP computer systems organization 1. Is this the time for HP-CSO to institute more changes? Based on the customer and sales audit it was identified that considerable opportunities existed in the area of Repurchase, replacement and expansion projects as well as the Innovation projects. But, there exist many challenges Customers were moving towards consolidating their supplier base increasing pricing pressure on HP 80% of the customer sales were initiated by the customer themselves Although HP was a preferred vendor, customers doubted its ability to deliver incase of Innovation projects With increasing demands on price and delivery terms, HP would find it difficult to meet customer needs due to the small sales force Sales force was spending significant amount of time doing things other than sales Sales force was having difficulty in converting sales opportunities in replacement and expansion projects Sales team was spending less time in the early stages of the sales cycle for Innovation projects Sales team lacked prioritization of opportunities Hence, it is critical for HP-CSO to make the right changes in the sales organization to capture opportunities in the high potential segments. How are selling instruments (HP traditional business) different from selling computer systems? Selling instruments can be viewed more like selling commodities. Selling instruments was engineering driven and marketing the product was on the basis of technological features. Selling computer systems involved marketing the product as solutions that could be highly customized to the customers needs to solve their issues. Why does HP treat its sales force as a cost center? What are the implications of such a structure? HP was grouped into three main divisions and each had its own sales force and others support departments and divisional business units. Divisional business units were measured as profit centers. HP allocated field personnel and capital expenditures among the divisions under the promise of additional profits. This type of mechanism ensured that sales force was kept as a cost center, responsible for revenues, field marketing and customer service. Such a structure resulted in two distinct cultures co-existing in HP. One centered in the product divisions focused on long-term profit objectives and the other in the field, on meeting short-term sales quotas. Sales force concentrated on achieving sales target without worrying about making profits and spending time in non-core activities. 3. Critically evaluate HP-CSOs approach to building relations with its Enterprise Customers HP reorganized its sales approach by providing greater autonomy to its divisions. CSO could draw on HPs resources while operating in a more entrepreneurial fashion. Freed from the constraint of a drawn-out approval process, CSO began to race to the market with new computers. By 1994, HPs business was growing at 40% annually against an industry growth of 5%. To capitalize on the new market position, sales force was re-organized and other dramatic changes were instituted in the manner in which CSO sold to customers. HP wanted to transform its salespeople from order takers into consultants. Advantages Sales reps were relieved of the unproductive tasks Centralized configuration support specialists enabled increase in the sales reps direct customer contact by 30-50% The domain specific approach enabled HP to focus and service large customers more effectively. Generate more sales through the specialized and competent sales force. Sales force was able to nurture the relationships developed over time with the enterprise customers. . Disadvantages Sales force was averse to change and didnt wanted to lose power over their regional fiefdoms Smaller customers resented being relegated to the channel partners or telephone reps. To transform salesperson from order takers to consultants required specifically designed training programs to de-emphasize on traditional focus on HP product capabilities and specification in favor of teaching salespeople how to evaluate customers circumstances and suggest ways that HP might improve them. Do you agree with the findings of two audits? Findings of the first audit are agreeable. However, the methodology adopted for the second audit is not convincing. The customer that was selected for the audit was the largest with whom HP had good relationship, HP was strong in the industry selected and the study chose only one region that HP was good in. This leads to an audit that encompasses a perfect customer, industry and region. The finding might not apply across all customers, industry and regions giving an obscure audit. What about the consultants recommendations? The recommendations provide deep insights into the strong and weak links in the sales strategy of HP-CSO The recommendations of the consultant seem very broad based and not properly structured The consultant hasnt provided an action roadmap based on his recommendations. How is this approach different from the current approach to managing enterprise customers? The approach of entering downstream and slowly making inroads upstream will face a lot barriers put up by competitors. The new approach would require re-training the sales force considerably. The effort and time involved in beating competition might be considerable. There is a high risk of failure and would require considerable time to bring in the change Comments on conclusions of audit The first audit conclusion is convincing, but the second audit conclusion is not detailed and devoid of an action plan. Recommendations Increase conversion rate in downstream and midstream segment Develop competence in midstream and upstream segment of the market to capture the high potential market share, instead of building the way through downstream Create a value proposition for the upstream market Eliminate the non productive tasks of sales reps and train them effectively

