The dramatic impact of Scene One in the Glass Menagerie Essay Example For Students

The dramatic impact of Scene One in the Glass Menagerie Essay Tennessee Williams uses a vary of dramatic techniques in Scene One, to encourage the audience to engage in what is truly behind this spectacular play. He uses mood music, lighting, symbolism, language and gesture, contrast in characters and also a screen device. These are very visual to the audience and help them understand what is going on in certain scenes and important moments. The audience see a change in Toms role at the beginning of the play. Williams uses him as a character and also the narrator of the play. He transfers us from real-time back into his memory of the past events and a good director would choose to do this smoothly in order to give maximum effect. All these techniques that Williams uses form a plastic theatre, which emphasizes the exaggerated props used on the stage. The first dramatic impact the audience receive from the opening scene is the fact that the play starts at the end. Tom has left the household and has become a merchant sailor. Even though he has achieved the life he has wanted, he still has that emotional attachment to the past and to Laura. We will write a custom essay on The dramatic impact of Scene One in the Glass Menagerie specifically for you for only $16.38 $13.9/page Order now The play demonstrates the unhappiness that Tom is feeling and how hard it is for him to let go of the past events. The stage directions in The Glass Menagerie give the audience a focus on what detail the play has. It helps them imagine what the setting would be truly like in real life. It also allows the director of the play to set the stage and give the play the proper feel that Williams intended. The dark alleys mentioned in the stage directions give the setting a claustrophobic environment. This relates to Laura and how she feels outside the apartment. She does not like being in crowds and is very shy. The director of the play may set the stage as having the dark alleys surrounding the apartment, to make it look as if it is closing in on the family, heightening all the tension and locking the anger and frustration in. The overall impression of the stage will be highly effective if the director uses the stage directions in the right manner and concentrates on the important symbolic props, such as Lauras glass collection. Williams also uses music to enhance the dramatic impact of the play at important points. It emphasizes the moods and feelings of the characters when they are acting and it lets the audience begin to feel themselves what the characters must be feeling. The characters themselves do not hear the music, only the audience does so Williams brings in the music from outside the play and not from within it. In Scene One, the piece The Glass Menagerie was specifically written for this play and it heightens the emotion at the end of the scene when Lauras character becomes the subject of that moment. The audience engage in the emotion with her and it shows that Laura has a delicate and fragile character and her vulnerability, which will be shown more clearly during the play. Even the title of the music piece itself, The Glass Menagerie suggests it is fragile and has an important meaning to the play. In the interior setting, effective lighting is used to also emphasize certain emotions during a scene. In scene one, the lighting is dim, reflecting Toms memory. He is remembering the past, which is not a happy one and so bright lighting would not be suitable for this effect. Referring to the stage directions, the lighting is not realistic. This gives the play a slightly surreal feel, as it is in Toms memory, which he exaggerates slightly. At the end of scene one, a shaft of very clear light is thrown on face. This underlines the fact that she cannot cope with her mothers attitude towards her and the gentlemen callers. Laura feels pressurised, leaving an even more distressed character showing. By placing spotlights on the characters at certain times, it expresses their thoughts better and it wants the audience to focus on that character. .ud7473172f1ce4432fcde193b7e6af7c1 , .ud7473172f1ce4432fcde193b7e6af7c1 .postImageUrl , .ud7473172f1ce4432fcde193b7e6af7c1 .centered-text-area { min-height: 80px; position: relative; } .ud7473172f1ce4432fcde193b7e6af7c1 , .ud7473172f1ce4432fcde193b7e6af7c1:hover , .ud7473172f1ce4432fcde193b7e6af7c1:visited , .ud7473172f1ce4432fcde193b7e6af7c1:active { border:0!important; } .ud7473172f1ce4432fcde193b7e6af7c1 .clearfix:after { content: ""; display: table; clear: both; } .ud7473172f1ce4432fcde193b7e6af7c1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud7473172f1ce4432fcde193b7e6af7c1:active , .ud7473172f1ce4432fcde193b7e6af7c1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud7473172f1ce4432fcde193b7e6af7c1 .centered-text-area { width: 100%; position: relative ; } .ud7473172f1ce4432fcde193b7e6af7c1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud7473172f1ce4432fcde193b7e6af7c1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud7473172f1ce4432fcde193b7e6af7c1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud7473172f1ce4432fcde193b7e6af7c1:hover .ctaButton { background-color: #34495E!important; } .ud7473172f1ce4432fcde193b7e6af7c1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud7473172f1ce4432fcde193b7e6af7c1 .ud7473172f1ce4432fcde193b7e6af7c1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud7473172f1ce4432fcde193b7e6af7c1:after { content: ""; display: block; clear: both; } READ: The Taming of the Shrew Essay PaperIn scene one, but also throughout the play, there are several symbolisms. These include objects, colours and also characters. One of the main symbolic props is the fire escape. It expresses the fact that Tom wants to leave the apartment and live his own free life away from Amanda and her tormenting ways. He feels restricted in the confined space and at that present time, the only escape he really has is the fire escape balcony to their apartment, where he regularly goes out to smoke a cigarette. When we see him here, it creates the impact that he is anticipating his escape from the apartment. On the other hand, the fire escape shows that Laura wants to escape into the apartment. She does not enjoy being in crowds because she is shy and over-exaggerates her slight limp. It relates to her collection and shows that it is her only escape. She turns away from the outside world, as at the end of scene one, she believes that she is going to be an old maid. Amanda also tries to re-create the past in scene one. She talks about her gentlemen callers and how Laura will receive them too, but Laura is convinced she will receive none. We see Amandas Southern-living style as she is already preparing for a gentleman caller. One of the most symbolic pieces of prop there is on the stage is the picture of their father. The director may wish to heighten the importance of it by making it large scale compared to the rest of the stage props. In the Toms soliloquy, he says, There is a fifth character in the play who doesnt appear except in this larger-than-life size photograph. Toms tone here is cynical and he also includes a pun to make the fact of his father leaving more comical for the audience. The size of the picture expresses to the audience how big a part he played in the families lives and how they have been left with a saddened memory of him, filled with anger. Amanda, in scene one, says, But I picked your father! This affects Laura and we then know it is a sore point to touch on. When Amanda says this, Laura rises and begins clearing the table, making it obvious that she wishes not to talk about the subject. Later in the play, we see how the dramatic impact of the father abandoning them has when Tom also leaves. The audience also get a dramatic impact when they see the language used by Tom and the other characters. In Toms soliloquy at the beginning of scene one, he describes himself as the opposite of a stage magician. He paints a picture for the audience to set the tone of the play. It is a memory play, so Tom has to use different to contrast between memory and real-time. There is a big contrast between Toms language and Amandas. Tom sees the real world and tends to be sarcastic towards Amanda. He says at the table in scene one, Its you that makes me rush through meals with your hawk-like attention to every bite I take. He is not afraid to show what he feels towards his mother, even though he loves her dearly. Whereas, Amandas language tends to be fantasised and exaggerated in her own little world. An example of this is when Amanda is talking about her gentlemen callers: -seventeen! Gentlemen callers! Why, sometimes there werent chairs enough to accommodate them all. By Amanda expressing this, it makes Laura feel even more insecure about herself and it is Amanda, who I think, is driving Laura to this shyness and low self esteem. Lauras language is very different to Tom and Amandas. .ufb08ab593e8f88a0f2082180e6ea9b22 , .ufb08ab593e8f88a0f2082180e6ea9b22 .postImageUrl , .ufb08ab593e8f88a0f2082180e6ea9b22 .centered-text-area { min-height: 80px; position: relative; } .ufb08ab593e8f88a0f2082180e6ea9b22 , .ufb08ab593e8f88a0f2082180e6ea9b22:hover , .ufb08ab593e8f88a0f2082180e6ea9b22:visited , .ufb08ab593e8f88a0f2082180e6ea9b22:active { border:0!important; } .ufb08ab593e8f88a0f2082180e6ea9b22 .clearfix:after { content: ""; display: table; clear: both; } .ufb08ab593e8f88a0f2082180e6ea9b22 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufb08ab593e8f88a0f2082180e6ea9b22:active , .ufb08ab593e8f88a0f2082180e6ea9b22:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufb08ab593e8f88a0f2082180e6ea9b22 .centered-text-area { width: 100%; position: relative ; } .ufb08ab593e8f88a0f2082180e6ea9b22 