Develop a new idea for existing company Term Paper

Develop a new idea for existing company - Term Paper Example Until only recently the brand went through expansion and introduced the Skin care product range which now included lotion, cleansers, towelettes, make-up removers etc. Smooth and Soft face wash will be the solitary face wash related product offering in the company’s portfolio of products. However, given ample time and growth, the company plans on expanding its line of face wash with more special purpose face washes instead of a one-for-all product. We’ll use penetration pricing for Our Soft and Smooth face wash will cost $3.25. Another added advantage that we’ll get is that it will complement our cream range as people who use face wash and care for their skin will also make lotion and cream purchases hence this strategy will benefit us in the longer run. We’ll use advertising in Magazines and place ads which clearly highlight features of the new product and its lower price with similar benefits to the competitors. This would create a pull in the market. The promotion and publicity activities plan include a first time customers’ discount of 30% if purchased in the soft launch activity zone. The product will be showcased at prominent malls in the metropolis along with banners, decoration, flash mob, gift hampers and other awareness-creating activities. Sales promotion will be initially used which will include offers like giving small sample tubes & bottles in a package with the already well established cream and lotion range. Discounts will not be offered as the product is already lowered price to competitors while providing quality. If prices will be lowered than this then customers will doubt the quality, An indirect distribution channel will be used as we have to reach to masses and also our products are Shopping products which are usually sold by retailers at stores and shops as compared to specialty goods require direct

Cultural Assumptions and assessment for understanding of Burns’ Perspective Essay Example for Free

Cultural Assumptions and assessment for understanding of Burns’ Perspective Essay The speaker was addressing a native Indians, most likely her mother. The speaker was trying to trace her culture and trying to differentiate it from her physical and characteristic behavior. In this address the speaker is trying to deny her native identity as American Indian and specifying that it is Native American. It appears the mother was American but the father was Indian. (Burn 741) The poem has the humor in the of living in identity denial yet when the speaker seem to be very much aware of the culture of her identity such as archery practice, stoic face and not drinking a lot. This forms the first theme of this poem of cultural identity denial even though there are physical and behavioral attributes that are associated with the Indian native culture. The speaker consider the Indian rugs very cheap as compared to the American rugs, thus the speaker does not want to be identified with them . (Burn 741) The second humor that is in this poem is the manner in which the speaker is addressing the mother, especially when referring to the father. The speaker is referring to the father as an Indian lover to the mother. The speaker makes it more humorous by perceiving and elaborating how tight the father and the mother were before the speaker was born. This is the second serious theme in the poem. (Burn 741- 742) There are certain phrases that are repeated through out the poem with respective effect. The ‘Yea Uh-huh’ phrase is repeated in the phrase as a scone and laugh at the issues in the theme such as culture and identity. It is used by the speaker to make humorous asserting and make a sense of disapproval to the listener. The ‘No’ phrase has also been used at the beginning of the phrase to vehemently deny the Indian identity and culture in the poem. The ‘Oh’ phrase has been used in the middle of the poem to pour scone on the relationship that existed between the parents. Other commonly repeated phrases are the ‘I don’t and I didn’t’. These are use for the function of reinforcement and utter dissociation. .(Burn 741-742) Cultural Assumptions and assessment for understanding of Cofer’s Perspective The tone of this poem is a gamble, with a prayerful wish, to some extent very desperate full of identity hope. It is a gamble as the identity of God is put of debate by the Latin women. There is a prayerful wish as these women are religiously attending the church prayer sessions. Finally the desperate tone is seen at the end when they are not sure if God is or can be bilingual. (Cofer 780). Cofer relates the issues of race in the reference of God as being of Anglo identity with a Jewish heritage even though they pray in Spanish. Therefore the races hare are Spanish, English and Jews The issues of class are related to in the reference of ‘the great white father’ as well as the church environment which as marble that signify effluence. There is debate about the identity of God. The issues of women run all through the poem from the Latin women who pray to the end of the poem where they pray to their dedicated saints such as Margarita, Josephina, Maria and Isabel. (Cofer 780). Cultural Assumptions and assessment for understanding of Hughes’ Perspective I am a student who does not see myself from the color perspective but from the opportunities to be what I am and can be in future. I appreciate other irrespective of their colors. I do not disregard others capabilities along color lines. I am aware that life is a learning experience that will give everybody a chance to live their dreams with disregard to colors. These are the aspects that are covered by the speaker. (Hughes 935- 936). The writer complication is the assignment that was given about who they are as blacks yet the tutor is white. This assignment in itself is judgmental hence the complication on the writers side. The writing assignment is fulfilled when the writer goes to an isolated place at the institution and describes their identity on personal and in relations to others in the society. The righter specifies that it is not possible to dissociate others because of their colors. (Hughes 935- 936). The speaker happens to be the only black student in their class, perhaps the oldest at twenty two years and feels discriminated for the color identity. The speaker also describes the way to the institution as mostly affluent and inhabited with whites. The speaker’s response to the question of whether the white paper will be colored when writing is negative. (Hughes 935- 936). The tone of line 27- 40 is one of defiance. The speaker wants to be considered and an American, just like the others. The speaker is also defying the past treatment of dissociation from the rest of the society. The tone is also one of collectivisms when the speaker wants to be considered as an American. (Hughes 935- 936). The instructor will have a whole new perception about the identity discrimination that exits in the society at the moment. The Instructor will be touched and filled with guilt about the past occurrences of the have happened at the learning institution. The instructor will also commend the writer bravery and resolve and will most likely grade it as excellent. (Hughes 935- 936). Cultural Assumptions and assessment for understanding of Byatt’s Perspective Daphne is a very sympathetic character. She never goes to the city Mall to shop and does not know so much of the place. The Husband Dollo always leaves her home and feels she is much more comfortable with the domestic chores that with the urban shopping Mall rendezvous. She is also very unaware of the risk of the city Mall security and get all her essential property such as passport stolen when she leave them lying carelessly at the Mall. ( Byatt 502-504). She gets into trouble when she cannot pay for the heavy baggage of shopping at the end of the tour and get more worked up and desperately arrested. All the other ladies did not go round the Mall with her hence she looses directions throughout the session . She is unable to prove her identity and will most likely be identified as a shop lifter unless her husband comes for her. ( Byatt 502-504). The antagonism arises between Daphne and the policeman when she is found lost in the perimeter. She has not been able to pay for the product. She claims her property has been stolen including her passport which is her first step of identification. On arrest, she resists and believes she is not a criminal and will wait for her husband to come out with proof. But this is not resolved as the policeman is impatient there is nobody coming to her rescue. Eventually she must have given in to the arrest. ( Byatt 502-504). Cultural Assumptions and assessment for understanding of Divakaruni’s Perspective The practice of the pre-arranged marriages has long roots in the Indian culture. I thin it should be left upon the lady to decide who to marry, when to marry, how many children to have and after what duration. (Divakaruni, 214- 215). Sumita initially cries of it as she does not have a chance to choose her groom. She also is not for the idea of going to America as she finds the culture quite conflicting with her current beliefs. However Divakaruni explores Sumita’s new life experience from the cloth point of view. As soon as Sumita is married, she gets a whole new experience that ranges from how women in America dress, kiss in public and socialize in the community. This is quite a shift from the normal Indian culture including drinking. (Divakaruni, 214- 219) The Author weaves into the first section to show that everything is in order according to the Indian culture of pre-arranged marriages. The reader will initially see no signs that there are other controversial themes such as the pre-arranged marriages and the roles of the parents on such occasions. In this fist section, the author dwell on the traditional Indian clothes exposition especially the ones worn by the brides in the wedding day. (Divakaruni, 214- 215) Somesh was initially characterized as well able man who is kind and decent and a provider. Later Somesh turn out to be a typical American with drinking and dressing practices that are not well known by the parents. Somesh was also considered a caring man by the parents. He was a very good singer. (Divakaruni, 214- 215) Works Cited: Byatt. â€Å"Baglady† 1998. p. 502 – 504. Burns, Diane. â€Å"Sure, You Can Ask Me a Personal Question. † 1981, p. 741-2 Cofer, Judith Ortiz. â€Å"Latin Women Pray. † 1981, p. 780. Hughes, Langston, â€Å"Dinner Guest: Me. † 1965. p. 898, 935. Divakaruni, Chitra Banerjee. â€Å" Clothes† 1990, p. 214

deatharms Accepting Death in Ernest Hemingways A Farewell to Arms Ess

Accepting Death in Hemingway's A Farewell To Arms A Farewell To Arms is Ernest Hemingway's poignant yet simple tale of two young lovers who meet during the chaos of W.W.I and the relationship that endures until its tragic end. Frederick Henry, an American lieutenant in the Italian army, and Catherine Barkley, an English volunteer nurse, share a devout love for one another that deepens as Catherine becomes pregnant, yet their blissful relationship becomes tragically shortened as the baby and Catherine die as a result of the birth, leaving Frederick alone to accept their deaths. Written in the distinctive and unimbellished style signature to Ernest Hemingway, "A Farewell To Arms" carries the reader through a roller-coaster of emotions dealing with the idea that death remains as the end of life, and that man must live to its fullest potential while provided the ability to do so. The concept of understanding and accepting death plays a prominent role in "A Farewell To Arms." The idea of death permeates or lies behind all of the characters' actions. This involves the idea of "w...

