The Hitchickers Guide...3 Essays - , Term Papers

The Hitchickers Guide...3 The Hitchhikers guide to the galaxy is a wholly remarkable book. Thought many of the concepts are slightly abstract and obscure, the book itself is a truly great work. The basic idea is that the day we meet our adventurous crew is the single worst Thursday of Arthur Dents life. Sadly, it is not just Arthur who will be having a bad day. You see, it is this Thursday when the earth gets destroyed. Of all the billions of people on the planet, there was only one who knew what was to take place, and he himself was not even from earth. Ford Prefect, best friend of Arthur is a smooth talking quick thinking person for the remote planet of Betelgeuse five. As you were probably able to infer, Ford Prefect was not the name given to him by his parents, but instead the name of a car that was never popular, which he chose as his moniker, as to better fit in with the humans of earth. Our story begins with Arthur waking up early at his London flat (it was a British book). This was just like any other Thursday, except that outside, a demolition crew was beginning to destroy his house so that they will be able to create a highway bypass. This was news to Arthur. He did not know how they could do this without even warning him first. Upon questioning the foreman of the job, he was informed that the plans had been on record in the planning office for months. Sadly, the plans had been kept in the cellar where there is no nights, or stairs for that matter, in a disused lavatory, in the bottom of a locked file cabinet, with a sign that says Beware of the leopard. Arthurs decision at this point was to lie in front of the bulldozer, so that, without killing him, it would be impossible to destroy the house. Just at this point, Ford Prefect enters the scene. He tells Arthur that it is imperative that he goes to the bar with him, because after he tells him the news, he will need a stiff drink. Arthur explains the situation, and quickly Ford comes up with a plan. He makes a deal with the for eman that, since with Arthur there, they would not be able to do anything all day, they have resolved to just stand around and do nothing all day. So, it was not important weather or not Arthur was actually present. So they agreed that they would not knock down his house until he got back. Arthur could not decide whether or not to trust him. Ford assured him he could trust him to the end of the earth which was about ten minutes. Unknown to Arthur, ford was a writer for the Hitchhikers Guide to the Galaxy, a type of encyclopedia chronicling the high and low points of every planet, and how to get about them for free. He had been doing research on earth for the last several years. Recently he had received a transmission over his sub-ether radio, which told him what was to take place in just a few short minutes. Arthur and Ford hurried off to the bar, and Ford explained what was about to happen. Ironically, the planet was set to be destroyed in order to build an interstellar bypass. And who better to destroy the planet, than a fleet of Vogons. The Vogons were a race from the outer edges of the spiral arm. They had virtually no conscience, worked for cheep, had hugs ships of mass destruction, and had perfected a type of poetry which was so horrific, when read, the writer's small intestine has been known to crawl out of their throat and strangle them. Well, the Vogons came, and made short work of our blue/green planet, but before that happened, Arthur and Ford were able to hitch a ride and stow away on one of the Vogon vessels. As you would assume, Arthur is fairly confused at the whole situation. Ford explains to him that he is from the planet of Betelgeuse, which, as anyone would suspect continued to surprise and confuse