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufb08ab593e8f88a0f2082180e6ea9b22 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufb08ab593e8f88a0f2082180e6ea9b22 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufb08ab593e8f88a0f2082180e6ea9b22:hover .ctaButton { background-color: #34495E!important; } .ufb08ab593e8f88a0f2082180e6ea9b22 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufb08ab593e8f88a0f2082180e6ea9b22 .ufb08ab593e8f88a0f2082180e6ea9b22-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufb08ab593e8f88a0f2082180e6ea9b22:after { content: ""; display: block; clear: both; } READ: A Modest Proposal Essay IdeasIn the first scene, the audience see that Laura does not say very much and likes to keep out of the light. We can sense her nervousness and her gestures suggest her low confidence even in her own home. There is a strong contrast between all three characters behaviour. In scene one, at the table, there is tension between Amanda and Tom, which highlights their unique characters and beliefs. Laura has a very shy character contrast to the others and during the first scene, she says very little. When Tom and Amanda argue, we see Laura get slightly uncomfortable and frightened of confrontation. We see her as the person in the middle of arguments as she does not know which way to go and does not want the family splitting up even more. We also see her in this scene get uneasy when the father is mentioned. This triggers the audience to believe that she is still trying to get over the fact that he left them and how big the emotional scar is that was left. A screen device is also included in the stage directions of the play. This has several good dramatic impacts to the play. In scene one, we see the unique effect it has on how the audience can interpret the characters emotions and how it all relates to the past. This comes from a 15th century poet and it praises beautiful women. The title means Where are the snows of yesteryear? and it reminds the audience of Amandas younger past. Overall, the first scene of The Glass Menagerie has a good dramatic base and sets a good tone for the rest of the play. We get a sound viewing of each of the characters and how they behave, and also the audience get some background knowledge prior to actual acting of Toms memory. With this, the audience can then settle into the play well and understand what is happening at certain points.

The Toad Essays - Management, Organizational Structure, System

The Toad Military Organizational Structure Organization involves a intentional formalized structure of roles. People working together towards a common goal, but in specialized areas. The overall effectiveness of any particular association is directly proportional to the functioning of its members. As a firm increases in size the participants lose sight of the concept of teamwork. To maintain the competitive edge a corporation must remain flexible. To this end, varying styles of organizational structure have been implemented. Much of this framework is determined by the business type, goals to be achieved, and even the sociological level of advancement. Our armed forces today reflect this philosophy. Traditionally the military has used a rigid organizational structure. A well defined chain of command is used to delegate responsibilities, even to this day. Divisionalization structure was a common style to maintain a self-contained support and service center. As pointed out by Dessler, this style requires more managers with general management abilities (401). Most subordinate's job is to follow instructions from the higher level (Adams 102). This behavior has been reinforced by a high level of discipline, required for battlefield operations. As technology has redefined combat operations, so has the organizational and management style changed. The military organization today is based upon a geographic departmentalization structure. A specific section is tasked to go into a special area first should the need arise. This metamorphosis is a requirement due to the reduced number of personnel and the need for quick worldwide responsiveness. These numbers alone are not sufficient for adequate results in reaction to many needed operations. To make up for the lack of qualified people, the reserve forces are part of the new reactionary force. In any contingency worldwide these assets may be called up with short notice for global engagement. National Guard personnel serve under the command authority of their respective state or territorial governors until mobilized for a federal mission. This unique status does involve some creative managerial solutions. As a National Guard member I have noticed a uncommon organizational structure utilized. In some ways my unit is organized as a network system. The network is comprised of formal and informal structures. Work has been divided among varies specialized shops centering around maintaining