major strategic and ethical issues faced by Colgate in its partnership with Hawley and Hazel. Essay Example

major strategic and ethical issues faced by Colgate in its partnership with Hawley and Hazel. Essay Name: Instructor: Course: Date: We will write a custom essay sample on major strategic and ethical issues faced by Colgate in its partnership with Hawley and Hazel. specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on major strategic and ethical issues faced by Colgate in its partnership with Hawley and Hazel. specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on major strategic and ethical issues faced by Colgate in its partnership with Hawley and Hazel. specifically for you FOR ONLY $16.38 $13.9/page Hire Writer 1. Identify the major strategic and ethical issues faced by Colgate in its partnership with Hawley and Hazel. Colgate deliberated and made a decision to make acquisition of fifty percent of Hawley and Hazel as a means of gaining entry into the Asian market without the requirements of setting up or building a manufacturing plant. The primary strategic issues which were at hand included the need to increase growth, increase sales activities and subsequent profits. Ethical issues were also present in the acquisition such as was with the promotion of the brand label â€Å"Darkie† in a foreign market. In addition, the entity was also involved in the use of Al Johnson as a means of promoting the brand label â€Å"Darkie† that resulted in legal repercussions for entities in the acquisition, which were namely Colgate, Hawley and Hazel. Hawley and Hazel developed the product in the 1920’s. The product was named Darkie and was considered as racist and offensive to all people of colour. The association of Colgate with the two entities resulted in a backlash form the North American community. This necessitated the development of new strategies by Colgate, which would ensure that the entity would be able to make amends for the damages caused in terms of its relations with the consumers. To make repairs to the damages caused, the entity was forced to propose changes in the name various proposed names such as Dakkie, Darlie, Darbie, or Hawley and the development of a new packaged product. 2. What do you think Colgate should have done to handle the situation? Colgate was unaware of the implications of the relationship with the named entities. It should have been aware of the implications of the product and the marketing campaign used from the onset of the relationship with the partner entity. The entity should have acted quickly to adjust the product name and the marketing campaign used to promote the product. The entity should have initially conducted a study as to the implications, positive and negative, in terms of its involvement with the two entities. In addition, it should have related the products sold and their performance in the North American market to provide an understanding of the 3. Is it possible for Colgate and Hawley and Hazel to change the toothpaste’s advertising without sacrificing consumer brand loyalty? Is that a possible reason for Colgate’s not responding quickly to domestic complaints? The existent promotional mix, which was used, should have been adjusted alongside the advertising to provide a positive reflection of the brand. The sales promotion activities, the advertising activities, public relations and the personal selling efforts should have been exercised with an aim of recapturing the market share and growth in the future. The use of a proactive strategy would have provided the entity with the ability to manage the issue. Such issues should have been evaluated and anticipated by the management with an aim of ensuring that the needs of the consumers were respected. 4. in the end, was a â€Å"no management rights† clause good for Colgate? What could have happened during the negotiations process to get around this problem? The use of the â€Å"no management rights clause† was inappropriate for the organisation. The entity should have maintained rights of management of the brand. This would have provided Colgate with an opportunity to use such as a means of managing the sales and marketing process and strategies used for the product brands. The acquisition should have prompted Colgate to acquire the management rights given that; it had attained a 50% ownership of the entity. This translates to granting the entity exclusive rights in decision-making processes of the merger organisation. The entity should have ensured that it was to acquire management rights due to its acquisition of the larger controlling part of the organisation, in comparison to the other entity, that could be termed as minor partner in the merger. In addition, the entity, Colgate should have ensured that the two entities actualised their corporate social responsibilities and operated with provided levels of standards of ethical and moral conduct in the market. This would have ensured that there was absence of such incidences, which were primarily viewed as racist by consumers.

What It Takes To Be A Leader †English Essay

What It Takes To Be A Leader – English Essay Free Online Research Papers What It Takes To Be A Leader English Essay In the late nineties, I was the vice president of Afternoon Helpers, a district program in Switzerland, whose purpose was to improve the educational performance of students in the primary and secondary school districts. My high school philosophy teacher, the president and founder of the program, had asked me to join the group since she was aware of my successful participation in other volunteer activities. After one year, she appointed me vice president, a position that I viewed as a challenge. I immediately loved the experience, once I had defined the problem: the volunteers were frequently doing homework, instead of spending time getting the children to accomplish their tasks. The method solved only an immediate problem; it did not promote productive work habits that would last a lifetime. Working with teachers and students from different disciplines, I investigated the problems of educational design and soon realized that my own constructive concepts would greatly benefit the program. I began confidently expressing my ideas in the debriefing meetings. We cannot change what we do until we change how we think, and we cannot change how we think until we change who we are. I felt compelled to state this idea during one meeting. Perhaps the cold, rainy atmosphere outside affected the acceptance level of attendees inside, because the deafening silence that followed indicated their disapproval of my attitude and my words. I was convinced that there was an impending need for the program to be updated, but I was not factoring in my age in relation to the other members. Still, I persisted. I continued to explore the educational process. â€Å"Reframing! That is the point.† I then encouraged the group to improve continuously, to change our paradigm, and to think out-of-the-box. My challenging dream was to analyze what we were doing for the students and to respond more creatively to the overwhelming problem, the students’ lack of interest in academic achievement. We should teach students to improve their vocabulary by using context to understand new words, instead of memorizing lists; we could match them with pen pals who shared particular interests, thereby successfully improving their writing skills; and we could correlate scientific theories with real innovations, such as CD, to show them the important role that science plays in their lives. Constructive action would promote classroom interest. As I continued speaking, the mood of my audience changed; tension dissipated as they heard my sincere pleas for constructive changes that would make a difference in local educational opportunities. I observed shared glances that were thoughtful, touching, and even approving. My teacher, more than anyone, nodded her agreement. When it was her turn to speak, she used the wording that we had prepared together. I took a deep breath, feeling relaxed and completely fulfilled. Only then did I understand why I had been appointed vice president at such a young age; my teacher was convinced that I had the leadership potential to effect change and reframe the general habits of the volunteer staff Research Papers on What It Takes To Be A Leader - English EssayStandardized TestingEffects of Television Violence on ChildrenInfluences of Socio-Economic Status of Married MalesResearch Process Part OneAnalysis of Ebay Expanding into Asia19 Century Society: A Deeply Divided EraWhere Wild and West MeetHip-Hop is ArtRelationship between Media Coverage and Social andThe Relationship Between Delinquency and Drug Use

