How to Write and Format a Business Case Study

How to Write and Format a Business Case Study Business case studies are teaching tools that are used by many business schools, colleges, universities, and corporate training programs. This method of teaching is known as the case method. Most business case studies are written by educators, executives or heavily educated business consultants. However, there are times when students are asked to conduct and write their own business case studies. For example, students may be asked to create a case study as a final assignment or group project. Student-created case studies may even be used as a teaching tool or a basis for class discussion. Writing a Business Case Study When you write a case study, you must write with the reader in mind. The case study should be set up so that the reader is forced to analyze situations, draw conclusions, and make recommendations based on their predictions. If you arent overly familiar with case studies, you may be wondering how to best organize your writing. To help you get started, lets take a look at the most common ways to structure and format a business case study.   Case Study Structure and Format Although every business case study is a little different, there are a few elements that every case study has in common. Every case study has an original title. Titles vary but usually include the name of the company as well as a little info about the case scenario in ten words or less. Examples of real case study titles include Design Thinking and Innovation at Apple and Starbucks: Delivering Customer Service. All cases are written with a learning objective in mind. The objective might be designed to impart knowledge, build a skill, challenge the learner, or develop an ability. After reading and analyzing the case, the student should know about something or be able to do something. An example objective might look like this: After analyzing the case study, the student will be able to demonstrate knowledge of approaches to marketing segmentation, differentiate between potential core customer bases and recommend a brand positioning strategy for XYZs newest product. Most case studies assume a story-like format. They often have a protagonist with an important goal or decision to make. The narrative is usually weaved throughout the study, which also includes sufficient background information about the company, situation, and essential people or elements. There should be enough detail to allow the reader to form an educated assumption and make an informed decision about the questions (usually two to five questions) presented in the case. The Case Study Protagonist Case studies should have a protagonist that needs to make a decision. This forces the case reader to assume the role of the protagonist and make choices from a particular perspective. An example of a case study protagonist is a branding manager who has two months to decide on a positioning strategy for a new product that could financially make or break the company. When writing the case, it is important to ensure that your protagonist is  developed and compelling enough to engage the reader.   The Case Study Narrative/Situation The narrative of a case study starts with an introduction to the protagonist, her role and responsibilities, and the situation/scenario that she is facing. Information is provided on the decisions the protagonist needs to make. Details include challenges and constraints related to the decision (such as a deadline) as well as any biases the protagonist might have. The next section offers up background information on the company and its business model, industry and competitors. The case study then covers challenges and issues faced by the protagonist as well as the consequences associated with the decision that the protagonist needs to make. Exhibits and extra documents, like financial statements, might be included in the case study to help students reach a decision about the best course of action.   The Deciding Point The conclusion of a case study returns to the main question or problem that must be analyzed and solved by the protagonist. Case study readers are expected to step into the role of the protagonist and answer the question or questions presented in the case studies. In most cases, there are multiple ways to answer the case question, which allows for classroom discussion and debate.

50 Idioms with Single, Double, and Triple

50 Idioms with Single, Double, and Triple 50 Idioms with Single, Double, and Triple 50 Idioms with Single, Double, and Triple By Mark Nichol The following is a list of idioms about multiplicative numbers (single, double, and triple) and their meanings. 1–2. at a single blow/stroke: with one movement 3–4. at/on the double: quickly 5. body double: someone who stands in for another, especially in a performance 6. double: two servings of an alcoholic beverage, a two-base hit in baseball, or an identical person or thing 7. double as: serve in two capacities 8. double back: return to a starting point 9–10. double bill/feature: a performance involving two works or two performers or groups of performers; a separate meaning of â€Å"double bill† refers to being charged the cost of something twice 11. double bind: a dilemma 12. double booked: committed for two events, or scheduled for two people or parties at the same time 13. double cross: an act of cheating or swindling 14. double date: socialize as two couples, or the act of doing so 15. double digits: the numbers 10 through 99 16. double down: originally, double one’s bet in blackjack; by extension, exert twice the effort 17. double dribble: use both hands to bounce a basketball, or bounce a basketball again after stopping, or the act of committing either penalty 18. double Dutch: a difficult language; also, a game of jump rope involving two ropes swung in different directions 19. double duty: said in reference to something that serves two functions at once 20. double entendre: a word or phrase with more than one meaning, one of which is obscene or sexual 21. double in brass: see â€Å"double duty† (from a reference to a musician who performs on more than one instrument during a performance) 22. double life: a life in which one assumes two identities 23. double nickels: the number 55, often in reference to a speed limit (from the value of a nickel) 24. double or nothing: a type of bet in which a person receives double the prize or nothing 25. double over: bend over, as if in laughter or in pain 26. double standard: principles or values hypocritically applied differently to different people or situations 27. double take: a reaction in which one looks twice at something or someone because one is confused or surprised 28. double talk: comments made to avoid telling the truth 29. double tap: a repeated touch, or repeated firing of a weapon 30. double time: move twice as fast, or cheat; as a noun, a rate of pay that is twice the normal rate, or a type of tempo in music 31. double trouble: a difficult person or thing, or two difficult people or things 32. double up: pair up or share; also, see â€Å"double over† 33. double whammy: an occurrence of two bad things at a time 34. double-bagger: a person considered so ugly that two nested grocery bags should be placed over the person’s face to conceal it 35. double-decker: a vehicle with two levels, or a two-layer sandwich 36. double-dipper: one who earns two salaries or collects both Social Security payments and a federal pension; also, one scoops half-eaten finger food in a dip or sauce at the risk of introducing germs 37. double-edged sword: something that might be advantageous but also dangerous 38. double-tongued: deceitful or hypocritical 39. doublespeak: deceitful or misleading language 40–41. H-E-double-hockey-sticks/toothpicks: a euphemism for the oath hell, from the resemblance of the uppercase letter l to hockey sticks or the lowercase letter l to toothpicks 42. of a single mind: in agreement 43. see double: see two of everything, as when affected by dizziness 44. single: an unmarried person, or a one-base hit in baseball 45. single file: a reference to a line of people or things, with each one standing behind another 46. single out: focus on or identify one thing 47. triple: a set of three, or a three-base hit in baseball 48. triple threat: someone talented in three areas 49. triple whammy: see â€Å"double whammy† 50. triple-bagger: see double-bagger Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:20 Computer Terms You Should Know50 Idioms About Roads and Paths5 Examples of Insufficient Hyphenation

