An evaluation of competitive advantages of electronic advertising to Dissertation

An evaluation of competitive advantages of electronic advertising to companies in UK - Asda and Tesco - Dissertation Example This analysis is primarily an evaluation of the market potential of electronic advertising for businesses in the UK, with case-studies of notable examples. The relevant findings that necessitate studies such as this include data that portrays as many as 14 million households in the United Kingdom going online to discover current details about goods or services in September of 2009 – 14 million within just one month. (Office of Fair Trading, 2010) Other relevant findings indicate an ongoing growth rate in the subsequent advertising revenue that can be achieved for those that take advantage of online advertising opportunities. The percentage of advertising revenue generated from online commerce has grown 17% in the five years between 2003 and 2008, for example. (Office of Fair Trading, 2010) There are additional complexities to this form of advertising, but there is strong evidence to suggest that electronic marketing/advertising is a growth area which must be pioneered by any c ompany that does not wish to be left behind by history. As of 2010, the practice of behavioral advertising through online targeting is responsible for revenue as high as ?95m. (Office of Fair Trading, 2010) This represents the fraction of possible online marketing revenues known to be possible within the United Kingdom, to say nothing of the global market, but even within the UK there is potential for further growth. Online marketing allows for an element of behavioral tailoring which is more difficult in other forms of media – even other visual media. The competitive advantages of electronic advertising through online sources allow the vendor to maximize the relevance of an advertisement by adjusting content pertaining directly to the consumers’ desires. This potential is far greater than what might be achieved through less responsive media. Television advertisers for decades have sought to generate programming specific to a selection of the demographic most likely to be watching a given program at a given time, but this method has its limits. A television station attempts to acquire as many advertisers as possible, and must negotiate its scheduling to satisfy all of them, and the most popular programs may have a diverse demographic. Some commercials may be relevant to any particular viewer, but in the course of satisfying all advertisers inevitably there will be much content there any particular view or will not find worthy of attention. Television is not responsive in the way that online navigation could be. The television viewer has already responded by selecting the channel, and no further customization is possible. The situation is similar with radio. Electronic advertising through online sources allows the advertiser to adapt their message in a way that capitalizes upon the very personal nature of website navigation. In front of the computer or mobile computing device, the user has access to an ever growing network of information and enter tainment, far more options than could ever be feasible for the programming of a radio or television company. The range of options is dizzying, but provides a golden opportunity for advertisers. Those who attempt to market to individual website users do not need to cater to the totality of need for an audience of (hopefully)

Ocimum Basilicum Laboratory Report Essay Example | Topics and Well Written Essays - 1250 words

Ocimum Basilicum Laboratory Report - Essay Example Introduction Basil is a small plant and can be grown in the pot. It is treasured for its many purposes such as, ornaments, fragrance and its medicinal value. It is very simple to grow in the optimum conditions of its growth. It germinates from a seed and takes a period of one year to mature. It is mostly used in cuisines, such as Italian, dental and oral products. It is believed to originate from the Asian content. It is grown in Morocco, Indonesia, California, Egypt, and southern Europe. It takes one year to fully mature. It has green stems and it is leafy. A mature Basil plant has a height of 2-3 ft. It is popularly used as a flavour. It has a spicy and peppery flavour compounded by mint and cover. The flavour is best before flowering .Basil is used in laboratory experiments to investigate many variables such as soil nutrients, soil acidity water, phototropism, gravitropism, and allelopathy (Pay Lucy and Mark 2004). The objective of research was to determine whether, the nutrients in different soils had an effect on the growth of Basil plant. In this experiment, three samples of soil were used. These samples of soils comprised of sand soil (pH 7.5), Black soil (pH 6.0), and Potting soil (6.5). The period of the study was fourteen days. The experiment used ocimum basilicum, which was fourteen inch in height. These plants were purchased at a Home Depot. The researched used three terra cotta pots. Ocimum basilicum was placed in each pot. The plants were watered each day with the same amount of distilled water (118.29Ml). The three pots were exposed to the same amount of light in the balcony. This ensured that they had the same amount of sunlight. The height of the plants was measured after every seventh day of the fourteen experiment period. A control set of experiment was also set, exposed to the same environmental condition but of water. Their heights were also measured and compared with originals. The purpose of the study was to determine whether different so ils minerals contributed to growth of basil plants. The experiment hypothesized that typical potting soil will outperform black soil and sand soil by increasing the growth speed of the Ocimum basilicum by at least 20%. Materials and Methods Acquirement and Management Ocimum basilicum takes one year to mature. It has about 2-3 ft. Basil has two colors of flowers. They are