The Trail of Tears: Indian Genocide Essay -- Cherokee Indian Removal

â€Å"Our nation was born in genocide when it embraced the doctrine that the original American, the Indian, was an inferior race.† -― Martin Luther King Jr. The Trail of Tears is a historical title given to an event that happened in 1838.In this event, the Cherokee community of Native Americans was forced by the USA government to move from their native home in the Southern part of the contemporary America to what is known as the Indian territories of Oklahoma. While some travelled by water, most of them travelled by land. The Cherokees took 6 months to complete an 800 miles distance to their destination. The Cherokee marched through, biting cold, rains, and snow. Many people died during this trip from starvation, diseases, exposure, and vagaries of unknown terrains. Those who recounted this journey in later years spoke of a trip that was filled with tears borne of immense suffering and deaths during this trip and thus the name Trail of Tears. Modern scholars and champions of human rights have described this event as one of the most notorious genocides during the 19th Century. This paper will therefore attempt to prove that, the Cherokee community suffered human right atrocities from the American government shortly before and during the Trail of Tears. The Cherokee lived in the present day United States of America hundreds of years before its occupation by the Europeans. History proclaims that members of this community migrated from the Great Lakes and settled in the Southern Appalachians. When the Europeans started settling down in America, the Cherokee decided to co-exist peacefully with her foreign neighbors. The Cherokee lands consisted of Alabama, parts of Virginia, Kentucky, North and South Carolina and Georgia. ... ...Tears: removal in the South. New York: InfoBase Publishing, 2007. Burgan, Michael. The Trail of Tears. Minneapolis: Compass Point book, 2001. Byers, Ann. The Trail of Tears: A Primary Source of History of the forced Relocation of the Cherokee Nation. New York: The Rosen Publishing Group, 2003. Gilbert, Joan. The Trails of Tears across Missouri. Missouri: University of Missouri. Hook, Sue. Trails of Tears. New York: ABDO, 2010. Marsico, Katie. The Trails of Tears. Singapore: Marshall Cavendish, 2009. Rozema, Vicki. Voices from the Trails of Tears. Winston-Salem: John F. Blair, Publisher,2003. Salas, Laura. The Trails of Tears,1838. Mankato: Capstone Press, 2003. Sioux, Tracee. Native American Migration. New York: The Rosen Publishing Group, 2004. Sturgis, Amy. The Trails of tears and Indian Removal. Westport: Greenwood Publishing Group,2007.

College Life

I said. WOW. Then I went next to my Chemistry Class. College life is a life of freedom. I remember my first day at college. I had looked forward to this day from my school days. Life at college meant for me a new life. When I entered my college for the first day, I looked around with a mixed feeling of perplexity and joy. I was puzzled as I was not habituated to the ‘college-ways’ of things. The students in batches were moving up and down the corridors for their classes. The professors were coming smilingly and exchanging greetings with the students in a friendly manner. The first item on the routine was a lecture on Plane and Trigonometry.I joined my class in room GV208. I arrived earlier than my Professor. I sat beside a white guy with blue shirt, next to him was another guy with fair complexity. With too much confidence, I introduced myself and asked their names. Bon Axl and Keil Cerbito. I remembered the girl who’s sitting next to me, she’s just using h er cell phone that time. AS IF SHE WAS TEXTING HAHA ?. I know that she’s shy. Afraid to socialize. It was Ms. Josephine Macasieb’s Math class. The professor came with the attendance register. After finishing roll-call, she gave us our assignments. What impressed me most was the way she smiles.She advised us to take the maximum advantage of college-life. Consulting my day’s routine I found that the next was my break. This gave me a chance to make a tour round the college premises. I noted with a sense of relief that I would no longer be confined to the same room for hours together as I used to be in high school. I went to the Canteen with my newly met friend. It was a big room with plenty of noise. The senior students were there, talking, gossiping or discussing things. Then I saw my seatmate who’s texting with my other classmate and Jennifer Pulongbarit was her name. Pulong for short and Krina Doria, a valedictorian.

