How the company seeks to deliver customer value Essay

How the company seeks to deliver customer value - Essay Example Introduction of the Apple Macintosh has engaged in numerous products launches that  have been met  with much anticipation. For instance, Apple iPhone  has been considered  an elegantly designed  device  for sending and receiving  information. The iPhone has a combination of  smart  phone capabilities with  natural  graphical interface projected on a large multi-touch display. Apple’s marketers focus on consumer behaviours in order to improve their marketing strategies and foster an understanding of how the consumer thinks feels and selects between various alternatives (Solomon, 10). These marketers also focus on psychology of consumers and influence of environmental conditions such as a culture, family, signs and media. In fact, this entails the focus on consumers’ behaviours while making purchases and other decisions. Nevertheless, there are limitations concerning consumer knowledge or ability to internalize information that can influence their de cisions and results of marketing strategies. On other hand, focusing on consumer behaviour considers motivation of the consumers to making various decisions strategies among different products in levels of significance and interest (Hawkins, Best and Coney, 4). Study of consumer behaviours enables Apple marketers to improve their marketing campaigns and strategies in a way that is effective in process of reaching the consumers. Therefore, this paper will focus exploring the way Apple deliver value to their customers based on the 4Ps, product, price, promotion, and place. Nonetheless, in order to understand the process through which Apple deliver quality to their customers, there is need to explore their relationship with consumer behaviour and marketing (Schiffman and Kanuk, 20). Moreover, there is need to focus on consumer reception to advertisements, and learning their schedule in advertising. On the other hand, Apple’s marketers have a great understanding of the way produc t are adopted by few consumers and a spread occurs later, leading to rest of the population learning that there are new products. In this case, as marketers, they ensure that the products are financed and available until the target market share is acquired. Besides, they focus on creating a good impression to the initial customers, since they take the role of influencing the other customers. 2. Organization’s Objectives Apple has revamped its products  and service line  in order to  offer  commodities, which could facilitate the delivery of the tightly integrated  experience  of the user. The Company has been making effort by remaining committed to the market with the PC products focusing on homes and lifestyles of the consumer. The Apple Inc has also sustained their  position  through technological innovations and new retail strategies. However, as a typical organization, Apple has several organizations’ objectives such as; 1. To offer quality products and services to customers in a way that meets their expectations. 2. To maintain their leadership in technology and device market, thereby sustaining their competitive advantage. 3. Maximize their profits and grow their organization, while remaining socially responsible in the community. 3. Product and Brand portfolio Product is an element used in referring to things that can be

Skungpoomery - Textual analysis Essay Example for Free

Skungpoomery Textual analysis Essay Skungpoomery features two characters, a mother and her son. The mother is very much a dominant woman who still enjoys fussing over and bossing about her rather useless, weak son. We did an exercise where we visualised what the characters would look like in our heads. Both the mother and the son reminded me of a famous duo, Laurel and Hardy. Mrs Wibble being Oliver Hardy, the domineering one and PC Nicholas Wibble being Stan Laurel, the simple one. Like Hardy treats Laurel, Mrs Wibble treats her son in a condescending way, much to the chagrin of PC Nicholas who would much rather be treated like an adult, and not have his mother still nagging at him. I can picture Mrs Wibble being quite a large character who would be wearing some sort of floral dress with bright red lipstick. I can imagine her voice being loud and perhaps quite high pitched and can see her walking around the stage with a good posture and large strides. PC Nicholas Wibble, I can picture being tall and lanky with a short bowl haircut, which of course his mother would have made him get, and can see him slouching across the stage, with a decidedly nervous disposition. I would imagine his voice would be rather quiet and perhaps slightly squeaky, as if it had not quite broken yet. I found that doing this exercise, helped improve my performance on stage as it meant I was able to act out the characters easier now that I had a clear image of what they looked like and how they acted in my head. PC Nicholas Wibble is still very child like, probably because he still lives at home and Mrs Wibble still treats him like a child rather than the adult that he is. Although PC Wibble may try to stand up to his mother, she will tell him otherwise and he backs down easily, here is an example of this: MRS WIBBLE- Take them off and let me give them a quick press. WIBBLE- O no, Mum-look Im going to be ever so late now. MRS WIBBLE-Take them off, Nicholas, it wont take a moment. WIBBLE- No. MRS WIBBLE- Nicholas!!! WIBBLE- Ooooooooooooh! Doing this exercise made it easier for me to do the butter and trouser scene in the play. This is where the phone is ringing and Mrs Wibble accidentally picks up the iron and puts it to her ear, rather than the phone, and then gets Nicholas to get her some butter to soothe it, and burns his trousers. To make this part of the performance more comical, we had to look at how the characters would move in a panicked way. For example, we thought that we could have Nicholas running about the stage in circles in a confused way, hands on his head, looking about, and thinking what to do while mumbling to himself. We could then have Mrs Wibble shouting at him to get the butter, while sobbing and moaning about her ear loudly, as it would make it more comical for the audience. To make sure that we had enough space on stage for all that was going on, we had to plan out the set and make sure we knew where everything was going to be so that we could determine exactly what the characters had to do and where. Learning and using all of these different techniques was useful when developing our final piece as it meant that we could piece together things that wed used from this practice piece, as well as our own new ideas, to get a good performance. We were now able to visualise exactly what our character would look and act like as well as the way they would move on stage, so that we could get a better understanding of our character and act them out in a suitable way.

