Unit and Lesson Plan

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Unit and Lesson Plan


Unit Plan


Activity Key Stage Year No. of Lessons Lesson Duration


Netball Key stage 7 10 70 mins


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Previous Learning Experience Unit Aims (plus Literacy, Numeracy, Key Skills and Citizenship)


ɨ Past experiences of invasion games at Key Stage from feeder primary schools.


ɨ Basic K + U of the rules used in invasion games.


ɨ To increase pupils knowledge, skills and understanding of the principles of invasion games.


ɨ To give the pupils knowledge and understanding of the rules used in the specific activities.


ɨ To give the pupils knowledge of different tactics that can be used in a game situation.


ɨ To improve each child’s level of fitness.


ɨ To improve body co-ordination and reaction times.


ɨ To improve social development.


Risk Assessment (should link to SEN) Safety


ɨ Ensure that children are using the equipment safely and with respect.


ɨ Ensure that all children are treating each other with respect. ɨ Correct clothing worn, laces tied, hair tied back.


ɨ The sports hall cleared for any foreign objects.


ɨ No chewing.


ɨ All medication in to the teacher.


ɨ Awareness of others when balls in use.


Resources (including ICT) SEN and Able Pupils


ɨ Sports hall.


ɨ 1 netball, 5 softballs.


ɨ Four different colour sets of bibs.


ɨ Video and television.


ɨ Task cards. ɨ Clare Firth (asthma).


ɨ Angela Mckibbon (Type diabetes).


ɨ Laura Khan (Visually impaired).


Progressive Stages of Intended Learning Objectives (General).


Progressive Stage WHY WHAT HOW


K, S+U Objectives


(A+D, S+A, E+I, H+F) Content Teaching


Strategies Assessment Strategies


Rules and scoring system. A+D = follow and then understand rules.


S+A = Use equipment safely for a purpose.


E+I = play, use and understand cause and effect games


H+F = Give out handouts with basic requirements of the game.


Demonstrations.


Command


Practice Q+A


Communication. A+D = develop their listening skills and the ability to collaborate with others and share ideas when exploring different options and possibilities.


S+A = appreciate and acknowledge others good work. Explore and improve the quality of group work and the monitoring and recording of their own progress.


E+I = become aware of the needs of others.


H+F = Talk to pupils as a group and individually. Don’t single any one out.


Give them encouragement at all times.


Encourage group work with different sized groups.


Self check


Inclusion


Divergent


Observation


Q+A � open and closed


Listening


Ball familiarisation. A+D = K + U of ball, what it does.


S+A = receive, pass, where to, how strong.


E+I = receiving the pass, quality of pass.


H+F = understand the importance of getting ready for, and recovering from, exercise and activity. Ball each. Get the feel for the ball. See how it bounces when dropped from different heights. 1 ball between . How to catch it correctly. Throwing and catching form different heights and positions. Command


Practice


Self check


Guided discovery ( Convergent)


Inclusion


Observation


Q+A � open and closed


Record


Body co-ordination.


A+D = develop co-ordination and control of their bodies and increase the range of gross and fine skills and movements.


S+A = perform then combine and sequence of actions and change their performance.


E+I = explore, develop and establish basic movement patterns and actions.


H+F = become aware of the range of activities, including exercise and movement, necessary for their own health and personal wellbeing Hand and eye co-ordination with the ball.


Hand and eye co-ordination to send and receive the ball to others around them.


Use a bigger ball if they are having difficulty catching it.


Use a brighter ball for Laura if she has problems seeing it.


Give them different tasks, a range of different movements. Practice


Reciprocal


Self check


Guided discovery ( Convergent) Observation


Q+A � open and closed


Record


Feeding and receiving.


A+D = combine and then sequence movements, linking them fluently.


S+A = make choices about what to do and how to do it.


E+I = improve their personal best and develop ideas further.


H+F = Combine different movements with one another.


Gradually progress from static movements to moving with the ball. Practice


Problem solving


Self check


Guided discovery ( Convergent)


Inclusion Observation


Q+A � open and closed


Targets.


A+D = feel and accuracy.


S+A = aware of space


E+I = improve the quality of their own performance and presentation


H+F = Pair up pupils with same ability.


Practice the action close up then gradually move further away, making it more difficult.


Don’t rush pupils into moving further away before they are ready. Give them a target to reach before progressing on. Practice


Problem solving


Self check


Guided discovery ( Convergent) Observation


Q+A � open and closed


Lesson Plan


Year Group 7 Length of Lesson 60 mins Lesson Number 1 Key Stage Input KS


No. of Pupils B15 G15 Area of Activity Games Category Invasion Activity Netball


Lesson Objectives


Affective


 Pupils will be given the opportunity to have different roles throughout the lesson i.e. become a feeder, defender, attacker etc.


 Pupils will become confident within themselves, by having a good experience of netball and gaining positive feedback from others around them. Cognitive


 Pupils will develop the knowledge for safety in relation to the equipment used and the space around them.


 Pupils will acquire and develop the ability to throw and catch a ball from different heights and positions.


Social


 Pupils will interact with each other in pairs and in groups.


 Pupils will develop communication skills.


 Pupils will learn to give and receive constructive feedback to one another. Physical


ɨ Pupils will develop a basic knowledge and understanding of the principles of netball.


ɨ Children will start to improve their level of fitness.


ɨ Pupils will start to improve their own body co-ordination, hand and eye co-ordination and reaction time.


Differentiation/Achievement covering ‘knowledge and understanding’ � K+U, A+D, S+A, E+I, H+F)


SEN Pupils


The use of a larger brighter colour ball. Give specific tasks out to Clare if her Asthma effects her in any way i.e. marking a game.


Level 4 (All)


Will develop a basic K + U of the principles and rules of netball. Begin to feel confident and co-ordinated in their ability to move and produce actions that link together. They will understand the importance of safety for themselves and others around them.


Level 5 (Most)


Will start to improve their fitness level. Most pupils will understand and be confident in using the activity - related language. Most pupils will be confident in performing the skills on their own with little help.


Level 6 (Some)


Pupils will be able to demon-straight an action/movement infront of the class with great confidence. They will be able to give feedback to others around them to help them improve their performance.


Resources Sports Hall, 1 netball’s, 5 soft balls, and cones, 4 different coloured sets of bibs.


Timing Activity and


Differentiation Teaching / Learning Points and (Language)


Organisation and (Teaching Strategy) Assessment


(Specific and Differentiated)


10 mins


Arrive and change. Jewellery off, hair tied back, laces tied, no chewing.


All medicine into the teacher.


All pupils into the sports hall sat down onto the benches.


Correct uniform worn. Safety.


Encourage speed in getting changed.


Ensure all pupils are in the sports hall for the target time. Female teacher organises the girls.


Male teacher organises the boys.


(Command) Observe the behaviour of the children.


5 mins


Intro Register is done.


Introduction. Give quick briefing on what the lesson objectives are to the children. Recap the principles and skills learnt at primary school for invasion games. Mention the outcomes we will be addressing today. Indicate that this lesson serves as a lead-up to other lessons. Sat down on benches that are already set out in 1 corner of the hall. Teacher stands up at the front. Pupils may demonstrate or answer questions.


(Command and Inclusion) Questions and answers on the basic principles and skills of invasion games.


(Informative)


mins


Intro to teacher and each other Getting to know the pupils and getting them to know each other. Teacher stood in the middle of the circle. If everyone is not getting involved change the topic i.e. what colour hair etc.


Stand in a circle, teacher shouts out a letter, if its in their name they swap with someone whilst telling the person their name.


X = teacher.


