Frontier Airlines Portfolio Research Proposal Example | Topics and Well Written Essays - 3750 words

Frontier Airlines Portfolio - Research Proposal Example former Frontier Airlines, together with the founders put together a business plan to reformulate the company into a new incarnation and call it ‘Frontier’. With an investment of $516,000, the business could forge a new place for itself in the market. On February 9, 1994, this plan was put into action as the newly formed company became incorporated. The head office was opened on March 15, starting an airline that could serve both coasts and earn a position as a ‘national’ airline (Our History, 2009). In April of 1994, private stock placements net $1.3 million, and by May 20 public stock offerings earn $7.6 million which covers the startup financing as outlined in the business plan. By June 9, the first reservation is made by our first passenger and the company is ready to fly! By July 1, 1994, Continental Airlines has vacated 25 routes through Denver, which allows Frontier to launch its first flights on July 5th. In the first month of service, Frontier carries 5,922 passengers and in the next five months, the airline has added several new routes. Within the first six months that Frontier has been flying, the airline We are now flying to Las Vegas, Los Angeles, and other locations, and will be adding flights to Seatle/Tacoma, San Diego, and St Louis during the year. The airline ends flights to Fargo and Bismarck, N.D., which is an end to the original eight destinations flown by the airline. At the end of 1996, the airline has increased its size in eighteen months of operation to a fleet of 10 737’s, 725 employees, and 1,877,3372 passengers. (1993, 2009). In 1997, Frontier announces that it will merge with Western Pacific, but the merger is called off in September. However, Western Pacific is forced to shut down operations in February of 1998, allowing Frontier to become the principal carrier out of Denver International Airport, offering low-fare prices and quality service. By the end of 1998 we have grown to a fleet size of 17 Boeing 737

Essay --

Kassandra Rodriguez Professor Goner Abuse in the workplace Abuse in the workplace is behavior that causes the workers any emotional or physical harm. Discrimination, sexual harassment/harassment, violence and bullying are forms of workplace abuse. These actions are not always detectable from each other because they often overlap. Harassment could be discriminatory, bullying could be a form of harassment, and any of these behaviors can lead to violence in the workplace. There are many questions that could be asked about this like, Do men often report sexual harassment? Do minorities report Discrimination? Do men or women really experience violence in the workplace? Violence in the workplace as an threat or act of physical harm toward another person at the work site. the abusers might use verbal abuse or physically assault their victims to intimidate them. A person who threatens a coworker with physical harm is usually considered a ‘typical’ bully. However, the boss or supervisor who often requests an employee to do work or threa tens to fire them also is a bully. Bullies sometimes pretend to ignore their coworkers to make them feel invisible. Bullies also use other tactics to humiliate their victims, such as rumors to spread lies about them or try to sabotage their work. Discriminatory behavior treats workers very unfair usually on the basis of gender, race, ethnicity, religion, sexual orientation, disability, or age. Discrimination is prohibited by federal and state laws. Unfair actions incorporate retaliation, harassment, denying employment and making decisions that affect people in these categories. Bullying, violence and discrimination often are categorized as workplace harassment. Therefore, harassment victims suffer the sa... ...t down and come up with some statistics and go over our data. Now, participant observation is a little different, The main objective of participant observation is to grasp a deep understanding and become familiar with a certain group of individuals. So where would we conduct this? in an office where there are more than 5 people being ran by 1 boss. How long? anywhere from 6 months to a year. We would keep close eye on how the boss/supervisor interacts with their employees. The main goal is to try and see how the working population is treated behind closed doors. Maybe, this study can help change the way people are treated for working hard. Change the way it is handled, make it more serious when someone files a complaint against a worker for sexual harassment or bullying. Would you want your kids to be treated in this manner? so lets try and stop it head on.