Communication, Ethics, and Society Research Paper

Communication, Ethics, and Society - Research Paper Example disaster also caused massive property damage and caused mass scale human suffering, which was exacerbated with the inability of the government and other social service organizations to make haste in their relief efforts and broaden the scope of their activities. In the aftermath of the disaster, New Orleans remained the center of the media coverage, not only because of the level of devastation, which is still apparent from the scars left from high water level on the exterior of several abandoned buildings, but also because of the cultural and ethnic diversity of New Orleans. For most of its recent history, New Orleans has been seen as the Mecca for tourists and has remained famous for its flexibility in liquor laws, voodoo, and flair for jazz. Since the devastation left the locals without any means for communication, the media agencies became the source for not only reporting the information, but also for deciding the context and interpreting the information (Cutter, et al., p. 15). Thousands of poor African Americans who found themselves isolated on the patches of dry land, stranded on the rooftops, seeking shelter in the Superdome and Convention Centre without any food or shelter became the center of the media coverage. The media did not waste any time in showing the bloated corpses that were floating in the water-filled streets of New Orleans (Cutter, p. 85). Much of the media controversy emerged primarily because of the language used by media outlets when covering this event. During the first few days of the disaster, almost all of the media outlets referred to the individuals as â€Å"refugees†. However, many critics did not receive the use of this term well because it was uncommon for media outlets to use this term for citizens of the United States living within the United States. Subsequently, many news organizations made formal announcements that they would cease to use this term and would use â€Å"victims†, â€Å"survivors†, and â€Å"evacuees† when

Visa's Anticompetitive Practices Essay Example | Topics and Well Written Essays - 1250 words

Visa's Anticompetitive Practices - Essay Example This will help them come up with business tat can be accessed and supported from any part of the world provided they have a chance to register for this type of service. The other objective that they seek to achieve is maintaining and increasing merchant confidence in using the visa cards anywhere in the world. This means that they must get into collaboration with other likeminded companies that will help them achieve these objectives given the rise in cyber crimes and identity theft in the world. Another objective is to reduce operational expenses by reducing chargeback and linking authentication to ensure data integrity at all times. They also seek to improve purchase security and enhance integrity through the enhancement of security for an internet purchases (Gitman and McDaniel 2008:58). System Components Before 2007, the structure mainly included of four non-stock companies that had been incorporated as group members into the company’s overall structural component. They in cluded visa international service association, the Visa USA Inc, Visa Canada Association, and visa Europe limited. These were the incorporated members of the group. The others-Visa Latin America (LAC), Visa Asia Pacific and visa central Europe, Middle East and Africa- acted as part of the group’s divisions (Modestus 2012:36). ... It was also a warded a minority stake in the main company which makes it a component of the whole. There were also other companies that acted as underwriters when the company underwent the restructuring and this means that its components would be increased when these underwriters were considered (Schlossberg 2008:388). Other components that make up the overall company are the items that form the greater part of the company. As such, debit cards, credit cards and prepaid cards also form the bulk of their company. This is because it is the main aspect that keeps them in business. They also deal with automated teller machine networks and point-of-sale terminals for those who deal with debit protocols without the need of getting into any check-writing privileges (Szoka & Marcus 2010:102). Stakeholders The main stakeholders of this company include the western European operation unit, the merged regional offices; the merchants dealing in different sectors and who depend on the service of V isa Inc for their financial transactions, the shipping sector, banking sector, airlines and those who have bought shares in the company (Modestus 2012:49). Risks Despite the fact that people love this new method of transaction, there are risks that are involved in the long run. When people are conducting these transactions, they are not required to be there in person and this means that the probability of getting involved in illegal transactions is high. People have been allowed to transact from the comfort of their homes through the internet and this means that the only thing the bank relies on for authentication is the phone number or an IP-address. These are aspects that can change suddenly, exposing