(Command and Inclusion) Q to the pupils


Pupils giving A.


Observe them.


(Record)


mins


Warm up Use relays (6 teams of 5). Stretch upper and lower body. Watch to see how pupils interact with each other. Observe fitness levels of all children. Use 1/ of the netball court. Each team runs there and back with a ball passes the ball to the next team member. When everyone has ran team sits down in a line. 1st team to do so wins.


(Command, inclusion) Observation


mins


Warm up Tag game.


Again watch to see how pupils interact with each other. Observation of space and getting free from other team. Get pupils into 4 even teams. Each team has specific coloured bibs. Each player has a bib tucked into his or her shorts at the back. teams in 1/ of a court, it goes for the other teams. 1 team tries to get the bibs from the other team.


(Command, inclusion) Use of observation to determine fair play and teamwork.


(Record)


mins


Mini game Mini game. Vary the limitations according to the way the lesson is going.


Use large balls to start off with.


 Trying to get free.


 Throwing and catching. Still in the same teams and bibs. One team has the ball while the other try to get it off them. If they are successful they swap over.


Start with no limitations or boundaries (just the court size), for a team to be able to score they have to pass the ball to every player in their team.


(practice, self check) Use of observation to determine fair play and teamwork.


(Record)


mins


(1) Ball familiarity Throwing and catching the ball.


Ball each.


Throw ball different height’s. Catch ball in different positions.


Flick fingers. Pupils stand in own space in 1/ of the court. Play a little game i.e. throw the ball and touch the floor before you catch it again etc.


(command, practice, divergent) Use of observation.


Q+A on how to catch a ball correctly etc.


(Record)


mins


co-ordination Basic aiming. Start off close to the hoop, and then gradually move back as the player becomes more accurate.


ball


Hoop P 1 P


P throws the ball over P1 head trying to get the ball in the hoop. P1 has their back to P. P1 could have their arms up to give the extra height.


(practice, reciprocal, self check) Use of observation.


Q+A on aiming.


(Record)


mins


() Ball familiarity Piggy in the middle. Looking for space, speed and communication. In threes. V’s 1when the pupil in the middle gets the ball they swap with who ever passed the ball last, keep swapping around.


(practice, reciprocal, inclusion) Use of observation.


Q+A to each team to see how they are getting on.


(Formative feedback)


mins


(4) Ball familiarity Beat the ball. Quickly get pupils into three’s with someone their comfortable working with.


1 ball between


Looking for


 speed,


 reaction time,


 Throwing and catching the ball.


Swap over the worker so each pupil has a go at trying to beat the ball. P1 P4


Ball -


P P


P = pupils


= direction of ball


P4 has to run round the other players whilst the ball is being passed amongst the players. P1 has to get back to the player who started off with it.


(practice, reciprocal, inclusion, guided discovery) Observe teamwork, and the encouragement they give each other.


(Formative feedback)


5 mins mini game Scoring with out a post Get pupils into their teams.


Set out boundaries to pupils.


Concentrate on the passing for now; don’t worry too much about the footwork that’s involved.


Look for space and communication skills. T


T1 T


T1 T


T


Two per team. T = team.


Pass the ball between each other.


P1 scores at P end of the court, vice versa.


P1 and P can use P to help pass the ball.


P are not allowed on court, they help the team who has the ball.


Once scored swap over with team at the side. Q+A on communication. Observe teamwork.


(Record)


5 mins mini game Scoring without a post � variation using different teams. Same game principles as before but three per team. Get pupils working with pupils that they feel comfortable working with, but haven’t worked with them before. Still concentrating on different passes. T1 T


T1 T


T1 T


Three per team.


Same game as before, but three per team.


(inclusion) Q+A on communication. Observe teamwork.


(Record report back)


5 mins cool down Lightly stretching, gentle activity. Cooling the body, quietening the pupils down, relaxing them. Pupils mirror teacher. Working in own space around the teacher.


(Command) Q/A on what they have learnt/understood about today’s lesson. Give feedback.


(Informative)


5 mins conclusion Follow on from Q/A in cool down. Give feedback to pupils about toady’s lesson. Brief outline on next lesson. Ask questions, let them ask you, say what was good, ask who enjoyed it. Basic outline on progression to next lesson. Pupils sat down on benches from before. Teacher stood at the front. (Command) Q/A open and closed on points of lesson.


(Self check, record and report)


5 mins equipment away Putting equipment away in the correct order. Ensure safety. No rushing around trying to get away. Get pupils to help one another. Equipment handled with care. Give each team of pupils a job to do, so everyone is involved. No one goes until everything is away.


(Command, inclusion) Observe pupil’s enthusiasm � willing to help out and help each other.


(Record and report)


5 mins change and go Return all jewellery, medicine etc. Check uniform. Check changing room is tidy. Back into changing rooms. No running/pushing. Keep the noise to the minimum. Female teacher organises the girls.


Male teacher organises the boys. Que. up outside the changing room, leave when bell goes.


(Command) Ask informative Q to pupils about themselves. What they would like to do in future lessons. (Informative and record)


REFERENCES


BOOKS


ɨ Edwards, P Netball Today Great Britain.


and Cambell, S (181)


VIDEOS


ɨ AENA Basic Skills


Coaching Series 1


ɨ AENA Netball for the Under Twelve’s


Coaching Series


JORNALS


ɨ The Bulletin of Physical Education (BAALPE)


WEB SITES


ɨ www.nc.uk.net/ld/PE_content.html


ɨ www.standards.dfes.gov.uk/keystage/


ɨ www.samoalive.com/netball1.htm


ɨ www.qca.org.uk


ɨ





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AMERICAN-V-NON AMERICAN MOTORCYLES

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AMERICAN-V-NON AMERICAN MOTORCYCLES


American Motorcycles verses non American Motorcycles a Debate that has been going on for years. The king of motorcycles is Harley Davidson an American legend since 10. The non Traditional Motorcycles like Honda, Yamaha and Suzuki are among the biggest of the “JAP” Motorcycles. Among other leading non traditional motorcycles there’s also “BMW” from England. I begin riding motorcycles when I was around 14 years old. As a Harley Davidson rider for nine years and a non traditional Motorcycle rider before that I prefer Harley Davidson motorcycles. I started riding motorcycles when I was around 14 years old.


Let’s start off with the Harley Davidson Motorcycle company. Harley Davidson Motorcycles are my favorite. The v-twin engines are the trade mark of a Harley; with open exhaust and a sound that was so defined as a Harley Davidson that Harley tried to patent the sound. I wanted a Harley Davidson as soon as I saw one, around the age of 11 or 1. Just the sound, the chrome, the rumble of the road. I bought Hondas and Yamahas and I would sell and trade them frequently. I would then sell it when I was tired of it.


Finally I got a Harley sportster! A 175 1000 sportster chopper, long, loud and fast. I rode that Sportster for around 6 months then I needed something bigger, still a Harley. Now I have a 14 heritage softail and a 1 dyna supper glide. To me there’s nothing like the ride and sound of a Harley Davidson Motorcycle.


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Now on to the non traditional Motorcycle’s like the Hondas, Yamaha, Suzuki and BMW. I have ridden these types of motorcycles most of my cycling life. These types of Motorcycle are very smooth unlike the “Harley Davidson”. They don’t need a lot of repair, Just maintenance. The engine designs are very different. The engines coming with , 4 and even 6 cylinders in a straight line. When they hit the United States it took a while to get the American Public use to the difference. When they did accept different and foreign motorcycles their popularity “took off”. The American Public loved the motorcycles that did not leak, shack, rattle or have loud noise coming out of the exhaust. Just a very smooth riding motorcycle that got great gas mileage and needed little or no maintenance.


