Gift Giving in Thailand

Gift giving in Thailand nowadays is more Westernized than ever and less formality compare to other countries in Asia. In general, gifts are not required but it is appreciated. And as we all know, Thai people is considered as collectivist culture. So when it comes to receiving gift or giving gift, loss of face or making someone lose face is best to avoid. They will not open gift in front of the giver because they don’t want to look greedy or appear disappointed if they don’t like the gift.Instead, they will say thank you and put it aside and open it later after the giver left. Some foreigners especially westerners might feel put off by this reaction but if they wish to create a good relationship with Thai clients or show Thai business people their goodwill. They should follow the procedure. Here are some tips of what foreigners should do and avoid when they give or receive gift from Thai people whether the gift is exchanged at the meeting or give when invited to Thai peo ple home.Don’ts 1) Expensive and â€Å"run-of-the-mill†. Do not offer gift that is obviously expensive and run of mill. If your gift is obviously expensive, it will make the recipient feel uncomfortable and refuse to take it because it might look like you trying to bribe them especially in business context or with government official agencies. And by Run of the mill it means common stuff such as things that the recipient already has or they buy it frequently. Because it can interpret that you are careless. ) Sharp objects or personal stuff. Do not give sharp objects such as knives and scissors, and mirrors, as gifts. If you are involved in business transaction with Thai business people or especially Chinese-Thai business people, you would want to maintain a good relationship with them. By giving those sharp objects, to some people it can imply that you want to sever the relationship. Moreover, do not give personal stuff such as perfume and handkerchief as a gift becaus e it might convey different message to the recipient.And these are things that people usually buy for their love ones. 3) Rip the wrapping paper of the gift. As I mentioned that Thai people will open the gift they receive in private in order to avoid loss of face and this is the rule that foreigners should follow. But if you are invited to open the gift you received in front of the giver, do not rip the wrapping paper of the gift. Because it is consider as being rude and not appreciated the gift. You should carefully remove the wrapping, fold and set aside.Dos 1) Research As I said before that Thailand is consider as collectivist culture where respect for hierarchy and senior is important. Therefore, it is better to know about the social status of the person or the structure of the company you going to give gift to. It will help you a lot in terms of finding the right thing to give. 2) Appropriated gifts Small, inexpensive and thoughtful gifts should be given. You can buy them thing s like chocolate, fruit or flowers.These are also things you could give to the hostess if you are invited to their homes, including brandy/liquor, cake and candy. In business, you should also bring a small gift for anyone who works for you regularly. Give brandy, liquors, books, special food items and desk attire is appropriate gifts. At New Year's it is common to give  gift  baskets  full of tinned fruits, cookies, whisky and other items. These are usually given and received on behalf of a company. 3) Nicely wrapped gift. It is important to wrap the present before you give it to someone or firms.Gifts should be wrapped attractively, since appearance matters than the gift itself. Use bright colors for your  wrapping. Bows and ribbons add to the sense of festivity. Use red wrapping paper if giving a gift to a Chinese Thai because red color represents good fortune. 4) â€Å"Wai† For foreigners simply say Thank you is enough when you received gift from someone. But if yo u want to impress them, Wai is another way to show that your appreciation and respect to Thai culture. 5) Right Hand Always receive and give gift with right hand.

What Is Military Geography?

Long before the history of military being recorded, conflicts among humans existed. There will always be different kind of views, ideology, perspectives, needs and greed in every part of the world. The most crucial moment is, when greed overcomes mind. Authority, territory and fame are the common pursued purposes. From those days onwards, military was founded under circumstances that to expand and to conquer others, to defend and to offend; it has indeed became a very important aspect in building an empire or a nation. Today, speaking about military geography clearly stands for the study on the combination between the knowledge of warfare and the knowledge on earth. In the ancient China, there is a proverb saying that â€Å"anyone who controls/ predicts the weather accurately will conquer the world. † There were a lot of wars or conflicts lost or won because of the geography aspect. It can simply means the weather, terrain, seasons, temperature, water, direction of wind, type of forest and so on so forth. Plenty of examples in the world that show how important is it to master the knowledge of geography and use it in warfare strategy. A very good example will be Vietnam. A small and used to be underdeveloped country defeated two world developed countries, France at first and next the United States of America. During the two wars, the Viet Congs were armed with much outdated weapons compared to the two countries; however, weapon’s technology was not really their strategy in winning but the guerilla tactic. As we can see on the globe, the location of France and USA are different from Vietnam, every aspects regard the geography mentioned above are different. Vietnam has much thicker and damp forests. Besides that, the outsiders are not familiar with the geography of Vietnam, the heavy machineries such as tanks and artilleries cannot be transported well and were lacking of warfare experience in thick forests. A few more examples of how important geography is in military are the two most recent wars, which happened in the Twentieth First Century, Afghanistan War and Gulf War Two. Although the USA won in both wars at the beginning, the failure in convincing and to channel liberal ideology to the locals prove the failure of USA in mastering the human and culture geography. There is another proverb in Chinese says, â€Å"Respects were earned through sincerity, no through force. † The military in both Middle East countries are super high technology and powerful, it still could not stop the ambushes and attacks from the enemies, who are equipped with outdated weapons. The reason behind is, failure in countering the terrain. It is very hard to overcome a person who lives in a mountainous desert, perhaps we can after ten or fifteen years of researches and studies but that will take up millions of dollar just to keep the war going. It is a very highly risky war. Since the ancient time, our ancestors had make use of knowledge in geography to encounter different obstacles, especially weather. Transporting and travelling on air, water or land, all need to depend on weather’s condition. Furthermore, weather had been used as weapons to jeopardize enemies and even now it can be soon created, like the man made rain, has huge potential to be integrated as storm and send it to the enemy’s location. However, another contradicting example was the Japanese Empire military during World War Two. The Japanese had gathered a lot of information, sent and placed their spies in the countries or locations they plan to attack like Pearl Harbor, The Peninsula of Malaya, Manchuria, Southern China, Philippines and Australia. Moreover, the spies had been sent to their locations for years, much long before the World War Two starts. This indicates on how much they value about the local geography to make sure their offensive missions will succeed, other than just collecting enemy’s military information. In the same time, on the other side of the world, the landing date for D-Day mission on Normandy, France had been change a few times due to bad weather. In addition, company of paratroopers were drop far behind enemy line so that they can survey enemy’s activities. All these are not just gathering intelligent information of the enemy but also the local’s weather or terrain that had been altered by the enemy. It is undeniable that geographic information is essential in military warfare tactics. Even in this peaceful time, long before the Gulf War Two and Afghanistan War, USA had already positioned NMD-National Missile Defense, around the world in the allied countries’ land. The reason is simple, to protect USA. But how we determine where to put it? Just right besides the potential enemy. Most recent example, Ukraine-USA-Russia issue on last two years, when USA wanted to install missiles in Ukrainian land. However, USA also has Her missiles standby in Greenland too. All these are of course, to protect the beloved nation-state within a certain perimeter, but where and why they put it there will be more to a geographically questions; because it is strategic. In a nutshell, Geography is the study of the earth. It studies humanization, history, nature, environment, weather; it is like another term for science, but broader. Military Geography will be the study of earth in order with the study of military tactics, so that mistakes, casualties and loses can be lessen.