Living Life

[pic] ENC 1101 – 1591 English Composition Semester: Spring 2013 Instructor: Ms. Nancy Fletcher Campus: Sanford/Lake Mary Building: UP Room: 3205 English Office phone: 407-708-2060 Email: [email  protected] edu Days: Monday evening Hours: 6:30 – 9:15pm Credit hours: 3 Prerequisite: College Prep reading and writing requirements must be fulfilled Textbooks: Lunsford, Everything's An Argument with Readings, 5th ed. Kirszner & Mandell, The Brief Wadsworth Handbook, 7th ed.Tensen, Research Strategies for a Digital Age, 4th ed. Course Description: This is a course in the process of expository writing. Students will read essays and compose papers that are unified, organized, logically developed and supported, clearly stated, and well- focused. Research techniques are introduced and incorporated into at least one composition. This course partially satisfies the writing requirement—6,000 words (S. B. E. 6A-10. 30). Students must pass the core assignments with a ‘C' or better. Course Objectives: Upon completion of this course, the student will be able to †¢ demonstrate competence in written standard English usage, punctuation, sentence structure, paragraphing, and other fundamentals of writing †¢ develop effective essays determined by purpose and audience †¢ demonstrate awareness of writing as a dynamic process ith rough drafts, substantive revisions, proofreading, and editing †¢ recognize, incorporate, and combine patterns of exposition/rhetorical modes †¢ use critical and original thinking in course assignments †¢ employ field and library research in the creation of at least one essay, and document using parenthetic MLA format †¢ employ the use of computers for word processing and/or researching all essays Core Assignments: In order to pass ENC1101, students must pass all core assignments with a grade equivalent to a ‘C' or better. Two in-class timed writings patterned after the CLAST essay †¢ An expository essay. †¢ An argumentative essay. †¢ A library research project on a subject assigned by the instructor (minimum 5 pages) that demonstrates: researching, note-taking & drafting; producing a works cited page (5-entry minimum); documenting research using MLA style; formatting using MLA style; editing and proofreading ENC1101 Documentation Exam – score is not included in final grade.Students are required to pass the ENC 1101 Documentation Exam with a score of 70% or higher, or they will be required to retake the exam in the Make-Up Testing Center before receiving a final grade for the course. College Plagiarism Statement: As a member of the Seminole State College community, a student is expected to be honest in all of his or her academic coursework and activities. Academic dishonesty such as cheating of any kind on examinations, course assignments, or projects; plagiarism, representation; and the unauthorized possession of examinations or other course-relat ed materials is prohibited.Plagiarism is unacceptable to the College community. Academic work submitted by students is assumed to be the result of their own thought, research, or self-expression. When students borrow ides, wording, or organization from another source, they are expected to acknowledge that fact in an appropriate manner. Plagiarism is the deliberate use and appropriation of another's work without identifying the source and trying to pass off such work as the student's own. Any student who fails to give full credit for ideas or materials taken from another has plagiarized.Any student who shares his or her work for the purpose of cheating on class assignments or tests or who helps another to cheat or plagiarize is subject to the same penalties as the student who commits the act. When cheating or plagiarism has occurred, the instructor may take academic actions ranging from denial of credit for or assigning a grade of ‘F' for the course. The student may also be sub ject to further sanctions such as disciplinary probation, suspension, or dismissal from the college.Attendance: check College Catalog online. To summarize: any student who misses more than 10% of the classes can be withdrawn from the course without notice. Requests for an excused absence made after the fact must document an emergency that the student could not anticipate or prevent. Late arrivals (more than 5 minutes) are recorded as an absence and will not be overlooked, since they disrupt the learning process of the other students. Students who leave before the end of the class will be marked absent for that class.A student who has to be absent because of jury duty or court-mandated appearance needs to contact the instructor in advance of the absence in order that a plan for making up work missed can be made. When observance of religious holidays of students' religious faith interferes with attendance in class, students are required to notify the instructor in advance of such abse nces. Students are held responsible for material covered during their absences, with reasonable time provided to complete make-up assignments. Seminole State College believes that regular attendance in the classroom is necessary for student success in college.Throughout the semester, quizzes are given to evaluate the student's understanding of class material and enhance the student's grade. Because these quizzes are given in an attempt to encourage attendance, no make-up tests are given regardless of the reason for the student's absence. Withdrawals: The last day to withdraw from class is March 19, 2013. After that date, the student will be given a grade for the course. Grades: All assignments will be evaluated on the basis of a numerical scale 100 – 90A 89 – 80B 79 – 70C 69 – 60D 59 – 0FYour final grade will be determined as follows: In class CORE essay #110% In class CORE essay #210% Memoir CORE essay10% Argumentative CORE essay15% Research CORE essay25% Final Exam5% Group Projects5% Class Participation5% Quizzes10% Blogs5% Class Policies: This course will be presented on Sakai, an online course management system. All written assignments are subject to review by turnitin. com, a plagiarism evaluator. Students will be allowed one opportunity per assignment to revise and resubmit failing CORE assignments except in cases of intentional plagiarism.All resubmissions are due 1 week (7 days) from the due date of the original essay. All out of class assignments submitted by the student must be typed. Any student found to be texting or answering cell phone messages during class will be asked to leave the class. Repeated instances of audible signals from such devices that occur during class are disruptive of the learning process and will be grounds for expulsion of the student from the class for the day that the infraction occurs. No laptop computers in the classroom unless the instructor gives special permission.Seminole State Colle ge believes that regular attendance in the classroom is necessary for student success in college. Throughout the semester, quizzes are given to evaluate the student's understanding of class material and enhance the student's grade. Because these quizzes are given in an attempt to encourage attendance, no make-up tests are given regardless of the reason for the student's absence. Should emergency conditions (storms, flooding, etc. ) occur, please contact the College – not the instructor – to see if classes have been cancelled. CalendarThis is a tentative schedule that may be changed by the instructor 1/7 Class Discussion Welcome to the class! Reading of the syllabus Sakai introduction MLA formatting for essays Diagnostic essay Memoir CORE essay assigned – Sakai – Module 1 Homework to be completed for the next class Complete the Sakai tutorial Send me an email from your school email account – go to http://www. seminolestate. edu/livemail/ The library can help you if you can't unlock your account Read Wadsworth page 3 – 7 Purpose & Audience and 57 – 65 Paragraphs and 72 – 75 Introductions and ConclusionsRead Tensen 5 – 17 Topics and 169 – 175 MLA formatting for essays Choose a topic for the Memoir CORE essay Read â€Å"Writing dialogue† in Sakai Module 1 ——————————————————————————————————– 1/14 Class Discussion Memoir CORE essay topics approved Purpose & Audience Unity & Coherence Examples of Student Memoirs – Sakai – Module 1 Introductions and Conclusions Writing and using dialogue effectively Blogging Homework to be completed for the next class Read Wadsworth 23 – 24 Topics and 48 – 52 Titles & EditingRead Writing Dia logue & Punctuating Dialogue Sakai – Module 1 Read In class CORE Essay Hints – Sakai – Module 4 In class CORE essay #1 will be given in the next class. Laptops are encouraged but not required for the next class Don't forget to blog! ———————————————————————————————————— 1/21 Martin Luther King day – School closed ************************************************************************ 1/28 Class Discussion Blog #1 due in Sakai Group fiction project assigned Group meetings Picking a TitleEditing your essay Academic Success Center & Smarthinking In class Essay Hints In Class CORE Essay #1 today Homework to be completed for the next class Submit your Memoir in Assignments in Sakai by midnight 2/4 Read Developing a Thesis – Module 2 – Sakai Read Topic Sentences – Module 2 – Sakai Read Wadsworth 211 – 219 Plagiarism Practice the Overall Exam Review in ENC 1101 Documentation Tool – under Tests & Quizzes – Sakai Don't forget to blog! ———————————————————————————————————— 2/4 Class DiscussionReview of submission process – Sakai – Assignments Memoir CORE essay due in Sakai – Assignments Argumentative CORE essay assigned Plagiarism Researching databases – demonstration Thesis statements Topic sentences Homework to be completed for the next class Read Wadsworth 32 Outline and 90 Opposing Argument Read Acknowledging the Opposing Argument – Sakai Module 2 Write a thesis statement for your essay – counts as a quiz grade – must be submitted in Sakai by midnight on 2/10 – bring a copy to class Everything's an Argument 32 – 35, also 53 – 67 Ethos 69 – 93 Logos 39 – 50 PathosPractice the Overall Exam Review in ENC 1101 Documentation Tool – under Tests & Quizzes – Sakai Don't forget to blog! ———————————————————————————————————— 2/11 Class Discussion Blog # 2 due in Sakai Thesis Workshop Ethos, pathos, logos Recognizing the opposition Group 1 Fiction Project/Presentation due in Sakai – Wiki by class time Homework to be completed for the next class Laptops are encouraged but not required for the next class Review Hints for in class essays R ead Introductions and Conclusions Sakai – Module 2Read Everything's an Argument 32 – 35 Write a paragraph recognizing the opposition – quiz grade – must be submitted in Sakai by midnight on 2/17 – bring a copy to class Write a pathos paragraph for your essay – quiz grade – must be submitted in Sakai by midnight on 2/17 – bring a copy to class Practice the Overall Exam Review in ENC 1101 Documentation Tool – under Tests & Quizzes – Sakai Don't forget to blog! ———————————————————————————————————— 2/18 Class Discussion In Class CORE essay #2 today Recognizing the Opposition WorkshopPathos Workshop Introductions and conclusions Outlining the essay Homework to be complete d for the next class Don't forget to blog! Write an introduction for your essay – quiz grade – must be submitted in Sakai by midnight on 2/24 – bring a copy to class Write a conclusion for your essay – quiz grade – must be submitted in Sakai by midnight on 2/24 – bring a copy to class Practice the Overall Exam Review in ENC 1101 Documentation Tool – under Tests & Quizzes – Sakai ———————————————————————————————————— 2/25 Class DiscussionBlog #3 due Introduction Workshop Conclusion Workshop Group 2 Fiction Project/Presentation due in Sakai – Wiki by classtime Researching databases – Reprise Turnitin. com Homework to be completed for the next class Read Everything's an Argument 172 – 205 Practice the Overall Exam Review in ENC 1101 Documentation Tool – under Tests & Quizzes – Sakai Don't forget to blog! ———————————————————————————————————— 3/3 – 3/9 Spring Break – college closed ************************************************************************ 3/11Class Discussion Blog #4 due Classic, Rogerian and Toulmin Arguments Group 3 Fiction Project/Presentation due in Sakai – Wiki by class time Homework to be completed for the next class MLA Documentation Exam next class – open book – bring a pencil Practice the Overall Exam Review in ENC 1101 Documentation Tool – under Tests & Quizzes – Sakai Laptops are recommended but not required for the next class ———————————————————————————————————— 3/18 Class Discussion Library day – grade conferences available Make up in class CORE essays todayMLA Documentation Exam – open book – bring a pencil Homework to be completed for the next class Create a works cited for your argumentative essay and bring to class Prepare presentation of your group's argument Don't forget to blog! ———————————————————————————————————— 3/19 Last day to withdraw from class —â⠂¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ 3/25 Class Discussion Works Cited Workshop Blog #5 due Group 4 Fiction Project/Presentation due in Sakai – Wiki by class timeHomework to be completed for the next class Argumentative CORE essay due 4/1 in Sakai – Assignments Don't forget to blog! ———————————————————————————————————— 4/1 Class Discussion Argumentative CORE Essay due in Sakai – Assignments Research CORE Essay Assigned Homework to be completed for the next class Write a thesis s tatement for your essay – counts as quiz grade – must be submitted in Sakai by midnight on 4/7 – bring a copy to class Don't forget to blog! —————————————————————————— —————————– 4/8 Class Discussion Thesis Workshop for the Research CORE Essay Outlining your Essay Blog #6 due Group 5 Fiction Project/Presentation due in Sakai – Wiki by classtime Homework to be completed for the next class Write an outline for your essay – counts as quiz grade – must be submitted in Sakai by midnight on 4/14 Read Help With Annotated Bibliography – Sakai – Module 3 Read Tensen 81 – 88 Read Summary – Module 3 – Sakai Don't forget to blog! —————â €”—————————————————————————————— 4/15 Class DiscussionOutline Workshop Annotated Bibliography Summarizing – in class quiz Evaluating resources Primary and secondary resources – interviews Homework to be completed for the next class Write your Annotated Bibliography and submit in Sakai by midnight on 4/22 – quiz grade Read Wadsworth 154 – 163 Read Tensen 103 – 111 Don't forget to blog! ———————————————————————————————————— 4/22 Class Discussion Group Research Project Annotated Bibliography Wor kshop Research CORE Essay due in Sakai – Assignments Blog #7 Review for the final exam