either purple or white flowers. Ocimum bacilicum is leafy and with free branches. It is mostly preferred for fragrances and color. This plant has an optimum growth in a soil with good drainage and sufficient amounts of water. Frost affects Ocimum basicum. It is easy to propagate and can be grown in pots and containers. Terra cotta pots These are special pots that are frost free. They are mostly used in laboratory experiments to grow plants fro experiments. Distilled water. It is water that is purified through a distillation process. It is used in the laboratories for experiments. It has almost pH7.0. Samples of sand , Miracle Grow Potting, and Black soil Miracle Grow potting soil is a combination of different soils. The principle ingredients include peat moss, decayed plant materials, sand, and partite. Black soils are very nutrient rich soils while sand have poor drainage and low water retention capacity. This experiment used three basil plants. The three plants were 14 inch tall each. They were purchased fro a Home Depot. They were then kept in different terra cotta pots. The

The Theory And Practice Of Financial Liberalization Economics Essay

The Theory And Practice Of Financial Liberalization Economics Essay Government intervention in the determining of the price and allocation of credit was termed as financial repression by McKinnon and Shaw in early 1970s. Interest rates control by government, credit controls, barriers to entry to financial sector, state control of banking sector, government ownership of banks and restrictions on capital flows are six elements of financial repression identified by Williamson and Mahar (1998). Financial liberalization is one of the main reform strategies of developing economies during the globalization process. Proponents of financial liberalization argue that financial repression is the cause for lower growth rates that otherwise would be higher if open market would decide the flow of capital to projects. Assumed costs associated with repression are described as follows (Caprio et al., 2001): (1) deteriorating growth rates for countries with high levels of financial repression; (2) widespread bank insolvencies as the result of low quality lending; (3) limited access to financial resources for individuals and small firms, whereas wealthy elites take advantageous position in financial repressed system; (4) increased dependence on external financing because of negative real interest rates which results in capital flight; (5) Excessive use of capital-intensive production techniques, because artificial low real interest rates makes those projects attractive; (6) reduced monitoring and financial resource allocation functions of financial intermediaries as the result of state allocation of financ ial resources to inefficient state-owned enterprises; (7) increased risk for external crises, as the result of deteriorating fiscal balances, increased external financing or money printing. McKinnon and Shaw argued that low interest rates or negative interest rates have negative effect on savings rates, which leads to lower amount of funds available for investment through financial intermediaries. Additionally, it results in inefficient allocation of resources as low-yielding investment opportunities would be considered as good investment. It was predicted that after capital account liberalization, capital would be allocated efficiently around the world to the investment opportunities that offer highest rate of return, thus increasing global growth rates and growth rates within individual countries. Furthermore, by being able to invest both internally and externally investors were able to diversify their investment, which would result in lower risks. 2. Financial liberalization: from theory to practice Arestis and Demetriades (1999) state that theoretically financial liberalization can promote economic development by increasing savings, investments, and the productivity of capital. However, much of the evidence from financial liberalization episodes from both developing and developed economies points to significant destabilizing consequences, including incidents of severe financial crises. 2.1 Liberalization: interest rates and savings rates Countries that went through liberalization process, after removal of artificial ceilings on interest rates, experienced high rise of real interest rates. While it is broadly accepted that negative real interest rates have negative effect on saving and investment, this does not mean that high real interest rates have positive impact on savings and investment. For poor developing countries regardless of interest rates level, savings rates will be insensitive to changes as major part of the population lives on near subsistence income (Campbell Mankiw, 1990 ?). Reynoso (1989) states that the rate of savings increase as interest rates move from extreme negative rates to slightly less than zero, but as the interest rates become positive saving rates goes down (Williamson and Mahar, 1998). Chapple (1991) finds that savings rates both at individual and corporate level fell after the implementation of financial liberalization. Bayoumi (1993) found the same effect in UK after financial deregulation in the 1980s. Demetriades and Devereux (1992) examine sixty-three countries from 1961 to 1990 and find that real interest rates are negatively correlated with investment. However, Gelb (1989) finds very weak positive relation between real interest rates and investment. Modestly positive real interest rates in middle-income developing countries may be optimal for maximising savings rates; whereas very negative or high real interest rates are associated with lower savings rates for developing countries. 