Bierbrier Brewery

Bierbrier Brewery The Problem Definition and Statement Charles Bierbrier owns Bierbrier Brewery. Charles formed the company after he attained an MBA degree at Concordia University and after he worked at National Bank of Canada for a period of over six months.Advertising We will write a custom case study sample on Bierbrier Brewery specifically for you for only $16.05 $11/page Learn More The company performed well from the time it began its operations. Sales grew at a high rate, and no money was spent on promotion of products sold by the company (Simpkins, 2008). Additionally, the products produced by Bierbrier Brewery became popular among the residents of Montreal. However, as 2008 approaches, the company faces different challenges. These include determination of the appropriate distribution and promotion strategies. It has to determine the right price to set for its products and the market that it should target. The goal of this paper is to determine the appropriate expansio n, promotion and competitive strategy that Bierbrier Brewery should adopt to enable its growth in years to come. SWOT Analysis Bierbrier Brewery has to conduct a SWOT analysis to determine the appropriate promotion strategy. SWOT analysis entails determination of the strengths and weaknesses of a company. Additionally, it involves determination of opportunities and threats that a company faces. Bierbrier Brewer has numerous strengths. The business has an experienced and educated manager. Charles holds a BA degree in Economics and an MBA. Furthermore, he has worked as a financial advisor and a project officer in Canada (Simpkins, 2008).Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More These provide him with the expertise required to manage Bierbrier Brewery. Many people in Montreal like the beer that the company sells. This is a strength that the company has. The product receiv ed a positive reception in the market, and this enabled the company to be popular. The local character of keg sold by the company, logo and the involvement of Charles and his colleagues popularized the company. The popularity of the company also assisted it to improve its credibility. Furthermore, individuals who had tasted the beer produced by the company recommended it to other people. The invitations that Charles received to attend interviews are also strengths that Bierbrier Brewery has. One weakness of Bierbrier Brewery is that the ale it produces does not have a more pronounced taste like those produced by other beer producers in Montreal (Simpkins, 2008). Additionally, the company has few staff members. Finally, the lack of a distribution and promotion strategy is a weakness. The existence of unexploited market provides an opportunity for the company. Microbreweries and imports share a 10% market share. Bierbrier Brewery is grouped as a microbrewery. It is noted that growth i s possible in the microbrewery segment of the market.Advertising We will write a custom case study sample on Bierbrier Brewery specifically for you for only $16.05 $11/page Learn More Finally, the threat that Bierbrier Brewery faces is the possibility of competition from other microbreweries in Montreal. These microbreweries have well established brands like Ambroise, La Fin du Monde and Belle Guelle. The Situation The company enjoyed free publicity and promotion. As its credibility grew, word-of-mouth spread, and it managed to get clients. Moreover, wine and food specialty magazines, television stations, newspaper and radio stations featured stories about the company. The company also operated without a promotion and distribution plan. However, the company managed to grow tremendously. The sales made grew at an increasing rate, and Charles would like to expand the production capacity of Bierbrier Brewery by 100% (Simpkins, 2008). However, for the companyâ €™s production to be increased by 100% and achievement of return on investments to be made, the company has to ensure that sales continue to grow at double-digit rates within a timeframe that is reasonable. Therefore, Charles has to determine the right pricing, distribution, segmentation and promotion strategy. Various Alternatives Currently, the pricing strategy used by Charles is in line with microbrewery products. The prices that Bierbrier Brewery charges for its products are about 15-20% higher than prices charged by mainstream brands. Additionally, the prices are 20% less than prices charged on imported brands like Becks and Heineken. However, according to industry projections, production costs are likely to increase in 2008.Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, the alternatives that Charles has are to wait until production costs increase, and then set the prices afterwards. Alternatively, he can decide to set the prices based on competitors’ prices or increase prices now. The company does not have a distribution strategy. Presently, bars, convenience stores and restaurants distribute the company’s products. However, the company can adopt various options to use in distribution of the products. It can target all the three forms of retail outlets, or focus on two or one. It can also target sports events, increase the variety of brands or target specific geographical areas (Simpkins, 2008). Finally, the company does not have a promotion strategy. However, as 2008 approaches, the company can adopt various strategies to promote it and products that it produces. The strategy should enable it to increase sales volume in 2008. The company can either adopt the use of adverts, publicity creation and use of internet, sales pro motion or direct promotion strategies. Alternatively, it can decide not to market and hope that word-of-mouth method continues to popularize the firm. Target Market The firm does not target any market segment currently. It normally accommodates all types of clients. Bierbrier Brewery is a small firm and does not want to restrict its target market. However, it can decide to target high-end customers, like individuals who frequent restaurants located in the wealthy Westmont neighborhood, or target the general population. Evaluation The projections made that production costs may increase in 2008 may not happen. Therefore, if Charles increases the prices now, he may lose many customers in 2008. This would adversely affect the company. The use of competitors’ prices to set the prices of his products may lead to increased costs or low profits. The competitors may be efficient in their production processes. Thus, they may be able to charge low prices and still make profits. The oper ation of Bierbrier Brewery without a distribution strategy is not appropriate. A distribution strategy can assist clients find the products of Bierbrier Brewery easily. Additionally, a distribution strategy can assist the company to monitor competitors, activities and increase client base. Furthermore, the lack of a promotion strategy limits the performance of Bierbrier Brewery. A promotion strategy can assist the company to determine clients who like the products that it produces over the products produced by competitors. Furthermore, a promotion strategy can enable the company to understand the characteristics of the customers who like the products that it produces. Recommendations It is advisable for Charles not to increase the prices of the products produced by Bierbrier Brewery now. He should wait until the costs of production increases. Therefore, he should continue with the current pricing strategy. The distribution strategy that he develops should target all the three forms of retail outlets. The products produced by the company are already popular in the three forms of retail outlets hence there is a possibility of growth. Finally, he can adopt internet use, sales promotion and use of adverts as the promotion strategies. These strategies are cheaper than direct promotion. Direct promotion may require more staff and this would be expensive. Conclusion The use of the recommendations made can assist Bierbrier Brewery to increase sales. The company can complement these strategies with others like targeting sports events and increase of the variety of brands sold. These strategies can enable it to expand in 2008. Reference Simpkins, H. (2008). Bierbrier-brewery. Retrieved from https://www.vaniercollege.qc.ca/