Health social care Essay Example

Health social care Essay Example Health social care Essay Health social care Essay THE ROLE OF PUBLIC HEALTH IN HEALTH AND SOCIAL CARE Task 1 (LO 1): Essay 800 words Write an essay on the importance of partnership working in the efficient delivery of public health services. You must include the following into your discussion to demonstrate an understanding of the importance of multi-agency collaboration. Roles of various local, national, international, and voluntary organisations Epidemiological considerations such as geographical distribution of health conditions and vulnerable groups Include examples of infectious and non-infectious diseases 1.1 Explain the roles of various local, national and International organisations in enhancing public health practice 1.2 Apply relevant concepts of epidemiology and public health in the context of health and social care 1.3 Review methods of dealing with infectious and non infectious diseases in health and social care settings. - Empowering Users of Health and Social Care Services Task 1 LO1 (Up to 700 words.) You are a manager in an East London health and social care organization that provides services for vulnerable people from diverse backgrounds. The local authority (LA) has asked you to provide a report and join their monthly staff meeting in which your contribution will be to provide a comprehensive report in order to pass their annual Quality Assurance (QA) inspection. In the meeting and for your report you will also focus and discuss issues and concerns surrounding complaints from family members about the quality of  care, staffing issues, training, rights of service users, and promotion of service user’s dignity in your organisation. In your report you must discuss current legislations and sector standard skills that are relevant to promoting rights of their family members and to service users in general. In your report you should also discuss factors that promote and maximizes the rights of users of health and social care. Finally issues surrounding communication should also be addressed in the meeting and in your report. 1.1 Explain how current legislation and sector skills standards influence organisational policies and practices for promoting and maximising the rights of users of health and social care services. 1.2. Analyse factors that may affect the achievement of promoting and maximising the rights of users of health and social care services. 1.3 analyse how communication between care workers and individuals contribute to promoting and maximising the rights of users of health and social care services - PERSONAL AND PROFESSIONAL DEVELOPMENT TASK1 = LO1 You are a care worker in a health and social care setting. Your line manger has asked you to care for a service user with a form of infectious disease. You are very religious and have small children at home. You have reservations about taking care of this service user based on your values and cultural beliefs. Discuss personal values in health and social care settings and compare your own initial response based on your own personal values to the case scenario above. Assess how your own personal culture and experiences would influence the support you would give to the service user in case scenario given above. Discuss how current legislations and policies and procedures in the workplace would affect the service user. In your discussion you must include how it will impact on your own personal values and beliefs. You must take into consideration in your discussion how you would overcome tensions and conflict between your own personal values and those of e.g. users of service, workplace organizations, and other people with whom you work.

College mathmatices Essay Example | Topics and Well Written Essays - 750 words

College mathmatices - Essay Example The value of 10 is used as a base because mathematicians have found that logarithms having a base of 10 were more useful for computations and they possessed many advantages that were not obtained in other bases. Common logarithms are denoted as log10(x) and even if there is no base written it should be assumed that the base is 10. If the base is other than 10 then it must be specified by the use of a subscript. On the other hand Natural logarithms use e as a base, where e is an irrational number whose decimal value is approximately 2.71828182845904. Natural logarithms are also important like common logarithms because of their relationship to e which is used in solving many differential equations in calculus. Natural logarithms are denoted by loge(x) or ln(x). Logarithms have eased up the way of calculation in mathematics. Recall that multiplication is a shortcut for addition and exponents are shortcut for multiplication, similarly logarithms are shortcut for exponents. John Napier a great mathematician will never be forgotten for his great discoveries, formulas, and theories. He once said that I hope my logarithms will save calculators much time and free them from slippery errors of calculations. Laplace said 200 years later said, "By shortening the labors, Napier doubled the life of astronomers" (as cited in Petersen, n.d.). Logarithms play a crucial role in the field of sciences and engineering. They can help you out whenever there is an exponential component missing in the problem. We can find several applications of logarithms in astronomy, geology, computer science, chemistry, physics, and several other disciplines. In chemistry we have a concept of pH which determines whether the whether a substance is alkaline, neutral, or acidic in nature depending if pH is greater than, equal to, or less than 7 respectively. A substance with a pH of 5 is ten times as acidic as one with a pH of 6 that’s why pH scale is expressed by a common logarithm. If H+ is the

Reflection Paper Essay Example | Topics and Well Written Essays - 500 words - 14

Reflection Paper - Essay Example would ensure that all employees involved with corrupt deals are fired and employed other people who are qualified and have no history of corrupt behaviours. Corruption was not justified in Siemens Global despite the fact that bribery was legal in Germany up untill 1999. In case bribery was tolertaed within the company it could have meant that the company was not good at what they were doing and hence had to bribe the governments of other countries to do business with them. It is challenging for the Company to make a shift to refine their ethical practices when there are radical changes in the policy since they were used to corrupt ways to get contracts with other countries. However, the change in management and employees, starting a fresh with honest intentions will make the company have clear records and succeed since they will be on the right side of the law. Siemens Global has ensured a good reputation in various places around the world and it has become one of the leading companies in electrical engineering and electronics. This is because of the Business Conduct Guidelines that have provided the legal and ethical framework in which they maintain their activities successfully. The employees of Siemens Global are expected to comply with the law in all their activities,respect the rights of individuals and follow anti-corruption policies with their third parties among others. As a CEO of my company, I would ensure that the company has a code of ethics and core values that guide the employees towards achieving the goals and objectives of the Company. My Company’s code of ethics will include provisions that wll require individuals to comply with governement rules,laws and regulations, Secondly, proper use and protecting of company assets, and thirdly, accepting responsibility and reporting all manner of corruption. The corporate culture values in my company will be informed by accountability, integrity, honesty, decency and respect. I will infuse these

