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UNO Ad Analysis Pepsi Global Branding Essay

UNO Ad Analysis Pepsi Global Branding Essay.

This exercise will ask you to find an ad and write a one page analysis of it. Copy the ad, or a link to it, and add it to your document. Submit it under Canvas.Advertising: How many marketing messages do we see in a day? (Links to an external site.)How many marketing messages do we see in a day? That’s a loaded question because people who should know better have been quoting guestimates for the last 15 years, including the one from Yankelvich Research (later quoted by the NY Times), that range from 3,000 to 20,000. Those higher numbers include every time you pass by a label in a grocery store, all the ads in your mailbox whether you see them or not, the label on everything you wear, etc.One of the sanest studies I came across said we see 247 images per day and probably don’t notice half of them even though we’ve been exposed. The fact that you and the message are in reasonable proximity for you to see it doesn’t mean you saw it. Our brains can’t truly process that many messages. We can’t notice, absorb, or even judge the personal merit of 3,000 visual attacks a day.The right message can link with our own desire or interest and get us to stop and look at it, watch it, or listen to it. An ad message that informs us about something we want will get noticed. If you’re lusting after a new, hot, American-made sports sedan, the Cadillac CTS TV, print, outdoor, or radio ad will catch your attention. The Ford pickup ad won’t register on your radar. So who cares if you saw it or not?Look at Times Square, for example. That has to be the densest concentration of buy-me messages on the planet. I’m guestimating myself, but I would think that if you stood on the top of the bleachers by the B’way ticket office in Times Square and slowly turned around while counting every ad on every DiamondVision, doorway, cab, bus, billboard, light pole, building, sandwich board, hawker, and flyer you’d come up with no less than 500 messages. That’s 20 minutes of overload in a perfect storm of advertising. But we don’t look at ads that way. We skim to see what speaks to or connects with our core wants, desires, and values. That’s why engagement is such a hot topic in marketing today.A good campaign doesn’t just offer the right product to the right consumer. It gets them emotionally stimulated to buy or at least investigate the advertised product or service. Why go to that next level? Why expend the time and effort to craft an advertising message that informs and ignites a bond between the product or service and the target consumer? Because the competition is stiff regardless of what category you’re in. And the rest of the ad space is frustratingly distracting.“Visual literacy is the ability to interpret, negotiate, and make meaning from information presented in the form of an image, extending the meaning of literacy, which commonly signifies interpretation of a written or printed text.”Education and Visual LiteracyWhat is Visual Literacy?Visual literacy is the ability to derive meaning from images of everything that we see.As an art education institution, the Toledo Museum of Art strives to provide access to works of art in the Museum and information about them. The Museum endeavors to educate and inspire by reaching out to our community. We achieve this by Teaching Visual Literacy, engaging lifelong learners of all ages and providing learning experiences in a variety of formats.Opportunities include classes and workshops, tours, gallery experiences, hands-on activities, lectures, a partnership with the University of Toledo Department of Art, and a 90,000-volume art Reference Library. Explore all of our educational offerings and resources by clicking the links to the left.Knowing the language of art – the Elements of Art and the Principles of Design – can help to make meaning of what you see, making you visually literate. Click on the works of art below to explore these concepts.Learn more at (Links to an external site.)Discussion of the art of seeing (Links to an external site.)Visual literacy video: (Links to an external site.)Creative thinking and visual literacy: (Links to an external site.)Reading images: an introduction to visual literacyImages are all around us, and the ability to interpret them meaningfully is a vital skill for students to learn.By Melissa Thibault and David Walbert“Literacy” usually means the ability to read and write, but it can also refer to the ability to “read” kinds of signs other than words — for example, images or gestures. The proliferation of images in our culture — in newspapers and magazines, in advertising, on television, and on the Web — makes visual literacy, the ability to “read” images, a vital skill. But