Marketing Plan For A Business Incubator Essay - 1004 Words

Implementation: For a business incubator to be considered successful its goals should be clearly defined and its business plan should be reasonable. On the long term, incubators are expected to offer affordable valuable resource to it consumers. A service rendered by a business incubator is training personnel’s in business planning and organizing. Incubators should be effectively managed and help aid company growth. The implementation of Kera and Pat’s business incubator would be discussed from three (3) points of views. They are: Immediate term Implementation Short-term implementation Long-term implementation Immediate Implementation: These refer to the actions that Kera and Pat can do in less than 6 months to start their incubator. Having applied for the incubator and gotten it, the next thing to do is; Set up a strong management board with advisory groups: an advisory group is a body of individuals who are chosen to advise business owners on issues relating to the business. They are experts who help to run the business. It is very important for Kera and Pat to establish a strong governing body that is made up of an advisory group because they can help then with their growth plans, provide business credibility and offer variety of opinions since it is made up of people with different talents and opinions and specialties. They also have connections outside the company which they can call on when the need arise. It is beneficial to the incubator to have links with peopleShow MoreRelatedEconomic Development For The Jefferson County Conducted By Laronda Joy Davis1236 Words   |  5 PagesEXECUTIVE SUMMARY Introduction This business plan addresses a variety of issues associated with creating and operating a business incubator to foster entrepreneurship in Pine Bluff, Arkansas. It was developed based on the findings and observations of economic development for the Jefferson County conducted by LaRonda Joy Davis. 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Compare the lives and works of Bach and Handel - 2025 Words

Many musical scholars believe that J. S. Bach and G. F. Handel are the two most important, influential composers of the Baroque period. Both of these men were born in Germany in 1685, and since they came into existence around the same time, they share some similarities. As an introductory statement, Bach and Handel were born into two very different families. Handel did not come from a musical family; his father wanted him to study law. By age nine, his talent was too obvious for his father to ignore and Handel began to study with a local organist and composer. On the contrary, Bach came from a long line of musicians. Bach also had four sons which became gifted composers, in their own right. Bach, like Handel, also started as an organist†¦show more content†¦In addition, Bach was a virtuoso on the organ. He also served as an organ consultant, and composer of organ works, like toccatas, chorale preludes, and fugues. He had a reputation for having great creativity, and he was a ble to integrate many national styles into his works. Many of his works are said to have North German influences that were taught to Bach by Georg Brà ¶hm. Bach also copied the works of many French and Italian composers in order to decipher their compositional languages. Later on, he arranged several violin concertos by Vivaldi for organ. Most experts of musical composition believe that the years, between 1708 and 1714, were his most productive. Within this period, he composed several preludes, fugues, and toccatas. During this span, Bach wrote the Little Organ Book, Orgelbà ¼chlein. This book remains an unfinished collection of forty-nine short chorale preludes. Later on in his life, Bach composed the Orchestral Suite No.3 in D Major. This works second movement was appropriately titled Air, because it was an aria for the orchestra. Bach wrote music for single instruments, duets, and small ensembles. Bachs works for solo instruments include the six sonatas and partitas for violin (BWV1001-1006), the six cello suites (BWV 1007-1012) and the partita for solo flute (BWV1013). Bachs best-known orchestralShow MoreRelatedBach And Handel : The Great Composers Of The Baroque Period1216 Words   |  5 PagesBach and Handel are often compared against each other as the great composers of the Baroque period. They both were masters of the Baroque music and wrote many pieces that are still part of the normal and required repertoire. However, Paul Henry Lang makes an argument against comparing these two composers together as well as an argument against the idea of Handel being a German national composer. Lang had extensive education in this field, and so h e was able to argue these points with facts behindRead MoreEssay on The Messiah1011 Words   |  5 Pagesclasses choice for the time capsule. It has all the workings of a true musical masterpiece and a beautiful message that all should know. 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They, however, were criticized for dispensing with the single line melodies of earlier music, mostly folk songs and church hymns. Beethoven desecrated Viennese classicism; Verd i, traditional recitative opera; and Wagner, well . .Read MoreDistinctively Visual Learning and Teaching Program8860 Words   |  36 PagesMinlaton, South Australia, in 1951, Peter Goldsworthy grew up in various country towns, and finished his schooling in Darwin, the setting for his first novel Maestro. He graduated in medicine at the University of Adelaide, the city in which he still lives, dividing his time between medicine and writing. He writes in all genres, including the opera libretto; his novels make their way onto stage and screen; and he has won too many prizes to be listed here. But he pays the usual price for media prominenceRead MoreHumanities11870 Words   |  48 Pagesour daily lives. However, when we scrutinize the word in depth, defining what is art may not be as straight forward as it appears to be. SOURCE: Atkins, R. (2010). Art Speak; A Guide to Contemporary Ideas, Movements and Buzzwords. In this module, we are dealing with the subject of aesthetic visual arts, which includes painting, sculpture, photography, and so on. Aesthetic art, in my opinion, is something that expresses an opinion or emotion, in a beautiful manner. A work of art can