Military Rule

Many third world countries have been under military rule from time to time, for many years. The reasons behind this are many, and are complicated and interconnected. A military dictatorship gets established when political power rests with the military. Developing countries are so called because they are still in the process of development. These areas of development include economy, financial planning and budgeting, setting up of a working administrative machinery, a working constitution, a functional system of government, a system of institutions of education, a system of health, so on and so forth. Altogether, developing countries lack a lot of basic tools needed for proper functioning of a country. Civilians in general are disillusioned with life. There is widespread poverty and illiteracy. Flaws in the working of the system ultimately result in major problems for the common man. Neither is the health system strong, nor the education. The government usually does not provide for even the basic needs. People generally have large families, with no regular source of income. Since literacy is low, most people have confounded and obscure views, and do not understand the working of the system. People get frustrated, and blame the government for not providing for them. As public support begins to crumble, the administration gets weakened. In developing countries, politics is frequently a monopoly, handled by the rich few. Laws and rules can be bended and twisted as desired. And so this ‘feudal’ system of government results in economic and social collapse. Crime rates go on increasing, along with a host of other illegal activities. In the absence proper jobs, ordinary people turn to illicit ways of obtaining money. These are just some of the main problems. In case of a threat from another country, or a natural disaster, or food shortage, matters get worse. Often governments succumb to ill advised measures. And so goes on the cycle. Military rule comes in the absence of a strong government. There are many inter-related factors behind the prevalence of military rule, especially in third world countries. A weak civilian government can be disbanded easily, without much force. Historic examples of military rule include the Greek ‘Sparta [7]’ The ideology behind military rule is one based on discipline – the one thing a developing country lacks. Militarism is generally the belief of the far-right [7]. Under military rule, everything is under strict control of the army, and civilians are subservient to it, whether they like it or not. Civilian rule on the contrary advocates complete freedom, along with organized plans for social and economic development and establishment of diplomatic relations with other countries [7]. Militarism can also mean Martial Law [7]. When a normal judicial system is replaced by military rule, it is called martial law [7]. It is used mostly by authoritarian governments [7]. Earlier, it was imposed in times of war, or territorial occupation, to deal with trials of prisoners and soldiers [7]. It was also used by those countries with expansionist and imperialist policies [7]. Today, in developing countries, it is the easiest tool to bring a distraught and a disorganized society under control. Martial law trials are short, and usually severe when compared to normal court trials [7]. Many counties have now shifted to another system, in which a country is said to be in a ‘state of emergency,’ in place of martial law [7]. Martial law also gives the government the liberty of detaining anyone it thinks is a threat to national interest or security, even without adequate proof.   Media and press freedom is also under strict control. The few leading the hegemony can make decisions without hindrance, keeping the public and its opinions at bay. Under military rule, a country’s population has no say in any matter whatsoever. Without a parliament, all decisions are directly made by the autocrat and his collaborators, without the approval or disapproval of ministers. Think a little deeper, and it seems as if a country comes to an economic and social standstill if under military rule. This is exactly what most developing countries go through. One coup after another and the country lags behind even in the basic amenities of life. Egypt, for example, has been under martial law on and off from 1952 [7]. Gamal Abdel Nasser was the president of Egypt from 1956 until his death, in 1970 [7]. Algeria spent three decades under military rule (1965-1994) [7]. Mohammad Al-Gaddafi has been the de facto head of Libya since 1969. Nigeria has also been caught up in a tangle of coups. Adebowale, in his work criticizes the way military coups took to power, squandering money on lavish cars and houses, and turning into multi-billionaires overnight [10]. He also goes on to say that â€Å"Nigerians are mute because they are terror-stricken and know no other state [10].† He also states that â€Å"Several human rights activists continue to be unjustly detained [10].† Countries like Somalia, Sudan, Liberia, Philippines, Thailand, Ghana, Ethiopia, Bangladesh, Indonesia and Gambia have also been under military control often. Maureen Aung-Thwin criticized the undemocratic manner in which politics was run in Burma [9]. Uganda spent a decade under the rule of one man – Idi Amin [1]. As opposed to this, almost no first world country has been under military rule since almost 20 years. Military governments also justify themselves by claiming that it is important for political stability [7]. Military regimes tend to portray themselves as neutral and unbiased [7]. Though not always, military rule tends to have little respect for human rights, and often use force to silence their political opponents [7]. Another key factor is the convenience of having a military leadership, as opposed to the effort required for an elected one. Public choice can be conveniently ignored and new laws can be easily imposed. The general public is weak, with little or no voice of its own. With widespread illiteracy, public opinion can be suppressed, bribed, or even forced. The general public in developed countries, on the contrary is much stronger and aware of their due rights. Hunger for power and money make the entire system corrupt and fraudulent, with innumerable loopholes. With an influential background, anyone can come to power. High posts like those of governors and chief ministers are based on favoritism rather than open merit. Countries currently under military rule include Thailand, Myanmar, Egypt, Libya, Pakistan and Fiji [7]. If loosely stated, the three key factors behind prevalence of military rule in developing countries are the hunger for power and money, a large but weak civilian population, and convenience for the army. With just one man to make decisions, it gets very convenient for military personnel to run the country. In the end, it is the normal civilian population which suffers. In hopes of better prospects, people look forward to young and dynamic leaders, but in reality, the nation continues to live under a rigid and a totalitarian leadership. It is a widely believed notion that civilian rule is always better, long lasting, and makes a country prosperous. With free and fair democratic elections, the people themselves choose their leader, and so, everything falls in place, and the country can look forward to a brighter future.    Works Cited: Prince Adebowale, Samuel Abiodun, Nigeria: The Nation under Siege by Power Drunk and Ruthless Military Dictatorship,   1997 Aung-Thwin, Maureen, Burma: Political Economy Under Military Rule, (edited by Robert H. Taylor), 2001, New York: Palgrave (Global Publishing at St. Martin's Press), ISBN 0-312-23568-2. Birkhimer, William E, Military Government and Martial Law (third edition, revised), 1914, Kansas City: Missouri, Franklin Hudson Publishing Co. Chris, Alli M. The Federal Republic of Nigerian Army: The Siege of a Nation, 2002, Nigeria Malthouse, 9780231277 Fidel, Kenneth, 1975, Militarism in developing countries, Transaction Publishers ISBN 0878555854 Fink, Christina, Living Silence: Burma under military rule (politics in contemporary Asia), 2001, Zed Books Ltd. â€Å"Libya – History,† (2006, July 14), US Department of State's Background Notes, (Nov. 2005). Militarism, wikipedia, retrieved from: http://en.wikipedia.org/wiki/Militarism Olukotun, Ayo, Repressive Stat e and Resurgent Media under Nigeria’s Military Dictatorship, 1988-98, Nordic Africa Institute, (2004)      