Crash, and The Forest, The Trees, and The One Thing

The movie Crash tells the story of many seemingly unrelated people who are trying to live their lives in Los Angels, are actually intimately intertwined with each other. The article â€Å"The Forest, the Trees, and the One Thing† elaborates on the theme of interconnectivity by using the analogy of the individual trees, and how they come together to make a forest. Both the movie and the article show how people who are just trying to go about their dally lives affect others In more ways than we realize.The locksmith played by Michael Penn was the easiest to empathic with, because he was one of the only characters who was genuinely a nice person. The scene where he gives his daughter the invisible, impenetrable cloak was easy for most people to empathic with because he was being a good father by making his daughter feel safe. He is one of the most touching characters because even when the Iranian man is yelling at him and treating him badly, he tries to explain to him that the do or needs to be fixed, and not the lock that he keeps requesting.Sandra Bullock's racism visibly disturbs and Insults Michael Penn when he Is fixing her lock, because Sandra Is yelling at her husband that the man ‘†with the jail tattoos† is going to go give their eyes to one of his â€Å"homiest† so they can break in and steal from them. Michael does not say anything though, but he makes sure to leave all of the keys on the counter in front of her when he leaves to show her that she is wrong. Sandra Bullocks character Is a great example of how racial attitudes shape behavior.When Sandra and her husband are walking home from dinner, she Instantly grabs his arm when she sees two black men walking towards them. She Is racist so she immediately assumes that since they are black, they will try to rob them, which coincidentally is exactly what happens. This incident only serves to strengthen her already racist beliefs. When they get home, she is so paranoid that sh e makes her husband get their locks changed, and then wants the locks to be changed again in the morning because the locksmith has tattoos and is Latino.Her racist attitude towards others begins to show Its downfalls when she falls down the stairs at the end of the movie, and her own â€Å"friends† will not take her to the hospital because she is at the spa. Sandra then relies on her Mexican maid, who she regularly berates, to take her to the hospital and make sure she is taken care of. Sandra realizes that her aid is the only one who was there for her, and that her maid is her only real friend. Matt Dillon plays a bitter, racist cop who is teaching his rookie partner the ways of the force.The last thing that he says to his rookie partner Is ‘Walt until you've been on the Job a few more years. Walt until you've been doing It a little bit longer. † Dillon is implying that after a few years, Ryan Philippe will start to see the trends that eventually lead to more bla ck men being arrested than white men. This trend comes from racist cops who believe that black people are criminals, and it reinforces their life because they keep arresting black people. Dillon also blames the black supervisor at his fathers HOMO for not providing adequate treatment for his father.He thinks that she only has the Job because she Is black and he thinks that a more lady to get the Job. Ludicrous' character is a stereotypical black criminal in LA who has vowed to only steal from white people. When he hits an Asian man in the street, he wanted to Just leave him to die, but his friend made sure that they dropped him off at a hospital. In the beginning of the movie, he complains to his friend that everyone else thinks that hey have him figured out because he's black, especially when Sandra Bullock grabs her husband's arm. He then proceeds to steal Sander's car and prove that she was right to be scared.Ludicrous then breaks his one promise, to never steal from another blac k man, when he tries to carjack the Movie Director Cameron. After Cameron has the standoff with the police and he is let go with a warning, he drops off Ludicrous at a corner and tells him Mimi embarrass me. You embarrass yourself. † Ludicrous then commits what is probably the most morally correct act of his life by saving the updated Chinese people that he found in the back of a van that he had stolen. The last character that I am analyzing is Ryan Philippe, the rookie cop.When his partner Matt Dillon pulls over the black couple, he feels uneasy because he can see the racial motivation that his partner has for pulling him over. He is beginning to see â€Å"the real world† that is not sugar coated. When he requests to be moved to a solo car because he does not like how his partner is racist, the Chief tells him that he needs a better reason. He begins to realize that most people won't personally care about him, and that they only care about themselves. He is becoming aw are that it is a dog eat dog world, and he needs to learn in order to survive.The article â€Å"The Forest, the Trees, and the One Thing† and the movie Crash are both great examples of connectivity. In Crash, all of the characters affect each other in one way or another, and â€Å"The Forest, the Trees, and the One Thing† shows us, the readers, how we may affect more people than we think. The article tells us about the Forest, which is society, is made up of a multitude of trees, or individual people, and the One Thing that makes the Trees a Forest, is the One Thing, which is the interactions are connections between the Trees, between the individual people.This is also shown in the movie because of the many different interactions between all of the characters and how they unknowingly influence each other. The idea interactions and connectivity is expressed in â€Å"The Forest, the Trees, and the One Thing† is shown when the author says â€Å"The choices we make as individuals matter beyond our loves more than we can imagine†. The author also elaborates on the effects of racism in a society giving examples such as â€Å"When the subject of race and racism come up, white people often withdraw into silence as if paralyzed by guilt†.The character played by Ludicrous also expresses feeling similar to this when he talks to his friend about how everyone thinks that they know him and â€Å"type†. As humans we think of most things as a collection of parts that function together in order to do things that each part would be unable to do on its own. We think of families as individual people, the mother, father, daughter, son, sister, brother, and their relationships with each other is what makes them a family. If this is the way that we think of things and comprehend them, then we can think of society in that way as well, Just with more people, more trees.We begin to think about the relationships that we normally overlook, such a s the cashier at the Cutbacks that you make small talk with while you we realize how much of an impact we have on other people with Just these little interactions, we realize that all of us play a large role in the big family that we call society. In the forest, little trees can be protected from storms under the canopy of larger trees, or the larger tree can slowly kill the smaller trees by not letting enough sunlight through. Without realizing it, everyone influences everyone, and that, is the one thing that makes Just a bunch of trees, a forest.

Challenges Faced in the search for the History of crime and punishment Essay

Challenges Faced in the search for the History of crime and punishment in England and Wales - Essay Example To understand this, they have to deal with a great deal of criminal records. These criminal records vary in the nature of punishment administered for various crimes during different times in history. Another problem experienced by these researcher is that there is a lot of information on paper records about the nature of crime and punishment in England and Wales more than information in the internet. They have to scrutinise large records of information about crime administered for various cases. These records may include prison registers, petitions for clemency, judges report and other report from criminal justice agents. Researchers have to understand various circumstances that led to change in the history of these societies. They have to pay attention to civilisation, industrialisation and the growth of population. Also, some cases that form precedents are unique in their own way. The decision by a judge is sometimes influenced by circumstances that were only relevant during that time. Therefore, these individuals have to understand this aspect as they were in history. For example, the criminal responsibility age in both Wales and England is 10 years. However, the 1993 case of Jamie Bulger entailed a child being taken to an adult court in Liverpool. Criminological theories help researchers to understand various change in the perception of crime and punishment by the criminal Justice system in both England and Wales. For example the social learning theory helps to understand the history of crime in both jurisdictions since criminal records have shown that individuals brought up in environments prone to crime have a higher tendency of committing crime. In both areas, criminal activities that have been reinforced frequently and punished infrequently have been found to occur again and again. For example, alcohol abuse among minors, school truancy and gambling are more often since they have been found to be infrequently punished(Hostettler p. 100). The proponents of radical criminology argue that criminal act are socially constructed and there is not act which is immoral or criminal without being defined by the society. This theory proposes that wealth should also be distributed equally in the society to eradicate crime. It may be used to help understand why crime in both England and Wales is by both the rich and the poor. The nature of punishment varies depending on the circumstances surrounding the crime. Foucault’ opinion and crime and punishment were passionate and placed a lot of emphasis on punishing people less and doing it better. Foucault’s opinions on crime and punishment assist learners to understand the evolution of crime and punishment and the evolution of prisons. His theoretical position has enabled people to understand the history of crime and punishment in England and Wales in the sense that prisons from the past in both England and Wales have not reduced crime in the society. To understand the history of crime and punishment, the element of repeat offending ( recidivism) that was coined by this scholar as a consequence of Imprisonment has to be taken into consideration. There may be minimal records to how this element of crimes that have occurred in both England and Wales. The survival of records about crimes of the past in both England and Wales is also a challenge for individuals intending to unearth history of crime in these two places. Record keeping of the criminal Justice agents was not as good as it is today since technology has made things easier and information more accessible to researchers . Also,

What do you perceive to be the main benefits and criticisms of RCT Essay

What do you perceive to be the main benefits and criticisms of RCT - Essay Example The RCT facilitates research and development of new clinical interventions and contribute towards the enhancing of medical knowledge. RCT is highly relevant in the present time of advancing medical science that encourage researchers in their effort to discover new models of methods and medicines to reduce pain and find cure for diseases. It is most efficient way of validating the effective outcome of new clinical intervention. The most important criticism is that RCT treat human beings as guinea pigs who may experience adverse impact that may be or may not be fatal. Hence, RCTs endanger one’s life. RCTs are also criticized because even with consent, they are ethically wrong to put someone’s life at stake because people who receive the clinical intervention are expected to experience a particular type of change in some physiological dimension. RCT is also not feasible or appropriate in some cases like cancer screening where the impact is visible only after a long period of

Progress paper Essay Example | Topics and Well Written Essays - 1000 words

Progress paper - Essay Example Also, the project is worth undertaking given the huge potential that it has. Thus the E-coin project will be well out thought venture for Goldman Sachs given the numerous investments. Moreover, the internet usage of E-coin continues to show a tremendous sign of growing over the past few years. The return for Goldman to investment in E-coin is invaluable if E-coin becomes one of the most popular online payment systems. Strategy on putting the advert about E-coin technology that Goldman seeks to introduce was crafted. This involved how the technology would be advertised. In doing this, some of the reputable media organizations were approached to do the advert. The department involved in executing this task was the marketing department. The advert was to be done in a full-page paper in magazines as well as through TV adverts and radio adverts. Further, also, negotiations were done with the supplier companies that would be tasked with the production of the technology. The negotiations entailed a meeting at the company headquarters where resolutions were arrived at. Among others, the resolutions included the manner in which the technology would be secured and made easy to use, that is, user friendly. The down payments for the technology were done. Further, an agreement was made that the IT team from Goldman Sachs would work collaboratively with the company’s IT team. The work at this stage is more of transition work that I am doing to ensure that Goldman Sachs properly adopts the E-coin payment system. At this stage, we have acquired a number of equipment to see the adoption and implementation of technology. We are bringing experts also on board at this stage so as to implement the technology successfully. Therefore, lots of resources are bing deployed at this stage to ensure successful execution of task. Deploying resources means that we

Sex, Lies and Communication Essay Example | Topics and Well Written Essays - 750 words

Sex, Lies and Communication - Essay Example This paper will further explore Tannen’s theory, analyzing it, and make a stand either for or against her theory. I agree with Tannen’s theory. First and foremost, she sets forth that intimacy for women holds relationships together and talking forges this intimacy. For men however, intimacy or bonding is formed by doing things together, not so much in talking with each other. I often observe this to be true in my own circle of friends. My women friends and I usually bond over a cup of coffee while talking about anything and everything. On the other hand, I often observe our male friends bonding over a game of basketball at the gym or at the park, or while watching a game of football. Women find a lot of comfort by sharing their feelings with each other, and they bring this expectation in their relationships with men. I have heard my mother tell my father that they need to talk; and I have rarely, if at all, heard my own father speak those same lines to my mother. At some point in a relationship, women feel that compelling urge to talk about what is going on between them in order to put t hings into perspective. But I have observed that men are reluctant to engage in serious conversation about what is going on in the relationship. And when they are finally asked to talk about things, they cannot do so in much the same way as women do. My girlfriends and I usually talk by facing each other; we are usually not doing anything else to distract us from talking with each other. We stop whatever it is we are doing to listen to the other person properly. On the other hand, I rarely see men engage in face to face conversations with each other. Their conversations are often done while they are doing something; and even when they are seated and talking to each other, they do not actually face each other. Instead, they are

Analysis of John Adams Quincys Quote about a Leader Essay - 16

Analysis of John Adams Quincys Quote about a Leader - Essay Example In the contemporary work settings, what fails most of the businesses is not lack of finances or assets. It is the lack of an effective leader who can inspire the followers to visualize success and lead them through as they pursue the company’s goals and objectives. John Adams’ Quincy’s quote indicated above touches on the core of leadership; inspiration. As Adair (2009) puts it, to lead effectively is not just to be at the forefront. Good leadership is evaluated based on various parameters including the ability to inspire and bring out the best from the followers. Quincy says to become a leader one must be able to inspire other people to dream more; to imagine great things. A good leader stimulates their team to set goals and objectives that may sound ridiculous. The leader should instil confidence and a sense of belief amongst the followers. This makes the team develop the resilience that no matter what challenges they go through, they never lose focus and determination on their set goal. For example, in a situation where workers have virtually no substantial plans other than working for the company in the same capacity for years, a Human Resource Manager (leader) may inspire such staffs not only through the words they speak but also actions. In the end, the staff may feel rejuvenated after they are challenged to seek for more out of their lives (Northouse, 2010). Consequently, Quincy talks about learning as an art of demonstrating leadership. A learner is both a learner and a teacher. The behavioral theory of leadership maintains that leadership is as a result of behavior learning. The theory posits that good leaders can be trained and inspired by their mentors (Hoffmann, 2007). The behavioral theory bases its arguments on the ability of humans to learn through observation, hearing or even modelling. This means that leaders can be a source through which followers retrieve skills and knowledge of how to do or how not to do. An influential person with a strong ego is likely to influence learning and behavior change than others.