The Rise of American Life in the 1920s Essay Example for Free

The Rise of American Life in the 1920s Essay Daily Life in the United States 1920-1940 was written by David E. Kyvig in 2002 and revised again in 2004. This historical novel documents the transformation America went through during the 1920’s – 40’s. Kyvig addresses numerous events that contributed to the rise and fall of America. The book was written to inform citizens and non-citizens of the industrial, economic, and cultural changes that took place in America. Kyvig establishes stepping stones to America and pieced the book together with contents that range from â€Å"Life’s Basics† to â€Å"Conflict, Crime, to Catastrophe† in the states. Kyvig supports his topics with specific events such as the birth of the automobile, the welcoming of women into the political world, and the mass numbers of immigration that flourished the country. He goes in depth on how automobiles changed Americas take on life inside and out of factories and states that, â€Å"In 1920 barely one household in three possessed a car, though this represented a dramatic increase from one in thirteen at the outset of World War I. Automobile ownership tripled during the 1920s, and by decade’s end four families in five owned one† (Kyvig p. 7). He recognizes and promotes the welcoming of women into the political world to surge democracy and better the economy as stated in the text, â€Å"The establishment of national prohibition and woman suffrage at the very outset of the 1920s created a strong sense that the new decade marked a fresh beginning for American society† (Kyvig p. 6). He also speaks of the multitudes of immigrants that flo urished the country and characterized the states to be a â€Å"Melting Pot† of cultures. All of these components helped to create the American Dream that each and every citizen strives to attain. Kyvig does a spectacular job in educating his audience in events like these and many more throughout the book. In the first chapter of the book, titled â€Å"The Circumstances of Life in 1920†, Kyvig writes about the transition from an agricultural world to a more industrialized world. The leap from farms to the city was a very harsh adjustment for many Americans because it transformed a way of living. The South was suffering agriculturally in result of the booming city life and factory work that people sought to obtain in the North. The desertion of farm life was unfortunate as stated in the book, â€Å"Overall growth of the rural as well as urban population during the 1920s concealed the abandonment of farm life by many families. Nevertheless, farm households as a percentage of the nation’s total fell from 28 to 22 percent over the course of the decade† (Kyvig p. 16). The abolishment of slavery did not help the farms either. The slaves knew the in’s and out’s when it came to running a farm. Many freed slaves, who remained in the South, fell back to tenants, rented pieces of land used for housing and farming. A primary source was used in this chapter to show what a tenant looks like. The one in the book is titled Tenant farmer’s cabin located in Harmony, Georgia found in National Archives. The picture illustrates a shack like house that an African American family is living in. The picture shows them all smiling and enjoying a relaxing day without work on the front porch. Kyvig was very specific in each photo he chose to incorporate into the book as primary sources for his readers. They all match the text perfectly. Each chapter contains some kind of statistic or number representing a populous or price. The first chapter uses numbers to influence the reader. For example, â€Å"Half the nation’s farms were located in the South—but the region contained two-thirds of the country’s 2. 5 million tenant farms† (Kyvig p. 14). Kyvig found this statistic and many others in the U. S. Bureau of Census, Historical Statistics of the United States Colonial Times to 1957. This is a great example of how Kyvig used primary sources and legitimized his writing by doing so. The book’s message is also relayed in many informative texts, articles, and websites both past and present. A website titled â€Å"Henry Ford Changes the World, 1908† is very informative and generates the same thesis and idea that Kyvig wrote in his book. Quoting the website, â€Å"The Model T made its debut in 1908 with a purchase price of $825. 0. Over ten thousand were sold in its first year, establishing a new record. Four years later the price dropped to $575. 00 and sales soared. By 1914, Ford could claim a 48% share of the automobile market† (Sorensen). Quoting the book, â€Å"An unprecedented ten thousand of Ford’s new car, the twenty-horsepower Model T, sold in the next year at $825. To reach the mass audience he sought, Ford quickly began seeking ways to reduce the Model T’s price† (Kyvig p. 29). These two quotes are almost exactly the same. They reveal the same information just in a different style. Daily Life in the United States 1920-1940 is one of many books to discuss America’s rise and fall. There are hundreds of books written about this noteworthy era America lived through, all written with the same statistics and names. Each text contrasts from one another through the writer and their personal preferences. For example, if the writer was a woman it can be speculated that she would mainly write about women’s suffrage and how women impacted the 1920s to 40s. David E. Kyvig did an exceptional job in covering as many topics as he could. However, certain topics were covered in far more detail than other related topics. For example, I felt that the Ku Klux Klan was mentioned far more than the U. S. military. This bothered me because the military represents our country as a whole. Men and women that are putting their lives on the line for the country should be recognized just as much as groups that believe in certain ideals that are not practiced throughout the rest of the nation. In Kyvig’s defense, I believe he was writing less about war and more about what culturally defined the 1920s-40s. Kyvig positions his writings to favor a middle and lower class audience. These classes defined this era and Kyvig angled his opinions to suit their beliefs and lifestyles over the upper class of this era. Immigrants populated most of the country and most immigrants were hard-working middle and lower class citizens, who worked in factories and sales. Kyvig goes into great detail on how America revolved around the middle and lower classes. The country’s survival revolves around these classes in many ways. For example, the automobile, the telephone, movie theatres, the radio, etc. were all marketed in the 1920s-40s to the middle and lower classes so they could obtain a richer lifestyle within their own lifestyles. Inventor’s successes were dependent on these classes to invest in their products and in return the inventors would capitalize and improve their work for the middle and lower classes. More convenient and useful products with lower prices resulted in this chain of supply-and-demand. The book contains many pictures and a large index on pages 315 to 330. Pictures occupied a great part of the book, 53 to be exact. Along with an index and pictures, pages 301 to 304 contain notes that acknowledge the sources Kyvig used. Kyvig also included a â€Å"For Further Reading† section on pages 305 to 313. This section was written to cite his work and also recommend other texts to readers, like this one, about information during Americas 1920s-40s. Daily Life in the United States 1920-1940 had parts that I felt were worth reading and parts that were not worth reading. It is hard to say the book is not worth reading because I was very interested in the automobile and how it affected Americans. I am from Dearborn, Michigan and drive by Henry Ford’s estate almost every day. His impact on America was remarkable and I thoroughly enjoyed reading this section of the book. Overall, David E. Kyvig captured three of Americas most influential decades. I appreciate him as a writer and felt privileged to read his book.