Myths and Misconceptions About Tree Roots Explained

Myths and Misconceptions About Tree Roots Explained The root system of a tree  is seldom on the radar for forest owners and tree lovers. Roots are rarely exposed so misconceptions about how they grow and function can influence tree managers into bad decision making. You can grow a healthier tree if you understand its root system. Here are several tree root myths that  may change how you perceive your tree and correct the way you plant and grow the plant. Myth 1: All Trees Have Single Tap Roots Most trees do not have tap roots after the seedling stage. They quickly produce water-seeking lateral and feeder roots. When a tree is grown in deep, well-drained soil, these trees will develop many deep roots directly surrounding the trunk. They should not be confused with what we think of as a taproot similar to other vegetable plants like carrots and turnips or the tap roots of tree seedlings. Shallow, compacted soils will eliminate deep roots altogether and you will have a feeder root mat with very few deep roots. These trees get most of their water above the water table level and are subject to damaging windthrow and severe drought. Myth 2: Tree Roots Will Grow Only to a Tree's Dripline There is a belief that roots tend to stay under a trees leaf canopy. That seldom happens. Trees in a forest have roots reaching well beyond their individual branches and leaves in search of water and nutrients. Studies have shown that roots actually grow laterally to a distance equal to the height of the tree. One report from the University of Florida extension says Roots on trees and shrubs planted in a landscape grow to 3 times the branch spread within 2 to 3 years of planting. Trees standing together in a forest send roots beyond their individual limbs and intermingle with the roots of neighboring trees. Myth 3: Damaged Roots Result in Canopy Dieback on the Same Side This does happen, but it should not be assumed as a foregone conclusion. University of Florida extension says that Roots on one side of trees such as oaks and mahogany generally supply the same side of the tree with water and nutrients. Dieback of individual branches and limbs will occur on the damaged root side. Interestingly, maple trees do not seem to show injury and drop leaves on the side of root injury. Instead, branch death may occur anywhere in the crown with some tree species like maples. Myth 4: Deeper Roots Secure Water and Nutrients On the contrary, the feeder roots in the top 3 inches of soil supply your tree with water and food. These delicate finer roots are concentrated in that upper soil and duff layer where immediate nutrients and moisture are quickly available. Minor soil disturbances can injure these feeder roots and remove a large portion of the absorbing roots on a tree. This is can significantly set a tree back. Major soil disturbances due to construction and severe compaction can kill a tree. Myth 5: Root Pruning Stimulates Root Branching When planting a trees root ball, It is very tempting to cut back on roots that are circling the ball. It is very often thought that a dense root ball will stimulate new feeder root growth, but that is not the case. Dont worry about encircling roots as they will correct that on a new site. Most new root growth occurs at the end of existing roots. Root pruning is often done at the nursery to accommodate packaging and to resume growth before the final sale. If you are planting the tree at its final site, it may be best that you gently break up the root ball but never prune root tips. Source Gilman, Edward. Dispelling Misperceptions About Trees. University of Florida Institute of Food and Agricultural Sciences Extension, Aug. 2011.

Interpersonal Conflict in Film Essay Example | Topics and Well Written Essays - 500 words

Interpersonal Conflict in Film - Essay Example Based on the movie presented, there were two identified sources of conflict. One of these conflicts is the people-focused conflicts and the other one is the informational deficiencies. People-focused conflicts were based on emotions and feelings and present an argument by means of personal attack (Hammond, 2011, n.p.). People-focused conflict was demonstrated on the film when Sarah attacked the personal integrity of Hitch as a date doctor, seeing Hitch’s job as a scam. People-focused conflict does not only center on the main characters since it is a movie dealing with emotions. In fact, people-focused conflicts were also observed on Albert’s confrontation with Hitch telling him that love was not Hitch’s life but his job; on Sarah’s best friend attacking the integrity of the unknown date doctor; on a newspaper vendor judging Albert as Allegra’s boyfriend; and on people in the story who judged Hitch’s personality. Actually, the movie projected a predominantly people-focused conflict against the main actor, making him the person to blame for all of the related conflicts.  On the other hand, informational deficiencies such as misinterpretation from different conclusions were observed. This was demonstrated on judging Hitch unfairly as a date doctor. His viewpoints about his work have been different from the understanding of society and interpersonal conflict arises because of misunderstanding.Effective Handling of Conflict  

Hitler's Mein Kampf Essay Example | Topics and Well Written Essays - 1000 words

Hitler's Mein Kampf - Essay Example It later became part of Hitler's propaganda, a psychologically powerful technique used to draw support from and control the behavior of the "irrational" masses. In his view of society, Hitler puts the Aryan race at the top of the human ladder, branding them as the "master" or superior race. The Aryan culture is described as enlightened, since he maintains that this ethnic group is the source of all genius, knowledge and cultural and scientific development. As "culture-founders", the Aryans are responsible for or have influence over the development of other cultures; Aryans are referred to as "the founders of mankind". Other races are referred to as "lesser" or inferior races. As such, their cultures are not dominant, original or unique, simply a mere imitation of Aryan culture (the core) with external features or characteristics (the execution) that are particular to that other race. Therefore, other races are referred to as "culture-bearers": the creativity, inspiration and originality of their culture is due to foreign influences and, when the original creative race nucleus (the cultural driving force) is lost, culture stiffens, cultural development stops and, according to his own words, "darkness will again fall upon the earth [] and the world would turn into a desert." 2 Hitler also describes Aryan supremacy as "fate". ... He states that Aryans, as the master race, cannot avoid their role as supporters or developers of other human cultures since leadership is part of their genetic makeup. In this statement he implies some form of "divine" intervention, the influence of some external force that has chosen Aryans as the supreme race to rule the world. Interestingly, Hitler admits the crucial role that other races play in cultural and scientific development. While Aryans' special abilities make them adapt to all conditions and drive development forward, the presence of other races is instrumental in this development as human auxiliary forces, as part of the machinery. Without the help of the lesser men, Aryans would never have been able to achieve this higher culture. Inferior people, like animals, replace the lack of technical means. Similarly to animals, lesser races need to be tamed and trained to complete certain tasks, which in turn allows Aryans to develop techniques and procedures that substitute or replace them. He concludes that, once the lesser races have fulfilled their role and are no longer required, they can be eliminated, they may "go". In this view of culture and society, Hitler places other races and their contribution below those of animals. He explains that lesser people fulfilled their role as "forces" before animals did for the development of the first culture known to man. However, in their role as masters and propagators of culture, Aryans made one error: they spared the lives of those individuals they had enslaved and gave them a better fate than the rest of the subjects from his pack, they gave them "freedom". However, the subjected inferior races began to rise as they approached their masters linguistically and intellectually and the differences