Sizing the ComboBox Drop Down Width

Sizing the ComboBox Drop Down Width The TComboBox component combines an edit box with a scrollable pick list. Users can select an item from the list or type directly into the edit box. Drop Down List When a combo box is in dropped down state Windows draws a list box type of control to display combo box items for selection. The DropDownCount property specifies the maximum number of items displayed in the drop-down list. The width of the drop-down list would, by default, equal the width of the combo box. When the length (of a string) of items exceeds the width of the combobox, the items are displayed as cut-off! TComboBox does not provide a way to set the width of its drop-down list :( Fixing The ComboBox Drop-Down List Width We can set the width of the drop-down list by sending a special Windows message to the combo box. The message is CB_SETDROPPEDWIDTH and sends the minimum allowable width, in pixels, of the list box of a combo box. To hardcode the size of the drop-down list to, lets say, 200 pixels, you could do: SendMessage(theComboBox.Handle, CB_SETDROPPEDWIDTH, 200, 0); This is only ok if you are sure all your theComboBox.Items are not longer than 200 px (when drawn). To ensure we always have the drop-down list display enough wide, we can calculate the required width. Heres a function to get the required width of the drop-down list and set it: procedure ComboBox_AutoWidth(const theComboBox: TCombobox); const HORIZONTAL_PADDING 4; var itemsFullWidth: integer; idx: integer; itemWidth: integer; begin itemsFullWidth : 0; // get the max needed with of the items in dropdown state for idx : 0 to -1 theComboBox.Items.Count do begin itemWidth : theComboBox.Canvas.TextWidth(theComboBox.Items[idx]); Inc(itemWidth, 2 * HORIZONTAL_PADDING); if (itemWidth itemsFullWidth) then itemsFullWidth : itemWidth; end; // set the width of drop down if needed if (itemsFullWidth theComboBox.Width) then begin //check if there would be a scroll bar if theComboBox.DropDownCount theComboBox.Items.Count then itemsFullWidth : itemsFullWidth GetSystemMetrics(SM_CXVSCROLL); SendMessage(theComboBox.Handle, CB_SETDROPPEDWIDTH, itemsFullWidth, 0); end; end; The width of the longest string is used for the width of the drop-down list. When to call ComboBox_AutoWidth?If you pre-fill the list of items (at design time or when creating the form) you can call the ComboBox_AutoWidth procedure inside the forms OnCreate event handler. If you dynamically change the list of combo box items, you can call the ComboBox_AutoWidth procedure inside the OnDropDown event handler - occurs when the user opens the drop-down list. A TestFor a test, we have 3 combo boxes on a form. All have items with their text more wide than the actual combo box width. The third combo box is placed near the right edge of the forms border. The Items property, for this example, is pre-filled - we call our ComboBox_AutoWidth in the OnCreate event handler for the form: //Forms OnCreate procedure TForm.FormCreate(Sender: TObject); begin ComboBox_AutoWidth(ComboBox2); ComboBox_AutoWidth(ComboBox3); end; Weve not called ComboBox_AutoWidth for Combobox1 to see the difference! Note that, when run, the drop-down list for Combobox2 will be wider than Combobox2. The Entire Drop-Down List Is Cut Off For Near Right Edge Placement For Combobox3, the one placed near the right edge, the drop-down list is cut off. Sending the CB_SETDROPPEDWIDTH will always extend the drop-down list box to the right. When your combobox is near the right edge, extending the list box more to the right would result in the display of the list box being cut off. We need to somehow extend the list box to the left when this is the case, not to the right! The CB_SETDROPPEDWIDTH has no way of specifying to what direction (left or right) to extend the list box. Solution: WM_CTLCOLORLISTBOX Just when the drop-down list is to be displayed Windows sends the WM_CTLCOLORLISTBOX message to the parent window of a list box - to our combo box. Being able to handle the WM_CTLCOLORLISTBOX for the near-right-edge combobox would solve the problem. The Almighty WindowProcEach VCL control exposes the WindowProc property - the procedure that responds to messages sent to the control. We can use the WindowProc property to temporarily replace or subclass the window procedure of the control. Heres our modified WindowProc for Combobox3 (the one near the right edge): //modified ComboBox3 WindowProc procedure TForm.ComboBox3WindowProc(var Message: TMessage); var cr, lbr: TRect; begin //drawing the list box with combobox items if Message.Msg WM_CTLCOLORLISTBOX then begin GetWindowRect(ComboBox3.Handle, cr); //list box rectangle GetWindowRect(Message.LParam, lbr); //move it to left to match right border if cr.Right lbr.Right then MoveWindow(Message.LParam, lbr.Left-(lbr.Right-clbr.Right), lbr.Top, lbr.Right-lbr.Left, lbr.Bottom-lbr.Top, True); end else ComboBox3WindowProcORIGINAL(Message); end; If the message our combo box receives is WM_CTLCOLORLISTBOX we get its windows rectangle, we also get the rectangle of the list box to be displayed (GetWindowRect). If it appears that the list box would appear more to the right - we move it to the left so that combo box and list box right border is the same. As easy as that :) If the message is not WM_CTLCOLORLISTBOX we simply call the original message handling procedure for the combo box (ComboBox3WindowProcORIGINAL). Finally, all this can work if we have set it correctly (in the OnCreate event handler for the form): //Forms OnCreate procedure TForm.FormCreate(Sender: TObject); begin ComboBox_AutoWidth(ComboBox2); ComboBox_AutoWidth(ComboBox3); //attach modified/custom WindowProc for ComboBox3 ComboBox3WindowProcORIGINAL : ComboBox3.WindowProc; ComboBox3.WindowProc : ComboBox3WindowProc; end; Where in the forms declaration we have (entire): type TForm class(TForm) ComboBox1: TComboBox; ComboBox2: TComboBox; ComboBox3: TComboBox; procedure FormCreate(Sender: TObject); private ComboBox3WindowProcORIGINAL : TWndMethod; procedure ComboBox3WindowProc(var Message: TMessage); public { Public declarations } end; And thats it. All handled :)

Conjugation of Conocer

Conjugation of Conocer Conocer, a verb that usually means to know in the sense of knowing a person or place, is sometimes irregularly conjugated in its present tenses and the imperative mood. The stem, conoc-, changes to conozc- when it is followed by an -o or -a. Other verbs following this pattern include agradecer, complacer, crecer, desconocer, desobedecer, florecer, merecer, nacer, obedecer, ofrecer, perecer, pertenecer, preconocer, and reconocer. Irregular forms are show below in boldface. Translations are given as a guide and in real life may vary with context. Infinitive of Conocer conocer (to know) Gerund of Conocer conociendo (knowing) Participle of Conocer conocido (known) Present Indicative of Conocer yo conozco, tà º conoces, usted/à ©l/ella conoce, nosotros/as conocemos, vosotros/as conocà ©is, ustedes/ellos/ellas conocen (I know, you know, he knows, etc.) Preterite of Conocer yo conocà ­, tà º conociste, usted/à ©l/ella conocià ³, nosotros/as conocimos, vosotros/as conocisteis, ustedes/ellos/ellas conocieron (I knew, you knew, she knew, etc.) Imperfect Indicative of Conocer yo conocà ­a, tà º conocà ­as, usted/à ©l/ella conocà ­a, nosotros/as conocà ­amos, vosotros/as conocà ­ais, ustedes/ellos/ellas conocà ­an (I used to know, you used to know, he used to know, etc.) Future Indicative of Conocer yo conocerà ©, tà º conocers, usted/à ©l/ella conocer, nosotros/as conoceremos, vosotros/as conocerà ©is, ustedes/ellos/ellas conocern (I will know, you will know, he will know, etc.) Conditional of Conocer yo conocerà ­a, tà º conocerà ­as, usted/à ©l/ella conocerà ­a, nosotros/as conocerà ­amos, vosotros/as conocerà ­ais, ustedes/ellos/ellas conocerà ­an (I would know, you would know, she would know, etc.) Present Subjunctive of Conocer que yo conozca, que tà º conozcas, que usted/à ©l/ella conozca, que nosotros/as conozcamos, que vosotros/as conozcis, que ustedes/ellos/ellas conozcan (that I know, that you know, that she know, etc.) Imperfect Subjunctive of Conocer que yo conociera (conociese), que tà º conocieras (conocieses), que usted/à ©l/ella conociera (conociese), que nosotros/as conocià ©ramos (conocià ©semos), que vosotros/as conocierais (conocieseis), que ustedes/ellos/ellas conocieran (conociesen) (that I knew, that you knew, that he knew, etc.) Imperative of Conocer conoce (tà º), no conozcas (tà º), conozca (usted), conozcamos (nosotros/as), conoced (vosotros/as), no conozcis (vosotros/as), conozcan (ustedes) (know, dont know, know, lets know, etc.) Compound Tenses of Conocer The perfect tenses are made by using the appropriate form of haber and the past participle, conocido. The progressive tenses use estar with the gerund, conociendo. Sample Sentences Showing Conjugation of Conocer and Verbs Following the Same Pattern Me encontraba trabajando a tiempo completo y no pude conocer personalmente a los chicos. (I found myself working full-time and wasnt able to get to personally know the boys. Infinitive.) Ha merecido la pena el viaje hasta aquà ­. (The trip to here has been worth the bother. Present perfect.) Esta ciudad no es muy grande, pero todavà ­a no la conozco bien. (This city isnt very large, but I still dont know it well. Present indicative.) Estoy ofreciendo mucho ms que la paz. I am offering much more than peace. Present progressive.)  ¿Alguna vez has querido saber en quà © dà ­a de la semana naciste? (Have you ever wanted to know which day of the week you were born on? Preterite.) Antes los padres mandaban y los chicos obedecà ­an; hoy sus roles estn invertidos. (Before, the parents gave orders and the children obeyed; today, their roles are reversed. Imperfect.) Solo florecemos si nuestras necesidades emocionales estn atendidas. (We will only flourish if our emotional needs are attended to. Future.) No te reconocerà ­a si nos encontrsemos. (I wouldnt recognize you if we were to run into each other. Conditional.)  ¿Cà ³mo reparo algo que pertenezca a otro? (How can I repair something that belongs to someone else? Present subjunctive.) Hubo una gran variedad de penas aplicables a toda persona que desobedeciera el decreto imperial. (There was a great variety of punishments applicable to everyone who disobeyed the imperial degree. Imperfect subjunctive.)  ¡No desobedezcas creyendo que todo estar bien! Dont disobey believing everything is going to be OK! Imperative.)