Are alternative energy sources the answer to ending human dependence Assignment

Are alternative energy sources the answer to ending human dependence on oil - Assignment Example There are numerous forms of energy such as geothermal, solar, fossil fuels, biomass, nuclear, and wind energy among others. Of all the forms of energy, human beings have tended to depend mostly on oil for their energy uses. Enerdata (2011) notes, oil is the most popular and dominant form of energy in recent times constituting over 60% when combined with coal. With the increasing energy consumption, dependency on oil increases. It is this increase that has raised concerns among environmental activists and other persons and institutions who are concerned with sustainable environment. Their concerns are informed by the fact that oil as a source of energy has limited capacity and cannot be relied upon to sustain the energy needs of the present and future generations. The other major concern is the fact that oil energy has adverse effects to the environment and has greatly contributed to the global warming phenomenon which is undermining the very existence of human life (Boyle, 2004). It is against this background that the need for alternative energy sources has heightened. Alternative energy sources are necessary in order to substitute oil energy as the major source of energy hence reducing dependency on it. Alternative energy sources will provide large amount of power which will be essential in meeting the energy needs of the world’s growing population. Alternative energy sources are the answer to ending human dependence on oil. Indeed, oil is the dominant energy source across the world presently. It is a non- renewable source of energy. It is a natural resource present in some parts of the world and has numerous applications. Despite having negative effects to the environment, oil is considered as one of the most efficient source of energy. However, due to immense consumption the resource is getting scarce. According to World Energy Outlook (2010), oil energy dominance as a source of energy cannot be disputed and has many uses in industries, automobiles, p lanes, and homes. Production of electricity in most instances relies on oil to run stream turbines. Cars, tractors, buses, and industrial machineries all depend on oil. Also, production of industrial products that are consumed by people is facilitated in great part by oil energy. In a nutshell, oil energy is intertwined to survival of the human race. However, this does not mean that oil energy has no substitutes (Tester et al, 2005). In order to understand oil energy and the importance of alternative to reduce dependency on it, it is important to understand the types of oil energy. They include; petrol, ethane, diesel, gasoline, liquefied petroleum gas, fuel oil, gasoline, kerosene, and fuel oil. Vital lubricants used in machineries and automobiles are also considered as oil products. All these types of oil and oil products play crucial role in making human life better and easier through increasing efficiency of machines and equipments. Despite the usefulness and many applications o f oil energy in the world, it is agreeable especially among ‘environmental conscious’ persons that oil energy have immense adverse effects to the environment and there is need to substitute it with alternative energy sources in order to reduce dependency on it. Turk and Bensel (2011) argue that oil energy is contributing to environmental degradation in numerous ways.

Questions Assignment Example | Topics and Well Written Essays - 1250 words

Questions - Assignment Example (a) ÊÆ' [√expiÐ ¤]2dÐ ¤= ÊÆ', assuming spherical nature of the light atom, we use spherical polar coordinates, x=rsinÃ" ©cosÃ' ¨, y=rsinÃ" ©sinÃ' ¨, z=rcosÃ" ©, dÐ ¤=r2sinÃ" ©drdÃ" ©dÃ' ¨, where r= 0 to∞, Ã" ©= 0 to ∠, Ã' ¨= 0 to ∠, 6. for harmonic oscillator, zero point energy = potential energy, given by V(x)=0.5kf x2. From relation F=ke and that F=ma, But each mass has extension of = 0.03448m, hence for combination of two masses, total extension= 0.03445/2=0.01724m. here the gravitational intensity is assumed to be 10N/Kg. hence V(x)= 0.5Ãâ€"725Ãâ€"0.0003= 0.10875J. Comparing with thermal energy at 298K, i.e 4.11Ãâ€"10-21J, the zero point energy is greater showing that the population of particles in the energy level with similar amount of energy as zero point energy is very minimal. 8. (a) Assume the potential for bond breaking is harmonic, then V(x)= 0.5kfx2 where kf= force constant and x is extension of the bond from equilibrium position. Therefore, 0.5kfx2= Vm(x), thus 0.5kfx2= De[1-exp(-ax)]2, but De=7.70Ãâ€"10-19J, kf=412N/M, therefore kf= which can be expressed as

Law Relating to Murder Essay Example | Topics and Well Written Essays - 2500 words

Law Relating to Murder - Essay Example The actus reus of Murder therefore requires that the defendant should have caused the death of the victim through an act of his/her own. Death should be caused within the Queen's peace and three years of the act of the defendant. In this question the defendant Zak has killed Julie. Murder is a consequence crime and therefore accordingly requires causation to be proved in order for the actus reus of murder to be proved. It is in essence proving that it was the act of the defendant that caused the death of the victim. Causation is a 2-stage test and requires firstly causation in fact. The test for causation in fact is the 'But for test' (but for the act of the defendant, would the victim still have suffered the consequences and if not then there is causation in fact). The element that has to be proved is that it was the act of the defendant that put the victim in a certain setting; in which he would not have been but for the act of the defendant. In this instance it is not difficult to prove causation in fact, as had it not been the act of Zak, Julie would not have died. Once causation in fact is proved the second test of causation has to be satisfied. The second stage of the causation test is causation in law. ... In this question it seems that in relation to death of Julie there is causation in law as the act of Zak was the operative and substantial cause of Julie's death. Neither had the act of Zak exhausted its effect and further it was also the significant and sole cause of Julie's death. It seems therefore that the actus reus of the offence of murder is proved as Julie dies in the fire and the place of his death is within the Queen's peace. Mens rea for the Murder or the lack thereof This takes us to the next issue in the question, whether Zak had the requisite mens rea for murder. The mens rea for murder is intention to kill (express malice) or cause grievous bodily harm (implied malice). Traditionally the mens rea for murder is called "malice aforethought". In Smith & Hogan Criminal Law 9th Edition malice aforethought has been defined as: 'a mere arbitrary symbol for the 'malice' may have in it nothing really malicious; and need never be really ' aforethought'. Therefore the requirement today is that the defendant should have intended either death or grievous bodily harm as a result of his/her act. Malice aforethought is generally taken to mean that the defendant should have intention to bring about either of those two consequences. Intention can be defined as the either the purpose of the defendant's act or even if it not the purpose of the defendant's act, intention can be inferred from certain subjective foresight on part of the defendant. In other words if the defendant realizes that the consequences are virtually certain as a result of his act then the courts can hold that the defendant intended the consequences as a result of his act. The problem here is that Mens Rea for this murder seems doubtful as it has been stated in the question.