2.2 Liberalization and financial depth Several measures have been proposed to analyze the depth of the financial sector. Mostly those measures focus on ratios of broad money aggregates (M2, M3) to the size of economy such as money/GDP ratio, which measures the level of the monetization in the economy. The broad money measures are used in the studies, because broad money increases in the faster way in the presence of financial deepening, whereas narrow money (M1 i.e. notes and coins) increase at the same rate as the growth of the economy. Williamson and Mahar (1998) in their studies of thirty-four developed and developing countries find that financial depth increased in all developed countries, except of France, after the liberalization process. With the exception of Philippines, Turkey and Venezuela other developing countries which were analysed in their studies also experienced substantial or moderate financial deepening. 2.3 Liberalization and the efficient allocation of domestic financial resources One of the key arguments for proponents of the financial liberalization was that process would lead to more efficient allocation of financial resources on commercial basis to most productive enterprises, which in turn would increase the level of the productivity and growth rate of the economy. The number of country level (?) analysis supports this view. The studies of Indonesia by Siregar (1992) and Ecuador by Jaramillo (1992) find that credit allocation was shifted to more technologically advanced and efficient firms. Number of studies in Korea (Atiyas, 1992), Mexico (Gelos, 1997), Argentina (Morriset, 1993) and Turkey (Pehlivan, 1996) state that financial liberalization led to greater access and improvement of allocation of credit to smaller firms that have been disadvantaged in repressed system. Galindo, Schiantarelli and Weiss (2007) found strong evidence that liberalization in twelve developing countries resulted in an increase in the efficiency of the allocation of resources. 2.4 Liberalization and the efficient allocation of international financial resources It was predicted that as the result of liberalization, there would be reallocation of global funds from developed countries to developing world, because enterprises in developing and emerging economies had a higher potential for growth. 2.5 Liberalization of capital flows Liberalization of capital flows is also one of the topics in the economic literature with greatest disconnection between the economic theory and the empirical cases. Neoclassical theories suggest that free flows of external capital should be equilibrating and help smooth a countrys consumption and production paths. However, in the real world, liberalization of capital flows has constantly been associated with serious economic and financial crises in Asia and Latin America in the 1990s. There is a large body of empirical work presenting the close link between the liberalization of the financial system and economic and financial crises particularly in developing countries. The recent Asian crisis, for example, is an excellent case for examining the role of capital account liberalization in causing or accelerating the regions financial meltdown. In a recent study by Williamson and Drabek (1998), it is indicated that the only difference between the countries that did or did not have econ omic crisis is the status of their capital account. Their finding is also in parallel with Stiglitzs (2000) study concluding that the growth benefits of capital account liberalization are obscured by the costs of associated volatility. It is now well known that, premature financial liberalization seriously contributed to the occurrence and the depth of the crises in countries like Thailand, Korea and Indonesia even if it was not the origin of the crises. On the other side, India and China, two of the economies with controlled capital accounts, managed to avoid the crisis and sustained their economic growth. Theoretically, it is possible that the instability caused by capital account liberalization is more than compensated for by faster long-run economic growth due to greater availability of capital inflows (Fisher 1997; Summers 2000). Although this statement is frequently suggested by the proponents of liberalization reforms, the results of empirical studies on the effects of capital account liberalization on economic growth are mixed. While Edison, Levine, Ricci and Slock (2002) do not find a strong relation between international integration and economic growth, Borensztein, De Gregorio and Lee (1998) find that there is a positive link between FDI and economic growth when the education level is high in the host country. In contrast, Mody and Murshid (2002) find that there is a one-to-one relation between the capital inflows and the domestic investment, but the link becomes weaker over time. 2.6 Liberalization and financial crises Development of the more sophisticated financial sectors by the contribution of foreign banks and investors is expected to lead to a sustainable economic growth in these economies. However, free capital mobility which is another outcome of the financial integration has led to a highly unstable international financial environment leaving the developing economies in deep financial turmoil. Williamson and Mahar (1998) find in their study of thirty-four countries that went through the process of liberalization, that all of them experienced some form of systemic financial crisis during the period of 1980 and 1997. Even though, crises in twenty-one of these countries followed directly after the liberalization process, and while not all of them were caused by liberalization, it seems very likely that substantial proportion certainly was. Research made by Griffith-Jones and Gottschalk (2004) estimated US$ 1.25 trillion loss in eight countries that had suffered financial crisis, which further worsened situation with poverty in those countries. Eichengreen (2004) estimates that as the result of the currency and banking crises levels of developing countries income fell by 25%. Such fact proves again that financial liberalization process should be implemented only after the establishment of strong regulatory and supervisory mechanisms of the financial sector.

