Revenge :: Essays Papers

Revenge 1. In the play "Hamlet" [Title] . [sic] I will be explaining the use of foils in the play. The four foils I will be using are between: [no :] the ghost and Hamlet, Claudius and Hamlet, Laertes and Gertrude and finally Laertes and Hamlet. [As noted in class, foils are characters, not "between" characters.] 2. A foil is a minor character that either talks to support the major characer. [Frag -1] Or it is someone who is similar or one who differs from the major character. [A foil has to be both similar and different.] An example of someone there just for support are Laertes and Gertrude. [SV Agr -1 ] They foil each other because the [sic] both have the similarity of being extremely gullible. [According to the definition you gave, a foil is the minor character. How can these two be foils for each other?] This is evident in Gertrude[']s belief of how the real king died. [Just because she is unaware of something means that she is gullible?] In Laertes it is relevant because he is also confused about who killed the king. [Do you have any evidence that Laertes ever even thinks about who killed the king?] Not believing people that he should be trusting such as Hamlet. [Frag -1] Their difference are in their physical characteristics and there [H-50] thoughts about the real kings death. [S V Agr -1] This foil is relevant because with out [without] Gertrude and Laertes gulibleness the story would be lacking supporting characters who really care about the real king. 3. Claudius foils Hamlet even though they are on different sides. This is evident because the [sic] both are extremely power hungry. [Evidence that Hamlet is power hungry?] Claudius killed a king to get his position and Hamlet is willing to listen to a ghost to get his. [Do you have any evidence that suggests that Hamlet wants the throne?] There differences is that Hamlet is much younger and that he has other motives for killing the king instead off [sic] just for power. [SV Agr] These are to revenge his fathers death and to make his mother wrong. [I do not understand what you mean by "to make his mother wrong." How would Hamlet's killing Claudius make Gertrude wrong?] The way this foil affected the play is that without it their [H-50] would be no conflict between good and evil.

Engaging & Supporting Students in Learning Essay

Many algebra teachers find student engagement as one of the most difficult challenges in teaching the subject. This is primarily because popular culture has constructed the idea of mathematics in general as a difficult and disinteresting subject and algebra specifically to be one of the most difficult and disinteresting of them all. However, my experience with teaching the subject has helped me select appropriate instructional strategies that can engage all students and encourage their participation. Furthermore, I have come to modify many of these strategies to suit my own classroom needs and in some occasions have even developed my own. Perhaps one of the best ways to engage students who can be assumed to have a certain fear of the subject is make sure that the lessons are not delivered too quickly. For this purpose, I employ the 5+1 instructional strategy when delivering subject content. In this strategy, subject content is delivered at only 5 minutes at a time. Each of the 5-minute time frames are followed with a 1 minute period for students to reflect and ask questions (Rowan, 2007). Then the lesson proceeds to the next 5-minute interval. It is important that there is sufficient planning on the part of the teacher before every lesson because the lesson partition in each of the 5-minute intervals must be so that the lesson should not be kept hanging. For example, in teaching about operations on signed numbers, the 5-minute period should not encompass two operations. In fact, addition and subtraction of signed numbers in themselves should consist of two 5-minute intervals each. During the 1-minute time for reflection, I have found that students tend to ask some very important questions that are confusing them. If not for those 1-minute breaks, students may end up making mistakes on the first sets of graded drills because of the lack of opportunity to clarify matters. The 1-minute breaks allows every student the opportunity to speak out instead of boring them with 30-minute blocks with no one but the teacher talking. This method thus engages all of the students to participate in the lesson. Another strategy that I have found to engage all of the students are drills. Drills are short written exercises usually composed of no more than 10 items that students are asked to accomplish at the end of each lesson. To speed up the administration of drills, I have them photocopied before class begins and just hand them out at the appropriate time. Having drills at the end of every lesson allows students to test for themselves whether or not they understand the subject matter. Students are asked to exchange papers at the end of the time allotted for the drill and then students are called at random to give their answers on the board. Students who were not called to give the answers are called to check if the answers given by their classmates are correct and to suggest possible corrections. The engagement of students through this strategy is two-fold. First, the entire class accomplishes the drill and second, students are called to either answer or critique the answers.