Online Shopping Conduct And Internet Shopping Essay

INTRODUCTION Online shopping is almost to synonymous to customary shopping through brick and mortar stores. As indicated by UCLA Center for Communication Policy, online shopping has been rising as a standout among the most famous web exercises, marginally behind e-mailing and internet surfing and in addition surpasses online entertainment search and online news. Online shopping conduct (additionally called web purchasing conduct and Internet shopping/purchasing conduct) implies to the procedure of buying merchandise/goods or services by means of the Internet. In a standard online shopping procedure, potential customer’s see/feel/sense a necessity for some good or service and they approach to online shopping to search about the product/service and make a purchase decision to gratify the need. In some cases, instead of looking for intentionally, once in a while potential customers are pulled in by information about merchandise or services joined with the felt need. They then evaluate decisio ns and pick the specific alternative that best fits their criteria for meeting the obliged need. Finally, the purchase is made and post-purchase services are given. In this term paper I explore the various attitudes, behaviors and traits exhibited by consumers during this online purchase decision, factors which facilitate and influence their decision making. Online shopping behavior here also refers to consumers’ psychological state and intent in terms of making purchases on the InternetShow MoreRelatedQuestions On Online Purchaser Conduct Essay1090 Words   |  5 PagesSTUDY The reason for this exploration study is to research online purchaser conduct, which thusly gives E-advertisers with a constructional structure for calibrating their E-organizations methods. The particular targets of this examination are: ï  ¶ To distinguish key variables affecting internet shopping buy conduct. ï  ¶ To recognize the elements that can clarify the distinctions in internet purchasing conduct among distinctive online purchasers. ï  ¶ To study the purchaser s disposition towardsRead MoreResearch Paper1655 Words   |  7 Pages Varying Definitions of Online Platform and Their effects on customers’ behaviors Research Meichen Qian University of California, Irvine HWID# 361 Author note Meichen Qian is now at Department of Social Science, University of California, Irvine. This researcher is a final paper for the Social Science 3A courses. Contact: Meichenq@uci.edu Abstract This paper explores five published articles that report on results from research conducted on online platform and the changes they madeRead MoreLiterature Review On The Field Of Online Shopping1187 Words   |  5 Pagesadvancements in the field of Online shopping . In-fact we believe research is the most essential phase of our project because this is the first time we are working on this particular type of project and it’s a challenge for us. So, to make ourselves feel comfortable with this project it was quite necessary for us to understand Online shopping its various application and the ongoing researches in this field. Literature review is an essential component of any new project and to conduct a productive researchRead MoreSocial Networks And Online Shopping850 Words   |  4 PagesSocial networks and online shopping have become a huge part of everyday life within the last few years. Social networks are a great way to stay connected to friends and family. Online shopping is convenient and fast. However, it necessary to monitor how much personal information one displays or releases on the internet. If too much information is exposed, the risk of being a victim of online crime is raised. A person could become the victim of stalking, hacking, or online scams (Social Networks,Read MoreEssay on The Internet and the Power of E-Commerce1373 Words   |  6 PagesThe Power of E-Commerce The Industrial Revolution changed the face of the business world. In much the same way the Internet Revolution has changed the business world; its impact has ricocheted to every corner of the world. The internet revolution gave birth to an electronic economy. Ecommerce has seen tremendous growth in the last years, its effects are countless. Ecommerce has allowed for the expansion and proliferation of a globalized economy, it has made transactions easier and more efficientRead MoreOnline Shopping And Online Business Model Essay1105 Words   |  5 Pagestowards online shopping and online business model. The field work was done with the help of questionnaire and the summary of finding of the study is given below separately as follows:- 1. Most of the respondents have done online shopping the mode of payment is cash on delivery and is one of the major mode used for payment. 2. Some of them who didn’t prefer online shopping are mainly due to risk in credit transaction cheap quality products 3. The biggest attraction towards online shopping is homeRead MoreResearch Proposal : Online Store for Primark1519 Words   |  7 PagesResearch proposal Online Store for Primark INTRODUCTION Online shopping is becoming tremendously popular among customers. Major fashion retailers have established their online presence to expand their market. Primark is one of the fashion retailers having lowest prices among the high street brands. The aim of this study is to analyse the consumer shift from high-street shopping to internet shopping and evaluate how an online store can affect the retail business of Primark. RESEARCH QUESTION TheRead MoreE Commerce, B2b And B2c1301 Words   |  6 Pagesor exchanging products, service or information across the Internet. E-commerce not only buying and selling of products and service, but also servicing customer, collaborating with business partners, and conducting electronic transactions within an organisation. 2. B2B e-commerce B2B stands for Business-to-Business, which is the transactions between businesses such as supplier and retailer. It conducts electronically through the Internet, extranets, intranets or private networks. There are fourRead MoreResearch Proposal : Online Store for Primark1511 Words   |  7 PagesResearch proposal Online Store for Primark INTRODUCTION Online shopping is becoming tremendously popular among customers. Major fashion retailers have established their online presence to expand their market. Primark is one of the fashion retailers having lowest prices among the high street brands. The aim of this study is to analyse the consumer shift from high-street shopping to internet shopping and evaluate how an online store can affect the retail business of Primark. RESEARCH QUESTION Read MoreEcommerce1430 Words   |  6 Pagesinteraction remotely  can  be used in many different kind of online services and it  can  be  communicating with the user’s smartphone and the ideas of the applications that possibly  can  be utilized with many different kinds with smell-taste services using the mobile phone and Internet communication. In other words, sending tastes and smells over Internet has a huge potential market in online marketing and communications. For example, online shopping is the process whereby consumers directly buy goods or

Essay on The Rise of the Nazi Party - 1091 Words

The Rise of the Nazi Party Hitler’s rise to power was the result of many factors, but Hitler’s ability to take advantage of Germany’s poor leadership and economical and political conditions was the most significant factor. His ability to manipulate the media and the German public whilst taking advantage of Germany’s poor leadership resulted in both the collapse of the Weimar Republic and the rise of Hitler and the nazi party. During the early 1920s, Germany was struggling with economic instability and political uncertainty. Germany, after being defeated in the Great War, was forced to sign the unforgiving treaty of Versailles, which the Weimar Republic was held responsible for. This brought forward feelings of fear, anger and†¦show more content†¦During the hardship of the 1920s and1930s, political incompetence was highlighted, the Weimar Government proved its incompetence time and time again. .The instability of the Weimar Republic was so great that the average life-span o f Reich cabinets was from 6-7 months. Their incapability of providing justice to outbreaks of violence, such as political assassinations is one example of the incompetence of the Weimar Republic. When Germany found its self in undesirable economical situations due to the Treaty of Versalles, they printed money to pay off reparations, which resulted in super-inflation. During the period of super-inflation people’s life savings became worthless which contributed to the downward circle of a reduction in standard of living. As unemployment rose and people began to afford less and less with their money, people commenced searching for a better alternative to the Weimar Government. Hitler’s ability to build upon these feelings whilst offering security, prosperity and full employment, convinced Germany, in a state of disillusionment, to support the nazi party. The Weimar’s instability contributed to the collapse of the Weimar republic provided perfect conditions for the nazi party to rise to power. With incompetent leadership and an unhappy nation, the German people began to realize that their country was in a vulnerable situation and began to look for stable alternatives to democracy. Hitler’sShow MoreRelatedThe Rise of the Nazi Party1059 Words   |  5 PagesThe Nazis and their rise to power comprised many steps along the way. With the help of Adolf Hitler’s mind they came to power with their political and economic strategies. Outlining the beginning of how Hitler and his party slowly gained power and took over Germany as each of his idea and his supporters helped him to rise. Hitler consequently congregated supporters of the Nazi party to make it stronger. Before the idea of legally taking over the political and economic of Germany, he planned to takeRead MoreSpeer’s Rise in the Nazi Party Essay953 Words   |  4 PagesSpeer’s Rise in the Nazi Party Albert Speer rose from a mere architect to be one of the most influential Nazi leaders of the Third Reich, and self-admittedly Hitler’s closest friend. As a young, struggling architect Speer joined the Nazi Party as a ‘Septemberling’, and subsequently began to design many of the displays and structures that succeeded in promoting the Fuhrer Myth. Within the NSDAP Speer progressed to the position of Minister for Armaments and War ProductionRead MoreThe Weimar Republic And The Rise Of The Nazi Party1351 Words   |  6 Pagesassisted in the growth and rise of the Nazi party were: 1. The Weakness of the constitution 2. The French invasion of the Ruhr 3. Hyperinflation 4. The Great Depression although technically the Weimar Republic was in power between the years of 1918 – 1945, most people believe that the power of the Weimar government ended in 1933 when Hitler’s Third Reich took over the country. The Weimar Republic was a coalition government made up of eight major parties. These parties ranged from Social DemocratsRead MoreThe Rise And Fall Of Hitler s Nazi Party1301 Words   |  6 Pages The Rise and Fall of Hitler’s Nazi Party In the world today and since the beginning of time fear is and always has been a powerful emotion. For the people who control it it’s the perfect tool. They disguise it as happiness while they can conduct their evil actions, and their choices can appear to be the right ones when the mind is fogged by panic. While the person who controls the fear uses it to control an entire society. George Orwell did a wonderful job in portraying how this could happen inRead MoreReasons for the Rise of Nazi Party and the Collapse of the Weimar Repu1102 Words   |  5 PagesWhy did Hitler rise to Power and why did the Weimar Republic collapse? Hitlers rise to power was the result of many factors, but Hitlers ability to take advantage of Germanys poor leadership and economical and political conditions was the most significant factor. His ability to manipulate the media and the German public whilst taking advantage of Germanys poor leadership resulted in both the collapse of the Weimar Republic and the rise of Hitler and the nazi party. During the early 1920sRead MoreInvestigating The Rise Of The Nazi Party During The Weimar Republic Essay2220 Words   |  9 Pagesvoting behavior in order to explain the rise of the Nazi Party during the Weimar Republic and who turned to the Nazis and who didn’t. Some of the literature’s arguments there are two theories mentioned, the first one being group-based theory and the second one the Catchall theory. Alternative arguments to this suggest that those who were hurt by the economy and had little risk of unemployment labeled in the readings as the working poor supported th e Nazi Party. This group of people disliked the on-goingRead MoreTo What Extent Did the Collapse of the Weimar Republic Lead to the Rise of Hitler and the Nazi Party?2086 Words   |  9 PagesTo What Extent Did the Collapse Of the Weimar Republic Lead To The Rise Of Hitler and The Nazi Party? During the process of choosing a topic, I had many ideas that I wanted to research. I thought about exploring areas in Art and English but I constantly kept having thoughts about history. I love to learn about our history and I was attracted to choosing a topic that had to do with Hitler’s Germany. History is one of my most favorite subjects in school. I always look forward to becoming more educatedRead MoreA Brief Note On Nazis And The Environment1023 Words   |  5 Pages Environment Professor Yan Gao 2 December 2015 Nazis and the Environment The Nazi party in Germany left behind a legacy of atrocities that included racism, anti-Semitism, and genocide. The appeal of the Nazis relied on problems in Germany following the aftermath of World War I. They examined the different problems Germany faced and the different aspects of their political beliefs, one in particular being their environmental outlook. The Nazi party drew substantial support with their idealized versionRead MoreThe Collapse of Weimar and the Rise of Hitler Essay1035 Words   |  5 PagesThe Collapse of Weimar and the Rise of Hitler In 1919, a defeated Germany was forced to abandon government under the Kaiser, who had fled to Belgium and adopt the Weimar, a democratic but flawed system. Soon after Hitler and the Nazi Party appeared, and years later the Weimar Republic fell. What accounted for the fall of the Weimar? My essay will prove that there was not a single reason, but in fact a series of events that lead to the collapse of the Weimar. Read MoreReasons Why Nazis Came to Power in 19331712 Words   |  7 PagesReasons Why Nazis Came to Power in 1933 There are several factors that enabled the Nazi party, with Hitler as its leader, was able to come to power in Germany in 1933. There are 5 main reasons involved history, economics, politics and the personality of Hitler. The main political events occurred in 1923 and 1933. The Treaty of Versailles was one of the most important causes that led to Hitlers rise in Germany. From the German point of view the treaty was incredibly