Background information on Jo Malone London Essay Example for Free

Background information on Jo Malone London Essay 1.1 JO MALONE LONDON Jo Malone London was originally founded by Joanne Lesley Malone, in her kitchen in 1983. She is a British perfumer and is particularly known for her scented candles. Joanne Lesley Malone had severe dyslexia and left school without any qualifications that, however, did not stop her from creating the company with her mother Eileen. In her early twenties, Joanne Lesley Malone followed in her mother’s footsteps and became a facialist. Unable to afford her own workspace at that time, Joanne Lesley Malone had to work out of her apartment. As her business grew, Joanne Lesley Malone came up with the idea of gifting her clients a small token of appreciation and came up with her very first concoction â€Å"Nutmeg and Ginger’ by mixing batches of bath oil on her stove. Her clients loved it and went back to her to purchase more of her products which made her business grew. Despite having no substantial training, Joanne Lesley Malone began making perfumes as well. Most fragrances would have a complex blend of light, medium and heavy notes, Joanne Lesley Malone’s scents only had one or two notes. After the fledging business took off, Joanne Lesley Malone and her husband found and renovated a London retail space, that became the site of her eponymously named store. Lines of customers formed down when Jo Malone London opened its first outlet at 154 Walton Street, London in 1994. Jo Malone London became popular after Joanne Lesley Malone made an appearance on The Oprah Winfrey Show. In 1999, Joanne Lesley Malone launched her flagship store in London’s Sloane Street. In the same year, although initially reluctant to give up a company no matter what the price, Joanne Lesley Malone eventually sold Jo Malone London to Està ©e Lauder. Joanne Lesley Malone continued to work for the brand as the creative director until 2006, where she sold the company to Està ©e Lauder in its entirety and was barred from creating a new fragrance or skincare line for 5 years due to a non-compete agreement. 1.2 HIERARCHY DESCRIPTION OF LEARNING EXPERIENCE 2.1 JOB RESPONSIBILITIES: DEMONSTRATE THE ABILITY TO PROVIDE INSPIRATIONAL, AUTHENTIC AND PERSONALIZED CUSTOMER SERVICE / IDENTIFYING CUSTOMERS’ NEEDS: Every customer has different needs and wants when they step into the store. As every customer has different preferences, it is essential to personalize the experiences for different customers. To find out what the customers are looking for, we need to ask TED questions. Through the answers the customers give, we will have better insights and understanding about what they are looking for. PROVIDING INFORMATION ON PRODUCTS / EDUCATING CUSTOMERS: Fragrances: As important as sales is, educating the customers is equally crucial. What makes Jo Malone’s colognes so unique is that it is light so it can be layered. They are good on its own but when layered, you will get truly individual effects. Therefore, customers can come up with their own bespoke scents. Candles and diffusers: For every customer that buys the candles and diffusers, our job is to teach them how to use the products. For candles, the customers can only burn for up to four hours and then extinguish it and after burning, the wick of the candle must be trimmed to prevent the candle from tunneling. ASSIST IN DAILY RETAIL OPERATION: Co-ordinate and check merchandise on display: Except for the testers, the products on display are not displayed pieces but actual selling stocks. In Jo Malone London ION Orchard, it often gets busy and customers are always rushing in this fast-paced city so we often do not take the stocks from the cabinets and just sell the products on display instead.During our free time, we will replenish the merchandise on display. By doing so, it would also minimize external theft as we would be able to immediately realize that the product is missing and then report to our superiors and request for them to check the surveillance cameras. By coordinating and checking the merchandise on display, we will also have better insights on approximately how much of each product needs to be reordered. Handle exchanges of merchandise: A lot of the customers that comes to Jo Malone London are customers that are looking for gifts for their family, friends or loved ones. They often do not know what to buy and often purchase the options between our recommendations.To successfully close these deals and not let our potential customers slip out of our hands, we would persuade them to buy by letting them know that we will issue them a sales memo so that the receiver may bring the unused products to exchange for something they like should they not like the gift. DISPLAY PROFESSIONAL IMAGE AND ETIQUETTE: In Jo Malone London, we are required to wear our uniforms, wear formal footwear and put on our aprons and name tags once we are on the sales floor. Grooming is of great importance as it will not only portray our professionalism, our customers will also place their trust in our recommendations when they see how well-dressed we are. What we say to them will seem more professional and convincible to them too. Other than attire-wise, makeup is also required as it would add colors to our face making us look more refreshed and it will also positively affect the perception people has on us. PERFORM DAILY HOUSEKEEPING: As our store is an open layout store with no automatic doors that opens and closes when a customer walks in and out, there is a lot of dust in the store. What adds to this issue is that we have many spotlights in the store which makes the dust a lot more visible. Therefore, it is essential that we wipe the shelves and the tables every morning. On Sunday mornings, we would wipe all products, shelves, and tables. I do not wipe the shelves and tables, it would make our store look dusty, deserted and unsanitary. 2.2 GOOD OR BAD MOMENTS EXPERIENCED GOOD: Seeing the reactions of my customers when I tell them that I am merely an intern. After a few days of the internship, I feel more confident with the amount of knowledge I have which really played a huge part in my ability to persuade customers to purchase. BAD: During our orientation, we were thought to ask TED questions. And then further suggest scents or products to customers based on our insights. But there often are customers that ask what the best sellers are when they step foot in. What makes this situation tricky is the customers because what may be the bestseller may not be what they like. â€Å"May I know what kind of scents you like, miss? Because what may be the bestseller may not be what you would like† would earn me some glares and angry customers that would stomp off. I often encounter such customers and as much as I want to stay unaffected, I really am. 2.3 COLLEAGUES, I HAVE WORKED WITH Stella (Assistant Boutique Manager) Shieh Ling (Senior Stylist, Second In-Charge) Siew Fong (Senior Stylist) Daryl (Senior Stylist) Cheryl (Stylist) Victoria (Intern converted to part-time) Jasmine (Part-timer) Jamie (Part-timer) Sim (Previous stylist) Ivor (Previous part-timer) Ryan (previous part-timer) REFLECTION ON THE LEARNING EXPERIENCE 3.1 THOUGHTS ABOUT THE INTERNSHIP 3.2 POSITIVE OR NEGATIVE THOUGHTS 3.3 WHAT I LEARNT 3.4 SIGNIFICANT LESSONS LEARNT REFERENCES: https://en.wikipedia.org/wiki/Jo_Malone_London APPENDIX