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Several topics in algebra are very appropriate for connecting to real-world situations. These topics should be recognized and their potentials should be exploited in order to get maximum student attention. One such topic is the addition and subtraction of signed numbers. In introducing the content, the teacher can use the â€Å"money analogy† to represent positive and negative numbers. Positive numbers represent â€Å"money on hand† while negative numbers represent â€Å"money owed† and each operation as a financial transaction. This makes it much easier to explain why -4 + 5 = 1 by saying that you owe someone $4 and then you have $5 to pay with so you have $1 left after the transaction. This method relies less on the traditional rules when it comes to adding and subtracting signed numbers and forwards a more practical approach that students can connect better with. Another opportunity to introduce connections between the lesson and the real-world is problem solving. Word problems can be described as consisting of two parts, the subject content and the flavor text. The subject content is the lesson that the problem aims to teach while the flavor text is the context of the word problem itself. It is highly important that the teacher selects flavor text that are appropriate to the learners. Word problems can be about recent baseball games or current media interests or popular games. These applications show the student that algebra can really be found even in the things that interest them the most.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   High school students are usually very socially active. At their developmental stage, strategies employed on them should address their inherent need to socialize. Thus, the paired problem solving approach where one person thinks aloud in solving the problem while the other listens and provides feedback (Rowan, 2007) is developmentally appropriate. Of course, it is best to assign students who are performing less effectively in class as the ones who think aloud so that they will actually engage the problem while the listener should be the ones who are performing better in class so that they can guide their partners to the right answer. Another developmentally appropriate strategy is the Phillips 66 where students are grouped into 6 members and are given 6 minutes to solve a particularly difficult task (Rowan, 2007). Each group is given a different problem and all of the members should understand the solution because the teacher can question any one of them when they present their result. This ensures that there would be sufficient interaction within groups. Part 2 – Assessing Student Learning (1 Page)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Before the start of the course and usually on the first day of class, a diagnostic examination is given to the class so that each member can be assessed for the prerequisite competencies to an algebra course. This examination basically includes the four fundamental operations (addition, subtraction, multiplication, and division of whole numbers), fractions, decimals, and simple, non-algebraic problem solving. After the administration of the examination, the papers are evaluated and key competencies that are lacking are noted. The students are each given private assessments of their performance in the preliminary diagnostic exam which include suggestions on how they can tackle any deficiencies that were found. If a student is found to be extremely deficient in the appropriate competencies, their parents should be informed so that they can be a part of taking appropriate action. This assessment tool guides the teacher to be certain that the class is prepared to take a course in algebra.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   During the instruction, drills are given at the end of each lesson in order to reinforce what has just been taught and ensure that the students were able to understand. These assessments are short and only test one particular part of the entire instruction. At the end of the instruction, a summative test is given to ensure that the students were able to absorb the different parts of the lesson into a collective whole. The summative test will compose of the various subtopics and will comprehensively measure students’ performance and intrinsically, the effectiveness of the instruction. Parts of the summative test on content that are needed for the next lesson would also serve as a diagnostic test. All assessments should be properly time-framed according to type and difficulty. Part 4 – Making Subject Matter Comprehension to Students (1 Page) I have modified the guided practice strategy for it to become a scaffolding strategy that is most suitable for algebra. This modification takes into consideration that changing the given of an algebraic problem does not change the approach in solving that problem. In this modified scaffolding strategy, each student is given one of 5 different items that only vary slightly in their given numbers. A sixth similar problem is displayed