How to Get Your High School Transcript

How to Get Your High School Transcript SAT / ACT Prep Online Guides and Tips Do you need a copy of your transcript in order to apply to college, find a job, or for your own personal use, but aren’t sure how to get one? This guide will explain why you need a high school transcript and how you can get yours, even if you are no longer a high school student. What Is a High School Transcript? Why Do You Need One? A high school transcript is a record of all your academic accomplishments in high school. It lists every class you took, when you took them, and the grades you received. Every student who attended high school has a transcript, and if you attended more than one high school, you will have a transcript from each school You generally need a transcript for three reasons: #1: To apply to college: Most colleges require an official copy of your high school transcript when you apply. #2: To graduate or transfer high schools: High schools will look at your transcript in order to make sure you have met all your graduation requirements or to determine which classes you should enroll in if you transferred schools. #3: To apply for some jobs: When applying for a job, you may be required to submit your high school transcript so the employer can look at your grades or see if you have taken certain courses applicable to the job. Do You Want an Official or Unofficial Copy of Your Transcript? There are two versions of your high school transcript: official and unofficial. Both versions contain the same information and will look the same or nearly identical, but an official transcript often includes an official seal or tamper-proof marks or is enclosed in a sealed envelope. This ensures no information on the transcript is altered. Most colleges want an official version of your high school transcript. Official versions are often sent directly by your high school, either through snail mail or as an e-mail. Your school may also give you an official version of your transcript inside a sealed envelope for you to send yourself. If they do, do not open this envelope, as it will make the transcript no longer official. If you just want a copy of your transcript for your own personal use, an unofficial version is fine. When you request a copy of your high school transcript, make sure you know whether you are requesting an official or unofficial version. Ask someone at the office if you are not sure which version you are requesting. Most schools and employers who need an official version of your transcript will not accept an unofficial version in its place, and sending the wrong version could cause you to miss important deadlines. Official transcripts often take longer to be delivered, sometimes up to a few weeks if being mailed, so make sure you request your transcript early enough that it will arrive before any application deadlines. We also have a guide that explains in more detail all the information a high school transcript contains and why that information is important to colleges and employers. Make sure you know whether you are requesting an official or unofficial version of your transcript How to Get Your High School Transcript How you obtain and send your high school transcript varies from school to school and also depends on whether or not you currently attend that school. Below are three situations; follow the guidelines of the one that best describes you to learn how to request and receive your high school transcript. If You Are Currently Enrolled at the School: If you currently attend the high school you'd like a transcript from, then you're in luck because that makes it pretty simple to get your transcript. First, stop by your guidance counselor's office and ask him or her how you can request a copy of your high school transcript. Your counselor will advise you on next steps which could include: Picking up a copy in person from your school's office If this is the case, stop by the office and tell them you'd like a copy of your transcript. You may need to bring an ID or know your student identification number in order to get your transcript. In general, unofficial versions of your transcript can be printed off very quickly, sometimes right then, but receiving or sending official versions may take a few days longer. Requesting a copy online If your school has this, there will often be a page on their website where you can request a transcript. It may allow you to print off an unofficial copy for yourself and/or request for an official copy to be sent on your behalf. Using a third party site Most high schools will give you a copy of your transcript directly if you are a current student, but there are some that outsource to a third party. Two common examples are Parchment and Need My Transcript. Both these sites are simple to use and can send copies of your transcript to colleges and employers for a fee. If You Are No Longer Enrolled at the School: This may be the case if you graduated or transferred high schools. Even if you no longer attend that school, you are still entitled to a copy of your transcript. First, check the school’s website to see if they have information about obtaining your transcript. Transcript information is often found on alumni or student services pages, and it can provide information on how to request your transcript online or who to contact to get your transcript. You can also try calling the school's main office number and telling them you are trying to get a copy of your high school transcript; they will direct you to the right person. If the above doesn't work, you can also try using a third party, such as Parchment and Need My Transcript. Both websites work with thousands of high schools to provide transcripts; however, there are fees and shipping costs involved with both sites, so contacting your former school first may save you money. The majority of college applicants are high school seniors, and most of the college application advice out there is aimed at them. But what do you do if you don't fall into this narrow category? Our eBook on how to prepare for and apply to college as a nontraditional student will walk you through everything you need to know, from the coursework you should have under your belt to how to get letters of recommendation when you're not a high school senior. If Your High School Has Closed Down or You Can't Find Its Website or Contact Information: If you attended a public high school, contact the district office for the district your school used to belong to. Search "school district [name of your high school] [state the high school was in]" to find your district's contact information. You can also search for your school district at the National Center for Education Statistics website. The district will still have student records for all the high schools that belonged to the district and should be able to get you a copy of your transcript and send official copies on your behalf. If you can’t find your school’s district, the district no longer exists, or you went to a private high school, contact your state’s Department of Education. Department of Education contact information for each state can be found here. If you attended a private high school, you can also search for its records and contact information on the National Center for Education Statistics page for private schools. You can also try a third party site, such as Parchment or Need My Transcript, both of which are used by thousands of high schools. Be aware though, that if you do decide to get your transcript through one of these sites, both charge shipping and handling fees. Third party sites can be very helpful for getting your transcript, but they do charge fees for their services. Do You Need to Pay to Get Your Transcript? It depends. Sometimes schools will charge you a small fee to cover the cost of creating and distributing your transcript. The amount charged and how it is charged varies by school. Some schools don't charge fees at all for transcript requests. Some schools charge a one-time fee, usually paid when you start your freshman year at the high school. This fee is included with other school fees (usually labeled â€Å"Transcript Fee† or something similar), and paying it once allows you to request unlimitedtranscripts and send unlimited transcripts (official or unofficial) to schools or other places forever, without paying. Some schools provide unofficial copies of your transcript for free, but charge a fee for sending an official version of your transcript. At my high school, you could get an unofficial copy of your transcript for free as well as three official copies, but if you needed more than three official copies sent, then you had to pay $2 each time to cover the cost of shipping. If you use a third party site to get your transcript, be aware that they charge shipping and handling fees for both official and unofficial copies of your transcript. These fees vary by company but are typically more than your school charges, so it’s best to try and get your transcript through your school first. What's Next? Want more information on high school transcripts? Read our guide to learn about the information they include and what colleges look for on them. Are you wondering how to make your transcript more impressive to colleges and employers? Check out our guide on what a rigorous high school course load looks like.

Colored Regiments Essay Example | Topics and Well Written Essays - 1000 words

Colored Regiments - Essay Example In addition, it also sheds light on the life of black soldiers during service and instances of discrimination against them including the controversial issue of payment. The question of the earliest enlistment of colored troops is a tricky one with historians honoring different states as taking the earliest initiatives. The reason for this type of confusion might simply be that by the time the army and the government had mutually and formally agreed to enlist freed slaves as soldiers, many army officers had already begun to enlist and train them. By 1862, there are evidences of black recruitment practices being carried out openly by army and government officers like General Hunter, Major General Fremont and Governor John Andrews. At this time, General Butler also seized the opportunity and enlisted and trained a regiment at New Orleans, by September 1862. The first Negro regiment to be officially inducted in the army, they were called the First Louisiana Native Guards (Edgerton 27, Dawson 6-8). A vital fact worth noting is that freed slaves were enlisted in the war when almost half of it was over, despite the fact that there was no dearth of freed slaves offering their services due to abject poverty and lured by the promise of bounty (Wilson 177). In addition, there was a growing pressure from army officers who insisted that blacks should, in all fairness, be a part of war that was being fought for them and it was unjust of the government to force only the whites in it (Wilson 38, De Forest 31,). The government, however, recruited them reluctantly and after repeatedly rejecting their participation in a war that was being fought for their emancipation in the first place. The obvious reluctance of the government sprang from the fact that racial prejudices were still deeply rooted in the consciousness of the public and the government feared not only a backlash from them but worse - a fierce dissent among their own party members. This fear is voiced by many during discussions in chief newspapers of the time. As a concerned reader, RHV, wrote to the editor of New York's Weekly Anglo-African in 1861, saying that by involving blacks in military service at that time would "would only embarrass the present administration, by stirring up old party prejudices which would cause the loss of sympathy" (Qtd. in Finkenbine et al. 213) [Read complete text of the letter in Appendix] The Freed Slaves As Soldiers: If one were to read firsthand accounts of white officers who fought the Civil War with their black subordinates, it will be noticed that they have spoken highly of the qualities of the Negro soldiers. For instance, Thomas Wentworth Higginson praised his men most warmly for their intelligence, bravery, courage, fearlessness, and dedication and for their surprising readiness to accept disciplining policies as compared to their white counterparts. One characteristic of the nature of his subordinates, which Higginson considered remarkable, was that despite their lack of education and mental training they seemed to fully grasp the enormity of their task, their delicate situation as the first colored regiment and the responsibility and courage needed from them. Not one of them shirked

