Curriculum Map and Assessment Strategies Research Paper

Curriculum Map and Assessment Strategies - Research Paper Example With this in mind I undertake the task of handling the following activities. 1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Analyzing at least five significant characteristics (or needs) of high school students in my current educational setting. High school student has so many unmet needs because they are in their final transition into adulthood. In this stage, they begin a journey to separate with their parents as they explore and define their independence. For this reason, they have numerous developmental needs. At this juncture, the students are in the stage of making decisions; they ask whom they are, what are they best at, and what they will do after completing school. This means that they are evaluating their abilities, skills, and strengths among others. They face a lot of challenges especially from their peers. The students are constantly finding a place to belong and hence they depend on their peers to feel accepted and for affirmation. Additionally, they face intense pressure regarding risk behaviors and mutual relationship. As a result, they need to be guided in order to make concrete and compounded decisions. Therefore, they should be counseled on how to deal with academic pressures, how to make post-secondary decisions, overcoming college admissions challenges, how to undergo scholarship and the process of financial aid application and how to secure a job in the competitive world. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Proposed curriculum with at least three courses or concentrations for high school students as well providing a rationale for each course. Mathematics curriculum and its Rationale: Mathematics is a subject which helps in creating many opportunities and it enriches lives. This is because mathematics provides students with mathematical skills such as familiarizing with numbers and Algebra, geometry and measurement, probability and statistics among others. Additionally, it increases numeracy knowledge as an essential need for students in their work, civ ic and personal life. It also increases the students’ mathematical reasoning which is a vital necessity in the technological world. The mathematical curriculum focuses on developing mathematical understanding, logical reasoning, fluency, and methodical thought as well as problem-solving skills. These skills help the students cope with many situations in life as they employ mathematical strategies for making informed decisions and in solving problems. Additionally, the curriculum ensures that the student knows how to use mathematical models in other disciplines. English Curriculum and rationale: English is integral in learning and development of all students. This is because it helps in creating good communicators, informed citizens, and imaginative thinkers. By studying English students learn the skills of analyzing, understanding, communicating, and building relationships. English studies also act as the basis for developing skills and knowledge essential for, training, use in the workplace, and education among others. It also gives students courage to express themselves openly and fluently in public. English curriculum is a contributor for national and international building. In the curriculum students are helped to engage imaginatively and critically with literature. This helps in expanding the scope of their experience. The students are also taught how to speak, pronounce and communicate fluently. They are also taught how to dialogue and debate with people whom they encounter in

A story About Ghost and Vampires Essay Example for Free

A story About Ghost and Vampires Essay Life of Pi is a story that is mainly focused on the aspect of survival. Being trapped together with Richard Parker, a Royal Bengal tiger, Pis odds seem to have been pulverized to nothing. Yet as the story progresses, Richard Parker begins to give Pl hope and a reason to survive. Pis will to survive returns; If he can survive while living together with a Bengal Tiger, he can survive anything. Although seeming a huge threat to Pl at first, Richard Parker unintentionally takes on the role of ghost and rotects Pl against the vampires that he faces, glvlng him moral support, and thus the will to survive. At the beginning of the story In part two, Pl Immediately faces his first vampire: the hyena. Being trapped on a lifeboat together with an Injured zebra, an orangutan and a hyena, It quickly becomes evident to Pl who stands at the top of the food chain. It does not take long before this vampire starts to rejuvenate Itself by feasting on Pls companions. Right when the hyena has set its gaze on Pi, Richard Parker (the ghost) omes into play and kills Pis first vampire, unintentionally protecting Pi in the process. Though scared at first, Pi learns to deal with Richard Parker over time and eventually even becomes blessed with his presence. It was Richard Parker who calmed me down. It is the irony of this story that the one who scared me witless to start with was the very same who brought me peace, purpose, I dare say even wholeness. Chapter 57, page 204. Richard Parker proves to be Pis motivator again and again throughout the story, especially when Pi encounters his next vampire: the Pacific Ocean. The saying; the ocean gives and takes, can be taken quite literarily in this book. The ocean has given Pi basic offerings, food and water mainly, but seeps the life force out of him simultaneously with its strong razor sharp winds, bone crushing waves, and scorching sun. The ocean tries to break Pis spirit several times. For example when Pi spots a cargo ship, resulting in the slightest of hopes only to have it all taken away again as the ship passes and does not notice him. Richard Parker is yet again the one thing that keeps Pi going by merely being there and giving Pi moral support In the arkest of times. l love you! The words burst out pure and unfettered, infinite. The feeling fluttered my chest. Truly I do. I love you Richard Parker. If I didnt have you now, I dont know what I would do. I dont think I would make It. No, I wouldnt. I would die of hopelessness. Dont give up, Richard Parker, dont give up. Ill get you to land, I promise, I promise! Chapter 86, Page 294. Even though Richard Parker does not know It, he yet again serves as a tremendous motivator to Pl. Last but not least Pl meets his last vampire in Its purest form: the algae Island. Pl becomes enchanted with the Island and It almost seems Ilke he falls under some sort of spell or glamour, luring him Inside with Its delicious edible algae and fresh drinking water. Pl decides to spend his nights on the Island Instead of the boat, yet Is scared that Richard Parker might attack him in his sleep. He therefore decides to sleep In the trees and makes the gruesome discovery that the island feeds on its inhabitants at night.