The writer & impressio Essay Example for Free

The writer impressio Essay My impression of Robert Cohn is that he is insecure and self-conscious. This is because it is mentioned in the passage that he took up boxing to counteract the feeling of inferiority and shyness that he felt on being treated as a Jew at Princeton. He became very good at it as it suited him. He also felt an inner comfort in knowing he could knock down anybody who was snooty to him. It also gave him a certain satisfaction of some sorts even though he had a permanently flattened nose as a result of it. He was also good at boxing. Boxing suited him and he became good at it. Also, Spider Kelly, his teacher, not only remembered him but also wondered what had happened to him. However, he is a gentle person. Even though he was able to knock down people, he never fought except in gym. Also, by his last year of Princeton, no one remembered that he was middleweight boxing champion. He is also a coward. He did not dare to stand up to people when he was in Princeton. He also did not dare to stand up to his wife until he became an unattractive mould under domestic unhappiness with a rich wife. He did not divorce his wife earlier because he felt that it would be too cruel to deprive herself of him. Later in his life, he was also taken in hand by a lady who was very forceful. He did not have a chance of not being taken in hand. He is also a literary person. This can be seen as in his final year, he read so much that he had to wear glasses. He also did not look like a middleweight boxing champion and the author suspected that his flattened nose was a result of something else besides a boxing accident. Also, after his divorce, he fell among literary people and backed a review of the Arts. His name also appeared as a member of the editorial board until he became the sole editor. He also liked the feel of power. When he was the sole editor of the magazine, it could be seen that he liked the authority of editing and was sorry when the magazine became too expensive. Robert Cohn is also not assertive. He did not express any discontent but instead allowed his wife to harden him into an unattractive mould under domestic unhappiness. He also did not divorce her even though he was not happy throughout their whole marriage. He is also not suited to control finances. Even though he was from a rich family, he lost most of the fifty thousand that his father left him and the remainder went to his mother. He is also sensitive to discrimination. This can be seen when he was treated as a Jew in Princeton, he took up boxing to counteract the inferiority and shyness that he felt. It also made him feel different and he was thus very bitter about it. The prejudice that he suffered while he was in Princeton and his disastrous marriage probably affected his later behavior in life. This is the opening of the novel. Has it successfully captured your attention? Justify your answer with close reference to the passage. This opening has successfully captured my attention. This is because there is a feeling of suspense ion the story. It makes the reader want to find out about the discrimination that Robert Cohn had suffered during his stay in Princeton and also about the time he spent boxing. It also makes the reader want to know how he had managed to overcome his insecurities through boxing. It also makes the reader want to know about his disastrous marriage to his wife and why it was disastrous. It also makes the reader wonder why they wanted to divorce when they had three children as children usually signify a happy marriage. The reader would also be naturally interested in his literary pursuits before, during and after his marriage. They would also be interested in why he gave up boxing to read. They would also want to know about the things that he did while among the literary people and why he joined the advisory board and later became editor. The reader also would want to know why he later had to give it up. The writer creates a feeling of suspense by first giving a summary of Robert Cohns life. The reader would then be curious to read more to find out more.

