The impact of E-technologies on competition --river isaland Essay

The impact of E-technologies on competition --river isaland - Essay Example The involvement of e-technologies in business activities is reviewed in this paper. Emphasis is given on a particular industry, the clothing industry. The firm River Island, an important competitor in the global clothing industry is used as an example in order to explain the potential value of e-technologies for the clothing industry, especially in regard to the industry’s competitiveness. 2. The impact of e-technologies on competition – River Island 2.1. Impact on consumers The use of e-technologies in business activities has been related to a series of benefits. E-commerce is a term used for showing the network of technologies available to businesses that choose to use Internet for expanding their operations (Morley and Parker 2009). Through e-commerce consumers have a series of benefits: a) they can have access to ‘a higher range of products and vendors’ (Bushry 2005); b) they are able to make their shopping without leaving their home (Bushry 2005); the convenience related to e-commerce has been characterized as one of this scheme’s major advantage; c) as noted above, through e-commerce consumers have access to a high range of products; as a result, the range of prices involved is also high (Bushry 2005); this means that e-commerce offers to consumers the advantage of choosing among products of various prices (Bushry 2005). In addition, through e-commerce consumers are able to compare among products of different prices and identify the products of the desired price (Bushry 2005). The comparison of products in regard to their characteristics and price is one of the most important features of e-commerce (Qin 2009); it seems that due to this feature the popularity of e-commerce as a business tool has been significantly increased the last decade (Qin 2009); d) Another important feature of e-commerce is the following one: because of e-commerce consumers can have access to valuable information in regard to products/ services avail able online (Bushry 2005). This type of information would not be retrieved unless through appropriately customized websites. From this point of view, it could be stated that e-commerce has led to the increase of power of consumers, an issue that is also discussed in the next section. 2.2 Impact on Pricing & Profits The use of e-technologies can highly affect the performance of clothing industry. However, in order to understand the potentials of the industry to increase its competitiveness it would be necessary to present and evaluate the industry’s competitive environment. The Five Forces model of Porter would be used for developing this task. In the context of the above model, the global clothing industry has to face five forces: a) pressures from suppliers; there are specific countries that are involved in the global apparel industry; in fact, China and EU are the industry’s major exporters, Figure 1; still, the industry’s prices are kept at standard levels; t he industry’s suppliers are not expected to press for an increase in price, at least since the number of potential suppliers is high, as indicated in Figure 1 below. Figure 1 – Exports in the apparel industry (Source: Fernandez-Stark, K., Frederick, S. and Gereffi 2011, p.10) b) Consumers; e-commerce has allowed consumers to become more independent in regard to the review and ordering of products/ services

My writing skills Essay Example | Topics and Well Written Essays - 750 words

My writing skills - Essay Example My three essays addressed different audiences, which required me to use different strategies. In my rhetoric essay, I was not precise in my writing. However, I was able to improve on this and my second and third essays were more specific and clear. The different essays have enabled me to improve my vocabulary use and sentence structure. In the different essays, I have had the privilege of addressing different audiences and make use of different writing strategies. This enabled me to realize the effectiveness of different persuasive strategies. In addition, I was able to develop different writing skills distinct to the different audiences. In the Rhetoric essay, I devoted my essay to an academic audience. I focused on analyzing a piece of work by a pronounced author. My rhetoric strategies were considered poor. I could not differentiate the different persuasive styles used in the essay. Moreover, the introduction of the essay was poorly written. Additionally, my thesis was not well st ated. The essay lacked a flow and the ideas were poorly phrased. As I read the essay, I noticed several things that I would change if I had to rewrite the essay again. For example, I did not explain how David Brooks made use of different rhetoric strategies to persuade the audience. My essay just mentioned that Brooks was persuasive without explaining how. However, analyzing David Brooks work was crucial to my writing. I was able to learn the different writing strategies used in persuasive.... The second essay was an argumentative essay. In this essay, it is clear that my writing skills had improved. I was able to state my viewpoint clearly. Additionally, the essay demonstrated excellent debating skills. In this essay, I shared arguments and counterarguments on why companies should start focusing on environmental protection and avoid focusing on economic profits. I ensured that I was open-minded and based my arguments on facts. Although I stated my stand, I ensured that my tone was convincing. For example, I explained the effects of company operations on the environment. I was able to convince the corporate audiences why it is advisable for them to adopt policies that will enable them invest in environment protection. In this essay, I realized that my persuasive strategies had improved. I was able to establish facts and use them to support my arguments. Additionally, I ensured that my arguments were organized in order of their priority, which helped me to build a strong ar gument. Additionally, my conclusions were clear and were based on facts. The third essay focused on why corporation, organizations, and governments should concentrate on cooperation and not competition. The controversy essay enabled me to establish ways of convincing the audience to support my arguments. In this essay, I pinpointed the demerits that arise when organizations adopt competitive strategies. I was able to draw the readers’ attention to the different issues surrounding competition and cooperation. I gave examples of how competition results in elimination of some companies from the market and how this affects the economy. Moreover, I explained how cooperation results into a win-win aftermath resulting in success of both parties. On the other hand, I was