It all comes down to what someone likes in a bike. Now you can buy any of the non Traditional Motorcycles that look and sound just like a Harley. The non traditional Motorcycles are trying to get some of Harley’s share of the motorcycle market. Harley has also started making a bike that looks like a “non traditional motorcycle”. The looks the sound and the rumble of a Harley will always be my favorite and most of the hard core motorcycling public like me. Harley Davidson is and always will be the true American motorcycle.








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Gender issues

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If you order your research paper from our custom writing service you will receive a perfectly written assignment on Gender issues. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Gender issues paper right on time.

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¡°Choose one aspect of the course and find an article or chapter from the reading list and critique it. You must draw out the key points and analyse the argument ¡°.


Gender issues cover the movement of feminism, putting emphasis on the impact male dominance has had on society. For this critique I have chosen to focus on the importance of establishing equality in education. I have chosen a chapter from Pamela Abbot and Clair Wallace¡¯s book ¡°An introduction to sociology (Feminist perspectives)


The reason I chose this particular aspect of Gender issues is because I believe education is one of the main factors affecting gender relations. It also has a great impact on decisions concerning the labour market.


The chapter puts forward the idea that the education system helps construct a gender divided society, ¡°¡­girls are not only disadvantaged in the educational system, but that it is there that they learn to be subordinate and to accept dominant ideologies¡±


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What the writer tries to put forward in this paragraph is that even though the educational system today is meant to be equal, it is not. It also states that women are taught to be submissive and passive, indirectly.


Another important point that is put across is the fact that girls and boys are directed into studying particular subjects, this is all a predisposition to channel each sex into specific aspects of the labour market. For example women are advised to take up subjects like economics, child development and the arts which will lead them to jobs such as catering, childcare, nursing or design. Whilst men are advised to study topics such as business management, natural sciences and mathematics. These offer opportunities to undertake future careers in ¡®white collar¡¯ executive jobs in the business sector.


The author emphasises on the above by giving statistics of male and female students enrolled in these subjects. (These statistics are shown in table 1, which can be found, on the last page of the essay).


Although there are aspects, which suggest that sexism is still present within the education system, it is visible that there has been a vast improvement in the past few years.


¡°Although numbers in higher education have grown during the 180¡¯s and


10¡¯s, the biggest increase has been amongst women; there are now two


and a half times more women in the system than in 170/1¡± (See table )


This trait was most visible after the National Curriculum was established.


The education system is not the only factor causing disadvantages for women¡¯s studies. The family and the effects of peer pressure also affect this. Pamela Abbot quotes (Lees, 1,Bates, 1 and Wallac 16) and states ¡° girls are at a disadvantage and have difficulty in producing coursework or indeed in doing homework because of the large amount of domestic labour and childcare they are expected to perform at home.¡±


She then goes on to explain that Asian female are at a greater disadvantage than western world females because their religion and upbringing forces them to take part in these activities. In some cases it is expected that girls take time off school to perform domestic labour. This is one obstacle men in general do not have.


The author then goes on to explain the life style of non-academic girls, these are girls who leave school aged 16 having only a basic GCSE level education to work on. She describes how women¡¯s academic lives are taken over by the idea that women exist to take an active role in raising and nurturing a family. This point of view causes girls to drop their studies and give in due to the fact that they are lead to believe that no matter how many qualifications they obtain, they will still end up working in a low wage part time job and raising a family. In the following quote this point is made visible


¡° Many parents, teachers and employers ask ¡®what is the point of girls striving for success at school when they will only get married and become dependants on men?¡¯ as do some girls themselves¡±


This quote also carries another message, stating that many teachers and parents and employers do not encourage girls to continue their studies. This attitude causes girls to conform with the situation and accept their socially pre-planned fate quitting studies and quitting studies and becoming housewives.


This point of view is spawned from the assumptions that women were too weak to carry out laborious activities and should therefore reserve their energies for child bearing.


I believe that the chapter I have studied is not all negative. The author gives many facts proving that women are still at a disadvantage but at the same time she states that there has been a visible improvement ¡°girls now perform as well, if not better than boys in formal schooling¡±.


The author than goes on to argue the fact that from a very early age children are given texts and stories containing male and female stereotypes. She states that until this ¡°hidden curriculum¡± is overcome, things will continue as they are at present. Men will continue to learn to want freedom, independence and power and women will only learn how to co-operate.


It is not a negative article, it is based on the idea that there is still room for change but some day true equality may be reached.





Bibliography


Title An Introduction to Sociology (Feminist Perspectives) second edition


Authors Pamela Abbott and Claire Wallace


Published 17


Chapter used Chapter 4, Education. Page 8 to 115


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Pope Saint Gregory the Great

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The title “Great” has been assessed to only two popes, St. Leo and Saint Gregory. Saint Gregory the Great was also known as Gregory I; Father of the Fathers. He was born in 540 AD to a wealthy patrician family in Rome. During this time the city of Rome was still the center of the Roman Empire. His father was Gordianus. His father was a wealthy senator, member of the government, so Gregory was an active church member, and he received a thorough education.


When he was 0 years old he was named prefect of Rome.


When Gregory was thirty-four years old, Emperor Justin the Younger appointed him as Chief Magistrate of Rome.


When Gregory’s father died he used his inheritance to build six monasteries in Sicily. He founded another in his home in Rome. It later became the Benedictine Monastery of Saint Andrew.


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When he was 5, Gregory became a monk.


Pope Benedict called him to serve as cardinal deacon in 578AD. In 57AD he was called by Pope Pelagius II to serve as permanent ambassador. In 584AD he returned to the monastery and was elected abbot. When Pope Pelagius died and the church was in turmoil and the empire was in a state of disorder from natural disasters, wars, and invasions, Gregory was elected the new pope in 50AD by the unanimous consent of priests and people. He was the first monk to attain this high office. Gregory was a popular and well-loved man. As pope he earned the title “Great”.


Gregory strengthened his office by affirming his supremacy in the church and asserting he right to intervene in daily affairs. He is credited with collecting and promotion plainsong, which was later called Gregorian chant. He governed with gentleness and firmness.


Gregory wrote many theological, liturgical, and devotional words. He is known best for his magnificent contributions to the Liturgy of the Mass and Office. He is one of the 4 great doctors to the Latin Church. He wrote a book called The Pastoral Office. In it he describes in clear terms the qualities essential in those who rule the church, it showed them how they should live, how to rule their people, and told them not to forget their own frailty. He gathered 40 Homilies and divided them into two volumes. He wrote 4 books of Dialogues. He also compiled a book of answers in reply to questions of Augustine. He also wrote a lot of personal letters.


Some popes devoted themselves to building churches and enriching them with costly ornaments, but Gregory’s main concern was to save souls. He gave whatever money he had to the poor.


He said that mass should be said over the tombs of holy Apostles Peter and Paul in their churches. He also added excellent and valuable petitions into the Canon of the Mass. They are Order our day in Thy peace, preserve us from eternal damnation, and number us in the flock of Thine elect, Through Christ our Lord. Gregory ruled during the reigns of the Emperors Maurice and Phocas.


Gregory died March 1,604. His feast day is September rd. He is the patron of Popes choir boys, educators, musicians, school children, singers, stone masons, stonecutters, students, teachers, masons, papacy, gout, plague. He is symbolized by Crazier, dove, tiara, pope working on sheet music, and pope writing. He is one of the Doctors of the Church.





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“Is Human Cloning Ethical?”