Ogden Financial Data :: essays research papers

OGDEN CORPORATION AND SUBSIDIARIES SELECTED FINANCIAL DATA DECEMBER 31 1988 1987(*) 1986(*) (In thousands of dollars, except per-share amounts) Net sales and service revenues $1,087,785 $ 902,565 $ 819,629 INCOME (LOSS) FROM: Continuing operations 57,780 47,802 35,109 Discontinued operations 80,920 Net income (loss) 57,780 47,802 116,029 EARNINGS (LOSS) PER COMMON SHARE: Continuing operations 1.44 1.19 .89 Discontinued operations 2.09 Total 1.44 1.19 2.98 EARNINGS (LOSS) PER COMMON SHARE-ASSUMING FULL DILUTION: Continuing operations 1.41 1.17 .88 Discontinued operations 2.00 Total 1.41 1.17 2.88 Total assets 2,201,745 1,759,496 1,642,634 LONG-TERM OBLIGATIONS: Operations other than resource-recovery 251,855 183,740 110,315 Resource-recovery operation 1,163,565 795,195 772,754 SHAREHOLDERS' EQUITY 425,754 406,576 392,639 SHAREHOLDERS' EQUITY PER COMMON SHARE 10.70 10.32 10.09 CASH DIVIDENDS DECLARED PER COMMON SHARE 1.10 1.00 .90 (TABLE CONTINUED) DECEMBER 31 1985(*) 1984(*) (In thousands of dollars, except per-share amounts) Net sales and service revenues $ 743,963 $688,669 INCOME (LOSS) FROM: Continuing operations 14,375 24,591 Discontinued operations (35,675) 15,150 Net income (loss) (21,300) 39,741 EARNINGS (LOSS) PER COMMON SHARE: Continuing operations .36 .63 Discontinued operations (.94) .40 Total (.58) 1.03 EARNINGS (LOSS) PER COMMON SHARE-ASSUMING FULL DILUTION: Continuing operations .36 .62 Discontinued operations (.94) .38 Total (.58) 1.00 Total assets 1,465,023 837,445 LONG-TERM OBLIGATIONS: Operations other than resource-recovery 228,103 261,567 Resource-recovery operation 597,945 SHAREHOLDERS' EQUITY 308,833 361,098 SHAREHOLDERS' EQUITY PER COMMON SHARE 7.19 9.38 CASH DIVIDENDS DECLARED PER COMMON SHARE .90 .90 (*) Restated - See Note 1 to Consolidated Financial Statements. [*37] [HARDCOPY PAGE 37] Ogden Corporation and Subsidiaries MANAGEMENT'S DISCUSSION AND ANALYSIS OF CONSOLIDATED OPERATIONS The accompanying financial statements for prior years have been restated to reflect the consolidation of Ogden's leasing and financing subsidiaries and a captive insurance company previously included on the equity method of accounting, as well as the previously off-balance sheet financing assets, liabilities, and related revenues and costs of resource-recovery facilities. (See Note 1 to the Consolidated Financial Statements.) OPERATIONS: Sales and service revenues for 1988 increased by $185,200,000, or 20.5%, over 1987. Operating Services revenues were $108,600,000 higher, primarily reflecting increased revenues of $62,500,000 and $40,000,000 in the Building Services and Aviation Services groups, respectively, chiefly associated with new accounts and increased customer activity. The other areas of Operating Services also had increased revenues, which were partially offset by reduced revenues in Leisure Services of $20,400,000, due primarily to the loss of certain theatre concession accounts in 1987. Environmental Services started commercial operations in 1988 and had revenues of $7,500,000 for the year. Resource-recovery operations had increased revenues of $69,000,000. Service revenues increased $37,000,000 over 1987, reflecting eight facilities in operation in 1988 having a per-day capacity of 7,762 tons, compared with five facilities in operation in 1987 having a per-day capacity of 3,200 tons. Construction revenues were $32,000,000 higher, reflecting three projects under construction in 1988, only one of which reaching more than 25% completion in 1988, compared with two plants under construction and one completed in 1987. Income from operations for 1988 increased $6,000,000 over 1987. Ogden Financial Data :: essays research papers OGDEN CORPORATION AND SUBSIDIARIES SELECTED FINANCIAL DATA DECEMBER 31 1988 1987(*) 1986(*) (In thousands of dollars, except per-share amounts) Net sales and service revenues $1,087,785 $ 902,565 $ 819,629 INCOME (LOSS) FROM: Continuing operations 57,780 47,802 35,109 Discontinued operations 80,920 Net income (loss) 57,780 47,802 116,029 EARNINGS (LOSS) PER COMMON SHARE: Continuing operations 1.44 1.19 .89 Discontinued operations 2.09 Total 1.44 1.19 2.98 EARNINGS (LOSS) PER COMMON SHARE-ASSUMING FULL DILUTION: Continuing operations 1.41 1.17 .88 Discontinued operations 2.00 Total 1.41 1.17 2.88 Total assets 2,201,745 1,759,496 1,642,634 LONG-TERM OBLIGATIONS: Operations other than resource-recovery 251,855 183,740 110,315 Resource-recovery operation 1,163,565 795,195 772,754 SHAREHOLDERS' EQUITY 425,754 406,576 392,639 SHAREHOLDERS' EQUITY PER COMMON SHARE 10.70 10.32 10.09 CASH DIVIDENDS DECLARED PER COMMON SHARE 1.10 1.00 .90 (TABLE CONTINUED) DECEMBER 31 1985(*) 1984(*) (In thousands of dollars, except per-share amounts) Net sales and service revenues $ 743,963 $688,669 INCOME (LOSS) FROM: Continuing operations 14,375 24,591 Discontinued operations (35,675) 15,150 Net income (loss) (21,300) 39,741 EARNINGS (LOSS) PER COMMON SHARE: Continuing operations .36 .63 Discontinued operations (.94) .40 Total (.58) 1.03 EARNINGS (LOSS) PER COMMON SHARE-ASSUMING FULL DILUTION: Continuing operations .36 .62 Discontinued operations (.94) .38 Total (.58) 1.00 Total assets 1,465,023 837,445 LONG-TERM OBLIGATIONS: Operations other than resource-recovery 228,103 261,567 Resource-recovery operation 597,945 SHAREHOLDERS' EQUITY 308,833 361,098 SHAREHOLDERS' EQUITY PER COMMON SHARE 7.19 9.38 CASH DIVIDENDS DECLARED PER COMMON SHARE .90 .90 (*) Restated - See Note 1 to Consolidated Financial Statements. [*37] [HARDCOPY PAGE 37] Ogden Corporation and Subsidiaries MANAGEMENT'S DISCUSSION AND ANALYSIS OF CONSOLIDATED OPERATIONS The accompanying financial statements for prior years have been restated to reflect the consolidation of Ogden's leasing and financing subsidiaries and a captive insurance company previously included on the equity method of accounting, as well as the previously off-balance sheet financing assets, liabilities, and related revenues and costs of resource-recovery facilities. (See Note 1 to the Consolidated Financial Statements.) OPERATIONS: Sales and service revenues for 1988 increased by $185,200,000, or 20.5%, over 1987. Operating Services revenues were $108,600,000 higher, primarily reflecting increased revenues of $62,500,000 and $40,000,000 in the Building Services and Aviation Services groups, respectively, chiefly associated with new accounts and increased customer activity. The other areas of Operating Services also had increased revenues, which were partially offset by reduced revenues in Leisure Services of $20,400,000, due primarily to the loss of certain theatre concession accounts in 1987. Environmental Services started commercial operations in 1988 and had revenues of $7,500,000 for the year. Resource-recovery operations had increased revenues of $69,000,000. Service revenues increased $37,000,000 over 1987, reflecting eight facilities in operation in 1988 having a per-day capacity of 7,762 tons, compared with five facilities in operation in 1987 having a per-day capacity of 3,200 tons. Construction revenues were $32,000,000 higher, reflecting three projects under construction in 1988, only one of which reaching more than 25% completion in 1988, compared with two plants under construction and one completed in 1987. Income from operations for 1988 increased $6,000,000 over 1987.

Growing Number of Kindergarten Franchises to Drive Revenues of China Preschool Industry: Ken Research Essay

The preschool market is the fastest growing sector of the education industry in China presently. Over the span of last seven years, the industry has grown at an annualized rate of 10. 3% from 2006. The industry showcased increasing revenues in the period of 2006-2012, owing to the inflating tuition fees charged by the growing number of the private kindergartens. The enrollment figures have also shown a progressive trend throughout the years, instigated by the growing market presence and awareness about the importance of the pre-primary education amongst masses. Kindergartens in China are responsible for providing both childcare and preschool education to the children aged 3-6 years. The transition of Chinese economy from publicly administered to market-run has put a great impact on the kindergarten market of the country. Private sector funded kindergartens have gained increasing hold over the overall market and had accounted for a dominant share in 2012. Rural areas of China host the maximum of the kindergartens which are primarily run by the education department or are publicly funded. However, with a rising number of private entities adopting the franchised business model to operate in the underpenetrated market of China preschool industry, the urban areas have showcased an increasing share of enrollments over the years. The preschool industry of China is characterized by a high degree of fragmentation with increasing number of players implementing acquisition expansion strategies to build on their market shares. RYB Education, Oriental BabyCare, Gymboree Play and Music are some of the chief brand names operating in the market. Other emerging players include Noah Education holdings, Beijing Hongying Education group, I Love Gym etc. A significant number of publicly led kindergartens also are prominent in China which includes players such as Huijia Kindergarten and Hong Huanlan Education Group. Increasing number of working mothers has led to an increasing demand for the kindergartens in the country. Additionally, the large population base of the country promises an increasing cohort of children aged under- six, which presents huge opportunities for the foreign and domestic investors to attain growing levels of revenues in coming years. Additionally, the talent-based trainings provided in the kindergartens of China, has also welcomed a growing number of children to participate in the preschool programs. However, the trend of bilingual kindergartens is being most prominently witnessed in this sector, stressing the growing importance of early language training, as preferred by parents. The report â€Å"China Pre-primary Education and Childcare Industry Outlook to 2017† provides detailed overview on the preschool industry from various perspectives. The report encloses a comprehensive analysis of the various segments of the market reflecting the present scenario and future growth affected by changing industry dynamics in coming years. Additionally, the report also entails information about the government rules and policies, rational analysis of the macroeconomic factors, along with the competitive landscape of the pre-primary education and childcare industry. The report will help industry consultants, companies and other stakeholders to align their market centric strategies according to ongoing and expected trends in future. For more information on the industry research report please refer to the below mentioned link: http://www. kenresearch. com/education/pre-school-education/china-pre-primary-education-market-research-report/401-99. html.