expertise in that one area. Other aspects of the unit show a matrix structure to be present. The fact I have more than one supervisor, as in a project and functional manager illustrate (Wheelen and Hunger 231). This is manifested by the emphasis that work is important not the formal structure surrounding it (Nohria and Eccles 193). A result of multitasking requirements and a limited amount of resources available to non-federal units. But overall, at least upon the surface a functional organizational structure is present. A boundaryless organizational design is an interesting concept. However not practical in the military work environment. In my shop alone there are individuals who need to know who is in charge, or they would be nonproductive. A formal, functional structure, or at least be able to work within one must be maintained. Being accustomed to this style makes the transition of working with our active duty counterparts much easier. Yet our informal network based, matrix style organization is focused upon completing the mission with all our resources, not solely upon described duty roles. The military organizational structure has evolved greatly in the last two decades for the better. And they will do better to incorporate successful National Guard techniques. Any established group that is planning to endure and succeed today must remain flexible. Works Cited Adams, J. L. Conceptual Blockbusting. San Francisco,: W. H. Freeman Co., 1974 Dessler, G. Management: Leading people and organizations in the 21st century. Upper Saddle River, N J: Prentice Hall, 1998 Nohria, Nitin and Robert G. Eccles. Networks and Organizations: Structure, Form, and Action. Boston: Harvard Business School Press, 1992. Wheelen, Thomas L. and David J. Hunger. Strategic Management: and Business Policy. 6th ed. New York: Addison-Wesley, 1998 Bibliography Works Cited Adams, J. L. Conceptual Blockbusting. San Francisco,: W. H. Freeman Co., 1974 Dessler, G. Management: Leading people and organizations in the 21st century. Upper Saddle River, N J: Prentice Hall, 1998 Nohria, Nitin and Robert G. Eccles. Networks and Organizations: Structure, Form, and Action. Boston: Harvard Business School Press, 1992. Wheelen, Thomas L. and David J. Hunger. Strategic Management: and Business Policy.

Intonation and Stress Types for English Pronunciation

Intonation and Stress Types for English Pronunciation Improving sentence intonation is one of the key elements in English pronunciation. The four basic types of word stress that lead to proper intonation in English are: Tonic stressEmphatic stressContrastive stressNew information stress Tonic Stress Tonic stress refers to the syllable in a word which receives the most stress in an intonation unit. An intonation unit has one tonic stress. Its important to remember that a sentence can have more than one intonation unit, and therefore have more than one tonic stress. Here are some examples of intonation units with the tonic stress bolded: Hes waitingHes waiting / for his friendHes waiting / for his friend / at the station Generally, the final tonic stress in a sentence receives the most stress. In the above example, station receives the strongest stress. There are a number of instances in which the stress changes from this standard. Emphatic Stress If you decide to emphasize something, you can change the stress from the principal noun to another content word such as an adjective (big, difficult, etc.), intensifier (very, extremely, etc.) This emphasis calls attention to the extraordinary nature of what you want to emphasize. For example: That was a difficult test. - Standard statementThat was a difficult test. - Emphasizes how difficult the test was There are a number of adverbs and modifiers which tend to be used to emphasize in sentences that receive emphatic stress: ExtremelyTerriblyCompletelyUtterlyEspecially Contrastive Stress Contrastive stress is used to point out the difference between one object and another. Contrastive stress tends to be used with determiners such as this, that, these and those. For example: I think I prefer this color.Do you want these or those curtains? Contrastive stress is also used to bring out a given word in a sentence which will also slightly change the meaning. He came to the party yesterday. (It was he, not someone else.)He walked to the party yesterday. (He walked, rather than drove.)He came to the party yesterday. (It was a party, not a meeting or something else.)He came to the party yesterday. (It was yesterday, not two weeks ago or some other time.) New Information Stress When asked a question, the requested information is naturally stressed more strongly. For example: Where are you from? - I come from Seattle, in the USA.What do you want to do? - I want to go bowling.When does class begin? - The class begins at nine oclock. Use these various types of stress to help improve your pronunciation and understandability.