Mating and gender of the clownfish

Mating and gender of the clownfish The Clownfish belongs to the family Pomacentridae, with many species, many belonging to the genus Amphiprion while one belongs to the Premnas genus (Godwin 1994 p 556). The fish has many colors which depend on the species. A symbiotic relationship exists between the fish and the sea anemone that offers protection to the fish due to its stinging nature. On the other hand, the fish protects the sea anemone from harm that could be caused by hard undigested particles through feeding on them. The fish spawn on the sea anemone. A fully grown dominant female may grow to a total length of 11/2 feet, while the small adult Clownfish may be as small as 4 inches. The fish thrive in the warm waters of the tropics (Maddern 1990 p 36). They are mainly found in the salty waters of the Indian Ocean and the Pacific. The excretion from the fish is a major source of nourishment for the sea anemone that absorbs the nutrients emanating from fecal matter. More over, the movements of the Clownfish in the wa ter surrounding the sea anemone, especially when fanning the eggs are significant for water circulation, which is significant for the distribution of nutrients for the nourishment of the sea anemone (Drury 2008 p 63). The Clownfish is covered by a mucus coating around its body which as Wittenrich et al. (2007 p 93) observed are derived from sugars, which is one of the factors that prevents the stinging reaction of the sea anemone as the nematocysts are triggered by the presence of protein based substances in the surrounding. The fish dwell in one sea anemone as a group, which means that several sea anemones will host different groups of fish (Godwin 1994 p 561). In other words one sea anemone is the territory of one small group of fish. Clownfish is one of the aquatic organisms whose sex remains a subject of controversy. It is generally known that the fish is capable of switching its sex. This essay is a critique of the Clownfish mating process and gender changes that occur, as well as an exploration of the different species. Gender Changes The ability to switch sex is one of the aspects that make the fish unique especially the fact that this can happen to any adult fish. Kuwamora Nakashima (1998 p 126) observe that during hatching, the fish are usually one sex, i. e, all males. The dominant male that becomes larger than all the rest during adult stage develops in to a female. None other develops in to a female so long as the dominant female is alive. The fish that follows in terms of size becomes the dominant male, while the rest remain small inactive males (Godwin 1994 p 558). These phenomena lead to the questions as to why only one of them develops in to a female and assumes the normal role female fish. Questions also arise as to why the second largest male does not undergo the same process. However, these changes point at dominance as the major determinant of the sex change. The males that remain are usually inactive and remain at the bottom of the hierarchy that is headed by the dominant female followed by the dominant male. Another interesting phenomenon is in case the dominant female dies. The dominant male undergoes a sex reversal and assumes the role of the dominant female, which starts reproducing. The death of the dominant female leads to a rearrangement of the hierarchy since the largest male in the juvenile group develops in to the dominant male and begins mating. Godwin (1994 p 558) observe that the need to fill the gap left by the reproducing female triggers the degeneration of the male organs and the development of the ovaries from the female ovary cells that remain dormant when the fish is male. This is an indication that even if the Clownfish are hatched with the male sex, there are certain dormant ovarian cells that remain standby until when need arises. There seems to be an interconnection between the physiology of the fish and the social aspects of the group. The social gap created by the death of the female is filled by the mating male; leaving another gap whereby there lacks a dominant male, which on the other hand has to be filled by a male from a lower group of males in the hierarchy. Each group of Clownfish inhabiting a particular sea anemone has got its own hierarchy, and they do not mix. This is an indication of the social bond that exists within the groups whose stability is maintained by all members (Kuwamora Nakashima 1998 p 128). It means that if the reproducing female is alive and functional, no other male regardless of the size can develop in to a female. On the other hand, no fish in the lower group can change sex to become the dominant male while one already exists. In a way, one may infer that it is due to loyalty of the lower groups to the dominant male and female that they do not change their sex or grow to a large size to outdo the fish in the upper level of the hierarchy. This is because they have the capacity to become larger and change their sex, but they do not. Maddern (1990 p 36) notes that each fish has to ensure that its body mass remain lower by a quarter of the average weight of the dominant fish, or else it may be ejected out of the grou p. This has enabled the fish to avoid any impending conflicts that may arise between the dominant group and the lower group. However, the initial vigor of development from the larvae stage determines whether the larvae will develop in to one of the dominant fish in the group. The ones that develop at a high rate have a high chance of becoming dominant. The behavior of the fish generates interest to research on the reasons behind the unique behavior. One wonders why the social aspect of the group is largely connected to their physiology. More over, how the fish regulate their size to maintain a lower body mass than the dominant fish is an important issue that needs further research. It is important to understand how they are able to determine the amount of feeds and aggressiveness that helps in the maintenance of a small size, which can only be changed when there arises a vacant position created by the death of one of the dominant fish. In order for the fish to qualify for change of sex, they have to be mature, which Tullock (1998 p 54) argues should be more than one year of age and the environment needs to be favorable for the change of sex. The environment that determines the success of the fish in changing sex is that within the social group. A favorable environment means that there has to be an opportunity for the fish to join t he dominant group. Without the absence of the female, no change of sex can occur. On the other hand, there can be a dominant female but the group may lack a dominant male, necessitating the movement of one of the fish in the lower groups to the dominant group. Maddern (1990 p 33) further notes that even if two male clownfish were put together under controlled conditions, one of them that is more dominant than the other has to become the female, while the other becomes the mating male. On the other hand, Tullock (1998 p 67) further observes that a lone crown fish will develop in to a female if allowed to develop to a full grown fish. One can therefore infer that development in to a female is dependent of other larger and fast growing fish that are likely do dominate the group. However, this applies for the smaller fish since if one small fish is allowed to grow on its own in the absence of other fish; it develops in to a female. This means that all the Clownfish are bound to become females if there are no other fish to compete with for dominance (Kuwamora Nakashima 1998 p 128). Mating amongst the Clownfish Mating in the Clownfish is usually ceremonial, which leads to spawning of eggs and fertilization. The fish engage in courtship prior to spawning. The behavior of the males changes to aggressiveness, which rises as the male approaches the actual mating. Wittenrich et al. (2007 p 95) observes that the male usually turns its aggressiveness towards the substrate beneath the water. On the other hand, the female joins in there after, leaving both sexes charging towards the substrate. This is the period that is regarded as courtship (Wilkerson 2003 p 66). This aggressive behavior continues until the final days prior to mating when it becomes more intense. They even become aggressive towards other fish that come close to the mating area. The courtship, as Godwin (1994 p 551) observe is usually brief and involves certain pretentious behavior of the female to attract the male and vise versa. The sea anemone plays a significant role during mating and spawning of eggs. Both fish take part in the clearance of debris and any other solid particles that may interfere with the eggs. The female later lays the eggs on the selected side of the sea anemone. They usually find the softest substrate that is favorable for the delicate eggs. The fish usually pinch one of the tentacles of the sea anemone, which makes it retract as a reaction to the nip. The tentacle settles at the selected spawning area by the female. Before laying the eggs, the female makes certain that it is the most appropriate area to spawn by making some trials that are simi1ar to laying eggs but not real. The actual laying of eggs usually comes later after ensuring that the environment is favorable. Maddern (1990 p 39) observed that the eggs are usually sticky in nature, and that they can not float on water. They stick on the substrate and the male swims closely behind as the female lays the eggs. After completing spawning of eggs for a period of 2 hours, the male is usually ready to shed the sperms to fertilize them. The fertilized eggs remain stuck on the soft substrate, where both fish offer protection against intruders who might cause harm. With the exhaustion from spawning, the female gets to feeding while the male is left to shield the eggs fr om attack. Hoff (1996 p 86) observes that the male is usually highly aggressive in defending the nest. More over, the male is also involved in aerating the eggs through flapping its fins. It also selects and eats the infected eggs that may not have a chance to survive. Any matter that falls on the eggs is removed by the male. In other words, the male is usually very active through out mating and after the eggs have been laid to the time that the larvae will be hatched. The female can shed up to more than 2000 eggs in one spawning season. However, the number of eggs usually depends on the size of the reproducing female. The larger the female the more the eggs it can produce (Tullock 1998 p 63). This could also be another reason as to why the large males are the ones that change in to dominant females. The mating area is also a determinant of the survival of the eggs and the strength of the fry. Wilkerson (2003 p 68) observes that it is important for the aquaculture of Clown fish to be practiced carefully to avoid mixing the species in one area whereby they are likely to stress each other. Different species are unlikely to survive together since they will constantly fight injuring each other, which is likely to make them unable to lay eggs. In controlled conditions, the presence of a sea anemone makes the environment more like the natural environment, which facilitates spawning. The fish under go the normal process of mating, laying eggs and taking care of them as they would do in the wild. However, this would require an extra task of raising the sea anemone and maintaining it while on the other hand maintaining the fish. It may be a costly venture to undertake in aquaculture. However, it is not mandatory to have the sea anemone for the Clownfish to mate and spawn in controlled conditions. The fish can also spawn in rocks whose ruggedness offers hiding places. However, the same characteristic as in the wild whereby the fish cleans the substrate on the surfaces where the eggs are laid occurs during mating under controlled conditions. Hoff (1996 p 89) observes that the mature and ready to mate Clownfish usually tend to scrub rocks with the mouth as well as fins, in a similar way as the way they clean the substrate to have a clean ground for laying eggs. The eggs get stuck to the eggs where they get fertilized by the male that swims after the female. The fish that are satisfied with the artificial environment, i. e. that which is almost similar to the natural environment are likely to lay more healthy eggs (Wilkerson 2003 p 66). Species of Clownfish There are many fish species of Clownfish which differ mainly in color as well as in many other aspects such as the structure of the fins. For example, the Amphiprion percula is one of the species of Clownfish that has a characteristic extended level band at the central point of its body. The fish is also referred to as the anemone fish, which has a distinct orange color. It also possesses some black marks as well as white strips on the fins. The structure of the dorsal fin is one of the distinguishable characteristics as it possesses 10 spines (Maddern 1990 p 61). The species is known to reproduce through out the year since it inhabits the warmer regions that are favorab3le for breeding. The fish live in groups of 6, including the dormant males. The hierarchy of the group is that of the typical Clownfish, and it exhibits all the other characteristics of the Clownfish such as change of sex. The Amphiprion clarkii is also one of the hardy Clown fishes that are highly resistant to diseases. They come in diverse colors such as yellow, white, grey and brown. These colors are also diverse on the fins and the tail, while it is missing in others. The fish are recommended for aquariums due to their hardiness as they do not need specialized care. Amphiprion ocellaris is also one of the species with distinct characteristics such as black stripes on the fins as well as an elongated dorsal fin (Tullock 1998 p 65). Premnas biaculeatus has a reddish color on their body which tends to be more inclined towards brown in some fish within the species. They have white strips along their spine. These colors are distinct from most of the other fish species. Amphiprion frenatus is a species in which juveniles tend to be dark red and black as they develop in to adults. Amphiprion sandarcinos, Amphiprion perideraion, Amphiprion frenatus and Amphiprion melanopus are also among the many species o f Clownfish that can be differentiated especially through the color of their bodies (Wittenrich et al 2007 p 95). Conclusion Clownfish is one of the hardy fish species that inhabit the warm areas of sea, such as the Indian Ocean as well as the Pacific Ocean. They belong to the genus Amphiprion, and are greatly colored, which makes them good for ornamental aquaculture. In the wild, the fish usually live in groups that demonstrate a hierarchical association. The highest in the hierarchy is usually the reproducing female, which are the dominant and the largest fish in a group. The fish have a rare behavior of changing sex depending on need. The larvae are usually male, but they are capable of developing in to females. Only the dominant and largest male develops in to a female, while the second largest male in the group develops in to the mating males. The only time that there can be a change in the hierarchical structure is when the female is eliminated from the group through death, leading the mating male to become the female and the larger male in the lower level of the hierarchy to become the mating male ( Drury 2008 p 63). The mating of the Clownfish takes place without complications. The sea anemone is highly supportive to the existence of the Clownfish. It offers protection through its poisonous stings to the predators. The Clownfish is not taken as a predator by the sea anemone because of the mucus covering on its body that comprises of sugars. The relationship between the sea anemone and the Clownfish is usually symbiotic, whereby each derives some advantage from the other. There are many species of Clown fish that can be distinguished through their body color as well as the body structure. However, they exhibit a similar behavior (Maddern 1990 p 41).

Hiding from Reality Essay -- Literary Analysis, Blanche Dubois

Why do people want to live in a perfect world? Everyone wants to live in their own fantasy world because that is where all their dreams are able to come true. No one wants a world of grief and sorrow. Life should be lived to its fullest. It should not be wasted. It should be embraced. When we are faced with agony, we must either make a choice between accepting it or hiding from it. In the play â€Å"A Streetcar Named Desire† by Tennessee Williams, the author mainly focuses on Blanche Dubois, a woman who moved to her sister’s house due to the loss of Belle Reve, her family home. She is a deceptive and selfish person, who cannot accept the occurrence of agony in her life. She mentally deteriorates due to the lost and rejection of love, and due to her selfishness. She chooses to hide from the truth. When an individual hides from reality, it will only result in them hurting themselves. At the beginning of the play, Blanche is already in a nervous breakdown as she was drinking wine that she found in Stella’s house. She was using it to calm her nerves. When Stanley came home from his bowling game, he had a conversation with her. At the end of the scene, he asks her about her husband. She started to break apart as she says â€Å"The boy – the boy died; [She sinks back down] I’m afraid I‘m - going to be sick! [Her head falls on her arms],† (p. 31). This represents that her husband’s death has resulted her to go into a depression. She is unstable whenever she is reminded of her husband. She had some memories with her husband that she cannot forget causing her to be really sad. It is later revealed in the play that her husband was with another man. He killed himself due her revulsion towards him. She states â€Å"by coming suddenly into a room that I tho... ...someone she is not. Everyone experiences hard times in their lifetime. The outcome will depend on how you face these obstacles. Blanche became shattered when her husband died, but she chose not to accept it, which why it resulted in her only hurting herself. She tried to find another love to cover up her empty heart, but in the end, she deluded him, and hurt herself even more. She tried to act like she was living the perfect life, and that she was better than everyone else, but that cause her a major downfall. Lies can never be hidden forever, and once hers were revealed, she could not hide anywhere and was forced to face the horrible consequences she has created. Dealing with reality can sometimes be challenging, but if you learn to face and overcome these challenges, reality will not be that terrible.