The Gothic Genre :: Literature

Throughout the late twentieth century, and now into the twenty-first, critics have expressed growing anxiety about the slippery boundaries of the Gothic genre. (Rintoul 701) The capacity of the Gothic to survive, and particularly to interbreed with other imaginative modes so as to engender much more complex and valuable literary phenomena than itself, was extraordinary. (Moynahan 110) Overview of the Gothic Novel The Gothic novel is said to "flourish in disrupted, oppressed, or undeveloped societies, to give a voice to the powerless and unenfranchised" and therefore "often carries a heavily political or metapolitical charge" (Moynahan 111). For this reason, particular groups of writers, such as women (Ellis 48) and Anglo-Irish people (Moynahan 111), were often associated with the genre. While the relationship between Anglo-Irish writers and their usage of Gothic conventions may be related to the formation of the genre of the national tale, it may be less clear why and how women employed the genre. Although it is uncertain whether women actually did participate in reading more Gothic novels than men did the Gothic romance in particular has long been associated with women. The other major genre associated with women at the time -- the novel of Sensibility -- may actually be understood by some scholars as being in conflict with the genre of the Gothic. Patricia Meyer Spacks, for instance, sugges ts that "the relationship between sublimity and sensibility presents real complications...[and while] Gothic novels typically attempt sublimity, [they] rely heavily on sensibility [instead]" (198-199). As sites of contradiction and contentment in this regard, and with the great propensity of female Gothic writers, it is unsurprising that the genre "became the site of a heartfelt and, at times, bitter debate about the nature and politics of femininity" (Ellis 48). The Children of the Abbey as a Gothic Novel I would like to suggest that the Gothic romance is a way of reinscribing the basic Pamela situation, in which a young lady is cut off from the controlling and protecting influence of her parents, is threatened (in life, limb, and virtue) by a villain; partly by good fortune and partly by the skillful use of her own native resources, the young lady is ultimately able to overcome and surmount the threat and is rewarded by being married to a young man of good family, wealth, and ethical standing.

Ap English Literature and Composition

AP English Literature and Composition â€Å"Only connect!†¦. Live in fragments no longer! † General Course Information 1. 0 Credits (. 5 per semester) Prerequisites: Accelerated English is recommended Course Overview †¢ This class will prepare students for AP English Literature and Composition Exam, as well as the AP English Language and Composition Exam. When registering for exams in the Spring, students will choose which exam to take. †¢ This course is set according to the requirements listed in the AP English Course Description. †¢ The reading in the course will cover a wide variety of genres.You will be introduced to everything from formal literary theory to creative writing. Deep reading, the kind that poses as many questions as it answers, will be expected. We will read for a variety of reasons, sometimes to grasp a thematic element and sometimes to simply enjoy the sounds of words. We will not only identify literary elements, but also why they are us ed and discuss their effectiveness. We will read across curriculums and relate English literature and its themes to those in philosophy, science, and psychology. †¢ This course also intends to hone your skills as writers.We will learn how to appeal to a certain audience and how vocabulary and structure change depending on the type of writing. We will practice deep revision and constantly recognize that writing is not simply putting thoughts down on a page, but a craft that takes a lifetime to perfect. We will discover our own individual styles as writers and use these to our advantage. Mechanics, citations, and technical writing will all be monitored closely. Above all though, we will see how our own words can excite, persuade, and create understanding. †¢ Finally, the course will hopefully make you a critical thinker.We live in the information age and no skill will be more in need than the ability to interpret information. The critical thinking skills you develop in this class will go on to help you on the AP Exams, the SAT, and in almost every aspect of your life. †¢ This course is divided around the different thematic ideas of conflict in literature, non-fiction, and life in general. While the traditional elements of conflict seem simple, we will explore the motives behind them. Finally, we will attempt to figure out how the characters choose to live (or die) with conflict and find resolution.Through non-fiction, we will explore how conflict has been created and resolved through rhetoric and argument. And how a well-written and polished argument can create a path of possibility even through the most mired of conflicts. Elements of the course: †¢ Writing. Drafts will be submitted to me and returned with comments. All papers