what does it mean to read an image, and how can teachers help students develop the skills to do so thoughtfully?Visual literacy is the ability to see, to understand, and ultimately to think, create, and communicate graphically. Generally speaking, the visually literate viewer looks at an image carefully, critically, and with an eye for the intentions of the image’s creator. Those skills can be applied equally to any type of image: photographs, paintings and drawings, graphic art (including everything from political cartoons to comic books to illustrations in children’s books), films, maps, and various kinds of charts and graphs. All convey information and ideas, and visual literacy allows the viewer to gather the information and ideas contained in an image, place them in context, and determine whether they are valid.Like traditional literacy, visual literacy encompasses more than one level of skill. The first level in reading is simply decoding words and sentences, but reading comprehension is equally (if not more) important: teachers work to help students not only to decode words but also to make sense of what they read. That understanding requires broad vocabulary, experience in a particular content area, and critical thought, and teachers have various approaches and strategies to help students build contextual understanding of what they read.The first level of visual literacy, too, is simple knowledge: basic identification of the subject or elements in a photograph, work of art, or graphic. The skills necessary to identify details of images are included in many disciplines; for example, careful observation is essential to scientific inquiry. But while accurate observation is important, understanding what we see and comprehending visual relationships are at least as important. These higher-level visual literacy skills require critical thinking, and they are essential to a student’s success in any content area in which information is conveyed through visual formats such as charts and maps. They are also beneficial to students attempting to make sense of the barrage of images they may face in texts and Web resources.Visual literacy skills are already employed in a variety of disciplines. Observation, as we’ve noted, is integral to science. Critique, useful in considering what should be included in an essay in Language Arts, is also a part of examining a visual image. Deconstruction, employed in mathematical problem solving, is used with images to crop and evaluate elements and how they relate to the whole. Discerning point of view or bias is important in analyzing advertisements and works of art.Specific visual formats require specific approaches to visual understanding. The articles provided here include media-specific techniques and resources to help students to use the information contained in various types of images, to analyze that information, and to use those types of images to build their visual communication skills.Definition-from Wikipedia:Digital literacy is the set of competencies required for full participation in a knowledge society. It includes knowledge, skills, and behaviors involving the effective use of digital devices such as smartphones (Links to an external site.), tablets (Links to an external site.), laptops (Links to an external site.) and desktop PCs (Links to an external site.) for purposes of communication, expression, collaboration and advocacy. While digital literacy initially focused on digital skills and stand-alone computers, the focus has shifted from stand-alone to network devices including the Internet and social media. The term digital literacy was simplified by Paul Gilster in his 1997 book Digital Literacy. Gilster described digital literacy as the usage and comprehension of information in the digital age, and also emphasized the importance of digital technologies as an “essential life skill.”[1] (Links to an external site.)[2] (Links to an external site.)Digital literacy is distinct from computer literacy (Links to an external site.) and digital skills. Computer literacy refers to knowledge and skills in using traditional computers, such as desktop PCs and laptops, and previously proceeded digital literacy. Computer literacy focuses on practical skills in using software application packages. Digital skills is a more contemporary term and are limited to practical abilities in using digital devices, such as laptops and smartphones.Digital literacy is the marrying of the two terms digital (Links to an external site.) and literacy (Links to an external site.). However, there is a large significance as a result of the combination of these two terms. Digital information is a symbolic representation of data, and literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word.
UNO Ad Analysis Pepsi Global Branding Essay