The Sacred Language of Toni Morrison Essay -- Toni Morrison

The Sacred Language of Toni Morrison  Ã‚        Ã‚  Ã‚   Toni Morrison makes a good point when, in her acceptance speech upon receiving the Nobel Prize in Literature, she says, â€Å"Narrative . . . is . . . one of the principal ways in which we absorb knowledge† (7).   The words we use and the way in which we use them is how we, as humans, communicate to each other our thoughts, feelings, and actions and therefore our knowledge of the world and its peoples.   Knowledge is power.   In this way, our language, too, is powerful.   Ã‚  Ã‚   In her acceptance speech, Morrison tries to communicate the idea that we must be careful with how we use our words.   She analogizes the use of language to the life of a metaphoric bird in a tale of a wise, old, blind woman.   Toni Morrison opens her speech by referring to a tale of two young people who, in trying to disprove the credibility of this wise woman, ask the question, â€Å" ‘Is the bird I am holding [in my hand] living or dead?’† (11).   Of course, being blind, the woman does not know and must say so.   However, she adds that, â€Å" ‘What I do know is that it is in your hands.   It is in your hands’† (11).   In saying this, she tells the youngsters that the fate of the bird’s life is their responsibility.   The bird, in this case, represents language.   Morrison explains, â€Å"So I choose to read the bird as language and the woman as a practiced writer† (12).   The bird has either been found dead, been killed, or has the ability (if it is alive) to be killed, much as language, being looked at as a living thing, can live or die; be saved or destroyed.   Language is â€Å"susceptible to death, erasure; certainly imperiled and salvageable only by an effort of the will† (Morrison 13).   That will is the responsibility of those who ... ...ossible lives of its speakers, readers, writers,† (20) Morrison describes.   The limits of what language can do are indefinite, unachievable, and inaccessible.   For, really, there are no limits to language--no limits to knowledge--no limits to power--the power of the mind.   â€Å" ‘The future of language is yours,’† (23) Morrison tells us.   It is in our hands.   This is why we must hold the life of language sacred--the life of this bird, which has wings to make it soar. Works Cited   Fox-Genovese, Elizabeth.   â€Å"The Claims of a common Culture: Gender, Race, Class and the Canon.†Ã‚   Writing as Re-Vision: A Student’s Anthology.   Ed. Beth Alvarado and Barbara Cully.   Needham Heights: Simon & Schuster   P. 1998.   15-23. Morrison, Toni.   â€Å"Lecture and Speech of Acceptance, Upon the Award of the Nobel Prize for Literature.†Ã‚   New York: Alfred A. Knopf, Inc., 1994.      