Education in Freedom Writers

Education in Freedom Writers Foundations of Education Film Critique – Freedom Writers Historically, concepts such as curriculum, syllabus, lesson plan, educational objectives have been all-important words in education. These concepts do not exist in a vacuum. Teaching and learning are often affected by social, political, economic, and historical factors that are not accounted for in the formal curriculum. The film Freedom Writers explores some of these factors from the vantage point of Ms. Gruwell, an inexperienced middle class Caucasian female teacher at an integrated school, Woodrow Wilson Classical High School inLong Beach, California. The film is set in the racially charged atmosphere of 1994, less than two years after the Los Angeles riots sparked by the acquittal of the Caucasian officers who were caught on camera brutalizing Rodney King, an African American. Her group of racially diverse at risk students are unflatteringly labeled â€Å"unteachables†. Before she can teach basic concepts in poetry, however, Ms. Gruwell has to contend with and overcome the racial stereotypes, low teacher and student expectations, poor discipline, socioeconomic restraints, and myopic bureaucratic policy that have resulted in her students’ negative attitude to their teachers, school, the educational system, and life in general. They believe that their educational boundaries are limited, that their teachers are not invested in them, and that school is merely another prison to which they are assigned during the day to fight the undeclared war. Both teachers and students believe that the students are hopeless and that attempts to teach them using the formal curriculum is an exercise in futility. This paper explores how certain factors external to the educational institutions—racial stereotypes, low teacher and student expectation, poor discipline, socioeconomic and historical restraints, and myopic political policy—affect the educational process as portrayed in Freedom Writers. Initially, Ms. Gruell tried an ineffective teacher dominated, teacher centered approach to educating her students. Try as she might, however, she could not get the students interested in her lessons. The students regarded her as an outsider and that she had to gain their respect before they would give them hers and allow her to teach them. Ms. G was forced to revise her teaching style and strategies to reach her students. Eventually she expelled the curriculum and simply listened to her students. Her wisdom was in recognizing that she had to connect with them and to understand that they had needs that had to be acknowledged and barriers that had to be demolished before they would be taught. She assigned materials about minorities and discrimination that they could relate to including The Diary of Anne Frankand Elie Wiesel’sNight. She empowered them with words by giving them diaries in which they could write their own stories. She devised activities and field trips to help them learn respect and tolerance of one another. The student listened to guest speakers, and conducted a field trip to the United States Holocaust Memorial Museum so they could experience racism, intolerance, death and injustice in a new context. She was even able to raise funds for class projects and outings. Once she had gotten their interest, Ms. G relentlessly built on themes that which was familiar her students. In so doing, she achieves what thus far had been seemingly impossible: getting her students interested in reading education. Ms. Gruwell’s pedagogical style evolved to resemble the Inquiry Approach. Inquiry is a student-centered pedagogical model which is based on the idea that teaching and learning are enhanced when students are active agents in the teaching and learning process. Teaching is most effective when students are not just passively digesting arbitrary information, but are engaged in the actual construction of diverse, relevant, and real world knowledge. Thus, the very nature of the Inquiry Approach means that it is highly effective framework for catering to students’ different learning styles and for facilitating the management of challenging curricula. The learning sequence is based on concepts that facilitate effective learning rather than arbitrary classroom activities: tackling real-world questions, issues and controversies, developing questioning, research and communication skills, and solving problems or creating solutions. Schema activation, articulating novel methods of pr ocessing ideas, drawing ideas and generating new ideas from experiences, conducting independent research are important to Inquiry. Inquiry is authentic: lessons and content are focused on authentic, relevant ideas that students are actually interested in. This is the ultimate genius of the Inquiry Approach: the deep understanding of self-generated content in an authentic context which extends beyond the classroom. While Ms. G might have opted simply to teach the established curriculum, she instead opted to teach the students in the way they needed to be taught. One of the important themes of Freedom Writers is that teaching and learning do not take place in a vacuum. Rather, the classroom is a microcosm of the larger society where a host of social, historical, political and economic factors converge in the classroom and directly impinge on the education process. This plethora of factors influence the educational process and how effectively a teacher can teach. Political agents included the school administration and the Board of Education; all cogs in a system designed to suppress the advancement of minorities. The callous label of â€Å"unteachable† placed on the students only exacerbates the sense of oppression these disenfranchised minority students feel. The school serves as microcosm of the larger society where oppression was even more pervasive and detrimental. Instead of serving as a springboard for the students to self-actualize and escape the bonds of the â€Å"matrix of domination† by challenging them to achieve high standards, it instead institutionalized the same oppression the prevented the students from self-actualizing in the first place. A simple example is the reading list for class. Instead of allowing the students to interact with high quality, challenging reading material such as Shakespeare’s Romeo and Juliet, they students were expected to read a condensed version of the play which was below the re ading standard for their grade. Even worse, the main concern of the head of department, Ms. Margaret Campbell, was that the students would damage the books instead of reading them. She was not concerned with challenging students to reach for high academic accomplishments. She simply fed into the machinery of the â€Å"matrix† where â€Å"unteachable† students continue to perform much more poorly than their Caucasian counterparts. What she fails to realize is that this attitude simply perpetuates the very issue that she complains about. According to Carborne II in Race, Class, and Oppression: Solutions for Active Learning and Literacy in the Classroom. The disadvantage perpetuated by this oppression can influence a student’s motivation to succeed in school, and has been shown to negatively impact academic performance and levels of self-esteem. In many urban school settings, the racial impact of socio-economic status is reflected in the academic performance of minority students in those schools as well as in the sense of hopelessness that often accompanies it. The influence of historical factors and the influence on attitudes to education is clear in Freedom Writers. The film is set in 1994 soon after the 1992 race riots in Los Angeles which were prompted by the televised police brutality of Rodney King. With the single exception of a male Caucasian student, Erin Gruwell’s students are minorities: African-American, Latino, Asian, and Mexican. Traditionally, undereducated, underprivileged and marginalized, these students grew up with a long history of racial, economic, educational, and social inequity. They come from neighborhoods that are traditionally controlled by crime lords, drug kingpins; neighborhoods where drugs, broken families, gang-life and violence are a way of life. Survival dominates their thinking, and most are confident that the will not reach their 18th birthday. The hate the system that warehouses them in integrated school and forgets that they exist. Their primary goal in school is to survive the day. Learning is of secondary importance particularly if the education comes from a Caucasian, the representation of the system that they hate so much. Initially, Ms. G’s students resisted her attempts to educate them, because they had been socialized to think of Caucasians as â€Å"them†: racially oppressive forces that historically have undermine and disenfranchised minority races. The students refuse to or cannot respect her as a teacher or even as a human being because she is one of â€Å"them. They fail to acknowledge the possible positive ramifications of being educated by her. The most damning aspect of this kind of oppressive system is that it is self-perpetuating. Over generations, the oppression has become firmly engrained in the lives of minorities to the point where they internalize and manifest the stereotypes even as they resist them. For example, while Ms. G was genuinely interested in her students, but after years of discrimination and ill treatment, her interest came across as sympathy, or worse pity. Her positive attitude was not accepted at face value. Instead her display of what the students interpreted as what Freire terms â€Å"false charity† was yet another bit of proof that the system was stacked against them. The fact is that she â€Å"needed† to show â€Å"charity† because of the system—her system—put minorities at an unfair economic disadvantage. Economics play a major role in Room 203. Researchers such as Jonathan Kozol (2008) and Berliner (2006) record startling correlations between the achievement gap and which are directly linked to economic prosperity. According to a Trends in Mathematics and Science Study TIMMS (2003), â€Å"American schools with the most wealth possess the highest test scores†. Conversely, American schools with the highest levels of poverty achieve the lowest test scores. Hodgkinson (2008) reports even more startling statistics: the United States has the largest total number of children living below the poverty line. In this demographic, 33% is African while only 14% is Caucasian. Hodgkinson asserts that long term investment from government and non-governmental agencies would be the best way to alleviate the problem of student performance in underperforming schools. Investment like this would have a ripple effect in the larger society by breaking the cycle of poverty. However, the issue is far t oo complex to be solved by a simple injection of financial capital into poor performing schools. A collaborative effort is needed where students, parents, teachers, school administrators, and teachers converge as a single entity to combat this issue. Initially, Ms. G’s students resisted her attempts to educate them, because they had been socialized to think of Caucasians as â€Å"them†: racially oppressive forces that historically have undermine and disenfranchised minority races. Their attitude toward her was based on their previous experiences with â€Å"white teachers† and other privileged members of a racially oppressive system, who do not understand the struggle that they had experienced as minorities: poverty, discrimination, crime, drugs, racism, and death. In fact, for these oppressed students, these individuals are actually part of the machinery designed to perpetually oppress minorities. With her constant smile, her high minded ideals, and her feeble, misguided attempts to save the minority students from their own lives, she fit perfectly the stereotype of â€Å"white privilege†. The author of â€Å"Race, Class, and Oppression: Solutions for Active Learning and Literacy in the Classroom† explains this in terms of a â€Å"matrix of domination† where the achievement gap between minority students and their Caucasian counterparts has led to the marginalization of many students by social class and race†. The students refuse to or cannot respect her as a teacher or even as a human being because she is one of â€Å"them. They fail to acknowledge the possible positive ramifications of being educated by her. The movie provides an in-depth exploration of the complex dynamics of expectations. Historically, low expectations were routinely assigned to lower class or minority populations by teachers and the students themselves. The academic downgrade of Woodrow Wilson High School after integration â€Å"proved† that minorities are not as academically capable as students from other privileged backgrounds. The poor performance was further exacerbated by the students’ lack of discipline which in turn confirmed teachers’ negative attitude and low expectations. Perhaps the worst consequence so such attitudes is that they creates a sense of inferiority in these students who now internalize these low expectations of others now manifest them as low expectations of themselves. Clearly, expectations are a double edged sword. Positive expectations are a major contributor to student success, while negative expectations have the opposite effect. Over the last several decades a number of researchers have shown that irrespective of whether the teacher or students have high or low academic expectations, self-fulfilling prophecies assure that those expectations will be met. The results of a study of 30,000 minority students by Harvard University economist and researcher Ronald F. Ferguson discovered â€Å"the distinct importance of teacher encouragement as a source of motivation of non-White students†. Both Mr. Gelford and Ms. Campbell, and the rest of the staff, had low expectations of the â€Å"unteachables† in Room 203. From the onset, Ms. Campbell indicated that Ms. G’s objectives in her lesson plan were pitched above the students’ ability and advised her to simplify them. She also dismissed the idea that the student should be provi ded with rich, stimulating material. Mr. Gelford refused to entertain the idea that the students would be able to appreciate the novel The Diary of Anne Frank and sneered at the idea that they had the intellectual sophistication to draw parallels between their lives and Anne’s life. Ms. G’s kids were not expected to achieve as much as the students in Mr. Gelford’s advanced class so they were held to a different, albeit lower, standard. The solution for counteracting the damaging effects of low expectations is not merely to dispel low expectations or to declare a belief in high expectation. Teachers must believe that students have to potential for unlimited success. Rosenthal and Jacobson’s 1968 experiment indicated that students showed remarkable academic success simple because their teachers thought they would. Had Erin attended to the advice about the achievement potential of the students in 203 would never have achieved their remarkable academic performance. What drove them to achieve was her simple belief that they were just as capable of the levels of achievement as their Caucasian counterparts. Despite all odds, Ms. G was able to achieve what the two teachers before her had been unable to. She was able to get the students in Room 203 to take an active interest in their own education. Despite all odds, and with great personal sacrifice, she showed the students what it really meant to have an education in an oppressive world. She gave them hope for the future. Once she shifted the focus from her teaching to the students learning, she was able to recognize that the racial stereotypes, low teacher and student expectation, poor discipline, socioeconomic and historical restraints, and limited bureaucratic policy are real restraints that compromise the educational process. The film Freedom Writers inspires me as a teacher. Students today are much more difficult to manage, but as the film shows, management difficulties are rooted in social, economic, political, and historical factors that the students internalize and consciously manifest in ways that compromise them. It takes enormous dedication, patience, and conviction to help students break through whatever constraints the students are struggling with. Ms. Gruwell’s experiences remind me of my first days as a teacher with typed lesson plans and a thousand misconceptions about how students should be taught. Ultimately, we have to understand out roles as facilitators of learning, and more broadly, life. Our jobs—vocation—as teachers is not merely to broadcast facts. Rather it is to educate students in the sense of helping them to gather and construct relevant information that will help them to evolve as creative individual thinkers. Teachers need to find catalysts that generate the fire for learning in their students. We need to strive daily to find creative and revolutionary means to get students to achieve way beyond their wildest expectations. If Ms. G, inexperienced and idealistic as she was, inspired 150 at risk students to persevere and graduate, then so can any teacher. She truly is an inspiration for us all. References Carbone II, S. A. (2010). Race, Class, and Oppression: Solutions for Active Learning and Literacy in the Classroom.Student Pulse,2(01). Retrieved fromhttp://www.studentpulse.com/a?id=113 Laurier. J. (2007). â€Å"Freedom Writers: Truly no child left behind† Retrieved from http://www.wsws.org/en/articles/2007/01/free-j27.html O’Hara, M. (2009). â€Å"Freedom Writers: Their Story Their Words. A Study Guide†. Retrieved from http://www.metromagazine.com.au/freedom/downloads/freedomwriters_sg.pdf Teach for America. (2011). â€Å"Diversity, Community and Achievement†. Retrieved from http://www.teachingasleadership.org/sites/default/files/Related-Readings/DCA_2011.pdf

