International Business and Globalisation

Question: Discuss about the International Business and Globalisation. Answer: Introduction In the age of globalisation most of the companies in the world are emphasising on expanding their business to the international market to reap the benefit of the global market. Only operating the business in the domestic market will not give the company competitive edge in the market. Operating in the international market gives scope to the company to expand their market getting access to the new market in order to introduce their products. International business helps an organisation to take the help of cheap labour capital to produce their products at cheaper rate. This increases the profitability of the company. Expanding the company in the international market helps the company in incorporating different values ideas of the country in the organisational culture (Peng et al., 2008). International business is also helpful in earning reputation in the international market increasing the brand image. Most of the large business organisations are trying to reap the advantage of the globalisation. Globalisation has made the business process in the international market smooth easy. Different restrictions imposed earlier on different organisations to do business in other countries have been diluted after the globalisation. If the organisation is restricted only to the domestic country, it reduces the scope to sustain in the market in the competitive market. Those organisations which are operating across the globe are able to gain various experiences from the work culture or organisational culture of other organisations. In the age of globalisation most of the large business organisations are competing with other business organisations across the world (Ball et al., 2012). On the other hand to operate the business in other countries it is imperative for the organisation to follow the rules, regulations government policies in that country. Background of the Company In case of Australia there are large numbers of retail organisations which are operating in the international market. These organisations are operating successfully in different overseas market. One of the retail giant in the Australian market is the Woolworths Limited. It operates its business in the Australia New Zealand markets. In terms of the retail ranking in the Australian market, Woolworths Limited is second largest retail organisation. The world ranking of the organisation is 19th. Though this company has huge market share in the domestic country, it has shown interest in expanding the market in international market in particular in emerging nations. Among few emerging nations India is one of the rapidly growing emerging markets in the world. The Woolworths Limited has taken the decision to expand the business in the Indian market. The main objective of the Woolworths Limited is to take advantage of the emerging economy. Since the Indian economy has large market area, it will give huge opportunity to Woolworths Limited to expand the market base. Beside this the setting unit in the Indian market, the organisation would be in a position to take the advantage of cheap labour capital (Daniels et al., 2009). This will help the organisation to increase its profit structure. Brief introduction to chosen country India is one of the emerging markets in the world. The Indian economy is growing at a rapid pace due to the increase in the per capita income of people of the country. Due to the increase in the income level people their purchasing power has increased significantly. The economic condition of the country is comfortable now in comparison to the other emerging nations. One of the biggest advantages of the Indian market is the demographic factor. The Indian labour market is young compared to other world economies. This is a positive factor for the Indian economy in the sense that the productivity level of young employees is high. This helps an economy to grow at a rapid pace. The projected growth rate of the Indian economy is 7.7% in the year 2017. This signifies that the Indian economy is fastest growing emerging economy in the world. The main reason behind the increase in the growth rate of the Indian economy is the high private consumption rate (Dunning, 2012). Hence the Indian market is very attractive market for the foreign investors. The incumbent Indian government is emphasising more on the foreign direct investment. This gives large opportunity to international companies to expand their business in the Indian market. Different domestic policies are also helpful for the Indian economy to become the fastest growing emerging market in the world. Economic Analysis The Indian economy is the most lucrative destination in terms of investment for most of the international companies. Since the Indian economy is experiencing largest growth rate, investing in the Indian market is beneficial for any business organisation to reap the benefit of the consumer as well as the labour market (Johnson et al., 2006). Since, in terms of size the Indian market is large enough there are varieties of customers in the country. Tastes preferences of people also differ significantly. Hence, there is wide scope for organisations to introduce large varieties of products in the country. As mentioned above the Indian economy is growing at the fastest rate among all emerging economies the growth rate is expected to be 7.7 % in the year 2017. There are different macro economic factors which determine the performance of the economy. These are the GDP growth rate, the unemployment rate, the inflation rate, the fiscal position etc. these factors determine the economic posi tion of any country in the world. The economic analysis of any country is very essential for different international organisations in taking decisions regarding investment. No organisation would want to invest in a market where the per capita income is very low; unemployment rate is very high or monetary policies of the respective country are unfavourable in nature. These factors demotivate any originations to invest in any country. In case of the Woolworths Limited, it has shown interest to expand the business to the Indian market. The main reason behind this decision is the economic factors of the country (Rugman Collinson, 2009 ). Since macro economic factors of any nation play an important role in attracting any international company to invest in the nation, hence proper analysis of the economic factors is necessary. The unemployment rate of the economy is 4.7%. In terms of population this is a high percentage. The Woolworths Limited has to take the opportunity of this unemploy ment rate. If the unemployment rate is high, the demand for labour in the economy is low this makes the labour less expensive cheap. If the Woolworths Limited can utilise this opportunity to produce their products at low cost, it will help the organisation to reduce their price of their product in the market this will act as the competitive advantage for the company. Lowering the price of the product helps the organisation to attract more customers increase the customer base. Globalisation has changed the choice preferences of customers. Customers have now wider options in terms of varieties of the products introducing new products in the market will help the organisation to attract new customers. In case of the inflation rate, it is stable in nature. The current inflation rate of the economy is 3.65%. This helps in keeping the price structure of different products stable. Hence, people would