To Reinvent Oneself :: College Admissions, Personal Narrative

Before I go about fixing the world, I must first try a little self-improvement. Many people walk through life without really considering who they are and fewer still ask themselves if that is who they want to be. In my experience this is because most folks can't see how to go about changing themselves and some even think that this is somehow a betrayal of their essence. To reinvent yourself you need three things. A vision of who you want to be. You need to know how to make a change in yourself and finally you need to have the courage to do it. Your vision can be reached through many paths. Look at those things that you take pride in about yourself and contrast them with those things that embarrass you. This should start to indicate where your soul is trying to head. Next flesh out the ultimate form that you would take if you followed this path. And now you have your vision. But don't think this will remain constant throughout your life. As you change, grow and learn you will want to alter your vision. This is a good and normal thing, so fear not. The method that I have found to change myself is simplicity itself. Become an actor. Take one part of yourself at a time and start acting as if you had already achieved that modification. It will feel awkward and false at first but the more you practice it, including the feelings behind the actions, the more it will become natural to you. Eventually you will be acting correctly without even thinking about it and your motivation will become a part of who you are. Then you are ready to tackle the next part of yourself that needs improvement. You will need courage to do this. Remember, all of your friends and family are expecting you to stay the same. Whether you know it or not you are partly who you are because of a desire to meet these expectations. It is therefore natural for you to fear the confusion and perhaps rejection of those nearest and dearest to you.