Qualitative Research or Quantitative Research Essay

Both qualitative and quantitative research methods have their specific qualities which make them useful to a researcher, however in the course of this short essay I will explain why, for several reasons, qualitative research is better. As both methods operate within different assumptions, it is important to stem criticism for each method’s respective theoretical base in order to adequately judge them. In the course of this essay I will highlight each method’s theoretical assumptions and then I will assess each method by pointing out their positive and negative factors. The underlying assumption behind qualitative research is that the entire subject needs to be examined in order to understand the phenomenon. Quantitative research however, places importance in collecting and analyzing data from parts of a trend and in so doing, can miss important aspects which could lead to a complete understanding of the whole phenomenon. ‘There’s no such thing as qualitative data. Everything is either 1 or 0†²(Fred Kerlinger: 1999)Unlike quantitative research, there is no overarching framework for how qualitative research should be conducted; rather each type of qualitative research is guided by the particular philosophical stances that are taken in relation by the research to each phenomenon (Miles & Huberman: 1994, p. 40) This enables qualitative research to be more involved with the subject at hand whereas quantitative research has the same rules which it applies to every subject matter, thus making it easier to overlook important evidence. As the researcher using qualitative methods becomes entirely immersed in the data collection phase of the project, he himself actually becoming the data collection tool as opposed to the questionnaires and equipment used by quantitative researchers, it allows him to gain a better understanding of the subject matter as a whole and observe the subject in its own environment:Human behaviour is significantly influenced by the setting in which it occurs; thus one must study that behaviour in situations. The physical setting  ¬e.g., schedules, space, pay, and rewards  ¬and the internalized notions of norms, traditions, roles, and values are crucial contextual variables. Research must be conducted in the setting where all  the contextual variables are operating. (Marshall & Rossman: 1980)Quantitative research disregards these valuable contextual variables as most of the work is done in a laboratory with the researcher using the principles of impartiality and an objective portrayal of the subject. In conclusion, qualitative research is better than quantitative research because it places emphasis upon the subject itself by studying it in an in-depth manner and becoming involved with it on a personal level. Quantitative research keeps a level of impartiality with the subject matter thus making it neglect important contextual factors crucial to the research itself. 1.Using British Election Study data for example, why is it problematic to do quantitative research on ethnic minorities?It is problematic to do quantitative research on ethnic minorities because the standard deviation is so small, thus the observations are spread out over a very small sample which would not accurately represent the entire ethnic group. There is such a small valid percent that subjects would need to be targeted as they are unlikely to be caught during random sampling. 2.Providing either hypothetical and/or published examples, how accurate is it to label content analysis as a quantitative method?It is quite accurate to label content analysis as a quantitative method for several reasons. The comparisons of their theoretical patterns are numerous and therefore it has more in common with quantitative than qualitative methods. In the course of this short essay I will explain why it is accurate to label content analysis as a quantitative method by using an example of research employing content analysis and pointing out the similarities between the two. Content analysis has been described as:’Any technique for making inferences by objectively and systematically identifying specified characteristics of messages’ (Holsti: 1969 p. 14)Compare this with a definition of quantitative research:’The aim is to classify features, count them, and construct statistical models in an attempt to explain what is observed. It is objective – seeks precise measurement & analysis of target concepts.’ (Miles  & Huberman: 1994, p. 40)Both of these definitions contain the term objective, which shows that both of the methods share the core aspect of non-interference with subjects:’Content analysis is often referred to as an unobtrusive method'(Bryman: 2008, p. 289)This key concept lies at the heart of both content analysis and quantitative research methods, it is an obvious similarity. In Shephard’s study of the dynamics between the party, candidates and constituencies he used content analysis on party leaflets to spot recurring trends. His method (content analysis) bears a striking resemblance to quantitative research, for example both methods begin with hypotheses and theories, Shephard choosing to ask whether emphasis in leaflets matches the profile of the constituents. He then made two hypotheses stating that -the higher the unemployment rate the higher the emphasis on jobs and job creation and the higher the home ownership, the higher the emphasis on interest rates and mortgages. Quantitative research methods also start off with hypotheses and theories; therefore it is clear to see that content analysis could be labelled quantitative due to this fact. Furthermore, both methods of research have a high level of transparency because they are both highly structured and systematic in their approach. Shephard stated that to conduct his analysis ‘objectively and systematically’ (two quantitative features) that he had to identify his sample, sample period, text/images and what words and images to count. This shows that both content analysis and quantitative research share ‘epistemologically grounded beliefs about what constitutes acceptable knowledge’ (Bryman: 2008, p. 155)In conclusion, it is accurate to label content analysis as a quantitative method due to the fact that it shares many features in common with quantitative research. These include, maintaining objectivity during the study, transparency and a systematic approach to research. These features indicate that content analysis is grounded in the same theoretical processes and philosophy as quantitative research. 3.Providing examples of focus group research from the literature, discuss the advantages and disadvantages of focus groups. Focus groups are a highly useful method of data collection but they have many advantages and disadvantages. I will discuss the advantages and disadvantages of focus groups in this essay and also consider real-life examples of focus group research to illustrate this. Focus groups can provide an insight into the way in which people organize and interpret knowledge as well as how people construe information. This is especially useful in the study of audience reception- how audiences receive different kinds of television and radio programmes, etc. Such a study was conducted by Morley in 1980 into how Nationwide, a popular television programme at the time, was received by specific groups of people. He noticed that different groups had different interpretations of the programmes which they had watched, which indicated that the meaning of the programme was based in the way it was watched and interpreted not in the programme itself. (Bryman: 2008, 475) This provides more information that a simple interview because the interviewee has the choice to respond to fellow participants and argue with them, leading the researcher to gain a greater insight into why they hold such beliefs and how strongly they feel about them. Another advantage of focus groups is that they can provide a more open environment to respond to questions by the way in which they are selected prior to the event. For example, Kitzinger notes in her research on HIV that any attempts at discussions about risks for gay men were blocked out by strong homophobic clamouring amongst homophobic men. (Kitzinger: 1994b in Bloor, et al: 2001, p. 20) Therefore focus groups consisting of specific groups such as male prostitutes, retirement club members, etc, provided a more relaxed environment in which views could be openly discussed without fear of being criticised for one’s beliefs. In addition to this, organising groups consisting of only HIV positive people meant that disclosure of a potentially stigmatising status could be overcome. (Bloor: 2001 p. 23)However focus groups also have their disadvantages, the most prominent one being the role of the researcher within the discussion- the way in which the focus group is designed, the pa rticipants selected to take part, where the meeting takes place, how the questions are worded and delivered and who the instigator is may affect the responses which are obtained. This raises  the question over the validity of the results as the researcher has less control over a focus group than he would over a one on one interview with respondents possibly talking amongst themselves on irrelevant issues, or the simple fact that they may get bored or have personality issues with other members of the group. (Walvis: 2003 p. 405)Another disadvantage of focus groups is the tendency of researchers to (either consciously or subconsciously) pick groups so that they align with pre-determined beliefs about a subject. One famous example of this was when Coca-Cola launched ‘New Coke’ in 1985 despite the fact that the focus groups had made it explicit that they would not like to see the traditional coke removed from the shelves. (Pendergast: 1993 and Greising: 1998) The taste-tests however had proved positive, but they had not been asked the vital question about how they would feel if traditional coke was removed from the shelves, this positive response was more in line with how the CEO of Coca-Cola felt about the product and it was launched based on the back of poorly conducted focus groups. The subsequent product was a massive failure and lost Coca-Cola a large share of the market; it was obvious that Coca-Cola had spent too much time and money on the plan to dismiss it on the results from focus group research at the last minute. One final disadvantage of focus groups is their limited spread of views; Morgan (1998) suggests that the average size of a group should be around six to ten people. This clearly cannot be representative of the population as a whole- Stephen Fisher and Robert Andersen (2005) state that in order to have a representative sample for one million people you would need, with a margin of error of 5%, 384 participants. Bibliography †¢Bloor, M. et al. (2001) Focus Groups in Social Research (London: Sage). †¢Bryman, A. (2008) Social Research Methods (2nd Ed.) (Oxford: Oxford University Press). †¢Greising, D. (1998) I’d Like the World to Buy a Coke: The Life and Leadership of Robert Goizueta (New York: Wiley)†¢Holsti, O.R (1969) Content Analysis for the Social Sciences and Humanities (Reading, Mass.: Addison-Wesley)†¢Kerlinger, F. Foundations of Behavioural Research (Nova York: Holt, Rinehart and Winston 1965)†¢Marshall, C., & Rossman, G. (1980). Designing qualitative research. Newbury Park, CA: Sage. †¢Miles & Huberman (1994, p. 40). Qualitative Data Analysis†¢Pendergast, M. (1993) For God, Country and Coca-Cola: The Unauthorised history of the World’s Most Popular Soft Drink (London: Weidenfeld & Nicholson)†¢Shephard, M. (2007) ‘Multiple Audiences, Multiple Messages? An Exploration of the Dynamics between the Party, the Candidates and the Various Constituencies’, Journal of Elections, Public Opinion and Parties†¢Walvis, T.H (2003), â€Å"Avoiding advertising research disaster: Advertising and the uncertainty principle†, Journal of Brand Management, Vol. 10, No. 6

Importance of a Logo for Any Business Essay

Many a time, entrepreneurs wonder what a good logo meant for the business? A long set of questions may erupts in minds of business people regarding the importance of logo to business like why is it important, does it matter what it looks like, besides many others. In this article, I just want to clear up the haze from this aspect and we will do an analysis regarding the value that you place on having a good logo for your business. Now a days, a logo is very important from the business point of view. Experts say that it speaks volume about the company and some further adds that business logo is capable of making or breaking the business. In the current business scenario a logo tells your clients about the future prospects of your organisation, it directs them whether you are a right person to do a business or not. Logo gives an identity to the company. This creatively designed symbol is the center of the marketing job and is put on everything right from products to letters, business cards, websites and advertisements. In nutshell, your business logo is just as important as your name. Three reasons why one should design a logo: There are innumerable advantages of a logo to a business owner. But following are the three main reasons of designing a logo for the organisation. Built credibility and trust: Having a good logo denotes seriousness of an entrepreneur towards his business. It conveys a sense of security among people with whom you do business besides making you more legitimate and trustworthy. Showcases professionalism: It not only built credibility but also showcases the sense of professionalism on your part. A well designed logo denotes highest degree of professionalism and showcases that you are sincere towards your business dealings. Infuse your personality into the brand: Your business can convey lot of things. Similarly a logo depicts lot of things about the business to your business associates. As we discussed earlier it showcases professionalism and built a sense of credibility so it is very important to pick the right logo at the right time.