Formation Hypotheses of White Mountain Magma Series

Formation Hypotheses of White Mountain Magma Series Julie Sophis Introduction A grouping of igneous rocks, similar in chemical, texture, and mineralogical features which come from a common source magma and are within a similar time and space when intruded are considered a magma series (Lachance, 1978). The White Mountain Magma Series, WMMS, is located primarily in New Hampshire with a few related plutons mapped in Maine and Vermont. This series received much of its recognition in 1956 and earlier (McHone and Butler, 1984). The White Mountain Magma Series has been placed as part of the New England-Quebec province, representing igneous activity which is considered to be of similar ages and similar compositions that stretches over an area of 300km by 400km through southern Quebec and New England (McHone and Butler, 1984). This magmatism of the whole White Mountain igneous province is characterized as A-type (Eby, 1999). In looking specifically at the White Mountain Magma Series, two distinct time frames of igneous activity are found, one older and one younger. The older igneous activity, referred to as the older White Mountain Igneous Province (OWM), dates to 220-155 Ma (Eby and Kennedy, 2004). Alkali syenites, quartz syenites, metaluminous granite, peralkaline granite, peralkaline rhyolites, and two areas of identified silica-undersaturated rock have been identified (Eby and Kennedy, 2004). There is an absence of mafic igneous rocks and this older area consists of multiple ring dikes (Eby and Kennedy, 2004). The younger igneous activity, currently referred to as Monteregian Hills White Mountain Igneous Province (MHWM), is marked at 130-100 Ma (Eby and Kennedy, 2004). The majority of the magmatism is dated to have occurred in about 125 Ma; however, younger outliers exist (Armstrong and Stump, 1971; Foland and Faul, 1977; Eby and Kennedy, 2004). This younger activity consists of mainly of mafic alkaline suites and felsic rocks in the intrusions and of this series, small plugs and ring like structures are both present with the most evolved rocks being syenites and quarts with occurrences of biotite granite (Eby and Kennedy, 2004). Many geologists have hypothesized the origin of the magma series. As advances in geological sciences have been made, along with advances in identification of rocks and dating, these hypotheses have evolved. Of these, one of the first major ideas include deep seated fractures in a northwest and east-west trending network that act as centers of low pressure and intrusions for melting (Chapman, 1968). A hypothesis of a hotspot origin has been supported by a greater range of geologists (Crough, 1981b; Duncan, 1984). A third major hypothesis to the origin of the WMMS involves rifting in line with the opening of the Atlantic (Foland and Faul, 1977; McHone, 1981; McHone and Butler, 1984). Since there is no decisive agreement on the origin of the White Mountain Magma Series, there have been advances in understanding the magma sources themselves (Eby et al., 1992). The evolution of hypotheses surrounding the origin of the magmatism in the White Mountain Magma Series will be explored in this paper. The evolution of thought with incorporation of geological advances will be used to determine the current understanding of the White Mountain Magma Series. Formation Fracture Zones Carleton Chapman was one of the first geologists to write about the formation of the WMMS. As published, it was postulated that there are two sets of deep seated fracture zones which form a lattice within the crust of the earth under the WMMS (Chapman, 1968). In this hypothesis, these zones had a lower pressure and underwent partial melting from which mafic magma intruded via rounded chambers and rose to the top of the crust (Chapman, 1968). The mapped absences of igneous activity were taken into account and justified to be due to inadequate melting in a particular region, prevention from overlying rock in allowing the magma to rise to the surface were it could be mapped, and that igneous rock could have been mistakenly missed in field work or covered by surface rock (Chapman, 1968). The lattice line structure proposed has little evidence to support it as there are no faults along the proposed structure of lines (McHone and Butler, 1984). Hotspots The hotspot model appears in a number of papers in which the WMMS is linked to a hotspot in with the North American plate moved over. An expanded version of the simple hotspot model has been made with the addition to support of the hotspot origin of the New England Seamount chain and the general movement of the North American plate over a hotspot (Crough, 1981b). In connecting the use of conodant, fission track, radiometric, and tectonic data, a hypothesis that this movement led to the regional uplift of New England was developed (Crough, 1981b). This uplift was at least 4km in comparison to the central Appalachian region (Crough, 1981b). Through the plotting of this data, the younger White Mountain Igneous Province forming via the Greater Meteor hotspot track is explained; however, the