The Giver

Creating an Acrostic Poem In this lesson, you will create an impressive acrostic poem. You will use your Intel-based MacBook, or iMac, (or other Macintosh computer running OSX 10. 5 or higher), and the preloaded software to complete the project. Images are provided to help you along the way, and there is a sample poem on the last page of this lesson. Try to follow the steps in the activity as closely as you can, but once you have a feel for the way the software works, feel free to elaborate in order to personalize your poem and further develop your computer skills.Here is a list of the tools you’ll use: HardwareSoftware ComputerMS Office-Word iSight CameraDashboard Widget-Dictionary/Thesaurus PrinterPhotoBooth, iPhoto (optional) Procedure: Setting Up the Document 1. Open MS Word application. Look for the icon in the Dock. If you can’t find it there, open a New Finder Window, then click on Applications, then scoll down to MicroSoft Office 2004 or Office X, then open (or expand) that folder to show the icon. Double-click on it to open the application. 2. Pull down the File menu to New Blank Document, or, in the Project Gallery, click Word Document, then click Done. . Type the title of the poem (name of the person, animal, item) on the first line of the page, ideally with all capital letters. 4. Press the return key two or three times to leave some space between the title and the first line of the poem. 5. Now type the same word vertically, down the left side of the page, again in all captial letters, pressing the return key after each letter, so that each letter is on its own line. Don’t worry about the appearance being rather dull at this point. The first task is to get the structure down. 6. Save your document.Some students may remark that they â€Å"†¦have not finished yet†¦Ã¢â‚¬  This is a good opportunity to remind ourselves that we should be saving our work early on in the process, and then repeatedly as the document grows. Pull down the File menu to Save†¦ A ‘sheet’ will appear at the top of your window. The one shown here shows that the document will be saved as: HENRY. doc on the Desktop. (You may elect to have your students save their work with a more specific name, and in another location. ) Click Save. Using the Dashboard Widget – Dictionary/Thesaurus 7. Click on the Dashboard icon in the Dock. 8.The dictionary widget may already be present on your desktop, but if it is not, click on the plus sign (in the circle in the lower left corner of the screen), and other widgets that are available will appear. 9. Click on the dictionary widget (it also includes the thesaurus). The widget will appear. You can drag it anywhere you like. Click on the Thesaurus button at the top of the widget, then type in a word you want to find synonyms for. Let’s say, for example, that you want to find a word that means ‘friendly’, but you don’t have an â€Å"F† in your name. Type the word friendly in, and then look for a word that starts with the letter you need. 0. Once you have found the word, click on the Word icon in the Dock to return to your acrostic poem. Type your word on the line that beings with its first letter.Repeat this process until you have filled in all the lines of your poem. Remember to continue to save your work by pulling down the File menu to Save, or by holding down the Apple key and pressing S. (? +S). Using the PhotoBooth Application to Take a Picture 11. Click on the Finder icon. If a Finder window does not appear, pull down the File menu to New Finder Window (? +N). 12. Click on Applications, then scroll down to PhotoBooth. Double-click on the PhotoBooth icon to open it. 3. Adjust your seated, (or for small students, your standing position) in front of the computer. You may also be able to adjust the tilt of the iMac or MacBook screen to change the angle. Get close to the camera so your image is large. 14. If you w ant a standard photo, just click the camera icon below your image, then smile and wait for the 3-2-1 countdown. If you don’t like the result, simply click on the x in the corner of the little image (which deletes it), and then take another. If you want an effect in your image, click on the 1 or 2 next to Effects, click on the effect you want to try, and then click the camera to shoot.Here are a few samples of the types of effects you can use: Once you are happy with the photo taken, you can simply drag and drop (with your mouse) the mini-photo from PhotoBooth onto the Word page. 15. There are several places you can store the photos you’ve taken: a. You can move them to iPhoto, and then create albums to organize them. b. You can save them to a folder on the desktop, or to a USB drive, or to a server folder. To locate the PhotoBooth images you’ve taken in the Finder, click File, Reveal in Finder. There you can rename the files and copy them to one of the storage l ocations mentioned above. 16.Once the photos are saved, you can insert them in the Word document in many ways as well. a. You can copy/paste them in from iPhoto, or drag/drop them from iPhoto, if you had saved them there. b. You can drag the photo into Word just by dragging the icon onto the Word page. c. You can pull down the Insert menu in Word to Picture, From File†¦ and then navigate to the location where you saved the photos. Once you see it, click Insert. Do not worry that that photo ends up in the middle of a sentence. Wherever the photo ends up, just double-click on it. 17. Once you have double-clicked on the photo, the Format Picture dialog box will appear.Click on Layout, then Square, then OK. 18. Handles will appear in the corners of the photo. Click and hold the mouse button down and a square with arrows in the diagonal corners will appear. Drag inward to resize the photo down. (You can always resize the photo later, if necessary. ) Repeat the process if more than o ne photo is desired. Leave space so that you can enlarge the text of the poem. If the poems are exprected to be posted on a bulletin board, make sure the text is at least size 36-48, with an even larger title, so they can be read easily from a distance. Modifying the Text 19. Select the text.Then, using the Formatting Palette, change the size, and font of the text. If you don’t see the palette, pull down the View menu to Formatting Palette. (Tip: If you want to select a single word, just double-click on it. If you want to select an entire line, triple-click on it). Finishing Up 20. Adjust the size of your photo(s) to have a good balance between the size of the text and the photo. Be sure there is enough white space on your page. Having a page that is too crowded is unappealing. 21. Change the color of the title text. 22. Change the color of the first letter to match the color used in the title text. 23.Using the formatting palette in Word, you can add a bordering line around the photo(s), and also a shadow, which helps the picture appear to be ‘lifted’ from the page. 24. Save your work. 25. Once your work is saved, feel free to make more changes until the page looks just right. 26. As an extension of this activity, and to give students opportunities to modify photos using iPhoto, the PhotoBooth photos can be sent to iPhoto and then edited. 27. A common task is to crop the photo, removing unwanted portions of the photo, or enlarge the image of the face, if the student was sitting too far from the computer when the photo was taken.California Reading/Language Arts Standards Included: Grade 3 Research? 1. 3 Understand the structure and organization of various reference materials (e. g. , dictionary, thesaurus, atlas, encyclopedia). Writing Applications 2. 2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.? Capitalization? 1. 