Free Essays on Four Freedoms

From â€Å"The Four Freedoms,† delivered by Franklin Delano Roosevelt, January 6, 1941 Yes, and we must prepare, all of us prepare, to make the sacrifices that the emergency almost as serious as war itself demands. Whatever stands in the way of speed and efficiency in defense, in defense preparations at any time, must give way to the national need. A free nation has the right to expect full cooperation from all groups. A free nation has the right to look to the leaders of business, of labor and of agriculture to take the lead in stimulating effort, not among other groups but within their own groups. The best way of dealing with the few slackers or trouble-makers in our midst is, first, to shame them by patriotic example, and if that fails, to use the sovereignty of government to save government. As men do not live by bread alone, they do not fight by armaments alone. Those who man our defenses and those behind them who build our defenses must have the stamina and the courage which come from unashakeable belief in the manner of life which they are defending. The mighty action that we are calling for cannot be based on a disregard of all the things worth fighting for. The nation takes great satisfaction and much strength from the things which have been done to make its people conscious of their individual stake in the preservation of democratic life in America. Those things have toughened the fiber of our people, have renewed their faith and strengthened their devotion to the institutions we make ready to protect. Certainly this is no time for any of us to stop thinking about the social and economic problems which are the root cause of the social revolution which is today a supreme factor in the world. For there is nothing mysterious about the foundations of a healthy and strong democracy. The basic things expected by our people of their political and economic systems are simple. They are : Equality of opport... Free Essays on Four Freedoms Free Essays on Four Freedoms From â€Å"The Four Freedoms,† delivered by Franklin Delano Roosevelt, January 6, 1941 Yes, and we must prepare, all of us prepare, to make the sacrifices that the emergency almost as serious as war itself demands. Whatever stands in the way of speed and efficiency in defense, in defense preparations at any time, must give way to the national need. A free nation has the right to expect full cooperation from all groups. A free nation has the right to look to the leaders of business, of labor and of agriculture to take the lead in stimulating effort, not among other groups but within their own groups. The best way of dealing with the few slackers or trouble-makers in our midst is, first, to shame them by patriotic example, and if that fails, to use the sovereignty of government to save government. As men do not live by bread alone, they do not fight by armaments alone. Those who man our defenses and those behind them who build our defenses must have the stamina and the courage which come from unashakeable belief in the manner of life which they are defending. The mighty action that we are calling for cannot be based on a disregard of all the things worth fighting for. The nation takes great satisfaction and much strength from the things which have been done to make its people conscious of their individual stake in the preservation of democratic life in America. Those things have toughened the fiber of our people, have renewed their faith and strengthened their devotion to the institutions we make ready to protect. Certainly this is no time for any of us to stop thinking about the social and economic problems which are the root cause of the social revolution which is today a supreme factor in the world. For there is nothing mysterious about the foundations of a healthy and strong democracy. The basic things expected by our people of their political and economic systems are simple. They are : Equality of opport...

A Day in the Life of Noble essays

A Day in the Life of Noble essays Describe a day in the life of noble and his family. A noble was a person of the official or upper class. They were men of great wealth. Their wealth came mainly from real estate appointed to them by the king. They were highly respected and were expected to live up to certain roles. A nobles household was a hive of activity. A noble would have many servants to attend his every need. A day in the life of a noble man would consist of.... When a nobleman and his wife woke up, their first task for the day was grooming. Before beginning their day they would pay very close attention to their personal cleanliness and appearance. This was achieved by the men removing body and facial hair with bronze razors, tweezers and scrapers, they also anointed their bodies with perfumed oils. Because Egypt was a warm place to live in their clothing was lightly clad. They men went bare chested except for many large pieces of expensive, bright, beaded and jeweled colars and jewellry. He also wore a broad, pleated white linen kilt and sandals. His short-cropped hair was covered in a wig. The noblemans wife paid particular attention to her hair and cosmetics. She would surround her eyes with kohl and malachite, which served for beautification and protection. Their dress was much more different to those of the men. They would wear simple ankle length sheaths of linen with broad straps over the shoulders. A woman would accessorize her outfit with beautiful jewellry. Once the nobleman had completed his toilet he would then receive the reports from his overseers and foremen. His scribes were always available to write any letters or dispatches that he needed. He also kept all the estate records. A noble man would enjoy three daily meals. He would be able to choose form a large banquet of foods. Their meals consisted of bread, cakes stews, fish, barley, cereal, fruit and would even indulge five types of poultry, sixteen form ...

Bronsted-Lowry Acid Definition

Bronsted-Lowry Acid Definition In 1923, chemists Johannes Nicolaus Brà ¸nsted and Thomas Martin Lowry independently described acids and bases based on whether they donate or accept hydrogen ions (H). The groups of acids and bases defined in this manner came to be known as either Bronsted, Lowry-Bronsted, or  Bronsted-Lowry acids and bases. A Bronsted-Lowry acid is defined as a substance that gives up or donates hydrogen ions during a chemical reaction. In contrast, a Bronsted-Lowry base accepts hydrogen ions. Another way of looking at it is that a Bronsted-Lowry acid donates protons, while the base accepts protons. Species that can either donate or accept protons, depending on the situation, are considered to be amphoteric. The Bronsted-Lowry theory differs from the Arrhenius theory in allowing acids and bases that dont necessarily contain hydrogen cations and hydroxide anions. Key Takeaways: Bronsted-Lowry Acid The Bronsted-Lowry theory of acids and bases was proposed independently in 1923 by Johannes Nicolaus Brà ¸nsted and Thomas Martin Lowry.A Bronsted-Lowry acid is a chemical species that donates one or more hydrogen ions in a reaction. In contrast, a Bronsted-Lowry base accepts hydrogen ions. When it donates its proton, the acid becomes its conjugate base.A more general look at the theory is as an acid as a proton donor and a base as a proton acceptor. Conjugate Acids and Bases in Bronsted-Lowry Theory Every Bronsted-Lowry acid donates its proton to a species which is its conjugate base. Every Bronsted-Lowry base similarly accepts a proton from its conjugate acid. For example, in the reaction: HCl (aq) NH3 (aq)→ NH4 (aq) Cl- (aq) Hydrochloric acid (HCl)  donates a proton to ammonia (NH3) to form the ammonium cation (NH4) and the chloride anion (Cl-). Hydrochloric acid is a Bronsted-Lowry acid; the chloride ion is its conjugate base. Ammonia is a Bronsted-Lowry base; its conjugate acid is the ammonium ion. Sources Brà ¶nsted, J. N. (1923). Einige Bemerkungen à ¼ber den Begriff der Suren und Basen [Some observations about the concept of acids and bases]. Recueil des Travaux Chimiques des Pays-Bas. 42 (8): 718–728. doi:10.1002/recl.19230420815Lowry, T. M. (1923). The uniqueness of hydrogen. Journal of the Society of Chemical Industry. 42 (3): 43–47. doi:10.1002/jctb.5000420302

WORKPLACE CONFLICT Essay Example | Topics and Well Written Essays - 1250 words

WORKPLACE CONFLICT - Essay Example The inconsistency emanating from the relationship between him and the head of department may seem obvious and an easy task to resolve. However, the issue may run out of control and hurt the whole organization. Therefore, establishing the different concepts as honorable approaches to resolving the rivalry could serve to save the company from animosity, with an advantageous outline of handling relevant future problems. Adapting to the concept of avoidance can serve as a vital tool to resolving the problems prevailing between the head of department and the employee. The concept asserts that the individuals could differ from direct confrontations (Cooper). For instance, George could undertake his tasks towards achieving the organizational set goals without hindrances, and in accordance with the set of rules and regulations. The head of department may resent to the issue of job performance with the aim of completion targeting to improve the quality of output. The concept may serve to adequately restrict the H.O.D from interfering with employee performances so long as they are up to the set rules and regulations. Avoidance concept could further restrict the manager from meddling into George’s undertakings as he remains naà ¯ve of the dealings till the point of delivery. In the event that the H.O.D enforces inapplicable regulations causing strenuous relationship between him and George, the concept is relevant to competitive conflict style. In this concept, the high ranked individual seems to express an unchallenged authority over his subordinates in order to feel satisfied. For instance, the H.O.D exerts pressure to George to work towards achieving his solely set objectives despite the fact that they are set to benefit the organization. The concept depicts an understanding that the approach may restrain the subject to quit all his duties entirely. Competitive rivalry between the manager and the employee,

Violent Media Is Good for Kids by Gerard Jones p. 195 , book current Essay

Violent Media Is Good for Kids by Gerard Jones p. 195 , book current issue - Essay Example cular kids through inductive reasoning that is based on anecdotal evidence, ethos and effective emotional appeals for kids’ personal needs and issues, although he commits the fallacy of hasty generalisation by using a biased sampling. Jones has ethos because he has credibility due to being one of these kids who used violence and gained positive results, he uses a sensitive tone for kids who experienced violence in their lives, and he has conducted a study on kids who benefited from using violent media. First, Jones has ethos because he is one of these kids who did not become violent because of violent media. He enjoyed the Incredible Hulk, because he can identify with him as someone who is â€Å"raging against a frightened world that misunderstood and persecuted him† (Jones para.4), and later on, he adds that he has become a comics writer and movie scriptwriter (Jones para.5). By sharing his personal story, Jones establishes that he has first-hand knowledge of what it means to be afraid and anxious and using a violent character to identify with and to become stronger because of this identification. Second, Jones uses language that is sensitive to the situations of children who have experienced violence and used violent media to help them handle their traumatic experiences. For example, when he gives the case of a girl who is â€Å"exploding with fantasies so violent† (para.13), he does not use negative words to make this girl look weird or bad. Jones shows empathy to the girl because he knows what she needs someone to help her deal with her violent thoughts and actions. Third, Jones is a reliable source for his argument because he conducted a study on kids and learned the benefits of violent media from them. He helped psychologist Melanie Moore create â€Å"Power Play,† a program who helped kids use heroic stories to enhance their self-knowledge and to feel emotionally stronger (para.10). The program helped many kids use â€Å"creative violence† as a tool for