Improving Speaking Skills Essay

This article examines the different circumstances under which infant and adult learners develop speaking skills. We will see the facilities or difficulties in both cases in order to focus on the real possibilities of adults to develop a high level of speaking proficiency. We will see what the role of the teacher is in order to improve the learners’ skills, the features of oral communication that need to be improved and which strategies can be used to overcome the difficulties. Key words: speaking skills, adult learning, oral communication, teaching strategies. Resumen Este articulo analiza las diferentes circunstancias en las que ninos y adultos desarrollan las destrezas orales. Veremos las facilidades y dificultades en ambos casos para asi centrarnos en las posibilidades reales que tienen los adultos de alcanzar un alto nivel de competencia oral. Veremos tambien cual es el papel del profesor en este contexto, para mejorar las capacidades de los alumnos, y ver cuales son los elementos de la comunicacion oral que hay que mejorar y que estrategias se pueden aplicar para superar las dificultades. Palabras clave: destrezas orales, aprendizaje de adultos, comunicacion verbal, estrategias de ensenanza. If we think of the period in our lives when we learned to speak our first language, and the moment in which we started to make huge efforts to speak our second/foreign language we find significant differences. In the former case, we may have fond memories of what our parents told us; and in the latter, it suddenly becomes a frustrating experience that seems to bring imperfect results. For adults, learning to speak a new language is in many cases far from satisfactory simply because they feel they need to cope with many different aspects at one time, and that seems to be impossible in real conversations. I wonder if it is possible to acquire a high level of speaking proficiency in adults; I wonder if it is possible to make adult learners improve their speaking skills, and the most important thing for teachers: how? The first question we have to consider in order to reach a conclusion is whether learning at infancy is different from learning at adulthood; which are the circumstances that differentiate them and if those onditions inevitably lead to obvious and hopeless results. Only bearing in mind what we can expect of a particular type of learner, we can focus on how to improve their speaking skills. It is obvious that there are marked differences between children learners and adult learners and that they cannot acquire the second language under the same circumstances. Consequently, the results will be also different. Concerning children and the early age at which they learn to speak, we can say that they enjoy certain advantages that make them outstanding learners. They have surprising linguistic abilities due to optimal moment in which they find themselves for language learning, this is to say, at this moment their brain is characterized by a certain plasticity that allows some abilities to develop with ease during a period of time, after which it becomes really difficult for these abilities to be developed (Fleta, 2006: 53), or using 86 Improving Speaking Skills Betsabe Navarro Romero Encuentro, 18, pp. 86-90 Klein’s words ‘between the age of two and puberty the human brain shows the plasticity which allows a child to acquire his first language’ (Klein, 1986: 9). Therefore, children are special learners for their natural and innate abilities to acquire a language. According to Fleta, one of these special abilities is ‘filtering sophisticated information about language properties from birth’ (Fleta, 2006: 49), in other words, children have an enormous ability to integrate difficult information in an easy and unconscious way from the beginning of their development. They are able to acquire and integrate complex data without being aware of it, whereas other learners, at other ages, would find it arduous to achieve. Moreover, apart from this special gift children have for assimilating difficult information, we can mention some of their other qualities, such as their capacity for perceiving and imitating sounds. Some studies have showed that ‘young infants are especially sensitive to acoustic changes at the phonetic boundaries between categories’ (Kuhl, 2004: 832). Also, children are especially good at predicting syllable chunks: ‘infants are sensitive to the sequential probabilities between adjacent syllables’ (Kuhl, 2004: 834) which makes children with a surprising instinct as far as language knowledge is concerned . Finally, students also acquire the ability of ordering words within a sentence (grammar rules) unconsciously: ‘there is some evidence that young children can detect non-adjacencies such as those required to learn grammar’ (Kuhl, 2004: 836). All in all, we can say that children learn the language without being aware of it when they ‘are exposed to the right kind of auditory information’ (Kuhl, 2004: 836), this is, children learn the language through communication and interaction and thanks to that they acquire all the abilities they can potentially develop. On the other hand, concerning adults we observe how difficult is that they can acquire certain native sounds; their pronunciation will be, on many occasions, foreign-like which is due to their difficulty in distinguishing and producing some sounds after the so called ‘critical period’. In that respect, some authors claim that adult learners cannot acquire a phonological development (Lightbown and Spada, 2006: 69). However, other researchers defend the opposite. Wolfgang Klein, in his book Second Language Acquisition (1986) stated that ‘the apparent facility with which children learn a second language is often attributed to biological factors, but an alternative explanation might be that, unlike adults, children have no need to fear the loss of their social identity’ (Klein, 1986: 6). Authors such as Klein argue that phonological facilities of children are not bound to biological reasons, but to psychological ones. In that respect, adults feel attached to their native identities, to their original social identities, which is what prevent them from achieving perfection in L2 pronunciation. Klein confirmed that ‘suitably motivated adults are capable of mastering to perfection the pronunciation of the most exotic languages’ (Klein, 1986: 10). Therefore, we conclude that although the cases of adults speaking a second language without any accent are not very common, this does not mean that it is impossible to acquire a native-like pronunciation. Also, besides phonological issues, we can talk about the capacity of adults to acquire any other kind of linguistic faculties, more related to structural relations (UG). In that sense, there are authors that doubt the validity of Lenneberg’s Critical Period Hypothesis (CPH) by assuring that even adults have access to the well known Universal Grammar. While Lenneberg claimed that only before puberty learners had UG available, authors such as S. W. Felix defended by evidence that adult L2 learners also benefit from the UG principles: ‘If child and adult learners use different modules for the purpose of language acquisition, then we would expect adult learners to be unable to attain grammatical knowledge that arises only through the mediation of UG. If, in contrast, adults do attain this type of knowledge, then, we have reason to believe that UG continues to be active even after puberty’ (Felix, 1988: 279). Therefore, we can conclude that adults are also able to master a proficient use of the second/foreign language, not only in grammatical issues but also in phonological ones, which makes us believe that we can improve adult learners’ speaking skills. 87 Improving Speaking Skills Betsabe Navarro Romero Encuentro, 18, pp. 86-90 Once we know that adults can be biologically and psychologically prepared to have a native-like proficiency in the second language, we should move on to the second language teaching context in order to achieve our aim of improving adult learners’ skills. In that respect, we should reflect on the teachers’ role in this situation and what they can do to be successful with their learners. Teachers therefore need to analyse the students’ needs, face their problems and find fruitful solutions that help them develop their speaking abilities. S. Pit Corder, in his chapter called ‘Applied Linguistics and Language Teaching’, in Introducing Applied Linguistics (1973) defended the important role of linguists who identify the problems of the learners and find solutions for them. Corder added that specialists’ role is to formulate the appropriate questions in order to define problems that need to be faced. Using his words, ‘the formulation of the questions, the identification of the problems and the specification of their nature presupposes linguistic theory. The nature of the problem is defined by the theory which is applied to it. The solution to a problem is only as good as the theory which has been used to solve it’ (Corder, 1973: 138). In this direction he said that in language teaching there are two appropriate questions teachers should make: what to teach and how to teach, ‘these are the problems of content and method, or, using an industrial analogy, the problem of product and process design respectively’ (Corder, 1973: 139). Therefore, if teachers wish to know how to improve speaking skills, what they need to ask themselves first is what they are going to teach, and how. On the one hand, let us consider the first question: what. If we need to improve speaking skills we need to know which skills or which features learners need to develop. In that respect, there are several authors that stated different goals or different dimensions that speakers needed to achieve. Goodwin, for instance, established several goals for a proper pronunciation. She called them ‘functional intelligibility, functional communicability, increased self-confidence, and speech-monitoring abilities’ (Goodwin, 2001: 118). She argued that learners should be able to speak an intelligible foreign language, that is to say, listeners need to understand the learner’s message without huge efforts; learners also need to be successful in a ‘specific communicative situation’ (Goodwin, 2001: 118); they need to ‘gain confidence in their ability to speak and be understood’ (Goodwin, 2001: 118); and finally, they need to monitor and control their own production by paying attention to their own speech. Goodwin specified those abilities that learners need to acquire through certain linguistic features that can be practiced: Intonation, rhythm, reduced speech, linking words, consonants and vowel sounds, word stress, etc. These are concrete speaking aspects in which learners should be trained in order to improve their speaking skills. Similarly, other authors such as Anne Lazaraton suggest that oral communication is based on four dimensions or competences: grammatical competence (phonology, vocabulary, word and sentence formation†¦); sociolinguistic competence (rules for interaction, social meanings); discourse competence (cohesion and how sentences are liked together); and finally, strategic competence (compensatory strategies to use in difficult situations), (Lazaraton, 2001: 104). According to Lazaraton learners should develop all these abilities to acquire a high oral level of the foreign language, but she adds that in recent years, with the influence of the communicative approach, more importance is given to fluency, trying to achieve a balance with the traditional accuracy. Moreover, apart from what pedagogically and theoretically should be taught, many researchers are presently analysing real problems that learners face: ‘fluent speech contains reduced forms, such as contractions, vowel reduction, and elision, where learners do not get sufficient practice’ (Lazaraton, 2001: 103); use of slang and idioms in speech since students tend to sound ‘bookish’ (Lazaraton, 2001: 103), stress, rhythm, intonation, lack of active vocabulary, lack of interaction pattern rules†¦ 88 Improving Speaking Skills Betsabe Navarro Romero Encuentro, 18, pp. 86-90 Once speaking goals have been determined, next step consists of questioning how they are going to be achieved. For designing a concrete methodology teachers need to adopt a theoretical perspective, they need to reflect on the linguistic approach that will be used in their teaching. Many authors, following the up-todate trend of the Communicative approach, defend the interactive role of speaking and promote its teaching from a communicative perspective stressing meaning and context. In Goodwin’s words: ‘In â€Å"Teaching Pronunciation† the goal of instruction is threefold: to enable our learners to understand and be understood, to build their confidence in entering communicative situations, and to enable them to monitor their speech’ (Goodwin, 2001: 131), also ‘pronunciation is never an end in itself but a means of negotiating meaning in discourse, embedded in specific sociocultural and interpersonal contexts’ (Goodwin,2001: 117). If we think of how this theoretical background will be applied in real teaching, we find that in traditional classes they focused speaking practice on the production of single and isolated sounds, whereas within the communicative approach, ‘the focus shifted to fluency rather than accuracy, encouraging an almost exclusive emphasis on suprasegmentals’ (Goodwin, 2001: 117). There is the key word, when communication is the main goal linguistic practice turns into longer structures, at the suprasegmental level; therefore, the training on individual sounds makes way for macro structures that affect interaction directly. The second part of how to teach, moves away from theory to approach real problems and their solutions. Several authors have stated that when learners face problems in speaking they need practical and concrete solutions to know how to behave and respond in order to overcome those difficulties. Mariani, in his article ‘Developing Strategic Competence: Towards Autonomy in Oral Interaction’, recalls L1 strategies that native speakers use when they encounter communication problems, and suggests teaching those strategies to L2 learners: ‘just think of how often, in L1 communication, we cannot find the words to say something and have to adjust our message, or to ask our interlocutor to help us, or to use synonyms or general words to make ourselves understood’ (Mariani, 1994: 1). Mariani classifies those strategies according to the speakers’ behaviour: learners can either avoid certain messages because they don’t feel confident with their speaking skills (‘reduction strategies’), or make the most out of their knowledge and modify their message bearing in mind their weaknesses and strengths (‘achievement strategies’: borrowing, foreignizing, translating†¦(Mariani, 1994: 3). The author praises the latter by saying that achievement strategies are a very interesting way of developing learners’ language domain. Speakers who opt for this option make huge efforts to transmit a message by playing with the language to the extreme, which only brings beneficial consequences. In the second or foreign language classroom context, teachers should train learners to use and practice the different strategies that can help them face difficult situations. The only way of training students in this direction is by means of a bank of activities in which they become aware of the different possibilities that they can put into practice. Authors such as Goodwin or Lazaraton offer a varied list of exercises to be used in class: poems, rhymes, dialogues, monologues, role plays, debates, interviews, simulations, drama scenes, discussions, conversations†¦ Therefore, coming back to the initial question proposed above, I think it is absolutely feasible to teach adults strategies to improve their speaking skills. Of course, that objective depends on many different factors that will affect the degree of acquisition, let us think of age, motivation, or even the context in which the language is learned: ESL versus EFL. In that respect, learners in a second language context will have numberless occasions to practice the language and that will undoubtedly influence their skills development. With reference to the foreign language context, authors such as Lazaraton admitted the difficulties learners 89 Improving Speaking Skills Betsabe Navarro Romero Encuentro, 18, pp. 86-90 ormally face: ‘homogeneous EFL classes, where all students speak the same first language and English is not used outside the classroom, present certain additional challenges for the teacher’ (Lazaraton, 2001: 110). As she said, teachers have considerable limitations in EFL classes such as lack of opportunities to use the language, lack of motivation in the learners, the number of students in the class, curriculum re strictions†¦(Lazaraton, 2001: 110), but there are solutions and strategies, as the ones previously mentioned, that should be put into practice. Mariani, in his article mentioned above, also makes a reflection on whether communication strategies should be teachable or not. He states the pros and cons by saying that training students on specific strategies can provide them with certain limitations and consequently hamper fluent communication: ‘we can hardly force them into a straightjacket of pre-selected strategies. Most of us would agree that we should encourage spontaneity, creativity and originality in language use’ (Mariani, 1994: 7). However, on the other hand, he argues that if learners become aware of the different strategies they can flexibly use, they will finally integrate them either consciously or unconsciously, which will stretch their possibilities for communication. To sum up, as teachers can, and should, improve learners’ speaking skills and communication strategies, the only thing they need to do is to plan their teaching around two main questions: what they want to teach, which specific speaking features they want to develop in their learners; and how they want to do it.