have enough income in the hand to spend in varieties of products. If Woolworths Limit ed invests in the Indian market, it will be beneficial for the company to take advantage of these macro economic variables. Political Legal Analysis Political factors of an economy also play an important role in the decision making process of an organisation regarding the investment in any oversees country. Political factors most of the time act as the barrier for different organisations (Czinkota et al., 2009). Political factors are dependent on the ideology of the incumbent government of the nation. It is very volatile in nature. The political decisions of one political party may not suit the ideology of the other political party. These factors have to be taken in to consideration while making the investment decision. Other than this the political stability is another determinant factor in this case. If the internal condition of the country is favourable for any organisation to invest, then it attracts other international organisations. If any country experiences different political turmoil on a regular basis, it restrains an organisation from investing in that country. In case of India the political stability is another positi ve factor for attracting foreign investment. The Indian government has shown large interest in attracting foreign investment. Foreign investment will help the Indian economy to expand further. Another important factor in this case is the geopolitical factors. The relation of any nation with other nations also determines the amount of the foreign investment in the host nation. If the relation between two nations is good, one country facilitates business expansion of the other nation. In this specific case the Woolworths Limited is an Australian company it wants to invest in the Indian economy (Kolk Van Tulder, 2010). Hence, if the political relation between India Australia is stable, it will facilitate the expansion of the business. Now the political relation between both the nations is stable this will provide huge scope to Woolworths Limited to establish their unit in India. On the other hand the legal factors are also responsible for the expansion of the international business. In India different acts legislations are present, which have to be taken into account by any company before investing in the country. Legal aspects of the country act as a hindrance in many cases. In case of India few acts have been enacted to make the business process smooth at the same time to reduce the intensity of the illegal aspects attached to the business process. These acts are Foreign Exchange Management Act, 1999 (FEMA) and Regulations, Foreign Trade (Development and Regulation) Act, 1992, Companies Act, 1956, Arbitration and Conciliation Act, 1996, Foreign Direct Investment Policy (FDI Policy), Competition Act, 2002 etc. Different regulatory boards are responsible in handling these policies facilitating the foreign investments. These are the Foreign Investment Promotion Board of India (FIPB), Government of India, Securities and Exchange Board of India (SEBI), Direc torate General of Foreign Trade (DGFT), Government of India, Department of Industrial Policy and Promotion (DIPP), Government of India. Culture and Ethics Another important factor in this respect is the cultural ethical issues of a nation. Culture can be defined as sharing the common value norms among different group of people in a society. The culture tradition of a nation is different from other nation. In India large section of people still believe in the traditional lifestyle. It is important to provide respect to the culture tradition of a nation (Wild et al., 2014). When an organisation invests in any country, it is the responsibility of the organisation to take care of the interests of the people of the nation. If in case of introducing any product in any market hurts the interest of the people in the society, it affects the reputation of the organisation in a negative manner. Since India is a multicultural multi religious country, hence it is difficult to take care of interests of different sections of the society. Hence, in case of the Woolworths Limited it has to keep in mind that they have to safeguard the interests of people of the nation. On the other hand it will be able to successfully run the business in Indian market, if it launches product on the basis of the choice preferences of the people. Similarly, the ethical issues are also vital to be taken care of in case of the expanding market in the world market. In case of any country there are different socio-cultural barriers the responsibility of the organisation is to take care of these issues. In case of India there are different cultural issues those the organisation must consider while taking the business decisions. Showing respect to customers tastes preferences help in earning customer loyalty. The organisation has also to provide support to the society in which it is doing the business operation this is a part of the corporate social responsibilities. In case of Woolworths Limited it has to consider different ethical issues to successfully run the business operation in the Indian market (Audi, 2009). Other than this another ethical issue is the competition in the market. The organisation should not adopt any illegal strategies to expand the market. Any policy adopted by the Woolworths Limited should not violate p olicy decisions or acts of the country. Conclusion From the above discussion it can be said that the importance of the international business has increased multiple times after the globalisation. Only operating the business in the domestic market is not sufficient for the organisation to expand the business gain brand loyalty, business in the international market helps the organisation to reap the benefit of the large market, large number customer base cheap factors of production. Hence, the Woolworths Limited has taken the decision to expand the market in an emerging nation. Since India is a fastest growing emerging nation in the world, it is the best place to expand the business take the advantage of large market base (Czinkota et al., 2009). To establish business in India it has to take care of the cultural, political, economical ethical factors in order to operate the business successfully. References Audi, R. (2009).Business ethics and ethical business(p. 21). New York: Oxford University Press. Ball, D., Geringer, M., Minor, M., McNett, J. (2012).International business. McGraw-Hill Higher Education. Czinkota, M. R., Ronkainen, I., Moffett, M. H., Marinova, S., Marinov, M. (2009).International business. Wiley. Daniels, J. D., Radebaugh, L. H., Sullivan, D. P., Salwan, P. (2009).International business. Pearson Education India. Dunning, J. H. (2012).International Production and the Multinational Enterprise (RLE International Business). Routledge. Johnson, J. P., Lenartowicz, T., Apud, S. (2006). Cross-cultural competence in international business: Toward a definition and a model.Journal of International Business Studies,37(4), 525-543. Kolk, A., Van Tulder, R. (2010). International business, corporate social responsibility and sustainable development.International business review,19(2), 119-125. Peng, M. W., Wang, D. Y., Jiang, Y. (2008). An institution-based view of international business strategy: A focus on emerging economies.Journal of international business studies,39(5), 920-936. Rugman, A. M., Collinson, S. (2009).International business. Pearson Education. Wild, J., Wild, K. L., Han, J. C. (2014).International business. Pearson Education Limited.