Daughter from Danang Essay Example | Topics and Well Written Essays - 250 words

Daughter from Danang - Essay Example Significantly, the film effectively deals with cross-cultural conflicts through the protagonist who returns to Vietnam as an adult to meet her birth mother, where she is able to discover the fundamental elements of the cross-cultural conflicts. One important component of the cross-cultural conflicts is revealed by â€Å"Operation Babylift†, the Ford administration plan by which Hiep is sent to the U.S. The documentary film convincingly unfolds cultural differences and cultural shock in the reunion of a mother and daughter after 22 years. In this riveting film, the cultural differences and the impact of culture on family structure and dynamics become evident through the experience of the protagonist who undertakes a vital journey from the Vietnam War to Pulaski, Tennessee, and back to Vietnam. It is fundamental to maintain that the protagonist lacks a thorough understanding of the cultural differences, cross-cultural conflicts, family structure and dynamics, etc. and this is at the center of the issues cropping up in the reunion of Heidi and Kim. Most essentially, the reunion between Heidi and Kim rapidly develops tension and misunderstanding, in place of their hopes and expectations.

Environmental Issues and Policies at General Motors Essay

Environmental Issues and Policies at General Motors - Essay Example This essay discusses the General Motors (GM) organization, that was founded in 1908 and currently, it is the second largest automaker in the world. General Motors has been the global leader in the automotive industry since its inception, but recently it was overtaken by Japanese automaker Toyota. The giant automaker employs over 284,000 people globally and its global headquarters is located in Detroit, US. The automaker manufactures trucks and cars in 35 countries distributed in all continents around the world. In 2007, the giant automaker sold over 8.3 million units globally under the wide brand range of its products in the car and truck portfolio. In the recent history, the motor industry has undergone many transformations arising from the changing supply and demand of energy and the increasing environmental concerns attributed to extensive use of petroleum products in the industry. These developments have made it necessary for the automakers develop and review environmental polici es in their strategic plans in order to adapt with the current economic and environmental needs. To mitigate these effects, different organizations, including General Motors have formulated environmental policies to address the emerging and future environmental changes. In conclusion, the researcher states that General Motors environmental policy is strategically formulated to comply with modern environmental laws, reduce pollution, minimizing energy consumption, wastes and promoting recycling, and reuse practices.

Death Penalty in the US Term Paper Example | Topics and Well Written Essays - 2000 words

Death Penalty in the US - Term Paper Example In the year 2004, the New York Supreme Court also ruled that the prevailing methods of death penalty were in conflict with the Constitution of the New York. The death penalty in New York was effectively eliminated since the legislature did not attempt to alter the procedures of death penalty. Significance of Death Penalty The theoretical significance of implementing the laws of death penalty comprises three fundamental themes, namely incapacitation, retribution, and deterrence. Incapacitation is the containment of the criminals that keeps them from causing harm to the public as they are in the correctional monitoring. Execution of the criminals in the death penalty is the proper way to ensure incapacitation. Deterrence comprises the direct as well as the indirect advantages of executing the criminals. Retribution includes the philosophical and theoretical tenets of the reason and the way of execution (Grimes, 2010, p. 181). Retribution is a complicated punishment psychology (Bohm, 19 92) and asserts that criminals must be punished for their crime and the severity of punishment must accord with the gravity of the crime committed. It means the payback or requital for the criminal’s action. â€Å"The death penalty has been and continues to be defended on the grounds in which society has the ethical responsibility to protect the welfare and security of its citizens from the heinous crimes which justify such a sentence† (Weatherby et al., 2012). ... Some of these methods are described below: Electrocution New York built the electric chair for the first time in the year 1888 in an attempt to use a more human method of death penalty as compared to hanging (Death Penalty Information Center, 2012). Today, many states in the US use electrocution to give the death penalty to the criminals. To cause the criminal’s death through electrocution, the criminal is shaved and tied to a chair with the help of belts all across the body including the chest, arms, and legs. An electrode in the shape of a skull is attached with the forehead and the scalp upon a sponge that is made sprayed with saline. Conductive jelly is used to moisten another electrode that is attached to the leg of the prisoner. After this, the prisoner is blindfolded. â€Å"After the execution team has withdrawn to the observation room, the warden signals the executioner, who pulls a handle to connect the power supply. A jolt of between 500 and 2000 volts, which lasts for about 30 seconds, is given† (Death Penalty Information Center, 2012). After it has been confirmed that the inmate’s heart has stopped beating, the current is turned off. Lethal Injection Lethal injection is used by 36 states of the US today as the method of execution. In this method, the criminal is bound to a gurney. The execution team places a number of heart monitors upon the individual’s skin. They inset two needles into usable veins in the arms of the inmate. One of the needles is a back-up. The needle is connected with long tubes to numerous intravenous drips. The first drip consists of a saline solution that is harmless and starts immediately. When the warden signals, the inmate is exposed to the witnesses who have gathered in the

Mera.Net Cafe Essay Example | Topics and Well Written Essays - 1500 words

Mera.Net Cafe - Essay Example The large initial capital investment will allow Mera.Net to provide its customers with a full featured Internet cafe. A unique, upscale, and innovative environment is required to provide the customers with an atmosphere that will spawn socialization. Mera.Net, soon to be located near at Sacred Heart College on 10th of March, will offer the community easy and affordable access to the Internet. Mera.Net will provide full access to email, WWW, FTP, Usenet and other Internet applications. Mera.Net will appeal to individuals of all ages and backgrounds. The instructional Internet classes, and the helpful staff that MeraNet provides, will appeal to the audience that does not associate themselves with the computer age. This educational aspect will attract younger and elderly members of the community who are rapidly gaining interest in the unique resources that online communications have to offer. Mera.Net's customers can be divided into two groups. The first group is familiar with the Internet and desires a progressive and inviting atmosphere where they can get out of their offices or bedrooms. The second group is not familiar with the Internet, yet, and is just waiting for the right opportunity to enter the online community. Mera.Net's target market falls anywhere between the ages of 18 and 50. This extremely wide range of ages is due to the fact that the Internet appeal to a variety of people. In addition to these two broad categories, Mera.Net's target market can be divided into more specific market segments. The majority of these individuals are students and business people.Potential Customers University Students Office Workers Seniors Teenagers IV. Required Capital 4.1 Start-up Summary Mera.Net's start-up costs of P200,000 that will cover for site renovation and modification and the communications equipment necessary to get its customers online. The communications equipment necessary to provide Mera.Net's customers with a high-speed connection to the Internet and the services it has to offer make up a large portion of the start-up costs. These costs will include the computer terminals and all costs associated with their set-up. Costs will also be designated for the purchase of two laser printers and a scanner. V. Equipments and Facilities List of Startup Equipments and facilities. Cost at least P200,000 of capital. 10 computer set P150 000 1 aircon

Death Penalty in the US Term Paper Example | Topics and Well Written Essays - 2000 words

Death Penalty in the US - Term Paper Example In the year 2004, the New York Supreme Court also ruled that the prevailing methods of death penalty were in conflict with the Constitution of the New York. The death penalty in New York was effectively eliminated since the legislature did not attempt to alter the procedures of death penalty. Significance of Death Penalty The theoretical significance of implementing the laws of death penalty comprises three fundamental themes, namely incapacitation, retribution, and deterrence. Incapacitation is the containment of the criminals that keeps them from causing harm to the public as they are in the correctional monitoring. Execution of the criminals in the death penalty is the proper way to ensure incapacitation. Deterrence comprises the direct as well as the indirect advantages of executing the criminals. Retribution includes the philosophical and theoretical tenets of the reason and the way of execution (Grimes, 2010, p. 181). Retribution is a complicated punishment psychology (Bohm, 19 92) and asserts that criminals must be punished for their crime and the severity of punishment must accord with the gravity of the crime committed. It means the payback or requital for the criminal’s action. â€Å"The death penalty has been and continues to be defended on the grounds in which society has the ethical responsibility to protect the welfare and security of its citizens from the heinous crimes which justify such a sentence† (Weatherby et al., 2012). ... Some of these methods are described below: Electrocution New York built the electric chair for the first time in the year 1888 in an attempt to use a more human method of death penalty as compared to hanging (Death Penalty Information Center, 2012). Today, many states in the US use electrocution to give the death penalty to the criminals. To cause the criminal’s death through electrocution, the criminal is shaved and tied to a chair with the help of belts all across the body including the chest, arms, and legs. An electrode in the shape of a skull is attached with the forehead and the scalp upon a sponge that is made sprayed with saline. Conductive jelly is used to moisten another electrode that is attached to the leg of the prisoner. After this, the prisoner is blindfolded. â€Å"After the execution team has withdrawn to the observation room, the warden signals the executioner, who pulls a handle to connect the power supply. A jolt of between 500 and 2000 volts, which lasts for about 30 seconds, is given† (Death Penalty Information Center, 2012). After it has been confirmed that the inmate’s heart has stopped beating, the current is turned off. Lethal Injection Lethal injection is used by 36 states of the US today as the method of execution. In this method, the criminal is bound to a gurney. The execution team places a number of heart monitors upon the individual’s skin. They inset two needles into usable veins in the arms of the inmate. One of the needles is a back-up. The needle is connected with long tubes to numerous intravenous drips. The first drip consists of a saline solution that is harmless and starts immediately. When the warden signals, the inmate is exposed to the witnesses who have gathered in the