Creative Thinking Lesson Plans for Teachers

Creative Thinking Lesson Plans for Teachers Lesson plans and activities for teaching about inventions by increasing creativity and creative thinking. The lesson plans are adaptable for grades K-12 and were designed to be done in sequence. Teaching Creativity Creative Thinking Skills When a student is asked to invent a solution to a problem, the student must draw upon previous knowledge, skills, creativity, and experience. The student also recognizes areas where new learnings must be acquired in order to understand or address the problem. This information must then be applied, analyzed, synthesized, and evaluated. Through critical and creative thinking and problem-solving, ideas become reality as children create inventive solutions, illustrate their ideas, and make models of their inventions. Creative thinking lesson plans provide children with opportunities to develop and practice higher-order thinking skills. Throughout the years, many creative thinking skills models and programs have been generated from educators, seeking to describe the essential elements of thinking and/or to develop a systematic approach to teaching thinking skills as part of the school curricula. Three models are illustrated below in this introduction. Although each uses different terminology, each model describes similar elements of either critical or creative thinking or both. Models of Creative Thinking Skills Benjamin BloomCalvin TaylorIsaksen and Treffinger The models demonstrate how creative thinking lesson plans could provide an opportunity for students to experience most of the elements described in the models. After teachers have reviewed the creative thinking skills models listed above, they will see the critical and creative thinking and problem-solving skills and talents that can be applied to the activity of inventing. The creative thinking lesson plans that follow can be used across all disciplines and grade levels and with all children. It can be integrated with all curricular areas and used as a means of applying the concepts or elements of any thinking skills program that may be in use. Children of all ages are talented and creative. This project will give them an opportunity to develop their creative potential and synthesize and apply knowledge and skills by creating an invention or innovation to solve a problem, just as a real inventor would. Creative Thinking - List of Activities Introducing Creative ThinkingPracticing Creativity with the ClassPracticing Creative Thinking with the ClassDeveloping an Invention IdeaBrainstorming for Creative SolutionsPracticing the Critical Parts of Creative ThinkingCompleting the InventionNaming the InventionOptional Marketing ActivitiesParent InvolvementYoung Inventors Day Imagination is more important than knowledge, for imagination embraces the world. -  Albert Einstein Activity 1: Introducing Inventive Thinking and Brainstorming Read about the Lives of Great InventorsRead the  stories  about great inventors in class or let students read themselves. Ask students, How did these inventors get their ideas? How did they make their ideas a reality? Locate books in your library about inventors, invention, and creativity. Older students can locate these references themselves. Also, visit the  Inventive Thinking and Creativity Gallery Talk to a Real InventorInvite a local inventor to speak to the class. Since local inventors are not usually listed in the phone book under inventors, you can find them by calling a  local patent attorney  or your  local intellectual property law association. Your community may also have a  Patent and Trademark Depository Library  or an  inventors society  that you may contact or post a request. If not, most of your major companies have a research and development department made up of people who think inventively for a living. Examine InventionsNext, ask the students to look at the things in the classroom that are inventions. All the inventions in the classroom that have a U.S. patent will have a  patent number. One such item is probably  the pencil sharpener. Tell them to check out their house for patented items. Let the students brainstorm a list all of the inventions they discover. What would improve these inventions? DiscussionIn order to guide your students through the inventive process, a few preliminary lessons dealing with creative thinking will help set the mood. Begin with a brief explanation of brainstorming and a discussion on the rules of brainstorming. What is Brainstorming?Brainstorming is a process of spontaneous thinking used by an individual or by a group of people to generate numerous alternative ideas while deferring judgment. Introduced by Alex Osborn in his book Applied Imagination, brainstorming is the crux of each of the stages of all problem-solving methods. Rules for Brainstorming No CriticismAllowed People tend to automatically evaluate each suggested ideatheir own as well as others. Both internal and external criticism  is  to be avoided while brainstorming. Neither positive nor negative comments are allowed. Either type inhibits the free flow of thought and requires time which interferes with the next rule. Write each spoken idea down as it is given and move on.Work for QuantityAlex Osborn stated that Quantity breeds quality. People must experience a brain drain (get all the common responses out of the way) before the innovative, creative ideas can surface; therefore, the more ideas, the more likely they are to be quality ideas.Hitchhiking WelcomeHitchhiking occurs when one members