Customer Based Brand Equity

Customer Based Brand Equity If all Coca Colas assets were destroyed overnight , whoever owned the Coca Cola name would walk into a bank the next morning and get a loan to rebuild everything. VP Corporate Communications, Coca Cola Abstract: The Purpose of this paper is to highlight the major contributions in the process of developing and measuring customer based brand equity (CBBE) models by looking into the contributions of different researchers in this field. From the outset this paper, then, becomes a comparison of different CBBE models. Starting from Aaker (1991) to Keller (2003), it compares four CBBE models. This paper considers Agarwal and Raos (1996) model to be the best suited one for Pakistani environment because it integrates the customers decision making process with customer based brand equity. Introduction: This paper highlights major contributions in the process of understanding different customer based brand equity models. The focus on customer based brand equity is because of three reasons: 1. it allows the assessment of equity at the brand level; 2. researchers in marketing heavily use this concept; and 3. marketing practitioners find this concept of brand equity easier to understand than other brand equity concepts (Agarwal Rao, 1996). Literature Review: A traditional definition of a brand was: the name, associated with one or more items in the product line, which is used to identify the source of character of the item(s) (Kotler, 2000) (p.396). The American Marketing Association (AMA) definition of a brand is a name, term, sign, symbol, or design, or a combination of them, intended to identify the goods and services of one seller or group of sellers and to differentiate them from those of competitors (p. 404). Keller (2003) defines brand as technically speaking, whenever a marketer creates a new name, logo, or symbol for a new product, he or she has created a brand (Keller, 2003) (p. 3). Before the shift in focus towards brands and the brand building process, brands were just another step in the whole process of marketing to sell products. For a long time, the brand has been treated in an off-hand fashion as a part of the product (Urde, 1999) (p. 119). Kotler (2000) mentions branding as a major issue in product strategy (p. 404). Aaker and Joachimsthaler (2000) mention that within the traditional branding model the goal was to build brand image; a tactical element that drives short-term results (Aaker Joachimsthaler, 2000). Kapferer (1997) mentioned that the brand is a sign -therefore external- whose function is to disclose the hidden qualities of the product which are inaccessible to contact (Kapferer, 1997) (p. 28). The brand served to identify a product and to distinguish it from the competition. The challenge today is to create a strong and distinctive image (Kohli Thakor, 1997) (p. 208). Concerning the brand management process as related to the function of a brand as an identifier, Aaker and Joachmisthaler (2000) discuss the traditional branding model where a brand management team was responsible for creating and coordinating the brands management program. In this situation, the brand manager was not high in the companys hierarchy; his focus was the short-term financial results of single brands and single products in single markets. The basic objective was the coordination with the manufacturing and sales departments in order to solve any problem concerning sales and market share. With this strategy the responsibility of the brand was solely the concern of the marketing department (Davis Aaker, 2000). In general, most companies thought that focusing on the latest and greatest advertising campaign meant focusing on the brand (Davis Dunn, 2002). The model itself was tactical and reactive rather than strategic and visionary (Aaker and Joachimsthaler 2000). The brand w as always referred to as a series of tactics and never like strategy (Davis and Dunn 2002). Kapferer (1997) mentions that before the 1980s there was a different approach towards brands. Companies wished to buy a producer of chocolate or pasta: after 1980, they wanted to buy KitKat or Buitoni. This distinction is very important; in the first case firms wish to buy production capacity and in the second they want to buy a place in the mind of the consumer (p. 23). In other words, the shift in focus towards brands began when it was understood that they were something more than mere identifiers. Brands, according to Kapferer (1997) serve eight functions shown in Table 1 below: the first two are mechanical and concern the essence of the brand: to function as a recognized symbol in order to facilitate choice and to gain time (p. 29); the next three are for reducing the perceived risk; and the final three concern the pleasure side of a brand. He adds that brands perform an economic function in the mind of the consumer, the value of the brand comes from its ability to gain an exclus ive, positive and prominent meaning in the minds of a large number of consumers (p. 25). Therefore branding and brand building should focus on developing brand value. Table 1 The Functions of the Brand for the Consumer Function Consumer Benefit Identification To be clearly seen, to make sense of the offer, to quickly identify the sought-after products. Practicality To allow savings of time and energy through identical repurchasing and loyalty. Guarantee To be sure of finding the same quality no matter where or when you buy the product or service. Optimization To be sure of buying the best product in its category, the best performer for a particular purpose. Characterization To have confirmation of your self-image or the image that you present to others. Continuity Satisfaction brought about through familiarity and intimacy with the brand that you have been consuming for years. Hedonistic Satisfaction linked to the attractiveness of the brand, to its logo, to its communication. Ethical Satisfaction linked to the responsible behavior of the brand in its relationship towards society. Adapted from Kapferer (1997) Kapferers view of brand value is monetary, and includes intangible assets. Brands fail to achieve their value-creating potential where managers pursue strategies that are not orientated to maximizing the shareholder value (Doyle, 2001) (p. 267). Four factors combine in the mind of the consumer to determine the perceived value of the brand: brand awareness; the level of perceived quality compared to competitors; the level of confidence, of significance, of empathy, of liking; and the richness and attractiveness of the images conjured up by the brand. In Figure 1 the relationships between the different concepts of brand analysis, according to Kapferer (1997), are summarized. Figure 1 From Brand Assets to Brand Equity Brand Awareness + Image + Perceived Quality + Evocations + Familiarity, liking Brand Assets Brand added value perceived by customers Costs of branding Costs of invested capital Brand financial value (BRAND EQUITY) Kapferer (1997), P 37 Brand Equity Many researchers, while discussing brand building models, have referred to brand equity. Urde (1999) in his model of brand orientation, Aaker and Joachimsthaler (2000) in their model of brand leadership, Davis (2002) in his model of brand asset management, de Chernatony in his model of corporate branding (De Chernatony, 1999), and Kapferer (1997) have discussed brand equity in their respective models of brand building. But what exactly is brand equity? Brand equity, as first defined by Farquhar , is the added value with which a given brand endows a product (Farquhar, 1989) (p.24). Apart from Farquhars first definition of brand equity, other definitions have appeared. According to Lassar, Mittal, and Sharma (1995), brand equity has been examined from a financial perspective (Farquhar, Han, Ijiri, 1991), (Simon Sullivan, 1993), Kapferer 1997, Doyle 2001), and a customer-based perspective ((Keller 1993; (Shocker, Srivastava, Ruekert, 1994); and (Chen, 2001)) (Lassar, Mittal, Sharma, 1995). In other words, financial meaning from the perspective of the value of the brand to the firm, and customer-based meaning the value of the brand for the customer which comes from a marketing decision-making context (Kim, Kim, An, 2003). Brand equity has also been defined as the enhancement in the perceived utility and desirability a brand name confers on a product (Lassar, Mittal and Sharma 1995, p.13). High brand equity is considered to be a competitive advantage since: it implies that firms can charge a premium; there is an increase in customer demand; extending a brand becomes easier; communication campaigns are more effective; there is better trade leverage; margins can be greater; and the company becomes less vulnerable to competition (Bendixen, Bukasa, Abratt, 2004). In other words, high brand equity generates a differential effect, higher brand knowledge, and a larger consumer response (Keller 2003), which normally leads to better brand performance, both from a financial and a customer perspective. Financial value-based techniques extract the brand equity value from the value of the firms other assets (Kim, Kim, and An 2003). Simon and Sullivan (1993) define brand equity as the incremental cash flows which accrue to branded products over and above the cash flows which would result from the sale of unbranded products (p. 29). These authors estimate a firms brand equity by deriving financial market estimates from brand-related profits. Taking the financial market value of a firm as a base, they extract the firms brand equity from the value of the firms other tangible and intangible assets, which results in an estimate based on the firms future cash flows. Along the same line of thought, Doyle (2001) argues that brand equity is reflected by the ability of brands to create value by accelerating growth and enhancing prices. In other words, brands function as an important driver of cash flow. Customer Based Brand Equity (CBBE): Aaker (1991) provided conceptual scheme which link brand equity with various customer response variables. He suggested using repurchase rates, switching costs, level of satisfaction, preference for brand, and perceived quality on various product and service dimensions as potential measures of CBBE (Aaker, 1991). Aaker and Joachimsthaler (2000) define brand equity as brand assets linked to a brands name and symbol that add to, or subtract from, a product or service. According to them, these assets, shown in Figure 2, can be grouped into four dimensions: brand awareness, perceived quality, brand associations, and brand loyalty. Figure 2 Aakers Model of Customer Based Brand Equity Brand Equity Brand Awareness Perceived Quality Brand Associations Brand Loyalty These dimensions have been commonly used and accepted by many researchers (Keller 1993; (Motameni Shahrokhi, 1998); (Yoo Donthu, 2001); Bendixen, Bukasa, and Abratt 2004; Kim, Kim, and An 2003). Brand awareness affects perceptions and taste: people like the familiar and are prepared to ascribe all sorts of good attitudes to items that are familiar to them (Aaker and Joachimsthaler 2000, p. 17). Perceived quality influences brand associations and affects brand profitability. Brand associations are anything that connects the consumer to the brand, including user imagery, product attributes, organizational associations, brand personality, and symbols (p. 17). Brand loyalty is at the heart of brands value. The concept is to strengthen the size and intensity of each loyalty segment (p. 17). The simplest way in which the brand equity can be considered is that it can be understood as the incremental value a brand name grants a product (Srivastava Shocker, 1991). According to Lassar, Mittal and Sharma (1995), brand equity can be configured against five dimensions: 1) performance, 2) value, 3) social image, 4) trustworthiness, and 5) attachment. They agree to the views of Srivastava and Shocker (1991) who believe that customers evaluate brand equity on the basis of two components; 1) brand strength and 2) brand value. Since they believe that the source of brand equity is customer perceptions, as described by Keller (1993), it is important for the managers to be able to measure and track it at the customer level (Keller, 1993). Figure 3 below explains the model. Figure 3 Lassars Model of Customer Based Brand Equity Brand Equity Performance Social Image Value Trustworthiness Attachment Keller (2003) introduced the Customer-Based Brand Equity (CBBE) model, which approaches brand equity form the perspective of the consumer -whether an individual or an organization (Keller 2003, p. 59). The model is based on the premise that the power of a brand lies in what customers have learned, felt, seen and heard about the brand as a result of their experiences over time (p. 59). He defines CBBE as the differential effect that brand knowledge has on consumer response to the marketing of that brand (p. 60), which emerges from two sources: brand awareness and brand image. According to Keller (2003), brand awareness consists of brand recognition -the consumers ability to confirm prior exposure to the brand when given a brand as a cue (p. 67)- and brand recall -the consumers ability to retrieve the brand form memory when given the product category, the needs fulfilled by the category, or a purchase or usage situation as cue (p. 67). On the other hand, brand image is created by marketing programs that link strong, favorable, and unique associations to the brand in the memory (p. 70). These associations are not only controlled by the marketing program, but also through direct experience, brand information, word of mouth, assumptions of the brand itself -name, logo-, or with the brands identification with a certain company, country, distribution channel, person, place or event. The way to build a strong brand, according to the CBBE model, is by following four sequential steps, each one representing a fundamental question that customers ask about brands: 1. Ensuring the identification of the brand with a specific product category or need in the customers mind -who are you? 2. Establishing the meaning of the brand in the customers mind by strategically linking tangible and intangible brand associations with certain properties -what are you? 3. Eliciting customer responses to the brand identification and meaning -what about you? 4. Converting the response into an active, intense and loyal relationship between the customers and the brand -what about you and me? The CBBE model is built by sequentially establishing six brand building blocks with customers (Keller 2003 p. 75), that can be assembled as a brand pyramid, shown in Figure 4. Brand salience relates to the awareness of the brand. Brand performance relates to the satisfaction of customers functional needs. Brand imagery relates to the satisfaction of customers psychological needs. Brand judgments focus on customers opinions based on performance and imagery. Brand feelings are the customers emotional responses and reactions to the brand. Brand resonance is the relationship and level of identification of the customer with a brand. Figure 4 Kellers Model for CBBE Resonance Feelings Judgments Imagery Performance Salience Identity Who are you? Meaning What are you? Response What about you? Relationships What about you and me? Another model of customer based brand equity was presented by Agarwal and Rao (1996), who linked various components of CBBE to examine their convergent validity. To measure CBBE, they used a framework based on the perception-preference-choice paradigm and the hierarchy of effects model of McGuire (McGuire, 1972). This framework measures the stages through which a consumer passes before making a purchase decision (Agarwal Rao, 1996). The hierarchy model for CBBE is shown in figure 5 below. Figure 5 Agarwal and Raos Model for CBBE Awareness Actual Choice Perceptions and Attitudes Preferences Choice Intentions Unaided Recall Familiarity Value of Money Quality of Brand Name Explicit Preference Implicit Preference Likelihood of Buying Past Purchases Current Purchases Customer Based Brand Equity The model suggests appropriate indirect brand equity measures as conceptualized by Aaker (1991) and Keller (1993). These measures can be considered as the sources that can lead toward creation of brand equity. Conclusion: After discussing above four models to measure customer based brand equity (Aaker 1991; Lassar et al 1995; Agarwal and Rao, 1996; Keller, 2003) it is concluded that the model presented by Agarwal and Rao (1996) seems to be more appropriate to fit Pakistani environment. In addition to measuring CBBE, It seems to incorporate recent theoretical advances and managerial in understanding and influencing consumers decision making process. They have also provided a validated instrument (with Cronbachs Alpha above 0.85) to support their model of customer based brand equity.