Discuss Steinbeck’s presentation of The American dream in Of Mice And Men Essay

George and lennie want to recreate happier time â€Å"I could build a smoke house like the one grandpa had† this shows they want to recreate there childhood when they were safe and cosy A kid of paradise with lots of food – a cosy life â€Å"When we kill a pig we can smoke the bacon and the hams and make sausages† So they can eat some rich fresh succulent meat whenever they want it Better working conditions – not getting canned not working if they didn’t want to â€Å"No one could can us an if we don’t Steinbeck’s language shows the dream won’t come true because he uses alliteration to slow down your reading and by the way curley’s wife neck clicks there is no more sound as if the universe came to a massive stand still As soon as he says â€Å"stop† the first time its like running into a brick wall as if its just like boom dead end no way out to late and no more American dreamland then followed by the second as if that was the rest of the wall boxing him in as to seal his fate as lennie says â€Å"i didn’t want to hurt you but george’ll be mad if you go yelling † and then as it dawns on him of what his actions done â€Å"I done a bad thing I done another bad thing † this leaving the reader feeling sorry for lennie as he is a bit simple as if in his head he is still a kid in a full grown mans body . And as Steinbeck writes the end of chapter five his words showing how distressed / depressed and scared for lennie candy is â€Å"poor bastard† and emphasizing how quiet the barn is as if death himself had walked and lingered in the darkened corners of the barn as the darkness appears in as if a symbolic sign of death hovering the ranch with his scythe waiting to collect his crop. Candy cry’s because when he finds curlys wife dead because he knows that it was lennie and that curly is going to kill lennie when he finds out he will chase down lennie like a hound chasing a rabbit homing in waiting for the death blow and after lennies gone so have George and candies dream and as this starts to hit him he starts to worry about his friends and there future . George talks to lennie about the dream before he shoots him so lennies calm and happy not distressed , panicky and depressed so his last moment is one of his favourite memories George decides to go and to shoot lennie so that he can make lennie happy and calm before he is executed rather than lennie upset and crying at the hand of curly just so that lennie can be happy and glad before he is shot which is really good it must take a lot of courage to shoot a friend It’s a shame really been as they nearly had the finance to buy there dream place with all the three of there money put together had enough to place the deal on the house Steinbeck shows that something will go wrong at the end as he got the title for this novel from a poem by the Scottish writer Mr. Robert burns the poem goes like this The best laid schemes o’ mice an men Gang aft agley An’ leare us nought but grief an’ pain For promised joy In other words the plans of mice and men often go ugly and leave nothing but grief and pain when it was promised to give us joy. The story is set back just after the cowboy/bandit era a time were movies were quite and woman were even more so Its set about two friends who travel together and stop off at ranches to do some work before they move on to earn enough money to support there American dream which is that when they have enough money to buy a ranch they saw for 600 American dollars and then they could live of the fat of the land and everything would be perfect â€Å"an if we didn’t like the guy we just say get out and wed have a spare room and if a friend came by we’d say why don’t you stay the night and by god he would† Steinbeck’s idea of the American dream is basically that the dream can only be reached by the wealthy and unavailable to the poor and dreamful