Oil Refinery and Norwegian Petroleum Directorate Free Essays

Chartek 59, marketed the world’s first intumescent epoxy material, is a production from the Apollo Program conducted by NASA, in which spacecraft was tested in every aspect to ensure that the astronauts and the spacecraft themselves can withstand the harsh condition of space and the extremely high temperatures of re-entry into the Earth’s atmosphere. The material is used in the heat shield of the Apollo. When re-entering, the shield will burn because of the high temperature due to friction. We will write a custom essay sample on Oil Refinery and Norwegian Petroleum Directorate or any similar topic only for you Order Now However, Chartek chars, dissipates heat through burn-off and creates a protective coating which prevents the heat from penetrating anywhere further than the outer surface of the spacecraft, keeping the inside cabin at a comfortable temperature of 21oC. When exposing to high temperature heat or flame, Chartek expands in volume, acting as an insulating barriers. Although there is not yet any serious fire accident reflecting its quality, Chartek is considered an effective material used in modern fireproofing systems, based on the results of tests on stability, integrity and insulation conducted by the Underwritten Laboratories (UL) and Norwegian Petroleum Directorate (NPD). The following table shows some comparison fire endurance times for various composite panels. The black bar shows 60 minutes for the time endurance of a Chartek-coated panel, which is relatively long. It is constantly improved and recently has been marketed out in form of intumescent paints and foams; its innovations are critical fire-proofing materials in such industrial facilities as oil refineries, petrochemical plants, as well as in commercial infrastructures and such public buildings as schools, hospitals, airports and shopping malls. Chartek and one of its innovations, Interchar, contribute largely to the development of safer workplace and public buildings. In normal condition, Chartek coating provides a resilient and smooth finish to the exposed steel structure. In emergency fire events, the materials offer longer time of fire protection, slowing down the process of collapsing and providing more time for the building occupants to evacuate safely. The use of Chartek in fireproofing systems significantly benefits the economy. The infrastructures are so effectively protected in fire events that the cost of repairing the buildings is greatly reduced. The material also acts as a corrosion protection layer, increasing the durability of the inner material, which can save a great deal of money on maintaining the buildings in good condition. In addition, human damage and injury payment can be considerably cut down since the workplace is much safer. Some of Chartek innovations, such as Chartek 3, Chartek 7 and Chartek 1709, are used in the fire-proofing systems of offshore structures as in the oil refinery platform of Norwegian Petroleum Directorate and Caltex Lytton refinery in Brisbane, Australia. How to cite Oil Refinery and Norwegian Petroleum Directorate, Papers