Narrative and Group Essay

Objectives: R6 Authorial perspective, R13 Evaluate own reading, R18 Prose text, S&L10 Group organisation 2 3 4 5 *Ask questions *Speculate *Relate to prior reading *Inference and deduction *Visualisation *Empathy *Reread *Relate to time and place *Interpret patterns *Summarise *Interpret patterns *Interpret patterns *Ask questions *Establish relationship with author *Interpret patterns *Ask questions Group reading: pages 7–22 Group activity: narrative hooks – group card SC2 What makes an effective narrative hook? Each group shares one example of inference Narrative hooks sheet Character, inference and deduction Group reading: pages 23–38 Group activity: explicit/inferred development of character – group card SC3 Group reading: pages 39–49 Group activity: in-depth exploration of character – group card SC4 Teacher with guided group – guided card SC1 Group reading: pages 50–63 Group activity: mind-mapping of plot and links between characters – group card SC5 Group reading: pages 64–77 Group activity: in pairs, author interrogation – group card SC6 Strategy checkcard Prompts sheet Photocopies of pp. 9–44 Structure: mind-mapping, seeing patterns Identifying and tracking themes Author’s viewpoint and intentions Two pupils to give feedback on what reading strategy helped most this lesson Refer to SC5 None 6 Select one group to demonstrate. What new insights has this given into the book? Refer to SC7. Each group reports on one language feature and its effect Read pages 70–86 Access to the Internet 7 Narrative style at word, sentence and text level 8 9 10 11 *Hear a voice as Authorial voice. How is read author ‘heard’ in novel? Ask questions *Interpret patterns *Reread/reinterpret Endings and how they link Group reading: pages 94–100 *Summarise back to the beginning Group activity: endings and resolutions – *Pass judgements group card SC9 Outline expectations for group presentations. Preparation of presentations Group presentations: 10 minutes per text Group reading: rereading pages 64–70 Group activity: groups choose one plot event and explore how the language features work within this – group card SC7 Teacher with guided group – guided card SC2 Group reading: pages 87–94 Group activity: find examples of author’s voice – group card SC8 Photocopies of pp. 64–70 Each group to give an None example of a) authorial and b) narrative voice Each group to consider None what is effective about ending in their book Homework: Preparation/rehearsal Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 1 Robert Swindells Group card SC1 Objectives: R4 Versatile reading R12 Independent reading Resources: Strategy check-card As a whole group we have: †¢ established the ground rules for group and guided reading; †¢ looked at effective strategies for reading (starter activity and Strategy check-card). Now you are going to: †¢ read up to page 7. Group task 1. Discuss how you think the author ‘hooks’ or interests the reader, making them want to read on. 2. Be prepared to share your findings in the plenary. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 2 Robert Swindells Group card SC2 Objectives: R13 Evaluate own reading R18 Prose text Resources: Narrative hooks sheet As a whole group we have: †¢ revised the range of reading strategies you have available to you. Now you are going to: †¢ look at the narrative hooks used by the author. Whilst you are reading: †¢ think about the strategies you are using (look at the Strategy check-card); †¢ think about the evidence you may use to support your ideas. Group reading Read together pages 7–22 (see group task first! ). Group task 1. One pupil recaps on pages 1–6. 2. Divide yourselves into two groups of three and label yourselves Group A and Group B. Group A – using the Guide to guided reading prompts sheet, what have you discovered about the main character in your book? Prepare to share your findings with Group B. Group B – using the Narrative hooks sheet, which narrative hooks has the writer used to entice the reader? Prepare to share your findings with Group A. 3. Share your findings with the whole group, using supporting evidence. Why does this make an effective opening to Stone Cold? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 3 Robert Swindells Group card SC3 Objectives: R13 Evaluate own reading R18 Prose text Resources: Strategy check-card, Prompts sheet As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks. Now we will: †¢ explore how the characters are developing. Group reading Read pages 23–38 together. Whilst you are reading: †¢ think about the strategies you are using, especially those of inference and deduction (look at the Strategy check-card); †¢ think about the evidence you may use to support your ideas. Group task In pairs, using the Prompts sheet on Character, what have you discovered about the main character(s) in the book? What is explicitly stated and what is inferred? Be prepared to give evidence and jot down notes in your reading journal. Link’s character Evidence Explicit/Inferred Shelter’s character Evidence Explicit/Inferred Share your findings around the group and add examples that you did not have. How effective is Robert Swindells’ development of his main characters? What techniques does he use? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 4 Robert Swindells Group card SC4 Objectives: R13 Evaluate own reading R18 Prose text Resources: Photocopies of pp. 9–44, highlighter pens As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks; †¢ explored the developing relationships between character and place. Now you are going to: †¢ explore the characterisation in more depth. Group reading Read pages 39–49 together. Group task 1. In discussion, recap on what we have learned about Link so far. 2. Give out photocopies of pp. 39–44 a nd highlighting pens. Working in pairs, agree responsibility for highlighting one of the following areas. What is learned about: i. unters and predators (how people perceive the homeless)? ii. pain and problems (physical pain and mental strain)? iii. partnership and poverty (what Link is learning from Ginger, proof that things are getting worse and worse)? 3. Share findings with the others in the group – what can we infer and deduce about: i. how Link seems to feel about his new life? ii. whether he will be tough enough to survive? iii. what the future might hold for him? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 5 Robert Swindells Group card SC5 Objectives: R13 Evaluate own reading R18 Prose text Resources: None As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks; †¢ explored the developing relationships between character and place; †¢ begun to explore themes and how the characters contribute towards them. Now you are going to: †¢ continue to trace developments, including themes. Group reading Read pages 50–63 (see instructions 3 and 6 below first! ). Group task 1. One pupil to recap on the story so far, key characters and situation. 2. As a group discuss the central themes you have identified in Stone Cold so far. Make a map of them. ) 3. Up until page 56 the narrator is still heavily reliant upon Ginger to show him all the tricks he will need in order to survive. He seems surprised by people’s attitudes towards the homeless. In pairs discuss and make another mind-map in your journals on what you think Link really learns from: i. his encounter with Captain Hook and time on the boat; ii. his walk through Camden Lock market and feelings when Ginger meets his friends; iii. hearing about Doggy Bag’s way of life and thinking about his disappearance. You should try to point towards textual evidence to support your ideas. . Share findings as a whole group. Discuss the following comment from the author: ‘I am dedicated to the idea that we are all responsible for one another, and that we ought to conduct ourselves accordingly, doing no harm to any being. ’ (Robert Swindells – Introduction to Stone Cold). For discussion: i. Is it possible to live such a life in our modern times? ii. Do we have a duty to care for our poorest, weakest and most needy? Captain Hook sees such people as targets to be exploited. Is he wrong? iii. Is the treatment Link receives unfair? iv. Should he have toughed it out at home? Should he join the army? . How do you think we should solve the problems of homelessness and begging on the streets of Britain? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 6 Robert Swindells Group card SC6 Objectives: R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: Access to the Internet As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks; †¢ explored the developing relationships between character and place; †¢ explored themes and how the characters contribute towards them. Now you are going to: †¢ explore the role of the author. Group reading Read pages 64–77 together. Group task The characters are not the only ones that have a voice in a story. Readers are often given a strong impression of the author, the teller of the tale, and this can influence your experience of the story. 1. In pairs, write down five questions that you would like to ask Robert Swindells about Stone Cold and his ideas in the book. One member of the group should take on the role of the author and be interviewed as the author. 2. When you have done this read the interview given by Robert Swindells about his reasons for writing at www. mystworld. com (a more detailed one can be found at www. achuka. co. uk). List the similarities and differences in your ideas about Robert Swindells with those presented in the interview. How close was your group’s impression of the author given in Stone Cold to that given in the interview? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 7 Robert Swindells Group card SC7 Objectives: R13 Evaluate own reading R18 Prose text Resources: Photocopies of pp. 64–70 As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks, character, setting and mood, relationships between character and place, and emerging themes. Now we will: †¢ explore the author’s narrative style. Group reading Paired rereading of pages 64–70. Group task 1. Recap on the story so far. How has Link’s situation altered? How has his character developed since arriving in London? 2. The pages you have just read could be summarised in flow chart form as follows: A) B) C) Link’s initial desperation>meeting paper seller>Link can’t sleep> The all-night caff>meeting Toya>Link’s resolution (the New Me)> Arrival of new girl>forgetting Ginger>Link’s new partner. You are going to discuss together the following questions. What techniques does the author use in these pages to: i. build up tension? ii. make us feel closer to Link? iii. show the vulnerability of those on the streets? Split yourselves into three pairs, A, B and C. Each pair will focus on its given line in the flow chart above and try to answer the questions. Focus on textual evidence to support your ideas. 