Diversification Strategy Assignment Example | Topics and Well Written Essays - 250 words

Diversification Strategy - Assignment Example With the help of ski patrol, ski guides, and ski teams from Dartmouth University, the school properly utilizes the almost ideal slopes of Ragged Mountains. I was also not surprised to learn that SNHU hosts and caters events through www.uniquevenues.com because of the campus’ convenient location on the border between Manchester and Hooksett (SNHU, n.d.). 3M offers products that balance the work and personal lives of the American public. For instance, 3M Command Strips are all-purpose hangers that users can use in bathrooms for towels, in the bedroom for jewelry, belts, photos, and accessories (3M, 2015). This makes 3M’s command strips ideal for users who rent houses since property owners do not allow them to drill into walls or shelves. However, in February 2014, products made by 3M and aimed at industrial and consumers were recorded to be underperforming (Govindarajan and Srinivas, 2013). One 3M business is Display and Graphics, particularly its Architectural Solutions in the United States. 3M’s diversification approaches in its Architectural Solutions form groundbreaking assets for individual and corporate clients. These approaches form the structure, methods, and tradition that allow clients to think and carry out tasks in different ways in an effort to accomplish exceptional success (Govindarajan and Srinivas,

Shylock as Helpless Victim in The Merchant of Venice :: Merchant of Venice Essays

Shylock as Helpless Victim in The Merchant of Venice      Ã‚  Ã‚  Ã‚  Ã‚   In 1594 the Earl of Essex, an English Nobleman who lived during the Elizabethan period in England, was actively involved in the persecution and trials of Roderigo Lopez.   Lopez was a Jew of Portuguese descent, who was wrongly accused of attempting to poison the Queen of England.   Lopez, being the Queen's royal physician, was in no position to defend himself once he was accused.   Essex, who provided the evidence also presided over the trial of Lopez, leaving Lopez little chance of survival.   The innocent Jew was hanged, drawn, and quartered in Tyburn, England for all to witness.      Ã‚  Ã‚  Ã‚  Ã‚   The story of Roderigo Lopez is similar to the story of Shylock, although, Palmer tells us "It is not suggested that Shakespeare in portraying Shylock, had any political or social intentions" ( 112-13).   Both Jews were placed in time where "anti-Semitism was in fashion" (Palmer 113), and both thrown into court where they would be tried unjustly.   The story of Roderigo Lopez sets the tone for The Merchant of Venice.   Lopez' incident occurred in 1594, The Merchant of Venice was written only two years later.   Anti-Semitism was prevalent during Shakespeares' time, and therefore we must understand that it was as easy for him to make a Jewish man the villain as it would be for us to make a Nazi the villain.      According to Sylvan Barnet "The Merchant of Venice [shows] the broad outline of a comedy (not merely a play with jests, but a play that ends happily). . . the villain in the comedy must be entirely villainous, or, rather, comically villainous; he cannot for a moment gain the audience's sympathy" (1). Shylock has often been portrayed as the villain in The Merchant of Venice.   From being more concerned with his ducats rather than his daughter, to demanding his pound of flesh, Shylock fits perfectly into the mold of the villain.   However, with   reference to Barnet's comment "he cannot for a moment gain the audience's sympathy" (1), Shylock oversteps the boundaries of his villainous character. The audience cannot and would not have rooted for Shylock during Shakespeare's lifetime, yet, now we do.   Shylock is merely a victim of anti-Semitism.