by the teacher on the board. The teacher shows the students how to solve the problem while the students apply the method used by the teacher to their own individual problems. Each problem’s answer is already given to each respective student so that the students would know if they were able to obtain the correct answer. Another scaffolding strategy that can be used is guided questioning for erroneous examples. In this strategy, the teacher presents erroneous solutions in class and then asks guided questions that would help the class determine the things that are wrong with the solution or sometimes with the problem itself. The teacher should prepare various items and as the strategy progresses, it should take less and less guided questions for students to figure out what are wrong with the problems and solutions given. An important concept in algebra is transpositions. What I believe to be a common mistake in teaching this particular concept is beginning with how we can simply move expressions from one side of the equal sign to the other and change their signs. While this is correct, it is insensitive to the underlying principle of transpositions which should first be elaborated upon. Hence, it is best to start with a non-algebraic example of equality and show how adding or subtracting a certain quantity from both sides of the equal sign still results in an equality. From this, the concept can be abstracted to apply to equalities with algebraic expressions. Only after this has been established should the â€Å"short-cut† of just moving expressions and changing signs be introduced. Another concept that is essential to algebra is that of irrational numbers. The best strategy for teaching this concept is contrasting it with rational numbers which is a concept that students are more familiar with. The teacher can show that all rational numbers can be formed by a fraction where both numerator and denominator are integers while irrational numbers could not be. This establishes the clear-cut difference between the two and gives irrational numbers its own definition. Part 8 – Planning Instruction and Designing Learning Experiences for all Students Motivation and comprehension are primary considerations in planning instruction and designing learning experiences. Students for the course are expected to be in their adolescence where the developmental focus tends to be more on the social aspect. Hence, opportunities for social interaction with classmates should be made available in the design of learning experiences. The teacher should avoid reclusive activities that constrict socialization because that would further reinforce the idea that a math subject is generally disinteresting. There should be fun, kinesthetic activities provided every now and then in order to encourage student engagement and participation. Integration of popular culture in planning instruction should also be considered as this makes students feel that the subject is very much related to their daily lives.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   While there are a variety of teaching strategies available for every lesson, it is very important that the teacher is able to select the appropriate strategy for the appropriate lessons. For teaching mixture word problems, action projects can serve as a very effective strategy. Teachers can provide students with harmless, multicolored liquids that they can form into mixtures. The teacher can them present a problem without presenting the algebraic technique to solve it and them ask the students to solve the problem using their mixtures. This strategy will allow the students to visualize the problem and appreciate the algebraic solution better. Another strategy which is most suitable for teaching about the number line is an action game. In this particular game, a long line with numbers from +10 to -10 is placed on the floor. A student is asked to stand on a particular number (say -5). Then, the teacher asks a question beginning with that number (say -5 + 3) and the student jumps to the resulting answer on the number line. Another student gets called afterwards to do the same thing and the previous student takes a seat and gets a chance to ask the question instead of the teacher. The cycle continues until everyone has had a turn. Lastly, abstracting is still one of the best methods to teach several concepts in algebra. Abstracting involves starting from actual examples and then building up to a definition of the concept that can encompass all possible examples. Part 10 – Creating and Maintaining Effective Learning Environments (1 Page) The appropriate setup of the actual classroom environment is important in making sure that learning can be facilitated efficiently, effectively, and safely. Visuals are very important in an algebra class. Therefore, there should be sufficient lighting in the classroom. Insufficient lighting may lead students to be disinterested because they cannot see lessons presented on the board clearly or it may damage their eyesight if they concentrated despite the difficulty. Since students can be easily distracted, it is best if the classroom is a closed environment with all windows shaded so that student attention can be better contained. LCD projectors are not necessary