will have a first and a final draft. Students may be asked to correct their drafts twice before submitting a final draft. All compositions will be graded on the AP rubric. One Friday a month, students will access their writing from the past month from their portfolio in class.During this time, we will have a writer’s workshop and address specific revision strategies. We will focus on revising sentence structure, organization, rhetorical structures, transitions, detail, imagery, conventions, and grammar. While timed writings are a part of this class, the Friday writer’s workshops will illustrate the importance of constant and careful revision. Students will also sign up for a meeting with me after-school every 2 months. At the first meeting, students will discuss with me their strengths and weaknesses. Together, we will assess their improvement throughout the year. †¢ Wordly Wise Vocabulary book will be due weekly.Periodic quizzes will test students’ knowledge. Wordly Wise is an excellent preparation for the SAT. The class will also have a Word Wall. The Word Wall will function to remind students of past vocabulary learned and encouraged the use of new vocabulary in writi ng. †¢ One interactive class project will happen for every unit. The project will often involve synthesizing knowledge from the unit and applying it to something outside English class: art, nature, current events, family life, etc. †¢ Reading journals: Students will keep dialectical reading journals throughout the course. These journals will help facilitate deep and thorough reading. he reading journal is also a great place to practice writing and collecting your thoughts cohesively. We will continuously use the reading journal in class discussion and come back to it to get ideas for essays. The reading journal will be counted as a grade underneath the writing category. Grading: |Writing (Journal included) |50% | |Exams |20% | |Vocabulary |10% | |Assignments and Projects |20% | Course Syllabus: Unit 1: Introduction 4 weeksReadings: †¢ Class Handouts †¢ â€Å"Allegory of the Cave† by Plato †¢ â€Å"Good Readers, Good Writers† by Vladimir Nabokov †¢ Excerpts from â€Å"Why I Write† by Joan Didion †¢ â€Å"Finishing School† by Maya Angelou †¢ Excerpt from Dust Tracks on a Road by Zora Neale Hurston †¢ â€Å"My Mother Never Worked† by Bonnie Smith-Yackel †¢ Everything’s an Argument by Andrea Lunsford and John J. Ruszkiewicz †¢ Current articles from the New York Times Discussion Topics: The first few days in class will be spent looking at class policies, organizing notebooks, and receiving helpful information on the strategies we will use throughout the year. SOAPSTone, Dialectical Journal explanation, AP terms list, DIDLS, etc. ) Our first reading will be Plato’s â€Å"Allegory of the Cave. † Plato tells us that ideas, not necessarily our experiences, are reality. This argument will encourage us to look deeper into the ideas behind what we are reading and writing. Essays from Didion and Nabokov will give us specific tips on how to begin our journey as acc omplished readers and writers. Then, we will switch gears to a short segment on narrative writing where will read 3 excellent examples of narrative in time for us to write our own narrative essay.While studying narrative writing, we will focus on specific examples of excellence in sentence structure, form, organization, and conventions. Finally, we will spend two weeks studying the text Everything’s an Argument, which we will continue to refer to throughout the year. We will learn how to identify successful rhetorical structures and use them in our own writing. During this examination of rhetorical analysis, we will use current New York Times editorials. Our writer’s workshop will for this unit will focus on varying our sentence structure for emphasis and effect. Assessments: Composition: AutobiographyComposition: Narrative essay over family Timed Writing: 2010 English Language and Composition Released Free Response Questions Argument Analysis: NY Times articles Writer ’s Workshop: Sentence structure Unit 2: Person vs. Nature 5 weeks Reading: †¢ Robinson Crusoe by Daniel Defoe †¢ â€Å"The Santa Ana† by Joan Didion †¢ Poetry of William E. Stafford †¢ Excerpts from Maslow’s â€Å"A Theory of Human Motivation† †¢ Desert Solitaire by Edward Abbey †¢ Excerpts from Walden by Henry David Thoreau †¢ â€Å"The American Forests† by John Muir Viewing: †¢ Clips from Man vs. Wild Discussion topics: Person vs. Nature is possibly the oldest conflict in the world.Maslow theorizes that we cannot ascend up the hierarchy of needs until our most basic needs are met. Robinson Crusoe is essentially the story of a man having to begin at the bottom of the hierarchy and work his way up. Person vs. Nature is often illustrated with diction and imagery. In Stafford’s poetry and Didion’s essay, we are invited into their personal experience of nature through word and image choices. Finall y, we see how the person vs. nature conflict changes as technology begins to take care of our rudimentary needs. In Desert Soltaire, nature maintains little of its aggressor status.Instead, man takes over as the force bent on destruction. Finally, we will end our discussion of