Krav Maga Essay Example for Free

Krav Maga Essay Krav Maga is a self-defense system developed for military in Israel and Slovakia that consists of a wide combination of techniques sourced from boxing, Muay Thai, Wing Chun, Judo, jiu-jitsu, wrestling, and grappling, along with realistic fight training. Krav Maga is known for its focus on real-world situations and extremely efficient and brutal counter-attacks. in the mid-to-late 1930s. In the late 1940s, following his immigration to Palistine, he began to provide lessons on combat training to what was to become the IDF, who went on to develop the system that became known as Krav Maga. It has since been refined for civilian, police and military applications. Krav Maga has a philosophy emphasizing threat neutralization, simultaneous defensive and offensive maneuvers, and aggression. Krav Maga is used by Israeli Defense Forces, both regular and special forces, and several closely related variations have been developed and adopted by law enforcement and intelligence organizations, Mossad and Shin Bet. There are several organizations teaching variations of Krav Maga internationally. Etymology The name in Hebrew can be translated as contact combat. The root word krav means battle or combat and maga means contact. Basic principles Krav Maga encourages students to avoid confrontation. If this is impossible or unsafe, it promotes finishing a fight as quickly as possible. Attacks are aimed at the most vulnerable parts of the body, and training is not limited to techniques that avoid severe injury. Drills provide maximum safety to students by the use of protective equipment and the use of reasonable force. Students learn to defend against all variety of attacks and are taught to counter in the quickest and most efficient way. Ideas in Krav Maga include: Counter attacking as soon as possible . Targeting attacks to the bodys most vulnerable points, such as: the eyes, neck/throat, face, solar plexus, groin, ribs, knee, foot, fingers, etc. Maximum effectiveness and efficiency in order to neutralize the opponent as quickly as possible. Maintaining awareness of surroundings while dealing with the threat in order to look for escape routes, further attackers, objects that could be used to defend or help attack, and so on. Training can also cover situational awareness to develop an understanding of ones surroundings, learning to understand the psychology of a street confrontation, and identifying potential threats before an attack occurs. It may also cover ways to deal with physical and verbal methods to avoid violence whenever possible. History Imrich Lichtenfeld was born in 1910 in Budapest, Hungary and grew up in Bratislava . Lichtenfeld became active in a wide range of sports, including gymnastics, wrestling, and boxing. In 1928, Lichtenfeld won the Slovakian Youth Wrestling Championship, and in 1929 the adult championship . That same year, he also won the national boxing championship and an international gymnastics championship. During the ensuing decade, Imis athletic activities focused mainly on wrestling, both as a contestant and a trainer.

Learning Story Example in Child Care

Learning Story Example in Child Care Di Zheng Introduction Children have their own learning story as they explore their social and natural environment. They have their own ways of solving problems and dealing with the issues they face. This makes them unique from one person to another. Furthermore, it helps adult understand the importance of seeing things lightly-no matter how difficult life may seem. Sometimes, it is better to learn from children because their innocence enlightens the adults-through the way they see ideas and things from their perspectives. In early childhood education, teachers are considering even the most basic aspect of childs learning. They identify and strengthen the flourishing skills and abilities of children based on each childs behaviour, actions, and words. Teachers are taking the opportunity to expand the ideas, thoughts, feelings, and abilities of each child when they see interesting events or behaviour. To further understand these ideas, several authors on childhood education provide learning stories. These le arning stories illustrate the journey of toddlers in solving problems and accomplishing tasks. The purpose of this report is to discuss Rubys shopping. This paper aims to explore Rubys demonstrated skills and abilities in her imaginary world. Understanding Rubys capabilities, skills, and personality enable teachers to use different strategies to nurture Rubys experience and understanding. Learning Story Ruby is playing the sandpit making puddings, but she wants to have other ingredients to finish her tasks. She wants apples, bananas, chocolate, and ice cream, but she cannot have it all in the centre so she needs to go shopping. Her teacher assist her in finding the toy fruits and other things, which she enjoys doing. After getting all the things she needed, Ruby talks to her teacher about the experience and she says that she loves buying things. The next day, another teacher joins her to go to a real supermarket to buy things they need. To add more to their shopping list, Ruby asks other teachers what they want her to buy. It gives her more responsibilities than her typical needs. When they reach the supermarket, the teacher, Ruby, and another child, Miller, start to buy everything. They return to the centre after completing their errands and talk about what they learn. The teacher asks Ruby about what she learns and feels while shopping. Ruby says that she loves shopping. During th e first and second activity, the teacher identifies the skills and abilities of Ruby when it comes to money and shopping sequencing. She also knows what to consider and she is firm with her shopping list. Though she tends to forget some things in her list, she shows determination in completing everything. She is also patient in exploring her social environment. Furthermore, she is open to assistance and help when needed. She accepts suggestion and works with it to complete her tasks successfully. The teachers working with her perceive these opportunities and skills in nurturing the mind and wellbeing of the child. Learning Assessment Ruby shows significant interest in her social environment-and she does not simply create things according to rules. She demonstrates her creativity by looking for more resources within her reach. It is true that Rubys make-believe play provides an information exchange within a responsive social context. Rubys use of language in her play as she responds, imagines, questions, describes, creates, and decides shows her independence, confidence, and sense of responsibility for her own learning (p.8). This statement justifies Rubys desire to learn and to explore the resources available for her. As she explores, she learns new things. This can be a form of scientific inquiry wherein she conducts observation, classification, experimentation, prediction, drawing conclusions, and communication of ideas (Neil, 2009). With her teachers help, Ruby is able to accomplish her tasks the scientific way. In this manner, Ruby demonstrates different feelings and emotions that justify her disposition. It is correct to say that her discussion with her teacher going on a trip to the supermarket enabled Ruby to take responsibility for her learning and to express her ideas and feelings, two very significant learning dispositions (p.9). This statement is true because Ruby does not stress herself in finding solution to her problems. She takes one step at a time and completes them successfully. Another important to consider is Rubys mathematical abilities. In the first activity, Ruby knows how to pay for the things she buys to the supermarket. She is aware that everything taken from the supermarket should be paid immediately. This practice is also shown in her journey to the real supermarket. This mathematic ability may not be unique, but interesting to see from a young child. Ruby can have a significant advantage in mathematical concepts and learning because she is aware of numbers and mathematical ideas. It is true that to be good or proficient at mathematics, children must know more than the content. They must be able to communicate the knowledge, connect that knowledge to other mathematical ideas and to other subject areas, represent their understanding, use that knowledge as they solve problems and reason (Copley, 2010, p.29). From this sense, it can be said that mathematics should not only be practiced inside the classroom, but also in everyday life (Peters Rameka, 2 010). In Rubys case, these ideas are perceived because she uses her mathematical knowledge in the real world. She uses math to buy things in the supermarket-not only in money, but also sequencing. It is also important to note that children need to demonstrate a disposition that think flexibility and with persistence about mathematic to solve problems (Copley, 2010, p.29). This thought occurs in Ruby in the first activity. She demonstrates the ability to solve problems by finding more resources. She does not simply complete the pudding; instead, she finds other things to make the pudding better in taste, smell, and appearance. These thoughts show how Ruby is able to apply mathematics in everyday life. Linking to Te Whaariki The Te Whariki is the Ministry of Education in New Zealand providing early childhood curriculum policy statement. This ministry plays an important role in shaping and nurturing early childhood curriculum to help early learners and educators in expanding knowledge, abilities, skills, personality, and identity. The goals of the early childhood curriculum under the Te Whariki include empowerment, holistic development, family and community, and relationships (Ministry of Education, 1996). Empowerment aims to see how children empower their skills and abilities to grow and learn. Holistic development aims to show childrens holistic growth and learning. Family and community aims to expand the knowledge and emotional stability of children with their family and community. Relationships encourage children to establish and learn the different kinds of relationships that they can use in their social connection and interaction. The Te Whariki curriculum aims to establish connection with people an d understand childrens personality, identity, and skills at an early age. Using different teaching strategies and methods, teachers are able to unleash the innate skills of children. After unleashing these skills, the teachers are able to nurturing and mould them according to the desires and personalities of children. In Rubys case, it shows that the teachers are responding to the goals and principles of Te Whariki in empowering, holistically developing, establishing community, and encouraging relationships. Rubys simple journey to the supermarket with Miller and her teacher creates a significant impact to her being because it demonstrates her skills and help her identify the different things available around her. These understandings correspond to Te Whariki. Linking to New Zealand Curriculum In the case of the New Zealand curriculum, Rubys learning story demonstrates her abilities and skills at a young age. In early childhood curriculum, this is an important development because not all children are able to progress as fast as Ruby. This is the reason why numerous childhood education programs and services are available throughout New Zealand-to help and encourage young children to unleash their skills, talents, and knowledge innate to them. It is important to note that early childhood care and education in New Zealand cover the years from birth to school entry age. Although participation is voluntary, attendance levels within early childhood education services continue to increase for all ages (Ministry of Education, 1996, p.17). This statement justifies that early childhood education programs and services reveal that early childhood learners are increasing in population over the years. The probable reason behind this is due to the increasing desire of parents to expose t heir children to the real world (Ministry of Education, 2007). Aside from the fact that some parents do not have sufficient time for their children, encouraging toddlers to communicate and explore their social environment will shape their personality, identity, and way of life (Ministry of Education, 2007). This is the reason why the New Zealand curriculum is imposing strict policies in nurturing and educating young learners. According to the Ministry of Education (1996), Early childhood education services are committed to ensuring that learning opportunities are not restricted by gender, locality, or economic constraints (p.17). This statement argues that the New Zealand curriculum is devoted to provide learning opportunities to any toddle from all walks of life. They do not disregard children according to gender, locality, or economic constraints because they want to provide education for all. This principle of the curriculum is shown in the second activity of Rubys journey to the supermarket wherein the teacher includes Miller into the activity. Two children, a boy and a girl, enjoy the activity as they both want to learn about things. Evaluation Considering Rubys learning story, it can be said that early childhood education is both fun and complicated. Children nowadays need real situations, occurrences, and events to clearly shape their knowledge and abilities (Dunn Stinson, 2012). Due to this, numerous early childhood programs and services are moving beyond the four corners of the classroom and explore the real world with these young learners. However, the prgrams and services provided to these children are related, connected, and in accordance to the standard academic curriculum of early childhood education. The Ministry of Education (1996) emphasizes that many early childhood education services exist as part of a national organisation which provides their philosophical rationale and direction. The particular approach of each organisation to curriculum is an essential part of its identity, and some organisations run specialised training programmes to assist in developing a curriculum appropriate for their particular phil osophy (p.17). From this sense, it can be said that early childhood education should not only be fun, enjoyable, and light. It should also provide extensive learning and exploration according to the goals of early childhood curriculum. The Te Whariki is doing its best to shape the curriculum based on the needs and demands of the children for their innocence is wide and great (Alvestad, Duncan, Berge, 2009). Therefore, they want to explore the world differently-using real experiences, things, and environment. This judgment supports the Ministry of Educations (1996) claim saying that the early childhood curriculum recognises that there can be wide variations in the rate and timing of childrens growth and development and in their capacity to learn new things in new places (p.20). The early childhood curriculum is more complicated than any curriculums because it does not only consider the age and condition of the students, but also their learning abilities, mood, and desires for them t o successfully grow and develop (Blaiklock, 2011). In Rubys case, it is shown that the teachers in the centre are doing their best to provide children the best environment. They show children the real world with great guidance and assistance. Through these things, children would be able to explore their social environment without being vulnerable or hesitant because they know that someone is there to support them. Conclusion Rubys learning story is interesting because she demonstrates strong abilities and skills at an early age. However, not only her abilities and personalities should be considered, but the role and competency of the educators as well. The learning story reveals that the teachers are aware of the importance of the real world-and they go extra mile to provide children their needs in holistic development. As they physically, mentally, and emotionally develop through experiences, children are also able to establish communication and relationships with their community. All these things are shown in Rubys learning story-and they all correspond to the principles and goals of Te Whariki and New Zealand early childhood education curriculum. Reference List [Example] Alvestad, M., Duncan, J., Berge, A. (2009). New Zealand teachers talk about Te WhÄ riki.New Zealand Journal of Teachers Work, 6(1), 3 19. Blaiklock, K. (2011). Te WhÄ riki, the New Zealand early childhood curriculum: Is it effective? International Journal of Early Years Education, 18 (3), 201à ¢Ã¢â€š ¬Ã‚ 212. Copley, J. (2010). The young child and mathematics (2nd ed., pp. 29à ¢Ã¢â€š ¬Ã‚ 44). Washington, DC: National Association for the Education of Young Children. Dietze, B., Kashin, D. (2012). Playing and learning in early childhood education (pp. 320à ¢Ã¢â€š ¬Ã‚ 329). Ontario, Canada: Pearson Canada. Dunn, J. Stinson, M. (2012). Dramatic play and drama in the early years: Re-imagining the approach. In Wright, S. (Ed.), Children, Meaning Making and the Arts (2nd ed, pp. 115-134). Frenchs Forest, Australia: Pearson. Ministry of Education. (1996). Te Whariki. Wellington, New Zealand: Learning Media Limited. Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media Limited. Peters, S. Rameka, L. (2010). Te kakano (the seed): Growing rich mathematics in ECE settings. Early Childhood Folio, 16(2), 8-14.

