A Comparison of Schools in the U.S. and Japan Essay -- Essays Papers J

A Comparison of Schools in the U.S. and Japan In Japanese schools, from elementary schools to universities, teachers direct what students should do or how they should be. Students follow the school rules and the directions of teachers. In American schools, on the other hand, students have to be more independent than Japanese students in many ways. Because of differences between Japanese and American schools, Japanese students who begin to study in an American school are shocked, and they take a pretty long time to adjust themselves to the way of American schools. Differences between schools in the two countries are seen in classrooms and during classes: the style of lectures, the relationship between student and teachers, and the style of examinations. First, many Japanese students are surprised by American schools because American students pay much attention to teachers, and also they interrupt teachers to ask questions or to express their opinions. The style of teaching in the U.S. is completely different from Japan, especially in two points. One difference is that teachers in Japan expect students to be quiet in classes. In general, teachers explain the content of textbooks, hand-outs, and other materials. But in American schools, teachers think class participation is very important, and they require students to give their opinions or ask questions in classes. Another difference is that teachers in Japan write down important things on a blackboard, but teachers in the U.S. seldom write everything; they just explain orally. Japanese students are very quiet during classes, and all they do is listen to teachers and copy what teachers write on blackboards. They seldom ask questions during classes but ask friends or teac... ... classes. School systems, including grading systems and examination styles, in Japan and the U.S. are quite different. Also, the relationship between students and teachers is completely different. Most Japanese students who transfer from Japanese schools to American schools, or who go to an American school after they graduate from a Japanese school, may be shocked by the new and different systems and the relationship to their teachers. For Japanese students, the way of American schools seems very difficult--to attend classes, to study, and to understand the system itself--but they also notice that they can study and live to the fullest as a student, as they talk or argue for or against other students or teachers in the classes. Also, they can get satisfaction from learning and understanding every class through the relationship between teachers and other students.

Gll Wonton

Gll Wonton Gll wonton Background Gll Wonton has nearly 1000 restaurants including 40 cities in China, all open 24 hours, the total turnover is about 5 billion yuan. Convenience is the key word there. The wontons are stored frozen, so this isn’t fine cuisine. The surroundings are moderately dirty, the ambience dull, and the staff inconsistent. Without much style, no English menu, and no real buzz the reason we're writing about Gll Wonton is simply about the Wonton. (Elliott, 2007) Descriptive type of Gll wonton Gll Wonton is a Chinese fast food brand, it is using chain stores to operation the restaurants, the owners buy the franchise from the Shi hao Company, and operation by themselves. What feature does Gll wonton has? †¢ Less investment Person who want open a Gll wonton chain store just need to invest 60000-70000 RMB. †¢ Quick return 6-7 months to recover the cost. †¢ Low-risk A wealth of industry experience and experience of the successful operation of nearly one thousand single-store. Can help minimize the risk of new store. †¢ Easier management Product unified production; uniform distribution; simple operational skills can help the manager easy to manage the restaurant. What target market Gll wonton dosen’t have? People who doesn’t like to eat wonton is not the target market of Gll Wonton. Some people doesn’t the style of Gll Wonton, so they didn’t want to go to Gll Wonton. What are the advantages of buying a franchise? †¢ Small investment, less risk. Received management training and guidance system †¢ Standardized management, standardization supply †¢ Reliable brand and product services †¢ Receive technical support (Wang, 2009) Would you consider buying a franchise in this chain in another location? I will buy a franchise in another location for this brand. Because 2 point: 1. Less location rent In another location, the rent of location is lower than in Shanghai, so that the investment is samller than shanghai . And it will get more income. 2. Less labor cost In another location, the labor cost is cheaper than in Shanghai location, so the operation cost is lower, so there is more income with the powerful management. Reference List Elliott , Mark. (2007, October 3). Gll wonton(spelt g l l). Retrieved from http://shanghaiist. com/2007/10/03/gll_wontonspelt. php Wang. (2009, October 11). The advantage of franchise. Retrieved from http://zhidao. baidu. com/question/111221669. html? fr=ala0