idea produces a similar idea or an enhanced idea in another member. All ideas should be recorded.Freewheeling EncouragedOutrageous, humorous, and seemingly unimportant ideas should be recorded. It is not uncommon for the most off-the-wall idea to be the best. Activity  2: Practicing Creativity with the Class Step 1:  Cultivate the following creative thinking processes described by Paul Torrance and discussed in The Search for Satori and Creativity (1979): Fluency the production of a great number of ideas.Flexibility the production of ideas or products that show a variety of possibilities or realms of thought.Originality the production of ideas that are unique or unusual.Elaboration the production of ideas that display intensive detail or enrichment. For practice in elaboration, have pairs or small groups of students choose a particular idea from the brainstorming list of invention ideas and add the flourishes and details that would develop the idea more fully. Allow the students to share their innovative and  inventive ideas. Step 2:  Once your students have become familiar with the rules of brainstorming and the creative thinking processes, Bob Eberles  Scamperr  technique for brainstorming could be introduced. Substitute What else instead? Who else instead? Other ingredients? Other material? Other power? Another place?Combine How about a blend, an alloy, an ensemble? Combine purposes? Combine appeals?Adapt What else is like this? What other idea does this suggest? Does past offer parallel? What could I copy?Minify Order, form, shape? What to add? More time?Magnify Greater frequency? Higher? Longer? Thicker?Put to other uses New ways to use as is? Other uses I modified? Other places to use? Other people, to reach?Eliminate What to subtract? Smaller? Condensed? Miniature? Lower? Shorter? Lighter? Omit? Streamline? Understate?Reverse Interchange components? Another pattern?Rearrange another layout? Another sequence? Transpose cause and effect? Change pace? Transpose positive and negative? How about opposites? Turn it backward? Turn it upside-down? Reverse roles? Step 3:  Bring in any object or use objects around the classroom to do the following exercise. Ask the students to list many new uses for a familiar object by using the Scamper technique with regard to the object. You could use a paper plate, to begin with, and see how many new things the students will discover. Make sure to follow the rules for brainstorming in Activity 1. Step 4:  Using literature, ask your students to create a new ending to a story, change a character or situation within a story, or create a new beginning for the story that would result in the same ending. Step 5:  Put a list of objects on the chalkboard. Ask your students to combine them in different ways to create a new product. Let the students make their own list of objects. Once they combine several of them, ask them to illustrate the new product and explain why it might be useful. Activity 3: Practicing Inventive Thinking with the Class Before your students begin to find their own problems and create unique inventions or innovations to solve them, you can assist them by taking them through some of the steps as a group. Finding the Problem Let the class list problems in their own classroom that need solving. Use the brainstorming technique from Activity 1. Perhaps your students never have a pencil ready, as it is either missing or broken when it is time to do an assignment (a great brainstorming project would be to solve that problem). Select one problem for the class to solve using the following steps: Find several problems.Select one to work on.Analyze the situation.Think of many, varied, and unusual ways of solving the problem. List the possibilities. Be sure to allow even the silliest possible solution, as creative thinking must have a positive, accepting environment in order to flourish. Finding a Solution Select one or more possible solutions to work on. You may want to divide into groups if the class elects to work on several of the ideas.Improve and refine the idea(s).Share the class or individual solution(s)/invention(s) for solving the class problem. Solving a class problem and creating a class invention will help students learn the process and make it easier for them to work on their own invention projects. Activity 4: Developing an Invention Idea Now that your students have had an introduction to the inventive process, it is time for them to find a problem and create their own invention to solve it. Step One:  Begin by asking your students to conduct a survey. Tell them to interview everyone that they can think of to find out what problems need solutions. What kind of invention, tool, game, device, or idea would be helpful at home, work, or during leisure time? (You can use an Invention Idea Survey) Step Two:  Ask the students to list the problems that need to be solved. Step Three:  comes the decision-making process. Using the list of problems, ask the students to think about which problems would be possible for them to work on. They can do this by listing the pros and cons for each possibility. Predict the outcome or possible solution(s) for each problem. Make a decision by selecting one or two problems that provide the best options for an inventive solution. (Duplicate the Planning and Decision-Making Framework) Step Four:  Begin an  Inventors Log  or Journal. A record of your ideas and work will help you develop your invention and protect it when completed. Use Activity Form - Young Inventors Log to help students understand what can be included on every