product dumping Essay

product dumping Essay product dumping Essay NEW YORK TIMES â€Å"SCIENTIST AT WORK† BLOG EVALUATION A. STRUCTURE and ORGANIZATION: This section deals with the structure and organization of your blog. Fill in the following table: Name of Journal Scientist at Work Title of Blog How Coffee Affects Biodiversity Author(s) S. Amanda Caudill Dates Published November 18, 2011 Where is the author working? Costa Rica What is the author[s] university affiliation? doctoral student at the University of Rhode Island Who do you contact if you have questions? Her web page B. CONTENT: The following questions deal with the content of your blog. 1. What is the HYPOTHESIS being tested in your blog? The purpose of the this research was to evaluate the mammal biodiversity in coffee landscapes to find out which habitat are better and more important to mammals. And also to find suggestions that are best to provide whats good to enhance mammal's habitat. 2. What is the CONTROL in the experiment being conducted for your blog? The control in the experiment conducted in this blog was to evaluate mammal biodiversity by using a combination of direct and indirect sampling techniques. They used traps for their research. They tried to bait the traps by using a mixture of a mixture of peanut butter, vanilla, bananas, oats and seeds. Also for the indirect sampling , they used track plates and camera traps. Open boxes of the track plates contained bait at the end of it, contact paper in the middle, and copy toner was in the front. 3. In a sentence or two, explain how they tested their hypothesis? They placed 242 small mammal traps (for mouse-size animals) in the 500-by-500-meter site. Also they placed medium-size mammal traps (for animals like possums, raccoons and coatis) in the sites as well. Track plates were used to identify the species, so as they steps on the track plate to retrieve bait, it left paws prints or tracks. The cameras were set to take three pictures consecutively of mammals if any movement is detected within the line of sight. 4.

How To Fix Your Marketing Strategy With Marcus Sheridan

How To Fix Your Marketing Strategy With Marcus Sheridan When you were younger, who did you go to when you had a tough question? Your single source of truth your dad. These days, when people have questions, they ask a search engine. They go to Alexa! There are big questions that companies are afraid to answer. As marketers, are you listening to questions your customers are asking? Are you answering the right questions? Today, my guest is Marcus Sheridan, author of They Ask You Answer. Premise of Book: Business philosophy of how buyers think, questions they ask, and how they want to learn and buy Elements of Success: Seen as a teacher and trusted voice in your space Many of us think and speak like marketers; be honest when creating content Big 5 subjects that determine what people buy and companies don’t want to address; cost-based, negative/problems, comparison, best of, and reviews Let customers learn from you, not someone else; consumer ignorance is no longer a viable sales and marketing strategy Stop the mindset of digital marketing as an expense and sales team as revenue Get leadership to understand concepts/results of sales and marketing initiative Marketer Psychology: Prophet to the world, but no one listens to you in hometown Why are you producing content? For marketing or sales? The falsehood of too much Emails should include education; refuse to be average Links: They Ask You Answer Marcus Sheridan Marcus Sheridan on LinkedIn Marcus Sheridan’s Email Marcus Sheridan on Twitter The Sales Lion Blog Amazon Alexa Angie’s List Seth Godin Who and what would you like to hear about and from? Send me your feedback! If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Marcus Sheridan: â€Å"It’s a business philosophy and it’s an obsession with the way buyers think, the questions they ask, and how they want to learn and how they want to buy.† â€Å"We make a big mistake within the marketing space because, fundamentally, too many of us think and speak like marketers.† â€Å"Big 5: Buyers are obsessed with them. Businesses don’t like to talk about them.† â€Å"Consumer ignorance is no longer a viable sales and marketing strategy.†

How Not Meeting The Assumptions Of The Hardy-Weinberg Principle Aid In Term Paper

How Not Meeting The Assumptions Of The Hardy-Weinberg Principle Aid In Evolution - Term Paper Example 298). The Hardy-Weinberg model is applicable to the context of populations of diploid, sexually reproducing individuals (Andrews 65). For a population to be in Hardy-Weinberg equilibrium, certain assumptions must be met. Andrews, Hartl and Clark and Hillis et al. comprehensively described and summarized the following assumptions, 1. Natural selection is not acting on the locus in question, indicating that there is no differential selection among genotypes. Individuals with different genotypes have equal probabilities of survival and equal rates of reproduction. 4. Population size is infinitely large, which means that genetic drift is not causing random changes in allele frequencies due to sampling error from one generation to the next. As all natural populations are finite and they are subject to drift. However the effects of drift are more pronounced in small than in large populations. where, p2, 2pq and q2 are the expected frequencies of genotypes AA, Aa and aa in zygotes of any generation, p and q are the allele frequencies of A and a in gametes of the previous generation of the population (Hartl and Clark 75). As there are only two alleles at a locus, p + q=1. â€Å"The Hardy-Weinberg genotype frequencies, p2 + 2pq + q2, represent the binomial expansion of (p + q) 2, and also sum to one†. (Andrews 65) â€Å"In case of loci with more than two alleles, it is possible to apply the Hardy-Weinberg theorem, in which case the expected genotype frequencies are given by the multinomial expansion for all k alleles segregating in the population: (p1 + p2 + p3 + . . . + pk)2†. (Andrews 65) Fig. 2- â€Å"Generation I of this population consists of migrants from several other populations, thus violating the Hardy-Weinberg assumption of no migration. Notably, the generation I has more homozygous individuals and fewer heterozygous individuals than would be expected under

Still Life Art Research Paper Example | Topics and Well Written Essays - 1500 words

Still Life Art - Research Paper Example Still life painting is ubiquitous in historic Egyptian tombs. Egyptians are considered one of the oldest civilizations of the world and the existence of still life is an indicative of its historic nature. The concept behind Egyptian still life was that these pieces of art would turn into real life in the afterlife and would be available for use for those who have deceased. The Greek civilization also shows the presence of still life art. Sticking to its own norms and rules, academic reflections tend to lag behind developments in the art world. The word still life was used as late as the 17th century and was first discovered in Dutch inventories (Slive). Other terms which were considered for defining the aforementioned art included fruytagie, bancket and ontbijt. In the 17th century the Parisian Academy of art helped in the foundation of the first schools of art in Europe. A specific set of rules were laid down that explained which forms of art will be taught on a hierarchical basis. Still life was struggling at the bottom of that list because they were considered as mere recordings of inanimate objects or things that were considered to be there without much thought to how they came about in existence. Still life, however, was later acknowledged as a true form of art and gained repute with every additional contribution. Several artists used it as a starting point and often considered the results of still life to be much more appealing than what they thought they would be (Schneider). The earliest forms of most medieval still life were designed in an era that was struck with economic turmoil as well as the dissolution of feudalistic cultures. The motifs of these paintings, hence, were indicative of the changes in economic and social