Impact of policy on practice. In order to maintain confidentiality the names used in this piece of work have been anonymised. The purpose of this assignment is to demonstrate the knowledge and understanding of the impact that policy and specifically Child Protection (CP) policy has made on professional practice. I will identify and analyse an incident associated with child protection in practice which will enable a discussion to debate appropriate local, national and international perspectives. I will also consider the impact of policy on other professionals involved in the event. Furthermore I will use PEST analysis as a framework to explore the impact of policy on practice. Pest analysis is described by Mindtools, 2009 as a simple, useful and widely-used tool that helps you understand the “big picture” of your Political, Economic, Socio-Cultural and Technological environment’. It is used by business leaders worldwide to build their vision of the future and likewise can be used by practitioners to attain best practice to achieve positive outcomes for individuals. The practice placement that is the focus of this assignment is a mixed senior school of predominantly working class white students aged 11 – 18. The incident that occurred was discussed between a female pupil – known as Beth Jones aged 12 years and a student social worker (SSW). While in a 1:1 mentoring session Beth disclosed that her mother Elaine Jones had pushed her down the stairs in her home that morning. Beth was traumatised and stated that she was fearful to return to her home that day. Recently, the views within the UK concerning the status of children have been wide-ranging and this has had some impact on policy and practice. At a socio-cultural level children are now viewed as having the capabilities to engage in building and constructing their own lives and opinions have swayed towards autonomy of women and in particular of children. In today’s society, through the emergence of feminist writers especially on issues such as patriarchy and domestic violence, children are viewed as independents rather than being the property of men. This has been reinforced through changes in the political economy of welfare where society’s perceptions of children have transformed towards children being independent service users whose wishes and preferences have been given greater importance. (Armstrong, et al 1991). The introduction of the Human Rights Act 1998 also ensures that children now have legal rights. (WHO, 1998). The term ‘Gillick competent’ is used to describe a child under the age of 16 who is judged to be of a ‘sufficient understanding and intelligence to be capable of making up his own mind on the matter requiring decision’ (Smith, 1996 p52) thus enabling young people like Beth to be heard. The practice implication for this is that when taking into consideration the opinions and wishes of the child, it must first be established what those wishes and views are and then whether those wishes and views are to be considered, or acted on, based on whether the child is deemed to have a full enough understanding of the implications of their decisions. Every child living in this country is entitled to protection from abuse regardless of his or her background. With the help of the Children Act 1989, and the recommendations made by Lord Laming, (Every Child Matters, 2004), child services within the UK have been given the power to act when they feel a child is being abused. Victoria Climbié aged 8 died from 128 injuries at the hands of her carers in February 2000. The investigatory inquiry into her death conducted by Lord Laming discovered many instances where professionals including line managers had failed to fulfil their roles and numerous flaws where professional networks had failed to protect Victoria during the last months of her life. Laming criticised the lack of professionalism and cooperation between agencies (Laming, 2003 S.1.30) – the Laming Enquiry, lay the foundations for the ‘Every Child Matters’ Green Paper published in 2003. In the U.K. the Children Act 1989 aimed to introduce key changes for practice by focusing on principles such as paramountcy of the child, partnership and parental responsibility as well as child protection and family support and the rights of the family against the rights of the child. This has lead to increasing pressures on social workers who have to prove that they have been empowering, anti oppressive and supportive to those involved in their cases. Within the U.K. these policies afford children considerable rights as individuals and these are considered primarily before those of the parents in child protection cases. This has led to a predominantly rights-based legal approach where social workers hold considerable amounts of power. (Archard el al 2002). Farnfield (1998, p53) talks about ‘children as consumers’ and the difficulty which many social workers have in balancing the rights of the parents with the rights of the child. Given the drive towards working in partnership with parents in childcare and inclusion of all relevant parties when working within a social care field, it may be difficult, when working with families, to remain focussed on the issue of whom the client is and whose interests are best being served by any particular course of action. Trevithick (2005, p229) discusses a particular case where she was having difficulty in establishing a good relationship with parents in a child protection case. The issue of having the ‘agenda’ of protecting the children was identified as a stumbling block in the establishment of a rapport with the parents. Brayne and Martin (1999) however argue that, from a legal perspective, in child protection cases the primary client must ‘always be the child’. This is borne-out by the policy document ‘Working Together to Safeguard Children’ which states that professionals should: ‘work co-operatively with parents unless this is inconsistent with the need to ensure the child’s safety.’ This is also compatible with the ethos of child centred practice in placing the child first. Article 19 of the UN convention on the rights of the child states governments should ensure that children are properly cared for and protect them from violence, abuse and neglect by their parents or anyone else who looks after them. The Human Rights Act 1998 is linked to the implementation of no-smacking policies and states that every child has the ‘right not to suffer ill treatment or cruel, unusual punishment.'