SGT Rome award Essay Example | Topics and Well Written Essays - 250 words

SGT Rome award - Essay Example His unparalleled ability to multi-task and achieve outstanding results were truly invaluable to daily operations in the detachment. SGT Rome effectively demonstrated strong leadership and sound judgment on assignments by coordinating and advising the Commander on measures of efficiency and effectiveness on all products and product concepts. SGT Rome in many ways was the glue that bonded the three teams to remain cohesive for the purpose of accomplishing their mission. He is a person who can be relied upon and works without supervision. SGT Rome’s dedication to the mission and unwavering passion for his soldiers is an attribute that cannot be denied. His actions are in keeping with the finest traditions of the military service and reflect distinct credit upon himself, the nation and the United States army. Bibliography Hastings, M. (2011) â€Å"Another Runaway General: Army Deploys Psy-Ops on U.S. Senators†. Rolling Stone

Facebook, Hypermediacy, Performance and Interaction Essay Example for Free

Facebook, Hypermediacy, Performance and Interaction Essay While always being a concept extremely difficult to coherently and comprehensively define or describe, identity becomes increasingly elusive in our postmodern era, especially since the advent of the Internet and the wide range of possibilities created by this vast informational network. In our â€Å"global village†, a new form of identity must be added to the previous taxonomies (Giddens Anthony). One in which relativity and fluidity have become significantly more essential, in order to understand and describe it then was the case with its predecessors. This is what is usually called online or digital identity. This concept is strongly connected with that of online or virtual communities, â€Å"spaces† of social interaction in which the concept of â€Å"mediation† plays a central role. Even though, as Giddens states, â€Å"Virtually all human experience is mediated – through socialization and in particular the acquisition of language† not until the advent of the informational era did mediation play such an important role in human communication (Giddens, 23). As McLuhan clearly states: â€Å"The medium is the message†, one of the essential features in understanding the concept of online identity (McLuhan Marshall, 7). Various forms such an identity takes in the context of a specific online community, a social network called Facebook, are analyzed in this essay. Though there are detectable negative sociological implications to Facebook concerning privacy and online identity, (DON’T ANNOUNCE LIKE THIS. STATE YOUR THESIS, NOT THAT YOU WILL IDENTIFY SOMETHING BUT EXACTLY WHAT YOU WANT TO PROVE the research here will identify ) the online network isIS largely sociologically beneficial by providing a positive forum for social planning, community organization and general communication. OTHERWISE, THE THESIS LOO9KS GOOD, JUST STICK TO THE PLAN IN IT Facebooks initial model revolved primarily around the â€Å"courtship† of those directly affiliated with universities. Facebook was launched on â€Å"February 4, 2004 and until September 11, 2006,† it was comprised entirely of individuals with active university email addresses, with high schools and corporations soon being added to the mix (Wikipedia). Today, Facebook is a network accessible to anybody with a valid email address. However, Facebooks operational premise requires people to display certain details regarding themselves that will allow them to be located by friends. Certainly, an increasingly valid use of Facebook has been its role in reconnecting lapsed friendships or acquaintances. Therefore, DON’T USE ‘WE’ UNLESS YOU ARE A TEAM OF SCIENTISTS. a s our discussion turns into AND YOU ARE ANNOUNCING AGAIN ) IN THE recognition of the identity management issues related to this legal and valid self-presentation will related directly to , user preferences will be a relevant factorpreferences. Therefore, much of the theoretical conceptualization here will revolve on this understanding that in spite of opportunities for elastic identity management, this network remains, at least for the time being, a â€Å"space† in which online and legal identities are connected (Giddens). This feature will bring about very interesting issues concerning the form and nature of the online identity exhibited on Facebook. Particular issues are those concerning the choices which individuals are able to make in the Facebook context which help to formulate identity in ways which may differ in the purpose and functionality from identity strategies in traditional social spheres. This points to some of the main differences between traditional and online identity, with the latter creating certain freedoms from physicality. One can choose or bypass certain visual images, can report or leave out certain biographical facts and can generally craft an identity which is less dependent on day to day interactions. VAGUE. WHAT ARE THESE ISSUES? , AND WHAT EXACTLY IS THE FORM AND NATURE OF THE ONLINE IDENTIY? STATE IT HERE. Another factor of determinant importance in understanding the sociological impact of Facebook is its representation of McLuhansS EXPLAIN WHO HE WAS â€Å"global village. † Marshall McLuhan is one of the preeminent theorists in communication and media studies, and through the 1950s and 1960s, would command a great deal of foresight in identifying the behaviors of future media systems. In his global village theory, McLuhan envisioned, a space in which the magnitude of globalization and especially its protean forms of cultural exchange couldan be experienced on a personalized level. Since Facebook has been traditionally grounded within university-based networks, many of these already possessing defined international profiles, one can now begin to experience on a virtual level the powerful dynamics of globalization as they have been implicated by technological transition. Individuals create personal networks of contacts which reflect and, sometimes, even expand the international environment in which they pursued their studies. (Ellison, 1143)SOURCE? Before going further in the analysis of the concept of identity on Facebook, one should analyze the notion of profile, YOUR OUTLINE REFERS TO ‘OBJECTS’. CLARIFY THAT THERE IS A CONNECTION BETWEEN PROFILE AND OBJECT – OR AM I WRONG IN ASSUMING THERE IS ONE the online representation of the individual. Firstly, one should take into account the distinction within Facebooks grammar lingo, which provides a distinction DO YOU MEAN ‘LEXIS’? between â€Å"objects and actions†(Giddens, 47). WHO IS THIS? Social theoriest Anthony Giddens here provides the concept which is fully executed by Facebook, in which the identity which one formulates produces a virtual object through which various interactive actions may be executed. The basic object is the profile itself, from which a tree-like structure of other objects, ranging from the â€Å"wall† to pictures, videos, the so-called applications, or plain text, emerges. Therefore, Facebook can be seen as a container of various media, organized within a profile which represents the individual, the â€Å"real† person â€Å"hidden† behind the screen. The profile can be considered a â€Å"virtual body representation of the individual† SOURCE? a representation connected with other profiles, images of other individuals, joined together in various associative networks. (Giddens, 48) The focus is mainly on the tree-like organized strata of media which separates individuals connected on Facebook because it is essential to stress on both the distance and closure between individuals which is created in such instances of communication, the much-discussed (within the context of globalization) â€Å"new spatial logic [ ] the spontaneous dispersion and concentration via information technologies. †(Castells Manuel, 419). In other words, at first one has to notice the separation of the concepts of â€Å"space† and â€Å"place. † in (our CUT THIS) contemporary understanding of THE social landscape. People from various locations can interact on Facebook almost simultaneously. This might be considered as bringing them closer regardless of the physical distance existing between them. Yet, one must always remember to take into consideration also the very â€Å"substance† of the profile: a collage of media, an extension into post-modernity of what Giddens calls one of the â€Å"two basic features of mediated experience in conditions of modernity [ ] the collage effect. † (Giddens 26). In other words, the identity presented by individuals to one another can be considered a highly subjective â€Å"work of art†, creating sometimes large discrepancies between self-identity and the online identity perceived by others. Therefore, in contrast with the disclosure effect WHAT DO YOU MEAN BY ‘CLOSURE EFFECT’? , there is also a distancing effect created by Facebook, an effect which is more elusive mainly because the information is so intensely mediated. The second category ACTUALLY IN YOUR OUTLINE, YOU PUT ACTIONS BEFORE OBJECTS. CHANGE EITHER THE OUTLINE OR THE PARAGRAPH ORDER is that of actions the individual can perform in this virtual environment. First, one â€Å"joins† Facebook, edits his/hers profile, then starts joining various networks or groups, adds friends and so on. An important feature here is closely connected with the object called â€Å"wall† addressed in the previous paragraph and with the action of â€Å"writing† messages on other peoples walls. The distinction between writing on someones wall and sending a message is that while the message remains private, visible only to the recipient, the message on the walls is visible to everyone connected to the walls â€Å"owner†. It might be considered one of the â€Å"external† features of the exhibited individual. In this way, a metaphorical image of the kind of identity created by Facebook closely resembles the image of the self from Pink Floyds conceptual album â€Å"The Wall† hidden behind a wall. SOURCE? Furthermore, this notion of concealment is transparent also in another action one can perform on Facebook, that of hiding one’s ONE’S very actions, in other words, translating them into the private sphere. In fact, ones actions are â€Å"published† in a so-called â€Å"News Feed†, a virtual â€Å"newspaper† available to all ones friends. SOURCE? (Facebook. com, 1) This inclines consideration of the words of the legendary conceptual artist, Andy Warhol. â€Å"’in the future,’ Warhol said, ‘everyone will be world-famous for 15 minutes. ’ (Murphy, 1) Today, Andy Warhol, anthe American artist and a central figure in the movement known as Pop art might say, one can become famous on Facebook for far more then 15 minutes. SOURCE? However, as stated before, one can also hide one’s ONE’S actions and can decide not to allow them to be â€Å"published† in the friends News Feed. Another important type of actions one can perform on Facebook are the interactive actions. An almost constant and incessant exchange between individuals exists through their profile environment. People are writing on one anothers walls, sending messages, adding comments, sending