Autism: A Disorder of Conflicting Causes and Treatments Essay examples

Autism: A Disorder of Conflicting Causes and Treatments Despite its 50 year-old diagnosis, autism is still one of the mostly commonly contracted and rarely treated childhood diseases. Studies suggest that as many as 1 in 500 children may display autistic symptoms. Manifestations of this disability include the stereotypical physical contortions and hand-flapping motions commonly associated with autism, as well as inability to relate to the outside world, limited social skills, lack of concentration, and hypersensitivity to certain stimuli-particularly noise (1). Perceived causes include poor fetal development, genetics, allergies, and a lack of crucial enzymes. Because for many years the disorder was thought to be a result of poor parenting, only recent studies have begun any attempts to identify the causes of childhood autism. Many diagnosis and potential treatments have been tried only by the parents of autistics; undergoing research is still slow and often under-funded. Eric Courchesne (2), a leading scientist whose studies of the cerebellum have opened a new field of belief for the region's potential functions, suggested that autistics have a marked propensity for cerebellar lesions and Purkinje neuron loss, leading to an inability to "rapidly and accurately" change attention from one focus to another, particularly in the areas of visual and auditory stimuli. Dr. Margaret Bauman, (Dept. of Neurology, Harvard Medical School and a child neurologist at Massachusetts General Hospital in Boston), and Dr. Thomas Kemper (Depts. of Neurology, Anatomy, and Pathology, Boston University School of Medicine) have a different hypothesis (3) which nonetheless correlates with Courchesne's theory. They believe that a dysfunctional ne... ...improve concentration and awareness. Rimland suggests using a B-complex vitamin and magnesium to attempt to control some of the more physically apparent symptoms of autism. However, although many websites advocated the use of various vitamins and minerals to treat autism, none portended to have found a cure, or even plausible reasons for the benefits. Although research is still in the beginning stages, and many treatments are mere shots in the dark, autistics and their families continue to hope that cures and qualified treatments are not far-off. There are many available resources including group home projects (10), family support (11), and a wide-range of literature (12), much of it written by survivors themselves. Internet Sources: 1) http://www.autism.org/tunvsn.html 2) http://www.autism.org/limbic.html 3) http://www.autism.org/overview.html#causes

Fallen Angels Essay -- essays research papers

Fallen Angels, by Walter Dean Myers, begins with the introduction of an African American 19-year-old boy who lives in Chicago. Recently he's joined the army and been assigned domestic work as he hoped for due to his bad leg and unreliable strength on it. Then, by accident of paperwork, he was eventually sent to Nam and put directly onto the field. He agreed to wait for his injury profile to catch up with him and that then he could return home. His mother at home is quite worried for him and also for the future of her other younger son Kenny. Life is hard and money is scarce with the absence of the family's father. In Nam, the elder son Perry undergoes many experiences that are permanently damaging to his mental physique and deal with the balance of life and death. As any Vietnam Story, me... Fallen Angels Essay -- essays research papers Fallen Angels, by Walter Dean Myers, begins with the introduction of an African American 19-year-old boy who lives in Chicago. Recently he's joined the army and been assigned domestic work as he hoped for due to his bad leg and unreliable strength on it. Then, by accident of paperwork, he was eventually sent to Nam and put directly onto the field. He agreed to wait for his injury profile to catch up with him and that then he could return home. His mother at home is quite worried for him and also for the future of her other younger son Kenny. Life is hard and money is scarce with the absence of the family's father. In Nam, the elder son Perry undergoes many experiences that are permanently damaging to his mental physique and deal with the balance of life and death. As any Vietnam Story, me...

Reach Out and Touch †Maxine Tynes Essay

1. Each woman on the bus reacts to the child’s actions differently. The  narrator reacts by smiling at the children because she knows that this is neither the first nor the last time this will happen, while the mother of the children reacts by slapping their hands to make them stop touching the woman. 2. A theme statement expressing my interpretation of the main idea in this  poem would be: Children are those who don’t understand the differences between people and in order to accept them, they not only have to see, but also â€Å"to reach out and touch†. An example supporting my statement is â€Å"and touch the curly electric of my hair your fingers dipped in the brown skin magic of my neck to see if it comes off†. Look more: first poem for you  essay 3. The tone and mood of the poem are mysterious at the beginning when it is not clear what is really going on, but kind of uncomfortable at the end when the reader identifies what the children had done and how they have made their mother feel embarrassed from their actions. Maxine Tynes uses imagery, comparison and connotation (â€Å"dipped in the brown skin magic†) to convey this mood and tone. 4. Irony surrounds the â€Å"motherlove† in this poem because a mother’s love means to caress her children with love and affection instead of teaching them morals especially in public places. However, in the poem the mother slaps her kids when she sees them touching the black woman.

Animals Are Better in Zoos

Imagine a powerful tiger drooling through the savanna lands trying to sneak up and attack it’s unsuspecting pray. Tigers are known to be ruthless kings of the wild, but have you ever asked yourself if tigers are better off in captivity or if they are better off in the wild? In other words keeping tigers in zoos is a form of animal cruelty. Animal cruelty can be defined as physical abuse, mental abuse and the quality or condition of being cruel. Over the years many controversial issues have emerged, â€Å"In the wild, tigers live for approximately 14 to 18 years, while in captivity they can live over 19 years†(Satchell).Yes it might be true but tigers in zoos are affected by extreme boredom, lack of appropriate exercise and poor quality of food. In zoos, not only are tigers fed processes meat, â€Å"often still frozen† that is loaded with many preservatives. This is done according to zoos, because its both easy to store and easy to feed. This procedure not only do es it hurt the tigers digestive system but also lacks nutrition and its effectiveness. In zoos tigers are treated like prisoners locked up in cages that only measure in square feet.For example, tigers in the wild typically spend ten hours of the day hunting and â€Å"†¦ monitoring their territory†(San Diego Zoo). However they are unable to perform these activities in zoos and are forced to replace there typical physical activity by pacing through their cages in order to release their energy. As Mckenna from BBC news would say, â€Å"Zoos send the message that it’s acceptable to maintain wild animals in captivity, and this contributes to animal cruelty at roadside zoos and circuses†¦Ã¢â‚¬ (Satchell)Those who support animal rights believe and understand that the harm caused by zoos outweighs the benefits that the facilities may provide. For example, tigers in zoos are anesthetized annually, their teeth are checked, blood is drawn from them and x-rays are take n. â€Å"This procedure may sound like a good practice†¦Ã¢â‚¬ (PETA), but anesthesia is really bad on â€Å"exotic cats†. In zoos â€Å" the big attraction is baby tigers so tigers are bred to death†¦Ã¢â‚¬ (PETA) but if the tiger is not allowed to breed then they put them on birth controls that cause cancer over the years.According to PETA zoo babies are great but what happens when babies grow up? According to PETA, zoos often sell or put tigers to sleep who no longer attract visitors, and those who are sold become laboratories for experiments. Ultimately animals and visitors are the ones who pay the price when we have zoos. One perfect example, is Tatiana the Siberian tiger who escaped her substandard enclosure at the San Francisco Zoo in 2007 and was shot to death after she killed one person and injured two others.A PETA investigation of numerous zoos across the country also revealed that tigers in zoos â€Å"Spend much of their time pacing walking in tight c ircle swaying or rolling their heads and showing other sighs of psychological distress†(PETA) Yes tigers and animals suffer more than neglect and stress in zoos. Yes protecting species from extinction sounds good but zoos officials usually favor exotic or popular animals like tigers and lions who draw more crowds and neglect less popular species.In other word zoos claim to educate people and preserve species but they frequently falls short. In reality there is no evidence that zoos are the most effective place for animals such as tiger to be in and yes all zoos can be compared to all. So next time you see a tiger locked up in a zoo think of animal cruelty because you would not like to be locked up in a prison. In other words zoos teach people that it is acceptable to keep animals in captivity, bored, cramped, lonely and far from their natural homes.