(Flynn, 2004. p.41). As Beth disclosed to the SSW that she has been physically abused, the SSW refers the disclosure to the Child Protection officer. In line with the Data Protection Act 1998 the information is kept confidential as it is not necessary that any other member of staff need to know about the case at that time. As a result of the deaths of Jessica Chapman and Holly Wells in 2004 the Bichard Report was published and made recommendations about how information is shared and stored.Child protection information on a pupil is filed in a separate area to the school file and can only be accessed by the child protection officer and shared with other professionals in a ‘need to know basis’ a positive impact of policy to protect confidentiality of vulnerable children. “Undoubtedly the most significant development in childcare policy in Britain over the past twenty-five years has been the preoccupation with child abuse” (Alcock et al 1998). Also it can be suggested that this increase in concern can be seen in all major European countries and constitutes a major key issue in this area of social policy. This concern has not only been emphasised through the formal and legal frameworks of society but also by the general public. As stated above the rise in concern with child abuse has been evident from the late 60’s and early 70’s. It is from then that child abuse has become identified as a “social problem” (Alcock et al 1998) mainly through high-publicised cases of child abuse victims. The high profile case of Maria Colwell who died in 1973 after serious injuries were inflicted upon her at her home whilst under the supervision of social services demonstrates this point effectively. Even today 30 years on this case is still being analysed and discussed. When identifying the key issues within child protection it is important to consider the concept of ‘balance’. This is a main concern for all countries who find themselves victims of either jumping in too quickly with overzealous assumptions, or on the other hand holding off too long and in the end delaying intervention until in some cases it is too late. “Any major piece of legislation develops in response to a variety of influences.” (Hill, M. and Aldgate, J. 1996). In the U.K. for example, the Children’s Act 1989 was the result of a number of influential factors. One of the biggest influences, which have already been mentioned, is that of the wave of child abuse tragedies that occurred over the years. The public inquiries and the amount of media attention that arose because of these cases shed light upon the inadequacies of practice and previous policies. Cases such as Jasmine Beckford and Kimberley Carlisle and the Orkney and Cleveland inquiries impacted public perceptions and professional practice and shaped the responses of the U.K.’s policies to the problem of child abuse. The social reaction prompted those in power to reassess their protection schemes and to readdress the issues of evidenced based practice within their policy changes. According to Alcock et al. these high publicised inquiries, “led to the promulgation of extensive procedural guidance at central and local levels to social welfare and other agencies designed to avoid repetition of tragedy and scandal” (Alcock et al 1998). Back to the scenario with Beth, after discussion with the child protection officer, a decision is made to make a referral to social services. Policy states that any disclosure of physical abuse results in steps that must be taken to protect the child. This may produce an emergency protection order as she is deemed to be at risk of harm if she returns to her mother’s care. A social workers main aim in the U.K. is to guarantee young people like Beth’s right to protection from harm and if necessary will battle with parents and other agencies to fulfil this. In comparison, Europe and specifically France, children have not been accorded as many individual rights independently of their family. Their position is a result of the ‘traditional’ state and family perspective’. The French policies have adapted to this cultural opinion and have enforced that child protection work should be focused on the family and that children should be considered not as an individual but as part of the family. Traditionally the focus is that the parents are superior to the children giving them the rights of decisions, protection and care. This is the view of French society where their main concern is keeping the birth family together and taking risks is acceptable. It can be suggested that in France a ‘humanistic model’ (Parton ,cited in Armstrong et al 1991) is followed to a certain degree. The country’s view that social factors are very likely to be involved in child abuse cases is evident in their policies, which apply preventative, counselling and therapeutic approaches. Examples of this can include the forcing of families to co-operate at the intervention stage, which is unheard of in Britain. One of the main concerns of this system is the fact that in most cases the Children’s Judge does not hear the child’s wishes and views, and if they are heard they are poorly represented. In the U.K. as stated the protective attitude of society is reflected in their policies that recognise the state as having direct responsibility for protecting children when the parents have failed. If Beth were in France she would not be given an independent voice and a right to immediate protection without a full family investigation. The protective U.K. system appears to have disadvantages, Cooper proves this point by highlighting that in France there has never been any highly publicised cases of abuse as in Britain; therefore there has never been a lack of confidence in social work. The positive aspect of French child protection policy is a constructive public perception which eases tensions within the social worker and family relationship and also encourages co-operation of the family. It was also found that French social workers have a, “consistent, trusting professional relationship at the centre of their professional aims” whereas in the U.K. social workers are mainly concerned with “whether parents are guilty or innocent and with the task of collecting evidence” this impacts on UK social workers as they are on the receiving end of accusations and abuse and stereotypical blame. (Cooper, A. 1994 p59-67). Effective communication is essential for organisations to be successful. It is the process by which information is exchanged between one group or person and another, by computer, telephone, letter, meetings, text, fax or face to face. The deaths of Holly Wells and Jessica Chapman in August 2002 sparked the Bichard enquiry into child protection procedures in the Humberside Police and Cambridgeshire Constabulary in the light of the trial and conviction of Ian Huntley for the murder of the two young girls. He had previously been suspected of committing sexual assaults on at least eight occasions