gifts, comparing themselves with the others through various applications, playing games, virtually being able to perform any action to one another (with the textual Super-Poke, one can â€Å"order someone to write an essay about Facebook† for instance). GOOD EXAMPLE This aspect will be important later on when the essential role the other has in creating someones identity on Facebook After these initial considerations about the structure and organization of Facebook, it is important, before pursuing further, to turn again to Giddens ideas about the nature of identity in the modern era, ideas which can easily be extended to our post-modern context. Giddens considers the self as â€Å"a reflexive project†, which â€Å"is continuous, as well as all-pervasive. † In other words, self-identity becomes a construct, a personal narrative which tries to bring order and meaning from the multiplicity of individual traits and experiences. As he states: A persons identity is not to be found in behavior, nor – important though it is – in the reactions of others, but in the capacity to keep a particular narrative going. The individuals biography, if she is to maintain regular interaction with others in the day-to-day world, cannot be wholly fictive. It must continually integrate events which occur in the external world, and sort them into the on-going story about the self. (Giddens, 75) From the previous observations regarding the construction of Facebook, one could easily understand why the â€Å"profile† can be considered a narrative, a â€Å"text† through which the individual reflexively creates an identity-image which he/she exhibits in this network. One could apply here the terminology of Arjun Appadurai, one of the founding editors, along with Carol A. Breckenridge, of the journal Public Culture and also the founding Director of the Chicago Humanities Institute at the University of Chicago, GOOD DETAILS ABOUT THE AUTHOR and call the Facebook profile a â€Å"mediascape†. Appadurai defines mediascapes as â€Å"image-centered, narrative-based accounts of strips of reality†, and further on he states that â€Å"what they offer to those who experience and transform them is a series of elements (such as character, plots, and textual forms) out of which scripts can be formed of imagined lives, their own as well as those of others living in other places. † COMMENT ON THIS QUOTE This points to the distinction between online and traditional identity formulation, with the online variation shown to be more directly susceptible to this careful and intentional scripting. The relationship of Facebook to its origins as university community networking site is apparent in one of the distinct values of its usage. There is an indicationIn its early stages, VAGUE. WHAT KIND OF INDICATION? DO YOU MEAN A SURVEY? OR RESEARH? that there are many students who hadve naturally adopted Facebook as a meeting, socializing or communicating forum which unofficially affiliates with the campus community. Therefore Facebook serves in its individual network contexts to give students the capacity to establish their own networking capabilities simultaneously connected to the physical and cultural community comprised by the campus or school itself and yet fully independent and unofficial from the university’s standpoint. This can serve to be a very constructive way for students to relate and organize to their own benefit and, absent of the university’s concerted involvement, to the benefit of its culture, community and collective identity. As Hewitt and Forte observe, â€Å"when online communities begin to complement existing channels for social interaction, aspects of everyday practices are often cast into sharp relief as community members integrate new channels of communication into their everyday lives† (Hewitt and Forte, 1). Serving to strengthen the internal processes by which members of a university community are able to relate to one another separate from the parameters created by the university the online community can be extraordinarily beneficial in diversifying, liberating and even emotionally accommodating the university experience. Individuals with common social, academic or even romantic interests can use university forums to engage one another within the theoretical confines of the school but outside of its official interactive boundaries. GIVE A REAL-LIFE EXAMPLE For many students, something such as Facebook allows for the tangible and observable presentation of a community, which, especially for incoming or socially remote students, can be an important arrow signdoorway to groups, activities and support structures within the university.. WHAT IS AN ARROW SIGN? A SIGN OF WHAT? Thus, Facebook can really help one to bridge the gap between a selected identity and a group with which to identify. Moreover, this is also true of Facebook’s alteration to the sociological process of recovery of lost, lapsed or unrealized relationships, whether social, romantic, professional or even convenience. Accordingly, â€Å"previous research suggests that Facebook users engage in searching for people with whom they have an offline connection more than they browse for complete strangers to meet. † (Ellison, 1144) Still, Ththe informality of the â€Å"friend† tag in Facebook, allows people to establish online friendship with one who might not qualify as an entry in one’s cell phone or a possible consideration for immediate recreational plans. The fact that such â€Å"friendship† does not actually require either participant to â€Å"do† anything other than to approve this friendship, allows for the establishment in many cases of a personal network far larger than one’s physical social network. This is to say that old acquaintances, such as members of one’s high-school graduating class with whom only limited friendly interest is shared, may serve a strictly connective role in one’s network. Their presence in one’s social network will allow one to be seen by other acquaintances and potential ‘friends. ’ This can serve as a positive opportunity to either regenerate lost friendships or even stimulate a friendship where previously only an acquaintanceship existed. GIVE SOME IDEA OF THE EXTENT OF THIS NETWORK, SOME REAL EXAMPLES OR STATISTICS. ALSO INDICATE WHETHER YOU CONSIDER THIS IS A POSITIVE OR NEGATIVE ASPECT. –YOUR THESIS SUGESTTS THE FORMER, BUT YOU NEED TO SAY SO. Furthermore, SURELY THIS IS A NEGATIVE ASPECT, SO YOU SHOULD USE ‘HOWEVER’, NOT ? ’URTHERMORE’. However, there is a perceived exposure simply in one’s involvement with Facebook that might instead be seen negatively. One of the biggest drawbacks to the fact that Facebook creates this explicit connection between real and web identities is the danger that it represents to the user’s privacy. Even as various parameters—sallowing individuals to set privacy terms hiding or only selectively displaying profile details— are set in place to protect the individual from observation or contact by an individual not within one’s friend network, WHAT ARE THESE PARAMETERS? GIVE EXAMPLES there is evidence of vulnerability within the system. It is not particularly difficult for one so determined to procure personal information regarding other Facebook users without the proper authorization. This is a bug WHY A BUG? that was most recently revealed by a British tech company which was intended to expose the site’s susceptibility to willful penetration, with the programming being infiltrated by professional hackers. Thus, â€Å"in less than three hours computer programmers working for the BBC programme Click, developed an application for Facebook which they used to discover the details of four users and all their friends. † (Cockcroft, 1) Facebook, for its part, has indicated through an anonymous source that any such vulnerability would be counter-intuitive veSTRANGE WORD! to the intent of the company and network, and therefore it would work to resolve this particular issue. SOURCE? WHO SAID THIS AND WHAT WERE THEY GOING TO DO ABOUT IT? (Cockcroft, 1) On the other hand, such vulnerability may be seen as a programming bug and not a conceptual failure, with Facebook’s model being dedicated inherently to the protection of privacy details at the user’s discretion.. SOURCE? DEFINE THE DIFFERENCE Consequently, this is not an issue which draws much in the way of sociological resolution on the subject. Moreover, speaking in a more sociological sense, another issue concerning Facebook is the inappropriateness of varying user intentions. The concept of online identity is refuted by the fact the Facebook is simultaneously connected to the user’s legal identity and bound to the virtual world. The result is that user’s have the opportunity to redefine themselves even in direct connection to details which are inherently bound to the non-virtual world such as relationship status, physical appearance, profession or interests.. SUCH AS? This gives Facebook an obfuscating subject as it related to our ability to comprehend that which is implied by one’s Facebook identity.. EXPLAIN Facebook is inherently subject to many of the same usage issues which have always been associated with internet usage. That is, â€Å"digital identity, like that presented in the Facebook, thrives because it is temporal. You can change your identity at the drop of a hat you can become a liberal or conservative at the push of a button, change your interests and hobbies on a whim. † (Stutzman, 1). While this is the kind of identity elasticity for which individuals have often placed specific value O onN the opportunities available on the internet, the distinctions (which we have) discussed hered HERE regarding Facebook make this an issue of increasing debate. Particularly, (we are demanded) the question is asked IS ASKED as to whether or not the fact that Facebook’s insistence of seeking to connect online and non-virtual identity in one’s online presentation, can be a negative pattern due to possible obfuscation by deliberate misrepresentation. An example of this might be one’s unauthorized use of another’s account or, far more insidiously, one of the most troubling examples of this might be the infiltration of a school network by a sexual predator. GIVE A CLEAR EXAMPLE While this is an entitlement right reserved to be determined by the individual, it is one that further blurs the lines of the authenticity of digital identity within the specific context of a network designed to attempt the contrary. Therefore, it is conceivable that Facebook is where desired by its user, a forum where individual identity can become quite distorted. Thus, if one has selected Facebook as a means of obtaining information about a particular individual—which is increasingly common in the cases of gathering public information, occupationally-based background checks or journalistic research—the presentation of Facebook as connecting to one’s legal identity allows the provided information to be seen as valid information. Because this assumption is justified by Facebook’s short history —though not necessarily by its users—its service to the strategy of observing identity is somewhat questionable. QUOTE AN EXPERT ON THIS As online media theorists Ellison et al note â€Å"there are clearly some