7 Capitalize geographical names , holidays, historical periods, and special events correctly. HENRY Healthy Easygoing Neighborly Reliable Youthful The Giver Creating an Acrostic Poem In this lesson, you will create an impressive acrostic poem. You will use your Intel-based MacBook, or iMac, (or other Macintosh computer running OSX 10. 5 or higher), and the preloaded software to complete the project. Images are provided to help you along the way, and there is a sample poem on the last page of this lesson. Try to follow the steps in the activity as closely as you can, but once you have a feel for the way the software works, feel free to elaborate in order to personalize your poem and further develop your computer skills.Here is a list of the tools you’ll use: HardwareSoftware ComputerMS Office-Word iSight CameraDashboard Widget-Dictionary/Thesaurus PrinterPhotoBooth, iPhoto (optional) Procedure: Setting Up the Document 1. Open MS Word application. Look for the icon in the Dock. If you can’t find it there, open a New Finder Window, then click on Applications, then scoll down to MicroSoft Office 2004 or Office X, then open (or expand) that folder to show the icon. Double-click on it to open the application. 2. Pull down the File menu to New Blank Document, or, in the Project Gallery, click Word Document, then click Done. . Type the title of the poem (name of the person, animal, item) on the first line of the page, ideally with all capital letters. 4. Press the return key two or three times to leave some space between the title and the first line of the poem. 5. Now type the same word vertically, down the left side of the page, again in all captial letters, pressing the return key after each letter, so that each letter is on its own line. Don’t worry about the appearance being rather dull at this point. The first task is to get the structure down. 6. Save your document.Some students may remark that they â€Å"†¦have not finished yet†¦Ã¢â‚¬  This is a good opportunity to remind ourselves that we should be saving our work early on in the process, and then repeatedly as the document grows. Pull down the File menu to Save†¦ A ‘sheet’ will appear at the top of your window. The one shown here shows that the document will be saved as: HENRY. doc on the Desktop. (You may elect to have your students save their work with a more specific name, and in another location. ) Click Save. Using the Dashboard Widget – Dictionary/Thesaurus 7. Click on the Dashboard icon in the Dock. 8.The dictionary widget may already be present on your desktop, but if it is not, click on the plus sign (in the circle in the lower left corner of the screen), and other widgets that are available will appear. 9. Click on the dictionary widget (it also includes the thesaurus). The widget will appear. You can drag it anywhere you like. Click on the Thesaurus button at the top of the widget, then type in a word you want to find synonyms for. Let’s say, for example, that you want to find a word that means ‘friendly’, but you don’t have an â€Å"F† in your name. Type the word friendly in, and then look for a word that starts with the letter you need. 0. Once you have found the word, click on the Word icon in the Dock to return to your acrostic poem. Type your word on the line that beings with its first letter.Repeat this process until you have filled in all the lines of your poem. Remember to continue to save your work by pulling down the File menu to Save, or by holding down the Apple key and pressing S. (? +S). Using the PhotoBooth Application to Take a Picture 11. Click on the Finder icon. If a Finder window does not appear, pull down the File menu to New Finder Window (? +N). 12. Click on Applications, then scroll down to PhotoBooth. Double-click on the PhotoBooth icon to open it. 3. Adjust your seated, (or for small students, your standing position) in front of the computer. You may also be able to adjust the tilt of the iMac or MacBook screen to change the angle. Get close to the camera so your image is large. 14. If you w ant a standard photo, just click the camera icon below your image, then smile and wait for the 3-2-1 countdown. If you don’t like the result, simply click on the x in the corner of the little image (which deletes it), and then take another. If you want an effect in your image, click on the 1 or 2 next to Effects, click on the effect you want to try, and then click the camera to shoot.Here are a few samples of the types of effects you can use: Once you are happy with the photo taken, you can simply drag and drop (with your mouse) the mini-photo from PhotoBooth onto the Word page. 15. There are several places you can store the photos you’ve taken: a. You can move them to iPhoto, and then create albums to organize them. b. You can save them to a folder on the desktop, or to a USB drive, or to a server folder. To locate the PhotoBooth images you’ve taken in the Finder, click File, Reveal in Finder. There you can rename the files and copy them to one of the storage l ocations mentioned above. 16.Once the photos are saved, you can insert them in the Word document in many ways as well. a. You can copy/paste them in from iPhoto, or drag/drop them from iPhoto, if you had saved them there. b. You can drag the photo into Word just by dragging the icon onto the Word page. c. You can pull down the Insert menu in Word to Picture, From File†¦ and then navigate to the location where you saved the photos. Once you see it, click Insert. Do not worry that that photo ends up in the middle of a sentence. Wherever the photo ends up, just double-click on it. 17. Once you have double-clicked on the photo, the Format Picture dialog box will appear.Click on Layout, then Square, then OK. 18. Handles will appear in the corners of the photo. Click and hold the mouse button down and a square with arrows in the diagonal corners will appear. Drag inward to resize the photo down. (You can always resize the photo later, if necessary. ) Repeat the process if more than o ne photo is desired. Leave space so that you can enlarge the text of the poem. If the poems are exprected to be posted on a bulletin board, make sure the text is at least size 36-48, with an even larger title, so they can be read easily from a distance. Modifying the Text 19. Select the text.Then, using the Formatting Palette, change the size, and font of the text. If you don’t see the palette, pull down the View menu to Formatting Palette. (Tip: If you want to select a single word, just double-click on it. If you want to select an entire line, triple-click on it). Finishing Up 20. Adjust the size of your photo(s) to have a good balance between the size of the text and the photo. Be sure there is enough white space on your page. Having a page that is too crowded is unappealing. 21. Change the color of the title text. 22. Change the color of the first letter to match the color used in the title text. 23.Using the formatting palette in Word, you can add a bordering line around the photo(s), and also a shadow, which helps the picture appear to be ‘lifted’ from the page. 24. Save your work. 25. Once your work is saved, feel free to make more changes until the page looks just right. 26. As an extension of this activity, and to give students opportunities to modify photos using iPhoto, the PhotoBooth photos can be sent to iPhoto and then edited. 27. A common task is to crop the photo, removing unwanted portions of the photo, or enlarge the image of the face, if the student was sitting too far from the computer when the photo was taken.California Reading/Language Arts Standards Included: Grade 3 Research? 1. 3 Understand the structure and organization of various reference materials (e. g. , dictionary, thesaurus, atlas, encyclopedia). Writing Applications 2. 2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.? Capitalization? 1. 7 Capitalize geographical names , holidays, historical periods, and special events correctly. HENRY Healthy Easygoing Neighborly Reliable Youthful