for daily instruction and should only be used when presenting audio-visual clips that may be of some important connection to the lesson. Actual content should be given verbally with support from writing on the board. Student textbooks and other required materials should be with them on their seats before the start of the class to avoid any unnecessary, time-consuming periods of getting them during the lesson. Student discipline is a primary concern but disciplinary policies should not be very strict. It is understandable that some discussion may occur during the lesson and so long as these are kept brief and at a minimal volume, the teacher should not take offense. A routine of answering drills after every part of the lesson should be inculcated in the students. Drills let students practice learned concepts so that they will be used to answering them by the time summative tests are given. Everyone should be given a chance to participate. A random system for calling on students can be established by using name cards submitted by students. In theory, the random system should give everyone a chance to participate over time although the teacher should include provisions on how to call those who have not yet been called after a certain period. These cards ay also be used to keep records of student evaluations from graded recitations. Part 12 – Developing as a Professional Educator (1 Page) Interaction with parents is essential to student development. After administering diagnostic examinations, I make it a point to contact the parents of students who were not able to perform adequately enough to say that they are prepared fro the class. This is done so that the parents can take appropriate action and give their child more attention. Upon parent’s request, I provide regular updates for them on their children through email. This is to ensure that they are being kept up-to-date with their child’s performance. During summer breaks, I would like to help organize community projects such as tutorials for incoming freshmen to get them ready for what to expect in high school.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I intend to grow professionally by pursuing a post-graduate degree and formally engaging into my research interests. I realize also that joining and being active in professional organizations is also a great avenue for professional development and academic research. I would like to be able to conduct researches on student difficulties in learning specific lessons in algebra. In my experience, I have noticed that a majority of students have difficulty with regard to the â€Å"trial and error† nature of factoring. I have tried to remedy this problem by presenting a more grounded method to factoring algebraic expressions and found that it is effective in my classroom. I would like to conduct research that can formally determine whether or not this method is more effective than the traditional methods currently available. I hope to be able to establish that this method is indeed more effective and suggest its adaptation to the current school system. I believe that an accomplished educator is one who does not only teach well but also broadens the scope of knowledge in the field he or she is teaching through relevant research. References Rowan, K. (2007). Instructional Strategies. Retrieved May 21, 2008 from: http://glossary.plasmalink.com/glossary.html

How Did the Constitution Guard Against Tyranny (Dbq) Essay

How Did The Constitution Guard Against Tyranny? Have you ever wondered what the US would be like if our government was a tyranny? Well, thanks to our founding fathers for creating a strong constitution, we don’t have to worry about that. The constitution was written in 1787 in Philadelphia. The problem was that the existing government that was under the Articles Of Confederation wasn’t very successful. Therefore, the fifty-five delegates representing twelve out of the thirteen states came together to tweak our constitution to create a strong government without allowing one person, or group of people to have too much power. The framers used the Constitution to protect against Tyranny in three ways federalism, separation of powers, and†¦show more content†¦Ã¢â‚¬Å"(L)iberty requires that the three great departments of power should be separate and distinct.† (Document B) For our government to be successful we much create three main levels of government where powers are distributed. This guards from tyrann y because it makes sure that no branch has more power than one another because they check each other. Document B states that in the Constitution article 1 section 1, article 2 section 1 clause 1, and article 3 section are about the three separate branches in our government and what responsibilities that each one holds. With our government having three different branches each one has its own limited powers that make a democracy possible. This guards against tyranny because no branch overpowers each other, nobody gets too much power, and the powers are evenly distributed. Separation of powers is one of the main things framers used to protect against tyranny. A third way that the framers used the Constitution protects against tyranny was checks and balances. â€Å"...The constant aim is to divide and arrange the several offices in such a manner as that they check on the other...