person vs. nature by taking a field trip to McKinney Falls State Park. There, we will take pictures to provide visual evidence of multiple points of conflict. Our Writer’s Workshop will highlight organization. We will review our own strengths and weaknesses in organization from our past unit’s writing. Assessments: Composition: Using Maslow’s â€Å"Theory of Human Motivation† to explain Robinson Crusoe Composition: Literary analysis of imagery in Stafford poetry Composition: Compare/Contrast- Abbey and ThoreauTimed Writing: 2002 AP English Language and Composition Free-Response Questions Form B Argument analysis: John Muir’s letter to Congress Project: Field trip to McKinney Falls State Park. Capture visual evidence using cameras that illustrates the conflict of person vs. nature. Writer’s Workshop: Organization Unit 3: Person vs. Person 6 weeks †¢ A River Runs Through It by Norman McClean †¢ â€Å"Speech to the Troops at Tillbury† by Queen Elizabeth †¢ â€Å"A Vindication of the Rights of Women† by Mary Wollstonecraft †¢ â€Å"The Story of an Hour† by Kate Chopin †¢ Excerpts from â€Å"A Room of One’s Own† by Virginia Woolf †¢ â€Å"I Want a Wife† by Judy Brady All the Pretty Horses by Cormac McCarthy †¢ Selected poetry of e. e. cummings Viewings: Discussion topics: A River Runs Through It is the perfect bridge between discussion of the conflicts in nature to the conflicts between people. We will explore familial conflicts and traditional family archetypes. After we finish the novella, we will take a look at another reoccurring person vs. person conflict: gender roles. Queen Elizabeth, in her â€Å"Speech to the Troops at Tillsbury† used certain rhetoric to explain herself that was needed at the time. We will focus on how that language changed as women gained more equality.Finally, we will focus on style and the creative use of structure across two genres: novel and poetry. All the Pretty Horses will take us through several conflicts as John Grady Cole becomes an adult. Most striking though is McCarthy’s mastery of prose and creativity in structure. We will then make a comparison to e. e. cummings poetry, which also manages to leave out what we expect in format, in order to open our eyes to the exuberant images the poet provides. Our writer’s workshop will focus on how to add specific and concise, yet eye-opening detail to our writing.We will use our previous work in Unit’s 1 and 2 to revise and add detail. Assessment: †¢ Composition: Jung’s Archetypes in Literature †¢ Composition: The changing language of the women’s movement †¢ Composition: Analysis in style of either Cormac McCarthy’s All the Pretty Horses or e. e. cummings †¢ Timed Writing: 2004 AP English Literature and Composition Free-Response Questions (Form B) †¢ Argument Analysis: â€Å"A Vindication of the Rights of Women† by Mary Wollstonecraft †¢ Project: Use Feminist Literary Criticism to analyze a children’s picture book. Writer’s Workshop: Detail Unit 4: Person vs. Himself 6 weeks Readings: †¢ King Lear by Shakespeare †¢ Sylvia Plath poetry †¢ â€Å"The Jilting of Granny Weatherall† by Katherine Anne Porter †¢ â€Å"Fate† by Ralph Waldo Emerson †¢ Heart of Darkness by Joseph Conrad †¢ â€Å"An Image of Africa: Racism in Conrad’s Heart of Darkness† by Chinua Achebe †¢ â€Å"Shooting an Elephant† by George Orwell Viewings: †¢ Excerpts from Apocalypse Now Discussion Topics: King Lear will b egin with family conflicts but by the end of the play, we will see a new type of conflict arise.Lear will have to grapple with his failing sense of reality and atone for what he now sees as his past sins. Katherine Anne Porter’s short story will also show the failure to grasp reality. Through the stream of consciousness point of view, the reader will feel like they are losing their grip on reality as well. Emerson’s poem will help us to understand if Lear’s problems were fate, or if fate merely took the fall for Lear’s bad judgment. Heart of Darkness is tied very closely to two types of conflict: person vs. himself and person vs. society. We will see how Kurtz’ descent into madness (yes!There will be many descents into madness in this unit! ) was caused by the evils of colonialism. Achebe argues in his essay â€Å"An Image of Africa: Racism in Conrad’s Heart of Darkness† that while Conrad was arguing against imperialism, he was doing so from a racist standpoint. We will analyze Achebe’s argument. Orwell will close out the unit by illustrating his own personal conflict with duty and attempt to â€Å"avoid looking a fool† in imperialist times. The Writer’s Workshop will focus on conventions, specifically advanced punctuation and its uses.Assessments: †¢ Composition: Characterization. Choose a character from King Lear, The Jilting of Granny Weatherall, or Heart of Darkness. Analyze the literary techniques that are used to illustrate insanity and the onset of madness. †¢ Composition: From the 2004 Exam- â€Å"Contemporary life is marked by controversy. Choose a controversial local, national, or global issue with which you are familiar. Then, using appropriate evidence, write an essay that carefully considers the opposing positions on this controversy and proposes a solution or compromise. †¢ Timed Writing: 2003 