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A clone is defined as a cell; group of cells, or organisms that are descended from a single original cell. Scientist Ian Wilmut can be credited with cloning the first mammal, Dolly the sheep, in February of 17. From that point on ethical issues on cloning began to erupt. Many people are against cloning; then again many people are for human cloning. I am personally not against human cloning and feel that human cloning should be explored.


There are many misconceptions of human cloning today. One misconception according to Herbert, Sheler, and Watson is that, “A human clone would not be an exact copy of the person who provided its DNA, but rather would be sort of delayed identical twin, as much as a separate individual as any twin.” This is an argument against human cloning and many argue this quote in their favor say that parents who wish to clone a deceased child will end up with a second child who appears to look like the first child yet differ in personality. Parents could possibly be traumatized and become depressed when they come to realize that their second is not an exact replica of the first born. Yet Ronald Bailey goes against this idea in his article “Research into Human Cloning Should Not be Banned”. He states, “What would a clone be? Well, he or she would be a complete human being who happens to share the same genes with another person. Today, we call such people identical twins. To my knowledge no one has argued that twins are immoral. Of course, cloned twins would not be the same age. But it is hard to see why this age difference might present an ethical problem--or give clones a different moral status.” Lee Silver from the article “Human Cloning is Ethical” also fights the idea by stating, “But there is no reason to believe that her parents will be any more unreasonable than many other parents who expect their children to accomplish in their lives what they were unable to accomplish in their own. No one would argue that parents with such tendencies should be prohibited from having children.” This quote knocks out those against cloning making arguments that a cloned child will be harmed by having to live up to their parents expectations. Now that the fact was stated that clones will basically be twins with a big age difference science critics and others like Jeremy Rifkin sound ridiculous when they make outrageous statements. For example Rifkin states, “It’s a horrendous crime to make a Xerox (copy) of someone.” A catholic priest, Father Saunders, suggested that, “Cloning would only produce humanoids or androids--soulless replicas of human beings that could be used as slaves.” Yet again these people think clones will be robotic copies with a brain.


Cloning can also be very productive in helping humans and animals. According to Wilmut, Campbell, and Tudge, “Cloning could also be of immense, perhaps even critical, value in animal conservation.” Richard Hull in his article “The Benefits of Human Cloning Outweigh the Risks”, states, “But the more interesting possibility is that the development of cloning technology will be accompanied by mastery of the genetic code by which genes are turned on or off to sequence specialization. It may be possible in the future to clone individual organs without having to employ the medium of the fetus. Such a process should be faster than a nine-month gestation, and the availability of artificial womb technology would make a possible enormously important advance in organ transplantation that would be free of the complications of immune system suppression necessary for transplanting genetically non-identical organs.”


In the end it just seems to be more reasonable to take the chance and venture in to human cloning. Many reasons why people are against human cloning are because they are fed many misconceptions which are understandable. There is still much unknown about human cloning and we must explore. Human cloning can benefit humans emotionally, medically, and scientifically. We will never know unless we take a chance and venture in to the technology of human cloning.


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politics

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Ramon A. Gutierrez


Hispanic Diaspora and Chicano identity in the United States


The article starts off by discussing the way that Chicanos in the 16 went through constant police brutality, for the simple fact that they were of different color and were claimed to be stealing American jobs, then the article goes on to explain the probable reasons of Immigration of Mexican to the U.S. which go back to when the Spaniards were still in Mexico. Then the article goes and explains to the roots of Chicanos to where the question of identity is first introduced, through the word of mestizaje.


The crossing of borders had been an issue through out history and will always be an issue for the years to come, we can blame the Spaniards for the search of identity in Chicanos and deeply we can also blame the Spaniard for why Mexicans started crossing the border. But the fact is that people regardless if Chicanos or not will always search for a better life or a way to be someone in this world, and by doing that there will be no barrier or in fact no border to stop anybody, because on the road to success a border is just a bump or a small obstacle to overcome to really get to your goal.


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Ramon A. Gutierrez


Hispanic Diaspora and Chicano identity in the United States


The article starts off by discussing the way that Chicanos in the 16 went through constant police brutality, for the simple fact that they were of different color and were claimed to be stealing American jobs, then the article goes on to explain the probable reasons of Immigration of Mexican to the U.S. which go back to when the Spaniards were still in Mexico. Then the article goes and explains to the roots of Chicanos to where the question of identity is first introduced, through the word of mestizaje.


The crossing of borders had been an issue through out history and will always be an issue for the years to come, we can blame the Spaniards for the search of identity in Chicanos and deeply we can also blame the Spaniard for why Mexicans started crossing the border. But the fact is that people regardless if Chicanos or not will always search for a better life or a way to be someone in this world, and by doing that there will be no barrier or in fact no border to stop anybody, because on the road to success a border is just a bump or a small obstacle to overcome to really get to your goal.





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The new world order

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Germany’s Experience out West German-Mexican Relations 110-118


By the early 0th century, Germany with the support of her axis allies rose to become the greatest world power in Europe. Being a fairly new nation with high nationalism Germany aimed to make her mark not only as the greater power in Europe but the world at large. Being late to the colonial game in the Americas and being politically challenged by the statements of the Monroe doctrine the Deustch intended to use imperialism as a means of gaining power in the America’s. In this paper the German policy to Mexico will be examined. With research emphasis commencing in 110 (the onset of the Mexican revolution), the major influences of Germany in Mexico before, during and after the Mexican revolution will be examined with close attention paid to the reactions of the United States to the German influence and informal occupation of the Latin American territory. The paper will unveil Germany’s leading hand in the Mexican revolution and its aim to destroy Mexico’s growing powerful neighbors, the United States. The paper concludes with the famous 117 shock, the Zimmermann Telegram and the status of the German-Mexican relationship thereafter.


Historical Background


Since America’s humble beginning in 1776 and her rapid growth as a nation attempts have been made to use Mexico as a counterweight. With the United States ongoing growth throughout the 17 and 1800’s she fortified her boundaries not only with the armed forces but through a strong forign policy. The foreign policy of the United states showed strength and challenged the European view of them as a country and the Americas at large. Strength of the American policy was demonstrated through the institution of the Monroe doctrine (1), this sent a strong message to colonial and non-colonial Europe of the strong diplomatic ties between the United States and Latin American republics, which ruled out further colonial interference with Latin American territories.


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At the turn of the 1th Century the United States maintained its stand against European expansion into Latin America and essentially aimed at wiping out Spanish and French influence. American policy in the mid to late 1th Century aggravated European masses as exemplified in a statement made by Secretary of State Olney to the British foreign secretary, which stated, “The United States is practically sovereign on this continent and its fiat is law”. Statements such as Olney’s teamed with the Monroe doctrine brought the United states some hate and defiance as European powers began to rely on the fact that the all too strong Monroe doctrine was not recognized by international law and thus served as encouragement especially for non-colonial European powers to still have a chance to tap into the rich and bounteous resources of the west and also attempt to dwarf the policies and growth of the United States by provoking and weighing on her efforts and boundaries.