Motor Development essays

Motor Development essays Ten subjects participated in a childrens block stacking exercise. The childrens age ranged from eighteen-months to six-years-old. Four of those subjects were male. Six subjects were female. The following description of the block stacking demonstration shows the development of the childrens abilities over time. The eighteen-month-old male subject demonstrated some interest in the stacking exercise. He quickly stacked a total of two blocks then his attention was no longer directed on the exercise. The two-year-old male slowly stacked a total of nine blocks using one hand and an overhand grip. He was very focused and could either stack or speak but not at the same time. One of the two three-year-old female subjects was very anxious to stack the blocks. She slowly stacked a total of eleven blocks using two hands, one hand at a time and also made small adjustments to the tower she was building. The other three-year-old female was very serious and used a two-hand method in the same manner as the other three-year-old female. She paid very close attention to detail and used an overhand grip. She stacked a total of twelve blocks. The three-year-old male subject was excited and very social. He, too, was anxious to begin stacking the blocks. He slowly and carefully stacked a total of nine blocks, making few adjustments after each consecutive block placed on top of the tower. One four-year-old female subjects was somewhat shy to participate but she slowly stacked a total of ten blocks, using one hand and an overhand grip. However, the other four-year-old female subject demonstrated a stacking method unlike any of the other subjects. She used two-hands, one hand to pick up the block then using two hands to carefully place the block on top of the tower. She quickly stacked a total of twelve blocks and made further adjustments when she was done stacking. The five-year-old female subject quickly stacked a total of twelve blocks very...

Beethovens Fifth Symphony essays

Beethovens Fifth Symphony essays When listening to any piece by Beethoven, you receive the whole range of emotions, and the Fifth Symphony is no different. Just the first four notes, a simple da-da-da-dum, is enough to send shivers up your back. Packed with all the furious confidence of Beethoven, it suggests scarlet eruptions, heavenly processions and all the powers human drama. These four notes started the memorable first movement. This movement is like a Stephen King novel because it is so saturated with intensity and suspense. The pauses leaves the audience hanging and trying to guess where the unpredictable Beethoven will lead. The peaceful intervals of swaying melodies only added to the expectancy and tension, like the eye of the storm. It was played con brio, with a confident, agitato attack. Over and over, the four note theme was twisted, turned and thrown out with gusto. Melodies from brass, echoed by strings weave in and out throughout the movement. The second and third movements were more dolce and leggiero. The second movement started with lovely dynamic shapes with phrases dropping off into a dreamy pianissimo. Then they would crescendo almost stealthily to the climax. The melody ebbs and flows, now semplice, no con fuoco. The third movement is still dolce but is more playful than the second movement. The solos pass the melodies to each other and the dynamics deliberately chase each other. In this movement, the four note theme is used as a rhythm pattern, though not necessarily the same notes. The fourth and final movement becomes revitalized and majestic. The brass echoes the theme again. This movement is joyous, like a sun bursting boldly from the clouds, symbolizing hope for humankind. With all the triumph and joy, the final resounding chords pounded and hammered out with an immortal energy. Watching the video, the excitement, vigor and enthralling rapture of the conductor and the musicians, makes the powerful music even more dramatic a...

A Genetics Definition of Homologous Chromosomes

A Genetics Definition of Homologous Chromosomes Homologous chromosomes are chromosome pairs (one from each parent) that are similar in length, gene position, and centromere location. The position of the genes on each homologous chromosome is the same. However, the genes may contain different alleles. Chromosomes are important molecules, as they contain DNA and the genetic instructions for the direction of all cell activity. They also carry genes that determine individual traits. Homologous Chromosomes Example A human karyotype shows the complete set of human chromosomes. Human cells contain 23 pairs of chromosomes, for a total of 46. Each chromosome pair represents a set of homologous chromosomes. One chromosome in each pair is donated from the mother and the other from the father during sexual reproduction. In a karyotype, there are 22 pairs of autosomes (non-sex chromosomes) and one pair of sex chromosomes. In males, the X and Y sex chromosomes are homologs. In females, both X chromosomes are homologs. Mitosis The purpose of mitosis (nuclear division) and cell division is to replicate cells for repair and growth. Before mitosis begins, chromosomes must be replicated to ensure that each cell retains the correct number of chromosomes after cell division. Homologous chromosomes replicate forming sister chromatids (identical copies of a replicated chromosome that are attached). After replication, the single-stranded DNA becomes double-stranded and has the familiar X shape. As the cell progresses through the stages of mitosis, sister chromatids are eventually separated by spindle fibers and divided between two daughter cells. Each separated chromatid is considered a full single-stranded chromosome. Interphase: Homologous chromosomes replicate forming sister chromatidsProphase: Sister chromatids move toward the center of the cellMetaphase: Sister chromatids align along the metaphase plate at the cells centerAnaphase: Sister chromatids are separated and pulled toward opposite cell polesTelophase: Chromosomes are separated into distinct nuclei After the cytoplasm is divided during cytokinesis, two new daughter cells are formed with the same number of chromosomes in each cell. Mitosis preserves the homologous chromosome number. Meiosis Meiosis is the mechanism for gamete formation and involves a two-stage division process. Prior to meiosis, homologous chromosomes replicate forming sister chromatids. In prophase I, sister chromatids pair up forming what is called a tetrad. While in close proximity, homologous chromosomes sometimes exchange sections of DNA. This is known as genetic recombination. Homologous chromosomes separate during the first meiotic division and sister chromatids separate during the second division. At the end of meiosis, four daughter cells are produced. Each cell is haploid and contains half the number of chromosomes as the original cell. Each chromosome has the appropriate number of genes, however, the alleles for the genes are different. The swapping of genes during homologous chromosome recombination produces genetic variation in organisms that reproduce sexually. Upon fertilization, haploid gametes become a diploid organism. Nondisjunction and Mutations Occasionally, problems arise in cell division that cause cells to divide improperly. Failure of chromosomes to separate correctly in mitosis or meiosis is called nondisjunction. Should nondisjunction occur in the first meiotic division, homologous chromosomes remain paired. This results in two daughter cells with an extra set of chromosomes and two daughter cells with no chromosomes. Nondisjunction may also occur in meiosis II when sister chromatids fail to separate prior to cell division. Fertilization of these gametes produces individuals with either too many or not enough chromosomes. Nondisjunction is often fatal or may produce chromosomal anomalies resulting in birth defects. In trisomy nondisjunction, cells contain an extra chromosome. In humans, this means that there are 47 total chromosomes instead of 46. Trisomy is seen in Down syndrome where chromosome 21 has an additional or partial chromosome. Nondisjunction may also produce abnormalities in sex chromosomes. Monosomy is a type of nondisjunction in which only one chromosome is present. Females with Turner syndrome have only one X sex chromosome. Males with XYY syndrome have an extra Y sex chromosome. Nondisjunction in sex chromosomes typically has less severe consequences than nondisjunction in autosomal chromosomes (non-sex chromosomes). Chromosome mutations can impact both homologous chromosomes and non-homologous chromosomes. A translocation mutation is a type of mutation in which a piece of one chromosome breaks off and is joined to another chromosome. This type of mutation occurs more often between non-homologous chromosomes and can be reciprocal (gene exchange between two chromosomes) or non-reciprocal (only one chromosome receives a new gene segment).