HISTORY OF COSTUME RENAISSANCE (1400

HISTORY OF COSTUME: RENAISSANCE (1400-1600) Men: 1400-1450 Doublet and hose Italian Renaissance Women: 1400-1450 Houppelandes and fitted gowns Italian Renaissance Men: 1450-1500 Doublet under skirted jacket and hose Italian Renaissance Women: 1450-1500 Gowns worn either as a single layer or two layers Italian Renaissance Men: (c. 1510) 1500-1550 Clothes grow wider, often decorated with puffs and slashes Italian Renaissance Women: 1500-1550 Gowns are full, have puffed sleeves; are decorated with puffs and slashes Italian Renaissance Men: 1550-1600 Silhouette widens, jackets take on rigid shape, puffs and slashes increase Italian Renaissance Women: late 1500s Spanish influences appear in more rigid bodices, V-shaped waistlines Italian Renaissance Very high platform-soled shoes worn by women throughout Italy and in northern Europe during the Renaissance; soles were especially high in Venice Chopines Codpiece A pouch of fabric that was sewn into the crotch of hose to accommodate the genitals, make the hose fit properly, and enable men to relieve themselves. It closed with laces and first appeared during the Late Middle Ages. With added padding it became an obvious feature of mens clothing; went out of use by the 17th century. What Fibers were woven primarily in Italy? Wool and Silk At this time, Italian dress and that of Northern Europe diverged. (p.190) the second half of the 15th century. These components distinguished Italian Renaissance styles. (p.190) Sleeves The most common combination of garments for women during the Italian Renaissance was a chemise worn as an undergarment beneath a dress and an overdress on top ferroniere a chain or band of metal or pearls worn across the forehead Doublet closely fitted, sleeveless garment with a padded front; originated as military dress. (p. 155) Trunk Hose Breeches worn by men in the mid-16th century that were joined to nether stocks; ranged in size from very wide and padded to very small and worn with tight-fitting hose Canions Extensions from the end of the trunk hose to the knees or slightly below, made in either the same or a contrasting color with the trunk hose or fastened to separate stockings at the bottom; used by men in the late 16th century Gown/Robe Fitted smoothly through the body with tight-fitting, long sleeves; opened down the front. mameluke sleeve a long sleeve of repeating puffs down its length, banded between the puffs Spanish Farthingale (p. 220) provided support to the flared, cone-shaped skirt; a construction of whalebone, cane, or steel hoops graduated in size from the waist to the floor and sewn into a petticoat or underskirt. Garment constructed of whalebone, cane, or steel hoops graduated in size from the waist to the floor and sewn into a petticoat or underskirt that provided support to the flared, cone-shaped skirt; first appeared in the mid-16th century; also called verdugale French Farthingale Womens undergarment used for shaping floor-length dresses; steel or cane spokes of the same diameter were fastened from a topmost hoop at the waistband down; also known as a wheel farthingale or drum farthingale Bum Roll Padded roll placed around the waist in order to give skirts greater width below the waist; popular in the late 16th century Ruff Wide, separate collar used during the second half of the 16th century and the first decades of the 17th century; often made of lace and stiffly starched Peascod Belly Pronounced front of the doublet popular by 1570 that resembled the puffed-out chest of a peacock Duckbills Wide mens shoes from the 16th century with decorations including slashing with puffs of fabric pulled through the openings; shape resembled the bill of a duck Slashing Cuts in the fabric through which an underlayer of contrasting colored fabric might be pulled; especially popular during the Renaissance Period Puffs Decorative device used on clothing of the Middle Ages in which small amounts of fabric in contrasting colors were pulled through slashes made in the outermost fabric layer Blackwork embroidery a form of embroidery using black thread on white cloth Busk A device made from a long, flat piece of wood or whalebone that was sewn into one or more casings in corsets of the early 16th century

Why we shouldnt wear school IDs free essay sample

Sergio Lopez Sanchez. November 28 2010 Dear Principals, School Board, and Superintendent of Woodburn School District, Students should not be forced to wear their IDs during school hour. There are many reasons why students should not have IDs. Students can lose it and not find it or they can Just lose their ID forever. Some students say that IDs bother them or say that they feel like they are treated badly because they have to have them on everyday during school hours. Schools should not give students IDs for any reason. To begin, students can either forget or lose their IDs somewhere. When we lose our IDs we get a small punishment like getting sent to the back of the line when we dont have our IDs. For many students that isnt fair. On the other hand to me this is a good punishment for not having your ID. Furthermore wearing IDs gets students annoyed because they are not used to wearing them. We will write a custom essay sample on Why we shouldnt wear school IDs or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page To me wearing a ID is like being with my little cousin since he is annoying whenever he is around. Next, students say it bothers them. Students say they cant concentrate well when they are in class. Others say that wearing IDs give them a hard time learning. Furthermore, others say that the IDs get on their way when they are doing activity. Its hard to concentrate when you have an ID hanging on your neck and its hard to get it out of your way. IDs are similar to clowns because they try to get you distracted. IDs are also like walls that that get in your way and no matter how much you try youll never be able to get it out of your way. In addition most people feel that theyre getting treated like strangers when they walk down a hallway or place. Since students dont wear theyre IDs, teachers often et the students attention and follow them pretty much every were they go until they get to where they are supposed to be. Some people say that they feel like slaves since they have to wear their IDs during school hours. To me this makes me feel like I am an unknown person because teachers sometimes ask me for my ID. Some teachers think that a person isnt really them even though they have their ID, with a real picture of them. So now you know why students should not have IDs. The Woodburn School District can use the ID money for other school stuff such as books, supplies, equipment etc. As a result students can still use the IDs but in a different way. A way in which they wont have to wear them or take them home. One thing we could do is use them only when we get breakfast lunch. Another thing we could do is get our ID from the office on the mornings and turn them in at the end of school, that way no student can forget his/her ID at home or lose their ID somewhere out of school. Since some teachers dont like taking attendace, Sutdents getting their ID in the once can work as taking attendance. Students will Just pick up thir ID before scool. so please IDS On burn School District.