Movies Represent Storytelling at Its Best Essay

Imagery, sounds, storytelling ability, excellent editing, serious acting and creative imaginations are all technically combined to make a good movie. Movies represent storytelling at its best. The writer gives a script to the director who interprets it and creates a core team of professionals that includes the cinematographer, the designer (and his team), the sound engineer, the actors, and the editor. They make ï ¬ lms to entertain, to express emotion, tell stories, deliver messages, to dream, to imagine, and it is all because they have a passion that drives them. Filmmaking takes time, patience, dedication, commitment, and an understanding of the process in its totality. If ï ¬ lmmakers are oriented toward story and performance, they must learn to visualize the narrative. The story must unfold in the mind’s eye, as it is conceived and created. The ï ¬ lmmaker has to see the movie while the screenplay is being written and during pre-production before the cameras roll. (LoBrutto 2002) Matthew Vaughn created a make-believe movie which insinuates that mutants are everyday people that exist among us; and there were times during the movie that the thought actually crossed my mind. Owing to the fact that, making a film is a most complex artistic enterprise and that, movie making is the only creative endeavor that encompasses all of the arts: writing, photography, painting, acting, music, dance, and architecture; the filmmaker must take on the challenge of telling a story via image and sound each time a movie is made. (LoBrutto 2002) Storytelling A movie is a story; it is as simple as that. Movies are really a category of art that use various kinds of technical combinations of imagery and sounds to tell stories. However, how the story is told, often make fictions seem real, non-fictions become personal, fantasy appear realistic and musicals, like Burlesque, http://youtu.be/9snF_LsF-OI expand into song and dance. There is always something that viewers can relate to in movies. Nevertheless, â€Å"Movies are not, and are not meant to be, blueprints for how to live our lives. They are, however, reflections of lives.† (Goodykoontz, & Jacobs 2011) The story, X-Men: First Class, is about former closeted mutants coming out and embracing their difference. However, the film began with a setting during the period of the holocaust when Magneto was a young boy in Poland. The boy’s name was Erik Lehnsherr (later named Magneto). The story highlights aspects of the enslavement of Jews by the German Gustapo. The close-up shots of the numbers that were branded on the arms of the Jewish people in the concentration camp align the story with an actual historical event. Those shots coupled with the boy’s forceful separation from his mother help to authenticate and solidify the director’s attempt at reality. His anger and fury at the separation triggered his mutant power of magnetism that caused him to rip the metal fence that stood between himself and his mother. The Gustapo commander’s name was Schmidt (later Sebastian Shaw). It was he who shot and killed Erik’s mother in cold blood, before the child; resulting in Erik’s mutant power of magnetism being triggered and magnified during his subsequent angry outburst. Sebastian Shaw murdered the boy’s mother because he wanted to see a demonstration of the boyâ€⠄¢s mutant powers. Mission accomplished, Shaw wanted to train and harness Erik’s mutant power to use it as a weapon. On the other hand, Charles Xavier was a brilliant academic who is of gentry stock. As we saw it when he was a boy, he had the power of telepathy. He also had the ability to read and control other people’s minds. In the beginning of the film, Charles was quite blatant and unapologetic about reading people’s minds without their permission as was the case when he was talking the woman at the bar, before Raven interrupted. He became a CIA consultant on humans with mutant abilities then later he and Erik (who became his close friend) recruited, trained and formed X-Men: First Class a department within the CIA. Both men, Charles and Erik formed a league of mutants to fight against the plans of the evil Sebastian Shaw. There were also minor storylines about interpersonal relationships and the mutants’ personal insecurities as it related to personal acceptance. Overal l the storyline of a Jew’s revenge against his former Gustapo torturers was good; revenge in this case was sweet. Acting Actors are the most visible elements in a film. The actors †¦. In X-Men: First Class There was wild card and character actors but there were no star actors (except for Hugh Jackman’s one clip appearance when he used the f word). The acting was mediocre because at times it did not come across as being natural. It appeared to be acting, more the type for a stage production than for the cinema. However, if I should compare the two main characters; Michael Fassbender did a good job of portraying Erik’s anger, loss and hurt that he suffered growing up in a concentration camp. McAvoy in Charles’ character on the other hand, did not have much negative experience to work with and his character came across as Erik’s boring telepathic side-kick. Kevin Bacon did justice to Sebastian Shaw’s character. With the exception of Raven, the other actors were not really given much screen time. There were many actors but not much solid acting, although there was a lot of action. Cinematography The director of cinematography’s job is to take the director’s view of how the movie should look and help the director to get the shots that he wants with ideas on camera angles, types of cameras, and lighting suggestions that will best serve the director in getting the type of feel he wants out of each scene in the movie. (Goodykoontz, & Jacobs 2011). The cinematographer is specifically responsible for its look, in very specific, shot-by-shot terms. He or she is responsible for the images that the camera sees, and by extension the images that the audience will see in the finished film. . Cinematography means â€Å"writing with movement.† (Goodykoontz, & Jacobs 2011). http://www.youtube.com/watch?v=IAbhclxSNTw The cinematographer demonstrated knowledge based brilliance and skillful use of all type of shots in this clip. He coupled it with the bright natural sunshine made the finale to this clip quite moving. The words â€Å"Never Again† were delivered in a deep focus close up shot of Magneto. The cinematographer used long, medium and close-up shots as well as deep focus. His variety of shots and choice of lightings made this film very entertaining. Editing â€Å"The film editor helps create the film, literally constructing it, piecing together different takes of individual scenes and then placing the selected scenes in the order that tells the story the director wants to tell. The editor’s role is crucial to the making of a successful film. Poor editing does the audience the ultimate disservice when it comes to film.† (Goodykoontz, 2009). The scenes were fast paced, action packed, story driven to the point where there was nothing noticeably wrong or out of place with the editing. It was done in an incongruous style and that added to the overall excitement. The fast movements created the desire to watch this film again and again. The editing was clean. There were no visible or audible hitches. The story flowed and it was quite riveting and entertaining because it reflected real life human struggles for acceptance. Sound â€Å"Music has been a crucial part of the movie going experience since before the advent of recorded sound in films. So important was its use that over time directors began inserting musical cues, or signals, for specific music to be played at specific times.† (Goodykoontz, & Jacobs 2011) I particularly favored the scene that brought Xavier and Erik together; it contained a variety of magnificent sounds. When Erik was in the sea and there was also a bevy of boats and ships around him; there were sounds of boat horns; there were natural sounds of water splashing against the sides of the ships and the ripping sounds of the speed boats dividing the water. During the destruction of Shaw’s ship, there were credible sound effects of the unreeling of the massive chain on the anchor; the crashing banging sounds and the explosive sounds. The complimentary sound of background orchestra music playing that loaded repeated andante beat (da-dap da-dap da-dap) that suggests action and then there was the dialogue. Overall, the music and sounds were seamlessly interwoven into each scene to further engage the audience’s attention. Added to that, amidst all the other sounds, the dialogue was clear and audible. The overall sound for this movie was good. Style and Directing A film director is the creative force behind a movie. He is the one who is responsible for the end product that the viewing public pays to see at the movie theatre. His word is final on the visuals, the sounds and the acting. According to Vincent LoBrutto in his book, The Filmmaker’s Guide to Production Design; â€Å"A good director must have a ï ¬ rm idea of how to translate the script cinematically.