Fun Facts About the Channel Tunnel

Fun Facts About the Channel Tunnel The  Channel Tunnel  is an underwater rail tunnel that runs beneath the English Channel, connecting Folkestone, Kent in the United Kingdom to Coquelles, Pas-de-Calais in France. It is more colloquially known as the Chunnel.   The Channel Tunnel officially opened on May 6, 1994. An engineering feat, the Channel Tunnel is an impressive piece of infrastructure. Over 13,000 skilled and unskilled workers were hired to build the Channel Tunnel. Do you know how much a ticket through the tunnel costs? How long are the tunnels? And what does rabies have to do with the history of the Channel Tunnel? Learn how to answer these questions with this list of interesting and fun facts about the tunnel. How Many Tunnels The Channel Tunnel consists of three tunnels: two running tunnels carry the trains and a smaller, middle tunnel is used as a service tunnel. Cost of Fare The cost of tickets to use the Channel Tunnel varies depending on what time of day you go, the day and the size of your vehicle. In 2010, prices for a standard car ranged from  £49 to  £75 (about $78 to $120). You can book travel online. Channel Tunnel Dimensions The Channel Tunnel is 31.35 miles long, with 24 of those miles located under water. However, since there are three tunnels that travel from Great Britain to France, with many small tunnels that connect the three main ones, the total tunnel length is about 95 miles worth of tunnel. It takes a total of 35 minutes to travel across the Channel Tunnel, from  terminal  to terminal. The running tunnels, the two tunnels on which the trains run, are 24-feet in diameter. The northern running tunnel carries passengers from England to France. The southern running tunnel carries passengers from France to England. Cost of Construction Although at first estimated at $3.6 billion, the Channel Tunnel project came in way over budget at over $15 billion when finished. Rabies One of the biggest fears about the Channel Tunnel was the potential spread of rabies. In addition to worrying about invasions from the European mainland, the British were worried about rabies. Since Great Britain had been rabies-free since 1902, they worried that infected animals could come through the tunnel and reintroduce the disease to the island. A lot of design elements were added to the Channel Tunnel to make sure this could not happen. The Drills Each TBM, or tunnel boring machine, used during construction of the Channel Tunnel was 750 feet long and weighed over 15,000 tons. They could cut through the chalk at a rate of about 15 feet per hour. In total, 11 TBMs were needed to build the Channel Tunnel. The Spoil Spoil was the name used for the chunks of chalk removed by the TBMs while digging the Channel Tunnel. Since millions of cubic feet of chalk would be removed during the project, a place had to be found to deposit all this debris. The British Solution to Spoil After much discussion, the British decided to dump their portion of the spoil into the sea. However, so as not to pollute the English Channel with chalk sediment, a gigantic sea wall made of sheet metal and concrete had to be built to keep the chalk debris contained. Since the chunks of chalk were piled higher than sea level, the resulting land that was created totaled about 73 acres and was eventually called Samphire Hoe. Samphire Hoe was seeded with wildflowers and is now a recreation site. The French Solution to Spoil Unlike the British who were concerned about ruining the nearby Shakespeare Cliff, the French were able to take their portion of the spoil and dump it nearby, creating a new hill that was later landscaped. Fire On November 18, 1996, many peoples fears about the Channel Tunnel came truea fire raged in one of the Channel Tunnels. As a train raced through the southern tunnel, a fire had started on board. The train was forced to stop in the middle of the tunnel, not close to either Britain or France. Smoke filled the corridor and many of the passengers were overwhelmed by the smoke. After 20 minutes, all the passengers were rescued, but the fire continued to rage. The fire managed to do considerable damage to both the train and the tunnel before it was put out. Illegal Immigrants The British were afraid of both invasions and of rabies, but no one had considered that thousands of illegal immigrants would try to use the Channel Tunnel to enter into the United Kingdom. Many additional security devices have had to be installed to try to inhibit and stop this large influx of illegal immigrants.

American National Identity 2 Essay Example | Topics and Well Written Essays - 750 words

American National Identity 2 - Essay Example Since America is the superpower nation of the world, there is reason enough to believe such claims, and quite rightly so. The people are satisfied with their lives largely and do not like to mingle with the lives of others. In essence, America is a free world where every soul has the right to be free on his own and let others enjoy their freedom nonetheless (Schlesinger 1998). These are some of the most sought after aspects that America brings to the fore when one thinks of the superpower nation of the world, a nation which manifests success, growth, development and security matching none other. Even though the September 2001 attacks on the America were something totally out of the blue, the Americans feel safe more than ever. They know that their country is being protected from the evil forces which are widespread all over the world. They trust their government and they know that they have become the superpower nation of the world through a better and more resilient ideology than an y other country in the world (Schuck 2008). This has come about through a lot of hard work and dedication that the Americans have shown for their country, and the manner in which they have been cohesive is something that stands out in a head and shoulders scenario when one compares America with the rest of the nations around the globe (Huntington 2005). When one wants to know what the most significant factors are that make people to visit America, the answers seem ready and coming. This is because America is such a happening place that people would like to be there at any time. They would give up their homelands just to be in America – a place where they can dream to be in. There is a good amount of diversity that one can witness within America. This has meant that there are different races and communities that have started to live in America. It is because of this that there are several languages that are being spoken in the country. These have meant that English has started to break down and it has given rise to a number of languages in the different areas and states of America. This is true that people no longer need to learn English if they want to live in America or even visit it from time to time. There are so many ethnic communities widespread in America that one can make do with other languages as well, and thus live easily without a doubt. Also the fact that America allows people to enter into its different states and regions through a legal procedure is something that asks of people to cherish their stay as long as they are within America. The legal ramifications for the illegal visitors and immigrants is indeed very harsh and this is one of the reasons why Americans feel safe that unwanted intruders would not be able to enter into America. However on the flip side, America has more problems than any other country in the world. People have unequal chances of getting jobs, have basic problems like the rest of the world, and enter into health an d educational issues just like others. There is violence within certain states, one of which is Texas where many people die due to a number of negative incidents that have started to come to the fore (Bellah 1967). But all in all, America is a heaven to live within, and this has been proven time and again by the

Female Juvenile Delinquents Term Paper Example | Topics and Well Written Essays - 750 words

Female Juvenile Delinquents - Term Paper Example The essence of this paper is to investigate the status quo of the girl child delinquent and to evaluate the effectiveness of the various mitigation measures that have been put forward. Statistics have proved that there is disproportionate growth of the female juvenile crime rate as compared to that of the opposite gender. According to FBI report (2011), female-child arrests increased by 4% between the year 1999 and 2003 in the U.S. Between 2007 and 2008, the female child arrests for minor crimes increased by about 12% while the rate of male juvenile increased only by 2%. The data from FBI statistics point to an alarming growth of the female crime rate, while the effort to control male juvenile seems to be yielding a good reap. In addition, the statistics analysts have predicted that going by the projection of this crime scenario, female juvenile would get out of control by the year 2014. Resultantly, there is a need for quick and effective intervention procedures contain female delin quency before it is out hands. Research has associated the offending behavior of the girl child to a lot early age victimization of this gender. Physical, sexual and emotional harassment predisposes young girls to the risk of engaging in future offending actions. Scholars have identified a causal relationship between female juveniles and a history of victimization during their early age of growth. According to Acoca (2000, p. 48), most of the females offendants who have been arrested have a history of some form of harassment. These scholars believe that female children resort to crime as a way of settling their emotional distress that is hard to cope. Moreover, the female child is more prone to victimization than the male child, which explains why there is a disproportionate growth in crime rate among female child. Various forms of victimization have been manifested among the sample cases that have been used for research. Rape, violent beating, stabbing and clack of parental care we re among the cases that affected many girls at the age of 13 and 14 years. The FBI (2011) blamed increase in child victimization for the rise in female child defendants. According to psychologists, victims of violence manifest symptoms of post-traumatic stress, which if not properly managed can permanently impair the social behavior of the girl child. Most psychologists have drawn an analogy of female delinquency to the condition of battered woman syndrome that is manifested among married women (Paludi, 2011). The similarity between the two is that both are runaways for victims of some form of violence. The Detroit Police Department reported that females who suffered rape either from strangers or from members of their family had a higher risk of engaging in crime. Another trigger for female delinquency is the lack of or poor parenting. Children who have their parents dead either through murder or any other reason ended up indulging in crime. Most orphaned females end up dropping out of school, risk getting pregnant at adolescence and in some instances end up in drug abuse. Eventually, they end up being enrolled in criminal groups as the only consolation for their stressful life. There is more to worry about since these female delinquents end up being the women criminals in the society (Siegel & Welsh, 2008).

To what extent was the Irish famine responsible for the decline of the Essay

To what extent was the Irish famine responsible for the decline of the Irish language - Essay Example As seen below, this famine resulted in the decline of the language in several ways including the death of its speakers, emigration to other parts of the world and the introduction of British culture to Ireland. How famine accelerated it When the Irish famine hit Ireland, the main crop to be affected was the potato hence it’s sometimes referred to as the Irish potato famine. The famine had a huge death toll that resulted in the death of 1 to 1.5 million people which although not much when compared to death rates in places such as china (13 million) when they had their own famine, was a lot when compared to the ratio of the general population. The population of Ireland was only 8 million when the famine started and by the time it ended population census results showed that the population had declined to around 6.5 million people. This meant that the population had declined by 18 % signifying a huge loss of native speaking Irish people.1 Moreover, since the hardest hit areas were those that still maintained speaking the Irish language. The Irish famine also resulted in the mass immigration of many Irish people to other parts of Europe as they escaped the hunger and strict anti-Catholic policies the British government had put in place. The migration resulted in many of them moving to America where they searched for new opportunities for employment however they were not welcomed due to the contempt given to the Irish culture. It is estimated that at least a million people migrated from Ireland to USA Newfoundland and Britain, resulting a significant drop in the population. People from Ireland were often stereotyped as aggressive and violent and it was not uncommon for job advertisements to specifically state that they did not want people from Ireland. For a person from Ireland to therefore survive or succeed they would have to lose their Irish accent and be Americanised. This therefore resulted in a population which although sharing a common Irish heritage, d id not speak the Irish language and thus a decline in it.2 One of the factors that caused the famine and even made it worse was the marginalization of the Irish-catholic community by the British government. The British government that had been ruling Ireland since 1801 and had put in place discriminatory policies against the Irish Catholic that barred them from voting and the right to owning land.3 Many Irish viewed these policies as a form of colonization but it was clear that for an individual to climb up the social ladder they would have to adopt the British culture and religion and thus neglect their own heritage. The British policies have in fact been identified as one of the reasons the famine ravaged with such intensity as even though people were starving, food crops was still being exported from Ireland, the tenant system of farming had also meant that Irish workers could not practice large scale agriculture that had grown in popularity with the agrarian revolution. The only crop that was able to grow and support a family on the small farms were potatoes. While some might have being willing to make due with meagre earnings as a punishment for their cultural identity, when the famine reached its climax many faced with the option of death or assimilation into British culture chose to align themselves with the British way of life so as to have access to more social amenities, rights and employment opportunities as English was the language spoken by the landlords and merchants.4