† The main goal is to make sure that each of the three branches have control over each other but still separated. This protects against tyranny because each branch has powers the control one another. In document C it states how each level of government limits and balances each other out to keep the powers even, and howShow MoreRelatedHow Did the Constitution Guard Against Tyranny? Essay1083 Words   |  5 PagesDBQ: How did the Constitution guard against tyranny? Americans desperately fight against the poison of tyranny with their best weapon, the Constitution. During the Colonial Period, King George III, demanded many things from the colonists. These demands were caused by the aftermath of the French and Indian War. England had increasing debts, so the king raised the taxes of both America and England. The increase of taxes caused anger to rise from the Americans, which allowed a roll of events to unfold

Fahrenheit 451 By Ray Bradbury - 1544 Words

Ray Bradbury, the author of Fahrenheit 451, expresses his perspective on life in an interview. His interview contains a common theme: Do what you love, and love what you do (Bradbury). Bradbury sends a message in his interview that people should love life, and live to the fullest because he believes life is a beautiful thing. Although Bradbury no longer can demonstrate his love for life his message still lives in the pages of Fahrenheit 451. The Government of the society in the novel has told their citizens that thinking is as useless as a broken power tool. The citizens are told that books are meaningless, and have no value to anything except those who want to create chaos. The Government replaced all the meaningful things in society with seashells that can play music and television sets fit to fill a wall. For some, the TV s have become so important that they replace family interaction. The Government has corrupted society. The protagonist, Guy Montag s profession is to burn books, but he does not know that the government requires him to do this in order for them to restrict knowledge. Clarisse, Montag s neighbor, lives in a home where socializing and thinking are essential. On the contrary, these elements are highly unusual in society. Montag has always been curious, but Clarisse sets Montag on a journey that involves being rebellious, curious, and persistent by asking him a strange question. These characteristics set Montag apart from society. Montag has beenShow MoreRelatedFahrenheit 451 by Ray Bradbury719 Words   |  3 PagesThe flash point of paper, or the temperature at which paper will burst in flames, is 451 degrees Fahrenheit. In Fahrenheit 451, written by Ray Bradbury, the main character, Guy Montag, is a â€Å"fireman† in a futuristic society where he and his coworkers start fires, rather than put them out. Books are banned and burned, along with the owner of the book’s house and sometimes even the owner of the book, upon discovery . Technology has taken over in a sense that social interaction between the average personRead MoreFahrenheit 451 By Ray Bradbury1952 Words   |  8 Pagesis clearly displayed in the plight of Ray Bradbury’s novel about a dystopian American society, Fahrenheit 451, which contains many ideas and bits of content that some people believed should be censored. In fact, one of the reasons that this novel was censored for displaying the dangers of censorship, which is both extremely ironic, and telling as to where this society is going. Thanks to several distributors and oversensitive parents and teachers, Fahrenheit 451 has been banned in many schools overRead MoreFahrenheit 451 By Ray Bradbury954 Words   |  4 Pages In Fahrenheit 451 by Ray Bradbury, the author uses allegory (often misinterpreted by readers) to show the dangers of mass media consumption and the decline of reading traditional media. Many readers draw incorrect conclusions (lessons learned) from the book due to h ow generally the book applies its theme. Government censorship, though an important topic, is not the intended focus of the novel Fahrenheit 451. Finally, Bradbury’s original message of the book shows the beauty of traditional media andRead MoreFahrenheit 451 By Ray Bradbury1592 Words   |  7 PagesWhen writing the introduction to Fahrenheit 451, author Neil Gaiman stated that â€Å"ideas--written ideas--are special. They are the way we transmit our stories and our thoughts from one generation to the next. If we lose them, we lose our shared history†. Gaiman is absolutely correct; especially because what he is saying heavily applies to books. Books are a critical aspect in shaping humanity as a whole, they create and share a network of creative ideas, history, and overall entertainment; to loseRead MoreFahrenheit 451 By Ray Bradbury918 Words   |  4 Pagesâ€Å"Fahrenheit 451,† written by Ray Bradbury, is a futuristic, dystopian novel based upon a society se cluded by technology and ignorance. In this future society, books are outlawed and firemen are presented with the task of burning books that are found in people’s homes. Montag, a fireman, finds himself intrigued with the books, and begins to take them home and read them. As the story progresses, Montag learns the truth behind