and at the age of 21 Ian Huntley had sexual relationships with at least three 15-year-old girls for whom social services were aware but failed to communicate this information to the police. If the police had been aware of this information, this may have shown up when vetting checks were being carried out on Huntley and may have stopped him from getting a job at the school that the girls had attended. In December 2003 the Humberside Police said ‘the main reason for this was because of the Data Protection Act’. Information about dealings with Ian Huntley had not been available to them during vetting checks. This inquiry also stated that the problem was due to the police not having been told about this legislation regarding information about the person being vetted. A report stated that police officers were nervous about breaching the legislation, partly at least because too little was done to educate and reassure them about its impact. Michael Bichard labelled it an inelegant and cumbersome piece of legislation and the judiciary stated that better guidance is needed on the collection, retention, deletion, use and sharing of information, so that police officers, social workers and other professionals can feel more confident in using information properly. This simply indicates the importance of effective communication. The information system may have been used to its full potential if the officers had been aware of the limits of the Data Protection Act. Ian Huntley’s date of birth had been entered into the system incorrectly. If this information had been entered correctly then they would have been aware of his past behaviour. This would effectively stop him working in the school and the girls trusting him as a safe adult. The PNC (Police National Computer) only checked against the name Ian Nixon (an alias) and not Ian Huntley. An Information system can fail completely without accurate information from the end user, highlighting the systems reliance on good communication with its users. (Bichard Inquiry, 2004). The Children Act 2004 empowered the Secretary of State for Education to create a database (or databases) of everyone in England who is aged under 18. In July 2007, the regulations that will bring this first national database of children into being were passed by Parliament. The government has announced that the database will be called ContactPoint. It was originally known as the Information-Sharing Index, but re-branded in February 2007 because of negative publicity about information sharing. ContactPoint is effectively a file-front that serves the whole range of agencies that may be involved with a child. It is intended to provide a complete directory of all children from birth, together with a list of the agencies with which s/he is in contact. It will not hold any case records, but will enable practitioners to indicate their involvement with a family and contact each other in order to share information. It will also show whether an eCAF (an in-depth personal profile under the Common Assessment Framework) has been carried out and is available for sharing. A response from teachers in local schools have indicated that agencies are finding the procedure confusing with long waiting times for an initial reply for services. Another negative criticism of this policy as stated by Searing, 2007 ‘the danger is that once social work has become more closely aligned with an inter-agency system of surveillance and monitoring of families most people will be less open and trusting towards social workers and this will make their job more difficult’ thus further negative impact on the social worker role. The Governments response to the Laming Enquiry was almost immediate with the production of the Green Paper ‘Every Child Matters’ 2004. In conjunction with Every Child Matters (ECM) is The Children Act 2004, which is in addition to the original Act 1989. The Act encompasses several components based on recommendations from the Laming Report and is responsible for promoting a partnership between agencies working with children including health, education and social care in a more cohesive manner (Allen, 2008). According to Smith the Children Act 1989 (CA, 1989) simplified all pre-existing legislation in relation to children and families. It imposed new duties on local authorities relating to the identification and assessment of ‘children in need’, and gave all Local Authorities new responsibilities for looked after children. The introduction of the Act also provided the Court with Emergency Protection Orders to protect children at risk of harm which replaced the Place of Safety Orders. Smith (2001) argues that the Children Act was particularly relevant because for the first time it placed more emphasis upon the importance of inter-agency collaborative working as a means of responding to the needs of both children and their families. This policy provided immediate protection to Beth, initiated within the school environment and in collaboration with social services, a good example of interagency working. If Beth had not been listened to or taken seriously she would be at risk of further abuse and may not disclose further abuse due to lack of support. It is important that professionals and agencies co-operate and work together in child protection cases so that all the relevant and correct information is available, and accurate in order to help and support the child. In recent cases, specifically that of Victoria Climbie, this was not done and therefore Victoria was put at further harm, and subsequently died when she could have been saved if the agencies had worked effectively and shared information. This is why the Every Child Matters legislation came about, to try and prevent this in the future. Children at risk need coordinated help from health, education, social services and other agencies, including youth justice services. These professionals are required to work together in order to protect the children and keep them safe, and to help bring to justice the perpetrators of crimes against children. As a result of Every Child Matters, now children known to more than one agency will have a single named professional to lead their case. This has proved to be an effective tool in Beth’s scenario as guidance enables the professionals within the school to take action immediately to protect her as she was placed on an emergency protection order. Even though the policy is over five years old, when applied effectively stops a child falling through the net. Policy has shaped the care for this service user and had a significant impact on her outcome. References Allen, N. (2008) Making Sense of the Children Act 1989, 4th ed. West Sussex: John WileyImpact of policy on practice