conditions taking place. There were changes in agricultural situations and status quos as well. Some of the art was aimed to depict those changes. Two of the primary scenes depicted in the era were market scenes and kitchen scenes (Eb ert-Schifferer). The 16th Century: The 16th century was the tipping point for still life art as there was an enormous increase in interest in nature and the creation of botanical encyclopedias that informed of the discoveries of the new world and Asia. These areas of interest were subject to significant use by still life artists as their paintings and artistry moved towards their depiction. While the first half of the 16th century did not recognize still life as an autonomous category of art, by the latter half of the century autonomous still life was evolved. Slowly but surely, religious content started to diminish from paintings and artists started to focus more on still objects. The key contributors of still life in the 16th century include Alberceht Durer, Maarten van Heemskerck, Annibe Carraci and Joachim Beuckelear. The 17th Century: The 17th century saw the growth of Italian still life art. Despite its growth, however, it was considered inferior to art that focused on histori cal, religious and mythological subjects. Many prominent contributors and artists thought that still life art was lacking something and had some way to go before any piece of the art could be considered as great. This is one of the reasons why there were considerably lesser number of people who dedicated their work to still life. Some of the prominent artists who contributed to still life include Caravvigo and Jan

Behaviorist Lesson Plan

Behaviorist Lesson Plan Anticipatory Set (focus) the teacher will put the short story the tortoise and the hare up on the overhead for all the children to read (most children will already know this story), the teacher will then ask the students to describe what they feel the moral of the story is. Students will be required to tell the teacher what their idea of the moral of the story is. Once students have expressed their ideas, the teacher will go on to explain what the moral of the story is meant to be. This will involve the methods of demonstration and discussion. Purpose (objective) The purpose of the lesson is that the teacher will show children how to make their own points about articles and pictures etc they will be able to teach children how to find the deeper meaning of things instead of focusing solely on the obvious. Another purpose of the lesson for teachers is that they will be able to see whether children understand the concept of morals. Students will show learning by being able to create their own stories that contain morals. Also students will show learning by being able to take what the teacher has shown them and use those concepts in order to demonstrate what things to look for in finding the moral of a piece of work. Students will be using the methods of demonstration by demonstrating what they have learnt. Input The vocabulary, skills, and concepts the teacher will impart to the students the stuff the kids need to know in order to be successful. It will be up to the teacher to make sure students understand the concept of morals and what to look for in order to find the moral or theme of the story. Students will also need to know adjectives in order to understand how to look for details in the piece of work they are analyzing, by understanding the use of adjectives students will be able to pick out distinct characteristics of the characters presented in the story and specific details about them therefore making it easier to understand how to determine what the theme of the story could be about. Modeling (show) The teacher shows in graphic form or demonstrates what the finished product looks like. The teacher will present a short story on the projection screen, and then will ask the students to read and analyze the story. When the students have read the story the teacher will ask the students what they feel the moral of the story was and once that is complete the teacher will take the students responses and put them up on the board. After the students have given their input the teacher will write down what the they feel the lesson of the story was and show the students some ways that the teacher came to that conclusion, by using certain words from the story etcà ¢Ã¢â€š ¬Ã‚ ¦ the teacher will use the method of demonstration in this way. Guided Practice (follow me) The teacher leads the students through the steps necessary to perform the skill using the trimodal/learning styles approach hear/see/do. The teacher will go through what is obviously present in the story (for example: the characters, setting, what is happening in the story etcà ¢Ã¢â€š ¬Ã‚ ¦) once the teacher has gone over the obvious parts, they will then go into the morals and concepts of the story. Students will be required to take their pieces of literature, break them down into what is obvious and then go into the more in depth points of the story ( based on what the teacher has shown them) this will involve the methods of demonstration, drill and practice and tutorial. Checking For Understanding (CFU) The teacher can then use other familiar stories that the students already understand the main concepts of. At this point the students will be able to determine the main concepts and ultimately the moral of the story. The teacher will go around and ask whether the students understand what concepts are being presented in the story and if they do then the teacher can move on with the lesson and have students begin writing their own stories that contain some of the concepts they have learnt. The students will be held accountable for asking any questions they may have had during this time. Independent Practice The teacher releases students to practice on their own based on #3-#6. Once the teacher is sure that the students have understood how to determine the moral of a story and what exactly the story means to them personally the teacher can then have the students go to the lab in groups and therefore find their own pieces of media that they can analyze together. Students will be discussing the piece of media they choose and detailing what exactly that piece of media means to them personally. This will use the methods of drill and practice and discussion. Closure A review or wrap-up of the lesson Tell me/show me what you have learned today. At the end of the lesson the teacher will give a short homework assignment to the students to demonstrate what they have learned. The students will be required to go on specific websites that the teacher has provided for them and analyze different forms of literature, such as stories, articles or even photographs. Students will then have to analyze the literature and decide how they feel about that piece of literature specifically, they can present these ideas in a short 7-10 sentence explanation that they will be required to bring to the next class. This will allow students to demonstrate what they have learned and present it in a explanatory piece of writing to the teacher. THEORY INTO PRACTICE: PLEASE NOTE: This section requires you to use the Comparative Organizers found on the CD that came with your Newby textbook. Open the CD and Go to: Chapter Info and Activities, then Chapter 2.:Theory into Application, then Learning Theory Comparative Organizers, and use the applicable Comparative Organizer for the following section. Which Learning Theory predominates your Lesson: The behaviorist learning theory predominates my lesson. Identify the key factors influencing learning in your lesson. Where are these used in your lesson? Adapting existing behavior- this is used at the beginning of the lesson by seeing if children who are already familiar with the story of the tortoise and the hare can pin point what the moral of the story may be. Teaching new behavior- shaping- this would occur during the lesson, when students have successfully found a moral in the piece of writing they are given then they will be awarded with a sticker or other prize of their choice. Chaining- once children are able to understand the moral of the tortoise and the