page. General Rules For Authentic Journal Keeping Using a  bound notebook, make notes each day about the things you do and learn while working on your invention.Record your idea and how you got it.Write about problems you have and how you solve them.Write in ink and do not erase.Add sketches and drawings to make things clear.List all parts, sources, and costs of materials.Sign and date all entries at the time they are made and have them witnessed. Step Five:  To illustrate why record-keeping is important, read the following story about Daniel Drawbaugh who said that he invented the telephone, but didnt have one single paper or record to prove it. Long before  Alexander Graham Bell  filed a patent application in 1875, Daniel Drawbaugh claimed to have invented the telephone. But since he had no journal or record, the  Supreme Court  rejected his claims by four votes to three. Alexander Graham Bell had excellent records and was awarded the patent for the telephone. Activity 5: Brainstorming for Creative Solutions Now that the students have one or two problems to work on, they must take the same steps that they did in solving the class problem in Activity Three. These steps could be listed on the chalkboard or a chart. Analyze the problem(s). Select one to work on.Think of many, varied, and unusual ways of solving the problem. List all of the possibilities. Be non-judgmental. (See Brainstorming in Activity 1 and SCAMPER in Activity 2.)Select one or more possible solutions to work on.Improve and refine your ideas. Now that your students have some exciting possibilities for their invention projects, they will need to use their critical thinking skills to narrow down the possible solutions. They can do this by asking themselves the questions in the next activity about their inventive idea. Activity 6: Practicing the Critical Parts of Inventive Thinking Is my idea practical?Can it be made easily?Is it as simple as possible?Is it safe?Will it cost too much to make or use?Is my idea really new?Will it withstand use, or will it break easily?Is my idea similar to something else?Will people really use my invention? (Survey your classmates or the people in your neighborhood to document the need or usefulness of your idea - adapt the invention idea survey.) Activity 7: Completing the Invention When students have an idea that meets most of the above qualifications in Activity 6, they need to plan how they are going to complete their project. The following planning technique will save them a great deal of time and effort: Identify the problem and a possible solution. Give your invention a name.List the materials needed to illustrate your invention and to make a model of it. You will need paper, pencil, and crayons or markers to draw your invention. You might use cardboard, paper, clay, wood, plastic, yarn, paper clips, and so forth to make a model. You might also want to use an art book or a book on model-making from your school library.List, in order, the steps for completing your invention.Think of the possible problems that might occur. How would you solve them?Complete your invention. Ask your parents and teacher to help with the model. In SummaryWhat - describe the problem. Materials - list the materials needed. Steps - list the steps to complete your invention. Problems - predict the problems that could occur. Activity 8: Naming the Invention An invention can be named in one of the following ways: Using the inventors  name:Levi Strauss   LEVIS ® jeansLouis Braille Alphabet SystemUsing the components or ingredients of the invention:Root BeerPeanut ButterWith initials or acronyms:IBM  ®S.C.U.B.A. ®Using word  combinations (notice repeated  consonant sounds  and rhyming words):KIT KAT  ®HULA HOOP  Ã‚ ®PUDDING POPS  ®CAPN CRUNCH  ®Using the products function:SUPERSEAL  ®DUSTBUSTER  ®vacuum cleanerhairbrushearmuffs   Activity Nine: Optional Marketing Activities Students can be very fluent when it comes to listing ingenious names of products out on the market. Solicit their suggestions and have them explain what makes each name effective. Each student should generate names for his/her own invention. Developing a Slogan or JingleHave the students define the terms slogan and jingle. Discuss the purpose of having a slogan. Sample slogans and jingles: Things go better with Coke.COKE IS IT!  ®TRIX ARE FOR KIDS  ®OH THANK HEAVEN FOR 7-ELEVEN  ®TWOALLBEEFPATTIES...GE: WE BRING GOOD THINGS TO LIFE!  ® Your students will be able to recall many  slogans  and jingles! When a slogan is named, discuss the reasons for its effectiveness. Allow time for thought in which the students can create jingles for their inventions. Creating an AdvertisementFor a crash course in advertising, discuss the visual effect created by a television commercial, magazine, or newspaper advertisement. Collect magazine or newspaper ads that are eye-catchingsome of the ads might be dominated by words and others by pictures that say it all. Students might enjoy exploring newspapers and magazines for outstanding advertisements. Have students create magazine ads to promote their inventions. (For more advanced students, further lessons on advertising techniques would be appropriate at this point.) Recording a Radio PromoA radio promo could be the icing on a students advertising campaign! A promo might include facts about the usefulness of the invention, a clever jingle or song, sound effects, humor... the possibilities are endless. Students may choose to tape record their promos for use during the Invention Convention. Advertising ActivityCollect 5 - 6 objects