From the iron fisted position of the Monroe doctrine France under Napoleon began interventions in Mexico in 186, Napoleon was hungry for an empire and with the support of French forces napoleon entered Mexico and made official occupation of the country by installing an Emperor. This move by the French was timely as the civil war precluded the use of American troops however with quiet demands for withdrawal which invoked the Monroe Doctrine. Napoleon enjoyed the smooth flow of his operation with out much interference from the





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Martial Arts

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To most martial arts is about the hard-style, external arts such as Karate and Maui Thai. Tai Chi Chuan however, developed out of Taoist ideology and the concept of universal balance. Primarily it was committed to physical fitness and spiritual progress, but over time, the monks needed protection against growing warlords and thugs and so, the external aspect of Tai Chi Chuan evolved and an usual mixture of a healing art, exercise and meditation developed. A teacher taught his students, The man who does not seek to struggle with others will find that others are not able to struggle with him. Think if still water. You push it, and, yielding, it finds its original place. You cannot hit anything if there is nothing to hit. Tai Chi Chuan originally developed out of Tai Chi, a similar concept that began around 000 BC partly influenced by yoga. In China, yoga came to be developed into what is called Saolin chuan (chuan, means boxing). Around 1th AD Chang Seng Feng developed what is known as Tai Chi. Different families studied Tai Chi and developed their own unique styles giving them different names. Tai Chi styles practiced today came from the Chen family. Yang studied the Chen style and modified it to form the Yang style of Tai Chi Chuan, which is the style commonly practiced today. Tai Chi Chuan is part of a larger concept, Taoism. The Tao means the Way or a Path. According to Tao-te Ching, the core Taoist texts, the feeling of being one with the Way can only be experienced and not just known. One must coordinate all the body, the brain, the breathing to realize the feeling of being connected to everything. In Tai Chi Chuan, movement with meditation is done with the purpose of realizing connectivity by feeling in tune with the omnipotent force Chi, or in Japanese, Zen. Chi is everything everywhere; we are all a part of it and so, are connected to each other. Once in tune with Chi, one must apply those principles in daily life to be one with the Tao. The Taoist philosophy of Yin and Yang, soft and hard or the opposites arises from the Taoist belief that humans view the world in terms of opposites, right or wrong, dislike or like. And those beliefs are changing all the time, if a person we dislike does something nice, then we start liking them. We fail to realize that something is just is. FSU is good and bad. It might not be as good as Harvard, but when compared to a University from a third world country, it is quite good. However, for us, it is one or the other and this prevents us from realizing and incorporating the Tao. We have to be empty of such preconceived notions in order to be one with Chi, to comprehend the true nature of things. Emptiness of the mind leads to understanding of the only constant, change. It allows for constantly changing thought processes and a constant sense of inquiry needed to understand that life is a matter of change and If you try to make yourself secure at all costs in life then you cling either the Yin or the Yang. Any fixed idea, when it conflicts with what we call the flow of life, is bound to lead to a loss of balance. It is related to what the early psychologists called a complex. The ability to manipulate thought strengthens ones concentration is referred in martial arts as centering ones mind and the idea is central to Tai Chi Chuan as it allows for change, correction and healing.





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Plessy vs. Ferguson

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Plessy vs Ferguson affected later efforts to achieve equality for African Americans. In 186 when the Plessy vs. Ferguson case was brought to the Supreme Court the ruling was that segregation was legal so long as facilites for African Americans and Whites were equal.Segregation means seperating people of different races in public places and facilites. In most cases facilites were not always equal.Southern States spent less on schools for blacks then they did for whites. When I think of the case Plessy vs.Ferguson I also think of the case of Brown Vs.The Board of Education of Topeka Kansas. The NAACP (National Assosciation for the Advancement of Colored People) challenged the idea of segregation with the outcome of success in the 140s. But, still in the early 150s laws allowed segregation in public schools in 1 states. The case of Brown vs.The Board of Education of Topeka Kansas started when Olived Brown asked the school board of Topeka Kansas to allow his daughter Linda attend an all white school that was closer to home. The school board refused to let Linda Brown attend an all white school. Thurgood Marshall was Mr.Oliver Browns Lawyer. He argued that segregated schools violated the fourteenth ammendment.The Fourteenth Amendment was Ratified on July th 1868 and gave equal protection to all citizens. Marshall argued that the school violated the equality. In 154 Chief Justice Earl Warren and the Supreme Court ruled in Brown and Marshalls favor. One year later the Supreme Court ordered that all schools be desegregated.


President Eisenhower was the first President since the days of Reconstrustion 1864-1877) to use armed federal troops to support African Americans and their rights. That action that President Eisenhowed showed that the federal government could make great efforts in the protection in people as well as African American rights. Plessy Vs. Ferguson affected later equality for African Americans. Even though the Supreme Court didnt rule in favor of non-segregation in 186 by saying seperate but equal the Supreme Court ruled in 154 that segregation was wrong. As the Supreme Court grew so did the respect for African Americans . So whenever you think of segregation think of the cases of Plessy vs.Ferguson and Brown vs. The Board of Education of Topeka.


Thurgood Marshall was right when he said that segregation was wrong and the Supreme Court in 186 was wrong when they ruled that segregation was right. Out of cases Marshall brought the the Supreme Court he won of them. Marshall later became the first African American Supreme Justice.In the Decleration of Independence when it says that all men are created equal today we now know it is true.





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People

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The Catcher in the Rye is a book by J. D. Salinger and the story of a boy named Holden Caufield. He is no longer innocent, but exposed to the world. Phoebe, Holdens sister, is the opposite she is quite the innocent, never really being exposed to the world outside her protective bubble. Holden wants to protect such precious innocence only found in the children as a guardian of the innocent a catcher in the rye.


The Catcher in the Rye is fundamentally a book about innocence. This book shows people of two different parties, the innocent (not tainted by the world) and the experienced (both good and evil), in their daily life and work. These innocents include Sally Hayes and Phoebe. Sally belies the world is a big party (or a social occasion), everyone likes her, and that the fun will never end. Phoebe, Holdens younger sister, is innocent just not quite as naive as Sally. It is clear that she is young and innocent, because of the odd things she does like constantly changing her middle name or paying for belching lessons, this she states towards the end of their conversation. One who is harden by and to the world would not take lessons in belching.


A catcher in the rye is a defender or a guardian of the innocent. The idea and the name are purely symbolic. The meaning is as the children are running thorough the rye they do not see the cliffs ahead and the plummet they will make. When they make this fall they lose their child-like innocence. This fall could be related to a moral dilemma like maybe the city in the raw. Where he/she would be exposed to prostitution, drunkenness, and maybe drugs.


Holden Caufield sees himself ruined and tainted by the world. He has failed out of school, drinks, and smokes. His attitude is it is too late for me. But, there is a ray of hope in his life; he feels it is his duty to save other children from the world as a catcher in the rye. He talks to people about his ideas, people like Carl Luce. Carl just blows it off. Holden truly believes his calling in life is to save them from falling and turn them around.


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Holden seems destinded to be a social worker or a speaker who travels to schools. To the children he must not seem far from the $5 burial speaker in the beginning of the book. But, Catcher in the Rye is truly a tragic story of innocence lost and will remain controversial and insightful for decades to come.





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Geek Rock is Cool: Weezer’s Blue Album

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In the early nineties America’s teenagers were riding high on the wave of Seattle’s “grunge” music explosion. But in 14 that fad would soon begin to waste away with the release of The Blue Album, which became an instant classic. The band’s name was Weezer, and they came straight out of California with a unique sound and catchy rock anthems about unrequited love, unraveling sweaters, departing fathers, and Buddy Holly.


“If youve never heard Buddy Holly then you must have been sharing a cave with Osama Bin Laden. And the [song’s] Happy Days inspired video is still perhaps the finest music video that MTV has ever seen.” raves Punktastic.com. ‘Buddy Holly’ was the band’s first single, a terrific rock tune that became the favorite of many college and high school students. The song is filled with powerful guitar chords, dynamic percussion, and then sprinkled with keyboard solos.