why books are outlawed and flees his city to join the last remnants of age-oldRead MoreFahrenheit 451 By Ray Bradbury847 Words   |  4 PagesSet Knowledge On Fire The book Fahrenheit 451 is a postmodern work by Ray Bradbury first published in 1951. In Bradbury’s story, all books are illegal and are subject to be burned by firemen. Furthermore, the two predominant themes of Fahrenheit 451 are censorship and ignorance. The censorship implemented over the years removes all information from society that is necessary to learn, which accomplishes to prevent people from questioning anything. The ignorance of society has been fostered and theRead MoreFahrenheit 451 By Ray Bradbury1661 Words   |  7 Pages1.) In the novel, Fahrenheit 451 by Ray Bradbury, Montag’s view on life reverses. Two characters the influence the main character Guy Montag are the old lady whose house and books were burnt down and Mildred. The old lady was caught preserving books in her home. Firemen including Montag were ordered to burn the books. The old lady refused to leave her books, so she too was burned. She bravely gave an allusion as her last words, â€Å"Play the man,’ she said, ‘Master Ridley.’ Something, somethingRead MoreFahrenheit 451 by Ray Bradbury818 Words   |  4 PagesFAHRENHEIT 451 BY RAY BRADBURY Important People in Montag’s Life In Partical Fulfillment Of English 2 Ms Irina Abramov By Helen Hernandez November 9, 2012 â€Å"There are worse crimes than burning books. One of them is not reading them† -Ray Bradbury. In the past there were events that affected book writers. People will get together to burn books because they thought it was inappropriate or they were against their literature. Montag is a fireman in a futuristic society who would startRead MoreFahrenheit 451 By Ray Bradbury863 Words   |  4 PagesThe novel, Fahrenheit 451 was written by Ray Bradbury and it took place in the dystopian future. 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Life And Death Of A Broiler Chicken Essay - 1403 Words

The Life and Death of a Broiler Chicken Autumn Baucom What comes to mind when you think of animal abuse? Many will say dogs, cats, and many other common household pets when in reality it is not only the animals we cuddle but the ones we eat too. When you are considering animal abuse you generally don’t think of chickens, but it is a bigger problem then you would imaging.Chicken meat is one of the most populare meat but, countless chickens around the world endure pain, and suffering in their daily life to be your food. Broiler chickens are chickens specifically raised for there meat. nine-billion chickens a year are raised for their meat and 305 million for their eggs. All of these chickens live in horrendous conditions throughout their life. Most Broiler chickens only live 42 through 45 days, while chickens that do not go through the factory farms will a little less than eight years. In the broiler chicken short life they go through so much pain and suffering it is unbelievable. In today s world we want bigger chickens thighs, breast, wings, so the companies make sure we get that. Before a chicken is born it is specifically crossbreeded to make it grow at rapid rates. Making sure it reaches maturity within a few short weeks. It is said that broiler chickens now grow two times faster than they did in the 1950s. When the new chicks hatch out of their shells they are born into one of many large incubators, When the new chicks hatch out of their shells they are bornShow MoreRelatedThe Current State Of Americas Meat Industry1569 Words   |  7 Pagesmeat. In his effort to find the right way, when working on Polyface farm, Pollan dreaded being a part of processing the chickens. Yet, he knew that because he ate meat, he needed an education in the reality of killing animals. He could not go on as a meat eater if he was not willing to be fully acquainted with what having meat on a dinner plate entails. 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Gourmet Manufacturing Plant Manager Interview free essay sample

Meanwhile, Mr. Nassir and his team make sure the work is done according to plan. The equipment’s that are used in the plant are manufactured by ‘Crones’ company, having the production capacity of water 25000/hour and juice 15000/ hour. Later he answered the questions of the students, which are as follows: WHY DID GOURMET LAUNCH ITSELF IN FAISALABAD AFTER THEIR SUCCESS IN LAHORE? Mr. Nassir Mahmoud answered that it was like a test to check what the response is if gourmet is brought out of Lahore and launched in another city. For this Faisalabad was decided because of the ease of access for all type of support for example motorway access, material can be brought within 2 hours of time and the other good reason is the culture of food taste of Lahore and Faisalabad is quiet similar. Currently 100% of products are manufactured here in Faisalabad. WHY DID GOURMET CHOOSE FAISALABAD FOR THEIR PLANT? It would give huge benefits to gourmet in the future like when the Multan motorway will be constructed it will benefit gourmet in reducing its expense if they plan to launch in gourmet there too. One reason to choose fsd is that in future benefits are here, because of the ease in access to motorway. ARE THE GOURMET DRINKS DISTRIBUTED IN