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This essay would comprise of how Coca-Cola redevelop its marketing mix, Porter’s five forces, as well as the continual advertising of Coca-Cola with the aid of social media as a platform.

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The student is expected to:(A) demonstrate phonological awareness by:(i) producing a series of rhyming words;(ii) recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;(iii) distinguishing between long and short vowel sounds in one-syllable words;(iv) recognizing the change in spoken word when a specified phoneme is added, changed, or removed;(v) blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends;(vi) manipulating phonemes within base words; and(vii) segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends;(B) demonstrate and apply phonetic knowledge by:(i) decoding words in isolation and in context by applying common letter sound correspondences;(ii) decoding words with initial and final consonant blends, digraphs, and trigraphs;(iii) decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables;(iv) using knowledge of base words to decode common compound words and contractions;(v) decoding words with inflectional endings, including -ed, -s, and -es; and(vi) identifying and reading at least 100 high-frequency words from a research-based list;(C) demonstrate and apply spelling knowledge by:(i) spelling words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables;(ii) spelling words with initial and final consonant blends, digraphs, and trigraphs;(iii) spelling words using sound-spelling patterns; and(iv) spelling high-frequency words from a research-based list;(D) demonstrate print awareness by identifying the information that different parts of a book provide;(E) alphabetize a series of words to the first or second letter and use a dictionary to find words; and(F) develop handwriting by printing words, sentences, and answers legibly leaving appropriate spaces between words.(3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary.

Twelve Angry Men Prompts | Let's eat Grandpa

The student is expected to:(A) demonstrate phonological awareness by:(i) producing a series of rhyming words;(ii) distinguishing between long and short vowel sounds in one-syllable and multi-syllable words;(iii) recognizing the change in spoken word when a specified phoneme is added, changed, or removed; and(iv) manipulating phonemes within base words;(B) demonstrate and apply phonetic knowledge by:(i) decoding words with short, long, or variant vowels, trigraphs, and blends;(ii) decoding words with silent letters such as knife and gnat;(iii) decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;(iv) decoding compound words, contractions, and common abbreviations;(v) decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;(vi) decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est; and(vii) identifying and reading high-frequency words from a research-based list;(C) demonstrate and apply spelling knowledge by:(i) spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;(ii) spelling words with silent letters such as knife and gnat;(iii) spelling compound words, contractions, and common abbreviations;(iv) spelling multisyllabic words with multiple sound-spelling patterns;(v) spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word; and(vi) spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est;(D) alphabetize a series of words and use a dictionary or glossary to find words; and(E) develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.(3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary.

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INTRODUCTION The main aim of this Advanced VCE Business project is to produce a detailed report on a medium to large business including such things as descriptions of the businesses objectives, identifying the businesses type of ownership, explaining the work of the functional areas in the business etc.

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