What is Ecopreneurship Discuss the benefits that companies can gain Essay

What is Ecopreneurship Discuss the benefits that companies can gain from applying this business model with reference to relevant examples - Essay Example Ecoprenuership was able to recognize environmental challenge and sustainable options for business opportunity. Over the past decade it is evidently shown that growth cannot go into the preservation of nature which we can feel its hazardous affects to the nature. We are suffocating to the high level of pollution and suffering from different kind of unpredictable and abnormal weather phenomenon. We can feel the loss of biodiversity thru the increasing downfall production of goods. Many of the productive land shifted to commercial use, and unable to utilize for the food production supply because of major human activities but sooner turned into land degradation. We tend to have climate change which effect on the earth’s stored ice in the north and south part gradually melting and resulting to rising sea level, unexplainable huge floods in low lands, excessive rain fall, and stronger typical cyclone. The worst changes effect we have in this present time is greenhouse effect making earth’s temperature hotter and hotter. Sustainable development seeks more opportunity and overcome challenges to the said outcome in the community, people, and nations. A universal agreement made a little headway addressing the environmental problem, market demands, and innovation technology. On the other hand, entrepreneur play crucial role for identifying opportunity for the people digging out new technology into commercial use. Therefore global business leaders are formed to resolve the conflicts between business and economic goals thru ecopreneurship and bring out sustainability. The adaptation of entrepreneurial management to conceptual framework of green environment, and/or sustainable oriented management practices can stress out the values of regional economy as well as the social system balancing profits and ecological environment objectives. Predominance of any entrepreneurial behavior generating and enhancing economic

The Role of Cognitive and affective conflict in early implementation Essay

The Role of Cognitive and affective conflict in early implementation of activity - based cost management - Essay Example The article is an empirical study of the problems concerning the implementation of activity-based cost management (ABCM), particularly during its introductory phase, as the new system impacts on the behavioural element in the organization. Two conflicts are apparently engendered when ABCM is newly implemented – there is the cognitive conflict and the affective conflict. The study tries to discover empirical evidence, through a survey of 56 senior managers representing as many manufacturing companies that have adopted the use of ABCM in their organizations. Through the use of regression and correlation statistics, the results of the survey are expected to yield insights into the relationship between conflict constructs and the seleted ABCM implementation factors. Through this study, the researcher hopes to gain insight into how manufacturing companies may benefit, financially and operationally, from activity-based cost management, while mitigating the adverse effects and enhanc ing the beneficial effects of behavioural considerations attendant to the change. The title is somewhat long-winded, but it does convey a good idea of the topic of the research study. It conveys the subject of how employees behave when change is introduced in an organization. It also captures the interest of the business student to know more about what activity-based cost management is and why it would result in behavioural conflict. From the point of view of managers, the title immediately hints that this study could provide useful insight into best practices in the management of change, in particular regarding activity-based cost management. The abstract is particularly well written. The dilemma addressed by the study is described in a way that could be easily understood by readers with a reasonable familiarity with business organizations. Hands-on managers

IT INFRASTRUCTURE Essay Example | Topics and Well Written Essays - 3000 words

IT INFRASTRUCTURE - Essay Example In the Middle East, BDB is one of the leading service providers in gas, power, water and chemical industries providing maintenance, rehabilitation, construction, O&M and lifecycle services (Boudreau, 2008). It has an asset base of over  £500 million and order intake of  £58 million. It has over 1300 employees operating from Saudi Arabia, United Emirates and Kuwait. It parent company Bilfinger Power Systems GmbH AS AT 2012 had over 10,000 employees and an order intake of  £1.178 million For it to operate more effectively and serve a wide base of clients, BDB realized that it requires a network that will facilitate seamless communication between its diverse locations without compromising security of its resources. It has a number of departments including sales with 300 employees while other 900 employees are spread across Finance, Operations, Human Resources, Marketing, production and corporate office in 10 offices in United Arab Emirates. BDB network consist of a backbone, campus, data center, branch/WAN and Ethernet edge. Of late, it has reported a number of vulnerabilities and security breaches in its networks. Due to recent security breaches in the campus network BDB took a major step in 2012 and deployed a secure network provided sufficient security for its operations. Remote access will allow telecommuting employees to access to the main office resources without being necessarily being there. Security is a major concern for remote access and should be treated as such during network design process. Because of the demands for seamless network access for remote and in-house users as well as security of internal resources, BDB contracted the services of a technology contractor to analyze the business needs and recommend a company-wide solution. The contractor recommended the deployment of a IPSec-based VPN and the process of planning

Marketing Assignment Example | Topics and Well Written Essays - 250 words - 37

Marketing - Assignment Example Determining univariate expectedness is useful when assessing multivariate status, because one can do so justified with a miniature distribution size and because univariate expectedness is a needed premise for multivariate status. In a bivariate similitude, we liken each humans rancor on two measures, so we are thinking in iii dimensions-the X-axis, Y-axis and a 3rd alinement to resist frequency of scores. The asset of proceedings from a univariate to bivariate to multivariate test of the data is that much a work provides expedient substance on which interdependent variables to use before conducting a multivariate psychotherapy (Tabachnick & Fidell, 2001). The chief summary is an overview of your entire line drawing and should change readers with the notion that the activity is capably run, and has vim and ebullience. It is a synopsis of the important points of your line programme, lightness the key features. This is ordinarily the oldest piece of your plan that potential investors give feature and it moldiness be newsworthy and terse (Guffey & Loewy, 2010). Getting the head summary rightist is critical for any activity perception for investments and

Quantitative reasoning and analysis week 4 Essay

Quantitative reasoning and analysis week 4 - Essay Example In order to see if this hypothesis is true I held an examination using two groups and a comic strip I printed from the internet called Today’s Dogg. The strip is a single image of a dog that is staring into an empty dog-bowl saying, â€Å"Feed me†. Next to the bowl is a phone and text which read â€Å"Buy a smart phone. It does everything.† The two groups of five were taken into two different rooms and I briefed them on what they should do. Group A was the group that held the pens in their teeth and Group B is the group that held the pen in their lips. After a few minutes I received the results. Group B’s average rating was around 3.4 as Group A’s average rating was 4.2. However, I took an extra step, I called upon other friends and family members who have not taken the exam or know anything about the experiment. I had them repeat the test and the result were as follows: Group B’s Rating was 3.3 and Group A’s rating was 3.9. Group A ha d rated the strip to be funny compared to the other group which rated as average. With this I can conclude that Fritz Strack’s Hypothesis is right. This test does show that holding a pen in one’s teeth makes jokes funnier, but why? Well there could be possible reasons for this; however, the important thing about this experiment was to establish reliability. The consistency of the results could improve by conducting repeated tests on different groups.

