How to Set Up a Marketing Plan

Somaliland Youth Development Association (SYDA) Tactical Marketing Plan Presented By: Issaq Gass Plan Overview Practice: Somaliland Policy & Reconstruction Institute (SOPRI) Name of Campaign: Somaliland Youth Development Association (SYDA) Campaign Manager: Issaq Gass Objective The objective is to open a youth complex facility which targets youth development in a country in the Horn of Africa following the market strategies specified in this plan. Target Market Product demographicsAll local schools and universities in the capital city of Hargeisa, local newspapers in the capital city, Somaliland TV, Horn Cable TV, Universal TV (The three major local TV networks in Somaliland), Flyers around every major business in the city, Twitter, Facebook, and Youtube. Target contact demographics 1) Meet with the three major Somaliland TV networks to promote the new complex and benefits for youth joining as members. 2) Flyers all around the capital city of Hargeisa at schools, universities, Major Businesses, and transportation centers. ) Advertise on major Somaliland news websites as an ad. 4) Advertise in the local major newspapers, try to get front page appearance. 5) Create Twitter, Facebook, and YouTube accounts to update news and information about the complex, take advantage of all social network feedback tools to see feedback. For examples likes, comments, tweets, and shares. 6) Discuss the new facility on the Somaliland National Radio. 7) Try to get in touch with the information ministry of the country to get an emailing list of all the youth enrolled in their system. Message SummaryThe Somaliland Policy and Reconstruction Institute (SOPRI) is an independent professional organization founded in Los Angeles, California in 1992 by a group of concerned Somali-Americans and Somalilanders who were deeply committed to help Somaliland. We will sponsor this Somaliland Youth Development Association to spearhead the high unemployment amongst the youth in the country and develop the youth everyday with community to make sure that the youth, regardless of background, has the opportunity to learn, grow and thrive in the country. Call to action Desired outcome?Sell – 50,000 memberships before opening day. Make the facility the new gathering spot for youth to not only offer enrichment programs for the youth but to help them avoid crime, drugs, and violence as well. What is the pull-through offer? Offer 500 free memberships through filling out a lottery online which we would email out to all the youth on the server as well post on all of our social media websites. Process Development list 1) Complete facility by Summer 2013 2) Create Facebook, Twitter, YouTube accounts. 3) Complete communication and deals between target contact demographics. ) Try to get a lot of government influence through our contact list. 5) Reach out to tribal sultans to help them promote amongst the specific tribes in the city. 6) Try to set up an assembly at local schools and univ ersities discussing ways they can create jobs by meeting at the facility to tackle the high unemployment amongst the youth. 7) Set up all interviews in the next few months. 8) Start lottery process for free memberships a month prior to opening. Pre – event follow up Consistently following up with the development list and target contact demographics list to make sure we are on the right path.Making sure we are gaining a lot of support throughout the capital city primarily the youth and parents of the youth. Also, daily check for feedback we might need to respond to via our social media websites. Post – event follow up Seeing if everything is going in the right direction and to see if everything was done and completed as planned. If we have time before opening possibly add more target demographics or make more appearances to broaden targets. SWOT Analysis Strengths: * SOPRI is a well-known and well established organization in Somaliland. We have the trust and support thr oughout the nation. SOPRI’S executive committee members and general members will strive to reach out to all target contacts that we already have a close relationship with for the most part. * Organization members will be working free of charge to help the make this facility a success. * The wide array of experience the members have will help make the process smooth. * SOPRI already has the capital to invest into the project from previous donations and fundraisers. * The Facility will enrich the youth. Weaknesses: * This will be the first time we sponsor a project that requires building a facility. Balancing time to contact the workers and organization members on the ground since time difference is 8 hours. * Lack of experience in this field. Opportunities: * If successful, it will become the first official youth complex in the country. * It will help build the esteem of the organization by tackling high employment rates, creating jobs, and enriching the youth. * It will be a location where the youth of country could meet and hold events. * It will build loyalty for us in the future for other business ventures to the same caliber.Threats: * Local indoor soccer stadiums. * Local gyms. * Local event halls. Project Plan: EVENT| CO-ORDINATOR| ESTIMATED WORK HOURS| Contact local newspapers| SOPRI members on ground| 5| Contact local TV networks| SOPRI members on ground| 1 week| Contact local schools and universities| SOPRI members on ground| 1 week| Create and manage social media| SOPRI Executive Committee| Continuously| Flyer creation and distribution| SOPRI members on ground| 2 months| Contact Somaliland news websites for advertisements| SOPRI Executive Committee| 5 ays| Manage entire marketing campaign| Issaq| Continuously| Distribution: The goal is to have our memberships ready and easily available to students both in K-12 and universities. Memberships will be sold all over the city at every major business office as well as every school district and univer sity. We will also have a website where students could buy it online. The memberships will be available all over Somalilands capital city Hargeisa. Which would make accessibility and exposure a lot easier.There will be 5 mediums of marketing for this facility(press, social media, flyers, emails and television) guaranteeing great exposure and accessibility so that we could capture and gain as many members as possible. Marketing Function and costs Medium| Base Cost| Duration| Total| Somaliland News websites| 0| Continuous| 0| Somaliland Newspapers| 0| Continuous| 0 | Facebook| 0| 0| 0| Twitter| 0| 0| 0| Somaliland TV networks| 0| 0| 0| *Since it’s for a good cause for the nations development a lot of our target contacts agreed for it to be free of charge until the project is completed.Metrics and Expectations: * To gain as many members as possible to help reduce unemployment rates, drug use, and crime in the city. * To enrich the youth through sports, events, tutoring, and gath erings. * To help the youth come together to build business plans of needs throughout the nation so we could then try to sell their ideas to the major corporations and business owners for funding. * Using SOPRI’s existing relationships to make this project a success. * Secure all outlets on our target contact demographics list to successfully reach our market plan strategies.

Adults with Learning Disabilities Essay

The discourse of ‘learning disabilities’ is now being used to challenge a wide range of acts and practices, including violence and intimidation, non-consenting sexual acts, the bullying of less resilient people by more able service users, unacceptably deprived physical or social environments and financial exploitation or fraud. Some argue that it should include all abuses of human rights. Clearly, these issues are not new as the following essay illustrates, and historically some of these practices have been hidden within service cultures while others have been quite open but variously rationalized as ‘behavior modification’, ‘relationships’, ‘control and restraint’, or ‘not giving in to attention seeking’. Abuse was regarded as a central, and inevitable, feature of institutionalized provision in influential models such as that of Goffman (1961) and Wolfensberger (1975 and 1980) within an analysis whose focus was on organizations and ideology. The new discourse is much more personalized and within it the focus is on the experience of the victim. This has some advantages for individuals and highlights some dilemmas for service organizations. It makes clear that people with learning disabilities are harmed, as any individual would be, by personal or sexual violence or exploitation. Harm is deemed equivalent whoever has caused it, for example whether it has been perpetrated by another service user, a member of staff or a stranger. This way of framing harmful acts highlights conflicts of interest between service users: the discourse of ‘challenging behavior’ for example, designed to neutralize the stigma of difficult behavior, inadvertently deflects from and discounts the experience of those on the receiving end of difficult behavior. Naming these acts as abusive confronts service agencies with the need for specialized, safe (expensive) placements for those who present a risk to others. Men with learning disabilities who have difficult sexual behaviors, for example, are often placed alongside very vulnerable people, their needs for asylum taking precedence over the safety of more vulnerable people (Thompson and Brown 1998). But while this acknowledgement is a step forward for individuals ,the new discourse risks personalizing forms of mistreatment that arise out of societal and structural inequalities. At an individual level, when issues of power are overlooked or neutralized, abusive and exploitative interactions can be explained away as relationships of choice. At a service level, new fault-lines between agencies and between purchasers, providers and regulators set up contingencies that make abuse more likely and less visible. At a societal level, there is growing inequality between the pay and working conditions of managerial, professional and so-called ‘unqualified’ staff within and across the statutory, private (for-profit) and voluntary (not-for-profit) sectors. Gender and race exacerbate the unequal position of direct care staff and the disproportionate responsibility that falls on them. This paper divides into two parts. First, I shall review the current usage of the term ‘learning disabilities’, looking at how it is being defined and categorized. Second, I will outline what is emerging as good practice in this field. WHAT DOES A LEARNING DISABILITY LOOK LIKE? Let me explain this with an exaomple: Sara’s lifelong difficulty with reading and writing had nothing to do with not being â€Å"smart. † Most individuals who have a learning disability are of average to above average intelligence and therefore have the intellectual potential to succeed at school and in careers. But they often do not reach this potential. While effort and motivation are important for success, it is clearly unfair to say of someone with a learning disability that he or she â€Å"just needs to try harder. † No matter how hard Sara worked, her problems did not go away. We know that a learning disability is caused by specific dysfunction within the central nervous system. The central nervous system, made up of the brain and the spinal cord, controls everything we do: our ability to process and think about language and to express ourselves verbally, as well as our ability to process nonverbal information, including art or music. Sara’s symptoms included reversing or rotating numbers (6 for 9), letters (b for d;p for q), and words (was for saw; on for no) when writing; omitting letters and sounds; and making sound and word substitutions when reading (tril for trial;then for there). Such problems make it difficult to decode words, and these decoding errors are most evident when reading aloud. Though never diagnosed, Sara’s symptoms became evident in first grade, when formal reading instruction began. As we learn to read we must of course master the alphabet, which is like a code, and learn the relationship between letters and sounds. Reading is a process of decoding the clusters of letters, converting them into words, and then attaching meaning to the words. In many cases, problems with phonological processing the ability to receive, transform, remember, and retrieve the sounds of oral language interfere with the acquisition of reading skills. Phonological processing involves the ability to separate a word into its component parts or blend sounds to construct a word. Problems with these skills make it very hard for the beginning reader to achieve fluency. Comprehension of written material depends on accurate and fluent decoding, a good vocabulary, and comprehension of the grammatical structure of sentences. When these skills are not developed that is, when they are slow and labored — the reader must devote more energy and effort to identifying and comprehending each individual word, rather than constructing meaning from an entire paragraph or from general context. For many years, researchers believed that the reader automatically moved from reading the words on a page to comprehending, without participating in the process of constructing meaning. But recent research points to the fact that the reader plays an active role: using background knowledge about the subject, calling on appropriate strategies for both decoding and comprehension, and applying the right amount of attention and concentration. Reading strategies are now considered essential components of the reading process. These might include paraphrasing while reading or summarizing afterward to help with comprehension. Competent readers are able to evaluate the reading task and select strategies that are a â€Å"good fit† or match to the task. In Sara’s case, she read slowly and had to reread material several times, so she found it difficult to comprehend content or recall important facts when questioned about them later. Unlike good readers, she did not rely on strategies that could help her. She also struggled with writing. Many times she was ashamed to submit patient reports because she knew they were filled with spelling, punctuation, and grammatical errors and were not organized or structured well. Her reports never reflected her knowledge or keen insight into patient care. Writing problems can be seen at any age, although they become more evident as academic or work demands increase. While Sara knew what she wanted to say, she had trouble getting started, focusing on the essential facts, and editing effectively. She tended to use the same words over and over. This was so different from her spoken language, which was rich and varied. Not surprisingly, it took her a long time and a good deal of effort to complete her reports. Her mathematical skills, though, were more than adequate. But there are people with learning disabilities who have problems understanding mathematical concepts or difficulty solving verbal or written mathematical problems. These problems may stem from more than one source, including inadequate spatial or directional sense and difficulty understanding abstract symbols or the language of mathematics. To use a basic example, someone who does not have a good understanding of concepts such as â€Å"plus† and â€Å"minus† is going to find it hard to identify the process needed to solve a mathematical problem. Learning strategies will be of great help to this person. Sara was also troubled by her erratic performance at work. Some days, she would be fine. But when she was fatigued or stressed, she found her attention was poor and she made more than the usual number of errors. At these times, she did not feel in control and usually needed to take a break and call on the support of friends to help her get back on track. While Sara felt her social life to be strength, some individuals who have learning disabilities have difficulty in social situations because they cannot perceive others’ needs and make or keep friends. Relationships with family and friends and associates on the job may suffer. As a way of compensating, an individual may avoid social situations altogether and thus become isolated. Others may struggle with low self-esteem and a lack of assertiveness, which can lead to self-fulfilling prophecies of failure. Moreover, repeated negative experiences in school and at home can discourage an individual from even trying. Many individuals who have learning disabilities have difficulty planning ahead and then evaluating their performance in academic courses or work-related tasks. Planning involves the ability to determine the outlines of a task and the skills it will require. Planning helps us generate strategies or know when to ask for outside help. We are not always conscious of initiating this type of planning because so many tasks are performed automatically, such as remembering a frequently called phone number by using a mnemonic, or writing notes in a book or on a memo. But when tasks are new or complex, active planning is needed. Other learning problems may stem from an inability to manage one’s time effectively to get something done on schedule. For example, many college students do not leave sufficient time to research and write a term paper, and end up frantically completing it the night before it is due. Or a manager may delay writing a budget or marketing report, finding it hard to begin. In order to use strategies at school, at home, or on the job, we need to be aware of ourselves as learners. Researchers have suggested that each of us has our own built-in executive function that directs and controls our actions. If this â€Å"executive† is efficient and aware of individual skills and the strategies needed to accomplish a task, the appropriate plan of action can be put into effect. If the plan is unsuccessful, then the executive reevaluates and initiates a new course of action. Individuals who have learning disabilities have a less efficient executive, the theory goes, and are therefore less able to generate and use effective strategies in their personal and professional lives. In addition to learning disabilities, a large number of adults suffer from attention-deficit/hyperactivity disorder (ADHD). ADHD affects an individual’s ability to focus and concentrate on school or work tasks, and to make good use of strategies. The struggle to achieve is so much harder with the added burden of ADHD. Although external factors do not cause a learning disability, we know that they do play a significant role in learning. It is well documented that the environment we live and work in influences and helps to shape our learning patterns, behavior, and sense of self. Research has consistently shown that the type and quality of support provided both at school and within the home are strong determinants of success in school, at work, or in one’s personal life. For example, a supportive family, early identification of learning problems, and appropriate intervention may make all the difference in helping an individual compensate for the disability. Learning disabilities are found throughout the world and in all socioeconomic groups — they are not bound by culture or language. Approximately the same numbers of males as females have learning disabilities, and the problem tends to run in families. Many prominent figures in politics, science, and the arts are reported to have had a learning disability, among them Nelson Rockefeller, Winston Churchill, Albert Einstein, Thomas Edison, and Auguste Rodin. Einstein, for example, was described as having difficulty learning a foreign language and mathematics — of all things! He also struggled with other academic subjects and with writing. All adults face the challenges and rewards of employment, home and family, leisure pursuits, community involvement, emotional and physical health, and personal responsibility and relationships. Adults who have learning disabilities must manage these life demands with an added set of problems. Society expects adults to be self-supporting, to function within a community, and to exhibit appropriate social behavior. Typically, to be self-supporting one must be employed. Employment for most adults spans a long period of time. It may begin with the exit from high school and