OTHER CITIES OF PAKISTAN? The gourmet Drinks are distributed allover Pakistan except not in Baluchistan etc. In Punjab almost all main cities are covered. Distribution is mostly given to the one who has more market exposure. FUTURE PRODUCTS OF GOURMET? Upcoming product of gourmet is juice. Moreover the glass bottles for gourmet cola would be introduced within 2 months. Juices would be in PET bottle, PET bottle is chosen as it has minimum chances of bacteria to be born in it and Cola will be in glass water, when the consumer returns the bottle back, gourmet will be able to save up to 17/18rs per bottle. GOURMET FUTURE PLANS FOR BRANCHES IN FAISALABAD? Production is a huge hassle reasonable branches would be there in any city gourmet shifts to. Gourmet would shift to longer shelf life. In Lahore it has 104 branches but the branches wouldnt be as many as in Lahore, currently Gourmet has 9 branches in Faisalabad and 10 or 12 more branches would be launched. So the total number of branches would probably be 20 or might exceed 20. IS THERE ANY NEED OF HOME DELIVERY SERVICE OF GOURMET PRODUCTS IN FAISALABAD? Gourmet doesn’t Emphasis on it. Branches are near to you, they bring branches to your home. Gourmet produces too many products, probably 1700, they are factory produced are kept in the branch, home delivery service suits more on restaurants or fast good places like pizza, kfc etc. , HOW DO YOU SEE DAUSAY AS A COMPETITOR OF GOURMET IN LAHORE? Competition is always positive for consumer owner. For consumer in a sense that theyll have better quality in future. Dausay would have affected the sales of gourmet in Lahore. It increases the competition and now gourmet will focus to make improve its products and reduce price and make even better presentation. Gourmet rates are still better. We make quality products, and it’s 100% sure says Mr. Nassir. One should have trust in Allah, even if 100 companies come for competition in the market, rizk is written, we will have it anyway. NIRALA HAS ORDERING ONLINE DELIVERY, WHY NOT GOURMET? Nirala has less branches, we have many, the branches are at your home, delivery is not really required, for that packaging must be different, and many other things, a new industry would have to be developed in order to make such a packaging that could be taken out of country. WHY DOESNT GOURMET ADVERTISE AS MUCH AS PEPSI COKE? Gourmet doesnt want to spend on advertisement. Gourmet cola is the reason why Pepsi brought its price down; Gourmet still sells its cola in bare minimum margin this doesnt allow them to spend on advertisement. They leave the advertise expense to the consumer and don’t waste it on advertisement i. e. spending on the dancers and the other models for the advertisement. Gourmet has direct link to the customer, Pepsi coke doesnt have the link direct to its consumers, there is a number on every gourmet bottle any customer can call and contact gourmet. WHY COKE IS SOLD ON GOURMET? Gourmet is the biggest seller of coca cola. They have a preferential trade agreement with coca cola, reason why gourmet didn’t choose Pepsi is because they believe coca cola has better quality and Pepsi is produced in Pak. TURNOVER IS TOO MUCH? Basic salesmen have such turnover anywhere in the world. Basic salesman is not a profession, any person who doesnt get a good job works as a basic salesman. Any of them who get a better job somewhere else he quickly shifts. This is not a long-term profession. Gourmet is highlighted this much because they have a huge setup, this is happening everywhere but they aren’t highlighted as they have small setup. Mr. Nassir believes the retention has been reduced after the introducing the software. DOUSAY HAS GOURMET EMPLOYEEs, WHY? Fact is that half of them come back to gourmet. Dousay has 100% our ex-employees. Because they need experienced trained employees. INCENTIVES FOR MOTIVATION OF EMPLOYEES: Work has no link to cash. Work is linked to commitment. Gourmet gives 3 time food to its employees other than his salary. They are sure that each and every rack is safe right now; it is because if racks inventory is reduced the amount is deducted from his pay if he keeps it safe hes given 50rs as reward, this concept is introduced by Mr. Nassir it has reduced the theft in the branches. Moreover when employee puts right inventory, hes given a share of profit, i. e. 100rs/day. HOW DO THE OWNERS STAY IN TOUCH WITH ALL KIND OF NECESSARY INFORMATION? Gourmet has their own software designers, within few months the ERP software would be developed. This is for the ease of the owners they can access the data anywhere. In Faisalabad, every gourmet branch is linked to the main. Data flows all the time to the head office. All reporting regarding expense, purchases, salaries, sales etc. re reported live. This live reporting is done only is Faisalabad because in Lahore the owners themselves sit and run. THE GOOD ADVICE TO STUDENTS: Keep money on your back not in front of you, if you do this money will come behind you, if you keep it in front of yourself you will never catch it, if you keep it behind you, it will come running behind you. Mr. Nassir gives an open challenge to anyone, offer any managerial employees to leave gourmet and shift to some other bakery, the employee won’t!