Dangerous Assumptions and Unspoken Limitations †MyAssignmenthelp

Question: Discuss about the Dangerous Assumptions and Unspoken Limitations. Answer: Introduction Disability can be defined as any recurring condition that limits daily activities (Goodley 2016); it can be permanent or temporary, disability in most instances brings about a significantly reduced capability of the victim to learning, human interaction, and communication (Goodley 2016). Disability studies basically describe the idea of disability as a cultural, social and political portent (Gilham 2016). Disability studies focus on understanding disability representation in the society. The disabled in the society share a common characteristic which is; how the society in which they are in treats them. The disabled can be the blind, deaf, slow learners, dump and those using wheelchairs. The UNCRPD has outlined articles that have been of great importance to the disabled. The articles are as discussed below. This article recognizes that every person living with disability should be accorded equal rights in the community. The persons living with the disability shall get full involvement and interaction with the community with ease. The article outlines the following: People living with disability have a right to choose where to live and whom they live with, they should not be forced to live in seclusion or any other living arrangement. Persons living with disability need personal assistance to support living and participation in community building, this helps prevent loneliness or isolation from the community. Persons with disability have access to community facilities and services in equal measure. Sociologist Erving Goffman mainly emphasized on the theatrical nature of our social performance, hence his depiction of dramaturgical. He was not a symbolic interactionist, but upon G.H.Mead influence on him, Goffman was intrigued. Mead helped Goffman distinguish between I and me thereby making Goffman understand himself. The UNCRPD article tries to address the need for the persons with disability to be all round through inclusion and prevent segregation in the community. The true measure for any community is only found in how it treats the disadvantaged in the society (Valente 2017). Goffman, on the other hand, has defined through Mead, on LO the importance of understanding oneself for a better living with other people. According to this article, all individuals living with disability have equal rights to accessing the highest level of health without any form of partiality. The article requires state parties to: a) Offer affordable health care including reproductive health and community based public health programs. b) Provide special health attention specifically for the people living with a disability. This is necessary to prevent further disabilities and complications especially among children and older people. c) Advice the health professionals to give their best when it comes to handling the disabled as others, this can be done through training and create awareness of ethical standards in the healthcare system. d) Ensure there is no any form of discrimination against people with disabilities on life insurance and health insurances covers, the covers should be provided fairly and without partiality. When persons with disability are kind of being denied access to proper health, they may feel stigmatized or even segregated. Wolfensberger on his principle of normalization said: The normalization principle means making available to all people with disability patterns of life and conditions of everyday living which are as close as possible to the regular circumstances and ways of life or society. Health to the disabled is very fundamental and should not be debated against (Mirza 2017). Wolfensberger went ahead to define another principle, the principle of Social Role Valorization, he said the application of what science can tell us about the enablement, establishment, enhancement, maintenance and/or defense of valued social roles for people. LO The two aforementioned principles are essential and should be applied in order to realize a fair ground for the people with disability when it comes to health provision. The UNCRPD article on education recognizes the rights of people living with disability on matters of education, education is important to all, more especially to the disabled, the disabled have a right to get a special education since their lifelong opportunities are limited. The effectiveness of special education is what defines the outcomes from the disabled (Baldwin 2017). The article outlines the following: People with disability to access proper development of the sense of dignity and self-believe. Persons with disability should be helped to develop their personality, talents, and innovations, education will help in developing their mental ability to live comfortably. Persons with disability should not be isolated from any education system based on disability. Free primary education should also apply to the disabled children. People living with disability be enabled to access free primary education and secondary education on equal basis together with others in the community. The disabled should be provided with reasonable accommodation as per the individuals needs. Persons with disability should access special support and an enabling environment that support good academic performance and social development. The disabled should be facilitated to access Braille learning, augmentative modes, formats of communication and mentoring. Persons with disability should be helped to learn sign language and advance into linguistic knowledge, especially for the deaf. Providing the blind, deaf or the deaf-blind with the most appropriate modes of communication and an enabling environment for effective learning. This article adds by recognizing the need for the state parties to employ professional teachers, especially the disabled to handle learning of the persons with disability, the state parties should also train professionals to facilitate operations in the institution. The training should address disability awareness and use of appropriate educational techniques to enhance proper learning. LO The disabled should also get access to tertiary, vocational, adult and lifelong education without discrimination. Provision of education to the disabled is vital to the wellbeing of the individual; it is through education that the disadvantaged get advantages (Collins 2016). Goffman argued in his impression management theory that, once an individual has acquired living techniques, it is easy to cope up with anyone in the society, education to the disabled enables them to understand themselves and get to know what life has for them (Valentine 2016). In his 2002 journal (O'Brien 2002) sociologist, John OBrien emphasizes the need to understand and engaging people on constructive arguments with the aim of solving challenges of the persons life. OBrien centers his arguments on the basis of service values and service capacity, he also argues that personal planning challenges bring about faceoffs, planning with a disabled person, in the long run, brings faceoffs (O'Brien 2002). Therefore when it comes to the education of the disadvantaged in the society, it is important to ensure it is properly administered and no one feels segregated. LO The educational wisdom and values that the individual will receive should enable the individual to live to the fullest potential. Participation in cultural life, recreation, leisure and sport Persons with disability should have unrestricted access to an equal opportunity as others to taking part in cultural life, sports and recreation as others, sports has been singled out as one of the activities that impact positively on the lives of the disabled(Houdijk 2017). It is therefore undisputable that the state parties should be forefront in ensuring the following: People living with disabilities get access to information on television, theatre and films, this is to open their eyes to the international news of sports and learn various exercising formats. Provide access to cultural festivals and performances such as in museums, theatre, cinemas and libraries. Access to such places provides a sense of belonging and getting to know the real meaning of life and how to live. The disabled to have an opportunity to advance their creativity and artistic potential for their own benefits and to an extent the community too. That the state parties should put in place appropriate measures as per the international law ensuring proper shelter of properties and rights of the disabled from damage or partial access of the properties by the disabled. The persons with disability should be accorded equal opportunities to cultural materials and using the materials should be customized to fit their needs. Persons with disability should be entitled support of their specific cultural and linguistic identity such as sign language and deaf cultures. The disabled should be encouraged to participate in the cultural, recreational and sports activities without partiality at all levels, the state parties should be in a position to establish customized sporting facilities for the purposes of including the disabled to participate. Persons living with disability should be given an enabling platform where they can be in a position to organize and take part in the sporting event by themselves; this will encourage development of personal dignity and self-determination. Children with disability should have unlimited access to other children, they should play freely, sport and spend leisure time together; this should include activities in their schools. The disabled should have equal services from staff involved in offering tourism, leisure or sporting services. The society should not label or recognize people as fundamentally different from others(Wolfensberger 2002). LO The labeling of people into unnecessary groups creates a form of imbalance in the society, some individual feeling superior to others calls for discrimination(Wolfensberger 2002). After the categorization of people in the society, the natural step that follows is nothing other than an advocacy fight for justices and equality. Wolfensbergers normalization and the social role valorization principles describe how the disabled have been segregated and isolated in Africa. Upon Wolfensbergers voice on the issues, much has changed and the understanding of what disability is has been taken into consideration well. LO The article helps in putting up a spirited fight for the sake of the disabled. Wolfensberger theories have also enhanced implementation of the general living techniques in the society. Respect for the home and the family The disabled must be protected from discrimination against matters to marriage, family, parenting and courtships. They should be accorded equal rights as others to choose whoever they want to live with or court with(Claes 2013). Discriminations of any kind should be it from family members or the general society should not be allowed. The UNCRPD chapter outlines the following: The recognition of the right to marry for the age-to-marry persons with disability should be protected. Whenever a disabled individual intends to marry, he/she should be accorded necessary support to do so without discrimination. The disable should be able to freely make decisions and access information on children spacing, reproduction and family planning knowledge, the health facilities should be in a position to advice accordingly on the issue of reproductive health as they do to others. Persons living with disability have a right to retain their fertility on equal basis. The disabled should not be rendered infertile through any medical means without their consent, the state parties should come up with policies that outline legal actions against anyone for culpable of such offence. People living with disability have rights and responsibilities as others on matters of child adoption or guardianship. The disabled have also a right to exercise child upbringing responsibilities without restrictions whatsoever. Children with or without disabilities belonging to the disabled should not be isolated from the parents without proper legal prudent or their consent. There shall be no circumstance that can arise where a child can be separated from their parents on the excuse of disability. Goffman in his Presentation of Self in Everyday Life theory takes a case study of an actor and their audience. He questions himself on how actors handle disruptions amidst performance; he then comes to a conclusion that, the actors apply acquired techniques on how to subdue interruptions from their audiences(Goffman 2000). This can be transfigured to suit the disability and living. How the disabled can manage discriminations from the society in order to move on with life. Persons with disability should be enabled to access lifelong solutions to their plight(Lastuka 2016), when society misunderstands the disabled and tends to discriminate them, then the theory presentation of self in everyday life offer sorts of solutions for the same. References Adams, R., 2015. Privacy, dependency, discegenation: Toward a sexual culture for people with intellectual disabilities. Disability Studies Quarterly, 35(1). Ashby, C., Burns, J. and Royle, J., 2014. All kids can be readers: The marriage of reading first and inclusive education. Theory Into Practice, 53(2), pp.98-105. Baldwin, PKAJMS, 2017, '4 Incorporating disability studies into the communication classroom through a high impact engagement nonverbal communication assignment', Pedagogy, Disability and Communication: Applying Disability Studies in the Classroom, p. p. 49. Baglieri, S., 2017. Disability Studies and the Inclusive Classroom: Critical Practices for Embracing Diversity in Education. Taylor Francis. Claes, L,DSEAVHG, 2013, 'Disability studies and social geography make a good marriage: Research on life trajectories of people with intellectual disabilities and additional mental health problmes', In Emerging perspectives on disability studies , no. Palgrave Macmillan US, pp. pp. 97-129. Collins, KM,CD,FB,GDASJF, 2016, 'Dangerous assumptions and unspoken limitations: A disability studies in education response to Morgan, Farkas, Hillemeier, Mattison, Macsuga, Li, and Cook (2015)', Multiple Voices for Ethnically Diverse Exceptional Learners, vol 16(1), pp. pp. 4-16. Dixon, K. and Falcous, M., 2017. Ali Bowes is currently a Lecturer in Physical Education and Sport at Loughborough college. Educated at Loughborough University, she completed her sociology of sport Phd in 2013 on elite English women in sport, alongside alan bairner. ali is both the editorial assistant and a reviewer for the Asia Pacific Journal of Sport and Social Science. her. Sport and English National Identity in: A'Disunited Kingdom'. Galis, V., Tympas, A. and Tzokas, S., 2014. Integrating Critical Disability Studies into the Historiography of Infrastructures. In New Directions in the History of Infrastructure. Gilham, CMATJ, 2016, 'Inclusion Reconceptualized: Pre-Service Teacher Education and Disability Studies in Education', Canadian Journal of Education, pp. 39(4), P.1. Goodley, D, 2016, 'Disability studies: An interdisciplinary introduction ', Sage. Houdijk, HAJTW, 2017, 'Disability and rehabilitation on the move: mobility, exercise and sports for people with phsical disabilities'. Lastuka, AACM, 2016, 'The effect of adaptive sports on employment among people with disabilities', Disability and rehabilitation , vol 38(8), pp. pp. 742-748. Mirza, M, 2017, 'Disability-inclusive heathcare in humanitarian camps: pushing the boundaries of disability studies and global health'. Moss, T., Landon, T.J. and Fleming, A., 2017. Sports and Disability: Enhanced Health, Self-Efficacy, and Social Inclusion Through Athletic Participation. Review of Disability Studies: An International Journal, 13(3). O'Brien, J, 2002, 'Numbers and faces. The ethics of person centered planning.', Person-centered planning: Research, pracice, and future directions, pp. pp. 339-414. Pinquart, M., 2014. Achievement of developmental milestones in emerging and young adults with and without pediatric chronic illnessa meta-analysis. Journal of pediatric psychology, 39(6), pp.577-587. Valente, JM, 2017, 'Anxiety as a Tool for Critical Disability Studies Fieldwork', Review of Disability Studies: An International journal, vol 13(2). Valentine, JMACK, 2016, '[Dis] Ableing Educational Inequalities: A Disability Studies in Education Perspective ', Review of Disability Studies: An International Journal, vol 12(1).