How is Scrooge Introduced by Charles Dickens

A Christmas Carol is written by Charles Dickens. Charles Dickens was born in 1812. He grew up in London. Dickens worked in many places as a young child and experience poverty. Later as a writer, this made him write about the condition of the poor. He wrote columns for newspaper and soon became a very well-known news reporter. His novel The Christmas Carol shows us that selfishness and greediness can lead to disasters whereas generosity and kindness can lead to personal happiness. Dickens wrote “A Christmas Carol” because his experience made him want to criticise the attitudes of selfish and greedy people. In this essay I will explore how Charles Dickens introduces Ebenezer Scrooge in the Stave One of “A Christmas Carol” and shows us Scrooge’s attitude towards Christmas and to other people. Dickens uses metaphors, similes, and list-like formats to enable the readers to build up an image of Scrooge. He repeats words again and again “his sole executor, his sole administrator, his sole assign, his sole residuary legatee, his sole friend and sole mourner”. This constant list shows us that Scrooge and Marley were not people with many friends. He uses repetition to make sure he gets his point to the reader. Dickens wrote this story to be read aloud as well as quietly. He uses metaphors and similes to describe Scrooge’s appearance. Charles Dickens uses a list-like format to explore his point e.g. Scrooge is described as a “squeezing, wrenching, grasping, scraping, clutching, covetous old sinner!” Dickens uses extended metaphors. Extended metaphors continue the comparison into the rest of sentence or the sentence that follows. Charles Dickens uses weather as an extended metaphor to tell us about Scrooge “No warmth could warm him, no wintry weather chills him. No wind that blew was bitterer than he; no falling snow was more intent upon its purpose.” In the first chapter Dickens introduces Scrooge and he is the main character of the story. Scrooge had old features and the cold within him froze his old features. “It had nipped his pointed nose, shrivelled his cheek, stiffened his gait; made his eyes red and his thin lips blue. He had a frosty rime on his head, on his eyebrows and on his wiry chin”. Dickens uses a list format to describe Scrooge’s appearance. List format enables the reader to build up an image of Scrooge in his mind. Charles Dickens describes Scrooge’s coldness with the help of weather extended metaphors. He describes Scrooge like this “External heat and cold had little influence on Scrooge. Foul weather didn’t know where to go. The heaviest rain, and snow, and hail, and sleet, could boast of the advantage over him in only one respect.” He uses weather extended metaphors again and again in the story. The only thing Scrooge cared for was money. He did not spend money very easily “Tight-fisted hand at the grindstone”. He had plenty of money to give to charity but he never gave because he thought that poor people are inactive people who do not have the right to be merry. He did not care for poor people. In fact he said that if they don’t have money to live “they should rather die…and decrease the surplus population”. Scrooge was cut off from his family. He devoted himself of being a very clever business man “Hard and sharp as flint”. Even on the funeral day of Marley he was in his counting house counting his money. In the Victorian era, many Victorians had the same attitudes as Scrooge to the poor. Victorian Britain saw a huge increase in the population. Thousands of skilled and unskilled people started looking for work. For many of those who were employed, their wages were hardly enough. Often fifteen-twenty people were living in one house. Scrooge had no feelings for Christmas. Christmas to Scrooge was an excuse for the people not to go to their work and to celebrate. Scrooge seemed to have no feelings about Christmas and he avoided all emotions about Christmas. Scrooge responded to his nephew with saying that “What else can I be, when I live in such a world of fools as this? Merry Christmas! Out upon merry Christmas! What’s Christmas time to you but a time for paying bills without money; a time for finding yourself a year older, but not an hour richer?” he doesn’t want anybody to be happy about Christmas. Scrooge stated “If I could work my will… every idiot who goes around with ‘Merry Christmas’ on his lips, should be boiled with his own pudding, and buried with a stake of holly through his heart.” Scrooge was mean to everyone even with his long time employee, Bob Cratchit. The fire in his room looked like one coal. However Bob Cratchit was still polite to Scrooge. He always thanked Scrooge for the job as the pay given to him supported his family. Scrooge always kept the door of his counting room open that he might keep his eye upon his clerk. When his employer asked for a day off, Scrooge responded to him saying “you don’t think me ill-used, when I pay a day’s wages for no work” Dickens creates humour when the clerk observed that it was only once a year. Bob Cratchit was feeling very excited about Christmas. He went down a slide on Cornhill, at the end of a lane of boys twenty times, in honour of Christmas Eve. Scrooge’s behavior is the opposite of the teachings of Christianity, which teaches that people should be sharing, loving and helpful. Scrooge’s nephew is presented as a very happy and kind person. He was the only person in the story who offered Scrooge anything. His nephew invites him to a Christmas dinner but Scrooge refuses to go. Scrooge’s nephew thinks that Scrooge does not really mean when he says “Humbug!” no matter how many times he says it. Scrooge’s nephew says “Christmas a humbug uncle! You don’t mean that I am sure?” Scrooge’s attitude to the poor and to charity was very mean. He neglected the poor. He questions the “portly” gentlemen, “Are there no prisons, Union workhouses? The Treadmill and the Poor are in full vigor?” Scrooge thinks that workhouses are appropriate for the poor. He loved his money more than anything. It was Christmas Eve and Christmas is the time to donate generously and help those who are not fortunate but Scrooge refuses to donate money when the charity collector comes to collect. Scrooge says “charity is not my business.” Even though Scrooge has more than enough to generously donate, he refuses to donate saying that he has paid enough in taxes. Scrooge lived in chambers which had once belonged to his partner. They were a gloomy suite of rooms, in a lowering pile of building up a yard. The description of Scrooge’s house and office add to the feeling of gloom around him that Dickens creates. Even though he lives in Marley’s house but he has never thought of Marley for seven-nine years. People had a negative view on Scrooge because of his attitudes and in return they showed no feelings for Scrooge “Nobody ever stopped him in the street to say with gladsome looks ‘My dear Scrooge, how are you? When will you come to see me?’ “. Everyone in the society thought that he was mean and everyone tried to avoid him. Even the animals didn’t like him “Even the blind men’s dog appeared to know him; and when they saw him coming on, would tug their owners into doorways and up courts”. I suppose Dickens is showing here that people will treat you the way you treat them. Dickens has described a very negative character in Scrooge in the opening chapter of “A Christmas Carol”. He represented Scrooge as a very mean person in the story but later on Scrooge transforms into a kind and generous person. Dickens wanted to teach us how to be happy. If person just talks to people they must and behave badly with other people, he can never be truly happy. He wanted to teach us that it is more important to be kind than to be mean and to give rather than take. I think that Dickens has been successful in getting across the character of Scrooge because after reading Stave One of the story I want to know more that what happens in the end. Does he become a good person or does he remain the same mean person throughout the whole story? It is because of the way Dickens describes Scrooge and his use of metaphors, similes and lists-like formats which builds up an image of Scrooge in our mind and make us want to know more about the story.