† (LoBrutto 2002) LoBrutto went on further to say that, directors read the script for an overall impression and impact. It does not matter who the scriptwriter(s) is/are, it is the director’s interpretation, shots and takes that viewers see at the movie theatres. The buck stops at the film director. (LoBrutto 2002) Director Matthew Vaughn has his own fast-paced action-packed style of directing. http://www.imdb.com/name/nm0891216/ He tried to make comic book characters seem real by fusing natural historic events like the holocaust (Erik was in the concentration camp during the Holocaust where his mom was killed) and the Cuban missile crisis into the plot. Vaughn created elaborate props and set designs and he used every computer graphics skill to enhance the story. X-Men: First Class doesn’t just rely on the usual fast paced scenes and top notch special effects that are typical of action movies; it raises the bar several notches. It doesn’t lose its sentimental core amidst the explosions and super feats but it continues to provide viewers a complex storyline to follow. This is Vaughn’s â€Å"Kick Ass† style. There is humor as in the training sessions when Banshee, after receiving clear instructions and encouragement; fell straight to ground without even attempting to try. There was much laughter at his expense. Humor is Vaughn style; as his previous work â€Å"Kick Ass† showed; that coupled with the elaborate props and high tech sound effects; complete his signature on the project. The director Matthew Vaughn placed his stamp on this movie through the production design, the acting, the dialogue, the cinematography and especially the sounds. http://www.imdb.com/name/nm0891216/ Impact of society on the film and vice versa Whether it is in appearance, fashion, or behavior, films romanticize a certain lifestyle that is eagerly imitated by audiences. Fashion magazines promise that we can â€Å"Get Angelina’s Look† if we follow the tips inside. Celebrity gossip publications keep readers up-to-date on the comings and goings of seemingly everyone who has appeared in a movie. The Internet and social media are practically choked with chatter about film— box-office results, reviews, gossip, and more. Beyond such obviously shallower aspects, film can influence how we live, our morality, and our behavior. (Goodykoontz, & Jacobs 2011) â€Å"Film can influence how we live, our morality, and our behavior.† (Goodykoontz, & Jacobs 2011) Filmmakers will argue that, this effect is unintentional because movies are a part of a make believe world but there are those who pattern what they see, and make it their reality. An example of society’s impact on film is portrayed in the indelible affect that the holocaust had on Erik; he was soaked with hatred and revenge for the former Gustapos who imprisoned him, especially Sebastian Shaw. This is a portrayal of the agony that the Jewish people suffered at the hands of the Germans. That intrinsic hatred became the fuel for his mutant powers. The others had to hide their difference from normal society, for fear of rejection but above all the fear of unknown reaction to them. Likewise, the film is highlighting the fact that some people among us who are different from us, want acceptance and they also want to feel a sense of belonging just like normal people. Their differences are as varied as the characters in the film and their needs are as similar. It is sending a message of acceptance, brotherhood and unity. Genre â€Å"A genre is so called because it tends to use familiar story formulas, character types, settings, and iconography (visual imagery with symbolic implications), all of which lead viewers to have certain expectations about what the movie will be like before actually watching it. .† (Goodykoontz, & Jacobs 2011) It is a type, or category of films that is usually easily recognizable as part of a certain genre. Genres tell the audience up front what to expect from the product they are buying. If they like a particular kind of story, chances are they will like this particular film, especially if the writer and director give the expectations a little twist. X-Men: First Class is an action-fantasy. It is loaded with action but it is also loaded with some fantastic comic book feats. At the start of the film, the MARVEL logo is shown; that is an indicator that it is a comic book story. The ability for humans to alter and mutate into other beings, is genre specific activities for fantasy. While the fast-paced actions during the confrontations/battles with good and evil are typical of action films. Therefore, it is difficult to place the film within any one genre because it can fit into several: drama (Erik’s beginning and the dramatic separation from his mother); fantasy (Erik’s control of the missiles in mid-air); action (the air and sea confrontation). Application of at least one approach to analysis and Interpretation Films are often used to express emotion, deliver a message, to dream and to imagine; all having to do with human psychology. A psychological approach to analyzing a film is especially concerned with how a film provides examples of various psychological theories and concepts, particularly those of Sigmund Freud and Carl Jung (e.g., sexual symbolism, subconscious repression and dreams, the id, ego, and superego, the collective unconscious). Identity crisis was an issue in the film. Psychologist Erik Erikson’s psychosocial theory of human growth and development at the fifth stage looks at Identity versus Identity confusion. This was played out so well by Raven. It states that adolescents must be allowed to explore different roles in a healthy manner in order to achieve a positive identity; or else they will experience identity confusion. (Santrock, 1989) Raven obviously received no previous parental guidance regarding self-acceptance and role explorations; she hid behind a morphed socially accepted form. She was more comfortable being someone else and she often abandoned her true identity. Accept Yourself: http://www.youtube.com/watch?v=Csii_f5f204 â€Å"You want society to accept you, but you can’t even accept yourself,† said Magneto to Raven. Raven had a serious problem of identity confusion and she struggled with self-acceptance. In the above clip Erik challenged her to accept herself in her true blue form. The movie embraced people who were physically different, while at the same time it was highlighting their struggles to gain social acceptance and their deep-down desire to be normal. This point was introduced as early as the meeting with Charles and Raven. http://www.youtube.com/watch?v=UEKxXYrb2Rk The insecurities about their difference continued to play out in the dialogue between Raven and Charles as well as Raven and Hank. http://youtu.be/PKnL_MwwU3o Charles Xavier, who like Erik, had no visible disability, seemed to have had a more rational approach to life in general. He was more in control of his behavior and his decisions than Erik. According to Psychiatrist Sigmund Freud, the ego makes rational decisions (Santrock, 1989 p. 34). An example of this was the scene where Charles was in his kitchen and Raven (who he looked upon as a sister) entered in her unclothed blue form, in a sensual rather sexual manner. Charles’ ego quickly assessed the situation and decided that it was wrong and he chided her with disgust in his voice. His conscious ego made a decision. Similarly, psychologist Albert Bandura’s social learning theory speaks to conforming to social behavior within the one’s environment (Witt & Mossler, 2010). Charles Xavier knew that society, especially the upper class to which he belonged, would definitely not accept Raven in her true form. His socialization caused him not to even consider having a relationship with a blue woman; blue blooded one, perhaps. Overall textual themes There are five categories that make up the theme of every film: the plot, the emotional mood, the character, style or texture, and ideas. (Goodykoontz, & Jacobs 2011) There were several themes in this film. †¢Self-Acceptance: The lack of social acceptance motivated the mutants to bond together as a brotherhood; and help each other to gain control of their super power as well as provide them with a safe non-judgmental environment. †¢Brotherhood and Unity: They watch out for and watch over each other; they literally function like a family with Erik and Charles as the parents. At Charles castle during the training days. †¢Inter-Personal Relationships: Charles and Erik seem to have a deep seated tenderness for each other as was seen in those close up shots when Charles was shot in his back. Erik held him in his arms and the moment captured a deep relationship. †¢Revenge: Erik hunted and killed all his torturers. Sebastian Shaw’s killing was the final reveng e and the sweetest. Conclusion Imagery, sounds, storytelling ability, excellent editing, serious acting and creative imaginations are all technically combined to make a good movie. Movies represent storytelling at its best. The writer gives a script to the director who interprets it and creates a core team of professionals that includes the cinematographer, the designer (and his team), the sound engineer, the actors, and the editor. They make ï ¬ lms to entertain, to express emotion, tell stories, deliver messages, to dream, to imagine, and it is all because they have a passion that drives them. Filmmaking takes time, patience, dedication, commitment, and an understanding of the process in its totality. If ï ¬ lmmakers are oriented toward story and performance, they must learn to visualize the narrative. The story must unfold in the mind’s eye, as it is conceived and created. The ï ¬ lmmaker has to see the movie while the screenplay is being written and during pre-production before the cameras roll. (LoBrutto 2002) The film was good, exciting, colorful, action packed and almost believable. However, due to its suggested sexual contents and the one time use of the f word, I cannot recommend it for the family. Twaitney O. Reference Goodykoontz, B., & Jacobs, C. P. (2011). Film: From Watching to Seeing. San Diego, CA: Bridgepoint Education, Inc. LoBrutto, V. (2002) The Filmmaker’s Guide to Production Design New York, NY: Allworth Press Santrock, J. W. (1995). Life-Span Development. Dubuque, IA: Brown & Benchmark Witt, G. A., & Mossler, R. A. (2010). Adult Development & Life Assessment. 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Write a Conscious Summary to Demonstrate Your Understanding of Your Role and Responsibilities as a Teacher.