Portfolio Essay

Portfolio Reflection Essay The beginning of high school I was a seed in English class. I was not particularly good at English and had doubts on whether I should ask the teacher to move me down to the college prep class. Just like a seed, I was a plain little student sitting in an honors class. Maybe from last year’s English class, I was fully aware my writing was not anything special. That was what I thought because I compared myself to my friends, but for sure, one thing I was positive was that writing was my strength in English rather than vocabulary and reading comprehension.With a portfolio with all my past essays in front of me on my desk, I flipped through it. I noticed that my essays were not well-organized, and I had trouble with structuring my essays. However, at the same time, I saw that I had a variety of transitions, and clear topic sentences. The topic sentences were not creative because it was in a basic format, but I knew she could work on that the upcoming year .Thanks to the portfolio that my teacher handed out at the start of the school year, I was able to realize that my writing can change and believed that if I put time and effort through the year, my writing may become a flower one day and bloom beautifully. I sat down in that classroom, day after day, learning new ways to improve. Eventually, almost a year of 9th grade passed. Now that almost a year has gone by and I compare my current self to myself in the beginning of the school year, I definitely see an improvement.I started the year off well, with many A’s in my timed writing and my annotations. But as the year progressed, my grades were dropping. At first, I thought it was because I was putting less effort or my English teacher was grading hard on me. Although my grades did not show improvement, I feel my grades are unimportant. What really matters to me is that I grew and improved mentally through the year despite what my low grades. Of course, if I improved then my grad es would rise, but compared to the beginning of the school year, I feel that I am able to write more fluently.Response to literature essays seem more familiar to me, and I do not struggle with concrete details anymore. Due to the timed constant timed writings I had to take, I can brainstorm essays faster and finish essays within the given time limit. Paying attention to details was a major problem for me in the beginning of the school year, but now I know that I should read the text more than once and constantly write notes in the book with post-its so that I do not forget what happened.In addition, just like I wanted to improve on my topic sentences, I was able to learn to make a variety of topic sentences instead of the basic topic sentence formats. Discussions, homework, lectures, and tests, were not the most interesting things, but through these, I was able to change. Throughout the year, I was given many on-demand writings reflecting upon each book that I read in class. I alway s had trouble with brainstorming because I took too much time on it. I was not able to organize my paragraphs well with pressure of time.The results of this were shown through my basic formatted paragraphs because I could not think of varieties of sentences. However, as time passed, my brainstorming time got faster and I was able to have enough time to edit my essay afterwards. As I looked through my portfolio toward the end of the year, I saw all the on-demand writings I took over the course of the year. My favorite one turned out to be the Fahrenheit 451 in class essay. The essay was well written according to the comments from the teacher.It had an interesting opening sentence, organized thesis, and clear topic sentences. I am proud that I showed changes in my TS especially since I wrote the Fahrenheit 451 ICE toward the beginning of the school year. I would probably say that this essay is far the best on-demand writing I have ever written. In addition, I wrote a couple other ICEs on Oedipus Rex and Romeo and Juliet. From these two essays, I learned that I need to work on my commentaries and my introduction paragraph. I look forward to seeing new growth in myself next year. Process essays were my worst essays.It took up lots of time to brainstorm and research, especially since they are worth a lot of points and important. However, I found that the fact that we had only a limited amount of sentences for commentary was invaluable. I should have the freedom to write as much as I want in the commentary especially since that part is one the most important parts to each body paragraph. A couple essays I wrote were a persuasive essay and a career report. Typically, people would favor the essay that received a higher grade, but I prefer my persuasive essay. It had an attractive hook, but needed work on unity and depth.Persuasive essays are my worst type of essay especially because I have to do research and I am terrible at looking up concrete details for these essay s. I usually tend to blow off my commentaries because I do not have enough detail. But while flipping through my last year’s essay, I found a persuasive essay, and it brought a smile to my face. There was a huge improvement with the flow of the essay. My other essay, the career report, was definitely better than my persuasive because it had a good introduction and integrations, but the improvement touched me more than just a grade.I never knew an essay with the worst grade I ever received could make me smile. At the moment, I am a seed with a small, barely noticeable sprout. I feel that I am still not a great writer, but I learned many valuable lessons this school year. Through those lessons and small improvements I noticed, I hope my writing will grow and bloom like flowers in the spring. Next year, I wish to create stronger commentaries, introductions, and conclusion paragraphs. My weaknesses will become my strengths to improve throughout my high school years.