Linking instruction Essay

Teaching is always perceived as a straightforward process whereby teachers provide instruction and students learn. With this perspective, teaching is seen as a simple instruction–learning process. In actual practice, it is more realistic to view assessment as an integral component of the teaching process. In fact, it has been estimated that teachers devote at least one-third of their professional time to assessment-related activities (Stiggins & Conklin, 1992). Assessment can and should provide relevant information that both enhances instruction and promotes learning. In other words, there should be a close alignment between theory, instruction and assessment. With this expanded conceptualization of teaching, instruction and assessment are integrally related, with assessment providing objective feedback about what the students have learned, how well they have learned it, how effective the instruction has been, and what information, concepts, and objectives require more attention. Instead of teaching being limited to an instruction–learning process, it is conceptualized more accurately as an instruction–learning–assessment process. For example, a misaligned curriculum, instruction, and assessment had been seen as one factor that led to poor student achievement. In the past, standardized norm-referenced tests, used traditionally for accountability, have only partially aligned with curricular materials and classroom instruction. These conditions obviously result in poor test scores (Burger, n. d. ). Using the standards-led alignment approach, this policy sought to align, integrate, and connect components of schools as systems (e. g. , assessments, curriculum, instruction, and accountability). According to Linn & Herman (1997), standards-led alignment should use local content standards as the focal point to: †¢ foster the use of multiple assessment sources and methods, †¢ describe how classroom and accountability assessment relate to each other, †¢ align accountability and classroom assessment with learner outcomes, and †¢ ensure that teachers and administrators use appropriate forms of assessment, are skilled in interpreting data, can plan for re-teaching activities using data, and can evaluate the impact of specific programs and instructional strategies. To begin the alignment process, Allington and Cunningham (2002) advocated a comprehensive policy review to determine where all system elements connect (e. g. , curriculum, instruction, and leadership). Stiggins and Conklin (1992) illustrated the important role that teachers play in the process of aligning instruction and assessment methods with theory: As a nation, we spend billions of dollars on educational assessment, including hundreds of millions for international and national assessments, and additional hundreds of millions for statewide testing programs. On top of these, the standardized tests that form the basis of district-wide testing programs represent a billion dollar industry. If we total all of these expensive, highly visible, politically important assessments, we still account for less than 1 percent of all the assessments conducted in America’s schools. The other 99 percent are conducted by teachers in their classrooms on a moment-to-moment, day-to-day, and week-to-week basis. In summary, if an educational institution wants to have effective teachers, they needs incorporate in their educational paradigm to link theory in the methods of instruction and assessment. Instruction and assessment are both instrumental parts of the teaching process, and assessment is a major component of a teacher’s day-to-day job. Knowing the connection of these, teachers can obtain information that promotes self-understanding and they will have more ability to help students plan for the future. For example, parents and students can use assessment information to make educational plans and select careers that best match a student’s abilities and interests. References Allington, R. L. , & Cunningham, P. M. (2002). Schools that work: Where All Children Read and Write.Boston, MA: Allyn and Bacon. Linn, R. , & Herman, J. L. (1997, February). A Policy Maker’s Guide to Standards-Led Assessment. Denver, CO: Education Commission of the States. Burger, D. (n. d. ). Using Standards-Led Policy to Align Assessment and Accountability Systems. Honolulu: Pacific Resources for Education and Learning. Retrieved 2 November 2006 at http://www. prel. org/products/re_/standards-led. htm. Stiggins, R. & Conklin, N. (1992). In Teachers’ Hands: Investigating the Practice of Classroom Assessment. New York: SUNY Press.

Social Problems Community, Policy, And Social Actions

Society today is riddled with problems that are deemed important. Such as racism, sexism, economy, and there are many more, but how do problems such as these become to be a social problem? This question is important to ask to find out the inner workings of society. Society has many concerns and issues but the one that impacts everyone is the economy, But before we can understand social problems there needs to understanding of the process by which a sociologic view is established compared to other viewpoints of problems. In the text book, Social Problems: Community, Policy, and Social actions, there is an exert by wright Mills on the sociological imagination. Basically a personnel problem is â€Å"character of the individual and within the range of his immediate relationships with others† and a public issues is â€Å"character of the individual and within the range of his immediate relationships with others† (p.5). The sociological imagination is a way that we can see a personnel problem can evolve and become a social problem. This understanding of the difference between a personnel problem and a public one, will help identify why certain problems become more significant than others. After the problem escalates from an issue of few into a problem for many, sociologist gather data and use the information to create theories of why things are the happening and ways to solve them, it is a very rigorous process. By doing this we can understand how some problems would be deemed moreShow MoreRelatedWhat are the Advantages and Disadvantages of Area Approaches to Tackling Poverty and Deprivation?1109 Words   |  5 Pagesvast problem in the United Kingdom, charity Oxfam (2013) reveals that 1 in 5 households are living under the poverty line making daily life a struggle. 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