image management problems experienced by students as reported in the press, and the potential does exist for privacy abuses,† (p. 1166) Certainly, the(our) research indicates that there is almost an inherent aspect of Facebook which demands that the user construct himself or herself in such a fashion as to reflect the desired impression received by others. And certainly, this is an activity which we? WHO? social interactants engage in socially on a moment-to-moment basis at school, at work or even at the train station. Impression management is a regular aspect of the way we communicate, interact and otherwise engage social contexts. SOURCE? However, as technology author KelleyWHO IS HE? i Indicates: â€Å"Facebook users attempt to manage the impression others receive of them by guessing what their interpretation of their performance will be. The structure of Facebook limits the ways people can construct identities and so some users have to creatively modify their performance. † (Kelly 13). The primary limitation with Facebook is its static nature in the context, at least in comparison to personal interaction. Undoubtedly, in the traditional context of socializing, we are in a unique position to observe rather than to simply guess how our impression management is received. Thus, we can alter identity perception in a matter of seconds. If one feels that his self-presentation in conversation has produced a misimpression, it is feasible to quickly alter one’s conduct, verbal approach or some other quality by which interpretation is being gathered. SOURCE? (Koch, 319) In Facebook, one is always seeking to establish an identity which is likely to promote the widest appeal to all observers, thus serving a more homogenized interest than personal impression management which occurs on an interaction-to-interaction basis. This gives one the opportunity to attempt to deduce a likely collective response, in which a social network is perceived almost as an audience amongst whom common interests or appeals must be identified. SOURCE? (Kock, 320) In this way, identity becomes a target-directed activity in Facebook, almost placing the user in a position of marketing an identity to those in the network. This causes a distinct conflict concerning the image and identity management which one must generally commit to in order to differentiate professional, personal, social and intimate personas. The concern that Facebook may be observable to one’s parent, employer or instructor enters into the discussion here. QUOTE SOMEONE, OR GIVE AN EXAMPLE Accordingly, looking at the amount of information Facebook participants provide about themselves, the relatively open nature of the information, and the lack of privacy controls enacted by the users, Gross and Acquisti (2005) argue that users may be putting themselves at risk both offline (e. g. , stalking) and online (e. g. , identify theft). Other recent Facebook research examines student perceptions of instructor presence and self-disclosure. † (Ellison, 1146) Indeed, one of the most challenging nuances of the social networking phenomenon is its variation of social networking by way of its changing of forums. (Ellison, 1146) IS THIS AQUOTE? NAME THE SOURCE It may not be accurate to refer to online networking as an extension of traditional social networking insofar as this context has the capacity to undermine or alter many implicit rules therein. Referring once again to the Hewitt and Forte study, one of the most pertinent examples of the difference here impliedIMPLIED is that individuals choosing to enter into the online community may do so without the types of informal cues, approaches and comforts pertaining to traditional social networking such as facial expressions, vocal intonations and even attire. SUCH A. S? Thus, it occurs that, in the case of university networks especially, faculty members can create Facebook identities and establish â€Å"friendships† with students. This inserts educational instructors into a vantage POINTpoint? to relate directly to students—or perhaps more problematically, a vantage pointPOINT? from which to observe students—not previously afforded them. In consequence, there is a prospective sense amongst student social networks that some violation of unspoken social arrangement is facilitated by such networking. To this extent, the issue of one’s selected identity—from the perspective of student and faculty—may well be altered strategically in reflection of the awareness that the other party is in a new position of direct observation. That is, â€Å"because social networking communities are built to support presentation of self, identity management is likely to be a significant issue for participants in communities whose membership crosses perceived social boundaries and organizational power relationships. † (Hewitt and Forte, 12) Indeed, it is not of a small degree of importance that there is a separate dynamic of power in the contract between faculty and student that may be threatened by the merging of more inherently social contexts. Thus, as it is specifically concerns the issue of identity, this situation raises the concern that intentional misrepresentation may be encouraged. SOURCE? EXAMPLE? Moreover, as we have identified the preference of activities for users such as the publicizing of events, the posting of photographs and communication with peers, the concept that an instructor is watching is likely to have an inhibitive impact on the presentation of self. SOURCE? (Ellison, 1140) Similarly, the motives for an instructor to present one’s self in this context may be cause forinto GRAMMAR speculation as well, suggesting that an interest in observing students has been falsely underplayed in relation to the instructor’s interest in social engagement.. (Hewitt Forte, 1)SOURCE? OR EXAMPLE? Though, Facebook does offer many privacy options which allow users to determine who can see what information posting within a profile, with regard to the issue of identity and presentation, such as the protection of age or the prevention of profile views from individuals outside of one’s networkDESCRIBE THESE OPTIONS the deconstruction of some social boundaries concerning such limitied factors as geogrpahyndaries SUCH AS? which have been purposefully—and in some instances usefully—established does have an impact on the validity of presented identities. Still, with the issue of identity thrust to the side, there is a notable value (which we can find) in this deconstruction of social boundaries. According to the Hewitt and Forte study, which in 2006 evaluated student behaviors at the Georgia Institute of Technology, â€Å"two thirds of the students surveyed [in their research GIVE FULL DETAILS ABOUT DATES, PLACES, RANGE ETC] reported that they are comfortable with faculty on the site. Positive comments tended to focus on the alternate communication channels afforded by the site and on the potential for students to get to know professors better. † (Hewitt and Forte, 2) In this way, (quite) in fact, Facebook appears to offer a reconsideration of the dynamic between instructor and student which can actually provoke a positive social change. Without question, this interaction is allowing an educational intimacy (improbable)which would be otherwise improbable, with instructors finding a way to enter into a student realm outside of the classroom without necessarily imposing hierarchical demands upon students. FOR EXAMPLE? HAS THIS HAPPENED? These direct contradictions make it increasingly difficult to make a rigorous argument for certain that Facebook’s current usage â€Å"proclivities† have achieved a cultural consensus in terms of sociological impact. That is, where this discussion has focused so significantly on the matter of identity management, there is good cause to suggest that normative behaviors are now only in their infancy. Only four years old, the remarkable sociological, technological and economic impact of Facebook is still being formulated during a continued phase of massive adoption proliferation. (Ellison, 1140)IS THIS A QUOTE? SOURCE? Therefore, it is uncertain how the near future will shape usage and identity considerations. And in many ways, this is a direct factor in the distortion of identity which is currently available, and perhaps even encouraged by the current Facebook model. To this extent, â€Å"while people construct identities in all parts of their lives, this performance is particularly evident on Facebook since the norms of use and interpretation are still being developed for this community. This manifests itself in debates over Facebook etiquette, risks and user rules. † (Kelley, 2) This is a set of debates which is still very much underway, and which presumes (for us) mesa future in which high adoption rates of Facebook will force continual discussion on the issues of identity here related. promise some resolution. N0T USRE WHAT THIS MEANS. WHY DO HIGH ADOPTION RATES NEED A ‘RESOLUTION’? Indeed, as the research here suggests, this resolution is likely to benefit the improved balance for the user of desired image presentation and the demand for accuracy, as it appears that the true social and interactive benefits of Facebook are realized thusly. Even as individuals attempt to manage impressions that benefit their social or image-based status, there is a definable interest for many in constructing an identity which represents the aspects of one’s life which will place them in useful and relevant social networks. It is therefore that we cconcluded AVOID THE ‘WE’ that there is a positive end in the proliferation of Facebook. Though it is clear that its early stages of development have presented a wide array of new and evolving considerations relating to privacy, social power dynamic and image management, there is nonetheless a direct value to honest representation in the social networking context that suggests this impulse will ultimately direct the further evolution of normative behaviors on Facebook and other online social networking communities. Works Cited Appadurai, Arjun. Modernity at Large. Cultural Dimensions of Globalization. University of Minnesota Press, 1996. Castells, Manuel. The Rise of the Network Society. Blackwell Publishers, Massachusetts, 2000. Cockcroft, Lucy. â€Å"Facebook loophole ‘open to identity thieves†. Telegraph. 5 January 2008. 27 April 2008. http://www. telegraph. co. uk/news/1916483/Facebook-loophole-open-to-identity-thieves. html . Ellison, N. B. ; Steinfeld, C. Lampe, C. (2007). The benefits of Facebook ‘friends:’ Social capital and college students’ use of online social network sites. Journal of Computer-Mediated Communication 12(4)., p. 1143-1168. Giddens, Anthony. Modernity and Self-Identity. Self and Society in the Late Modern Age. Polity Press, Cambridge, 1991. â€Å"Facebook†. Wikipedia. 28 April 2008. 28 April 2008. http://en. wikipedia. org/wiki/Facebook. Giddens, Anthony. Modernity and Self-Identity. Self and Society in the Late Modern Age. Polity Press, Cambridge, 1991. Hewitt, Anne and Forte, Andrea. â€Å"Crossing boundaries: Identity management and student/faculty relationships on the Facebook†. Georgia Institute of Technology. 24 April 2008. 24 April 2008. http://www-static.