Online Classes Essays

Online Classes Essays Online Classes Essay Online Classes Essay Online Classes Name: Institution: Online Classes Introduction Evolution is a continuous process in the world today. Technologies are improved by the day and industries have to keep up with these advancements. The same applies for institutions as society is in the digital age. Basic computer skills have become the benchmark of learning today as automation is taking over all sectors. Technology can now be incorporated in schools as educators feel the urge to be part of an advancing world. The use of these emerging technologies influences the way they continue to develop. This brings to light, the effect of both educational technology and technology in education. These segments seem similar but are quite different. Technology in education refers to the utilization of technological equipment in classrooms to aid in the learning process. These could be televisions, DVDs, radios and projectors, which are used to support the existing classroom set-ups. This should not be limited to the aspect of hardware, as it may give an inaccurate the idea of the theory. Educational technology refers to how technology is incorporated into the classrooms, and the repercussions or benefits it might have to the existing school curriculum. Here, the concept of online classes and the effect that it has on the current school curriculum is observed. It is implemented in the school district of Philadelphia. Over the years, the incorporation of technology has been minimal in the educational sector. The crucial question raised is whether the incorporation of online classes causes an improvement in the teaching techniques of the educator or increases the achievements of the students. There are several variables that come to play with the introduction of online classes. Some of these variables include educators understanding of the online class concept, computer literacy, curriculum content, the ability to effectively present the course online and ready access of the students to the program. These are just some of the factors that need to be considered during implementation. Literature Review Adoption of this technology is best done in phases. The adjustment to using this technology was implemented in both the students and teachers through a systematic process. There are different perspectives that could be used, but the most influential was the contemporary perspective. The conventional perspective emphasized on the teachers’ instruction technology, which as a result, limited the effective manifestation of the model. The contemporary perspective emphasizes on the students and their benefit from it. This helps in the full attainment of the benefits that come with this model as it reaches the evolution stage. The concepts of the online classes are implemented in a five-step process. The phases are familiarization, utilization, integration, reorientation and evolution. The chronological order of theses phases are extremely crucial in the effective implementation of the organizational concept. It ensures that the benefits are fully optimized. Going contrary to this means that there will be loopholes in the system. Familiarization is done in order to expose both the educator and their students to the new technology for the first time (Hooper and Rieber, n.d). Over time, they are able to learn and become well acquainted with the technology. This phase sets the pace for the others to take place. Utilization is the second stage and involves being practical and putting the technology to practical implementation. Discovering how the online classes should operate attempts to make the students obtain a deeper understanding of the concept. After utilization, the integration stage follows. Here, the educator has a full understanding of the technology and can comfortably set up classes that can be incorporated into the school curriculum. This means that it becomes an integral part of the educator’s lifestyle and its removal renders the personnel ineffective. This is a sign that the educator has fully adopted the new teaching technique and is ready to impart the knowledge on the students using constructivism (Yoder, 2006). In most cases, conventional adoption would have stopped at this point. The contemporary viewpoint incorporates reorientation and evolution. In this stage, emphasis is placed on the reconsiderations of the main objectives of the classroom. It entails reanalyzing the existing system and changing the old-fashioned way of thinking to embrace the new technology. This makes the students increasingly interactive, as the students are able to alert the educators on a few things they may have missed (Passey, Goodison, Great Britain., University of Lancaster. 2004). Evolution is simply the final stage that signifies the existence of an infinite technology cycle. As long as there is continued innovation, technology will slowly be absorbed in the educational system. From the incorporation of the online classes, it is clear that there exists resistance by some educators, as they lack the willpower to adapt to the evolution of the educational system. In other cases, there was commendable adaptation to the online classes, which helped the students greatly understand the concepts as they deepened their thinking skills through the online interactions (Wenglinsky, 2006). This aided students in revision of the concepts that were initially taught. There was increased flexibility as the students did not always have to be present in a physical classroom; all they needed was access to the internet via a functioning computer and learning would continue remotely. This has a massive impact on the organizational culture of the institution. The better it is incorporated, the faster the system of online classes is fully implemented by the institution. Application Incorporating the technology has led to several improvements within the school district. The inclusion of the Information and Communication Technology (ICT) in the school curriculums has led to reduced storage space. The use of ICT means that there is less paperwork, therefore, the large storage rooms are used for different purposes. It also meant that there was renovation of the existing classes in order to allow setting up of the equipments for the improved technology. Communication becomes fast and increasingly efficient within the premises as the use of emails is spontaneous and video conferencing makes it fast. The major disadvantage of this is the cost incurred in the implementation of the new technology. Initial cost of purchasing the equipment is high, and there is a level of job insecurity among the educators. Inclusion of the new technology would mean that if the personnel were not willing to learn, they would be easily replaced. Resistance by some of the educators would mean that their teaching might not be as effective as before. Lack of job security would lead to a divide among the teaching personnel depending on their literacy levels. There is also a reduced level of social interaction as communication can be done remotely. Application of the technology gives increased insight into the organization, as there are elements of the organization that are discovered. Such factors are the organization’s culture, structure, and values. Embracing online classes means that these elements are affected in one way or the other. For instance, the technology can be used to bypass normal protocol methods. As such, a subordinate teacher can surpass their immediate authority and deal directly with the head teacher. This is also seen in the organizational culture, as interactions may not be as frequent as they were because of remote communication by emails. Infusion of the technology had both positive and negative implications. For starters, there is an improved learning experience as the integration of the online classes help revitalize the learning process. It enhances computer literacy levels among the students and teachers as it involves researching and preparing of presentations (Passey, Goodison, Great Britain University of Lancaster, 2004). Another positive impact is flexibility. This is advantageous to both the educator and student as a learning session can be prepared remotely by the teacher and the students will still benefit, irrespective of their location. By utilizing conferencing tools, active student-teacher interaction is still upheld. Conclusion The major problem with online classes is that it poses a risk of no learning to those who do not have self-motivation or are not under supervision. Home-schooled students, if not properly scrutinized, can easily miss the sessions and end up ignoring them altogether. There are also higher chances of distractions as the internet is a powerful tool, which possesses many distractions. These include from pop-up advertisements to online games. If one is not keen to learn, then there is a great deal of intendance during online classes than there is in the actual classroom scenario. Consequently, there could be minimal learning taking place. In retrospect, some of these distractions can be used to the benefit of the learning process. Introducing educative games into the curriculum would enhance learning skills among the students because they are both fun and educative. Another proposition is that of using simulations that will stimulate the mind and give students a visual representation, therefore, increasing participation through online blended learning programs (Edmonds and Li, 2005). It is through continual re-evaluation and revision of the online classes that there would be growth in the quest of fully embracing technology in education. References Edmonds, K., Li, Q. (2005). Teaching At-Risk Students with Technology: Teachers’ Beliefs, Experiences, and Strategies for Success. Hooper, S., Rieber, L. P. (n.d.). Teaching with technology. Retrieved from nowhereroad.com/twt/ Passey, D., Goodison, R., Great Britain., University of Lancaster. (2004). The motivational effect of ICT on pupils. Annesley, Nottingham: DfES Publications. Wenglinsky, H. â€Å"Technology and Achievement: The Bottom Line†, Association for Supervision and Curriculum Development – Educational Leadership. Retrieved from hccsc.k12.in.us/technology/tip/Teachers’%20Academy/The%20Bottom%20Line .pdf Yoder, M. B. (2006). Adventures in Electronic Constructivism. Learning Leading with Technology.