Older Igneous Province is not accounted for in this trace (Crough, 1981b). This argument has published faults; it is argued that due to lack of significant age progression there is a large data gap al ong the hotspot trace between the province and used kimberlite and seamounts (McHone, 1981). In addition to this gap, it is pointed out that although a portion of the data does fit the hotspot model, it excludes the Older Igneous Province, leaving many questions as to whether this is due to a mantle plume whose trace has been erased, later magmatism, or other events not known (McHone, 1981). . In support of the hotspot hypothesis in connection to the New England Seamount Chain, the use of radiometric ages of K-Ar and 40Ar-39Ar were examined (Duncan, 1984). From southeast to northwest there is an increase in seamount construction leading to the northwestward motion of the North American plate over a New England hotspot between 103 Ma and 83 Ma (Duncan, 1984). Fitting the seamount distribution with a volcano migration rate of 4.7cm/year, the ages align with a larger age progression from the Corner Seamounts, on the eastern end (70 to 75 Ma) to the younger White Mountain Igneous Province (100 to 124 Ma) (Duncan, 1984). The age-space relation used does not account for the Older Igneous Province, leaving a gap in the hotspot model (Duncan, 1984). Rifting Through the dating of 26 igneous complexes via K-Ar analysis, it was thereby ruled out that the single hotspot hypothesis can account for the full formation of the WMMS as it does not account for the spread of ages, a non-consistent time transgression from 98 to 238 Ma, nor does it account for the dates appearing to show more episodic activity than continuous (Foland and Faul 1977). The WMMS complexes were hypothesized to have originated along the extension of a transform fault during sea-floor spreading (Foland and Faul 1977). Arguably, the younger White Mountain Igneous Province and older White Mountain Igneous Province could be initiated and positioned along weak zones of deep-seated fractures, explaining their overlap (McHone, 1981). The overlap seen in mapping of the WMMS can be stress related to the opening of the both the central Atlantic and northern Atlantic and the gradual strain along the zones caused magmatism to decrease (McHone, 1981). The regional uplift as a result of the hotspot movement (Crough, 1981b), can be accounted for by the transfer of heat into the lithosphere by intrusions (McHone, 1981). In an argument against the hypothesis of weakened zones, it is stated there is no global relation between volcanic lineaments and surficial features, the majority of the dated volcanic lineaments show an age progression, midplate volcanism is not known to occur across the same lineaments at separate times, and lastly three major lithospheric faults four separate periods of activation would be nee ded to account for all features and data (Crough, 1981a). Elaborating upon the proposed hypothesis of weakened zones due to rifting (McHone, 1981), once the Atlantic had opened, a significant quantity of granitic magma and undersaturated gabbro-diorite-syenite were formed and hypothesized to be a result of melting in the thick crust caused by volatile upwelling or increased heat flow, thus creating the WMMS (McHone and Butler, 1984). The extended nature of the WMMS is proposed to be a result of mantle upwelling along and extensional fracture zone in which the WMMS is a reflection of the orientation and positioning of a deep basement structure parallel to the Connecticut River Valley and Lake Champlain Valley (McHone and Butler, 1984). At the thickest parts of this lower crust, partial melting occurred, crustal thinning and erosion were accelerated by uplift, and the WMMS was emplaced as the deep basement structures were technically active under the influence of mantle convection during rifting (McHone and Butler, 1984). Current Understanding From geochronological data, a thermal anomaly existed for an extended period of time under the WMMS (Eby et al., 1992). The mantle source, through isotopic dating, matches characteristics similar to that of oceanic island basalt source but determining whether that source a hotspot or from rifting is not known (Eby et al., 1992). In either case, it is proposed that the mantle-derived melts were emplaced into the crust at the base and by fractional crystallization evolved and this stage was interrupted and the magmas were moved to a higher crustal level where later evolution took place (Eby et al., 1992). The Central Atlantic Magmatic Province (CAMP)which extends to the north and south on either side of the Atlantic Ocean where magmatism occurred at about 200 Ma and in Maritime and New England province (CNE)this magmatism occurred between 225 and 230 Ma (Eby, 2013). This magmatism is immediately followed by the older White Mountain Igneous Province (OWM) as it a distinctly different emplacement of igneous rocks, from about 200 to 160 Ma and then in roughly 122 Ma the Monteregian Hills White Mountain Igneous Province (MHWM),introduced displaying a greater range of diverse