Female Deception in Hippolytus: The Ruin of Men Essay examples -- Gree

Female Deception in Hippolytus: The Ruin of Men Works Cited Missing In Ancient Greece, deceit was considered to be part of a woman's nature and an inherent female characteristic. It was generally believed that a good woman was the result of the careful cultivation of her morals by her guardians, and if left to her own devices, a woman was apt to be wicked. The deceit of women is a theme that shows up often in Ancient Greek literature, and many Ancient Greek authors portray women as jealous, plotting, deceitful, and vengeful creatures capable of destroying the men affiliated with them. Hippolytus, a tragedy by Euripides, is an excellent example of the Greek notion of the deception of women because it involves the deceit of a goddess as well as two women. In the beginning of the tragedy a very jealous Aphrodite delivers a self-serving justification of her actions as she prepares to punish the virgin Hippolytus. Aphrodite's reason for wanting to castigate Hippolytus is really quite selfish. She is extremely angry with him because he has sworn off physical love and he honors Artemis, the goddess of chastity rather than her, Aphrodite, the goddess of love. Scheming Aphrodite who made Phaedra, Hippolytus' step-mother, Phaedra, fall in love with Hippolytus, decides to reveal Phaedra's love because she knows that if Theseus, Hippolytus' father, discovers Phaedra's secret, "all shall come out," the truth will be revealed, "father shall slay son with curses," and Hippolytus will be ruined (line 43 and line44). As Aphrodite, who appears to be so hateful and cold, plots his demise she vengefully says, "He [Hippolytus] does not know that the doors of death are upon him, ... ...ent son. Although Theseus, unlike Hippolytus who was killed, still has his life, his life is now miserably filled with regret and guilt. The deception of women leads one man to his bitter death and another man to a life filled with remorse. Ultimately, the men's lives are ruined. In Hippolytus, three women, a goddess, a nurse, and a wife, each exemplify the Greek idea of the deceitful woman. Even though two of the women are from different social classes and positions and one of the women is an immortal goddess, they share something in common; none of them can evade their inescapable, natural female inclination toward trickery and deception. All of these women surrender to their cunning, duplicitous sides, and the people who pay the price for their deceitful deeds are the men connected to them whose lives are completely shattered.