Research Paper on Nitro Shock Absorbers Essay Example

Research Paper on Nitro Shock Absorbers Essay All shock absorbers are usually divided into hydraulic, gas (nitro) and blow (low-pressure gas). This division is conventional because in all three cases, the â€Å"central† part is the valve, which remains essentially unchanged in all three cases, the compensatory element is a gas. Those who want to write a good research proposal on nitro shock absorbers have to remember that central valve moves in the central cylinder and the differences begin from this point on. Hydraulic and blow shock absorbers have another outer cylinder, where the oil flows through the bottom valve. Gas shock absorber does not have outer cylinder and all its design is packed in one. Thus, we could logically divide nitro shock absorbers into double-tube and monotube. When working, any shock absorbers, by definition, produce a large amount of heat, so the oil used in them requires not only corrosive, but also thermal stability – the ability to withstand temperatures up to 160 degrees without changing its structure and properties. Simultaneously, the actual problem of heat removal. Double-tube hydraulic shock absorbers dissipate heat worse than high pressure monotube, because in the former â€Å"heat generator† – the central cylinder – is covered at the top by another coaxial cylinder filled with oil and compensation gas. We will write a custom essay sample on Research Paper on Nitro Shock Absorbers specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Research Paper on Nitro Shock Absorbers specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Research Paper on Nitro Shock Absorbers specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Why do there is need in a compensation gas? Fluid, as it is known, cannot be not compressed. Therefore, if it were not for the compensation gas, the piston inside the cylinder would hit a â€Å"oil wall,† which by virtue of its large inertia has not yet begun to flow through a calibrated valve openings. That compensation volume of gas is compressed first and takes all the hit to itself and only then the oil begins to flow through the calibrated valve openings of the central rod. Moreover, the oil is often heated to substantial temperatures. Its volume Increases and when it is necessary to compensate it, this small portion of the gas makes it. Hydraulic shock absorbers dampen softer because they have two of the valve system, in contrast to the monotube, having only one which is located on the stem, plus the gas there is at lower pressure. Along with this, they are really inert and react slowly to movement of the wheel, especially to low-frequency vibrations of small amplitudes. The higher the gas pressure, propped up oil, the higher the â€Å"quick response† of a shock absorber. In the high pressure shock absorbers gas and oil are one after another in the same cylinder and are separated by the valve. Gas (usually nitrogen) is at a pressure of about 25 atmospheres. Thus, the rod valve all the time is in tension, in â€Å"spring-loaded† condition and thus nitro shock absorber has much quicker response to potholes and bumps of the road. To find more relevant data on the topic, you may use free sample research papers on nitro shock absorbers which may be a wonderful source of information. Are you looking for a top-notch custom research paper about Nitro Shock Absorbers? Is confidentiality as important to you as the high quality of the product? Try our writing service at EssayLib.com! We can offer you professional assistance at affordable rates. Our experienced PhD and Master’s writers are ready to take into account your smallest demands. We guarantee you 100% authenticity of your paper and assure you of dead on time delivery. Proceed with the order form: