Stonewall The Riots That Sparked The Gay Revolution

When you think of gay rights, you probably think of parades and rainbows. The 21st century LGBT movement has become known for its message of equality for all, and other human liberties such as same-sex marriage. This progress has been very important, and has been fought for over 40 years with a lot of blood sweat and tears. But often this fight is overlooked, or dismissed as being unimportant. Gay marriage was just legalized on a national level in June 26 2015. This means that gay people have been able to only marry for 10 months, while marriage has existed between heteroseuxal couples for hundreds and thousands of years- which Is ridiculous. My book, Stonewall: The Riots That Sparked the Gay Revolution, by David Carter offers a detailed explanation of what helped cause all of this progress to be made. Everything starts somewhere, and Stonewall: The Riots That Sparked the Gay Revolution offers an excellent description of where the LGBT movement originated. Overall, I would say that Stonewall: The Riots That Sparked the Gay Revolution book offers a very realistic account of this time period, the riots itself, and even a detailed realistic description of the street it was on. Overall I am aware of the hardships that the LGBT community faced, and the book seemed to blow me away with its descriptive accounts. At first I felt that the book was practically regurgitating out information, but as I kept reading I learned so much interesting information that I did not even know. AnShow MoreRelatedStonewall Riots Sparked The Gay Revolution By David Carter907 Words   |  4 PagesThe book I choose to review is Stonewall: The riots that sparked the gay revolution by David Carter. It was published by St. Martin’s Press, with a copyright date of 2004. I bought the book at Half-price Books for $6.99 My book’s topic was the Stonewall riots in New York. The Stonewall riots were a series of impulsive, violent protests by members of the gay community against a police raid that took place in the early morning hours of June 28, 1969, at the Stonewall Inn, located in the Greenwich VillageRead MoreHistorical Impact of The Stonewall Riots in Stonewall Essay1041 Words   |  5 Pageslook into the historical impact of the Stonewall Riots in Stonewall: The Riots that Sparked the Gay Revolution. This engaging book adds to the genre of sexual orientation discrimination. Carter extensively analyzes the various factors that played a role in igniting the Stonewall riots and the historical impact that the riots had on the Gay Revolution and movement for gay equality. Through the use of interviews, newspapers, and maps, Carter argues that the riots were a product of many geographical,Read MoreThe Stonewall Riots Of 19692040 Words   |  9 PagesYork City Stonewall Riots of 1969, concern ing their influence on the rise of the modern gay rights movement, specifically regarding political emergence, social unity, and demographic shifts. The investigation will attempt to answer the following question: To what extent were the Stonewall Riots of 1969 a catalyst for the LGBT social movement in America? Two sources, â€Å"Movements and Memory: The Making of the Stonewall Myth† by Elizabeth A. Armstrong and Suzanna M. Crage, and Stonewall: the Riots That SparkedRead MoreBeing Gay : A Matter Of Love Vs. Love1242 Words   |  5 Pagesgetting into any history of Gay America, a person must simply understand that in the beginning of a Revolution there is always opposition. One person believes one thing and another something else, but what happens when the opposition is to love? For a revolution like this, it was a matter of love vs. love; one side for it, and the other against it. However, in the end it was just a matter of who had better reasoning, or rather who had a valid reason at all. In 1969, being gay was viewed as having aRead MoreCounterculture Movement Essay1438 Words   |  6 Pagesturbulent time in history where the â€Å"baby-boomer† generation decided that they were not happy with what was going on around them, and decided to rebel from the traditional beliefs held by the older generations. Let It Be, Strawberry Fields Forever, Revolution, and many other songs by the British rock band, The Beatles, helped shape the counterculture movement. Many songs by The Beatles supported the ideas of rebellion, freedom and drug use. The Beatles were the most popular musical group in the 1960sRead MoreThe Stonewall Riots of 1969 Jumpstarted the Gay Movement Essay1043 Words   |  5 Pagesas trailblazing for the lesbian, gay, bisexual, and transgender community. One event in particular, however, sparked awareness and a call to action that previously could never have been conceptualized in the United States. This unforgettable incident, the Stonewall riots of 1969, altered the public’s view of the gay community and arguably jumpstarted the next revolution in an entirely new civil rights movement. In the wee hours of June 28th, 1969, members of the gay community were forced to enter aRead MoreGay Marriage: Moral or Immoral?2203 Words   |  9 PagesRUNNING HEAD: GAY MARRIAGE 1 Gay Marriage Moral or Immoral? William Hadley SOC 1120: Intro. to Ethics and Social Responsibility Christine Villasenor July 11, 2011 Ashford University GAY MARRIAGE 2 Marriage has been an important institution throughout the centuries. In the United States, most adults are marriedRead MoreThe Rights Of The Lgbtq Community Essay1176 Words   |  5 Pagespivotal in the Gay Rights Movement. The documentary begins speaking about homosexuality in the 1900s. No one really talked about sexuality. It was a just common knowledge, however if you were thought to be living a lesbian or gay life, it was grounds for being locked up in a mental institution. Many gay men however could recognize each other through either small gestures such as wearing matching a handkerchief and tie, a red bowtie and simply eye contact. Throughout the 20s, many gay and lesbian peopleRead MoreEssay on Homosexual Rights and Equality1242 Words   |  5 Pagesthe right to life, liberty, and the pursuit of happiness. However, Americans who are not the typical heterosexual are restricted from their rights even if they are faithful citizens. Gay and lesbian couples are discriminated against and unfairly treated because of their sexual orientation. This discrimination against gay and lesbian couples must be confronted so that those who are trustworthy citizens have the same rights as heterosexual citizens. In this paper, I will argue that homosexual individualsRead MoreThe Issue Of Gay Marriage2127 Words   |  9 PagesBelinda Schumacher Professor Fogle July 5, 2016 As Americans, we are taught that fighting for our rights is something that we have had to continuously through history. From the American Revolution, to the Civil War, to the Women s suffrage movement of the 20’s, there has always been some sort of right. However, as we as Americans got closer to the new millennium, the fight for basic rights became a little more intense. It was no longer us as Americans fighting a common enemy such as England, it

Analysis Of The Article The Real Beauty Backlash

This Country: Regulated by Media What dictates the social roles, the individual responsibility everyone has in society, and stereotypes, an overgeneralized and oversimplified belief of a particular person or group, in America’s 21st century society? Can rationale and critical thinking be held accountable for the establishment of ethical beliefs involving people and their sex, gender related value systems? The following readings covered in this essay are both found within the textbook, Signs of Life in the U.S.A.: Readings on Popular Culture for Writers; the Introduction: Popular Signs written by coauthors Sonia Maasik, a writing programs lecturer at the University of California, Los Angeles, and Jack Solomon, an English Professor at California State University, and located within the second chapter of the textbook, the brief article, Dove’s â€Å"Real Beauty† backlash, written by Jennifer L. Pozner, the executive director of Women In Media News (â€Å"Sonia Maa sik†)(â€Å"Jack Solomon†)(194). Mass entertainment culture, the popular interests of the majority broadcasted in the media, can be attributed for constituting and sustaining the potentially hindering culture myths, a fictitious but widely accepted belief of a certain culture, regarding all genders. These cultural myths are not exclusive to men and women as they also involve transgender individuals and others who identify as another gender not classified under ‘cisgender.’ An extensive analysis of mass entertainment culture andShow MoreRelatedAnalysis Of Men s Men And Women s Women And Real Beauty Backlash 948 Words   |  4 PagesLisa Shaffer argues that pop culture has put on a performance of progression yet works behind the scenes to reinforce traditional social values. In the articles â€Å"Men’s Men and Women’s Women† and â€Å"Dove’s ‘Real Beauty’ Backlash,† the authors agree with Lisa Shafferâ€⠄¢s idea of the media’s regressive intentions, and support their claim by providing analysis of varies commercials that underline traditional social values. Authors Steve Craig and Jennifer L. Pozner focus on the roles proposed on women accordingRead MoreDeforestation in America Essay1813 Words   |  8 Pageswhen they are not needed and only use their computers when necessary than UNH would save thousands of dollars in energy use. For years upon years companies have wormed their way into the minds of Americans to consume. The companies mask all of the real problems. Many logging companies associated with larger corporations have failed to make Americans aware of the pollution and the increase in toxic gases and waste that is being dispersed every where. All that matters to them is the flow of money thatRead MoreA Review Of Feminist Theory2248 Words   |  9 Pagesemphasizing the impossibility of eradicating one without dismantling the others. She is a self-proclaimed black feminist critic of â€Å"white-supremacist-capitalist-patriarchy.† Her work includes dozens of well-known novels and a plethora of scholarly articles. Her immediate family life and experiences growing up in Kentucky shaped her life perspective from which she writes. She encountered and survived racial segregation and was deeply immersed in the black community culture by means of that experienceRead MoreThe Evolution of La Virgen de G uadalupe in Chicano Art Essay examples3140 Words   |  13 PagesRays of sunlight appear from behind, emphasizing pure beauty. Her hands are joined together and she holds them at her chest in worship or, perhaps, in gratitude. Who is she, or rather, who do you see? Practicing Catholics all over Central and South America see a venerated patron saint. In Mexico, she is immediately recognizable as symbolic mother of a nation, ‘nuestra madre.’ New generations of mestizos see a symbol of all that is woman, as real and complex as their mothers, sisters, daughters, andRead MoreEssay about Gendered Media9688 Words   |  39 PagesArticle 7 Gendered Media: The Influence of Media on Views of Gender Julia T. Wood Department of Communication, University of North Carolina at Chapel Hill times more often than ones about women (â€Å"Study Reports Sex Bias,† 1989), media misrepresent actual proportions of men and women in the population. This constant distortion tempts us to believe that there really are more men than women and, further, that men are the cultural standard. THEMES IN MEDIA Of the many influences on how we viewRead MoreThe Traditional Media Is A Mixed Blessing For Feminists3028 Words   |  13 PagesTraditional mass communications impose a gender dualism that made no room for gray - â€Å"bad† feminism versus â€Å"good† masculine norm - ignore marginal (feminist) voices, distort feminism, and delimit the spread of feminist principles (Beck 140). Media backlash typically follows women’s efforts to make significant strides towards independence and equality - perpetuating binaries of bra-burning â€Å"dykes† and subservient (and thus attractive) women, likening philosophical disagreements amongst feminists withRead MoreYield Management Reading Packet9504 Words   |  39 Pagesserve, yield-management systems generally increase revenue and take much of the guesswork out of rooms-management decisions. However, installing a yield-management system can create problems if management does not lay the proper groundwork. This article addresses the issues operators should consider in determining whether yield management is right for their property and discusses Sheryl E. Kimes is an assistant professor ofquant#ative ~llel]lods at the School of Hotel Administration at CornellRead MoreAppearance Discrimination in Employment22039 Words   |  89 Pages2013 DOI (Permanent URL):  10.1108/02610151311305632 [pic]  Abstract [pic]  View PDF  (200kb) [pic]  Print View References †¢ References (67) Citations †¢ CrossRef (1) Further reading †¢ Related Content Search our articles for similar content †¢ Key readings Search our reviews for related items Marked list Top of Form Add to marked list:  Ã‚  [pic][pic] Bottom of Form Bookmark share   Ã‚  Ã‚  Ã‚  Ã‚   Reprints permissions   [pic] Legal and ethicalRead MoreCultural Considerations Remote or Robotic Surgery Essay4017 Words   |  17 Pagesand letters to indicate the level of your headings, for example: I. Description of the Technology a. Science that drove the technology b. Applications of the technology II. History of the Technology a. A brief timeline b. An analysis of social factors that drove the technology Be consistent with your choice of phrases, making sure they are grammatically parallel (where possible). Each member of the team is to take responsibility for sections of this report. Indicate the assignedRead MoreTranslation of Newspapers. Problems of British-American Press Headlines Translation15808 Words   |  64 Pagesbelonging to newspaper style and devoted to the study of lexical, grammatical, stylistic peculiarities and the use of knowledge obtained from practical and stylistic difficulties of translations of newspaper texts. Our research includes the analysis of the newspaper articles extracted from â€Å"Daily Nation†, â€Å"London Evening Standard†, â€Å"International Herald Tribune†, â€Å"The Times† and â€Å"National geographic† magazine. The aim of Research defined the following tasks: 1. to state the peculiarity of newspaper sub

Using Play Activities to Increase Comprehension Free Essays

For my undertaking I wanted to concentrate on an country that involved some kind of pupil play/interaction. I teach Pre-K so most of what my pupils do is through geographic expedition utilizing haptic procedures. My pupils truly bask books and I can state when I ‘m reading that they are wholly engaged in what ‘s to come. We will write a custom essay sample on Using Play Activities to Increase Comprehension or any similar topic only for you Order Now Through observation of my pupils I besides know that they enjoy moving out assorted things while they are at centres. Since some of my childs seem to hold problem with comprehension and retrieving cardinal information from the book I thought that conveying the book to life might be helpful for those fighting. Background/Class Information: I teach at SGA Elementary School in Sardis, GA which is located in Burke County. This school has grades Pre-K through 5th. There is 1 principal, 1 frailty principal, 1 instructional coordinator, 1 counsellor, 1 medical helper, 1 office director and 2 office forces. The school is comprised of 33 schoolrooms, including the resources: art, physical instruction, and music. Grades Pre-K through 3rd all have a paraprofessional in each room and 4th and 5th portion a drifting paraprofessional between the grades/classes. This school is in a really rural portion of the county. Income degrees are really low and most parents suffer from high unemployment. If parents do work it is for a low paying/minimum pay occupation. Because of this factor all pupils are served a free breakfast and tiffin everyday at school. Pre-k besides receives a bite at the terminal of the twenty-four hours that is provided by our lunchroom. At this school there are 401 entire pupils. There are a sum of 186 females with the cultural dislocation including: 3 Hispanic, 4 multi-racial, 71 White, and 108 Black. For the males, there are a sum of 215 including: 4 Hispanic, 4 Multi-racial, 77 White, and 130 Black. Since we do hold several households in our school that are Latino the school recognizes that there is a linguistic communication barrier. We have a transcriber who can be used in order to assist do communicating easier for them every bit good as ourselves. Most households have household members who can assist and they will come to events in order to help them. In my schoolroom I have 1 Latino pupil. She began the twelvemonth talking broken English and has now progressed, but still gets hung up on a few thoughts. Her male parent speaks really small English with a strong speech pattern and her female parent speaks no English at all. When he needs to talk to me or I need to talk to him about his kid they prefer to utiliz e their girl to assist with interlingual rendition. The parents said that made them more comfy to utilize her so I have ne’er had to use the services of our transcriber, but the linguistic communication barrier truly has n’t been excessively large of an issue. In my schoolroom I have 20 pupils. It consists of 11 misss and 9 male childs. For the misss I have 3 White, 7 Black, and 1 Hispanic. I have 6 White male childs and 3 Black male childs. In my schoolroom it is myself and a paraprofessional. She has been in a Pre-K schoolroom for 5 old ages. We reasonably much have an equal distribution as to what we do, how we do it, and how things get accomplished. I teach the bulk of the clip, but there are times in which she will learn calendar. She ever assists when we are in a big group puting and making an activity during that clip. We portion a joint function in carry oning little group. I have created groups based on degree. We decide what needs the pupils have and seek to come up with activities to assist them pattern so they can get down acquiring better at them. This is the country in which I can see the pupils profiting from the most because they are able to acquire our one-on-one attending and we, in bend, are able to truly concentrate on them and assist them where they struggle. Or if we see that they can make a undertaking with easiness we give them something to dispute them. Needs are tweaked harmonizing to the groups . Action Research Question: The focal point of my undertaking was based on the inquiry: if after reading narratives aloud to my pupils I give them different avenues to research the narratives during centre clip will this assist them develop a better apprehension for what is read? As I mentioned earlier, I knew this was the country I needed to concentrate on since some of my pupils had problem with comprehension. I do n’t cognize really many childs who do n’t bask playing either so integrating it with something active seemed best. Even while carry oning my research I did n’t hold any countries of my inquiry that needed to be changed. Supporting Datas: Description: Students ‘ chief exposure to books in a pre-k schoolroom is to nursery rimes and authoritative narratives. Nursery rhymes present the footing for a narrative: a character, an event and an stoping ( GSU, 2008 ) . Students besides gain understanding through the beat and repeat. With authoritative narratives, pupils are able to larn the difference between fact and phantasy every bit good as understanding the construction of a book ( GSU, 2008 ) . This manner, there is a clear beginning, center and terminal for the pupils. A instructor should learn one rime a hebdomad, highlight one a month, integrate a rime into a unit and promote kids to move out the narrative or rime by supplying chances at big group and/or centre clip ( GSU, 2008 ) . To advance narrative comprehension and enjoyment, pulling and treatment are widely practiced and accepted in simple schools, but a 3rd less frequently adept manner to follow up reading to kids is dramatic drama ( Galda, 1982 ) . Children connect bo oks to play by actively seeking for book-related playthings and props in order to back up comprehension through set uping a more concrete appreciation on thoughts. Book-related make-believe drama represents a richer method of supervising pupils ‘ apprehension of narratives, traveling beyond the typical inquiries and simple retellings ( Welsch, 2008 ) . A focal point on drama around familiar narratives and literature capitalizes on the plot lines that define pretend strategies ( Welsch, 2008 ) . Literacy related activities allow kids to polish their turning constructs of the maps of written linguistic communication and supply valuable, extremely meaningful pattern with emergent reading and authorship ( Christie, 1991 ) . Within an early childhood schoolroom, book-related make-believe drama could be considered an equal chance experience, in which every pupil can set on the chapeau, pick up the fork, travel in the house, and enter the universe of the narrative ( Welsch, 2008 ) . Recognizing that a kid acquires linguistic communication through active engagement and that literature provides rich linguistic communication theoretical accounts, storytelling and retellings is an first-class technique for furthering growing in linguistic communication and increasing comprehension ( Biegler, 1998 ) . Implementation Ideas: â€Å" Preschool and kindergarten schoolrooms, even those specifically designed as intercessions for kids at hazard of reading troubles, must be designed to back up cognitive, linguistic communication, and societal development, including exciting verbal interaction and enriching kids ‘s vocabularies. Play affords kids chances to develop physical, societal, and cognitive abilities that will function them subsequently in non-play state of affairss † ( Christensen and Kelly, 2003 ) . There are a figure of things that can be done in a schoolroom to increase a pupil ‘s comprehension. The chief manner is through dramatic drama. Using props and other stuffs makes the narratives come to life. Teachers can first supply a assortment of rereading experiences: spouse reading, Readers Theatre, echo reading, choral reading, shared reading, single reading ( Hicks, 2009-2010 ) . All of these things help with eloquence and increase comprehension. Play activities are the centre of i mmature pupils ‘ zones of proximal development, where new cognition is gained through societal interactions with more competent participants and, while feigning, pupils translate their perceptual experiences of the existent universe into the actions that create and define the universe of drama ( Welsch, 2008 ) . On their ain and by their ain choosing, pupils may utilize this type of drama to research the most cardinal intent of literacy, the building of significance ( Welsch, 2008 ) . High-level drama is widely recognized as an instructional scheme that builds linguistic communication, vocabulary, and underlying cognitive accomplishments necessary for kids to go successful readers and authors ( Christensen and Kelly, 2003 ) . Children pattern verbal and narrative accomplishments that are of import to the development of reading comprehension and instructors can help the linguistic communication and literacy development through high-ranking drama in the undermentioned ways: 1. ) triping or developing kids ‘s background cognition for the drama scene, 2. ) scaffolding the building of scenarios and retellings, 3. ) going involved in drama scenes to steer the kids ‘s attending and larning through mold and interaction, 4. ) supplying the appropriate sum of unequivocal and narrative props, and 5. ) supplying clip and infinite for high-ranking drama ( Christensen and Kelly, 2003 ) . Research has demonstrated that use of the schoolroom drama environment through physical agreement of drama centres, inclusion of literacy-related stuffs ( pencils, paper, typewriter, etc. ) , and dramatic drama props can impact the quality and assortment of a kid ‘s unwritten linguistic communication usage, battle in literacy behaviours, and narrative comprehension ( Monson and Nielsen, 1996 ) . Some narratives lend themselves to the usage of marionettes, felt-boards and still others can be developed as prop narratives which make storytelling semen alive, exciting th e imaginativeness and affecting the hearer ( Biegler, 1998 ) . Research Findingss: Assorted surveies have been done as to whether or non these signifiers of active engagement work. Analysiss of cases where drama was related to the significances of the books the kids had read indicated that each case of book-related dramatic drama could be described in footings of six belongingss including ( a ) the range of drama, ( B ) the type of connexion constructed between books and drama books, ( degree Celsius ) kids ‘s intents for drama, ( vitamin D ) the position or point of position explored, ( vitamin E ) the mark systems used and their relation to book reading events, and ( degree Fahrenheit ) the sorts of societal interaction involved ( Rowe, 1998 ) . Rowe ( 1998 ) besides noted that analyses demonstrated that the kids created direct linkages between their book and drama experiences. Children ‘s book-to-play connexions involved: linking books to the universe of objects by turn uping and keeping book-related playthings and props, personal response to books t hrough dramatic passages of feelings and actions, take parting in book-reading events through the character of a make-believe character, aesthetic reenactments of book events, screening out the writer ‘s significances through drama, character surveies and utilizing book subjects and characters as springboards for personal enquiries about the universe ( Roskos and Christie, 2000 ) . Authors Pellegrini and Galda noted the importance of the equal interaction and the good facets of make-believe as lending to pupils ‘ increased ability to understand the narrative ( Welsch, 2008 ) . The Committee on the Prevention of Reading Difficulties in Young Children clearly saw high-ranking drama as an instructional scheme that Fosters literacy development and future reading success in which kids reflect on state of affairss through dramatisation ( Christensen and Kelly, 2003 ) . In a survey done by Deborah Rowe she suggested that there are a figure of features of the drama observed in h er survey that may hold provided both motive and chance for the immature kids ‘s literacy acquisition: connexion, ownership, flexibleness, openness, multiple mark systems, transmediation and community ( Rowe, 1998 ) . The consequences from Bieglers ‘ survey was that kids exhibited greater comprehension and narrative memory by utilizing dramatic narrative reenactment than those who reconstructed narratives in instructor led direction and art activities and narrative related comprehension was most efficaciously facilitated by prosecuting in fantasy drama and retellings ( Biegler, 1998 ) . Jodi Welsch wrote an article in 2008 entitled, Playing within and beyond the narrative: encouraging book-related make-believe drama. In this article there are many good points covering with pupils playing and groking information. Welsch ( 2008 ) stated that kids connect books to play by actively seeking for book-related playthings and props in order to back up comprehension through set uping a more concrete appreciation on thoughts. Book-related make-believe drama represents a richer method of supervising pupils ‘ apprehension of narratives, traveling beyond the typical inquiries and simple retellings because a focal point on drama around familiar narratives and literature capitalizes on the plot lines that define pretend strategies ( Welsch, 2008 ) . Two writers, Pellegrini and Galda are quoted in Welsch ( 2008 ) observing the importance of the equal interaction and the good facets of make-believe drama as lending to pupils ‘ increased ability to understand the narrative . Play activities are the centre of immature pupils ‘ zones of proximal development, where new cognition is gained through societal interactions with more competent participants and, while feigning, pupils translate their perceptual experiences of the existent universe into the actions that create and define the universe of drama ( Welsch, 2008 ) . On their ain and by their ain choosing, pupils may utilize this type of drama to research the most cardinal intent of literacy, the building of significance ( Welsch, 2008 ) . Plan and Timeline: Execution of this scheme took topographic point over a 10 twenty-four hours span in my schoolroom from February 1st through the 12th. I taught a unit on nursery rimes one hebdomad and faery tales/tall narratives during the other hebdomad. I eased my category into the alterations during our unit clip as we discussed the narratives. The manner it was introduced to my pupils and carried out is as follows: -Monday ( 2/1 ) : The unit for the hebdomad is Nursery Rhymes. I introduced what a baby’s room rime was, elements that it contained, and talked about riming words. -Tuesday ( 2/2 ) : I read â€Å" Humpty Dumpty † to my category. We talked about all the words that sounded likewise in the verse form. They so did an activity where they drew what Humpty Dumpty might ‘ve been if he had n’t fallen off of the wall. I added this felt board narrative to our marionette centre in the loft. -Wednesday ( 2/3 ) : Today we talked about â€Å" Mary had a Small Lamb. † I foremost played the vocal and most of the childs recognized it and sang along. I so read it to them and added the book and music to the hearing centre. -Thursday ( 2/4 ) : I talked about the baby’s room rime, â€Å" Jack be Agile. † I had a little taper holder with a taper in it and I had my childs take bends stating the rime and jumping over the candle stick. After the lesson was over I put the candle holder in our dramatic drama country. -Friday ( 2.5 ) : The concluding baby’s room rime we covered was â€Å" 5 Small Ducks. † We discussed how this utilised math and numbering backwards/down. As we read the narrative I had 5 pupils keeping a duck and each clip one went off I had the pupil sit down. I besides played this on a Cadmium and the pupils took turns moving it out with the ducks. The Cadmium was added to the music centre. Five ducks were placed in music as props and the other ducks were placed in math as manipulatives. -Monday ( 2/8 ) : This started the hebdomad in which I introduced fairy narratives and tall narratives. I started out by giving different scenarios and the pupils had to assist me calculate out if it was the truth or a story. I so explained the elements of these types of narratives and had the pupils create one of their ain through a drawing. My paraprofessional and myself dictated their responses. -Tuesday ( 2/9 ) : I started by reading Cinderella. I wanted pupils to assist me foretell what would go on following since I figured this was a familiar narrative to them. I added a Cinderella costume and a suit coat to the dramatic drama country. -Wednesday ( 2/10 ) : Today I read â€Å" The Elvess and the Shoemaker. † After discoursing the book I had pupils pull what they would make to assist people if they were charming elves. My paraprofessional and myself dictated their responses. -Thursday ( 2/11 ) : â€Å" Small Red Riding Hood † was discussed today. I talked about aliens and asked pupils if they thought this could truly go on. The book and tape for this narrative was placed in the hearing centre. -Friday ( 2/12 ) : To stop the hebdomad I read â€Å" The 3 Small Pigs. † I had the pupils help me foretell what would go on to each house and each hog as we went through the book. I added gum elastic hog noses to the dramatic drama country every bit good as the felt board narrative to the marionette centre in the loft. -*All books from both hebdomads were kept out on my bookcase so pupils could utilize them during independent clip or if they chose the reading centre. Consequences: During this procedure I monitored pupils as I read and as they chose centres. While watching them as I read I looked to see if they were reacting to voices, certain parts of the book and if they were replying the inquiries I asked at different points throughout reading. This helped me cognize right off the chiropteran if they were groking or non. This besides helped me do note of who I could watch during centres to see if they utilized any of the points I placed around the room after reading the books. I was surprised because the bulk of those that seemed lost during me reading the book frequently selected reading or hearing and selected those books we had talked about. I could hear them reading out loud and utilizing the images in the book to assist steer them so they could state what was go oning. They would acquire excited when they would acknowledge that was something I had shared with them and it seemed to intend more to them than merely picking a book at random. It was amusing to watch pupils at the hearing centre excessively because they would hold their earphones on and be in the quiet zone, but all of a sudden you would hear them get down stating the narrative out loud. In the dramatic drama country all of the props and costumes were the first things anyone grabbed. There were a few who would set on the Cinderella costume and say that she was a princess and drama in it, but there were others who would have on it and truly acquire into moving out the narrative. I do n’t hold many male childs that go to the dramatic drama country because aside from dress-up apparels it is largely used by the misss as the housekeeping country. There was one male child that struggles to grok narratives and he selected dramatic drama everyday after we read Cinderella and he would travel over at that place and set on the suit and feign to be Prince Charming. He did a great occupation at reciting assorted things that happened so he truly benefited from the excess suppo rt. The last country I added things in was our marionette centre in the loft. The pupils truly enjoyed the felt board narratives. I have had felt board stories up at that place all twelvemonth and I can merely remember two times in which they have been used. After reading the narratives and adding them to that centre everyone that went up at that place used the pieces to recite the narratives. It was incredible to me since it had seldom been used in the yesteryear that they would utilize it every bit much as they did and every bit efficaciously as they did. One thing that truly stood out to me was pupils who would choose the authorship and art centres. While in these centres about all of the pupils over the two hebdomad span brought me something they had created and told me it was a certain portion from one of the books we had discussed. I thought that was neat because even though I had n’t added anything new for them to utilize they still utilized the stuffs they had to demo their enjoyment and comprehension of the narratives. Artifacts: Throughout this procedure I did several things in order to roll up informations and do observations. As I mentioned in the subdivision above, I foremost watched the pupils as I read/introduced the book and made a mental note of who I was most funny to watch during halfway clip. Then during centre clip I circulated the room and listened to student treatments as they played. The bulk of them, at least for a part of the clip exhausted playing, related in some manner to the books we had discussed. If I saw pupils dressed up as a character, stating a felt board narrative or listening/reading one of the books we had talked about I would acquire my camera and snarl some images. I video recorded several pupils reciting nursery rhymes on the felt board every bit good as a group in dramatic drama re-enacting the ball from â€Å" Cinderella. † Decision: I feel that this procedure was an utmost success and thoroughly replies a resonant yes to my research inquiry. I was really pleased at the overpowering response by my pupils to the props that were accessible to them. The chief intent of my end was to see if this helped more with comprehension and I can state that it truly did. I have several pupils who ca n’t state me anything about a narrative after it is read and those are some of the 1s I focused on watching. They all, at some point or another, chose a centre and selected an activity within that centre entirely because they recognized it from our readings. All of them were able to state at least a portion of the narrative, if non all of a narrative, when utilizing the props. This is decidedly something that I will go on to make every bit much as possible in order to go on to assist those pupils who struggle to grok. For those that can grok good it will go on to function as added support for their content cognition. How to cite Using Play Activities to Increase Comprehension, Essay examples

Cost Analysis of Coca Cola free essay sample

History The origin of PepsiCo Inc. began with its namesake beverage, Pepsi-Cola, invented by a pharmacist named Caleb Bradham in 1898 in New Bern, North Carolina. With its main ingredients pepsin and kola nuts, Pepsi-Cola offered a refreshing drink that was healthy and capable of aiding in digestion brought about by the pepsin enzyme found in the soda. Well received by the public, Pepsi Cola was soon patented in 1902 and was readily available throughout 24 states in America by 1910. In 1935, the Pepsi-Cola Company founded by Caleb Bradham went bankrupt and was bought out by Charles Guth. During this time another company by the name of Frito-Lay started building a business relationship with Pepsi-Cola in hopes to diversify Pepsi-Cola’s products. By 1945, the two companies began working together and in 1965, PepsiCo Inc. was formed with the merger of the two companies: Pepsi-Cola and Frito-Lay. Headquartered in Purchase, New York, United States, PepsiCo Inc. pecializes in the manufacturing, marketing and distribution of grain-based snacks and carbonated beverages. It is a global company that offers its products in North America, South America, Europe, Middle East, Asia and Africa. Over the past years, PepsiCo Inc. has grown to be distributed throughout 200 countries around the globe and has since expanded from its namesake product, Pepsi, to a wide range of food and beverage brands, acquiring Tropicana in 1998, and a merger with Quaker Oats in 2001 – adding Gatorade as its products. Most of PepsiCos market share is derived from the Americas with Asia and Europe offering 13% and 16% market share, respectively. Today, PepsiCo Inc. s products offered include packaged goods and beverages with its product mix consisting of 52% beverage and 48% foods. Beverages include 76 flavors of Pepsi-Cola, varieties of Tropicana, and Gatorade. Package foods include a Doritos, Ruffles, Cheetos, Lays, Tostitos, Cracker Jacks, etc. (Pepsi beverage brand holding a significant market offering). Over the past 5 decades, PepsiCo Inc. s market share has grown steadily to become and remain the top major snacks and beverage provider worldwide. From its incorporation, the company has grown itself by acquiring and divesting many large businesses including but not short of Pizza Hut, Taco Bell, KFC, and Wilson Sporting Goods. Its long standing battle between the Coca-Cola Company has always fueled the decisions the macro-snack company has made over the course of its business and in 2005, Peps iCo Inc. had surpassed the Coca-Cola Company in net revenues. Its most recent net revenues reported were $43. billion globally (2011) and it remains the largest food/beverage business in North America and second largest food and beverage business in the world. Looking to 2012, Indra K. Nooyi, Chairman and Chief Executive Officer of PepsiCo Inc. , stated, The greatest challenge in the business [PepsiCo Inc. ] today is to renew a successful company positioning it for long-term growth and profitability while performing in the current marketplace. Within the past several years, PepsiCo. Inc. has been partnering with healthy-choice snacks to expand their portfolio with little focus on their core capability, Pepsi Cola beverage. With a vigorous 5 year project started in 2007 and implemented in the beginning of 2012, the Pepsi Cola will be focused on marketing its core product, the Pepsi Cola beverage, during 2012 and the years to come by increasing advertising expenditure to $500-600 million in 2012 and efficiently managing their revenues and costs in the macro-snack business. As required, PepsiCo Inc. publicly discloses its financial data to the SEC (Security and Exchange Commission) via the EDGAR (Electronic Data Gathering, Analysis, and Retrieval) system. This system automates the filing process for PepsiCo and allows present and future investors to contemplate on its financial position. Investors can look up PepsiCo by their Ticker Symbol, PEP, and view all sorts of disclosed information; from the Quarterly Report (Q-10), to the Annual Report (K-10), it is all there. PepsiCo also publishes its filing on their official website, under the Investor tab. Data and Analysis Based on PepsiCo’s 2011 Annual Report, â€Å"Unfavorable economic conditions may have an adverse impact on our business results or financial conditions. In times of higher interest rates, consumers are limited with disposable income which resulted in spending cut. In addition with high interest rates, banks are less likely to provide lenders money due to the need for capital. The tighter lending standards mean that consumers will cut back on spending, and in turn, directly affects macro-snack and beverage consumption and businesses’, such as PepsiCo Inc. , sales and profits. Using the simplest form of quantitative analysis to â€Å"fit† a line to data points, High-Low Method, observed values of unemployment rates, within the relevant range, at ts highs and lows are calculated on its affect of PepsiCo’s Net Revenue. Next we will use the simple linear regression to get a deeper understanding of the company’s financial data. With a simple regression analysis, the amount of change of the dependent variable (Net Revenue) is shown, within a relevant rage, with every unit of change of the independent variable (interest rate). In relation to Linear Regression Models, the Multiple Linear Regressions will allow us use two or more independent variables to project a dependent variabel (Net Revenue). Finally, we will look att the Time-Series Anlaysis of how the overall Net Revenue changes throughout the course of 2007-2011 for PepsiCo Inc. Below in detail are the four methods mentioned above used to froecast the Net Revenue for future periods. Forecasting Sales Revenue: High-Low Method The highest and lowest quarterly revenue for PepsiCo Inc. is $20158 and $7350, respectively. The relative quarterly interest rate at the highest and lowest net revenue is 4. 25% and 4. 84%. The equation derived from the High-Low Method is as follows: Quarterly Net Revenue = 112419. 02 – (21708. 7* Avg. Interest of Prev. Quarter) Therefore, in correlation to PepsiCo’s Risk Assessment, the lower the interest rate, the higher the net revenue. Forecasting Sales Revenue: Simple Linear Regression Under the simple linear regression analysis, the quarterly revenue equation is as follows: Quarterly Net Revenue = 63021. 36 – (11093. 40* Avg. Interest Rate of Prev. Quarter) The signifianc e of the equation intercepts is given by the P-value, in green above. Being less than . 05 (Y-intercept (. 000032) and Slope Intercept (. 0003)), the intercept calculated are significantly accurate. Regarding the goodness of fit of this model, the Coefficient of Determination (R2 of . 519 Quarterly and . 965* Annually), shows a moderately accurate prediciton of future outcomes using this regression model. The possibility of the R2 value being relatively weak can be due to lower Q1 revenues regardless of decreases in interest through time. The simpleregression model shows that as quarterly interest increases 1%, the revenue will drop by $11,093,400,00. Forecasting Sales Revenue: Multiple Linear Regression Under the multiple linear regression analysis, the annual revenue equation is as follows: Quarterly Net Revenue = 219345. 66 + (. 02*GDP)-(4583104*interest Rate) +(1473067* Infllation Rate) The signifiance of the equation intercepts is given by the P-value, in green above. Being less than . 05 for interest Rate and Y-intercept and more than . 05 significance for inflation and GDP, the tesst of significance based on the p-value is not substantial evidence Regarding the goodness of fit of this model, the Coefficient of Determination (R2 of . 999), shows a very strong correlation of the combination of these three independent variables in relation to Net Revenue. Forecasting Sales Revenue: Time-Series Analysis Another method to forecast sales revenue is with the Time-Series Analysis. This simple method projects future target based on past outcomes. As visible, the trend for PepsiCo is steadily increasing from year-to-year. Note that after the cyclical year, from Quarter 4 to Quarter 1, revenues drop back down; however, time have shown that Quarter 1 of the present year is still higher than that of the previous years. From 2007 to 2008, there was a 13% change in revenue for Quarter 1 alone. Likewise, from 2010 to 2011, a 27% change was shown. In the 2011 Annual Report, PepsiCo Inc has stated that commodity rates has been increasing which has in turn increased the cost of goods sold. In addition, their recent organization of quaker oats and partner companies have seen an increase in spending due to inefficiencies in their work force. Forecasting PepsiCo 2012 Q3 Net Revenue Looking forward, PepsiCo has been refocusing their campaign to sell their core product as well as issuing a major work-force cut in the beginning of 2012. If all goes smoothly, PepsiCo may be able to achieve their goal in Q3 of 2012. Using the simmple linear regression equation to forecast 2012 Q3 Net Revenue, PepsiCo Inc. Q3 goal for net revenue is $19,424 (in millions) Cost of Goods Sold and Selling and Administration Expense Under Simple Linear Regression model, the Proj. Cost of Goods Sold for Q3 2012 is as follows: 2012 Q3 COGS = 2590. 4+(. 3131*Q2 2012 Net Revenue) 2012 Q3 COGS = 2590. 4+(. 3131*18204. 3) Proj. 2012 Q3 COGS = $8290. 16 Under Simple Linear Regression model, the Proj. Sell and Admin. Expense for Q3 2012 is as follows: 2012 Q3 Samp;A Expense = 1021. 1+(. 3019*Q2 2012 Net Revenue) 012 Q3 Samp;A Expense = 1021. 1+(. 3019*18204. 3) Proj. 2012 Q3 Samp;A Expense = $6516. 98 Break-Even Point The Break-Even Point is calculated by the Fixed Cost/ Gross Margin. Since PepsiCo Inc. selling and administration expense is not greatly affected by volume, we use this as our fixed cost. Break-Even Point = Fixed Cost/Gross Margin %| Fixed Cost (Samp;A Expense)| 6516. 98| Gross Margin %| | 54. 46%| Breakeven Poi nt (in millions)| 11,966. 54| | | | 5. Z-Score| | | z-score = (break-even point mean of revenue) / (standard deviation of revenue)| Break even point:| 11,966. 5443| | ean of revenue:| 12,514. 9500| | Standard deviation:| 3595. 833854| | z sore:| -0. 152511426| | The z-score of -. 15 show that the results are very much in the 95% confidence level range. Statisical Analysis with Sales Revenue The table and graph below shows the frequency of PepsiCo falling within specific brackets involving quarterly Sales Revenue from 2007 to 2011. As shown, PepsiCo hit the $9,001-$11,000 and $11,001-$13,000 mark 5 times each, resulting in 50% of all 25 quarters’ earning to fall within those markers. Their highest sales, $20,158, only hit the $19,001-$21,000 bracket once. Future trend as shown in the forecasting and actual data above suggests that PepsiCo will more than likely hit higher brackets in the upcoming years. Currently, the mean is $12,515 for all 5 years, which is well within the 50% marker. The standard deviation is $3,596 from year-to-year. Statisical Analysis with Cost of Goods Sold The table and graph below shows the frequency of PepsiCo falling within specific brackets involving quarterly Cost of Goods Sold from 2007 to 2011. About 25% of PepsiCo’s Cost of Goods Sold is at the $5,001-$6,000 range, which is well between the 20% of $4,001-$5,000 and the 15% of $6,001-$7,000 brackets. This illustrates that the Cost of Goods Sold for Pepsico is not that stable it fluctuates from quarters-to-quarters. The mean of $5,833 falls within that 25% range, with the standard deviation short of that range at $1,752. Taking this and the above data, it is visible that there is positive Gross Profit for PepsiCo. There are more Revenues per quarter to cover up the Cost of the Goods Sold. Statisical Analysis with Selling amp; Administrative Expense The table and graph below shows the frequency of PepsiCo falling within specific brackets involving quarterly Selling amp; Administrative Expense from 2007 to 2011. About 30% of PepsiCo’s Samp;A Expense falls within the $3,001-$4,000 range, with the frequency of hitting it at 6 times. The mean falls outside that range at $4,655, with the standard deviation also outside at $1,534. Market Risks for PepsiCo Inc. There were some problems faced by management highlighted in Pepsi’s 2011 annual report. These issues were discussed as a means to evaluate future performance. First mentioned was that there was concern for consumers changing their preferences and tastes. Pepsi is working on ways to anticipate consumer trends, for instance their â€Å"fun-for-you†, â€Å"good-for-you†, and â€Å"better-for-you† product lines were designed to be responsive to consumer preferences. Another issue highlighted in the report was the economic conditions for many of the countries in which Pepsi operates. Because of the poor economic conditions, consumer’s preferences may shift and Pepsi’s access to capital markets may be impaired. The geographical, political, legal, and regulatory environments could also have an adverse effect on the company’s operations and supply chain. The financial report also discussed how damage to Pepsi’s reputation could have an adverse effect on their product’s demand. As a result Pepsi stressed the importance of maintaining high standards for product quality and for ethical business practices. In order to maintain efficient operations the report also stressed the importance of maintaining a good credit rating, implementing proper information technology infrastructure, maintaining a skilled and reliable workforce, and protecting intellectual property rights. From Pepsi Co’s 2011 financial report we can see there are some items affecting comparability of financial results of company. In year 2011, the company had an additional week—the 53rd week. The additional week increase net revenue of the year by $623 million, and operating profit by $109 million. PepsiCo. Operating Data PepsiCo manage commodity derivatives on behalf of their divisions; include metals, energy, and agricultural products. In 2011, PepsiCo recognized $102 million of mark- to-market net losses on unallocated expenses. In 2010, $91 million of mark- to- market net gains on commodity hedges in unallocated expenses. And in 2009, PepsiCo recognized $274 million of mark- to – market net gains on commodity hedges. These gains and losses recognized in corporate unallocated expenses are subsequently reflected in division results. Therefore, there has no any resulting mark-to – market volatility when divisions realizing the economic effects of the derivative. In 2011, PepsiCo also incurred restructuring charges of $383 million in conjunction with their productivity plan. The plan includes multiple segments; every action in the productivity plan will strengthen the ability to complementary food, snack and beverage business. PepsiCo process operations and leveraging new technologies, heightening the focus on best practice sharing across the globe; consolidating manufacturing, implementing simplified organization structures, wider spans of control and fewer layers of management. The Productivity Plan will provide a source of funding for future buildings and innovation initiatives, and also serve as a financial cushion for potential macroeconomic uncertainty. PepsiCo is expected to enhance their cost- competitiveness by this restructuring plan, the approximately charges will be $910 million. In 2011 results, $383 million was reflected, approximately $425 million will be reflected in 2012, and the balance will be reflected in the 2013 through 2015. These charges will be comprised of around $500 million of severance costs; $325 million of other costs; approximately $85 million for asset impairments costs. The Productivity Plan will be substantially completed by the end of 2012, with incremental productivity initiatives continuing to 2015. Conclusion