hare, they will be required to take their knowledge of finding deeper meanings and apply it to other pieces of literature. Maintaining existing behavior- variable ratio schedules- this will occur near the end of the lesson. Once students have demonstrated an understanding of how to determine a deeper meaning in a piece of literature they will be required to go to the computer lab in groups and find their own piece of work that they choose to analyze. Based on when each student has understood the concepts they will then get to choose groups and go to the computer lab. What is/are the teacher role[s] in your lesson. Explain the performance objectives clearly to learners. Provide cues to the learners to assist in the correct response of the learner. Provide reinforcement (positive or negative) Create practice situations in which cues are paired with a target stimulus in order to elicit a desired response. Provide an atmosphere where students can modify responses to stimuli. Provide relevant and specific sequences of activities or learning events to achieve objectives. Establish reinforcers to help impact learning and performance. How is/are this/these role[s] accomplished. [in other words Where is this demonstrated in your lesson? Be specific.] At the beginning of the lesson the teacher will have to; explain the performance objectives, provide cues to the learners, and provide relevant and specific sequences of activities or learning events to achieve objectives. During the lesson the teacher will need to make sure they; provide reinforcement (positive or negative), create practice situations in which cues are paired with a target stimulus in order to elicit a desired response, provide and atmosphere where students can modify responses to stimuli and establish reinforcers to help impact learning and performance. What type[s] of learning is/are best explained in your lesson: Based on my lesson students will have to be able to recall previous information for example knowing how adjectives are used and what they are. The students are going to be required to have a response to specific pieces of literature or sources of media that are provided for them. They will also be required to practice responses to literature. State the teaching method[s] used in your lesson, and, for each, briefly explain how this/these method[s] relate to your lesson plan. [in other words, how is that method demonstrated in your lesson]: Directed instruction- focuses on teaching sequences of skills, students will start by analyzing a story shown to them with help from the teacher, then they will be required to analyze different pieces of literature on their own and then eventually with a group. By the end of the lesson the students will have to analyze different pieces of literature for homework which they will bring in the next day. Drill and practice- throughout the lesson students will continually be required to analyze different pieces of literature and test their understanding. This will be done until it is clear that the student fully understands the point of the lesson and what is required of them. Personalized system of instruction- each student will need to demonstrate their understanding of the subject individually before they are able to work with a group and after when they do their individual homework assignments. State all the teaching strategies used in your lesson, and, for each strategy, explain how these strategies relate to your lesson plan. [in other words, how are the strategies demonstrated in your lesson]: Reinforce incremental behaviors leading towards a goal behavior- the teacher will be reinforcing the main concepts of the lesson until students are able to complete the task on their own. Establish complex behaviors by using simple behaviors already known by the subject- the students already understand that stories are all relevant to the individual, the goal is to allow students to take what they already know and apply it in a way that is beneficial to them individually. Also students have already used adjectives, and in this way they will be required to use what they already know determine what the moral of the story is. Progressive style of instruction- students will be required to begin by doing simple tasks with the assistance of others and then will have to be able to analyze a story all on their own or in some cases write their own story which contains a moral. Allow students opportunity to practice and repeat so that they become second nature- students will be required to keep practicing the concepts they learn in the lesson through their group work and homework that they are assigned. LEARNING STYLES: Identify the types of learners (multiple intelligences) you are addressing in your lesson. You MUST refer to Gardners work [see Lab 5]. Minimum of 3 identified and explained. Verbal linguistic- students are going to be required to do some reading and writing based on their own ideas. Naturalistic- students will have to use concepts from their own personal lives and put those ideas into their responses to the text. Interpersonal- involves being around people and talking to others. Students will need to be able to work in groups with other students and be able to share their ideas and get their point across in a group setting. STUDENT EVALUATION: The purpose of evaluation is to determine if your students met the lesson objectives. Describe how you will evaluate the class. Once the lesson is completed students will be evaluated by having to apply what they learnt to their homework assignment. They will be given a list of resources from which they choose one that they feel would best relate to themselves and that they feel they will be able to analyze on their own. Students will then be required to write down their analysis of the work they choose and bring it to class with them the next day to be handed in for marks that will be used toward their overall English mark. The teacher also has a picture included as one of the resources that the students are allowed to analyze, if they choose to do so then the students will be required to write a story about that picture and how it could relate to them individually, their story will be handed in and graded as well and will be graded on the same basis as those who did the analysis. STUDENT DETERMINED CONTENT: Failure to complete the following for each [e.g., file, website, document, computer application, Web 2.0 program, etc.] technology used in support of your lesson will result in maximum  ½ marks awarded for Student Determined Content. Content: Hot potatoes- pop quiz on adjectives and themes of works! This quiz will be used at the end of the lesson, students will be in the computer lab and they will be working in groups. Once they have completed that part of the lesson they can do this quiz for extra practice (it will not be for marks). The result expected through the use of this website is that students will be able to understand the lesson better, and practice what they have learnt. Awesome highlighter program- the tortoise and the hare story. This will be used in my lesson plan once the students have determined what the moral of the story is, or once the teacher has discussed it with them. Once they have figured out the theme of the story, the teacher will open this document and the parts that are highlighted will be used to explain how to find the theme of the story, what the kids should be looking for. The result of this is that the students will know how to determine how to find the theme of stories by looking at specific sentences or words used in the passage. Students can also use this program if they choose when they are going over their own passages for homework. Stixy Board program- this website will be used at the end of the lesson. It contains all of the information that students will need to do their homework based on the lesson they have learnt. The purpose of this program is that it will allow the teacher to post the homework assignment online for students to do, and students will have easy access to all of their homework assignments. Also it contains all the documents that the students will need to complete their homework assignment.