Italy Essays - Italy, Republics, Sardinia, Petroleum, Wool

Italy By. Sean Burnham & Andy Price Location, Size, and Surrounding Waters Italy is a country that looks like a boot. It has a population of about 57.8 million people. It is 116,305 square miles in area. Some of the surrounding waters are the Tyrrhenian Sea, which is west of Italy. The Adriatic Sea, which is east of Italy, and Ionian Sea, that is southeast of Italy. The capital city of Italy is Rome. Rivers and Mountains Some of the rivers in Italy include the Po River, which is the biggest, and the Tiber River, which isn't quite as big as the Po. Some of the well-known mountain ranges are the Alps and the Dolomites. Climate The climate in Italy is much like the climate of York, Nebraska. It ranges from 32 degrees in January and 84 degrees in July. Italy gets approximately 4.9 inches of rainfall through the months of June, July, August, September, October, and November. Plants and Animals Some animals include Toads, Chamois, Geckos, Chameleons, Sardinians, marginated Tortoises, snakes, dormouse, Brassica Bugs, many birds, and wolves. Some plants include slow growing shrubs, purple cushion, arum pictum, white wool, and many flowers. Agricultural Products Many agriculture products are abundant here. Some are barley, corn, eggs, meat, milk, oats, potatoes, rice, soybeans, sugar, tobacco, and wheat. Natural Resources There us a great abundance for many minerals or natural resources in Italy. Mercury, potash, marble, sulfur, natural gas, petroleum, fish, coal, rock salt, feldspar, asbestos, barite, zinc, magnesium, and lead are some examples of the natural resources in Italy. Industry The leading industries are beer, butter, cement, cheese, cigarettes, merchant vessels, newsprint, paper and paperboard, passenger cars and radios. Foreign Trade Major Imports includes machinery, vehicles, chemicals, foodstuffs, livestock, metals, petroleum products, and wool. Major Exports includes machinery, textiles, vehicles, chemicals, clothing, shoes, metal products, petroleum products, and foodstuffs. Government Type- Republic Head of Government- President Oscar Luigi Scalfro, and Prime Minister Giuliano Amato. The government has a strong communist party, has president and Prime Minister with six different political parties. Transportation and Communication For inexpensive transportation people ride the buses and trains. Most households in Italy have at least one car. Boats and airplanes air used to transport goods. People communicate by way of newspaper, magazines, going to malls, TV, and radios. Cultural Expressions Life in northern Italy differs greatly from the life of people in southern Italy. The North is more urbanized than the south and is richer. Italians have contributed to some of the world's most admired sculpture, architecture, painting, literature, and music, particularly opera. Italians do not consider themselves to be a "new" people, but as the descendents of ancient Romans.