Lesson aim (s)| The aim of this lesson is to teach new language. This lesson also aims to help the students to learn the techniques of scanning and skimming. | Room | Training Room| Characteristics of learners| The learners are of intermediate level. Majority of them come from Asian background. The age group is between 30 to 45 years. | Objectives| The learners will be learn some new vocabulary and will be able to use English properly| Resources| Wipe board, markers, hand outs| Duration| 60 Minutes| Lesson Plan Course: General English Topic: Reading and VocabularyName of teacher: Anisur Rahman Khan Time and date: 15/03/2012, 13. 00 Timing| Teacher activity| Learner Activity| 0-5 mins| Greet learners, introduce myselfIce breaker activity to engage the learners| Learners will be attentive to the class, then will interact with fellow learners and teacher | 06-15 mins| Show them a picture. Introduce and explain the topic to help the learners to participate| Learners will interact activel y to complete the task. First individually, then will check in pairs| 16- 30 mins| Ask learner to read the text and answer the exercise. Learners will interact actively to complete the task. First individually, then will check in pairs| 31-35 mins| Then go through all the answers from the students and show them to correct statements, using evidence from the text. | Learners will answer| 36-42 mins| Ask them to answer the next exercise then go through the answer| Learners will complete the task individually then check in pairs| 43-55 mins| Ask learners to discuss the next exercise with their partners| The learners will discuss in pairs| 56-60 mins| Recap the session| Learners will ask any questions if they have any|