Night World : Spellbinder Chapter 8

A sharp, acrid odor assaulted her nostrils. She had to blink away tears as she held the bottle over the fire and very carefully tipped it. One drop, two drops, three. The fire flared, burning blue. It was ready. The balefire that was the only way to get a spirit from the other side-apart from crossing the veil and fetching it back yourself. Thea took Phoebe's amulet in both hands and snapped it, cracking the clay and breaking the seal. Then, holding the broken amulet over the fire, she said the words of power she'd heard the elders speaking last Samhain. â€Å"May I be given the Power of the Words of Hecate.† Instantly, she found words coming to her, rolling off her tongue. She heard them as if it were somebody else talking. From beyond the veil†¦ I call you back! Through the mist of years†¦ I call you back! From the airy void†¦ I call you back! Through the narrow path†¦ I call you back! To the heart of the flame†¦ I call you back! Come speedily, conveniently, and without delay! She felt a rumbling vibration like an earthquake rock the floor. Above the ordinary fire different flames seemed to burn; cold, ghostly flames that were pale blue and violet and rose to lick at her knuckles. She started to open her hands, to let the amulet fall into the magical flame. But just as she was about to do it, there was a bang. The door to her bedroom swung open, and for the second time in twelve hours she found herself horrified to see Blaise. â€Å"The whole place is shaking-what are you doing?† â€Å"Blaise-just stay back!† Blaise stared. Her jaw dropped and she lunged forward. â€Å"What are you doing?† â€Å"It's almost finished-â€Å" â€Å"You're crazy!† Blaise grabbed at the amulet in Thea's hands, and then, when Thea snatched her hands back, at the silver box. â€Å"Leave it alone!† Thea grabbed the other side of the box. They were struggling with it, each trying to pull it from the other. Fire scorched Thea's hands. â€Å"Let go!† Blaise shouted, trying to twist the box away. â€Å"I'm warning you-â€Å" Thea's fingers were damp with sweat. The box slipped. That was when it happened. The silver box flipped in Blaise's hands, sending a spray of amulets everywhere. Locks of gray hair, black hair, red hair, all flying. Most of them hit the floor-but one landed directly in the balefire. Thea heard a crack as the clay seal broke. For one second she was frozen, then she plunged her hand into the fire. But the clay was already burning-not red hot, but white hot. She couldn't close her fingers around it. For just an instant she seemed to see a symbol etched in blue flames, and then a flash like sheet lightning exploded from the fire. It knocked her into Blaise's bed and Blaise into the wall. The lightning formed a column and something shot out. Thea didn't so much see it as sense it. A wraith shape that tore around the room like a blast of arctic wind. It sent books and articles of clothing flying. When it reached the window, it seemed to pause for an instant, as if gathering itself, and then it shot through as if the glass didn't exist. It was gone. â€Å"Great Mother of life,† Blaise whispered from against the wall. She was staring at the window with huge luminous eyes-and she was scared. Blaise was scared. That was when Thea realized how bad things were. â€Å"What have we done?† she whispered. â€Å"What have we done-what have you done, that's the question,† Blaise snapped, sitting up and looking more like her ordinary self. â€Å"What was that thing?† Defensively, Thea gestured at the scattered amulets. â€Å"What do you think? A witch.† , â€Å"But who?† â€Å"How should I know?† Thea almost yelled, fear giving way to anger. â€Å"This is the one I was going to call back.† She snatched up the â€Å"auburn hair and cracked amulet of Phoebe Garner. â€Å"That one was just whichever one fell out when you grabbed the box.† â€Å"Don't try to make this my fault. You're the one doing forbidden spells. You're the one summoning ancestors. And whatever happens with that one†- Blaise pointed at the window-â€Å"you're the one responsible.† She got up and shook out her hair, standing tall. â€Å"And that's what you get for trying to sic the spirits on me!† She turned and stalked out the door. â€Å"I wasn't trying to sic the spirits on you!† Thea shouted-but the door had already slammed shut. Thea's anger collapsed. Feeling numb, she looked at the overturned silver box, where she had temporarily stored the tissue with Eric's blood. I was just trying to find a protector for him. Somebody who'd help him fend off your spells, who'd understand that he's a person even though he's a human. She looked forlornly around the room. Then, feeling older than Gran, she struggled to her feet and started mechanically cleaning up the mess. When she dumped the ashes out of the bowl she found some sort of residue sticking to the bottom. She couldn't wash it off and she couldn't pry it off with a steak knife. She stashed the entire bowl under her bed. All the while she cleaned, her mind kept churning. Who got out? No way to know. Process of elimination wouldn't help, not with all those unmarked amulets. What to do now? She didn't know that either. If I tell anyone-even Gran-they'll want to know why I was trying to summon the dead. But if they find out the truth, it means death for me and Eric. Around sunset, a limousine pulled up in the back alley. Thea saw it from her window and rushed downstairs in alarm. Grandma was being helped out of the car by two politely expressionless vampires. Servants of Thierry's. â€Å"Gran, what happened?† â€Å"Nothing happened. I had a little weak spell, that's all!† She whacked at one of the vampires with her cane. â€Å"I can help myself, son!† â€Å"Ma'am,† said the vampire-who might have been three or four times Grandma's age. To Thea, he said, â€Å"Your grandmother fainted-she was pretty sick there for a while.† â€Å"And that good-for-nothing apprentice of mine never showed up,† Gran said, making her way to the back door. Thea nodded good-bye to the vampires. â€Å"Gran-it was my fault about Tobias. I let him have the day off.† Her stomach, which had been clenched like a fist all day, seemed to draw even tighter now. â€Å"Are you really sick?† â€Å"I'm good for a few years yet.† She began laboriously working her way up the stairs. â€Å"Vampires just don't understand old age.