French Pronominal Verbs Require a Reflexive Pronoun

French Pronominal Verbs Require a Reflexive Pronoun French  pronominal verbs are accompanied by the reflexive pronoun  se  or  s  preceding the infinitive, thus, the grammatical term pronominal, which means relating to a pronoun. All conjugated  verbs, with the exception of the imperative  form, require a  subject pronoun.  Pronominal verbs also need a reflexive pronoun, like this: Nous nous habillons.   Were getting dressed (dressing ourselves).Tu te baignes.   Youre taking a bath (bathing yourself). There are a few kinds of French pronominal verbs. But in general, we can say the action and, thus construction, of the pronominal verb is reflexive, reciprocal or idiomatic.  Ã‚   Three Types of Pronominal Verbs Reflexive verbsReciprocal verbsIdiomatic pronominal verbs There are two steps in conjugating pronominal verbs. First, take the reflexive pronoun se, make it agree with the subject of the verb, and place it directly in front of the verb. Then, as with all verbs, conjugate the infinitive according to whether its a regular  -er, -ir, -re  verb or an irregular verb.   Ã‚  Ã‚  Elle se brosse les dents.  Ã‚  Shes brushing her teeth.Vous vous levez tard.  Ã‚  You get up late. Review what pronominal verbs look like when conjugated in all the simple tenses  and use examples to practice recognizing and using them.   French Reflexive Verbs   The most common pronominal verbs are reflexive verbs (verbes sens rà ©flà ©chi), which indicate that the subject of the verb is performing the action upon himself, herself, or itself. Reflexive verbs mainly have to do with parts of the body,  clothing, personal circumstance  or location. Note that when referring to parts of the body, the French  possessive pronoun  is rarely used; instead, the owner is indicated with a  reflexive pronoun  and a  definite article  precedes the body part. Some common reflexive verbs:   Ã‚  Ã‚  sadresser   Ã‚  to address, speak to  Ã‚  Ã‚  sapprocher de  Ã‚  to approach  Ã‚  Ã‚  sasseoir  Ã‚  to sit down  Ã‚  Ã‚  se baigner  Ã‚  to bathe, swim  Ã‚  Ã‚  se brosser (les cheveux, les dents)  Ã‚  to brush (ones hair, ones teeth)  Ã‚  Ã‚  se casser (la jambe, le bras)  Ã‚  to break (ones leg, ones arm)  Ã‚  Ã‚  se coiffer  Ã‚  to fix ones hair  Ã‚  Ã‚  se coucher  Ã‚  to go to bed  Ã‚  Ã‚  se couper  Ã‚  Ã‚  to cut oneself  Ã‚  Ã‚  se dà ©pà ªcher  Ã‚  Ã‚  to hurry  Ã‚  Ã‚  se dà ©shabiller  Ã‚  to get undressed  Ã‚  Ã‚  se doucher  Ã‚  to take a shower  Ã‚  Ã‚  sà ©nerver  Ã‚  to get annoyed  Ã‚  Ã‚  senrhumer  Ã‚  to catch a cold  Ã‚  Ã‚  se fà ¢cher  Ã‚  to get angry  Ã‚  Ã‚  se fatigue  Ã‚  to get tired  Ã‚  Ã‚  se fier  Ã‚  to trust  Ã‚  Ã‚  shabiller  Ã‚  to get dressed  Ã‚  Ã‚  shabituer   Ã‚  to get used to  Ã‚  Ã‚  simaginer  Ã‚  to imagine  Ã‚  Ã‚  sintà ©resser   Ã‚  Ã‚  to be interested in  Ã‚  Ã‚  se laver (les mains, la figure)  Ã‚  to wash (ones hands, ones face)  Ã‚  Ã‚  se lever  Ã‚  to get up  Ã‚  Ã‚  se maquiller  Ã‚  to put on makeup  Ã‚  Ã‚  se marier (avec)  Ã‚  to get married (to)  Ã‚  Ã‚  se mà ©fier de  Ã‚  to mistrust, distrust, beware of/about  Ã‚  Ã‚  se moquer de  Ã‚  to make fun of (someone else)  Ã‚  Ã‚  se moucher  Ã‚  to blow ones nose   Ã‚  Ã‚  se noyer  Ã‚  to drown  Ã‚  Ã‚  se peigner  Ã‚  to comb ones hair  Ã‚  Ã‚  se promener  Ã‚  to take a walk  Ã‚  Ã‚  se raser  Ã‚  to shave  Ã‚  Ã‚  se refroidir  Ã‚  to cool down, get cold  Ã‚  Ã‚  se regarder  Ã‚  to look at oneself  Ã‚  Ã‚  se reposer  Ã‚  to rest  Ã‚  Ã‚  se rà ©veiller  Ã‚  to wake up  Ã‚  Ã‚  se soà »ler  Ã‚  to get drunk  Ã‚  Ã‚  se souvenir de  Ã‚  to remember  Ã‚  Ã‚  se taire  Ã‚  to be quiet Examples: Tu te reposes.   Youre resting.Il se là ¨ve 8h00.  Ã‚  He gets up at 8:00. Reflexive Verbs With a Nonreflexive Use Note that many reflexive verbs also have a nonreflexive use; that is, they can describe someone performing the action of the verb on someone or something else:   Ã‚  Ã‚  Elle se promà ¨ne.  Ã‚  Shes taking a walk.vs.Elle promà ¨ne le chien.  Ã‚  Shes taking the dog for a walk; Shes walking the dog.Je me lave les mains.  Ã‚  Im washing my hands.vs.Je lave le bà ©bà ©.   Im washing the baby. Note that some verbs that are normally not pronominal may be used with a reflexive pronoun in order to avoid the passive voice.  This construction is known as the passive reflexive. Reflexive verbs are the most common type of pronominal verb. But there are also two lesser-known types: reciprocal verbs and idiomatic pronominal verbs.   French Reciprocal Verbs   While reflexive verbs tell you that one or more subjects are acting upon themselves, reciprocal verbs (verbes sens rà ©ciproque)  indicate that there are two or more subjects acting on one another. Here are the most common French reciprocal verbs:   Ã‚  sadorer   to adore (one another)  Ã‚  Ã‚  saimer  Ã‚  to love  Ã‚  Ã‚  sapercevoir  Ã‚  to see  Ã‚  Ã‚  se comprendre  Ã‚  to understand  Ã‚  Ã‚  se connaà ®tre  Ã‚  to know  Ã‚  Ã‚  se dà ©tester  Ã‚  to hate  Ã‚  Ã‚  se dire  Ã‚  to tell  Ã‚  Ã‚  se disputer  Ã‚  to argue  Ã‚  Ã‚  sà ©crire  Ã‚  to write to  Ã‚  Ã‚  sembrasser  Ã‚  to kiss  Ã‚  Ã‚  se parler  Ã‚  to talk to  Ã‚  Ã‚  se promettre  Ã‚  to promise  Ã‚  Ã‚  se quitter  Ã‚  to leave  Ã‚  Ã‚  se regarder  Ã‚  to look at  Ã‚  Ã‚  se rencontrer  Ã‚  to meet  Ã‚  Ã‚  se sourire  Ã‚  to smile at  Ã‚  Ã‚  se tà ©là ©phoner  Ã‚  to call  Ã‚  Ã‚  se voir  Ã‚  to see Reciprocal verbs can also be used without the pronoun for a nonreciprocal meaning:   Ã‚  Ã‚  Nous nous comprenons.   We understand each other.vs.Nous comprenons la question.  Ã‚  We understand the question.   Ã‚  Ã‚  Ils saiment.  Ã‚  They love each other.vs.Ils maiment.   They love me. French Idiomatic Pronominal Verbs   Idiomatic pronominal verbs (verbes sens idiomatique)  are verbs that take on a different meaning when used with a reflexive pronoun. Here are the most common French idiomatic pronominal verbs (and their non-pronominal meanings):   Ã‚  sen aller  Ã‚  to go away  Ã‚  Ã‚  (to go)  Ã‚  Ã‚  samuser  Ã‚  to have a good time (to amuse)  Ã‚  Ã‚  sappeler  Ã‚  to be named (to call)  Ã‚  Ã‚  sapproprier   to appropriate (to suit, adapt to)  Ã‚  Ã‚  sarrà ªter  Ã‚  to stop (oneself) (to stop [s.o. or s.t. else])  Ã‚  Ã‚  sattendre ()  Ã‚  to expect (to wait for)  Ã‚  Ã‚  se demander  Ã‚  to wonder (to ask)  Ã‚  Ã‚  se dà ©brouiller  Ã‚  to manage, get by (to disentangle)  Ã‚  Ã‚  se dà ©pà ªcher  Ã‚  to hurry (to send quickly)  Ã‚  Ã‚  se diriger vers  Ã‚  to head toward (to run, be in charge of)  Ã‚  Ã‚  se douter  Ã‚  to suspect (to doubt)  Ã‚  Ã‚  sà ©clipser  Ã‚  to slip away/out (to eclipse, overshadow)  Ã‚  Ã‚  sà ©loigner  Ã‚  to move (oneself, s.t.) away  Ã‚  Ã‚  sendormir  Ã‚  to fall asleep (to put to sleep)  Ã‚  Ã‚  sennuyer  Ã‚  to be bored (to bother)  Ã‚  Ã‚  sentendre  Ã‚  to get along (to hear)  Ã‚  Ã‚  se fà ¢cher  Ã‚  to get angry (to make angry)  Ã‚  Ã‚  se figurer  Ã‚  to imagine, picture (to represent, to appear)  Ã‚  Ã‚  shabituer   Ã‚  to get used to (to get in the habit of)  Ã‚  Ã‚  sinquià ©ter  Ã‚  to worry (to alarm)  Ã‚  Ã‚  sinstaller  Ã‚  to settle in (to a home) (to install)  Ã‚  Ã‚  se mettre    to begin to (to place, put)   Ã‚  Ã‚  se perdre  Ã‚  to get lost (to lose)  Ã‚  Ã‚  se plaindre  Ã‚  to complain (to pity, begrudge)  Ã‚  Ã‚  se refuser de  Ã‚  to deny oneself (the opportunity)o  Ã‚  Ã‚  (to refuse)  Ã‚  Ã‚  se rendre   Ã‚  to go to (to return)  Ã‚  Ã‚  se rendre  compte de  Ã‚  to realize (to account for)  Ã‚  Ã‚  se rà ©unir  Ã‚  to meet, get together (to gather, collect)  Ã‚  Ã‚  se servir  Ã‚  to use, make use of (to serve)  Ã‚  Ã‚  se tromper  Ã‚  to be mistaken (to deceive)  Ã‚  Ã‚  se trouver  Ã‚  to be located (to find) See how the meaning changes when idiomatic pronominal verbs are used with and without the reflexive pronoun.   Ã‚  Je mappelle Sandrine.  Ã‚  My name is Sandrine.vs.Jappelle Sandrine.  Ã‚  Im calling Sandrine.   Ã‚  Tu te trompes.  Ã‚  You are mistaken.vs.Tu me trompes.   You are deceiving me. Word Order with Pronominal Verbs Placement of the reflexive pronoun is exactly the same as for  object pronouns  and  adverbial pronouns:   Ã‚  Ã‚  Je mhabille.  Ã‚  Im getting dressed.Tu te reposeras.   You will rest.Il se levait quand...  Ã‚  He was getting up when... The pronoun directly precedes the verb in all tenses and moods, except the affirmative  imperative, when it follows the verb, attached by a hyphen: Repose-toi. Rest.Habillons-nous.   Lets get dressed. Pronominal Verbs in the Negative With  negation,  ne  precedes the reflexive pronoun: Je ne mhabille pas.  Ã‚  Im not getting dressed.Tu ne te reposes jamais.  Ã‚  You never rest. Pronominal Verbs in the Interrogative Questions  with pronominal verbs are usually asked with  est-ce que  and the  reflexive pronoun  once again stays directly in front of the verb. If you use  inversion, the reflexive pronoun precedes the inverted subject-verb: Est-ce quil se rase  ? Se rase-t-il  ?Is he shaving? Est-ce que tu te laves les mins  ? Te laves-tu les mains  ?Are you washing your hands? Pronominal Verbs in the Negative Interrogative To ask a negative question with pronominal verbs, you sort of have to use inversion. The reflexive pronoun stays directly in front of the inverted subject-verb, and  the negative structure surrounds that whole group: Ne se rase-t-il pas  ?Isnt he shaving? Ne te laves-tu jamais les mains ?Dont you ever wash your hands? Pronominal Verbs in Compound Tenses In  compound tenses  like the  passà © composà ©, all pronominal verbs are  Ãƒ ªtre verbs, which means two things: The auxiliary verb is  Ãƒ ªtre.The past participle may need to agree with the subject in gender and number. In compound tenses, the reflexive pronoun precedes the auxiliary verb, not the past participle: Elle sest couchà ©e minuit.She went to bed at midnight. Ils sà ©taient vus la banque.They had seen one another at the bank. Aprà ¨s mà ªtre habillà ©, jai allumà © la tà ©là ©.After getting dressed, I turned on the TV. Agreement with Pronominal Verbs When pronominal verbs are  in the compound tenses, the past participle has to agree with the reflexive pronoun when the pronoun is a  direct object  but not when its an  indirect object. So the trick is to figure out whether the reflexive pronoun is direct or indirect. 1.  For most  pronominal verbs that are not followed by a noun, the reflexive pronoun is the  direct object, so the past participle needs to agree with it. See number five  below for instances when the reflexive pronoun is an  indirect  pronoun. Nous nous sommes douchà ©s.We showered. \Marianne sest fà ¢chà ©e.Marianne got mad. 2.  Likewise, with a pronominal verb plus a preposition plus a noun, the reflexive pronoun is the direct object, so you need agreement. Elle sest occupà ©e du chien.She took care of the dog. Ils se sont souvenus de la pià ¨ce.They remembered the play. 3.  When a pronominal verb is followed directly by a noun with  no preposition in between, the reflexive pronoun is indirect, therefore there is no agreement. Nous nous sommes achetà © une voiture.NOT  Nous nous sommes achetà ©s une voiture.We bought ourselves a car. Elle sest dit la và ©rità ©.NOT  Elle sest dite la và ©rità ©.She told herself the truth. 4.  When you have a sentence with a reflexive pronoun plus  an object pronoun, the reflexive pronoun is always the  indirect object, so there is no agreement with it. However, there  is  agreement with the object pronoun, per the rules of  direct object pronoun agreement. Nous nous le sommes achetà ©.  (Le livre  is masculine.)We bought it (the book) for ourselves. Nous nous la sommes achetà ©e.  (La voiture  is feminine.)We bought it (the car) for ourselves. Elle se lest dit.  (Le mensonge  is masculine.)She told it (the lie) to herself. Elle se lest dite.  (La và ©rità ©Ã‚  is feminine.)She told it (the truth) to herself. 5.  For the following verbs, the reflexive pronoun is always an indirect object, so the past participle does not agree with it. In the abbreviations below, e.o. means each other and o.s. means oneself.   Ã‚  Ã‚  sacheter   to buy (for) o.s.  Ã‚  Ã‚  se demander  Ã‚  to wonder  Ã‚  Ã‚  se dire  Ã‚  to say (to o.s./e.o.)  Ã‚  Ã‚  se donner  Ã‚  to give (to e.o.)  Ã‚  Ã‚  sà ©crire  Ã‚  to write (to e.o.)  Ã‚  Ã‚  se faire mal   to hurt o.s.  Ã‚  Ã‚  simaginer  Ã‚  to imagine, think  Ã‚  Ã‚  se parler  Ã‚  to talk (to o.s./e.o.)  Ã‚  Ã‚  se plaire ( faire...)   to enjoy (doing...)  Ã‚  Ã‚  se procurer  Ã‚  to obtain (for o.s.)  Ã‚  Ã‚  se promettre  Ã‚  to promise (o.s./e.o.)  Ã‚  Ã‚  se raconter  Ã‚  to tell (e.o.)  Ã‚  Ã‚  se rendre compte de  Ã‚  to realize  Ã‚  Ã‚  se rendre visite  Ã‚  to visit  (e.o.)  Ã‚  Ã‚  se reprocher   to criticize, blame (o.s./e.o.)  Ã‚  Ã‚  se ressembler  Ã‚  to resemble (e.o.)  Ã‚  Ã‚  se rire  (de qqun)  Ã‚  to mock (someone)  Ã‚  Ã‚  se sourire  Ã‚  to smile (at e.o.)  Ã‚  Ã‚  se tà ©là ©phoner  Ã‚  to call (e.o.) Nous nous sommes souri.NOT  Nous nous sommes souris.We smiled at each other. Elles se sont parlà ©.NOT  Elles se sont parlà ©es.They talked to each other. Pronominal Verbs in the Infinitive or Present Participle When using pronominal verbs in the  infinitive  or  present participle, there are two things to keep in mind: The reflexive pronoun directly precedes the infinitive or present participle.The reflexive pronoun agrees with its implied subject. Pronominal Verbs in Dual-Verb Constructions Dual-verb constructions  are those where you have a verb like  aller  (to go) or  vouloir  (to want) followed by an infinitive. When using a pronominal verb in this construction, its important to remember that the reflexive pronoun goes directly in front of the infinitive, not the conjugated verb, and that the reflexive pronoun has to agree with the subject. Je vais mhabiller.Im going to get dressed. Nous voulons nous promener.We want to go for a walk. Tu devrais te laver les cheveux.You should wash your hair. Pronominal Verbs after Prepositions When you use pronominal verbs in the infinitive after prepositions, remember to change the reflexive pronoun to agree with the implied subject of the verb. Avant de te coucher, range ta chambre.Before you go to bed, clean your room. Il faut trouver un juge pour nous marier.We have to find a judge to get married. Pronominal Verbs Used as Subjects To use pronominal verbs in the infinitive as subjects at the beginning of a sentence, remember to change the reflexive pronoun to agree with the implied subject of the verb: Me lever tà ´t est une rà ¨gle de ma vie.Getting up early is a rule for me. Te moquer de ton frà ¨re nest pas gentil.Making fun of your brother isnt nice. Pronominal Verbs  as Present Participles Once again, the reflexive pronoun always has to agree with the subject, including when pronominal verbs are used as present participles: En me levant, jai entendu un cri.While getting up, I heard a scream. Cà ©tait en vous inquià ©tant que vous avez attrapà © un ulcà ¨re.It was by worrying that you got an ulcer.