and give them new uses. For instance, a toy hoop could be a waist-reducer, and some strange looking kitchen gadget might be a new type of mosquito catcher. Use your imagination! Search everywherefrom the tools in the garage to the kitchen drawerfor fun objects. Divide the class into small groups, and give each group one of the objects to work with. The group is to give the object a catchy name, write a slogan, draw an ad, and record a radio promo. Stand back and watch the creative juices flow. Variation: Collect magazine ads and have the students create new advertising campaigns using a different marketing angle. Activity Ten: Parent Involvement Few, if any, projects are successful unless the child is encouraged by the parents and other caring adults. Once the children have developed their own, original ideas, they should discuss them with their parents. Together, they can work to make the childs idea come to life by making a model. Although the making of a model is not necessary, it makes the project more interesting and adds another dimension to the project. You can involve parents by simply sending a letter home to explain the project and let them know how they may participate. One of your parents may have invented something that they can share with the class.   Activity Eleven: Young Inventors Day Plan a Young Inventors Day so that your students can be recognized for their  inventive thinking. This day should provide opportunities for the children to display their inventions and tell the story of how they got their idea and how it works. They can share with other students, their parents, and others. When a child successfully completes a task, it is important that (s)he be recognized for the effort. All children who participate in the Inventive Thinking Lesson Plans are winners. We have prepared a certificate that can be copied and given to all children who participate and use their inventive thinking skills to create an invention or innovation.

Burj Khalifa Assignment Example | Topics and Well Written Essays - 750 words

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Marketing 521 - Discussion Assignment Example | Topics and Well Written Essays - 250 words

Marketing 521 - Discussion - Assignment Example Moreover, if the employees are made to perceive the organization positively, they become motivated to work in the organization increasing their productivity. The management of an organization may decide on the values and characteristics the organization wants the public to associate it with. When the desired values have been established, they should be translated in to appealing marketing language. The Public relation’s department should then popularize the values among the employees in the organization before publicizing it eternally. Ethics refer to the moral values and principles that guide a person in decision making (Brenkert, 2008). Several ethical issues exist in the field of marketing. Predatory pricing in developing countries by large corporations to drive out competition is an ethical issue. Through this pricing method, competitors are denied their livelihood by large organizations by being driven out of business. Price fixing is another illegal activity in marketing. This happens when traders conspire to regulate prices of commodities so as to remain at a particular level for their mutual benefits. They manipulate supply and demand so that prices favor their profitability. The consumers are left on the receiving side since they have no choice, but to buy commodities at the exaggerated

Business law Assignment Example | Topics and Well Written Essays - 2000 words - 6

Business law - Assignment Example (Harpwood, 2009). However, in the case if Donoghue v Stevenson the court established significant principles to guide in the determination of the duty of care person owed another and the range of duty of care a person can owe another. In a contractual relationship, one party owes the other a duty of care whose breach can result to legal consequences on the party in breach (Harpwood, 2009). However, in tortuous liability a person can be guilt of negligence for the person or persons are not contract parties if only there is evidence that the person in breach owed the other duty of care and they breached that duty which consequently caused the person they owned duty of care recoverable damages or loss (Steele, 2014). When determining whether the duty of care existed between the parties or whether it did not exist depends on type of claimant, type defendant, the nature of damage caused to the claimant and the nature of conduct of the defendant (Harpwood, 2009, P. 229). In Donoghue v Stevenson [1932] UKHL 100, the plaintiff had been bought a bottle of ginger-beer by her friend from a retailer. As she was about to clear the content of the beer, she discovered a decomposing snail in the bottle. The sight of the decomposing snail was nauseating so that it caused the appellant to suffer from shock and severe gastro-enteritis. The bottle was opaque such that neither the trader nor the customer could realize the content in the bottle unless by emptying the content of the bottle. She was unable to sue the seller either under breach of contract or for negligence, but she could sue the manufacturer of the ginger-beer. The manufacturer had a duty to ensure the goods sold to the consumers are of the right quality and provide efficient system that would detect any fault in the products. When issuing the verdict the court developed the â€Å"neighbor principle† whereby the defendant will be held responsible