rocks (Eby, 2013). The rarity of mafic rocks in the OWN negates any direct comparison with CAMP magmas; although, OWM samples have elemental and isotopic characteristics similar to CNE and MHWM which are drastically different from that of CAMP magmas (Eby, 2013). As mafic rocks are abundant in the MHWM and these magmas have been hypothesized to be derived from a depleted mantle source and are related by degrees of mel ting and crustal contamination, the same models can be applied to the OWM and CNE (Eby, 2013). It can thus be concluded that the CNE, OWN, and MHWM were all derived from a similar matching magma source and are representative of varying magma compositions related to variations in degrees of partial melting and crustal contamination (Eby, 2013). It is pointed out however, this does not link CAMP magmas to these three as it must come from a separate source magma and has a different history (Eby, 2013). Using the connection made between OWN, MHWM, and CNE, a step in determining the origin of the WMMS is to determine the origin of the CNE. The CNE magmas may the start of a plume origin for the CAMP magmas; however, because of the lack of relationship between the CAMP and CNE magmas this hypothesis is yet to be resolved (Dorais, 2005). In assuming that the CNE magmas were the initial magmatism in a plume event, then a composition of oceanic island basalts would not be expected; however that is what CNE I has as a composition (Dorais, 2005). Oceanic basalts have been hypothesized to represent the end of plume magma events and thus CNE magmas would be assumed to have to have erupted after that of the plume, not prior (Dorais, 2005). It has been concluded however, that the CNE rocks may represent pre-shield type magmatism prior to CAMP as it matches elemental characteristics of Loihi magmas which were precursors to the shield magmatism in Hawaii (Dorais, 2005). With these conclusions and the connections between OWM, MHWM, and CNE it is possible that the hotspot/mantle plume hypothesis has further support. Conclusion It is clear that there is no exact answer to how the White Mountain Magma Series was formed and how it was emplaced into its current positioning. I believe it is fair to say that the hypothesis of fracture zones under the province (Chapman, 1968) has little evidence to be considered a reasonable explanation. As to the debate over whether the WMMS is a result of a hot spot track or rifting due to the opening of the Atlantic, I do not believe there is a concise answer. Both hypotheses have what seems to be logical evidence for support while they also both have flaws and unaccounted for aspects. To determine one origin hypothesis, I believe it is relevant to continue work in looking at the larger picture of the WMMS and how it is similar and different to the series of the CAMP and CNE magmas. If additional connections can be made in terms of composition and dating models then additional progress in terms of origin of both the WMMS and the CNE magmas. References Armstrong, R., Stump, E. (1971). Additional K-Ar dates, White Mountain magma series, New England. American Journal of Science, 270(5), 331-333. Chapman, C. A. (1968). A comparison of the Maine coastal plutons and the magmatic central complexes of New Hampshire. Studies in Appalachian Geology: Northern and Maritime, Ed.by E-an Zen, WS White, JB Hadley and JB Thompson Jr., New York, Interscience Pubs., Inc, Crough, S. T. (1981). Comment and reply on ‘Mesozoic hotspot epeirogeny in eastern north America ‘REPLY. Geology, 9(8), 342-343. Crough, S. T. (1981). Mesozoic hotspot epeirogeny in eastern North America. Geology, 9(1), 2-6. Dorais, M. J., Harper, M., Larson, S., Nugroho, H., Richardson, P., Roosmawati, N. (2005). A comparison of eastern north America and coastal New England magma suites: Implications for subcontinental mantle evolution and the broad-terrane hypothesis. Canadian Journal of Earth Sciences, 42(9), 1571-1587. Duncan, R. A. (1984). Age progressive volcanism in the New England seamounts and the opening of the central Atlantic Ocean. Journal of Geophysical Research: Solid Earth (1978–2012), 89(B12), 9980-9990. Eby, G. N. Ossipee field trip guide New Hampshire geological society. Eby, G. N. (2013). Post CAMP magmatism: The White Mountain and Monteregian hills igneous provinces, eastern North America. Eby, G. N., Krueger, H. W., Creasy, J. W. (1992). Geology, geochronology, and geochemistry of the White Mountain batholith, New Hampshire. Geological Society of America Special Papers, 268, 379-398. Eby, G., Kennedy, B. (2004). The ossipee ring complex, New Hampshire. Guidebook to Field Trips from Boston, MA to Saco Bay, ME: New England Intercollegiate Geological Conference, Salem, Massachusetts, pp. 61-72. Lachance, D. J. (1978). Genesis of the White Mountain magma series McHone, J. G. (1981). Comment and reply on ‘Mesozoic hotspot epeirogeny in eastern north America ‘COMMENT. Geology, 9(8), 341-342. McHone, J. G., Butler, J. R. (1984). Mesozoic igneous provinces of New England and the opening of the North Atlantic Ocean. Geological Society of America Bulletin, 95(7), 757-765.