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Importance of Costs in Pricing Strategy

Importance of Costs in Pricing Strategy Price of a product is a major element of the marketing mix. Pricing is one of the most important strategic issue because it is related to the product positioning. The price goes in hand with the other marketing mix elements such as product promotion, channel decisions and its features. For a developing the pricing of a new product, there can be a general sequence of steps that can be followed by the organisation which may vary from other organisations. The main area of focus will however be same for all the organisations. The different steps can be as follows. Develop marketing strategy perform marketing analysis, segmentation, targeting, and positioning. Make marketing mix decisions define the product, distribution, and promotional tactics. Estimate the demand curve understand how quantity demanded varies with price. Calculate cost include fixed and variable costs associated with the product. Understand environmental factors evaluate likely competitor actions, understand legal constraints, etc. Set pricing objectives for example, profit maximization, revenue maximization, or price stabilization. Determine pricing using information collected in the above steps, select a pricing method, develop the pricing structure, and define discounts. The various pricing strategies for products include, competition based pricing, cost-plus pricing, creaming or skimming, limit pricing, loss leader, market oriented pricing, penetration pricing, price discrimination, premium pricing, predatory pricing, contribution margin based pricing, psychological pricing, dynamic pricing, price leadership, target pricing, absorption pricing, high-low pricing, premium decoy pricing, marginal cost pricing, value based pricing. For each and every pricing strategies has its own reasons and market reach. At the end of the assignment, we can observe the various methodologies and techniques an organisation adopts in managing the finances using the pricing centric point of view. The factors that influence how a consumer perceives a given price and how price-sensitive a consumer is likely to be with respect to different purchase decisions[1] Reference Price Effect Buyers price sensitivity for a given product increases the higher the products price relative to perceived alternatives. Perceived alternatives can vary by buyer segment, by occasion, and other factors. Difficult Comparison Effect Buyers are less sensitive to the price of a known / more reputable product when they have difficulty comparing it to potential alternatives. Switching Costs Effect The higher the product-specific investment a buyer must make to switch suppliers, the less price sensitive that buyer is when choosing between alternatives. Price-Quality Effect Buyers are less sensitive to price the more that higher prices signal higher quality. Products for which this effect is particularly relevant include: image products, exclusive products, and products with minimal cues for quality. Expenditure Effect Buyers are more price sensitive when the expense accounts for a large percentage of buyers available income or budget. End-Benefit Effect The effect refers to the relationship a given purchase has to a larger overall benefit, and is divided into two parts: Derived demand: The more sensitive buyers are to the price of the end benefit, the more sensitive they will be to the prices of those products that contribute to that benefit. Price proportion cost: The price proportion cost refers to the percent of the total cost of the end benefit accounted for by a given component that helps to produce the end benefit (e.g., think CPU and PCs). The smaller the given components share of the total cost of the end benefit, the less sensitive buyers will be to the components price. Shared-cost Effect The smaller the portion of the purchase price buyers must pay for themselves, the less price sensitive they will be. Fairness Effect Buyers are more sensitive to the price of a product when the price is outside the range they perceive as fair or reasonable given the purchase context. The Framing Effect Buyers are more price sensitive when they perceive the price as a loss rather than a forgone gain, and they have greater price sensitivity when the price is paid separately rather than as part of a bundle. The Activity-based costing (ABC) The Activity-based costing (ABC) is a type costing model that identifies activities in an organization which assigns the cost of each activity resource to all products and services according to the actual consumption by each. The main concept of this model is to assign more of the indirect costs into direct costs. Indirect costs are costs that are not directly accountable to a cost object, such as a particular function or product. Indirect costs may be either fixed or variable. Indirect costs include taxes, administration, personnel and security costs, and are also known as overhead, which is nothing but the cost incurred for operating any kind of business. So in this costing model an organisation can precisely estimate the cost of individual products and services so they can identify and eliminate those that are unprofitable and lower the prices of those that are overpriced. In a business organization, the ABC methodology assigns an organizations resource costs through activities to the products and services provided to its customers. It is generally used as a tool for understanding product and customer cost and profitability. As such, ABC has predominantly been used to support strategic decisions such as pricing, outsourcing, identification and measurement of process improvement initiatives. The different uses of the ABC model is as follows It helps to identify inefficient products, departments and activities It helps to allocate more resources on profitable products, departments and activities It helps to control the costs at an individual level and on a departmental level It helps to find unnecessary costs It helps fixing the price of a product or service scientifically Yes, the ABC model does has its limitations. Even in activity-based costing, some overhead costs are difficult to assign to products and customers, such as the chief executives salary. These costs are termed business sustaining and are not assigned to products and customers because there is no meaningful method. This lump of unallocated overhead costs must nevertheless be met by contributions from each of the products, but it is not as large as the overhead costs before ABC is employed. Although some may argue that costs untraceable to activities should be arbitrarily allocated to products, it is important to realize that the only purpose of ABC is to provide information to management. Therefore, there is no reason to assign any cost in an arbitrary manner. Be able to apply forecasting techniques to obtain information for decision making Apply forecasting techniques to make cost and revenue decisions in an organisation Assess the sources of funds available to an organisation for a specific project Be able to participate in the budgetary process of an organisation Select appropriate budgetary targets for an organisation Participate in the creation of a master budget for an organisation Compare actual expenditure and income to the master budget of an organisation Evaluate budgetary monitoring processes in an organisation Be able to recommend cost reduction and management processes for an organisation Recommend processes that could manage cost reduction in an organisation Evaluate the potential for the use of activity-based costing Be able to use financial appraisal techniques to make strategic investment decisions for an organisation Apply financial appraisal methods to analyse competing investment projects in the public and private sector Make an justified strategic investment decision for an organisation using relevant financial information Report on the appropriateness of a strategic investment decision using information from a post-audit appraisal Be able to interpret financial statements for planning and decision making Analyse financial statements to assess the financial viability of an organisation Apply financial ratios to improve the quality of financial information in an organisations financial statements Make recommendations on the strategic portfolio of an organisation based on its financial information

criminal justice Essay examples -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The use of deadly force is used throughout the U. S. , and the definition of deadly force is best described by the FBI which states that : deadly force is the intentional use of a firearm or other instrument resulting in a high probability of death. But who determines when it’s okay for a police officer to use deadly force?   Ã‚  Ã‚  Ã‚  Ã‚   When does deadly force cross the line and when does officer feels his/her life is grave danger and to escape has to use deadly force? What circumstances will justify the use of deadly force? Deadly Force depends on the officer discretion, when the officer makes the decision to investigate suspects. Also it depends on the how strongly the officers follow the Code of Ethics. In the Code of Ethics in paragraph 3 it reads â€Å"I will enforce the law courteously and appropriately without fear or favor, malice or ill will , never employing force or violence and never accepting gratuities.† So an officer who truly follows the Code of Ethics I think would be less likely to use deadly force, and the officer probably has a higher tolerance than a officer who doesn’t follow the Code of Ethics so closely. The Bureau of Justice statistics in 2001 reported nearly 400 felons died from use of deadly force. But also when an officer decides to use deadly force they must be thinking if their actions are going to be justifiable through the publics eye and their police department and so forth. So many things come into ... criminal justice Essay examples -- essays research papers   Ã‚  Ã‚  Ã‚  Ã‚  The use of deadly force is used throughout the U. S. , and the definition of deadly force is best described by the FBI which states that : deadly force is the intentional use of a firearm or other instrument resulting in a high probability of death. But who determines when it’s okay for a police officer to use deadly force?   Ã‚  Ã‚  Ã‚  Ã‚   When does deadly force cross the line and when does officer feels his/her life is grave danger and to escape has to use deadly force? What circumstances will justify the use of deadly force? Deadly Force depends on the officer discretion, when the officer makes the decision to investigate suspects. Also it depends on the how strongly the officers follow the Code of Ethics. In the Code of Ethics in paragraph 3 it reads â€Å"I will enforce the law courteously and appropriately without fear or favor, malice or ill will , never employing force or violence and never accepting gratuities.† So an officer who truly follows the Code of Ethics I think would be less likely to use deadly force, and the officer probably has a higher tolerance than a officer who doesn’t follow the Code of Ethics so closely. The Bureau of Justice statistics in 2001 reported nearly 400 felons died from use of deadly force. But also when an officer decides to use deadly force they must be thinking if their actions are going to be justifiable through the publics eye and their police department and so forth. So many things come into ...