Zaara Fashion House – New Year Promotional Campaign

Fashions is an exclusive fashion retail store of Bangladesh. It retails women, men, and kids fashionable apparels. Located in a prime zone of Goulash-l in Dacha, it gives customers freedom of choice regardless of their age, location, taste, season, and fashion persona. Established and inaugurated in August 2009, the retail store KARA Fashions has successfully placed itself among the most celebrated and recognized retail stores of the country. The store produces an exclusive array of products and outfits.Most of these are designed and manufactured in house, while he rest are exclusively commissioned from the most talented craftsmen and weavers around the world. Its unique design and features symbolize aristocracy, and target the most elite customers of the country. Thus, KARA Fashions compliments a trendy lifestyle, and always ranks itself one step ahead with the latest styles and designs. Product Offerings KARA Fashions offers different ethnic and aristocratic products to their high end customers. They usually focus on the classy, gorgeous and ethnic products which will quench the aristocratic thirst of their potential customers.The main products that KARA Fashion offer are- Scares, Salsas Kamikaze, Sherwin, Suit, Shirt, Men's accessories, Kids Wear, Jewelry, Cosmetics, Ladies Footwear, Ladies Bag etc. 2. Mission The mission of Kara Fashions Ltd. Is to provide their customers with exclusive products in order to compliment a trendy lifestyle. Thus they refer it as ‘A House of Exclusive Fashions. ‘ 3. Vision Kara Fashions Ltd aims to practice relationship marketing which involves creating, maintaining, and enhancing long-term relationship with their each and every customer. Thus, they believe to stay always one step ahead with the latest styles and designs. . Situation Analysis Today's market is characterized by highly competitive organizations which are all vying for consumer's loyalty. Firms are faced with the challenge to maintain their own competi tive edge to be able to survive and be successful. Strategies are carefully planned and executed to gain the ultimate goal of all: company growth. However, external factors are not the only elements which influence growth. There are also internal factors, components working within the organization which shape the direction of the company. The company's marketing environment influences the business organization directly.This includes the suppliers that deal directly or indirectly to the people within the business organization, the consumers and customers who demand for the products or services offered by the company, and other local stakeholders who influence the decision-making process or affected by the business decisions made by the business firm. As such, the marketing environment of a particular company describes the relationship between firms and the driving forces that control this relationship who are members of a specific industry wherein the relationship is local and the fi rm may exercise a degree of influence.The situation analysis of KARA Fashion House is described according to two types of environment in exists in- 1. Micro Environment 2. SOOT 3. Macro Environment Situational Analysis Figure 1. 1 The Micro Environment The term micro-environment denotes those elements over which the marketing firm has control or which it can use in order to gain information that will better help it in its marketing operations. In other words, these are elements that can be manipulated, or used to glean information, in order to provide fuller satisfaction to the company's customers.This is accomplished through the manipulation of the variables over which a company has control in such a way as to optimize this objective. 1. 1. 1 The Four As' and the marketing mix The Four As' stands for: 1. Product 2. Price 3. Place 4. Promotion Product- is the market offering. The products KARA offers are exclusive scares, salsas zamia, branded cosmetics, Jewelry, suits, hand bags, s hoes, kids wear and much more. All the products offered are of very high quality. Every product is carefully checked before putting into display.Price- in this context price refers to each KARA product costs. Prices of these reduces are set on the basis of product quality, brands as well as market competitiveness. Place- the location of KARA Fashion House is a great advantage of it. Goulash is one of the most prime and posh area of Bangladesh. So KARA stands in very close distance of the target market. Promotion- the promotion and campaigns would following parts. 1. 1. Employee be describe De elaborately in the KARA Fashion has a very strong line of efficient employees.They are highly dedicated towards works. For better Job involvement and Job satisfaction KARA pays them with a scale higher than the regular salary scale. Moreover, compensations, bonuses, health insurance, performance appraisals are also given in expectation of higher motivation. KARA has around 50 employees working in it. In maintains a great mix of both full time and part time workers whereas 20 are full timers and the rest are part timers. But regardless of everything else KARA ensures they are equally well behaved and helpful towards all the customers.So in a sense, these highly efficient bunches of employees are the greatest resources of KARA Fashion House. 1. 1. 3 Supplier This consists of other business firms or individuals who provide the marketing firm tit raw materials, product constituents, services or, in the case of retailing firms, possibly the finished goods themselves. The buyer/supplier relationship is one of mutual economic interdependence, both parties relying on the other for their commercial well-being.Although both parties are seeking stability and security from their relationship, factors in the supplier environment are subject to change.

An Unforgettable Experience Essay

Though there was an atmosphere of gaiety yet it was tinged with an air of melancholy and sadness. My class-mates and I were in their best dresses. This was the first time in I he span of twelve years that I was not wearing school uniform. We all occupied our seats and the function started. First of all, there was a ceremony of lighting the lamp which was inaugurated by the Principal of our school. Then the students of 12th class lighted their candles from the big lamp. It was followed by the students of 11th class that was hosting the party in our honour. After this ceremony, programmes of entertainment were put up for our amusement and recreation by the hosting party. There were the items of balloon-breaking with a foot, buns-eating hanging down a sting, musical chair and such other allied things. Some of them sang folk songs and danced a rig. After that the stage was left to us to present our items. While our programmes were going on, dainty dishes containing potato chips, pastry, samosa and rasgullas were served to all those who were present. Along with these delicacies, coffee was also served. Some of the students had torn themselves away from the assembly to collect autographs of their beloved teachers. There were speeches in English and Hindi delivered by the Principal and teachers. They all advised us not to do any such deed as to lower the prestige of the school. They told us that we should never forget our ammeter and her ideals. In the end, we were all wished a brilliant success not only in the forthcoming examination but in life also.’ Then we had a photograph spree. ‘There were class-wise photographs with their class teachers and the-Principal and also individual photographs. This continued till it was -the time for the school to break. And by and by all went back home with a sad heart caused by departure but with new hope’s to enter a wider world of new challenges of life.

over population1 essays

over population1 essays There are several problems that affect the world today: war, crime, pollution, and several others. Overpopulation is a serious dilemma that is growing every year, every minute, and every second. It is the root of most, if not all, of the worlds problems1. It is the greatest global crisis facing humanity in the twenty- first century. Overpopulation is the major global problem because of several reasons. Most of the problems we have today, such as ocean depletion, food shortages, water shortages, air pollution, water pollution, and global warming are the effects of overpopulation2. The more people there are, the more resources consumed and the more waste created. A child born today in the United States for instance will produce fifty-two tons of garbage and consume 11 million gallons of water by the age of seventy-five3. Freshwater, drinkable water, is the most critical natural resource to humans. As time goes by, the worlds population expands more rapidly, but there is no more freshwater on the Earth than there was two thousand years ago, when the population was three percent of its current size4. Overpopulation has also increased industrial development, which contributes to massive urbanization and rising of living standards5. The increase in industry shrinks the amount of freshwater available because t hey are constantly being polluted. The rising in living standards causes people to consume more which creates more waste and raises life expectancy, which causes more people to live at the same time6. Another problem that arises from overpopulation is the changing of the climate. Mankind is increasing the greenhouse gas levels by burning fossil fuels and deforesting the earth7. As the population increases, atmospheric concentrations of greenhouse gases rise rapidly which affect the ability of the outgoing energy to pass through the atmosphere, [which] effectively heats the Earth8. Another pr ...