3. Share your findings with the group in discussion. Homework Read pages 70–86. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 8 Robert Swindells Group card SC8 Objectives: R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: None As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks, character, setting and mood, relationships between character and place, emerging themes. Now we will look at: †¢ authorial voice – ‘I am dedicated to the idea that we are all responsible for one another, and that we ought to conduct ourselves accordingly, doing no harm to any being. ’ (Robert Swindells – Introduction to Stone Cold) Group reading Read together pages 87–94. Group task Sometimes adults tell children scary stories in order to stop them doing something, i. e. the more frightened the children are, the less likely they are to go into the woods, or play by the river. In Stone Cold, Robert Swindells shows us the brutal reality of life on the streets. To make things worse, his homeless youngsters are being stalked by a serial killer. If the book is to succeed, his villain must be realistic and disturbing. 1. Do you think the author wants to scare us? Does he succeed? If so, how and why? If not, why not? 2. Discuss your ideas with a partner and then make notes on the following: i. what we learn about Link and his fears in these pages; ii. how the tension slowly builds; iii. how successful Robert Swindells is in creating a frightening villain. 3. Share your findings on these questions with others in the group. 4. Write 50 words about the character of Shelter and how you feel about him. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 9 Robert Swindells Group card SC9 Objectives: R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: None As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks, character, setting and mood, relationships between character and place, emerging themes and narrative style. Now we will look at: †¢ the resolution. Group reading 1. In pairs, discuss the questions left unanswered by the story so far. Compile a list of three things you’d like to know and three things you’d like to happen by the end of the story. Record them in your books. Share your findings with the others in the group. 2. Read pages 94–100 (see task 3). Group task 1. Discuss how your ideas matched up with those of the author, Robert Swindells. 2. As a group discuss why the author chose to let Gail go off with Gavin at the end and leave Link all alone. Would a ‘happy ending’ have been more suitable? 3. Consider what the future might hold for Link. . Will he ever get off the streets? Has he got a future of any kind? ii. Was the author making a point when writing Stone Cold? iii. What might it have been? Did you enjoy the story? Why or why not? Homework Write a detailed reflection on the ending of the story and the points you made in response to question 3 in the group task. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 4 Teaching objective(s): Robert Swindells Guided card SC1 R13 Evaluate own reading R18 Prose text Resources: Strategy check-card Photocopies pp. 9–44 Highlighter pens Stone Cold by Robert Swindells, pages 39–44: developing relationships between character and place Teacher distributes Strategy check-card, clarifies the objectives and identifies the reading strategies to be used in this session, i. e. scanning for, identifying and summarising specific points made by the author. Model these strategies based on the first full page of the novel, with a focus on the problems at home that are described by the narrator. Give pupils photocopies of pp. 39–44 and highlighting pens. Explain that they will be asked to text-mark for certain features. Pupils read pp. 9–44 independently. Individual pupils are asked to highlight what is learned about each of the following: †¢ Punters – begging and how it makes you feel; †¢ Pain – the physical damage sleeping rough can do; †¢ Predators – the dangers faced by the homeless; †¢ Problems – the mind games played at night; †¢ Partnership – Link’s gratitude towards his pal; †¢ Poverty – proof that Link is plunging lower and lower. Ask each pupil to share their findings with the rest of the group and then ask the group to comment on the skilful way the writer uses the voice of Link to alert us to the reality of life on the streets in modern Britain. What are we meant to infer and deduce about the future Link now faces? I. e. is he tough enough to survive the life he describes so vividly? Review reading strategies used in this session and, if they are keeping them, ask pupils to make brief notes in journals to record key points brought out in reading and discussion today. Homework: Read pages 44–49. Text focus: Teaching sequence: Introduction to text: Strategy check: Independent reading and related task: Return to text: developing response Review (reading target and next steps): Evaluation: Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 7 Teaching objective(s): Robert Swindells Guided card SC2 R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: Strategy check-card Photocopies pp. 64–70 Text focus: Stone Cold by Robert Swindells, pages 64–70: narrative style and authorial attitudes, with a focus on word, sentence and text level features Teacher