Psych Profile of Kennedy

During one of the most tumultuous times in United States history, our president John F. Kennedy exhibited his decision making style and leadership qualities such as vision, delegation, focus, and ambition. His term was short lived, lasting only two years and ten months, but in that time he made a great impact on the United States and even the world. He was so important because he was a great leader in a time when the United States was in dire need of one. John F. Kennedy’s leadership qualities and decision making style reflected in the ways he responded to such events as The Cuban Missile Crisis and The Bay of Pigs Invasion. John F. Kennedy was a strong president; he showed vision, decision making style, and delegation through his enactment of policies and the decisions he made while he was president. These three aspects of his character provide a framework for how he handled situations. â€Å"'Vision' mobilizes external support for the leader's overarching goals, and charts out a national direction. ‘Decision making style' focuses on the ‘internal', process-oriented aspects of leadership. The Delegation factor assesses what competence and perspectives that will bring input into the decision-making which will carry out the vision. Kennedy was concerned with the national security of the country and did everything he could to ensure the safety of its people. One of the decisions carried out by John F. Kennedy was the Bay of Pigs Invasion. The Bay of Pigs Invasion was an invasion of the Bay of Pigs in Cuba by special CIA trained Cuban exiles in an attempt to overthrow Fidel Castro. The decision was ultimately made by John F. Kennedy and it failed in just a couple of days. Many men had died and others were taken as prisoners of war. Kennedy would eventually have to negotiate for the release of well over 1,000 survivors. The invasion failed for a number of reasons. Kennedy’s Presidential advisory committee made six false assumptions regarding the Bay of Pigs Invasion: no one will know that the United States was responsible for the invasion of Cuba, the Cuban air force does not pose a threat, the Cuban exiles have high morale and are willing to carry out the mission without any support, Castro’s army is weak, the invasion will spark a revolution among people in Cuba, and if the brigade doesn’t succeed then they can retreat to the Escambray Mountains. Kennedy admitted later that he had his doubts about the mission but kept them to himself. â€Å"†How could I have been so stupid?   President John F. Kennedy asked that after the Bay of Pigs fiasco. He called it a â€Å"colossal mistake. †Ã‚  It left him feeling depressed, guilty, bitter, and in tears. One historian later called the Bay of Pigs, â€Å"one of those rare events in history — a perfect failure. â€Å"† So why then, did Kennedy not voic e his concerns? There was an underlying force that was apparent while Kennedy was discussing the invasion with his advisors, it is known as Groupthink. Irving L. Janis wrote a book explaining group think and failures that occurred in history as a result of it, The Bay of Pigs invasion being one of them. Janis describes Groupthink as â€Å"An excessive form of concurrence speaking among members of high prestige, tightly-knit policy making groups. It is excessive to the extent that the group members have come to value the group (and their being part of it) higher than anything else. This causes them to strive for a quick and painless unanimity on the issues that the group has to confront. To preserve the clubby atmosphere, group members suppress personal doubts, silence dissenters, and go along with the general consensus of the group. † This theory of groupthink has affected many groups in history negatively. Had groupthink not been present then the Bay of Pigs Invasion may not have even happened. All it would’ve taken was for the closed mouth president to speak up and voice his opinion about how it could go wrong. Mongar argues that it appeared as though â€Å"Kennedy experienced difficulty separating the administrative and political functions of the presidency, which would have been understandable in view of the fact that the Bay of Pigs was his first important political decision. † As far as the Bay of Pigs is concerned, Kennedy started out as a simple decision maker or foreign policy leader. He would since become a more complex decision maker, using carefulness and strategy to implement policies and decisions. Kennedy later revised his group decision-making process to encourage more dissent and debate. This change would later help to avert a potential nuclear disaster. Even though the Bay of Pigs Invasion turned out to be a complete failure, Kennedy demonstrated that he was ambitious. He was a new president and wanted to start off strong, so given the opportunity to attempt to overthrow Fidel Castro, he took it. This showed in his actions following the invasion as well, for he had to negotiate for the lives of over a thousand survivors or POW’s that were captured during the failed invasion. The psych or individual attributes of any given leader are important in the decision making process. Some situations even encourage leaders to fuse their own attributes with the problems they’re dealing with. The Cuban Missile Crisis can be attributed as being one of those occasions. The Cold War Rivalry had been extremely high between America and the Soviet Union for years. The Cuban Missile Crisis was an event that had the entire world standing in fear and attention. In October of 1962, aerial photos showed Soviet nuclear missile sites that were armed in Cuba. If the program were to continue, their nuclear warheads would be able to reach most of the United States. John F. Kennedy’s first inclination was to launch an air strike to take out the missiles; but upon further speculation and debate with his advisors he concluded that it would be a poor idea, thinking back to the debacle of the Bay of Pigs Invasion. He instead decided to use soft power through negotiations and blockades. Soft power is the use of alternatives to military conflict such as treaties, negotiations, and policies. Kennedy was offended by what he believed were false assurances from Khrushchev that the Soviet Union was only introducing defensive weapons to Cuba as a means to defend the country from a potential attack from America. Kennedy said that the missiles would have to be removed because he did not want it to have a negative effect on the â€Å"global political balance. He took the action of making a quarantine or blockade around Cuba, which was considered an act of war but he did not think that the Soviet Union would launch an attack from a mere blockade. What this meant was that every ship entering or leaving Cuba was to be inspected by the U. S. Navy, mainly for offensive weapons of any kind. The failure that Kennedy faced from the Bay of Pigs Invasion was not something that he was willing to face a second time , especially since in this case it could mean the fate of the world. He was diligent and focused in his plan with the Cuban Missile Crisis. â€Å"†¦Kennedy's succorance need and his obsession for competence: demonstrable expertise. In general, the implementation groups brought together in crisis situations were superior to any the White House has ever known. The indirect effects were largely cognitive, involving the manner in which his operational regulators structured and expectations of his advisers: Kennedy's pessimism about he probability of failure sharpened their sense of professional craftsmanship and dedication to sound judgment; his sense of caution produced a reluctance to act prematurely which usually gave them more time to work; his natural skepticism encouraged them to thoroughly question every conclusion and item of information encountered. † This shows that through Kennedy’s personality traits, he was able to influence the people around him and thus making everything run smoothly. He had a sense of caution and thoroug hness that enabled him and his advisors to handle the situation without any hiccups.

AP Essay: Maria W. Stewart Essay

The Great Missippi In the passage â€Å"Rising Tide: The Great Mississippi Flood of 1927† the author John M. Barry describes elaborately the functions and complexity of the Mississippi River. The author wants to inform the reader about the fascinating characteristic the Mississippi River offers, through a descriptive and informative passage. The author’s fascination of the river is incredible due to the simple, solid facts that are stated. Throughout the passage the author uses many rhetorical devices to amplify his message such as diction, vivid imagery, and simile. The author uses a series of rhetorical devices in the passage such as asyndeton to help communicate his fascination of rivers to the reader. An example of this is â€Å"It generates its own internal forces through its size, its sediment load, its depth, variations in its bottom, its ability to cave in the riverbank and slide sideways for miles, and even tidal influences†¦Ã¢â‚¬  (20-23). This example is very useful to our understanding of rivers because it’s very detailed and rich in in facts. Another rhetorical device the author uses in the passage is the usage of similes. A clear example of this is â€Å"Rather, it moves south in layers and whorls, like an uncoiling rope made up of a multitude of discrete fibers†¦Ã¢â‚¬  (36-38). This is a very interesting example of a simile, simply because it compares two things with very descriptive words and because it gives the reader a more concrete understanding of the rivers strength. It also makes the reader become more engaged and interested to the passage. The last rhetorical device in the passage is the use of vivid imagery. The author uses this powerful device in the passage to amplify and captivate the reader. An example of this is â€Å"Humphreys observed an eddy, running upstream at seven miles an hour and extending half across the river, whirling and foaming†¦Ã¢â‚¬  (47-49). This example helps the reader emphasize the rivers complexity and.

Health promotion Essay

Diversity among individuals, as well as cultures, provides a challenge for nurses when it comes to delivering meaningful health promotion and illness prevention-based education. How do teaching principles, varied learning styles (for both nurses and patients), and teaching methodologies impact the approach to education? How do health care providers overcome differing points of view regarding health promotion and disease prevention? Provide an exampleAccess to health care to obtain a complete physical examination before starting to exercise and the quality of the work or neighborhood environment available for exercise can contribute to success or failure of this objective. This objective is related to other objectives such as nutrition, obesity, and stroke prevention. Additionally, current knowledge about physical activity and specific populations was considered when creating the Healthy People 2020 objectives. Women, low-income populations, Black and Hispanic people, people with disabilities, and those older than age 75 exercise less than do White men with moderate-to-high incomes (U.S. Department of Health and Human Services, 2012). These health disparities can influence the number of people in these groups who develop high cholesterol or high blood pressure measurements, which further increases their risk of heart disease and stroke. Although this objective addresses adults, other objectives address the need for beginning exercise activities at an early age and encouraging young adults to be actively engaged in exercise. How might this objective be adjusted to the needs of an older adult population? (Edelman 7) Edelman, Carole, Elizabeth Kudzma, Carol Mandle. Health Promotion Throughout the Life Span, 8th Edition. Mosby, 2014. VitalBook file.