Satire in Moliere’s Tartuffe, Voltaire’s Candide, and Swift’s A Modest

The Merriam-Webster Dictionary defines satire as: â€Å"literary work holding up human vices and follies to ridicule or scorn.† Besides this definition satire can also be seen as the particular literary way of making possible the improvement of humanity and its institutions. In the three works: Moliere’s â€Å"Tartuffe,† Voltaire’s â€Å"Candide,† and Swift’s â€Å"A Modest Proposal† the authors indirectly criticize and ridicule human behavior and characteristics but with the goal for improving these faults rather than just demolishing them.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In Moliere’s â€Å"Tartuffe,† although many things and behaviors are satirized, the play focuses mainly on the issue of religious hypocrisy. Whereas Tartuffe is the obvious hypocrite and antagonist who represents those members of society who preach religious piety but do not themselves live by the morals they try to force upon others, Orgon is the complex character through whom this religious hypocrisy is channeled. In the beginning of the play it is hinted that Orgon is perceived as an honorable and respected man by his family and friends, but then through out the play the question raises why he has become such an absurd and unusual person. It seems that Orgon is the type of character who can no longer participate successfully in society and who then retires from society and attacks it. This can also be seen in his mother, Madame Pernelle. Orgon, having reached late middle age, needs to attach himself to a religious person, who beli...