Living in a Global Society Rubric

Living in a Global Society Integrated Unit Assignment and Rubric/Feedback Sheet Description: Teacher candidates will develop an instructional unit based on a realistic fiction trade book. Additional information: 1. The selected trade book will have part or all of its setting in a country other than the United States of America. 2. The unit will display integration of language arts (English usage, writing/composition, and spelling), reading (comprehension and fluency), math, science, social studies, the arts, physical education, and student use of technology. . The arts, physical education, and technology will need to be integrated into only one lesson each somewhere within your unit. These do not need to be done on a daily basis. b. Language arts, reading, math, science, social studies will need to be integrated into each day’s instructional planning. 3. Learning activities need to incorporate at least three of the five following items: a. Culture and cultural diversity b. Tim e, continuity, and change c. Economic, scientific, and technological development d. Individuals, groups, and institutions . Civic ideals and practice of the country that is the setting of the book 4. The integrated unit will cover three complete days’ instruction. Local pacing guides are not to be taken into account. The three days of instruction will be done on Plan Book Sheets. Please indicate content areas that are being integrated. 5. All appropriate standards for each integrated lesson are to be listed. 6. Template for submitting on following page. 7. One full day’s instruction will also be developed using the Blueprint Lesson Plan format.Candidates will pick any one of the three days developed on Plan Book Sheets as the day that also gets Lesson Plans. 8. Candidates will have an individual checkpoint meeting with their instructor to ensure appropriate progress is being made towards completion of this assignment. 9. Candidates will bring a copy of their Rubric/Res ponse Sheet for Individual Unit Meetings to their unit meeting with starred items completed before meeting 10. Completed unit assignments will be submitted in a zip bag on a flash drive with rubric.After any editing, the candidate will upload finalized version to Task Stream. 11. Please email questions to me at emily. [email  protected] edu ELE 4030: Living in a Global Society Plan Book Sheet for Unit Assignment Trade book used and grade level of instruction: Snow Treasure by Marie McSwigan – Grade 4 Instructional day: (Circle appropriate one) Day 1 Day 2 Day 3 Focus for this day: Introduction of Story – Vocabulary, Geography, Science and Math Content area (s) addressed in this lesson: Reading, Writing , Geography, Social Studies , Science and MathReado ELE 4030: Living in a Global Society Plan Book Sheet for Unit Assignment Trade book used and grade level of instruction: Snow Treasure by Marie McSwigan – Grade 4 Instructional day: (Circle appropriate one) Day 1 Day 2 Day 3 Focus for this day: Continuation of Story – Comprehension, Geography, Science and Math Content area (s) addressed in this lesson: Reading, Writing , Geography, Social Studies , Science and Math Reado ELE 4030: Living in a Global Society Plan Book Sheet for Unit AssignmentTrade book used and grade level of instruction: Snow Treasure by Marie McSwigan – Grade 4 Instructional day: (Circle appropriate one) Day 1 Day 2 Day 3 Focus for this day: Conclusion of Story – Comprehension, Geography, Science and Math Content area (s) addressed in this lesson: Reading, Writing , Geography, Social Studies , Science and Math Reado The University of North Carolina at Pembroke School of Education – Teacher Education ELE 4030: Living in a Global Society Integrated Unit Assignment and Rubric/Feedback Sheet Candidate: | |Aspect of Assignment | Possible points | |Cover sheet (Candidate’s name, course, semester & year, Integrated Unit based on †¦ (na me of trade book), level of |-10 if missing or | |instruction |incomplete | |Plan book sheet completeness & clarity |10 | |Lesson plans in Elementary Lesson Plan Format, completeness, and clarity |10 | |Curriculum integration |10 | |Language arts strategies |10 | |Reading strategies |10 | |Math strategies |10 | |Science strategies |10 |Social studies strategies |10 | |Arts strategies |5 | |Physical education strategies |5 | |Student use of technology |5 | |Developmental appropriateness |5 | |Total points earned out of 100 & Instructor comments | | | |/100 | | | | University of North Carolina at Pembroke School of Education – Elementary Education Department Rubric/Response Sheet for Individual Unit Meetings **Candidate: Cristy Prince | |**Book used & author: Snow Treasure by Marie McSwigan | |**Appointment day & time: Tuesday, October 11, 2011 at 4:00 p. m. | |Aspect of Assignment |Possible Points | |On time for appointment |10 | |One day’s Plan Book Sheets | 20 | |Three Lesson Plans in Elementary Lesson Plan Format |20 | |Curriculum Integration 20 | |Meshing of activities with appropriate standards |20 | |Clarity/precise language |10 | | |100 | |Subtotal | | |Rubric not provided by candidate |-15 | |Rubric provided but starred items not completed |-15 | | | | |Total | | Comments: ———————– Standards/Competencies: English Language Arts – Goal 1: The learner will apply enabling strategies and skills to read and write. Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology.Goal 4: The learner will apply strategies and skills to create oral, visual and written texts. Goal 5: The learner will apply grammar and language conventions to communicate effectively. Social Studies – Goal 2: The learn er will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina. Science – Goal 1: The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation. Math – Goal 1: Number and Operations – The learner will read, write, model, and compute with non-negative rational numbers. Activities/Strategies: We will begin the day with the reading of Snow Treasure by Marie McSwigan.The teacher will read aloud the first 10 chapters, stopping along the way to introduce vocabulary (Norway, Norse, kroner, Nazi, etc. ) and geography (Norway, the Arctic Circle, Poland, Germany, Britain, and France). The day’s activities will also include a summary written by the students on what has been read to them thus far. They will be asked to begin to think what role the Norse have played in the development of our country and what, if any, they have p layed in our state. We will also discuss how both humans and animals adapt to such a cold, harsh climate. During math, we will continue talking about Norway and their system of currency. We will work on currency conversions, starting with a basic lesson and then moving on to using the web site www. xe. om to practice further. We will further this concept in the computer lab in the afternoon with www. ixl. com. Standards/Competencies: English Language Arts – Goal 1: The learner will apply enabling strategies and skills to read and write. Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology. Goal 4: The learner will apply strategies and skills to create oral, visual and written texts. Goal 5: The learner will apply grammar and language conventions to communicate effectively.Social Studies – Go al 2: The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina. Science – Goal 1: The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation. Math – Goal 1: Number and Operations – The learner will read, write, model, and compute with non-negative rational numbers. Activities/Strategies: We will begin the day with the reading of Snow Treasure by Marie McSwigan. The teacher will read aloud chapters 11-20, stopping along the way to introduce any new vocabulary and/or geography. The day’s activities will also include a summary written by the students on what has been read to them thus far.They will be asked to revisit our discussion about what role the Norse have played in the development of our country and what, if any, they have played in our state. We will also discuss what animals indigenous to ou r country could survive in Norway. During math, we will continue talking about Norway and how they moved their gold from the cave to the Snake. We will work on word problems that revisit such a conundrum to figure what it would take to move amounts from site to site. We will further this concept in the computer lab in the afternoon with www. ixl. com. Standards/Competencies: English Language Arts – Goal 1: The learner will apply enabling strategies and skills to read and write. Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology. Goal 4: The learner will apply strategies and skills to create oral, visual and written texts. Goal 5: The learner will apply grammar and language conventions to communicate effectively. Social Studies – Goal 2: The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina. Science – Goal 1: The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation. Math – Goal 4: Data Analysis and Probability – The learner will understand and use graphs, probability, and data analysis.Healthful Living Education – Goal 6: The learner will demonstrate competency in a variety of movement forms and proficiency in a few to gain competence towards lifetime physical activities (NASPE Standard 1). Activities/Strategies: We will begin the day with the reading of Snow Treasure by Marie McSwigan. The teacher will read aloud chapters 21-30, stopping along the way to introduce any new vocabulary and/or geography. The day’s activities will also include a summary written by the students on what has been read to them thus far. They will be asked to revisit our discussion about what role the Norse have played in the development of our country and what, if any, they have played in our state.Students will be asked to draw pictures of what adaptations they believe that we as North Carolinians would need to make to survive in Norway. In this picture, they will also draw a picture of their favorite NC indigenous animal with their adaptations. During math, we will wrap up our discussion on Norway with a Venn diagram comparing and contrasting the Norse with Americans. We will further this with a bar graph of what students believe to be attributes common to both countries. To wrap-up our journey into Norway, we will practice our â€Å"sled-moves† during recess. The students will work both individually as well as in pairs to come up with the most original slalom.