The band’s next single, ‘Undone-The Sweater Song’, depicts frontman and songwriter Rivers Cuomo’s feelings of unravelment following the end of a relationship. It opens with illogical drumming and then croons it’s way into a soothing introductory riff, immediately followed by Cuomo’s smooth voice singing of painfully real emotional anguish. The tune wraps up with scraping the insides of an upright piano and then slamming the top shut.


But no song on the album is more insightful and angst-driven than ‘Say It Ain’t So’, which was written about the drinking that preceded the departure of both his father and stepfather. It utters, “Say it ain’t so, your drug is a heartbreaker . . . like father, stepfather, the son is drowning in the flood.” The song has immediate contrast. It is presented with a placid guitar solo accompanied by delicate vocals, then, following a breath of feedback, it transforms into to a rageful chorus with explosive power chords.


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A few songs later the album completes it’s self with the eight-minute mesmerizing rock ballad, ‘Only In Dreams’. This finale track is nothing short of breathtaking; a brooding, poetic song of love from afar. It opens with the hypnotic melody of a bass guitar. This is followed by the entries of a cymbal, acoustic guitar, and drums, carefully one after another. Cuomo’s voice is lead flawlessly through the tune by the mechanical rhythm until it reaches the captivating four and a half minute instrumental which closes The Blue Album.


Weezer’s debut album is intensified with charm, concrete emotion, and a stellar sense of melody. It’s sold the most copies of any Weezer album, and it’s no wonder. Truly a classic, the music is very well written and the lyrics have real meaning, they’re not just a bunch of words that rhyme. Not only is Weezer’s Blue Album a musical triumph, but it’s shown how four geeks from L.A. can bring popular music out from the depths of the grunge era and into what is now penetrating, alternative, “geek rock”.





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Coca Cola Compared to Nike

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Coca-cola and Nike, Inc. can be put as a multinational corporation business that maintains a presence in two or more countries, and both organisations have a considerable portion of its material goods invested and derives a substantial portion of its sales and profits from international activities, considers opportunities throughout the world, and has a worldwide perspective and orientation. Coca Cola and Nike, Inc. are two different organisations which come from different industries. Coca Cola produces mostly soda drinks, while Nike Inc. produces shoes and clothing, and accessory. Each organisation has its own mission statements, major goals, and external environmental factors influencing them. Each organisation has some kind of a relationship between its mission statements and major goals, which we will discuss later on in this essay. The external factors that are influencing both organisations are also related to each organization’s major strategies. In any industry, five competitive forces state the rules of competition. Together, these five forces determine industry profitability because they directly influence the prices individual firms can charge, their cost structure and their capital investment requirements (Robbins et al 000). These five factors are called Porter’s Five Forces Model, and by using this we will evaluate the status of each organisation’s industry.


In this essay, we will compare Coca Cola and Nike, Inc., which come from different industries. We will analyze about each company’s mission statements and the external environmental factors influencing each organisation. We will identify the major goals of both organisations, and describe the major strategies each organisation pursues, and how these strategies are linked to each organisation’s external environment. We will also discuss the relationship between each organisation’s mission statements and its major goals. We will evaluate the status of each organisation’s industry using Porter’s Five Forces Model as mentioned before. Finally we will provide a concluding summary of our findings, outlining the relationship between management theory and practice as it relates to each organisation. We will also include our own statements about the relationship between management theory section, including our own statements about the relationship between management theory and practice in general in the end of the section.


What is a mission statement? A mission statement of an organisation is what the organisation stands for, and where it is headed. A mission statement should be viewed as the guiding principle for the company’s entire business. Basically, a mission statement defines the companys values and outlines organisational purpose and reason for being. A clear mission statement is the simplest message you want to send to the customers. A good mission statement is convincing and should be persuasive. It should be risky and challenging, but also achievable. A mission statement is likely to change over time as a business grows and market conditions change. A mission statement requires little or no explanation, and its length is less important than its power. One of Nikes now famous mission statements is to bring inspiration and innovation to every athlete in the world (Nike, Inc. Annual Report 001). Based on our own awareness, another famous Nike’s famous mission statement was, “crush Reebok and Adidas”. Instead, Nike could have stated their mission as, to be the best shoe company with the best customer service, but that would have done little to motivate the crowds.


Based on Coca Cola Annual Report 001, the mission statement of Coca Cola Company is simple, solid and timeless. It brings refreshment, value, joy and fun to their stakeholders. Coca cola is also very protective to their brands. It is the key to fulfilling out ultimate obligation to provide consistently attractive returns to the owners of the company. Fundamental to Coca Cola success was a commitment to the highest standards for product quality a commitment that remains a trademark for the Coca-Cola system today. Based on Coca Cola Annual Report 001, they produce nearly 00 brands in almost 00 countries. More than 70 percent of their income comes from outside the U.S, but the real reason they are truly global company is that their products meet the varied taste preferences of consumers everywhere. Coca Cola has brought refreshment to people nearly 00 countries. Coca Cola struggles every day to refresh the marketplace, improve the workplace, protect the environment and strengthen their communities. Currently, as the statistic shows, Coca cola has 47% of the worldwide market in soft drink sales (Coca Cola Enterprise Inc. 00). But they no longer measure themselves in such a narrow way. Instead, they focus on expanding their share of every human beings fluid intake. In some cases that may mean taking on other international soft drink companies, but in other cases, original beverages are their biggest contenders. Only tap water is their rival or competitor. As a result of this mission statement, Coca cola sees unlimited growth opportunities. So the basic mission statement is coca cola want to be known worldwide and consume by everyone in the world.


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What are stakeholders of an organisation? Mainly, stakeholders are owners of a share in a company and can also be called shareholders. Nike’s has many stakeholders; it is all around the world.


Coca Cola also has many stakeholders. Therefore, the success of the Coca Cola Company depends on a workforce that is rich in its variety of thinking, perspectives, backgrounds and culture. To maintain the magic that has made them the world’s most inclusive brand, Coca-Cola has to be the world’s most inclusive company. Their commitment to variety also extends into the community. By valuing other people, it helps them better meet the needs of their customers and partners. Through their people and their local bottling partners, they build relationships through local marketing, local civic programs and local business opportunities. Realizing the full potential of variety has a direct impact on their company It makes them a better employer and business partner; helps them compete more effectively; makes them better neighbors in our communities; and finally, it builds value for them shareowners. Coca Cola Company is thrilled with a new industrial operating culture, which are the two key things, modernisation and variety. They’re committed to their values and they are trying to live them every day. “The biggest thing Coke is looking for is long term thinkers, says one insider, They dont want cowboys. They want conservative people who are into adding shareholder values (Investors Business Daily Coca-Cola). The company maintained a long-standing commitment to equal opportunity, affirmative action, and valuing the variety of their consumers. Design to align the interest of managers with those stockholders.


Major goals can be defined as something that the company wishes to achieve in the future for the success of the company.


Every company needs to have several major goals for the future. These are usually quantitative goals such as to increase sales by a higher percent or to increase profit by a much higher percent, but they may be qualitative goals such as to improve the quality of a product or customer service. It is very important to have very little major goal, otherwise, with too many goals; the company will lose focus and be less likely to hit any of them. Nike’s first major goal is to build a critical mass of formal and informal leaders. Secondly is to share learning and best practices company wide. Thirdly is to create a common language, framework, and vision for sustainable business practices. Fourthly is to improve employee morale, resulting in increased employee retention, job satisfaction, and productivity. Fifthly is to enhance the company strategic advantage through sustainable designs and innovations. Last but not least, the sixth one is to contribute to improving Nike’s global image as a responsible 1st century citizen (Nike, Inc. Annual Report 001). Perhaps, Nike has other minor goals to be achieved, but these are its famous major goals.