A comparison of two poems by Robert Frost: “Ghost House” and “A Cabin in the Clearing”

The first of the two poems, â€Å"Ghost House† is formally structured. It is made up of six stanzas, each with five lines. It has a strict rhyme scheme: the first, second and last lines of each stanza rhyme, as do the third and fourth lines. This creates two neat rhyming couplets in each stanza, with the final line appearing disjointed as if it were an addition. This echoes the sentiments of belonging, in contrast with isolation and loneliness, that Frost expresses in the text. The tone of this poem is established immediately by the title. Although it is a commonly used phrase, and is also quite brief, the words â€Å"Ghost House† have uneasy and frightening implications. The poet has created an eerie mood in the poem that is contributed to by the use of the narrator character, the unknown â€Å"I†. The question of who, or what, this character is has been intentionally left unanswered by Frost, as well as many other questions. This encourages the reader to think more deeply about the poem, as the answers are not obvious, and in most cases not revealed at all. Unanswered questions instil in the reader a sense of instability and confusion, which serves to enhance the atmosphere of the poem. As these are the feelings expressed by the narrator character, this creates empathy. The subject of the poem is the house where the narrator lives, or â€Å"dwells†, and the â€Å"mute folk† that share it with him. Central to the poem is the fact that the house has â€Å"vanished† and that nature has returned and reclaimed the land where it once was. The sense of the passage of time, and the inevitability of life, existence and death, is a theme common to much of Frost's work. In this poem the reader is told that the house was destroyed â€Å"many a summer ago†. Although the circumstances surrounding the fate of the house are unclear, it is suggested that a natural disaster was the cause. Use of the word â€Å"vanished† implies that the house was destroyed suddenly, and the fact that it â€Å"left no trace but the cellar walls†¦ † suggests a disaster such as a fire, especially as the poem is set in America where wooden houses are common. Imagery is used, as â€Å"a cellar in which the daylight falls† is depicted, and the raspberries growing on the site are described as â€Å"purple-stemmed†. These images involve the reader in the poem, and highlight the combination of human influences and nature that is happening. The reader is given the impression that nature is the controlling force in the situation, that nature is infinite and perpetual, and people are insignificant in comparison. While they may have made an impact on their environment, nature has quickly erased it, as â€Å"the footpath down to the well is healed†. The word â€Å"healed† is an emotive one as it has connotations of pain, implying that the footpath was a wound on the landscape that has now been restored. It is a reminder of the fact that when we die it does not change the world; nature carries on, and we are soon forgotten. Throughout the second stanza there are examples of the site returning to its natural state, as the â€Å"woods come back†¦ † and the trees grow freely again. There is a sense of protection, with the use of the word â€Å"shield† to describe the grapevines growing over the fences. Nature is shown as a regenerative force as well as a destructive one. In the third stanza there is a repetition of the word â€Å"vanished†, referring to the house; it is described as a â€Å"vanished abode†. This reinforces the unusual situation of the narrator, that he lives in a house that does not exist. The narrator describes his â€Å"strangely aching heart†. This is a powerful reference, as the word â€Å"aching† describes a physical sensation, which is more effective than a purely emotional one, and a sense of pain is indicated. There seems to be a connection between the narrator and the house, he relates how the house is linked to the rest of the world by a â€Å"disused and forgotten road† possibly indicating that this is how he feels, that his connection with the world has been destroyed, and that he himself is â€Å"forgotten†. Imagery is used throughout the poem, as Frost describes the area surrounding the house, and the â€Å"stones out under the low-limbed tree†, presumably gravestones, that have been covered by mosses so that the names cannot be read. This conveys a sense of mystery, as the reader is not informed to whom the stones belong. There are a number of themes that recur through the text. The last two stanzas are primarily concerned with the â€Å"mute folk†, who cohabit the house. They are introduced abruptly, relatively late in the poem. They are mentioned casually, and it appears as if the narrator makes the assumption that the audience is already aware of their existence. This indicates that they are a permanent presence in the narrator's life, and are a concern to him. It is not clear who, or what, these people are, just as it is with the narrator. This sense of confusion is reinforced many times. There is an entire stanza devoted to the apparently irrelevant â€Å"whippoorwill†. This could be simply to create atmosphere, and to contrast with the shock of the next stanza in which the â€Å"mute folk† are introduced. The â€Å"mute folk† are described as â€Å"tireless folk, but slow and sad† with the possible partial exception of two individuals, referred to only as â€Å"lass and lad†. It is possible that these two people are not as sad as the rest of their peers because they have a connection; they â€Å"belong† to each other. One theme of the poem is loneliness and isolation. The house is described as â€Å"lonely† and the road as â€Å"forgotten†. The narrator is a lonely character, isolated from the world and unable even to communicate with the â€Å"mute folk†. It appears that the narrator has no home, that he does not belong anywhere. Even the house where he dwells is not described as his; he calls it a â€Å"house I know† and does not claim that it belongs to him. It is assumed that the title of the poem refers to a house inhabited by ghosts, but it could refer to the â€Å"ghost of the house† or the memory of a time when the narrator had a home, and a sense of belonging. There is an eerie sense of death in the text. The word â€Å"vanished† is repeated, indicating a presence which was, but is no longer, there. The abruptness with which the house â€Å"vanished† leads to the assumption that death was involved; that people died in a disaster of some kind. In the third stanza there is a reference to the night, often used as a metaphor for death. It is expressed simply as â€Å"Night comes.. † and this supports the suddenness of death in the poem. The narrator describes his environment as â€Å"the unlit place†. Although this could be a literal reference to the house, darkened now that night has fallen, it could also mean that â€Å"the unlit place† is death, and the fact that the â€Å"mute folk† share the place means that they are also dead. There is an obvious reference to death in the mention of the â€Å"stones† or gravestones. The second poem, â€Å"A Cabin in the Clearing†, has a similar tone to the first poem, and addresses similar issues. However, the two poems have very different forms. In contrast to the structure and rhythm of â€Å"Ghost House†, the second poem appears to be constructed in a much more random way. This is partly due to the conversational style in which Frost has chosen to write. As a result of this there is no rhyme scheme to the poem, and no set stanza format. The poem is made up entirely of dialogue between two characters, â€Å"mist† and â€Å"smoke†. In the first poem the title influences the tone of the poem considerably as it affects the way that the rest of the poem is read. In the second poem the title is more vague, and although it sets the scene for the rest of the text it does not establish mood in the same way. The title of this poem uses the definite article â€Å"the† when referring to the clearing, and the indefinite article â€Å"a† when referring to the cabin. This places emphasis and importance on the clearing and detracts from the influence of the people on the landscape, as the cabin is manmade and the clearing is natural. The subject of this poem is the â€Å"sleepers†, presumably the inhabitants of the â€Å"cabin in the clearing†. They are present in the poem from the start, as the character of â€Å"mist† states, â€Å"I don't believe the sleepers in this house know where they are. † The two characters seem to hold different opinions of the â€Å"sleepers†, with mist appearing more accusatory and demanding of them, while smoke is more sympathetic. Both narrators appear not to understand the actions of the people There are many similarities between the two poems. Both have narrator characters, and the perspective of these characters is the same. In â€Å"Ghost House† the narrator is an observer of the â€Å"mute folk†, while in the second poem the narrators are observers of the â€Å"sleepers†. However in the first poem there is only one narrator, who expresses one view, and in the second poem there are two narrators who express two different and slightly conflicting views. The narrators in the two poems have different attitudes towards the people that they are watching. In the first poem the reader is given the impression that the narrator would like to communicate with the â€Å"mute folk† but is unable to. In the second poem it seems as if the narrators could communicate with the â€Å"sleepers† if they wanted to, but they choose the role of observers voluntarily. However in both poems the narrators seem removed from the world of those they observe. In â€Å"Ghost House† this removal becomes isolation, and the audience is made to feel more sympathetic towards this narrator than the equivalent characters in â€Å"A Cabin in the Clearing†, as in this poem the narrators have a bond with each other, and are not as dependant on the â€Å"sleepers†