Marketing Assignment Example | Topics and Well Written Essays - 250 words - 37

Marketing - Assignment Example Determining univariate expectedness is useful when assessing multivariate status, because one can do so justified with a miniature distribution size and because univariate expectedness is a needed premise for multivariate status. In a bivariate similitude, we liken each humans rancor on two measures, so we are thinking in iii dimensions-the X-axis, Y-axis and a 3rd alinement to resist frequency of scores. The asset of proceedings from a univariate to bivariate to multivariate test of the data is that much a work provides expedient substance on which interdependent variables to use before conducting a multivariate psychotherapy (Tabachnick & Fidell, 2001). The chief summary is an overview of your entire line drawing and should change readers with the notion that the activity is capably run, and has vim and ebullience. It is a synopsis of the important points of your line programme, lightness the key features. This is ordinarily the oldest piece of your plan that potential investors give feature and it moldiness be newsworthy and terse (Guffey & Loewy, 2010). Getting the head summary rightist is critical for any activity perception for investments and

Managing projects Essay Example | Topics and Well Written Essays - 3000 words

Managing projects - Essay Example Consequently, a new body of knowledge was evolved, which came to be known as Project Management. Over the years, the science of Project Management has developed enormously and many scholars and practitioners have introduced various tools and techniques to enrich it. Internet, computers, project management software etc have accelerated the pace of development of project management. Successful completion of project on time with the use of limited resources and minimum cost is the main objective of project management. But, project management in modern times is no longer possible by paying attention towards resources, cost and time alone. The project managers are forced to look beyond time, cost and resources. The traditional tools and techniques such as Gantt chart, PERT/CPM networks became powerless and attainment of project objective remained a dream for the competent project managers. A careful analysis has been made in various areas of project management and finally reached a way-ou t that project managers need to have a check on the rapidly changing environment in which the project needs to be materialized. The present essay looks on various aspects of project management and the intricacies of project management in the modern rapidly changing project environment. The term ‘project Management’ has been defined by authors in different ways. There is no unanimity among the academicians and practitioners concerning the activities and the scope of a project manager and hence, about definition. The following definition seems to be a typical one. â€Å"Project management is the process by which projects are defined, planned, monitored, controlled and delivered such that the agreed benefits are realized. Projects are unique, transient endeavors undertaken to achieve a desired outcome. Projects bring about change and project management is

Project Recommendation Email Essay Example for Free

Project Recommendation Email Essay We have three project proposals to consider in next week’s Project Management Office’s (PMO) Review. Piper Industries Corp. needs the projects to be complete and to be generating review within 12 months of next week’s PMO Review. Wendell Deirelein, our vice-president, has assigned your team to analyze the three projects below and make a recommendation on which project the company should invest in. The recommendation must include your team description of the five phases of the project and the key deliverables (project completion date and cost) for each project. Project Code Name: Juniper †¢This is an enhancement of a current widget being offered by our company. †¢Risk of completion of this project on time is low. †¢Product plan shows the critical path to be 6 months at a cost of $325,000 to bring the product to market. †¢Product is forecasted to have a ROI of $250,000 for a period of 2 to 3 years. †¢The third year is forecasted to be the end of life for this product line due to advances projected in technology. †¢This is a standard product line that marketing believes many customers will want to purchase. Project Code Name: Palomino †¢This is a new line of widget products including enhancements using existing technology. †¢Risk for completion of this project on time is medium. †¢Production plan shows the critical path to be 9 months at a cost of $655,000 to bring the product to market. †¢Product is forecasted to have a ROI of $450,000 for a period of 5 years. †¢This product will be a custom part for one of your strategic customers—historically the forecasts from this customer have a 5% margin of error. †¢The seventh year is forecasted to be the end of life for this product by the customer. Project Code Name: Stargazer †¢Research and development has already started on our new widgets. The company has spent $450,000 on this product so far and the estimate to bring this product to market is $575,000. †¢Risk of completing this project on time is high. †¢Product is forecasted to have ROI of $300,000 first year; $550,000 the second year; and $750,000 the third year. †¢The product life is forecasted to be 7 years for this product. (This forecast included derivative product which will cost more). †¢By delivering such an innovative product to the market place first, your organization will be seen as a leader in this industry. †¢Your sales and marketing teams have discussed this type of product with a few of your strategic customers; while some are interested, there are many questions about the business. Sincerely, Ray Gritsch Piper Industries Corporation