Japan, Argentina, Denmark, France, Belgium and China are six of Coca-Colas major distribution countries, which is one of the major goals of coca cola to be known worldwide. Instant major goal is that Coca-Cola is trying to create product accessibility for the consumer in an effort to increase their sales volume without compensating the level of quality. Retailing machines help accomplish this goal, because they provide ice-cold Coca-Cola products to consumers in a variety of locations The companys aim to create a working environment free of discrimination and harassment with respect to race, sex, color, national origin, religion, age and disability. They also have commitment to make reasonable accommodations in the employment of men and women, who are qualified with disabilities In addition, to trying to create a working environment related issues could be raised freely. The whole idea of the open door policy is to provide an effective and timely means for all company associates to find solutions to work related questions, problems, and concerns that may affect the culture of the organization. Coca-Cola works extremely hard to be one of the few companies in the world to successfully reach literally billions of consumers. Coca-Colas international distribution is the backbone to their major goals of global approach.


The relationship between Nike’s mission statements and major goals is that, both mission statements and major goals mention innovations and improvements for global image and athletes around the world. Therefore, mission statements and major goals of a company can be similar to each other. Coca cola major goals and mission statement almost the same which is to be known worldwide and always can expand their company. Coca cola also has a big concern for the employees; they want their employees to live in a proper way and have a proper standard of living.


Every company must have influence caused by its external environmental factors. What are external environmental factors? Generally, external environmental factors are aspects that come from the outside environment of the company, which give huge influence on the company’s production. Like most companies, Nike has external environmental factors manipulating its production. Nike included all environmental staff and gather them into NEAT (Nike Environmental Action Team) and the team’s mission was to develop answers to the problems that Nike’s business, and the sport industry as a whole, pose to the environment, and to combine the solutions into the company’s business practices. An environmental ethic has been built-in in the company’s value system since its founding in 17. The company has a tradition of honoring nature in its physical surroundings. Nike has undertaken several initiatives addressing the environmental life cycle of its products. This decision was a major blow to the plastics industry and has become an important step in Nike’s path to sustainability. For example, in an industry that has been traditionally dependent on large amount of petrochemical-based solvents, nine out of ten Nike shoes are now put together using water-based cements. For the second example, while the boxes used to package Nike shoes were already 100 percent post-consumer recycled material made in closed loop system, new machine technology was applied in the manufacturing of all Nike corporate boxes, and this means a reduction of 4,000 tons of raw material fiber used to make Nike’s boxes. In addition, the bottom line impact is a cost saving of 1.6 million annually. As for the third example, one of the first products to reflect Nike’s design for the environment efforts is a tank top for long-distance runners first showcased at the “green” Olympic Games in Sydney, Australia. Seventy-five percent of the fabric in the top is made from recycled plastic soda bottles. It is designed to perform better than a normal top in keeping runners cool, yet use 4 percent less energy in manufacturing (Willard 001). These are only few examples of external environmental factors that influenced Nike for the benefit of itself, and the outside environment.


As it stated in Nike Web Site, “Nike’s challenge for the future therefore goes beyond merely reducing our impact on the environment. The notion of sustainability must be incorporated into all our business practices, leading the way to an economy which is ecologically sound as a whole. Emulating natural cycles necessitates creating product life cycles that are cyclical in nature rather than linear, create zero waste and are closed loop system which reuse precious natural resources. This means scrutinizing all aspects of our products and daily operations for ways to more closely adopt a closed loop model. The future of our business�and the future of the earth�depends upon it.”


Porter’s Five Forces Model are threats of new entrants and barriers to entry, threats of substitutes, bargaining power of buyers, bargaining power of suppliers, and rivalry among existing competitors (Robbins et al 000).


The first one is threats of new entrants and barriers to entry. As it stated in Management text book written by Robbins et al, threats of new entrants and barriers to entry are factors of such as economies of scale, brand loyalty and capital requirements determine how easy or how hard it is for new competitors to enter an industry. It is not only the opponents that pose a threat to firms in an industry; the possibility that new firms may enter the industry also affects competition. Supposedly, any firm should be able to enter and exit a market. However, industries protect the high profit levels of firms in the market and hold back additional rivals or competitors from entering the market. These are what we call barriers to entry. For example, in Nike, Inc., when industry profits increase, we would expect additional firms to enter the Nike market to take advantage of the high profit levels. When Nike, Inc. profits decrease, we would expect some firms to exit the market and restoring market equilibrium. Falling prices, or the expectation that future prices will fall, prevents rivals from entering a market. Barriers reduce the rate of entry of new firms, and maintain a level of profits for those already in the industry. From a strategic perspective, barriers can be created to enhance competitive advantage. Barriers to exit work similarly to barriers to entry. Exit barriers limit the ability of a firm to leave the market and can have worse competition that the firm is unable to leave the industry, and must compete. In the case of the Nike industry, the athletic footwear, apparel and equipment industry is keenly competitive in the United States and on a worldwide basis. Nike competes internationally with an increasing number of athletics and leisure show companies, athletic and leisure apparel companies, etc. Large companies such as Reebok and Adidas are included as being its competitors (Nike, Inc. Annual Report 001). Nike has to prevent new firms to enter, unless Nike will have a lot more rivals coming in.


Coca cola already has Pepsi as their number one rival and coca cola trying their best for no more competitive coming. Mineral water is also Coca Cola big competitive. This relationship is being created by Coca-Colas Project Infinity, which is being put by upper management to make independent bottlers in an effort to cut costs, pool resources, generate more buying power, improve overall communication throughout the organisation, and increase profits.


In Porters second model, substitute products refer to products in other industries. Threats of substitutes are factors such as switching costs and buyer loyalty determine the degree to which customers are likely to switch their business to a competitor (Robbins et al 000). To the economist, a threat of substitutes exists when a products demand is affected by the price change of a substitute product. A products price elasticity is affected by substitute products, and as more substitutes become available, the demand becomes more elastic since customers have more alternatives. A close substitute product limits the ability of firms in an industry to raise prices (McTaggart et al 1). The competition created by a threat of substitute comes from products outside the industry. The price of Nike shoes is constrained by the price of plastic, rubber, and cloth. These are substitutes, yet they are not rivals in the Nike and Coca-Cola industry. The price of Coca Cola is determined by the price o the can, bottle and plastic.


The third model is bargaining power of buyers. Factors such as number of buyers in the market, buyer information and the availability of substitute products determine the amount of influence that buyers will have in an industry (Robbins et al 000). The power of buyers is the impact that customers have on a producing industry. In general, when buyer power is strong, the relationship to the producing industry is under market conditions where there are many suppliers and one buyer. Under such market conditions, the buyer sets the price. In Nike Inc. for example, Venator Group Inc. which operates a chain of retail stores specializing in athletic footwear and apparel, is Nike Inc.’s significant customer because it accounted for approximately 1 percent of global net sales of Nike brand products during fiscal 001. No other customer accounted for 10 percent or more of Nike’s net sales during fiscal 001 (Nike, Inc. Annual Report 001). This example shows that Venator Group Inc. as Nike’s significant customer has favored Nike industry on its producing.


Distribution has become a complicated part of the Coca Cola Company’s success in being able to successfully produce quality products that are delivered and sold around the globe in a cost effective and time efficient manner. Coca cola has become an American icon that has managed to transform itself from a profitable fountain soda into a generational product that Americans have grown to love. Coca Cola realizes that their dominance in the cold-beverage industry will not continue unless they come up with new innovative ways to remain competitive in a global market.