Interpreting Trends in ACT Science Relationships Between Data Points

Interpreting Trends in ACT Science Relationships Between Data Points SAT / ACT Prep Online Guides and Tips Interpreting trend questions can sometimes feel like looking into a crystal ball and predicting the future.Thankfully, no psychic powers are necessary to answer these questions.These questions do require you to interpret the data you are given, going beyond the basic factual questions. Interpreting Trends questions only appear in Data Representation and Research Summaries Passages.For more information about these types of passages and the other types of questions, check out the 3 types of ACT Science passages. Interpreting Trends questions ask you to evaluate graphs, tables, and/or scatterplots to decide if there is a relationship.Is it increasing or decreasing?Is there an inverse relationship or direct relationship?I'll go into more detail on this throughout this article.In this article, I'll transform you in a data interpreting whiz! This is what I have in store for you: Types of Interpreting Trends Questions: 3 Kinds of Correlations tested on the ACT Science Ranking Lists ACT Science Practice Questions and Solutions Types of Interpreting Trends Questions 3 Kinds of Correlation Direct Correlation As one increases, so does the other, as one decreases so does the other. One direct relationship that most people have experienced is time sitting in the car on a road trip and the needto pee. The longer you drive, the larger your need to use the bathroom grows. Here is a sample graph of a direct relationship: While direct relationships are not always a line, it can be helpful to think of direct relationships as lines with a positive slope.As one increase, so does the other. Inverse Correlation As one increases, the other decreases. Shopping is a simple example, as you purchase more items, the amount of money you have decreases. Here is a sample graph of this inverse relationship: No Direct or Inverse Relationship Here is a graph of data with no direct or inverse relationship: For this graph, try to describe this relationship in one word.You can’t.As you follow the trend, as temperature increases, density increases, but then it starts to decrease rapidly.So temperature and density are not inversely nor directly related. We will practice several ACT Science questions addressing these 3 types of relationships in the sample question section below, but first, let’s talk about the one other types of interpreting trends question. Ranking Lists Sometimes the ACT will ask you to put data in increasing or decreasing order based on some criteria like height or mass.See a real ACT Science question below: I'll share my step by step thinking as I solve this question. To answer this question, you need to start by analyzing the question. What is the question asking you to find? These questions require extra analysis because you do not accidentally want tolist the answers in decreasing order when they asked for increasing.In this question, they ask you to list the foods in INCREASING order for the amount of heat released per gram of food. Now, we need to figure out which figures to use; the question says Tables 1 and 2. But which do we start with?This question actually requires you to look at the answer choices to figure out exactly what foods you are ranking. Note: on rankingquestions, you do want to look at the answer choices before trying to solve the problem.The answer choices have useful clues.For this question, by looking at the answer choices, we know that we need to rank the four foods listed in Table 1 and sucrose (which is shown in Table 2).I would start with ranking the four foods in Table 1. Make sure you are looking at the correct column!The question asked about heat released per gram of food.We can see the mass is 1.0 g for all foods in Table 1.So we just need to look for heat released, which is the final column of the table.Ignore the column on change in water temperature; if you use it, you will possibly get the problem wrong. Now, double-check the ranking system, whether increasing or decreasing.The question said increasing order, so start with the smallest. According to Table 1, the increasing order should be potato, egg, bread, cheese.Knowing this, we can eliminate answer choices B and C because it ranks cheese before the other 3, which we know is wrong.To decide between A and D, we need to look at Table 2. This is where mention of the heat released PER GRAM in the question becomes very important.This entire table analyzes heat released by glucose, but the amount of grams changes.Locate 1 g in the amount of sucrose column (it is the 3rd value from the top).The heat released by 1 g of sucrose is 16 kJ.Now, you need to place this in the appropriate location in the current rankings: potato, egg, bread, cheese. Looking back at Table 1, see where 16 kJ fits in the heat released rankings.1g of bread released 10 kJ and 1 g of cheese released 17 kJ.So, sucrose fits right in between.The final rankings should be potato, egg, bread, sucrose, cheese. The answer is A. This is one of the more detailed ranking questions that I’ve ever come across in my teachings.It required you to synthesize two different visuals that were set up in very different ways. When approaching these questions, Start by analyzing the question. What is it asking you to find? What order? Increasing or decreasing? Look at the answer choices for clues about what values you need to rank. Based on this information, decidewhich Figure you need to use. Make sure you are looking at the correct Figure. Use process of elimination. Make sure you have ranked the answer choices in the correct order, whether increasing or decreasing. If you mastered thisranking question, you will be able to master any ranking problem!Let’s tackle some more interpreting trends AT Science practicequestions: ACT Science PracticeQuestions and Solutions Relationship ACT Science Practice Question #1 To answer this question, start by figuring out what is asked of you, as we did in the ranking question. As the distance from the urban site increases, the question wants to know how the annual wet deposition changed for Cu and Zn.Now, let’s figure out which figure we need.The question said Study 3, so we need to use Figure 4 that accompanied Study 3: The key mentions 3 sites, but nowhere in Figure 4 does it list the distances. We have to skim for this information.In the last sentence of the paragraph above Figure 4, it says that Rural Site 1 is 50 km from the urban site and that Rural Site 2 is 100 km from the urban site. Since the question wanted you to evaluate the annual wet deposition as distance from the urban site increased, start by ranking the sites in terms of increasing distance from the urban site: Urban site (0 km since it is the site), Site 1 (50 km), Site 2 (100 km). Now, let’s start with one ion, Cu.As we progress from the urban site to site 1 to site 2, the bars get smaller, so the annual wet deposition decreases.So, for Cu as distance increases, annual wet deposition decreases.Knowing this, we can eliminate answer choices A, B, D. This only leaves us with C, which I think is the answer, but will double check by looking at Zn.As we progress from the urban site to site 1 to site 2 for Zn, the bars get smaller again, so the annual wet deposition of Zn does decrease also.The answer is definitely C. So the relationships in question are both inverse. As distance increases, annual wet deposition decreases for both Cu and Zn. RelationshipACT Science Practice Question#2 Some relationship questions will work backwards. Take for instance this question: This question asks you to evaluate the relationship that is given in a table and make it into a graph. Start, as always, by figuring out exactly what you are being asked, and in this case, it is to illustrate the relationship between heat released and change in water temperature. Answer choice B shows a direct relationship, answer choice C shows an inverse relationship, and answer choices A and D show relationships that are neither inverse nor direct. When you are asked to evaluate relationship, based on a table, I recommend first reordering the table in chronological order, see below: This allows you to better see the relationship.I also encourage you to draw arrows to indicate increasing or decreasing such as I’ve done below: I now know that it is a direct relationship,as change in water temperature increase, so does the heat released. I know the answer has to be B. RelationshipACT Science Practice Question#3 Let’s check out a question with a very tricky graph: As always, start by analyzing the question. Does S â€Å"depend† on frequency at a â€Å"given† wavelength?†Depend† is a fancy word that simply meansare the variables related? Do they have a definable relationship, either direct or indirect?†Given† is a fancy word to say across all values. So, the question is asking you to evaluate if S has a relationship with frequency across all intensity values? The next step is to make sure we are looking at the right figure, in this case, there was only one, so phew that was easy. Here it is: Now, we need to locate S, and compare it to frequency.In such a complex graph, circling is your friend. See my artwork below: You'll notice all of the S values are vertical lines.What this means is as frequency changes, the intensity of S at any value (S 10^-8%, S 10^-2%, S 10^-1%, S 100% - it is fine to not understand what these values mean) remains the same.So we can eliminate, F and H because we know S does not increase, it stays the same.Now to decide between G and J, does S depend on frequency, well since it doesn’t change when frequency does, the answer is No.So, J is the answer. Major takeaways, make sure you know what you are being asked, make sure you look at the right part of the graph, circle for clarity, and graphs of vertical or horizontal lines mean there is most likely no direct or inverse relationship. Recap There are 2 Types of Interpreting Trends Questions Relationship based questions Ranking questions For both question types, Always make sure you understand what relationship the question is asking about. Look at the answer choices for clues about what values you are looking for. Based on this information, decidewhich Figure you need to use. Make sure you are using the right Figure(s) Make notes or drawings at each step if that helps you Use process of elimination Double-check your work if you have time What’s Next? I hope you feel ready to interpret any trend (except personal trends because then you’d be psychic)! For future ACT Science study, I recommend checking out our other articles onthe 3 Types of ACT Science passages to learn more about the other types of questions asked on the ACT Science section,factual questionstolearn more about this question type and to practice your visual reading skills, andthe best way to study and practice for ACT Science to make the most out of your limited study time. Like this article? Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Sciencelesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. 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Failed business innovation Essay Example | Topics and Well Written Essays - 1500 words

Failed business innovation - Essay Example However, not all innovations are successful. Some of the innovations after their launch fail due to a number of reasons that are inherent to their development. When an innovation fails, the companies may quit innovating or revise its strategies. For most innovators, failure acts as a trigger to innovate further. These innovators get better ideas from their failed experiments and in most cases, the innovations come out successful (Dalal, n.d.). Failure and success occurs to both big and small businesses. How a business whether big or small deals with the outcome, determines how successful it can be in its innovation. An example of a failed business innovation is the COMET jet passenger liner. COMET jet passenger liner known as the de Havilland Comet 1 was the first jet airliner in the history of air transport. The jet airliner entered into service in the year 1952 on May 2. The jet airliner served the routes between London and Johannesburg. The launch and commercialization of de Havilland Comet was done in 1952. Before its launch, the Comet was put under extensive series of flight tests that included tropical operations, overseas flights and high altitude takeoffs. The test flights amounted to 500 hours of proving flights and flight crew training. Having satisfactorily completed the tests, the Comet jet airliner was given a go ahead to start its operations. The inauguration of the de Havilland Comet jet airliner commercial services between London and Johannesburg, and Singapore and Tokyo was done by the British Overseas Airways Corporation. The start of the commercial services was successful utilizing only 23.5 hours for the trip between London and Johannesburg instead of the normal 40 hours that a normal aircraft utilizes. The hours used were inclusive of the refueling stops in Rome, Beirut, Khartoum, Entebbe and Livingstone. This was the start of the jet airline evolution and the