A Rose for Emily Discuss Characterization in a Short Story...

Assignment 1 Discuss characterization in a short story given. A Rose for Emily By William Faulkner Characterization refers to the techniques a writer uses to develop characters in the story. In the story ‘A Rose for Emily’, William Faulkner uses characterization to reveal the character of Miss Emily Grierson, the main role. Faulkner’s use of language foreshadows and builds up to the climax of the story. He expresses the content of her character through physical descriptions, through her act, words, and feeling, through the narrator’s direct comments about the character’s nature, and through the actions, words and feelings of the other characters. Faulkner also uses the characterization to examine the theme of the story. His†¦show more content†¦Despite all the rumours talk by the towns people, Miss Emily had her own plan, but as Faulkner wanted to let the readers contradict what is the use of the arsenic he didn’t stated why and how does Homer disappeared. But as a clue, Faulkner come out with the smell, however, continues to persist, rapping on the reader’s curiosity. Miss Emily emerges as a figure frozen in a short of stasis, though throughout it all, Faulkner never makes her character any less complex and ambiguous. Mr. Grierson was another important character in the story. It was he controlled Miss Emily’s mind. He had such an influence on her. Perhaps Faulkner have made him this way to show the love he and Miss Emily had for each other. He tried to influence her to what he thought was the best for her in return, she listened and obey because of the love she had for her father. 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