† â€Å"What did you go there for?† Gran stopped to cough. â€Å"None of your business, but I had to settle some arrangements with Thierry. He's agreed to let the Inner Circle use his land on Samhain.† Upstairs, Thea made some herb tea in the tiny kitchenette. And then, when Gran was in bed with the tea, she gathered her courage. â€Å"Gran, when the elders call up the spirits on Samhain-how do they send them back?† â€Å"Why should you want to know?† Gran said crossly. But when Thea just looked at her, she went on. â€Å"There are certain spells that are used for summoning-and don't you ask me what they are-and you say those backwards to send them back. The witch who calls a spirit has to be the one to dismiss it.† So only I can do it. â€Å"And that's all?† Thea asked. â€Å"Oh, of course not. It's a long process of kindling the fire and strewing the herbs-but if you do it all right, you can draw the spirit down from between the standing stones and send it back where it came from.† Grandma went on muttering, but Thea had snagged on a earlier phrase. â€Å"From between-the standing stones†¦ ?† she got out. â€Å"The standing stones that encircle the spirits. Well, think, Thea! If you didn't have a circle of some kind to hold them in, they'd just-voom.† Gran made a gesture. â€Å"They'd zip out and how would you ever find them again? That's why I went to Thierry today/' she added, taking a noisy sip of tea. â€Å"We need a place where the sandstone forms a natural circle†¦ and naturally it's up to me to arrange everything†¦.† She went on grumbling softly. Thea felt faint. â€Å"You have to be-physically close to them-to send them back?† â€Å"Of course. You have to be within spitting distance, And don't think I don't know why you're asking.† Thea stopped breathing. â€Å"You're planning something for Samhain- and it's probably all Blaise's idea. You two are like Maya and Hellewise. But you can forget about it right now- those spells are for the elders, not for girls.† She stopped to cough. â€Å"I don't understand why you want to be crones before you're done being maidens. You ought to enjoy your youth while you have it†¦.† Thea left her still grumbling. She hadn't cast any kind of a circle before calling the spirit. She hadn't realized she was supposed to. And now†¦ how could she ever get close enough to the spirit to send it back? Well-it'll just have to stay out in the world, she told herself bravely. Too bad†¦ but it's not as if there aren't other spirits floating around out there. Maybe if it doesn't like roaming around, it'll come back. But she was sick with guilt and disheartened. Not to mention worried-if only a little-about Gran's fainting spell. Blaise didn't come to bed. She stayed downstairs and worked on her necklace long into the night. On Monday, everyone at school was talking about Randy Marik and the ruined dance. The girls were annoyed about it and furious with Blaise; the boys were annoyed and furious with Randy. â€Å"Are you okay?† Dani asked Thea after world lit class. â€Å"You look kind of pale.† Thea smiled wanly. â€Å"It was a busy weekend.† â€Å"Really? Did you do something with Eric?† The way she said â€Å"do something† alerted Thea. Dani's heart-shaped face looked as sweet and concerned as ever†¦ but Thea couldn't trust even her. She was a Night Person, a witch, a human-hater. It didn't matter. Thea was so edgy that the words just seemed to burst out. â€Å"Do something like what? Smash his car? Turn him into a toad?† Dani looked shocked, her velvet-dark eyes wide. Thea turned and walked quickly away. Stupid, stupid, she told herself. That was so dumb of you. You may not have to pretend to be playing with Eric in front of Blaise anymore-but in front of the other witches you've got to keep acting. She headed almost blindly for Eric's locker, ignoring the people she passed. I've only been here a week. How can everything in my life have become so awful? I'm at war with Blaise; I've worked a forbidden spell; I don't dare talk to Gran-and I've broken Night World law. â€Å"Thea! I was looking for you.† It was Eric's voice. Warm, eager-everything that Thea wasn't. She turned to see green eyes flecked with dancing gray and an astonishing smile. A smile that drew her in, changing the world. Maybe everything was going to be all right, after all. â€Å"I called you yesterday, but I just kept getting the machine.† Thea hadn't even looked at the answering machine. â€Å"I'm sorry-there was a lot going on.† Eric looked so kind that she groped for something that had been going on that she could tell him about. â€Å"My grandmother's been sick.† He sobered at once. â€Å"That's terrible.† â€Å"Yes.† Thea fished in her backpack for the small herb pillow she'd put there this morning. Then she hesitated. â€Å"Eric†¦ is there somewhere we could go to talk alone? Just for a few minutes? I want to give you something.† He blinked, then waggled his eyebrows. â€Å"Nothing I'd like better. And I know just the place. Come on.† He led her across campus to a large building that stood apart from the rest of the complex. It had a shabby look and the paint on the double doors was blistered. A banner announced in orange and black letters: don't miss the .ultimate Halloween party. â€Å"What is this?† Eric, who was opening the door, put a finger to his lips. He glanced inside, then beckoned to her. â€Å"It's the old gym. They're supposed to be renovating it as a student center, but there isn't enough money.† He snorted. â€Å"Probably because they're spending too much on renovating downtown. Now- what was it you wanted to give me?† â€Å"It†¦Ã¢â‚¬  Thea stopped dead as she took in her surroundings. All thoughts of the herb pillow vanished. â€Å"Eric-†¦Ã¢â‚¬  She stared around her, feeling a slow wave of sickness roil through her stomach. â€Å"Is this†¦ for the Halloween party?†. â€Å"Yeah. They do a couple fund-raisers a semester here. This is kind of a weird one-but they did it last year and it brought in a lot.† Not weird, Thea thought numbly. Weird doesn't begin to describe it. Half the room was empty, just scuffed hardwood floor, a broken basketball backboard, and exposed pipes in the ceiling. But the other half looked like a cross between a medieval dungeon and a casino. She walked slowly toward it, her footsteps echoing. Wooden booths of various sizes were decorated with orange and black crepe paper and fake spider webs. Thea read one banner after another. â€Å"Fortune telling†¦ Drench a Wench†¦ Bobbing for Shrunken Heads?