A producing industry requires raw materials, labor, components, and other supplies. This requirement leads to buyer - supplier relationships between the industry and the firms that provide it the raw materials used to create products as for the fourth Porter’s model. Suppliers, if powerful, can influence the producing industry, such as selling its raw materials at a high price taking some of the industrys profits. Nike has a supplier from other industry such as plastic industry, clothing industry, rubber industry, etc. Coca Cola Company also has a supplier from other industry such as; steel cans industry, plastic industry to make plastic bottles, glass industry, and etc.


The last Porter’s model is rivalry among existing competitors. Factors such as industry growth, increasing and falling demand, and product differences determine how intense rivalry will be among firms in the industry (Robbins et al 000). Economically, competition among rival firms drives profits to zero. Competition is not perfect and firms are not simply price takers. Rather, firms are looking for a comparative and competitive advantage over their rivals. Nike, Inc. and Coca Cola Company have industry growth, falling demand, and such things, that are caused by rivalry. This is why both organisations have a status in rivalry among existing competitors.


The major strategy that Nike pursues is to develop a worldwide marketing of high quality products involving factors from the outside environment. This is how its external environment linked to the strategy of the company. Nike is trying to be the best of all footwear companies, such as Reebok and Adidas, by getting help from its external environment, as well helping the external environment itself. Using such a way, Nike is getting more and more of people’s attention around the world, and more people will buy Nike’s products.


Coca cola can be put as a big organization with lot of business partners such as their bottling partners. One of the primary reasons for organizing is to established line of authority. It also can improve communication. A good organization structure clearly defines channels of communication among the members of the organization, such as system also ensures more efficient communication. Coca-Colas customers are mainly retail outlets, restaurants, grocery stores, or any other operation that buys their products, and in return sells or serves these products to consumers. Coca-Colas primary focus with these products is instant consumption, because that is an area in the market that has the biggest growth potential. The culture also can affect Coca Cola Company so it has to be a response style. Those are the external environment which is needed for the coca cola company to maintain their success.


Their strategy of running the business is concerning of all of the Coca Cola and Nike companies which are all around the world. They have a very good strategic of planning for success of the companies. Almost all of the Coca Cola strategies are already been implanted for a long time, even when Coca Cola Company just been built. That is why Coca Cola Company can be very successful comparing to the other Beverages Company and Nike is also more successful than other footwear companies.


As a conclusion, Coca Cola and Nike are similar to each other even though they came from different industries. Coca Cola and Nike are both very successful in producing their products. The relationship between management theory and practice in general is that both of these organisations follow the management theory, and it leads them to success.


List of References (Bibliography)


McTaggart et al 1, Economics, rd edn, Addison Wesley Longman, South Melbourne, Australia.


Robbins et al 000, Management, nd edn, Prentice-Hall, French Forest, NSW.


Willard, M.001, Oregon Natural Step Network, http//www.nikebiz.com


Nike, Inc. Annual Report 001 http//www.nike.com


Coca Cola Annual Report 001 http//www.coca-cola.com


Leslie, W.R. & Llyod L.B 000, Management Skills and Application, McGraw Hill, London, UK.


Coca Cola Enterprise Inc. 00 http//www.cokecce.com/srclib/1..1.html


Investor Business Daily Coca Cola


http//www.cgey.com/news/clippings/media/IBD%0-%0CocaCola.pdf


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Main Characters in "Barn Burning" and "A Jury of Her Peers"

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Main Characters in “Barn Burning” and “A Jury of Her Peers”


William Faulkner and Susan Glaspell both used different techniques in disclosing round characters in their stories “Barn Burning”, written by Faulkner, and in “A Jury of Her Peers”, written by Glaspell. Sarty, in “Barn Burning”, and Minnie Wright, in “A Jury of Her Peers” were both expressed as round characters by the authors. In “Barn Burning”, Faulkner portrayed Sarty, a main character, as young and loyal son, which gave the reader a good impression of him. In “A Jury of Her Peers”, Glaspell represents Minnie Wright as a main character by creating the setting for the whole story by the horrible deed she has done. This gives the reader a bad feeling about her, seeming to be the opposite kind of protagonist of Sarty in “The Barn Burning.


Faulkner shows Sarty as a loyal son right from the beginning of the story. Sarty’s father, being charged with barn burning, is standing in front of a judge being questioned. When the judge is not satisfied with the father’s statement, he calls Sarty, the younger of the father’s two sons, to the stand for questioning. “His father, stiff in his black Sunday coat donned not for the trial but for the moving, did not even look at him. He aims for me to lie, he thought, again with that frantic grief and despair. And I will have to do it ” (11). Faulkner shows that the boy will do anything for his father, even though he knows his father has done the crime he is being accused of. Sarty will not remain so loyal throughout the story.


Glaspell shows Minnie Wright as a loyal wife to her husband, John Wright. “She has been deprived and blighted by her twenty-year marriage” (174). The Wright’s are described as “not having the homemaking instinct.” Their house, described by Martha Hale, said “It never seemed a very cheerful place, and I don’t think a place would be any the cheerfuller for John Wright’s bein’ in it” (07). ). The story gives the reader the idea that nothing good has come for Minnie Wright since her marriage. Her loyalty kept the twenty year relationship alive, but her loyalty also takes a turn in the story. Faulkner shows Sarty’s loyalty through the character’s own thoughts. Glaspell takes a different approach. She informs the reader about Minnie Wright’s loyalty with statements made by other characters in the story.


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Faulkner shows Sarty’s dynamic characteristics towards the end of the story. Sarty’s disloyalty begins when his father orders him to go fetch the can of oil from the barn. “What…. What are you….” said Sarty (1). He realizes what his father aims to do, and doesn’t want any part of it. Sarty starts moving toward the barn as his father ordered, and started thinking to himself. “I could run on and on and never look back, never need to see his face again (1).” Here, Sarty’s loyalty has faded, and a feeling of hatred towards his father is expressed by the author. Sarty sees his father leaving with the intention of burning down Mr. De Spain’s barn. Sarty takes off running for the front door of Mr. De Spain’s house. “He did not knock, he burst in. De Spain! Where’s… Barn! Barn!” he cried trying to warn of the burning barn (00). By doing this, Sarty has now turned on his father. He is dynamic because he was unconditionally loyal to his father in the beginning, but now he does not care to help his father get away with any more acts of rage and violence. Sarty’s words, thoughts, and actions all reveal his change in character.


Glaspell reveals Minnie Wright’s dynamic characteristics all throughout the story. “It came into Mrs. Hale’s mind that that rocker didn’t look in the least like Minnie Foster-the Minnie Foster of twenty years before (05).” “She used to wear pretty clothes and be lively-when she was Minnie Foster, one of the town girls, singing in the choir (0).” Glaspell uses the statements of Mrs. Hale to compare images of the past Minnie Foster, and the present day Minnie Foster-Wright to the reader. Mrs. Hale refers to the oven in the Wright’s house and talks about how she can’t believe how Minnie could bake in an oven like that. Another character, Mrs. Peters said, “A person gets discouraged-and loses heart (10).” Mrs. Peters never knew Minnie Wright at all, yet she is able to make a statement about the change in Minnie. The author uses this statement by a complete stranger to give readers a clear view of Minnie Wright’s dynamic characteristics.


Although both characters played very important roles, each one seemed to serve different purposes. In the “Barn Burning”, Faulkner shows Sarty’s dynamic characteristics by his own words and actions. In “A Jury of Her Peers”, Glaspell shows Minnie Wright’s dynamic characteristics through the words and thought of others. Glaspell and Faulkner clearly revealed the dynamic characters of each story. The authors included multiple points to do so, yet used very different techniques.





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