benjamin bloom Essays

benjamin bloom Essays benjamin bloom Essay benjamin bloom Essay Benjamin Bloom: The Development of American Education America is filled with a history of significant events that have taken place over time. Its interesting to learn how specific events, people, places or subjects have greatly influenced our history in ways that still impact our lives today. Because I really value history as a subject, I have enjoyed researching Benjamin Bloom and the findings of his impact on American Education. He made many great contributions in the area of education. A great deal of his research focused on the study of ducational objectives, many of which have been evaluated by numerous individuals, particularly teachers in the class room. His extraordinary findings grasped the attention of many and are still utilized today. Benjamin S. Bloom was a Jewish-American psychologist. He was born in Lansford, Pennsylvania on February 21, 1913. Bloom had attended the Pennsylvania State University where he obtained his bachelors and masters degree in 1935. Upon doing so, he then moved to the University of Chicago where he completed his Ph. D. n education in 1942 and served as a member of the Board of Examinations. In 1944, he was appointed as the Instructor of Educational Psychology. Bloom died at the age of eighty six at his home in Chicago on September 13, 1999. He was survived by his wife and two his two sons, David and Jonathan. Bloom was a well known educational theorist and teacher. Together with a group of cognitive psychologists at the University of Chicago, Bloom developed his theory on taxonomy and his book of Taxonomy of Educational Objectives Handbook 1: The Cognitive Domain was published in 1956. His theory of taxonomy however is his most significant work. It promoted the concept that any any given task favors one of three psychological domains; cognitive, affective, and psychomotor. The cognitive domain deals with the ability to process and utilize information in a meaningful way. The affective domain is concerned with the attitudes and feelings that result from the learning process. The psychomotor domain involves manipulative or physical skills. Similar to Abraham Maslow and his hierarchy of needs, Bloom believed that in each of his psychological domains there are levels of learning and an individual must be ble to perform at the lower level before they can advance. The cognitive domain involves both knowledge and the development of intellectual skills. In 1956, Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior that are important to learning. Bloom discovered that over 95% of the test questions students encounter require them to think only at the lowest level possible. There are six major categories, starting from the simplest behavior to the most complex evaluation. This multi tiered odel of classifying thinking according to the six levels of complexity is known as Blooms Taxonomy. The levels provide a basis for questioning that ensures that the students progress to their highest level on understanding. The keywords listed after the definition represent some of that tasks that the student can accomplish in each of the categories. The first level in Blooms Taxonomy is Knowledge: Remembering or recognizing something previously encountered without necessarily understanding, using, or cnanglng It. some 0T tne Keynuoras tnat Tall unaer Knowledge are: aennes, escribes, identifies, knows, matches, names. The second level is known as Comprehension: Understanding the material being communicated without necessarily relating it to anything else. Some of the keywords that fall under this category are: distinguishes, estimates, explains, locate. The third tier is is called Application: Using general concepts to solve a problem. Some of the keywords that fall under application are: apply, demonstrate, interpret, sketch, solve. The fourth tier is called Analysis: The ability to break down material into its component parts. Keywords include: analyze, appraise, calculate, criticize, experiment, question. The fifth tier is called Synthesis: The ability to put parts together to form a new whole. Key words include: arrange, assemble, collect, construct, manage, plan, prepare. The last tier, but not at all the least important, is Evaluation: The ability to Judge that value of material for a given purpose. Keywords may include: argue, assess, Judge,predict, rate, value, evaluate. In ED 205, we only talked briefly about Bloom and his taxonomy. However, when you really pick it apart and analyze all the steps, you as a future teacher begin to nderstand and assess the value of it for your children and how it can change their learning experience. I personally value Blooms Taxonomy and I believe that it is a basic process that most people use to learn and remember a new concept. Almost all projects start with an idea where students are to create their own outline or idea and then evaluate and analyze that idea. Once the idea has been applied it will help the students understand the concept, which makes remembering it much easier. According to www. pro]ects. coe. uga. edu, While it should be noted that other ducational taxonomies and hierarchical systems have been developed, Blooms Taxonomy which remains, even after nearly fifty years, the de facto standard. More and more educators are beginning to use this as a method of classifying educational goals and objectives in their classroom. Blooms Taxonomy has also been used by researchers and administrators, old and new, at any level of education necessary. This is truly what gave Bloom the ambition to link his name to all of these terms that he created in his new invention, for th ey will always be a part of his legacy, a forever widely used critical thinking tool. In class we discussed why Blooms Taxonomy is a very helpful tool to use as you being to plan your own lessons as a teacher. Some teachers may argue that his taxonomy is no longer used in todays educational world because it is seen as ineffective. Everyone has their own arguments for different ideas. The fact that I am still learning about it today and can see the impact it can have on future educators and students such as myself, I know that this critical thinking strategy will always remain in my life as well as the lives of many others, no matter what their profession may be.

Discover the Definition of a State, Sovereign State, Country, and Nation

Discover the Definition of a State, Sovereign State, Country, and Nation While the terms country, state, sovereign state, nation, and nation-state are often used interchangeably, there is a difference. Simply put: A state is a territory with its own institutions and populations.A sovereign state is a state with its own institutions and populations which has a permanent population, territory, and government. It must also have the right and capacity to make treaties and other agreements with other states.A nation is  a large group of people that inhabit a specific territory and are connected by history, culture or another commonality.A nation-state is a cultural group (a nation) that is also a state (and may, in addition, be a sovereign state). The word country can be used to mean the same thing as state, sovereign state, or nations include Wine Country (the grape-growing area of northern California) and Coal Country (the coal-mining region of Pennslyvania). Qualities of a Sovereign State State, nation, and country are all terms to describe groups of people who live in the same place and have a great deal in common. But while states and sovereign states are political entities, nations and countries may or may not be. A sovereign state (sometimes called an independent state) has the following qualities: Space or territory which has internationally recognized boundariesPeople who live there on an ongoing basis.Regulations governing foreign and domestic tradeThe ability to issue legal tender that is recognized across boundariesAn internationally recognized  government which provides public services and police power and has the right to make treaties, wage war, and take other actions on behalf of its peopleSovereignty, meaning that no other state should have power over the countrys territory. There are many geographic entities that have some but not all of the qualities that make up a There are presently 195 sovereign states in the world (197 by some counts); 193 are members of the United Nations (the United Nations excludes Palestine and the Holy See). Two other entities, Taiwan and Kosovo, are recognized by some but not all members of the United Nations. Entities That Are Not Sovereign States There are many entities that have geographical and cultural significance and many of the qualities of a sovereign state but which are not, in fact, independent sovereign states. These include territories, non-sovereign states, and nations. Non-Sovereign States Territories of sovereign states are not sovereign states in their own right. There are many entities that have most qualities of sovereign states but are officially considered to be sovereign. Many have their own histories, and some even have their own languages. Examples include: Hong KongBermudaGreenlandPuerto RicoNorthern Ireland, Wales, Scotland, and England, all of which are non-sovereign parts of the United Kingdom The word state is also used to refer to geographic sections of sovereign states which have their own governments but which are subject to the larger federal government. The 50 United States are non-sovereign states. Nations Nations are culturally homogeneous groups of people which share a common language, institution, religion, and/or historical experience. Some nations are sovereign states, but many are not; some of those nations that hold territory but are not sovereign states include: The Indian Nations of the United StatesBosniaCatalonia (in northern Spain)QuebecCorsicaSicilyTibet In addition to nations that are non-sovereign states, it can be argued that there are nations that govern no territory at all.  For example, the Sindhi, Yoruba, Rohingya, and Igbo people share histories, cultures, and language but have no territory. There are some States which have two nations, such as Canada and Belgium. Nation-States When a nation of people has a sovereign state of their own, it is called a nation-state. Populations living in nation-states share a history, language, ethnicity, and culture (though, of course, most nation-states now include populations of immigrants who do not share the local culture). Places like Iceland and Japan are excellent examples of nation-states: the vast majority of people born in those nation-states share the same ancestry and culture.

Management of Computing Resources Essay Example | Topics and Well Written Essays - 3250 words

Management of Computing Resources - Essay Example Computer resources within the commission includes aggregate of available software, computer hardware, supplies, documentation, trained personnel and support services that are to be protected. The report is about designing an end user training and support system that will help serve the 5000 work stations of the education commission and whether Google or social media can be utilized to lower the cost of support outlays and IS end user training. Currently the commission is utilizing Microsoft products for the various computing operations that are done on the commission. The education commission organization is in need of an effective information system that will provide the personnel as well as the management with up to date information regarding the performance of the commission including their future plans, goals and objective. The information may be processed at the central point or headquarter of the commission and dispatched to all the other 5,000 work stations in Australia. Having an effective computing management plan that is evidence based in place will ensure safe passage of information from the sender to the receiver and back. The computers at the various work stations will be joined together with an intension of allowing sharing of resources and data. The management system will be designed to capture, store, transmit, manipulate, retrieve and display the intended information in various work stations. The system will out the information in a form that can be utilized in various workstations. Increased innovation has led to the development of the internet system which has resulted to development of information systems that can be exchanged via web-based emails, extranets and intranets. The technology will allow for faster exchange of information and data between the management and the end user located in various work stations located within and outside the city. Designing an end user training and support system for the various

Comprehensive Designer Article Example | Topics and Well Written Essays - 250 words

Comprehensive Designer - Article Example A comprehensive designer, according to my belief has to be a designer by profession. This is necessary since involvement in various designing tasks needs to be principally based on the fundamentals of the profession such as stability and safety. In addition to having the credentials in the designing field, they should be able to handle or propose solutions to any design problem. In addition to solving the problem via scientific means, the proposed solutions should be economically viable, which means that solutions should be arrived at with regard to the available skill, material, space and durability. Although the designer may not be specialized to a given field, he or she should have some knowledge that can be passed to the nonprofessionals or students of the career. The comprehensive designer should thus be capable of applying scientific, mathematical, physical, economic, social and practical experience towards solving a problem in the discipline, regardless of the time span the solution is expected to serve (Faste, 2001). It is the designer’s responsibility to link the conceptual and physical worlds, and comprehensiveness is brought about by ensuring the resultant idea is wholesome and in accord with the criterion