The Culture and Civilization tradition Essay Example

The Culture and Civilization tradition Essay Example The Culture and Civilization tradition Paper The Culture and Civilization tradition Paper He also sees society as a whole possessing a common basis of human nature (11) however he seams to think that the Barbarians and Philistines have a better developed basis of human nature than the Populace. As john Storey says, Arnold seems to be suggesting that the aristocracy and middle classes are further along the evolutionary continuum than the working class (12) This follows through that everyone has a place in society and that all should look to their betters for guidance. So Arnold, although being the pioneer of modern cultural thinking, seems to have been restricted by tradition and his place in society. Therefore his outlook on todays popular culture simply could not work without some adaptation. He appears to have a fear of the working class and really doesnt try to understand their culture other than from the view that it must be controlled to some extent. If their culture was left to develop alone it would be unchanging; the mass of mankind will never have an ardent zeal (to better themselves), very inadequate ideas will always satisfy them (13) Arnolds view lasted for nearly a century until the 1930s when F. R. Leavis and his wife Queeny Leavis picked up the baton with their publications Mass Civilisation and Minority Culture and Fiction and the reading public. Their ideas were developed in the period between the wars, a time in which they had seen the Wall Street crash in America, along with the building up through the press of movies and film stars, and to some extent American subcultures. This contrasted with the disillusionment of the British public with their government over the handling of the war. There was a general, mainly in the middle classes, worry of society falling into chaos. The public was dissatisfied with the upper classes and religion because of their involvement and leadership during the war a style of command that resulted in many lower class men loosing their lives in the trenches. It was this at time that great developments were made in democracy and a move was made away from the direct rule of the monarchy. It wasnt so much that the working classes were able to get into authority or government, but they did have more of a say over proceedings. Leavisism is based on the idea, created by Arnold that the ruling class minority of society dictates the rituals of the masses. Since the Industrial revolution a wish and an ability of the lower classes to follow their own desires had eroded this dictation. Leavisism believed that steps must be taken to bring them back into the fold. Where Arnold is remorseful of the falling of the feudal system, Queeny is nostalgic for the time when the masses exhibited an unquestioning ascent to authority. (14) She and her husband believed that Arnolds feared anarchy had already come to pass and that through education the lower classes should be instructed out of their subversive culture. Their suggestions for this education included the reading of adverts in terms of them and us, the masses and the educated respectively. F. R. Leavis promoted his own form of education and examination in popular culture with reference to media. He suggested that pupils in the final years before higher education looked at adverts in terms of questions, some of which would be relevant and helpful today, as well as some questions that confirm the status of the elitism. Questions such as What do you think his attitude would be towards us, how would he behave in situations where mob passions run high? (With reference to a Tobacco advert and the subject therein). (15) Q. D. Leavis believed that products of popular culture such as Films and trash novels have an almost hypnotic effect over their audience that people became de-educated by them. They evolve an under culture which detracts from high culture. She therefore sees the modern media as an enemy to the idealist vision of a national culture, where the only option of theatre provided a unilateral version of culture. Leavisism could be said to be anti-capitalist as it dislikes the commercial interests of the 19th and 20th centuries where the rising middle classes were attempting to use the working classes wish to escape by selling them dreams in the form of cultural products. Leavisism tapped into a train of thought of the time which was nostalgic for a more settled time before the rising up of commercial interests, when the working classes were directly answerable to the their land owners. The culture and civilization tradition was a way of looking at the changing world and trying to put it back to how it was. The Culture and Civilization tradition was used as a tool for a nai ve community to try and understand how the media effected society. Arnold developed his theory to explain societies social order and authority, and the importance of cultural subordination to the maintenance of this. Leavisism used is it to explain how media products were contributing to an unsettled system of authority. This way of looking at media studies died out during the 1950s when society as whole changed with wider expectance of new things and the evolution of thought towards individuality. (1) John Storey, Cultural Theory and Popular Culture: an introduction (third edition), Pearson Education, 2001, p. 17 (2) Mathew Arnold, Culture and Anarchy, London: Cambridge University Press, 1960, p. 6 (3) John Storey, Cultural Theory and Popular Culture: an introduction (third edition), Pearson Education, 2001, p. 18. (4) Mathew Arnold, Culture and Anarchy, p. 42 (5) Ibid. p. 89 (6) Ibid. p. 179 (7) Ibid. p. 163 (8) Ibid. p. 164 (9) John Storey, Cultural Theory and Popular Culture, p. 19 (10) Ibid. (11) Mathew Arnold, Culture and Anarchy, p. 105 (12) John Storey, Cultural Theory and Popular Culture, p. 19 (13) Matthew Arnold, poetry and prose, London: Robert Hart Davis, 1954 p. 364 (14) Mathew Arnold, Culture and Anarchy, p. 23 (15) Leavis and Thompson, Culture and Environment Greenwood press, 1977, p. 17.