clarifies objectives and asks a pupil to recap on the story so far – how has Link’s situation altered? How has his character developed since arriving in London? Distribute Strategy check-card and outline expectations for developing the specific active reading skills targeted in this session. Model aloud the skills of inference and deduction on a section of the Daily Routine Orders chapters, showing how the writer implies a sense of menace. Stress that these strategies are essential skills for engaging with, and enjoying, texts and improving as a reader. Ask pupils to explain/illustrate when they have used these strategies recently. Give pupils photocopies of pages 64–70 and ask them in pairs to consider the techniques the author has used in order to imply: †¢ a growing tension; †¢ that Link deserves the reader’s sympathy; †¢ the vulnerability of those on the streets. Ask pupils to share their initial thoughts on key features at word, sentence and text level and then text-mark onto the sheets the evidence supporting their ideas. Teaching sequence: Introduction to text: Strategy check: Independent reading and related task: Return to text – developing response Whole-group discussion (teacher leads at first and then hands over questioning to pupils). Ask pupils to focus on textual evidence to support their findings. Why has the author chosen to remove a major character from Link’s environment and bring in another at this point in the story? What will this add or take away? Focus on inference and deduction and where the story may move next. Ask pupils to update their journals, if they are keeping them, listing their discoveries and speculations resulting from today’s session. Homework: Read pages 78–86. Review (reading target and next steps): Evaluation: Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3

Frame the Case JohnsonJohnson and Dow Corning

Frame the Case JohnsonJohnson and Dow Corning Both companies Johnson Johnson and Dow Corning were framed particular issues which helped the make a decision in their cases. However, those frames also presupposed the effectiveness of the decision in cases under consideration. The choice of the tools for solving the problem and the vision of the problem are effective aspects which are to be considered while making a decision.Advertising We will write a custom report sample on Frame the Case: JohnsonJohnson and Dow Corning specifically for you for only $16.05 $11/page Learn More Looking at the cases under consideration, it should be stated that the difference in the outcome of the politics held by Johnson Johnson and Dow Corning was caused by the frames which were used as windows and tools. The main idea of the Johnson Johnson’s Code of Ethics is to make sure that the customers are satisfied and the products do not harm their health. Additionally, there are a lot of other items which make sure tha t the frames have been correctly chosen. Thus, applying to the human resource frames, political frames and symbolic frames, Jonson Jonson managed to remain successful and conserved its positive image. The company’s measures were based on the roles, policies, needs and relationships of the organization towards its customers. Many other ethical aspects played their role. At the same time, the failure of the Dow Corning company may be explained by the reference only to the political frames. The company was bothered for the conflicts which may appear and wanted to prevent those by means of closing the factories and refusing from the manufacturing. Therefore, it may be concluded that the choice of frames, both the windows and as tools, plays a great role in considering the image of the company and its mental map. Dwelling upon the differences in ethical stances of the Johnson Johnson and Dow Corning, the Code of Ethics as well as the goals of the companies should be considered. Johnson Johnson is the company which takes care for its customers and for their health. Only the great care for the clients and the guarantee of their satisfaction may create the successful business for the company. Johnson Johnson deals with many different products and covers many niches at the world market. The problems and the shade of one particular product may cause the company failure if successful marketing of other products. Dow Corning is the company which produces only one kind of the products and they believed that the arguments they had were enough. The lack of interest in the company image may be explained by the great assuredness of the company leaders in the inability of the company failure or the fact that the issue cannot be proved. The failure to combine the company image and the purposes of the manufacturing has lead to the fact that others became interested in the failure. Looking for the problems, the information was found. Therefore, it may be concluded that the company has lost the whole manufacturing only because they did not want to lose some income.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The loss in case of accepting the failure and withdrawal of the failure product could be less than the closure of the whole manufacturing. The politics and the frames chosen by Johnson Johnson were directed at the benefit of customers with the reference to the personal profit, while Dow Corning was directed at the personal profit with making the interests of the customers the secondary concern.