AP English Literature and Composition Free-Response Questions †¢ Argument Analysis: â€Å"An Image of Africa: Racism in Conrad’s Heart of Darkness† †¢ Project: Using the class copy of the Diagnostic and Statistical Manual of Mental Disorders 1994, create a power-point presentation that diagnoses either Lear or Kurtz with a particular mental illness. †¢ Writer’s Workshop: Conventions Unit 5: Person vs. Society 6 weeks Readings: †¢ The Things They Carried by Tim O’Brien †¢ Political Cartoons from the Vietnam Era †¢ â€Å"Mutual Deterrence† Speech by Sec. f Defense Robert McNamara †¢ War Poetry Selections: â€Å" Dulce Et Decorum Est† by Wilfred Owen; â€Å"The Death of the Ball Turret Gunner† by Randall Jarrell; â€Å"An Irish Airman Foresees His Death† by William Butler Yeats; â€Å"My Father Leaves for Vietnam† by Lenard D. Moore; â€Å"Palestine† by Lorna Dee Cervantes; â€Å"The Daisy Cutter† by Louise Rill †¢ The Sound and the Fury by William Faulkner †¢ â€Å"Living Under Circe’s Spell† By Matthew Soyster Viewing: †¢ â€Å"The War in Vietnam- A Story in Photographs† from The National Archives †¢ Excerpts from â€Å"Reporting America at War: The Reporters† from pbs. org †¢ Excerpts from The Fog of WarDiscussion Topics- We will begin studying person vs. society by examining how the life of a soldier is deemed honorable and sometimes necessary by society, but often looks mundane and horrific on an individual level. The Things They Carried will take us to one of the more controversial wars, Vietnam. By looking through collections of war photography from the National Archives and watching evening news broadcasts, we will determine what role the media had on the society’s opinion of the war. By reading a collection of war poetry, we will look at the emotional toll that war exacts on individuals.Then, we will shift gears and begin reading The Sound and the Fury, a novel where each character struggles against societal norms that no longer fit the family’s reality. Finally, we will read Soyster’s essay on disability and the struggles associated with it. The Writer’s Workshop for this unit will focus on broad, thematic revision by evaluating the effectiveness of our thesis statements in our portfolio. Assessments: †¢ Composition- Research Topic: Choose one form of media. (Some examples could be television, movies, internet, telephones, etc.You may not choose photography. ) Research and examine the chosen media form’s impact on modern warfare. It should include both positive and negative impacts. †¢ Composition- Persuasive essay: Where should we draw the line with war photography? †¢ Composition- Literary analysis of symbolism in The Sound and the Fury. †¢ Timed Writing- 2001, Question 3- the Sontag photography piece, On Photography, 1977. †¢ Argument Analysis- â€Å"Mutual Deterrence† Speech by Sec. of Defense Robert McNamara †¢ Project- We will create a family tree that spans back 3-4 generations.As a class, we will discuss what â€Å"societal values† are family tree puts on us. We will take a particular look at any â€Å"values† that are placed there because of our blood and not because of our reality. †¢ Writer’s Workshop- Thesis Revision Unit 6: Resolutions 5 weeks â€Å"Only connect! That was the whole of her sermon. Only connect the prose and the passion, and both will be exalted, and human love will be seen at its height. Live in fragments no longer. Only connect, and the beast and the monk, robbed of the isolation that is life to either, will die. – Howard’s End Readings: †¢ Howard’s End †¢ â€Å"Cathedral† by Raymond Carver †¢ â€Å"On Self-Respect† by Joan Didion †¢ Poetry of Kahil Gibran †¢ Faulkner’s Nobel Acceptance Speech †¢ Woody Allen’s â€Å"My Speech to the Graduates† Viewings: †¢ Howard’s End 1992 version †¢ Discussion Topics: We will end the year with a Victorian class study in the novel Howard’s End. With a host of characters, we will see how some are able to overcome the conflicts and others do not. We will also look at â€Å"connecting the prose with the passion† as we reflect on our studies this year.Before exams, we will take a full week to do practice exams and prepare the final touches on our AP experience. Finally, we will read several writers who focus on resolution rather than conflict. Through emotional experience, logical thinking, and even humor, we will see how characters and people in real life live and deal with conflict. Assessments: †¢ Composition: Analyze the role the house plays in the novel Howard’s End. †¢ Composition: Write a mock graduation speech that includes at least 4 quotes from readings throughout the year. †¢ Composition : â€Å"A picture is worth a thousand words. In our age of information, is a picture/movie/symbol worth more than the written word? Use the Rogerian style to persuade your audience. †¢ Timed Writings: Students will choose 3 timed writings to practice from released exams. †¢ Project: Collage. As a class, we will create a pictorial collage that represents conflict in the literature we have read and in life. We will then put quotes and phrases from the literature and essays we have read that illustrate overcoming conflict. The last part of the collage will show representations of different resolutions in life.