UPS Delivers the Goods :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  When Jordan Colletta joined UPS in 1975, fresh out of school and newly married, he wasn’t thinking about building a career. He just wanted some security. Now not only is he still a faithful UPS employee, but the former tracking clerk has come a long way—he’s vice president of the shipper’s e-commerce sales team. His advancement in the company was steady, the result of careful planning though UPS’s career-development program. By putting resources into such programs and helping reps set goals and develop skills, businesses can allow employees to grow within their organizations and reduce turnover rates in the process, as UPS has found: Its turnover rate among full time managers in 4 percent.   Ã‚  Ã‚  Ã‚  Ã‚  Developing salespeople starts with a clear mission. At UPS, employees meet annually with managers to identify their strengths and decide what skills they need for a new job within the company. â€Å" We lay the foundation for future development and map out immediate, midterm, and future goals,† Colletta says. â€Å" When I was a tracing clerk, I told my supervisor that my goal was to became a district sales manager. I then became a driver, then a salesperson, and in 1986 I reached my goal.†   Ã‚  Ã‚  Ã‚  Ã‚  Career development entails implementing training programs and Internet career centers that can help companies grow their staffs. Employees take courses in order to acquire the pedigree that will make them candidates for management positions. But learning isn’t just in the classroom. Mentoring programs in which managers coach lower-level employees are also valuable. â€Å"Mentors are especially important,† Colletta says. â€Å"They help you understand the opportunities that are out there. They helped me see what I couldn’t because I couldn’t look that far ahead yet.†   Ã‚  Ã‚  Ã‚  Ã‚  Progress must be routinely monitored. Employee reviews and 360-degree reports are good ways to track improvement. So is a manager’s involvement. â€Å"Have an open door policy to keep the communication lines open,† he says. UPS Delivers the Goods :: essays research papers   Ã‚  Ã‚  Ã‚  Ã‚  When Jordan Colletta joined UPS in 1975, fresh out of school and newly married, he wasn’t thinking about building a career. He just wanted some security. Now not only is he still a faithful UPS employee, but the former tracking clerk has come a long way—he’s vice president of the shipper’s e-commerce sales team. His advancement in the company was steady, the result of careful planning though UPS’s career-development program. By putting resources into such programs and helping reps set goals and develop skills, businesses can allow employees to grow within their organizations and reduce turnover rates in the process, as UPS has found: Its turnover rate among full time managers in 4 percent.   Ã‚  Ã‚  Ã‚  Ã‚  Developing salespeople starts with a clear mission. At UPS, employees meet annually with managers to identify their strengths and decide what skills they need for a new job within the company. â€Å" We lay the foundation for future development and map out immediate, midterm, and future goals,† Colletta says. â€Å" When I was a tracing clerk, I told my supervisor that my goal was to became a district sales manager. I then became a driver, then a salesperson, and in 1986 I reached my goal.†   Ã‚  Ã‚  Ã‚  Ã‚  Career development entails implementing training programs and Internet career centers that can help companies grow their staffs. Employees take courses in order to acquire the pedigree that will make them candidates for management positions. But learning isn’t just in the classroom. Mentoring programs in which managers coach lower-level employees are also valuable. â€Å"Mentors are especially important,† Colletta says. â€Å"They help you understand the opportunities that are out there. They helped me see what I couldn’t because I couldn’t look that far ahead yet.†   Ã‚  Ã‚  Ã‚  Ã‚  Progress must be routinely monitored. Employee reviews and 360-degree reports are good ways to track improvement. So is a manager’s involvement. â€Å"Have an open door policy to keep the communication lines open,† he says.

Manet’s Advertisement An understanding of Vue de l’Exposition Universel

An understanding of Vue de l’Exposition Universelle, Paris 1867 â€Å"Manet a toujours reconnu le talent là   oà ¹ il se trouve et n’a prà ©tendu ni renverser une ancienne peinture ni en crà ©er une nouvelle. Il a cherchà © simplement à   à ªtre lui-mà ªme et non un autre.† Edouard Manet, Motifs d’une exposition particulià ¨re, May 1867 (in Courthion: 139) Manet is a transitional painter, emerging from the realism of the early to mid nineteenth century and a precursor to — included in by some authors — the impressionist movement. The public’s fascination with his work is remarkable. But, as much as his work is appreciated today, he has been criticized and misunderstood by his contemporaries. His radical explorations in composition and representation made him an easy target for unfavorable critics. He has been accused of leaving his paintings unfinished, of not being able to compose, of lack of imagination and even of vulgarity (Hanson, Howard, Mainardi, others). His position as part of the â€Å"tribe of eccentrics† (Chesneau q. in Mainardi: 109) has kept Manet out of the conservative catalog of the Fine Arts section of the Exposition Universelle of 1867 in Paris. Since, in the artist’s words, â€Å"montrer est la question vitale, le sine qua non pour l’artiste† (in Courthion: 140), he was forced to prepare his own show to display his work to the very important public brought to Paris by the world fair. So, he and Courbet borrowed money and set up on the Place de l’Alma, right on the path leading from the Salon at the Place de l’Industrie to the Exposition Universelle on the Champ de Mars (Mainardi: 109). It is in this ambiance of optimistic defiance that Manet produced Vue de l’Exposition Universelle, Paris 1867 , his illustration of the fair. ... ...er Levin Associates, 1988 Hanson, Anne Coffin. Manet and the Modern Tradition. New Haven: Yale U. Press, 1977 Howard, Seymour. â€Å"Early Manet and Artful Error: Foundations of Anti-Illusion in Modern Painting† in Art Journal. New York: College Art Association of America. Vol. 37, Fall 1977: 14-21 L’Exposition universelle de 1867: guide de l’exposant et du visiteur, avec les documents officiels, un plan et une vue de l’Exposition. Paris: Exposition universelle de 1867, 1866 L’illustration. 6 Avril 1867 Mainardi, Patricia. â€Å"Edouard Manet’s ‘View of the Universal Exposition of 1867’† in Arts Magazine. 54(5), January 1980: 108-115 Reff, Theodore, ed. Manet and modern Paris: one hundred paintings, drawings, prints, and photographs by Manet and his contemporaries. Washington: National Gallery of Art, 1982 The Illustrated London News. 6 July, 1867