continue for fifty or more years. While research on the employment of adults who have learning disabilities is sparse, and the findings that are available reflect the heterogeneity of the population, the information reported is unfortunately discouraging. It suggests that individuals with learning disabilities, as a group, show higher rates of unemployment, have jobs of lower status, receive lower pay, and change jobs more frequently than those without learning disabilities. Of course, there are many individuals at all levels of the workforce who do attain professional success. Further, there are well-documented accounts of persons with learning disabilities throughout history who have made significant contributions to society, among the most notable being Einstein, Edison, Churchill, and Rockefeller. It is important to keep in mind that adults who have learning disabilities who have above average intelligence, come from middle to higher economic backgrounds, and/or have completed postsecondary education, have higher rates of employment, higher job status, and greater job satisfaction than this research indicates. Those who graduate from college are much more likely to hold professional or managerial positions, for example, than those who have only a high school diploma. What makes success on the job so difficult for some people with learning disabilities? For one thing, persistent problems with reading, writing, and arithmetic can interfere with their work. Many report that they continue to struggle with decoding skills, sight vocabulary, and reading rate. Banking tasks and money management often bring out their troubles with arithmetic. Spelling is frequently reported to be the biggest problem of all. The level of basic skills that is required in the current job market is expanding to include more abstract abilities. Employers want their workers not only to be proficient in basic skills but also to be able to use these skills effectively and efficiently to solve on-the-job problems. Employers want the people they hire to be able to read for information, to analyze and synthesize the material, and apply the material read to on-the-job situations. They further expect employees to analyze problems, formulate solutions, and communicate that process, in writing, to others. Workplace mathematics, like reading and writing, also requires identification of the problem, analysis, and then the ability to find a solution. Employers further expect good interpersonal skills. The ability to use technology and information systems is becoming more essential as well. To do all of these things efficiently and effectively, workers must have mastered basic skills and be able to apply thinking skills. They also need personal qualities such as individual responsibility, self-esteem, and self management. The nature of a learning disability may affect the development of some of these competencies. For example, because of years of struggle and failure, self-esteem may be low and self-monitoring skills may not be functioning effectively. Employers often do not understand what a learning disability is, thus making it even more difficult for the adults with learning disabilities whom they supervise. Because employers cannot â€Å"see† the disability and may have limited knowledge about learning disabilities, they may find it difficult to understand that the problems are real. Therefore, they may fail to provide the necessary accommodations and supportive environment. They may often fail to recognize that, with assistance, workers who have learning disabilities may be tremendous assets to the company. A learning disability is a lifelong condition. Some adults, by the time they have completed their formal education, have learned to compensate for their difficulties. For many others, difficulties continue and to varying degrees impact on careers, social relationships, and activities of daily living. There are adults who were diagnosed as children and received services under the guidelines of PL 94-142. But more and more adults, who never knew why school was so hard, are now addressing the problem by initiating an assessment and seeking services to help them cope with their disabilities. Adults who have learning disabilities are a heterogeneous group. Some struggle with reading and writing, some with mathematical tasks, some with the basic challenges of daily life. There are adults who have learning disabilities who have trouble finding and keeping a job; others are professionally successful yet cannot seem to develop a satisfying social life. And there are those who seem to have few problems as they successfully negotiate the range of life’s demands. Adults who have learning disabilities are not merely children with learning disabilities grown up. The impact of having a learning disability differs at each stage of development. And adulthood itself has many stages, each with its unique challenges. Satisfaction or dissatisfaction at one stage does not guarantee the same degree of adjustment at another. At one point, the adult might deal with self-identity, at another with employment and economic independence, and still another with personal responsibility and relationships. As a group, adults who have learning disabilities represent a broad spectrum of the population. We see individuals of different ages, from different socioeconomic, ethnic, and cultural groups. We see different clusters of social and learning problems that affect education, social, personal, and occupational adjustments. The field now recognizes the unique needs of the adult who has learning disabilities, and as such has responded by providing legal protection, programs, services, and an ever-developing information base. Where do we stand today? References: Erikson, E. H. 1968. Identity: Youth and crisis. New York: Norton. Hallahan, D. P. , Lloyd, J. W. , Kauffman, J. M. , Weiss, M. P. , & Martinez, E. A. (2005). Learning disabilities: Foundations, characteristics, and effective teaching (3rd ed. ). Toronto: Pearson Education, Inc. Johnson, D. J. , & Blalock, J. W. (1987). Adults with learning disabilities: Clinical studies. Orlando: Grune & Stratton. Jordan, D. R. (1996). Teaching adults with learning disabilities. The professional practices in adult education and human resource development series. Malabar, Fla: Krieger Pub. Shapiro, J. , & Rich, R. (1999). Facing learning disabilities in the adult years. New York: Oxford University Press. Wong, B. Y. L. (1998). Learning about learning disabilities. San Diego: Academic Press.

An exegesis of matthew

An exegesis of matthew An Exegesis of Matthew 5:1-12 Matthew 5:1-12, commonly known as the Beatitudes, has been loved by every generation since first pronounced by Christ two thousand years ago. Matthew writes this record of the life, ministry and teaching of Jesus, and he places this message soon after Jesus’ baptism and calling of the disciples. The Beatitudes are the opening section of the Sermon on the Mount, the longest recorded teaching during Christ’s lifetime. We will begin by looking at this section as it lays within the book of Matthew and then go to a more in-depth exegetical study. Literary Context The most popular approach to Matthew’s structure is the presentation of five major discourses, each ending with a formula statement that is foreign to other Biblical discourses, placed in a framework of narrative[1] (Talbert 15). In fact, â€Å"the five discourses are so clearly marked, from a literary point of view, that it is well-nigh impossible to believe that Matthew did n ot plan them† (Carson 63). Each of these discourses brings forth a topic of central importance for both the gospel rendition of the historical Jesus and the later experience of the church (Batdorf 26). The narrative section leading to the first discourse, from Matthew 3:1 to 4:25, chronicles not simply the biography of a man preparing for ministry, but the establishment of Messianic history and authority. We come to an understanding of Matthew’s first and foremost discourse, the Sermon on the Mount, only on the basis of chapters 1-4 (Batdorf 24). This sermon, which immediately follows the choosing of the twelve, marks the beginning of Jesus’ training of His disciples and a change in His method of teaching. It is His first systematic delineation of the kind of people and the conduct expected of them under the standards of God’s kingdom (Russell 8). Batdorf outlines the apex at which the Beatitudes stand: â€Å"If Jesus is the Messiah and his life on earth really does set the pattern that his disciples should match, then his [Matthew’s] words here and in all the following discourses make sense. If this is not so, then the bottom drops out of Matthew’s whole argument. In this light the Beatitudes become the hinge upon which the whole of Matthew’s structure turns† (Batdorf 28). At the forefront of Matthew’s first discourse are the Beatitudes, a collection of eight imperative statements of blessing. The term ‘beatitude’ derives from the Latin word beatitudo and is designated by many scholars as its own literary genre. As such, it is a literary form found in a wider spectrum of wisdom literature not limited to Jewish or Christian writing. Some scholars have even proposed Egyptian wisdom literature as a conceivable origin (Betz 92). Poetic parallelism can be found in the Beatitudes as a carryover from the poetry of the Old Testament. The arrangement in quatrains of parallel lines containing pa rallel or corresponding ideas is very common and Psalms 8 is a prime example (Russell 15). Matthew’s eight beatitudes are composed of two quatrains, each ending with the word ‘righteousness.’ The terminology generally used for this is an â€Å"envelope figure† and Matthew uses it again in Matt. 7:16-20. Although scholars often attribute this arrangement to the composer of the Logia, Russell points out that it is â€Å"highly probable that so poetic a spirit as Jesus, brought up as he was in the Hebrew tradition and accustomed from childhood to the poetry of the Psalms and other Old Testament literature, would use parallelism for his words of gnomic wisdom as well as for his utterances of exalted imagination and lofty feeling† (Russell 16).

Classroom Observation Essay Example | Topics and Well Written Essays - 1500 words

Classroom Observation - Essay Example While Anthony does not seem to show academic delay, his behavior is indicative of nonsocial activity, suggesting that he is either very shy, or unsure of himself in a social setting. His lack of interaction indicates that either he is particularly in tune with a certain task, or has been rejected by the peer groups in his classroom, which leave him particularly subject to ridicule. During the observation, he seemed to actively avoid participating in group activities, remaining alone. John Watson suggests that children are easy conditioned to certain behaviors (Berk 18). Because Anthony has been rejected by his peer group, it is plausible that he has learned that his attempts to be a part of the group will only draw ridicule, teaching him to remain alone. I found this particular child very frustrating, since, in spite of any efforts, he refused to work with his peers. Conner, on the other hand, is very much a part of the social group in the classroom. He is friendly and polite; he fol lows classroom rules, and is a very hard worker. He seems very well adjusted to the classroom setting, and is comfortable interacting with his peers as both a member of a group and as a leader. Conner listens carefully to the teacher, and mimics what she does exactly. Conner seems both happy, and at home with the responsibilities of the classroom. Because Conner works so hard to imitate the teacher, and to follow directions carefully, he appears to be a model for social learning theory (Berk 18). Every time he imitates the teacher, or does what he is asked, he is rewarded for the behavior with praise. He has therefore learned that doing as told in the classroom will bring positive outcomes, which he desires. I can only imagine how wonderful it would be to have an entire classroom of Conners! He was so hardworking and well mannered; it made the class environment much more pleasant. Dhruv, another child in the class, was a very different matter. He was uninterested in being involved i n the classroom, and refused to do his assignments. During table work activities, he chose to daydream, or draw pictures, instead of doing his work. His unwillingness to work made it difficult for the teacher, and for the students around him to concentrate. Dhruv, beyond showing a lack of interest in the classroom, appears uncomfortable with his surroundings. Vygotsky suggests that children learn similarly to how Piaget suggested, with an emphasis on the social interaction, and receiving tasks of increasing difficulties from their peers (Berk 26). Because Dhruv seems secluded from his peers and has difficulty with language, it is likely that he has not been presented with enough challenges to prepare him for the classroom situation. This lack of interest is frustrating for both himself and for his teacher, and I worry about his future in academics. Eric is a different subject altogether. His behavior in the classroom is completely unacceptable. He talks loudly and interrupts others during conversations and instructions. He sleeps during class, and refuses to follow classroom rules. He is mean to the other children and does not understand social conventions.

Art history response paper Essay Example | Topics and Well Written Essays - 500 words - 2

Art history response paper - Essay Example However, he showed little school interest and preferred to copy paintings where his drawing and painting career developed. He is among the greatest all-time living artists in the western tradition. Michelangelo’s impact was immediate achieving a level of influence and fame that could not be precedent. Despite making a few forays beyond art, Michelangelo versatility in the disciplines that he took was of very high order as is often considered a title contender of the archetypal Renaissance man. He mastered a number poetry, media, painting and architecture and considered himself to be a sculptor foremost. His talent was almost immediately recognized as evidenced by bibliographies that we written in his own lifetime. His biography was written and published when he was alive and become the first artist for such a thing to happen. At an  age of 74  years  he  took over from  Antonio the Younger as an architecture at St. Basilica. He transformed the plan, and the western end being finished to his design. In his lifetime, he was referred to as the divine one. One of the qualities that were admired by his contemporaries was his sense of inspiring grandeur to the next group of upcoming artists. He impassioned a highly personal style of art that led in Mannerism that was the next art movement after the High Renaissance. He lived for almost ninety years and at the time he worked for seven popes, witnessed Counter-Reformation and Reformation and saw the widespread utilization of the printing press leading the discovery of America. From Michelangelo historical life, he can be considered as an icon hero in art. Despite being born from a poor family and background, he was able to rise against all odds to be a great influence in the art industry, thus he believed that he was the best and can make it despite the challenges he faced. From his virtues, he was a patient man and was able to develop sculpture, architects

Rule of St. Benedict and the Prayer of St. Francis Essay

Rule of St. Benedict and the Prayer of St. Francis - Essay Example Significantly, a variety of monastic traditions have contributed to the growth of the religious life within the Catholic Church. The regulation of monasticism was mainly carried out by the various religious rules such as the Rule of St Basil and the Rule of St Benedict in the early periods of monasticism and these rules were strictly observed by the monks. However, the Church laws of different denominations began to regulate monasticism in the later periods and there was a great change in the attitude towards these religious rules. The selections from the Rule of St. Benedict and the Prayer of St. Francis as given in the textbook provide an important illustration of the monastic traditions of different periods in the Church history. In spite of their apparent differences, both of these texts make sense in the context of the monastic traditions of the different periods. A comparative analysis of these two texts explains how monasticism fits into the Christian tradition generally and t hese texts provide the most effective demonstrations of the religious rules of different monastic traditions. In an analysis of the selection from the Rule of St. Benedict, one comes to recognize the example of the monastic tradition of the early stages of monasticism.

Law of Banking and Financial Institutions Benchmark Assignment

Law of Banking and Financial Institutions Benchmark - Assignment Example However, the general process that applies under the New York law for the incorporation of a bank is that; first, the organizers file a notice of intent for forming the bank. This notification of resolved is required to contain all the names of the principal directors/owners of the bank and nature of capital set aside for the operation of the bank. Second, the law requires that the organizers serve the nearby banks with a notice informing them of the intended new bank to be set in the country or locality. Subsequently, the bank is required to have a minimum number of five incorporators and in its application describe the classes of stock that it wishes to register and trade. Additionally, in the event that the nature of the bank to be formed is under the management of private bankers, they would be required to pass a fitness test for banking, have a minimal permanent capital amount of $1 million, and not engage in any purchases of real estate’s investments. In addition, the general limit is set for real estate loans that they are allowed to in the event of an unimproved realty. This limit is two-thirds of the reality and three-quarters of the reality when it improves (Bender, 2012). The statutes also restrict the bank from having any dealings with similar businesses. In other instances, the organizers of the bank will need to organize regular meetings with the Comptroller of Currency’s office and attend informal conferences with regard to the application. Based on these meetings, the formal application of the bank will take place with the submission to the District Office where the bank will be situated. After this, the public opinion is sought for a period of 30 days from other parties of interest before the final declaration of the bank’s application status (Asser, 2001). Given that the application is satisfactory, the Comptroller issues a letter of preliminary approval. From the date of preliminary approval, the law requires that the  bank begin operations within 18 months.