Recession & tourism industry in London during 2007-2010 Dissertation

Recession & tourism industry in London during 2007-2010 - Dissertation Example The tourism industry in London serves as the epitome of how the recession greatly ravaged several industries, given that it is considered as specialising in the provision of services that are secondary to human needs. However, the gravity of the matter herein is that this development does not auger well for the entire economy, since tourism provides important socio-cultural, economic and political values to any given economy. It is for this reason that studying the impact of the 2007-2010 global financial recession on tourism becomes needful. Introduction That financial vibrancy of an economy affects different industries therein is a matter that is beyond gainsay. This is so since austere economic constraints compel people to seek more economically viable alternatives. This is particularly the case when the industries involved are seen to be peripheral to human needs. Specifically, recreational and tourism industry are very vulnerable to financial meltdown that may take place at eith er the national or global level. This is because tourism is considered marginal to values that are sacrosanct to the sustenance of human life. Man eventually prioritises his needs during the times of financial recession as a way of eradicating unnecessary expenditure, so that he can eventually keep afloat. This is to say that the global financial recession of 2007-2010 affected the tourism industry in sundry ways that can be seen in the discussion that ensues forthwith. Part 1: Purpose of the Research The research topic of this research is determining the different ways in which the global financial recession of 2007-2010 affected the tourism industry. This is not to mean that the essence of the research is mainly limited to the chronological time frame of 2007-2010. On the contrary, by looking at the effects of the 2007-2010 global financial recession, one can determine the manner in which the variable which is economic recession can affect tourism and recreational industry. The im port of this above is that the main objective of this study is to determine the manner in which the global financial recession of 2007-2010 affected the tourism industry, so as to bring about a myriad of corrective measures and policies that can keep tourism afloat, even in the face of serious financial challenges. In turn, the need to keep tourism vibrant perennially is underscored by the socio-cultural, economic and political values that it (tourism) endows a nation with. No sooner than an economy downplay the importance of tourism than for its foreign policy begin to lose effectiveness and efficiency. The setting of this research undertaking comes against the backdrop of 2 years that succeed the 2007-2010 global financial recession. The 2 years which succeed 2007-2010 the global financial recession are significant in this research, given that it allows for adequate observations and rumination over the dynamics that the 2007-2010 global financial recession may have acted upon the tourism industry. This ensures that information that shall have been gathered on this matter will be as comprehensive as is needed in scholarly discourse. The need for a comprehensive discourse is underscored by the dictates of objectivity in academics. It is only by being objective that one will be able to see the relevance of 2007-2010 global

Natural Selection Essay Example | Topics and Well Written Essays - 250 words - 2

Natural Selection - Essay Example that when a certain species is bred with another one from different part of the world, it leads to creation of new patterns of species that are well adapted to the environment. It is a dangerous idea since it bases its argument on the ground that species once developed or created can never transform which is not correct. For instance, gene duplication is able to form different species resulting from the same parental organism mainly because of polyploidization. Human activity such as mining and construction dismantle animal homes thus rendering them homeless and at the same leaving them vulnerable to preditators and extreme climates that make their survival hard. Global climate change and environmental pollution leads to production of poisonous gases such as carbon dioxide that endanger some species such as marine life. This is because they consume poisonous chemicals that either kill them or alter their reproductive system. On the same front, change in temperatures and climate conditions leads to prolonged dry spells which wipes away animal homes thus hindering evolution of new

Beatrice di Tenda Essay Example | Topics and Well Written Essays - 1000 words

Beatrice di Tenda - Essay Example Symphony No 3 in E-Flat Major (Opera 55) by Ludwig van Beethoven is also known as Erotica. The musical work is a revival of Van Beethoven’s middle period (Zhu, 2009). It is a musical composition n of immense structural rigor and emotional depth. Analysts regard the composition as a mature display of classical style of the late 18th Century. The symphony defines some features of romantic style that would later hold sway in the 19th Century. In performing the symphony, the composition requires that the performance uses 2 oboes, 2 bassoons, 2 clarinets, 3 horns and 2 flutes (Yang, 2011). Performance also requires the use of two trumpets in E-flat and C, and strings. The performance takes approximately 52 minutes.Hans Pfitzner, a German composer composed Palestrina in 1886. The composition was first performed in 1917the composer refered to the opera as Musikalische Legende , meaning the music legend. It was written in honor of a Renaissance Period legend, Giovani Pierluigi da Pale strina (Yang, 2011). The composer honored Palestrina for saving the art of contrapuntal music from the 16th Century church. Palestrina saved polyphony from the church through his composition of Missa Papae Marcelli (White, 2007). Hans’ composition relayed a political view of the Renaissance time and the period of European Reformation. The Premiere was conducted by Bruno Walter in 1962. Given the political stance of the performance of Palestrina, the conductor expressed hope that despite the dark experiences of the day., he was confident that the piece would last forever. He noted that Palestrina had all the elements of immortality, and was sure to influence the lives and decisions of many composers to come. The major differences evident in the three pieces introduced above for the discussion are in their plot, performance and theme. Most notably, the themes of the operas and a symphony chosen for the discussion differ in nature and degree of display. The themes range from tragedy lives that the characters live from the beginning as heroes and end up paupers and losers (DuBois, 1990). There is a display of romance, both deep rooted romance and shallowly expressed romance. Further, there is a display of political theme. Ludwig Van Beethoven’s Erotica defines the features of romantic style of the 18th Century that would become the norm of the 19th Century. Through the plot of the opera, Beethoven explores the literary, artistic and intellectual period that started in the second half of the eighteenth century and gained more strength towards the Industrial Revolution in Europe. In part, the movement was a revolt against political and social norms during the Age of Enlightenment and a public reaction against scientific rationalization of nature (Zhu, 2009). Beethoven’

Natural Selection Essay Example | Topics and Well Written Essays - 250 words - 2

Natural Selection - Essay Example that when a certain species is bred with another one from different part of the world, it leads to creation of new patterns of species that are well adapted to the environment. It is a dangerous idea since it bases its argument on the ground that species once developed or created can never transform which is not correct. For instance, gene duplication is able to form different species resulting from the same parental organism mainly because of polyploidization. Human activity such as mining and construction dismantle animal homes thus rendering them homeless and at the same leaving them vulnerable to preditators and extreme climates that make their survival hard. Global climate change and environmental pollution leads to production of poisonous gases such as carbon dioxide that endanger some species such as marine life. This is because they consume poisonous chemicals that either kill them or alter their reproductive system. On the same front, change in temperatures and climate conditions leads to prolonged dry spells which wipes away animal homes thus hindering evolution of new

Balanced Scorecard & Tableau de bord Essay Example | Topics and Well Written Essays - 1500 words - 1

Balanced Scorecard & Tableau de bord - Essay Example rspective regarding performance measurement systems, which are usually implemented with respect to their strategic and organizational relevance - their cultural and ideological backgrounds being generally disregarded. In addition, this analysis provides some insight into the more general question of the transferability of management methods. Over 20 years ago Steven Kerr wrote an article entitled “On the Folly of Hoping for A and Rewarding B”. The paper, now considered a “classic”, described how many companies performance measurement systems were rewarding different behaviors than the ones they hoped to obtain from their employees. This issue has received much attention over the last few years. In particular, Robert Kaplan and David Norton have published a series of three Harvard Business Review articles proposing a specific framework, called Balanced Scorecard, to facilitate the translation of strategy into action. The idea of having some form of balanced picture of company performance is not new in itself. Many companies have for years tracked and reported multiple indicators. Further, many countries have also had particular traditions. In France, for example, companies have been using a related tool called “Tableau de Bord” for over 50 years. The paper reviews and compares Tableau de Bord and Balanced Scorecard. The authors conclude that Kaplan and Nortons Balanced Scorecard represents a welcome addition and goes further than what most companies and countries were doing. The Balanced Scorecard approach to management control, as developed by [The Balanced Scorecard: measures that drive performance. Harvard Bus. Rev. 1992 (January–February) 71], has generated a great deal of interest, at least in academic circles and in consulting firms, and it has been promoted by its authors as a novelty. This is surprising for French accounting scholars and practitioners who developed a similar technique in the 1930s called the Tableau de bord. This paper critically