Merendar Conjugation in Spanish, Translation, and Examples

Merendar Conjugation in Spanish, Translation, and Examples The Spanish verb merendar means to snack or to have a snack. It is similar to verbs like desayunar, almorzar, and cenar because the verb itself tells you what meal you are having. In the case of merendar, it can be a small snack anytime during the day, but in some cultures it can refer to an afternoon coffee or tea time, usually accompanied by a small snack, or to the meal eaten during a snack break at school. Another way to say merendar is comer una merienda (to eat a snack). Merendar is a stem-changing -ar verb. This means that in some conjugations where the second e of the stem is part of a stressed syllable, the e changes to ie. This is similar to other stem-changing verbs such as querer. This article includes merendar conjugations in the indicative mood (present, past, conditional, and future), the subjunctive mood (present and past), the imperative mood, and other verb forms. Merendar Present Indicative In the present indicative, the stem change e to ie occurs in all the conjugations except nosotros and vosotros. Yo meriendo I snack Yo meriendo a media maà ±ana. Tà º meriendas You snack Tà ºmeriendaspor la tarde. Usted/à ©l/ella merienda You/he/she snacks Ella meriendapan con queso. Nosotros merendamos We snack Nosotros merendamos a la hora del cafà ©. Vosotros merendis Yousnack Vosotros merendis fruta para mantener la dieta. Ustedes/ellos/ellas meriendan You/they snack Ellos meriendandos veces al dà ­a en la escuela. Merendar Preterite Indicative There is no stem change in the preterite tense. Yo merendà © I snacked Yo merendà © a media maà ±ana. Tà º merendaste You snacked Tà ºmerendastepor la tarde. Usted/à ©l/ella merendà ³ You/he/she snacked Ella merendà ³pan con queso. Nosotros merendamos We snacked Nosotros merendamos a la hora del cafà ©. Vosotros merendasteis Yousnacked Vosotros merendasteis fruta para mantener la dieta. Ustedes/ellos/ellas merendaron You/they snacked Ellos merendarondos veces al dà ­a en la escuela. Merendar Imperfect Indicative There are no stem changes in the imperfect tense. The imperfect can be translated to English as was snacking or used to snack. Yo merendaba I used to snack Yo merendaba a media maà ±ana. Tà º merendabas Youused to snack Tà ºmerendabaspor la tarde. Usted/à ©l/ella merendaba You/he/she used to snack Ella merendabapan con queso. Nosotros merendbamos We used to snack Nosotros merendbamos a la hora del cafà ©. Vosotros merendabais Youused to snack Vosotros merendabais fruta para mantener la dieta. Ustedes/ellos/ellas merendaban You/they used to snack Ellos merendabandos veces al dà ­a en la escuela. Merendar Future Indicative There are no stem changes in the future indicative, since its conjugation includes the whole infinitive merendar. Yo merendarà © I will snack Yo merendarà © a media maà ±ana. Tà º merendars You will snack Tà ºmerendarspor la tarde. Usted/à ©l/ella merendar You/he/she will snack Ella merendarpan con queso. Nosotros merendaremos We will snack Nosotros merendaremos a la hora del cafà ©. Vosotros merendarà ©is Youwill snack Vosotros merendarà ©is fruta para mantener la dieta. Ustedes/ellos/ellas merendarn You/they will snack Ellos merendarndos veces al dà ­a en la escuela. Merendar Periphrastic  Future Indicative   Yo voy a merendar I am going to snack Yo voya merendar a media maà ±ana. Tà º vasa merendar You are going to snack Tà ºvasa merendar por la tarde. Usted/à ©l/ella vaa merendar You/he/she is going tosnack Ella vaa merendar pan con queso. Nosotros vamosa merendar We are going to snack Nosotros vamosa merendar a la hora del cafà ©. Vosotros vaisa merendar Youare going tosnack Vosotros vaisa merendar fruta para mantener la dieta. Ustedes/ellos/ellas vana merendar You/they are going tosnack Ellos vana merendar dos veces al dà ­a en la escuela. Merendar Present Progressive/Gerund Form The present progressive is formed with the present participle or gerund. Present Progressive ofMerendar est merendando Is snacking Ella est merendando pan con