† â€Å"It's bobbing for apples really,† Eric said, seeming embarrassed. â€Å"And the gambling isn't real. You do it all with goblin money and exchange it for prizes.† Thea couldn't stop looking at the booths. Wheel of Torture: a money wheel with a dummy dressed like a witch spreadeagled in the middle. Bloody Blackjack. Devil's Darts†¦ a dart game with a cork witch as a target. And there were witch figures everywhere. Cloth witches on nooses hanging from the overhead pipes. Cardboard witches leering from the tops of booths. Paper witches dancing on the wall. They were fat, skinny, white-haired, gray-haired, cross-eyed, squint-eyed, warty, funny, scary†¦ and ugly. That was the one thing they all had in common. That's what they think of us. Humans. All humans†¦ â€Å"Thea? Are you okay?† Thea whirled. â€Å"No, I am not okay.† She gestured around the room. â€Å"Will you look at this stuff? Do you really think it's funny? Something to party about?† Hardly aware of what she was doing, she spun him around to face The Iron Maiden-a wooden replica with rubber spikes. â€Å"What are people going to do? Pay to step into that? Don't they realize that it used to be real? That real people were put in it, and that when the door closed, those spikes went into them, into their arms and their stomachs and their eyes†¦Ã¢â‚¬  She couldn't go on. Eric looked as stricken as Dani had earlier. He'd never seen her like this. â€Å"Thea-look, I'm sorry†¦ I never thought†¦Ã¢â‚¬  â€Å"Or that.† Thea gestured toward the Wheel of Torture, the words tumbling out. â€Å"Do you know how they really put a witch on the wheel? They broke every bone in her body so they could just thread her arms and legs through the spokes like spaghetti. Then they put the wheel on a pole and left her up there to die†¦.† Eric's face contracted with horror. â€Å"God, Thea†¦Ã¢â‚¬  â€Å"And these pictures–the witches who got tortured didn't have green skin and evil eyes. They weren't monsters, and they didn't have anything to do with devils. They were people.† Eric reached out for her, but she spun away, staring at a particularly ugly hag on the wall. â€Å"Do you think this place is all right for a party? That this is good fun? That witches look like that?† She flung out an arm, close to being hysterical. â€Å"Well, do you?† In her mind's eye she could see the world: Dani and Blaise and all other witches on the left; Eric and the students here and all other humans on the right, both races hating and despising each other-and herself somewhere in the middle. Eric caught her shoulders. â€Å"No, I don't think it's all right. Thea, will you just listen to me for a second?† He was almost shaking her-but she could see that there were tears forming at the corners of his eyes. â€Å"I feel awful,† he said. â€Å"I never thought about taking this stuff seriously-and that's my own stupid fault, and I know it's not an excuse. But now that you say it, I do see how terrible it is, and I'm sorry. And I never should have brought you here, of all people†¦Ã¢â‚¬  Thea, who had been starting to relax, stiffened again. â€Å"Why me ‘of all people'?† she demanded. He hesitated a moment, then met her eyes and spoke quietly. â€Å"Because of your grandma's store. I mean, I know it's just herbs and positive thinking- but I also, know that in the old days, there would have been somebody out there pointing a finger and calling her a witch.† Thea relaxed again. It was okay for people to think Gran was a witch-if by â€Å"witch† they meant someone who talked to plants and mixed up homemade hair tonic. And she couldn't disbelieve Eric, not under the intensity of those steady green eyes. But she saw an opportunity and seized it. â€Å"Yeah, and they'd probably have burned me for giving you this present,† she said, opening her hand. â€Å"And you'd probably have been scared or superstitious if I asked you to keep it with you all the time: you'd think I was putting some kind of a spell on you-â€Å" â€Å"I wouldn't think anything,† he said firmly, taking the little green pillow from her. It smelled like fresh New Hampshire pine needles, which was what was in it-mainly. She'd also added a few protective herbs and an Ishtar crystal, a golden beryl in a star cut with thirty-three facets, carved with the name of the Babylonian mother goddess. The charm was the best she could do to help him fend off Blaise's spells. â€Å"I would just kiss it and put it my pocket and never let it out of my sight,† Eric went on. And he did, stopping after the kiss to say, â€Å"Mm, smells good.† Thea couldn't help smiling at him. She chanced saying, â€Å"Actually, it's just to remind you of me.† â€Å"It will never leave my pocket,† he said solemnly. Well, that worked out nicely. â€Å"Look, there's probably something we can do about this place,† Eric said, glancing around again. â€Å"The school board doesn't want any bad publicity. Why don't I run and borrow a camera from the journalism class, and we can take some pictures so people will see what we mean when we complain?† Thea glanced at her watch. â€Å"Why not? I think I've already missed French.† He grinned. â€Å"Back in a minute.† When he was gone, Thea wandered slowly among the silent booths, lost in her own thoughts. For a few minutes there, when I was ranting, I almost told him the truth. And then later I thought maybe he'd figured it all out for himself. And would that be so terrible? He's already under sentence of death just because I love him; it doesn't matter if he knows or not. But if he did know†¦ what would he say? Witches may be okay in the abstract-but does he really want one for a girlfriend? The only way to find out was to tell him. She leaned against a ladder and gazed sightlessly at an oilcloth lying beneath a hanging noose. Of course, it was probably all academic anyway. What kind of future could they possibly have†¦ ? Suddenly Thea realized what she was looking at. Underneath that oilcloth was a shoe-and the shoe was connected to something. Subconsciously, she'd been assuming it was another witch dummy†¦ but now she focused. And she felt the hairs on her arms lift and tingle. Why would they dress a witch in black Nike high-tops?