Macbeth Essay Example for Free

Macbeth Essay Macbeth is a play that is written by William Shakespeare, who is a famous poet and playwright. William Shakespeare’s play Macbeth is a tragedy. The earliest account of its performance was from 1606. Tragedies contain distressing events that involve the main character or characters. These types of plays usually contain the death of a liked character or the main character or characters. Macbeth’s genre is a tragedy due to some of its themes. One theme of the play that portraits a tragic event is the theme of ambition. This is where Macbeth gets the idea of being king, but for him to become king he kills multiple times by committing a murder himself or getting others to kill on his behalf, like with the killing of King Duncan, Banquo, Lady Macduff and her child, which are tragic events due to death. The other theme is prophecy where the supernatural exists with the three witches, who give the prophecy to Macbeth about him becoming king, and that’s where Macbeth’s ambition starts, which turns into evil and also leads to tragic events. There is also the theme of reality that shows a tragic event as this leads to the death of Macbeth. Due to his belief in his own invincibility and he is killed by Macduff. A Greek philosopher called Aristotle said that all tragedies must have these characteristics: a man of high social standing, experiences a downfall, because of the flaw it is revealed only as a result of a tragic action of the narrative. Macbeth fits Aristotle characteristics by its structure of the play. It fits the characteristics by this: rising action of exposition is the very begging at the play. The complication, which is the witches’ prophecy, that leads to the rising action of the murders of people in the play. The climax is when Macbeth is the king. The falling action followers by Macbeth kills more to retain his title of king and Lady Macbeth dies and the catastrophe which is where Macbeth gets killed due to his ambition turning evil, and the resolution which is where Malcolm becomes king. The structure fits Aristotle characteristics as Macbeth the man with high social standing, experiences a downfall, which is the climax of killing for his ambition, which then, leads to a result of tragic action of which Macbeth the main character is killed. In the play Macbeth, Shakespeare uses different types of language like verse, which is written as poetry. Most of it is blank verse and rhymed couplets. He also uses prose, which is everything that is not in poetry. In the play, Shakespeare uses a blank verse, which has ten syllables with five stresses in each line. Shakespeare uses rhymed couplets in Macbeth to let the audience know it’s the end of a scene due to the fact the theatres in the 16th and 17th century did not have curtains or lightening effects like ours today due to show the end of a scene. In Macbeth act 2 scene 3 Malcolm says at the end of the scene. â€Å"But shift away: theres warrant in that theft. Which steals itself, when theres no mercy left† Here is a rhyming couplet as the pairs of line rhyme by the words theft and left, by this rhyming couplet signals the audience and actors back then that it is the end of the scene. Macbeth also has prose language in the play. Shakespeare uses prose for those characters that have comic and low statuses, as the prose structure does not have a formal structure of poetry and it can mean many manners of ideas. In Macbeth prose is used when Lady Macbeth is sleep walking in Act 5 scene 1 when she says â€Å"Yet heres a spot. † The use of prose here shows Lady Macbeth is ill and going mad by her losing her high status as she speaks in prose which is normally used by low status characters. Macbeth also uses paradox in some of his lines like with the witches saying at start in scene 1 act 1, â€Å"Fair is foul, foul is fair†. This quote from Macbeth is where the witches are saying things are not what they seem, but Macbeth writes the line differently than that in paradox, which is when it contrasts itself. Therefore, it makes the line more interesting to listen to, and it get us the audience to think more what is being meant, as it can be very ambiguous. The meaning of this line is more embraced, as it does seem things are not what it seems when the line is paradox. In Macbeth there is a lot of imagery text like with metaphors, which are something, called something else like with this quote Angels are bright still, though the brightest fell: Though all things foul would wear the brows of grace†. This is when Malcolm describes Macbeth as a fallen angle, which implies Macbeth is perfect, and cannot do wrong and shows Malcolm thinks very highly of Macbeth. When Shakespeare uses metaphors it gives a great image to the audience, as you can see it gives us a better picture of what Malcolm feelings are of Macbeth. In Macbeth imagery text is used by similes as well, which is something is described as something else like here, â€Å"And on thy blade and dudgeon gouts of blood, which was not so before. This is where the floating danger which Macbeth see in front of him turn bloody and the simile describes the blade as â€Å"dudgeon gouts of blood† which says it has lots of blood on it. When Shakespeare uses similes it gives a powerful image of what something looks like as the blade give the image of loads of blood rather than just a bit. Also Shakespeare uses personification in Macbeth which is something is described as human like â€Å"Stones have been known to move, and trees to speak. Here the environment is being described like humans saying the stones move and the trees speak which is give a very unusual image to the audience but make them more engaged to watch and listen. Macbeth is a play that is loosely based on events in the past in the year of 1040-1057 in Scotland. The events are based on a real person called Macbeth, who ruled as king in Scotland in 1040-1057. He did overthrow the previous king Duncan. The real Lady Macbeth was a granddaughter of another king, who was actually murdered by king Duncan’s grandfather. Malcolm and Donald Bain were sons of King Duncan, with Malcolm becoming king after the death of Macbeth. You can see Shakespeare’s play had the similarities of the past with the some of the character names and their position like the real Macbeth became king after Duncan who died who was king previously, but the difference is that there was no murder of King Duncan in the past like there is in the play. But I think Shakespeare would have got the idea of murder of Duncan by the real Lady Macbeth’s grandfather who was killed by the real King Duncan’s grandfather. The audiences of 1606 who watched the play would have been shocked of the death of Macbeth in the play as they see him in war and succeeding, they see him being loyal to the king, and that he could have been seen as a hero. However, when he turns evil by killing for his ambition to come true he is seen as villain in some audiences eyes, but they also see him die. This would shock the audience as their hero turned into evil and died. This may make the audience think whom they can actually trust; especially the king would at that time have been King James, in case the same happened to him like King Duncan in the play. King James of Scotland would have seen Macbeth and I think his thoughts of the play may have shocked him. It would have shocked him as he would have empathised with king Duncan, and when he see him getting killed by what he had believed to have been a loyal friend, this would of worried him. King James would rethink his loyal friends, and would have been cautious in case a loyal friend would kill him as King Duncan was killed. The witches at the start of the play would have affected the audiences as in 1611; witchcraft was seen as real and very scary, so this would have attracted the audience’s attention and spooks them a bit. In England at 1563, there were laws placed against witchcraft by Queen Elizabeth. In 1603 queen Elizabeth died, and when the play was performed I think the first scene of the witches would have irritated some people due to the fact that it was disrespecting their previous queen Elizabeth’s law against witchcraft. I think some audiences may have thought Shakespeare was a witch of some sort, for writing witchcraft into his play Macbeth, which may lead to people to think his plays was good though witchcraft was being used to write them. I also think male audiences in 1606 would have been offended by Lady Macbeth overruling and controlling a man in the play which is Macbeth, when she orders him to kill King Duncan. In 1606 women were lower and that men were leaders and were not suppose to be controlled by women. But in the play it shows Lady Macbeth controlling Macbeth which I think may made male audiences angry, for seeing a women controlling a man. I think women audiences in 1606 would have been shocked by Lady Macbeth controlling of Macbeth, as this was not reality for them. I think this play may have offended women by the fact that Shakespeare’s character Macbeth did what a women told him to do and ended up being killed, which could imply the message do not listen to women as it turn out bad. Today’s audience of men or women would not be offended by the play of Macbeth and Lady Macbeth as there is equal rights today between both genders, and that women can tell a man what to do as this is reality these day. As well audiences today would not be spooked by the witchcraft scenes as people today do not believe in witchcraft due to science proving a most of it wrong. Nevertheless, I do think the death scene of killing of Macduff’s son would have offended both audiences. A scene of a child being killed is chilling for both audiences of today and in 1606. The first scene that I will analyse that guides the audience to a tragic event is the one which is Macbeth’s soliloquy, act 2 scene 1. In this scene Macbeth imagines a dagger floating towards Duncan’s chamber where he is sleeping. Macbeths talks to himself saying â€Å"is this a dagger, which I see before me? â€Å" Macbeth cannot believe what he is seeing and questions himself. Before this scene Lady Macbeth tells Macbeth to commit murder by killing the king Duncan. This scene results in the murder of king Duncan who was a noble, great king. The language in the quote asks a question with the question mark and the word â€Å"is†, Macbeth here is imagining a dagger, which the audience could not see due to no props, so with Macbeth questioning himself shows the audience that Macbeth is imagining something. The audience listening to Macbeth question himself would put them on edge, as they would see a person having a strange hallucination in front of their eyes. The question Macbeths asks is rhetorical, as he does not expect an answer as he talking to himself. With Shakespeare using a rhetorical question here I think it helps the audience understands Macbeth is seeing something in his imagination. If this scene was staged with Macbeth more in a panic, worried and scared rather than just confused when imagining the dagger, this would make audiences more disturbed I think, and would have caused them to share some of the emoion of macbeth. Macbeth‘s character could have even cried during this scene which would have shown more emotion of fear. The audience would perceive the character of macbeth as frighted and much more hesitant to commit murder and therefore would have felt sorry for him at one point. The second scene that i will analyse that guides the audience to a tragic event is the one which features the killing of Macduff‘s child, which is in Act 4 scene 2. Before this scene happens, you have Macbeth ordering for Lady Macduff and her child to be killed. At the end of the secne the son is killed, with murderers following Lady Macduff to kill her as well. The child says to his mother which is Lady Macduff â€Å"He has killed me, mother: Run away, I pray you! â€Å". Here the child is shouting to his mother to run, so she does not get killed. The language shakespeare uses here is quite emotive. For a start the boy is shouting as by the exclamation mark, this will get the auidence attention from watching the play as its more dramatic. Its also dramatic by the words â€Å"pray youâ€Å" as the boy is asking God for her safety. This makes the audience upset here becuase as the boy who is himself doomed, does not want his mother to die, which we know it is going to happen. Its quite emotive as the boy shows affection for his mother and not wanting her to be murdered, this give the audience strong feeling of sadness. The way this scene is staged is that Lady Macduff runs off set with the murderers following her. It would be much more upsetting for the auidence to watch her be killed in front of her son. Audiences watching this scene would now have seen macbeth as even more evil as they have now watched another murder which he ordered to be committed. The most chilling scene for myself would have been the murder of Lady Macduff and her child, as i think its upsetting for seeing a child being killed. I think that Macbeth is greedy and evil has he had his ambition come true for others missfortune which i think is greedy, and doing murder of a innocent child is just plain evil in my opion. Overall i think the play macbeth has a good, easy to follow story line.

The North Cascades :: essays research papers fc

The North Cascades   Ã‚  Ã‚  Ã‚  Ã‚  The North Cascades became a national park on October 2, 1968. It is located in the north central area of Washington. Since it’s inception the park’s mission statement has evolved to include concerns of the entire ecosystem. (www.seattleinsider.com) When you go to the North Cascades in Washington, you can visit and do a variety of things. Some major tourist attractions are the beautiful ice sculpted, jagged mountains, which rise above deep-forested valleys-terrain carved by moving ice. The Park Complex contains more glaciers than any other national park in the United States outside Alaska. These glaciers are an important source of water for salmon, other wildlife, plants, and people in the Puget Sound region. The cascading waters, which provide a large and expanding nearby population with a wide variety of recreational opportunities, from boating and camping to climbing and backpacking. The vast wildlife also is a major attraction because it is the co re of one of the largest protected wild areas in the United States and is a substantial portion of it is designated wilderness. Humans here are visitors, who come to enjoy nature on nature's terms. The park provides a habitat for one of the greatest diversities of plant life in North America including rare and sensitive species. Some wildlife that live here are a variety of fish, deer, moose, geese, all kinds of birds, horses, bald eagles, wolves, grizzly bears, mountain lions, mountain goats and black bears. Ancient forest holds millions of living organisms and thousands of diverse life forms. The history of the park in general is also a tourist attraction for the park its was after all home to at least 4 tribes whose descendants now live nearby and includes, within its boundaries, three contemporary communities. (www.northcascades.net)   Ã‚  Ã‚  Ã‚  Ã‚  The park and its breathtaking features attract 400, 000 visitors per year. The highest visitation time is usually in August and the lowest is in January. When visitors are here they can do the following: go backcountry camping, hiking, mountain climbing, fishing, horseback riding, wildlife and bird watching, scenery viewing, boating. Facilities include hiking trails, horse rentals nearby, small boat rentals, and professional guide, climbing, pack train services.   Ã‚  Ã‚  Ã‚  Ã‚  It has been stated that there have been no known fires or floods that have occurred in this area. The wildlife and vegetation is basically the same as it is now. (www.nps.gov)   Ã‚  Ã‚  Ã‚  Ã‚  Some educational programs offered at the North Cascades National Park are: field seminars, retreats, graduate programs, teacher workshops, volunteer service learning, skagit watershed education project, and the Northwest Mountain School which is a school for mountaineering, rock climbing, backpacking and more.