Hbc: from Fur to Fendi

1. Describe at least three strategies used by HBC prior to its sale to Zucker and NRDC. 3 different strategies used by HBC prior to its sale to Zucker and NRDC are:Creating a new rewards program that would allow customers to receive rewards based on the purchases they made. This strategy would then induce customer to buy more products and then receive some sort of compensation for it.Next strategy which they had used but did not fare as well was known as â€Å"reduced focus on steep discounts†. Early in 2001, it tried to reinvent itself with a more fashionable image.The final strategy was to provide customers with online shopping. This would allow customers to view and purchase products in the comfort of their own home2. Describe at least three strategies HBC adopted since the sale. Different strategies HBC has adopted since the sale were to:1) The first strategy was to focus on retracting customers by dropping over 60% of its former brands2) Another strategy was to relaunch t he â€Å"Room†, a plush VIP suite at one of its Toronto locations, with high-end designers such as Armani, Ungaro, and Chanel3) HBC also become the official sponsor for the 2010 Olympics in Vancouver. They had become the official outfitter of the Canadian Olympics team and the only provider of any Olympic brand merchandise3. Categorize the above strategies in to either business- or corporate-level strategiesBusiness Strategies:Giving customers Online ShoppingStarting a rewards programA focus on retracting customers by dropping over 60% of its former brandsCorporate Strategies:Reduced focus on steep discountsThey relauched the â€Å"Room†, a plush VIP suite with high end designersBecame official outfitter of the Canadian Olympics team and the only provider of any Olympic brand merchandiseReferencesSchermerhorn Jr. , John, and Barry Wright.Management Second Canadian Edition  . 2nd. Mississauga: Wiley, 2011. Print. Hbc: from Fur to Fendi 1. Describe at least three strategies used by HBC prior to its sale to Zucker and NRDC. 3 different strategies used by HBC prior to its sale to Zucker and NRDC are:Creating a new rewards program that would allow customers to receive rewards based on the purchases they made. This strategy would then induce customer to buy more products and then receive some sort of compensation for it.Next strategy which they had used but did not fare as well was known as â€Å"reduced focus on steep discounts†. Early in 2001, it tried to reinvent itself with a more fashionable image.The final strategy was to provide customers with online shopping. This would allow customers to view and purchase products in the comfort of their own home2. Describe at least three strategies HBC adopted since the sale. Different strategies HBC has adopted since the sale were to:1) The first strategy was to focus on retracting customers by dropping over 60% of its former brands2) Another strategy was to relaunch t he â€Å"Room†, a plush VIP suite at one of its Toronto locations, with high-end designers such as Armani, Ungaro, and Chanel3) HBC also become the official sponsor for the 2010 Olympics in Vancouver. They had become the official outfitter of the Canadian Olympics team and the only provider of any Olympic brand merchandise3. Categorize the above strategies in to either business- or corporate-level strategiesBusiness Strategies:Giving customers Online ShoppingStarting a rewards programA focus on retracting customers by dropping over 60% of its former brandsCorporate Strategies:Reduced focus on steep discountsThey relauched the â€Å"Room†, a plush VIP suite with high end designersBecame official outfitter of the Canadian Olympics team and the only provider of any Olympic brand merchandiseReferencesSchermerhorn Jr. , John, and Barry Wright.Management Second Canadian Edition  . 2nd. Mississauga: Wiley, 2011. Print.