queso. Merendar Past Participle The present perfect is formed with the verb haber and the past participle. Present Perfect of Merendar ha merendado Has snacked Ella ha merendado pan con queso. Merendar Conditional Indicative There are no stem changes in the conditional tense, since it also uses the whole infinitive merendar. Yo merendarà ­a I would snack Yo merendarà ­a a media maà ±ana si tuviera hambre. Tà º merendarà ­as You would snack Tà ºmerendarà ­aspor la tarde pero no tienes tiempo. Usted/à ©l/ella merendarà ­a You/he/she would snack Ella merendarà ­apan con queso si no estuviera a dieta. Nosotros merendarà ­amos We would snack Nosotros merendarà ­amos a la hora del cafà ©, pero nos da hambre ms temprano. Vosotros merendarà ­ais Youwould snack Vosotros merendarà ­ais fruta para mantener la dieta, pero no os importa romperla. Ustedes/ellos/ellas merendarà ­an You/they would snack Ellos merendarà ­andos veces al dà ­a en la escuela si los maestros lo permitieran. Merendar Present Subjunctive Notice that in the present subjunctive the stem change e to ie occurs in all the conjugations except nosotros and vosotros, just like in the present indicative tense. Que yo meriende That I snack La maestra quiere que yo meriende a media maà ±ana. Que tà º meriendes That you snack Tu madre espera que tà º meriendes por la tarde. Que usted/à ©l/ella meriende That you/he/she snack La doctora recomienda que ella no meriende pan con queso. Que nosotros merendemos That we snack El jefe prefiere que nosotros merendemos a la hora del cafà ©. Que vosotros merendà ©is That you snack El nutricionista sugiere que vosotros merendà ©is fruta para mantener la dieta. Que ustedes/ellos/ellas merienden That you/they snack El padre quiere que ellos merienden dos veces al dà ­a en la escuela. Merendar Imperfect Subjunctive There are two different ways of conjugating the imperfect subjunctive. Neither option has a spelling change. Option 1 Que yo merendara That I snacked La maestra querà ­a que yo merendara a media maà ±ana. Que tà º merendaras That you snacked Tu madre esperaba que tà º merendaras por la tarde. Que usted/à ©l/ella merendara That you/he/she snacked La doctora recomendaba que ella no merendara pan con queso. Que nosotros merendramos That we snacked El jefe preferà ­a que nosotros merendramos a la hora del cafà ©. Que vosotros merendarais That you snacked El nutricionista sugerà ­a que vosotros merendarais fruta para mantener la dieta. Que ustedes/ellos/ellas merendaran That you/they snacked El padre querà ­a que ellos merendaran dos veces al dà ­a en la escuela. Option 2 Que yo merendase That I snacked La maestra querà ­a que yo merendase a media maà ±ana. Que tà º merendases That you snacked Tu madre esperaba que tà º merendases por la tarde. Que usted/à ©l/ella merendase That you/he/she snacked La doctora recomendaba que ella no merendase pan con queso. Que nosotros merendsemos That we snacked El jefe preferà ­a que nosotros merendsemos a la hora del cafà ©. Que vosotros merendaseis That you snacked El nutricionista sugerà ­a que vosotros merendaseis fruta para mantener la dieta. Que ustedes/ellos/ellas merendasen That you/they snacked El padre querà ­a que ellos merendasen dos veces al dà ­a en la escuela. Merendar Imperative The imperative mood is used to give commands. There are both positive and negative commands, some of which have the spelling change e to ie. Positive Commands Tà º merienda Snack!  ¡Merienda por la tarde! Usted meriende Snack!  ¡Meriende pan con queso! Nosotros merendemos Let's snack!  ¡Merendemos a la hora del cafà ©! Vosotros merendad Snack!  ¡Merendad fruta para mantener la dieta! Ustedes merienden Snack!  ¡Merienden dos veces al dà ­a en la escuela! Negative Commands Tà º no meriendes Don't snack!  ¡No meriendes por la tarde! Usted no meriende Don't snack!  ¡No meriende pan con queso! Nosotros no merendemos Let's not snack!  ¡No merendemos a la hora del cafà ©! Vosotros no merendà ©is Don't snack!  ¡No merendà ©is fruta para mantener la dieta! Ustedes no merienden Don't snack!  ¡No merienden dos veces al dà ­a en la escuela!