Interoffice Memo

order essay cheap Interoffice Memo. Need help with my Communications question – I’m studying for my class.

The following memo is from an exasperated manager to her staff. Obviously, this manager does not have the time to clean up her writing or another set of eyes to review her written material before mailing it.

Albertina Sindaha, Operations Manager

All Employees



You were all supposed to clean up your work areas last Friday, but that didn’t happen. A few people cleaned their desks, but no one pitched in to clean the common areas.
So we’re going to try again. As you know, we don’t have a big enough custodial budget anymore. Everyone must clean up himself. This Friday I want to see action in the copy machine area, things like emptying waste baskets, and you should organize paper and toner supplies. The lunch room is a disaster area. You must do something about the counters, the refrigerator, the sinks, and the coffee machine. And any food left in the refrigerator on Friday afternoon should be thrown out because it stinks by Monday. Finally, the office supply shelves should be straightened.
If you can’t do a better job this Friday, I will have to make a cleaning schedule. Which I don’t want to do. But you may force me to.
-Albertina Sindaha
Using the South University Online Library, research on the basics of interoffice memos. Based on your readings and understanding, create a 2- to 4-page Microsoft Word document that includes:

An assessment of the effectiveness of the memo with respect to its tone.
An analysis on the potential barriers to the successful communication of its intended message.
A revised memo with improved structure using polite and firm tone consistently.

Submission Details:

Cite any sources you use in APA format.

Interoffice Memo

East and South Asian History Essay

East and South Asian History Essay.

Hi. Attached you’ll find notes on last week and this week’s assignments. Please note that the student seems more concerned with being like the rest of the students. I provided this week’s instructions (yesterday’s work), his peers’ responses, his professor’s notes on how to tie it together, last week’s assignment all in one spot for you. You have the “Big Themes” and instructions as well as this week’s readings for your referencing. Anything else you need? I’m paying you all that he paid and the fees out of my pocket so we can get this done right. I’ll look at your response from last night. I appreciate your help.K-
East and South Asian History Essay

Cumberland part 3

Cumberland part 3.

Your program has been designed and is now ready to be implemented. For this week, you will be submitting an implementation plan. This should include the long-term goals you hope to achieve with your program and the specific objectives of each goal. You will also need to discuss possible ways to collect data relevant to each objective to show how the goal is progressing. Refer back to Module 02 for a refresher on implementing your program.In addition to the implementation plan, discuss some possible ways your program could be funded. Include specific funding sources you feel would be a good fit for your program and why. Research and include funding in your geographic area if possible. For more ideas on funding your program, refer back to Module 03 and see the Funding Development chapter in Developing Nonprofit and Human Service Leaders (Watson & Hoefer, 2014).Submit your implementation plan and funding resources in a 1-2 page paper. Cite any resource information in APA format.PLEASE USE THIS REFERENCEWatson, L. D. & Hoefer, R. A. (2014). In C. Forrest (Ed.), Funding development. Developing nonprofit and human service leaders: Essential knowledge and skills (pp. 123-134). Los Angeles: SAGE Publications, Inc
Cumberland part 3