Linguistics and Point Essay Example for Free

Linguistics and Point Essay I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub point moving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub point moving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences.] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives.) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences.] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of  the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences.] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives.) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences.  ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ] 1. Sub-sub point [Write sub-sub points in full sentences. ] 2. Sub-sub point B. Sub pointmoving from the introduction into the first main point of the body. A connective is not required here but may be used if desired. For information on connectives, review pages 177-178 of your textbook. Skip a space above and below connectives. ) BODY I. A single complete sentence expressing the main point of this section of the speech A. Sub point [As with main points, sub points should be written in full sentences. ]

Assessment of Blood Brothers, by Willy Russell :: Blood Brothers Essays

Assessment of Blood Brothers. Paper 1 unit 2 'Blood Brouthers' when we first was told about the play I did not know what it was about, I had heard of it before but I had never seen or read any of the play. Then we were told the basic story of the play and the playwright's history:  · The play was set in the early 1970  · It was written by the playwright Billy Russell  · There have been two different versions of the play scripts that have been written by Billy Russell, one being the original and the other being a modern musical version.  · The story is based on two different types of people in different types of classes and how children cannot see the differences.  · The play is based in Liverpool and at this time (1970's) there was a mixture of the wealthy and working class people.  · Billy Russell has based the play on his upbringing as he was brought up in a working class family in Liverpool  · The story is basically about a working class woman who works for a wealthy woman, the working class woman has 7 children and she finds out she is pregnant again with twins and her husband has just left her so the wealthy woman persuades the working class woman to give her one of the twins. The two twins meet at various points in there life's, they meet as young children and become friends when young adults, when they find out that they are twins they both die because the wealthy women kills them both. To get us to understand the play we read more into it by taking scrip's from the musical and the original, and developing them by using: Brainstorming We brainstormed a lot about the play, what we all knew about it. We also brainstorm about the different themes of the play, money, dreams, friendship and superstition we then linked them to the play. This helped me a lot because I did not know the full play and this helped me understand the themes and how they connected to the play. Still-image In my group we created a few still-images to help use decide each theme and to make use understand it more and were the themes come into the different parts of the play. We also created a caption to go with each still-image so that it helps other groups to understand what each still image is about. Narration We used narration at many different times but that was also because

Discussion and Application Questions Essay

1. (a) The mission statement should be a clear, short, and to the point representation of the companies purpose for existence. It should incorporate socially meaningful and measurable criteria addressing concepts such as the moral/ethical position of the enterprise, public image, the target market, products/services, the geographic domain and expectations of growth and profitability. The intent of the Mission Statement should be the first consideration for any employee who is evaluating a strategic decision. The statement can range from a very simple to a very complex set of ideas. (b) Medtronic gives a strategic direction to its organization by committing to the research, design, manufacturing, and the sale of their product. (c) My career mission statement: Obtain my degree to position myself for future advancement within the organization I work. Exceed expectations by persistence, professionalism, and integrity. 2.(a) Empire State competencies is providing adult education through individualizes degree programs, distance learning, and flexible independent studies. (b) My favorite restaurant competencies are customer service and a large variety of beer and soups. (c) Dell’s competencies are customer service and technology. 3.The main result of each of the three phases of the strategic marketing process. (a) Planning: Marketing plans (or programs) that define goals and the marketing mix strategies to achieve them. (b)Implementation: Results (memos or computer outputs) that describe the outcomes of implementing the plans. (c)Control: Corrective action memos, triggered by comparing results with plans, that (1) suggest solutions to problems and (2) take advantage of opportunities. 4. Select one strength, weakness, opportunity, and threat from the SWOT analysis for Ben and Jerry’s shown in Figure 2-6, and suggest a specific possible action that Unilever might take to exploit or address each one. Strength: Prestigious, well-known brand name among U.S. consumers and Unilever can expand its growth globally as is a market for quality ice cream. Weakness: Need for experience managers to help grow. Unilever is the world’s largest ice cream company and has the resources Ben and Jerry need. Opportunity: Unilever can help Ben and Jerry react to the demand for frozen yogurt and other low-fat desserts by using their knowledge and experience. Threat: Pillsbury and Haagen-Dazs brands are their competitor’s and Unilever being the largest ice cream company would help them increase their market share.