Governmental Regulation of Privacy Essay -- Expository Essays Research

Governmental Regulation of Privacy Many laws have been enacted by the government to regulate privacy. One piece of data that is used to uniquely identify people is the Social Security Number. Surveillance in the United States began mostly with the Social Security Act of 1935 when Social Security was used to track people's earnings and to pay retirement benefits. The government was the only group able to access the information. However, today the Social Security card can get someone credit cards and driver licenses enough for someone to steal an identity. The Privacy Act of 1974 created a law to help protect citizens from the government abusing its privileges. The Privacy Act requires State and Local authorities to tell the individual three things when requesting the Social Security Number. One is if the disclosure is mandatory or voluntary. Two: what is the status or other authority the Social Security Number is solicited, like what other government agencies it is being provided to? Lastly, what uses will be made of the number by the agencies? ( http://www.cpsr.org/cpsr/privac...

Culture and Traditional Gambian Dress

A)In a paragraph, describe the acculturation process that the author experienced and explain how her cultural identity changed. Catherine Pigott came from a Western background. In Africa, she experienced a dramatically different culture. At first, it must have been very difficult. There was little about her that appealed to the Gambian sense of femininity. She was far too thin by those standards. Consequently, she could not dance as they danced, dress as they dressed, or eat with the relish and gusto becoming of a Gambian woman.Frankly, she was too thin. Her slim physique represented everything synonymous with poverty, drought and starvation. Her body was a cause of sadness for those who looked upon her. If she were to remain in Gambia, she would need to adapt to these rather foreign cultural expectations. Her new lady friends insisted she gain more weight, and made it a priority to help Catherine accomplish that goal. Pigott began to understand that â€Å"big truly is beautifulâ₠¬  in this part of Africa. Everyone looked favourably on a woman carrying weight on her hips and thighs.A woman is beautiful if she has a round stomach and heavy, swinging breasts. This was not Catherine’s cultural ideal. In fact, she had difficulty eating as they did; for her, to eat with such delight and abandon was unattractive. Nevertheless, with time she gained weight, and slowly began to believe in Africa’s beauty image. She believed she was becoming more beautiful; she let go of the panic, shame and guilt-ridden resolves regarding her weight and eating habits. One day she clothed herself in traditional Gambian dress and made her way to the shops.As she returned, she placed her newly purchased items on her head, and made her way back home, slowly, swinging her hips in the manner of the natives. She was transformed. Now, when she looked upon the skinny European tourists, she did not see an ideal; she saw something more skeletal than slim, lacking in shape and sub stance. Her ideal had changed. After only one year Catherine returned home. She was happy and comfortable with her body, but her family had nothing nice to say about her new weight.Pigott returned to a land where fat is feared and despised. Before one month had elapsed she was already back at the gym, yearning to be slimmer and more fit. She was unhappy again; she had lost her Gambian freedom. Catherine’s process of adopting the cultural traits and social patterns of Gambia was difficult, but it was genuine. By the time she left Africa, she was comfortable with her body; she had adopted an entirely new perspective. Unfortunately, she would revert to her older, less fulfilling, cultural ideals after returning home.

Marketing Mix Essay

Introduction Companies today try their best to continue to keep up with the changes of services, products and technology. Companies rely on their abilities in marketing to keep consumers interested in their products and services. The success of a company may rely on the company’s marketing performance. Marketing planning starts by thinking of the targeted audience needs, strategies, and the development of the products and or service needed. Developing a marketing strategy will consist of the marketing mix. The marketing mix is â€Å"the strategic plan that defines the company’s overall mission and objectives†. (Armstrong & Kotler, 2011) Sprint will be used as an example as to how they implement the marketing mix to their company. Sprint’s overall mission and objective is â€Å"To be No. 1 in providing a simple, instant, enriching and productive customer experience†. (Sprint, 2012) The marketing mix includes the four Ps (elements) of marketing. The four Ps are product, place, pricing, and promotion. To better explain how the four Ps work in a company we will see how Sprint applies the four Ps to their company. Frist P Element: Products Sprint is constantly trying to keep up with the technology changes to ensure customer satisfaction. â€Å"Sprint is one of the premier wireless providers for smart phones in the US†. (Sprint, 2012) Sprint cells top of the line phones and phone services for residential customers as well as business customers. Sprint is not limited to just new products or service, but to enhance products or services that are already established as well. Marketer’s decisions on products are based on the nature of what the customer’s needs are. For Sprint to make sure they are listening to their customers and to know what their needs are they have blogs and chatting sessions on their website where everyone from customers to employees can share their comments, ideas, suggestions and opinions about improving products and services that are already established. Improvements can consist of phones to be able to handle more information or new technology added to the phones. Improvements can also be as simple as color or size. Decisions on products are also by the targeted customer (younger=texting abilities, older=tracking system for their children, oldest=being able to see the numbers on the key pad). Improvements may also be a wider range of service accessibility for fewer calls dropped. Second P Element: Place Where can Sprint be accessible to their targeted audience? Sprint makes themselves available through their website, kiosks in malls, as well as local Sprint stores. All places provide the phones and services needed. Not only regular customers are targeted, businesses are targeted as well. Sprint offers plans for businesses which provide packages which consist of several phones on one plan. The business plans are specifically designed to make it easier to conduct daily business transactions. The store supplies physical one-on-one people for those customers who prefer the person-to-person interaction. The store also provides a hands-on scenario where customers are free to look at the phones and see what they look, sound and feel like. The store provides a comfortable opportunity for the customers to make a personal educated choice. On the other hand, Sprint also provides their website. Sprint’s website provides a wider range of phone choices (new and used), wide range of services (phone service, wireless service, etc.) and for customers that need to ask question, Sprint provides online help (chat session, contact numbers, website links). The kiosk is just a convenience catcher. It is in a mall in hopes that a passing by customer will catch a glimpse of the products and be curious enough to stop, ask questions and possibly purchase a product on their way to another store. The store, website and kiosk are designed to give the customers all the tools and information needed to make the best choice for their personal or business needs. Sprint prides itself to making sure all their bases are covered and provides total accessibility to their customers in order to provide them with quick and convenient service available. In marketing a place is also known as the warehouse where, in this case, Sprint houses their phones for distribution so it is available for its customers. Third P Element: Pricing Pricing is a crucial part of the four Ps. Price is also considered a flexible marketing mix element. Marketers must consider the research, development, and services when pricing. In addition, marketers have to think about the how their company will price their products and services based on how much they will spend on fabrication and how competitors are pricing the same products and services. Customers are an important thought in the pricing process as well because they are the ones that are going to produce the revenue for the company. Marketers are also at the mercy of the economy; they will have to price low enough to get a good number of customers and gain a profit, but no low enough that they will get financially hurt in the process. Producing the right or good price for products and or services a company might have to consider redesigning products and services that may already exist. Sprint might offer better phones at a lower service plan or a better service with less expensive plan. Many times Sprint offers free phones to get new customers to purchase their service plan. Customers are given several options so that they do not feel like they are trapped picking a plan that does not accommodate their needs. Fourth P Element: Promotion The last element is promotion. â€Å"Promotion means activities that communicate the merits of the product and persuade target customers to buy it†.(Armstrong &Kotler, 2011) This element is the one that helps with enticing the customers to buy their products and services. Promotions are done in numerous ways. Ways of promotion may include, but are not limited to, deals, rebates, discounts and internet sales. â€Å"Deals are short-term price reductions, commonly used to increase trial among potential customers or to retaliate against a competitor’s action†. (Kerin, Hartley & Rudelius, 2011) Deals and discounts are a very common way of promotion. Almost all retailers use deals in order to bring in existing, as well as, new customers. Sprint sometimes will have deals where you can add a particular feature to your phone service; like texting. These deals go on for a particular amount of time just so you can try it for a discounted price in hopes to get you to purchas e the feature. One common promotion that Sprint offers is rebates. Sprint gives out rebate promotions on some of their phones. A rebate, for example, is when a phone is purchased and the company (like Sprint) is willing to give you a portion or all of the money you paid for the phone for using their service. You will not be able to buy a phone without the service in order to get the rebate. At times the rebate is given when trying a new phone that they are piloting. Internet promotions are another way of getting people to buy products and services. Although Sprint is over both the store and the websites, they were able to provide in store special promotions that customers were not able to receive online. The same went for their website; they were able to provide online specials that were not given in the store. Most of the time the promotions were on phones; customers were able to purchase phones with a special on service or customers were able to purchase phones that have been refurbished or used. These particular internet promotions were not available if the customer went to the store and said that they saw the promotion online and ask if the store would honor it. Unfortunately, the answer to the customer’s question would be no. Conclusion The four Ps serve as the four main parts of the marketing mix. As shown each one of them has an individual function. Each element is equally important on its own as well as a whole of the marketing mix. All of the elements are an effective part of a successful combination. The combination consists of reaching the customer’s needs and wants and the company’s ability to produce revenue and profits. The four P elements of the marketing mix is one of the most crucial parts of a company’s marketing today and it proves to be a bit complicated at times. At times, not all customers will be satisfied and the company might suffer a loss but the ultimate goal is to be successful by any means using the help of the four Ps. References Armstrong, G. & Kotler, P. (2011). Marketing: An Introduction. (10th ed.). Upper Saddle River, NJ: Prentice Hall Kerin, R. A., Hartley, S. W. & Rudelius, W. (2011). Marketing (10th ed.). New York, NY: McGrawHill Sprint.com (2012) About Sprint. Retrieved on December 20, 2012 from http://www.sprint.com/about/