George Orwells Animal Farm

In George Orwell's Animal Farm, power and control of the farm shifts from Mr. Jones to Snowball and from Snowball to Napoleon. Each, no matter how well their leadership, was corrupted by power in some way as compared to Russian leaders of the time. The most corrupt, Napoleon, uses several methods of gaining mocontrol the Handmaids in almost any way they desire. It is clear that the theme of power and control through the depiction of it’s citizens creates a severely oppressive society. This theme is portrayed by the role of government and the patriarchal society. The government strikes fear on its citizens with the Wall and the Salvaging in the Handmaid’s Tale, the military force in V for Vendetta and the outcasting of animals that do not follow orders in Animal farm. Fear and intimidation are used in the texts and furthermore, power is shown through the patriarchal society, which includes the Commanders, the Commander's Wives, and the Handmaids assigned to them. Overall, the Republic of Gilead institutes power and control in society, therefore forcing its residents into submission and causing them to loose control over their own lives. . re power and luxury.Power and Control â€Å"Once you had the freedom to object, to think and speak as you saw fit, you now have censors and systems of surveillance coercing your conformity and soliciting your submission† (V, â€Å"V for Vendetta†). Throughout history there has been struggle of power and control between a governing body and it's people. In the movie â€Å"V for Vendetta,† the government has ultimate control over it's people in a dystopian future, created by a series of strategic events that could be in the near future for the United States. Good morning/afternoon teachers and fellow students. Today I will be talking to you about Power and Control related to my three texts, Animal Farm by George Orwell, V for Vendetta directed by James McTeigue and The Handmaid’s Tale by Margaret Atwood. Yes it is necessary for the government to impose a certain amount of power and control on its citizens in order for a society to function properly. However, too much power and control in a society eliminates the freedom of the residents, forbidding them to live an ordinary life. In the dystopic futuristic novel, The Handmaid's Tale demonstrates the theme of power and control through an oppressive society called the Republic of Gilead. The government establishes power and control through the use of the Wall, military control, the Salvaging, and the Particicution. The Patriarchal society allows the Commanders to hold immense power over the citizens, while the Commander's Wives hold the power in the household. Generally, the Handmaids do not hold very much power because they are of a lower class in the Patriarchal society. The Republic of Gilead institutes power and control in society, therefore forcing its residents into submission and leaving them completely helpless in a totalitarian regime. Just like in George Orwell's Animal Farm, power and control of the farm shifts from Mr. Jones to Snowball and from Snowball to Napoleon. Each, no matter how well their leadership, was corrupted by power in some way as compared to Russian leaders of the time. The most corrupt, Napoleon, uses several methods of gaining more power and luxury. The citizens in The Handmaid’s Tale know that they are constantly under surveillance, so they try their best to conform to avoid getting caught. The patriarchal society is another factor that develops power and control. The Republic of Gilead is male dominated; the Commanders exercise authority over all the citizens. The Commander has a high status in society, as explained by Ofglen when she says, â€Å"He's way up there†¦ He's at the top, and I mean the very top. At such time it's hard to imagine it† (Atwood 262). The Commander's Wives hold power, for â€Å"they can do almost anything to [the Handmaids]† (Atwood 344). Clearly, the Commander's Wives are permitted to control the Handmaids in almost any way they desire. It is clear that the theme of power and control through the depiction of it’s citizens creates a severely oppressive society. This theme is portrayed by the role of government and the patriarchal society. The government strikes fear on its citizens with the Wall and the Salvaging in the Handmaid’s Tale, the military force in V for Vendetta and the outcasting of animals that do not follow orders in Animal farm. Fear and intimidation are used in the texts and furthermore, power is shown through the patriarchal society, which includes the Commanders, the Commander's Wives, and the Handmaids assigned to them. Overall, the Republic of Gilead institutes power and control in society, therefore forcing its residents into submission and causing them to loose control over their own lives. .

Understanding Behaviours and Attitudes Towards Social Networking

The fast development of social networking that has been detected over the last 2-3 years is indicative of its entry into straight life and it’s mixed with our daily lives. In addition to this, there has also been significant media coverage of the development of social networking, its rapid positive results and worries around the approach. For the purpose of this research report I have intentionally put light on the social and communications facets of social networking sites. The SNS also have some drawbacks associated, such as confusion over privacy settings, probable contact with people one doesn’t know and the unintentional penalties of publicly posting delicate individual material. The purpose of this report is therefore to provide evidence-based insights into the social networking phenomenon which can be used to inform current understanding of usage and societal impacts in the UK, and to help identify some of the current and potential future issues around people’s use of social networking sites. Like other communications tools, social networking sites have certain rules, conventions and practices which users have to navigate to make them understood and avoid difficulties. These range from the etiquette of commenting on other peoples profiles to understanding who one should and shouldn’t add as a ‘friend’. Conceptual Framework Engaging with Social Networking Sites The Social networking sites also preferred to as SNS in the document offer people new and diverse ways to communicate via the internet, from PC or mobile phone. According to Dwyer et al (2007), a social network service focuses on building online communities of people who share interests and/or their activities. Today, there are more than 650 social network sites in the world (Stern, 2006), but no one knows exactly the number. Examples include MySpace, Facebook and Bebo. Creator of SNS authorized people to normally create their own online page, construct and show to online contacts called ‘friend’. According to Boyd (2004), reasons for connecting with friends in social network can be varied and doesn’t unavoidably mean friendship in the daily dialect sense. Users can communicate to other user with the help of their profile they have created. Social networking sites are built for users to interact for different purposes like business, general chatting, meeting with friends and colleagues, etc. SNS offer a gloriously direct tool for what Goffman(1972) calls â€Å"impression management†: the profile page. Just as your choice of clothing and hairstyle signals how you think of yourself (and want others to think of you), so does your choice of profile photo. Many users choose to display the most flattering photographs of themselves that they can. It is also helpful in politics, dating, with the interest of getting numerous advantages with the people they meet. Anecdotal evidence suggests that social interaction with political content of interest is important for young adults (e. g. , Steller, 2008). A study by Conners (2005) reported that Democratic Senate candidates were more likely than Republicans to use Meetup, blogs and other interactive online tools in 2004. (ssrn. om)Recently, the use of network sites has increased overtime with the improvement in technology and the use of mobile phone to surf the web and statistics have shown that 90% of people on the internet at one point in time or the other are visiting SNS (Boyd and Ellison, 2007). Attitudes and behaviours towards social networking sites Users of Social networkers fall into different groups Social networkers are different in approaches to SNS and in their behaviour while usin g them. The site users come under five distinct groups. These are as follows: * Leading Socialisers – (a minority) people who are using sites intentionally to encounter new folks, flirt and to be entertained. * Attention Seekers – (some) are those people who need attention and comments from others online, normally by posting photos and edit their profiles. * Followers – (many) are those people who joined SNS to follow what their peers are doing. * Faithful – (many) people who normally use SNS to renew old friendships, sometimes from school or university. Functional – (a minority) those person who wants to be single while using SNS for a specific purpose. * Focussed – (Mostly business users – Recently added user group) Some users of the sites will create the profile to research the market’s response in a specific geography for the predictions of their business in their geography. Also, as this is an easier way to reach a wider and global consumer base, many corporate houses globally a re using these social sites to advertise or endorse their products and promotions. Non-users comes under into different groups Non-users come under three groups; these are the group those who don’t use the SNS: * Concerned about safety – those people who are concerned about safety online, in specific creation personal details accessible online. According to Smith (2007), seven per cent of American sample said they had been contacted ‘by a stranger who made them feel scared or uncomfortable’. * Technically inexperienced – those people who don’t have knowledge for using internet and computer. Intellectual rejecters – people don’t have interest in SNS and think that it’s a waste of time. How people use social networking sites Profile Creation People normally create their profiles on the basis of their knowledge. User Profiles are normally set questioned as per the site, so it is very optional and depends upon the person what he needs to publish on the site. Normally Users enjoy editing their profiles, watch ing video, playing online games, posting photos. Users generally enjoy from the process of creating a social network, creating a list of friends and using friend’s list to browse profiles. Users share individual material with a wide range of ‘friends’. Communicating with their friends is the most famous social networking activity, but most of adults use their profile to communicate with people they do not know. A few users also mention negative aspects of social networking, and these included anger at others using sites for self-importance, parties organised online getting out of hand, and online bullying. Privacy and safety Privacy and safety issues on social networking sites did not emerge as ‘top of mind’ for most users. Information exchange activities operationalized as the activities of interaction among members of a community that acts as a source of information for other members to deepen and expand friendship (Gruen et al. , 2006. 2007). At most of the time Users of the SNS leaves privacy settings as default ‘open’. Generally those who are new, they give out sensitive personal information, photographs and other content about themselves. Sites define some subset of a profile (such as the user’s name and affiliation) visible by default for searching and identification. Most sites also allow users to relax or strengthen their definition of public information. Privacy expectations in social networks are based on relationships. Typical social networks support friends and networks with privileged access. (Felt, Adrienne, and Evans, David. (2008). Research Strategy I will do a qualitative research to examine in depth people’s attitudes to online social networking, their behaviours while using social networking ites, and the reasons why they use these sites. This will contain an analysis of the research based on several distinct user and non-user segments. Also, I will research on the positive aspects of social network in relation to marketing and research and use of SNS for global business empowerment. This qualitative research will find the use of and attitudes towards social networking sites (both for users and non-users) falling into several distinct segments. Although qualitative in nature, these segments provide an interesting insight into how people currently use and view social networking sites. They also help to highlight that site users are not a uniform group in terms of use, attitudes or behaviour. It will also explain the importance of the segments for users and non-users on different bases. User segments will be organised on the basis of how users will behave when using social networking sites and the non-user segments will be focused why they will stop using the basis of non-users’ reasons for not using the sites.