Choose one case study and evaluate it from the perspective of the Behaviourist Approach. Provide strategies for intervention based only on this theory The WritePass Journal

Choose one case study and evaluate it from the perspective of the Behaviourist Approach. Provide strategies for intervention based only on this theory Abstract Choose one case study and evaluate it from the perspective of the Behaviourist Approach. Provide strategies for intervention based only on this theory . Porter, L. (2006). Behaviour in Schools: Theory and Practice for Teachers. Open University Press. ISBN-10: 0335220010. Premack, D. (1959). Empirical Behaviour Laws: Positive Reinforcement. Psychological Review. Vol. 66. Shirley, R. (2009). The Behaviourist Approach to Teaching in Class. Accessed: https://suite.io/rachel-shirley/1qz5268. Last Accessed 04/07/2014. Wheldall, K. Glynn, T. (1989). Effective Classroom Learning. Blackwell. Oxford. White, R. Renk, K. (2011). Externalizing Behaviour Problems during Adolescence: An Ecological Perspective. Springer Science and Business Media.

What Is Zema Dosage, Effects, and Safety

What Is Zema Dosage, Effects, and Safety SAT / ACT Prep Online Guides and Tips Have you recently started using a Zema-pak or been told that you’ll be prescribed it to treat a specific illness or symptom? If so, you’ve come to the right place. In this article, I’ll explain what Zema is, what it treats, how to take it, and what you need to know to safely use the drug. Feature image source: NIH.gov What’s Zema Used For? A Zema-pak tablet is an oral corticosteroid hormone that’s used to treat a number of different conditions. Zema’s generic name is dexamethasone. Dexamethasone is used to treat a variety of different conditions, including allergic reactions, arthritis, adrenal gland disorders, bowel disorders, skin conditions and certain cancers. Dexamethasone can also be used to treat symptoms caused by illnesses like Lyme disease. Corticosteroid hormones like dexamethasone are used to decrease your body’s natural defensive response. For instance, someone with ulcerative colitis may take dexamethasone to decrease inflammation in their large intestine. Zema-Pak Dosage and Administration Zema-paks come in three separate doses: the 6-day pack, the 10-day pack, and the 13-day pack. The 6-day pack contains 21 tablets, the 10-day pack contains 35 tablets, and the 13-day pack contains 51 tablets. Each tablet is a Zema-pack is a 1.5mg dexamethasone pill. Corticosteroids like dexamethasone can cause dependency and can be dangerous if you stop taking them without warning. Each Zema-pak is designed to slowly and carefully help you stop using the drug. You should take each of the pills in the Zema-pak by mouth as directed by your doctor. To avoid upsetting your stomach, take the pill with food or milk. You should also drink at least one full glass of water when taking the medicine. Make sure you take your pill at the same time each day, for the entire length of the prescription. If, for instance, you’re on a 10-day Zema-pak and start to feel better around day six, you should still take the rest of the pills until you finish the pack. Stopping the medication suddenly can lead to serious side effects or the return of symptoms that you were initially trying to ease. Zema Drug Name and Manufacturer While there are both brand name and generic versions of dexamethasone, Zema-paks in particular are only available in the 6, 10, or 13 day packs. Zema Side Effects Corticosteroids can have serious long and short-term side effects. If you’re experiencing any side effects from your Zema-pak that cause you distress or discomfort, you should seek help from a medical professional. If you’re taking dexamethasone for a long period of time, you should visit your doctor regularly to monitor you for long-term, unwanted side effects. Minor Side Effects The following side effects are minor and do not require immediate medical care. However, if you experience any of these side effects and they worsen, are bothersome, or if you have any questions about them, you should speak with your doctor. Aggression Agitation Headache Irritability Nausea Noisy breathing Shortness of breath Sweatiness Weight gain Major Side Effects The following side effects are more severe and require medical attention from your doctor. Anxiety Darkening of skin Decrease in height Depression Facial hair growth in females Increased risk of serious infection Menstrual irregularities Nervousness Skin rash Trouble thinking, speaking, or walking Long-term use of corticosteroids like a Zema drug pack can lead to serious personality changes, such as increased aggression and irritability. While these side effects may seem minor at first, they can increase and become more out-of-control as time goes on. Corticosteroids can also put you at greater risk of developing serious infections. If you have any signs of infections, such as prolonged fever or sore throat, make sure you inform your doctor. Precautions for Taking Zema Before starting a new drug, it’s important to keep your doctor informed about your medical history so he or she can plan for any potentially dangerous side effects. In particular, make sure you inform your doctor about allergies, infections, kidney or liver disease, mental or mood conditions, high blood pressure, heart problems, brittle bones, and history of blood clots. Interactions to Avoid While Taking Zema Do not get any new immunizations, vaccinations, or skin tests while taking dexamethasone, as you may be at increased risk for infection. You should also avoid people who’ve recently gotten the oral polio vaccine or have inhaled the flu vaccine. Dexamethasone can make it difficult for people with diabetes to control their blood sugar levels. You may need to adjust your medicine or diabetes treatment plan while taking a Zema-pak.= If you have a history of ulcers, you should avoid drinking alcohol while on dexamethasone, as it may increase your risk of intestinal bleeding. There are many drugs that may interact with dexamethasone. You should check with your doctor or pharmacist before taking any new medication to ensure that it interacts properly. Here are some medications that may interact with Zema-paks: Birth control pills Certain cancer drugs (dasatinib, lapatinib) Estrogen hormone replacements HIV inhibitors Antifungals Seizure medications like Phenytoin You should always inform your doctor or pharmacist that you’re taking a Zema-pak if you need to start another medication. Recap: What Is Zema? Zema is a corticosteroid that’s used to treat a variety of conditions from skin rashes to Lyme disease. Zema-paks are brand name and come in three standard doses: 6-day, 10-day, and 13-day. Your doctor will work with you to determine the dosage that’s right to meet your needs. As with any drug, Zema has potential side effects, ranging from minor, such as headache, to major, such as depression. If you’re experiencing any side effects that cause you discomfort or seem particularly dangerous, you should contact your doctor.

Editi a paper Essay Example | Topics and Well Written Essays - 250 words - 6

Editi a paper - Essay Example By doing these things, the researcher will be inspired to come up with brilliant ideas and these will open new paths to conducting a well-structured research. There are some steps and characteristics that make a good researcher what he is. The most important characteristics he has to have, in my opinion, are open-mindedness, constantly seeking the truth and adapting a critical way of thinking, and by this he not only criticizes, but also knows how to expand and develop the research topic into something more than what has already been done. Being an open-minded researcher means understanding, accepting other peoples` ideas and respecting their opinions. When writing a research paper, the researcher should seek the truth to develop a trustworthy and valid research. A researcher should be a critical thinker, which means that he has to search for, compare different perspectives and clarify important concepts on the target topic. Moreover, a researcher should be honest, should never cease to ask even the seemingly easy questions and should base his judgment on good evidence. In the overall research writing, a good researcher is the one who nev er ceases to ask the hows and whys. Before enrolling in this master program, I only had a little knowledge on how to write a research paper or conduct a study due to the lack of research method curriculum in my university. After enrolling in this program, I learned a lot about research methods and how to write a well organized paper. I also learned how to collect data and find reliable resources, which, in my opinion, are some of the most important factors of a research. Finally, I would encourage graduate and undergraduate students to be enrolled in a research methods course and to read more about writing research papers, as this also helps to develop the way they think and deal with whatever data they may be presented in the

Accomplishments Essay Example | Topics and Well Written Essays - 500 words

Accomplishments - Essay Example It was she who arranged me a music class every Saturday afternoons with the little bucks she obtained from her tailoring shop. As music was my passion, I learned all the lessons that my teacher taught me with great interest and enthusiasm. It took only six months for me to master the primary notes though they were really hard to practice. But still there was a problem; I never had a guitar to practice at home. As for me, a guitar was necessary to practice the long notes and rather difficult codes. For, the time that was available for me in the music class was quite little. Attracted by my enthusiasm my teacher promised me to grant me an old guitar with which he used to practice us. I was excited to hear it from my master because, getting a guitar for my own was a priceless gift for a child like me. I practiced with it earnestly and became a little expert at the age of nine. Until I finished my studies, I never paid much thought to showing my talents to the public.