Marketing Coursework

Marketing Coursework Marketing Coursework Coursework introduction should be based upon the following logic of thoughts and presentation: the rationale of the relevance of the selected marketing coursework topic, the state of scientific development of the topic, the purpose and objectives of the coursework writing, the practical importance of results, novelty, the object and purpose of the study, informational database, research methodology. It is enough to indicate the relevance of the topic, purpose and objectives of the work if you are writing a freshman-level coursework. While the marketing coursework should correspond to the academic level requirements set by your tutor. The first chapter of coursework should be theoretical and methodological. It provides the background of the topic (problem, situation, event, case study), showing the extent of its study based on a review of relevant literature. The first chapter introduces the concept and essence of the phenomenon under study. If necessary, you are welcome to use background and overview tables, graphs and statistical information. As a rule, the first chapter does not exceed 30% of the total coursework. A content of the second and subsequent chapters should be practical. You need to present independent economic, financial, statistical, and conceptual analysis of the gathered materials. Each chapter of your marketing coursework should contain a summary of its content and form a transition to the next one. Marketing coursework conclusion should sum up the whole coursework and show how problems were solved: Coursework writers should be very careful with referencing. All sources used for marketing coursework writing must be properly referenced within the text and at the end of the coursework. Bibliography must be organized in accordance with bibliographic requirements. Coursework Help Remember that your opinion must be reasonable. You have to defend your views by sufficiently convincing evidence while writing a coursework. Marketing coursework should be based on approved facts, pieces of evidence, and statistical data. Possible errors include: Lack of a comparative analysis of different points of view with links to relevant literature; Excessive citing; Lack of practical part and projections on the analysis. Marketing coursework writing is a real challenge for students of all academic levels. is available 24/7 to assist you with coursework writing. While it is a challenge for you, it is a pleasure for us to help you with marketing coursework writing. We cannot earn a diploma for you, while we are able to provide coursework help and assist you with any type of academic writing. Do not hesitate to contact us for more information on our services. We are open for cooperation based on mutual trust and respect. Read more: Computer Essay Writing Editing Paper Editing Tips MBA Essay Editing Essay Editing

Executive Dilemmas in the Information Age Assignment

Executive Dilemmas in the Information Age - Assignment Example CEOs strive for clarity of their visions for an organization and this clarity influence behavior of employees towards attainment of the goals of their organizations. CEOs also exercise authority in communicating their expectations of employees in order to help them act in line with the desired organization’s culture (Baltzan, 2013). Modeling is an effective way in which CEOs effect desired changes and maintain good patterns of behavior. A CEO, for example, recommends and implements ways of rewarding and encouraging behaviors that are in line with an organization’s culture. Technology enhances the efficiency and productivity of the systems of organizations from all industries and executives from non-technological industries need to be aware of how to capitalize on this advantage. The awareness of technology can help executives from non-technological industries to employ the technology appropriate in helping customers interact better with the organization. Executives from non-technological industries need to worry about technology because of its potential to hasten the pace of organizational change lest they lose control of the direction of change (Tsai, 2003). Technology is highly dynamic and subsequent technological advancements pose new challenges and opportunities to businesses. Continuous learning alerts executives on indications of such challenges and opportunities and helps them device response course of action. Additionally, being dynamic with technological knowledge would help executives make decisions about how much resources should be allocated to technology. Advancement in technology causes changes in the cost of purchasing and maintaining technological equipment and without knowledge of these changes, executives can either overspend or under-spend. Decisions regarding technological sustainability require executives to have current

Discuss the microbial production of non Beta lactam antibiotics Assignment

Discuss the microbial production of non Beta lactam antibiotics - Assignment Example Actinomycetes are bound with bacteria in the same class of Schizomycetes but confined to the order Actinomycetales (Kumar et al., 2005). The actinomycetes are a group of bacteria which possess many important as well as interesting features. They have substantial value as producers of antibiotics and of other therapeutically useful compounds. They exhibit various ranges of life cycles which are unique among the prokaryotes and appear to play a major role in the cycling of organic matter in the soil ecosystem (Veigaet al., 1983). Thus it holds a prominent position due to their diversity and proven ability to produce new compounds, because discovery of novel antibiotic and non-antibiotic lead molecules through microbial secondary metabolite screening is becoming increasingly important. They are unicellular likewise bacteria, but they also produce mycelium which is non septate (coenocytic) and more slender, like true bacteria they do not have distinct cell wall and their cell wall is without chitin and cellulose (commonly present in the cell wall of fungi). Unlike slimy distinct colonies of true bacteria which grow quickly on culture media actinomycetescolonies show slow gowth, show powdery consistency and firmly stick to agar surface. They produce hyphae and conidia or sporangia like fungi. Some Actinomycetes whose hyphae undergo segmentation resembles bacteria, both by morphologically and physiologically. Actinomycetes are numerous and widely distributed in soil, compost etc and are next tobacteria in abundance. Plate count estimates gives value ranging from 10^4 to 10^8 per gram of soil. They are sensitive to acidity or low pH (optimum pH range is within 6.5 to 8.0) and waterlogged soil conditions. As we go deep into the soil, the population of actinomycetesincr eases. They are aerobic (requires oxygen), heterotrophic (cannot make its own food) and mesophilic (25-30Â ºC) organisms and some