10 Tips for Critiquing Other Peoples Writing

10 Tips for Critiquing Other Peoples Writing 10 Tips for Critiquing Other People’s Writing 10 Tips for Critiquing Other People’s Writing By Mark Nichol You’ve agreed to review someone else’s writing. You’ve taken my advice and determined whether the person is requesting a general impression or is asking for an in-depth critique. If the writer has the latter in mind, you’ve offered to evaluate a brief sample as a guide to help the person extrapolate what they should look for when they revise their draft. (If you’re asked to critique an entire book in depth, you should do so only for pay or as part of a bartering arrangement, because you’re being asked to devote dozens of hours of your time.) You have also determined to be honest and objective, because that is what the writer wants and needs: If you note structural weaknesses or flaccid prose, a literary agent or an editor will certainly do so, and your task is to help the writer resolve such flaws so that they are absent from the manuscript the writer eventually submits to an agent or a publisher. Here are ten tips for a positive, productive critiquing experience: 1. Tolerate the Task When you write, you don’t have to be an aficionado or expert to produce an article or a story on a given topic. Editors don’t need these qualifications, either, and they don’t have to be enamored of the writer’s voice or technique. The same goes for someone conducting a critique: Don’t turn down a request for feedback just because you’re not interested in the subject or you don’t like the writing style. Help the writer succeed in reaching the audience they are writing for. (But don’t hesitate to express your opinion if you think the approach is flawed.) 2. Ask for a Clean Copy The manuscript sample you receive should appear exactly as it would look when it’s ready for submission to a publishing professional. Hard copy should be double spaced and must be free of handwritten annotations or emendations. An electronic document should be professionally formatted and at least mostly devoid of the writer’s notes to self. 3. Mark It Up If you’re reviewing an electronic copy, activate change tracking and edit it. Insert notes using the comment feature or by entering them in brackets, highlighted in boldface or with colored type or background, so they are easily located and distinguished from the content. If you’re working on hard copy, use a pen or a colored pencil for brief notes, and write or type your detailed queries and comments on a separate sheet of paper or in a computer document. 4. Evaluate the Writing, Not the Writer Compliments and complaints alike should focus on the product, not the producer. Refer to the sentence or the section, the character or their actions, the narrative flow or the exchange of dialogue rather than to the person who requested your help. Suggest how to improve the article or the story, not the writer. 5. Start and Stop with the Positive Whether you’re responding with general impressions or providing detailed feedback, begin by lauding the strengths of the sample, and reiterate your positive feedback when you summarize your critique. Refer to strengths, not weaknesses, and use positive language: â€Å"stronger,† â€Å"more interesting,† â€Å"a better approach.† Be frank but diplomatic: Even people who can take criticism need to hear that they’re doing something right, and that’s what you should start (and end) with. 6. Craft Your Critiques Be specific, not vague. Be active, not passive. Point out problems, but suggest solutions. Your goal is to clearly communicate to the writer about how they can more clearly communicate to their readers. 7. Guide, Don’t Carry The writer will appreciate focused feedback, and you should feel free to model precise changes in structure or tone and detailed revisions of narrative or dialogue, but do so sparingly. Think of your advice as patterns for the writer to use as templates, or you may end up rewriting the piece, and the writer will have learned little or nothing (except never to ask for your help again). 8. Invite Questions Set up a time to go over your critique after the writer has had a chance to review it. Welcome the writer’s requests for clarification and discussion. If the writer becomes defensive, mention that you have offered your perspective, and that they are free to act on your critique as they see fit. 9. Follow Up Check in with the writer and see how they’re progressing. No matter how careful you are about being diplomatic, the writer may feel a bit battered, and part of your unwritten contract should include a clause requiring you to keep in touch about the project. 10. Know Your Limits It’s reasonable for a writer to ask you for a second light look at the piece after they have made changes in response to your comments, or to request that you provide a general impression about a revision based on your in-depth critique. But establish boundaries about how much time and effort you expend on the writer’s work. 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 Fiction Writing category, check our popular posts, or choose a related post below:35 Synonyms for â€Å"Look†Used To vs. Use ToHow Do You Fare?

Is marihuana beneficial or destructive to society Essay

Is marihuana beneficial or destructive to society - Essay Example The rate of substance abuse among youths was higher compared to the number of adults aged 26 years old and older who have5% rate of marijuana usage. What could have possibly provoked them to use marihuana? We know that children decide to try marihuana because of pressure from other individuals, problems related to school and family, depression, and self-esteem. According to Dr. Bruce Beckum, child psychologist and noted authority on young adult drug use, â€Å"Seventy percent of young people who use drugs report difficulties at home and at school†¦Ã¢â‚¬  The alarming rates of increase marihuana among youths might be attributed to these intrapersonal and interpersonal factors and partnerships among government, parents, and youths themselves must be worked on in order to address these issues and completely eliminate marihuana use among youths. Marihuana puts children in danger. It is not the only drug that is most commonly used, but is also known to cause many other problems. An article from the Journal of the American Medical Association states that teens who use marijuana are 77 % more likely to try harder drugs (Smith, 64). How can people say that our society would benefit from the legalization of marihuana when this is only hurting and influencing children in a negative way? Are we only thinking in adults when we speak about marihuana? Probably, adults had thought of legalizing marihuana because of the medical benefits that can be derived from using it such as alleviation of undesirable effects of certain medications, treatments, and diseases. If just in case marihuana would have been legalized, patients will no longer experience extreme discomforts. However, legalizing marihuana would cause a lot of consequences even if it is for medical benefits. Well, let me tell you something that is not the case. Usually, the mos t affected by our