Global finance

It is common knowledge that the interconnectedness of global financial system carries immense systematic risk that can hinder economic and financial welfare of a global citizen, regardless of its demographic location. Since banks ‘†¦ Provide the oil that lubricates the wheels of commerce†¦ ‘, it is imperative that they have sufficient resources to withstand economic downturns (All 2009, p. 3). This may be the underlying reason why the Basel Committee on Banking Supervision regulates commercial banks of the world and treat them on consolidated basis (Vine and Phillips 2012).Additionally, the committee has proposed new capital adequacy tankard, namely Basel Ill, to compensate for the shortcomings of Basel II. The following are the two interrelated factors that may have led the committee to consider a move from Basel II to Basel Ill. It can be argued that the global financial crisis (SGF) shook the foundation that the global economy was built upon. PAR (2012, p. 3) indicated that the primary reason behind the cause of SGF was disproportionate amount of leverage and ‘†¦ Gradual erosion of level and quality of capital base†¦ ‘ that the banking sectors had accumulated.During the onset of SGF, the holdings of the banks were insufficient to over their losses leaving some of them insolvent. Despite the popular belief, PAR (2012) explicitly claims that ‘Australia was not immune from these impacts'. It is in fact true that Australian banks didn't take on the similar banking activities on a big scale that the US banks undertook, the point still remains that the global economy is interconnected and the lack of consistency, resilience and transparency in international banking system can cause more cataclysmic crisis' (Deed 2011).This may be why the PAR, in compliance with Basel Committee on Banking Supervision has insider a move to Basel Ill with an attempt to minimize or eliminate the impact financial crisis' having on banks . Despite its full introduction in 2008, Basel II has been guiding investment decisions amongst international banks since its publication in 2004 (All 2009). All (2009) claims that regulatory framework of Basel II was the core cause of SGF and thus, Basel II was the catalyst that allowed the banks to take on excessive leverage.According to All (2009, p. 7), the quantitative Impact research (CIA) conducted by the Basel Committee shows that big financial organizations were bled to increase their capital for profitable use as they experienced capital reduction by using the ‘Advanced internal rating-based approach' and their smaller competitors experienced an increase in capital requirements by using standardized approach to calculating capital adequacy.The Committee on Global Financial System (2012) have supported All's claim as they are currently working towards improvement of measures used to provide a fair and equitable approach to capital adequacy measurements. Therefore, ind icating that the impacts of SGF on the global economy s the only factor that led to move from Basel II to Basel Ill does not paint the whole picture as the shortcomings of Basel II has led the unsustainable economic behavior of international commercial banks that gives light to the question – why the SGF happened to begin with. . 2. Basel Ill (650 words) Follow this margin and Justify paragraph 2. 3. Implications of Basel Ill (rewords) Please send me the links/PDF file of all sources used for reference list. Make sure to cite tables used Examples of cross referencing The prudent banking system in Australia was previously noted (Section 2. 1 . 1).

Close Reading for Audience and Purpose Essays - Communication Design

Close Reading for Audience and Purpose Essays - Communication Design Close Reading for Audience and Purpose Key Terms: Audience: defined as the group of listeners or readers for whom a text or message is intended Purpose: describes the writer's intentions in writing a text, be they to entertain, enlighten, persuade, inform, evaluate, define, instruct, explainor even deceive. Writer's and speakers want to instigate a response from their audience. Context of Interpretation: refers to the factors that can influence a reader of a text, such as time, place, or personal experience. Context of composition: refers to the factors that influence a writer when creating a text, such as time, place, and personal experience. AUDIENCE In order to study the relationship between a text and the context in which it was written, you need to know and understand the concept of audience. Like eavesdropping on a conversation, when analyzing texts for the course you need to "fill in the gaps" and look for what is implied. Texts are neither written nor read in a vacuum. Time and place can influence how and why a text is written and how it is interpreted. In the course you will examine texts where you will feel a distance between yourself and the intended audience (think of picking up a magazine that targets people with completely different interests that your own) When considering audience, think of the following questions: Who was the text written for? How are you part of or different from the target audience? PURPOSE Writers want to create a response in their intended audience. Therefore, every text has a purpose. To determine purpose, ask yourself the following: What is the writer's intention? Why did the writer write the text? CONTEXT OF INTERPRETATION Readers are often influenced by the contexts in which they read. They are affected by their particular circumstances and environment, as well as their personal history. This is known as the context of interpretation The context of interpretation is why you may interpret a text differently from someone else or why you may interpret it differently that the author intended. CONTEXT OF COMPOSITION Writers, just like everyone, are affected by their environment and their personal experiences. Time, race, gender, nationality and family history are a few factors that influence writers. Factors such as these are called the context of composition. As you read you need to be a detective looking for pieces of evidence that reflect the context of composition. These pieces of evidence are called contextual clues. The figure below shows the relationship between the context of composition, the target audience, and the context of interpretation CONTEXT OF COMPOSITION 3363162124968 Time and Place020000 Time and Place 14685265212100344606-20471600 6718585622100 327342535560 Writer020000 Writer 140632216459009359904889500 296227551435 Text020000 Text 11899902159000 9810751676400 1261110106680 Aim of Communication: aka Purpose020000 Aim of Communication: aka Purpose 3455035133350 Time and Place of Target Audience020000 Time and Place of Target Audience344606-20471600 16757658699500 9359904889500 3105150118110 Target Audience020000 Target Audience 13265156413500 981075412750 1255395106045 Reader's Placement of Text020000 Reader's Placement of Text 3452751122918 Your Place and Time00 Your Place and Time 167145210203700344606-20471600 6700345870500 9359904889500 3084616125392 Text020000 Text 13265157048500 14065254381500 3357748160622 You020000 You CONTEXT OF INTERPRETATION