Ebola Virus Mechanism of Infection

Ebola Virus Mechanism of Infection The Ebola virus (EBOV) is an enveloped, non-segmented, negative-strand RNA virus, which  together with Marburg virus, makes up the filoviridae family. The virus causes severe  hemorrhagic fever associated with 50-90% human mortality1. Four species of the virus (Zaire,  Sudan, Cà ´te d’Ivoire, and Reston ebolavirus) have thus far been identified, with Zaire typically  associated with the highest human lethality2. A fifth EBOV species is confirmed in a 2007  outbreak in Bundibugyo, Uganda3,4. Infection with EBOV results in uncontrolled viral  replication and multiple organ failure with death occurring 6-9 days after onset of  symptoms5. Fatal cases are associated with high viremia and defective immune responses,  while survival is associated with early and vigorous humoral and cellular immune  responses6-9. Although preliminary vaccine trials in primates have been highly  successful10-13, no vaccines, specific immunotherapeutics, or post-exposure treatments are  currently approved for human use. Since 1994, EBOV outbreaks have increased more than  four-fold, thus necessitating the urgent development of vaccines and therapeutics for use in the  event of an intentional, accidental or natural EBOV release. The EBOV genome contains seven genes, which direct the synthesis of eight proteins. Transcriptional editing of the fourth gene (GP) results in expression of a 676-residue transmembrane-linked glycoprotein termed GP, as well as a 364-residue secreted glycoprotein  termed sGP14,15. EBOV GP is the main target for the design of vaccines and entry inhibitors. GP is post-translationally cleaved by furin16 to yield disulfide-linked GP1 and GP2  subunits17. GP1 effects attachment to host cells, while GP2 mediates fusion of viral and host  membranes16,18-20. EBOV is thought to enter host cells through receptor-mediated  endocytosis via clathrin-coated pits and caveolae21, followed by actin and microtubuledependent  transport to the endosome21, where GP is further processed by endosomal  cathepsins22-24. Essential cellular receptor(s) have not yet been identified, but DC-SIGN/LSIGN25,  hMGL26, ÃŽ ²-integrins27, folate receptor-ÃŽ ±28 and Tyro3 family receptors29 have all  been implicated as cellular factors in entry. Here, we report the crystal structure of EBOV GP,  at 3.4 Ã… resolution, in its trimeric, pre-fusion conformation in complex with neutralizing  antibody Fab KZ52. GP1 is responsible for cell surface attachment, which is probably mediated by a region  including residues 54-20132. GP1 is composed of a single d omain (∠¼65 Ã… Ãâ€" 30 Ã… Ãâ€" 30 Ã…),arranged in the topology shown in Fig. 2a, and can be further subdivided into the (I) base, (II)  head and (III) glycan cap regions (Fig. 2a and Supplemental Fig. S3). The base (I) subdomain  is composed of two sets of ÃŽ ² sheets, forming a semi-circular surface which clamps the internal  fusion loop and a helix of GP2 through hydrophobic interactions (Fig. 2b). Moreover, this  subdomain contains Cys53, which is proposed to form an intermolecular disulfide bridge to  Cys609 of the GP2 subunit17. Cys53 resides near GP2 in the ÃŽ ²2-ÃŽ ²3 loop at the viral membraneproximal  end of the base subdomain (Fig. 2a-b). Our EBOV GP contains an intact GP1-GP2  disulfide bridge, based on reducing and non-reducing SDS-PAGE analysis. However, the region containing the counterpart GP2 cysteine is disordered, which may reflect functionally  important mobility in the region. The head (II) is located between the base and glycan cap   regions towards the host membrane surface. Two intramolecular disulfide bonds stabilize the  head subdomain and confirm the biochemically determined disulfide bridge assignments17.   Cys108-Cys135 connects a surface-exposed loop (ÃŽ ²8-ÃŽ ²9 loop) to strand ÃŽ ²7, while Cys121-Cys147 bridges the ÃŽ ²8-ÃŽ ²9 and ÃŽ ²9-ÃŽ ²10 loops (Fig. 2a). The glycan cap (III) contains four  predicted N-linked glycans (at N228, N238, N257 and N268) in an ÃŽ ±/ÃŽ ² dome over the GP1  head subdomain (Fig. 1b and 2a). This subdomain does not form any monomer-monomer  contacts and is fully exposed on the upper and outer surface of the chalice. The central ÃŽ ² sheets  from the head and glycan cap together form a fairly flat surface and, in the context of the GP  trimer, form the three inner sides of the chalice bowl. Ebola virus GP2 GP2 is responsible for fusion of viral and host cell membranes and contains the internal fusion  loop and the heptad repeat regions, HR1 and HR2. Many viral glycoproteins have fusion  peptides, located at the N terminus of their fusion subunit, which are released upon cleavage  of the precursor glycoprotein. By contrast, class II and class III fusion proteins, as well as class  I glycoproteins from Ebola, Marburg, Lassa and avian sarcoma leukosis viruses, contain  internal fusion loops lacking a free N terminus. The crystal structure reveals that the EBOV  GP internal fusion loop, which encompasses residues 511-556, utilizes an antiparallel ÃŽ ²Ã‚  stranded scaffold to display a partially helical hydrophobic fusion peptide (L529, W531, I532,  P533, Y534 and F535) (Fig. 2c). The side chains of these hydrophobic residues pack into a  region on the GP1 head of a neighboring subunit in the trimer, reminiscent of the fusion peptide  packing in the pre-fusion parainfluenz a virus 5 F structure33. A disulfide bond between Cys511  at the base of ÃŽ ²19 and Cys556 in the HR1 helix covalently links the antiparallel ÃŽ ² sheet. This  disulfide bond between the internal fusion loop and HR1 is conserved among all filoviruses,  and is analogous to a pair of critical cysteines flanking the internal fusion loop in avian sarcoma  leukosis virus34,35. Interestingly, the EBOV internal fusion loop has features more similar to  those observed in class II and III viral glycoproteins (in particular to flaviviruses) than those  previously observed for class I glycoproteins (Supplemental Fig. S4). It thus appears that  regardless of viral protein class, internal fusion loops share a common architecture for their  fusion function. EBOV GP2 contains two heptad repeat regions (HR1 and HR2), connected by a 25-residue  linker containing a CX6CC motif and the internal fusion loop. The crystal structures of postfusion  GP2 fragments30,31 have revealed that the two heptad repeat regions form antiparallel  ÃŽ ± helices and that a CX6CC motif forms an intrasubunit disulfide bond between Cys601 and  Cys608 (Supplemental Fig. S5). In the pre-fusion EBOV GP, HR2 and the CX6CC motif are  disordered. By contrast, the HR1 region is well ordered and can be divided into four segments:  HR1A, HR1B, HR1C and HR1D (Fig. 2c), which together assemble the cradle encircling GP1. Similarly, heptad repeat regions in influenza and parainfluenza viruses also contain multiple  segments in their pre-fusion helices that substantially rearrange in their post-fusion  conformations33,36,37. The first two segments, HR1A and HR1B (residues 554-575), together form an ÃŽ ± helix with an  Ã¢Ë† ¼40 ° kink at T565, which delineates HR1A from HR1B. Interestingly, the bend between  HR1A and HR1B contains an unusual 3-4-4-3 stutter, which may act as a conformational  switch31, rather than the typical 3-4 periodicity of heptad repeats (Supplemental Fig. S6). A  similar stutter has also been noted in parainfluenza virus 5 F33. The Ebola virus HR1C (residues  576-582) forms an extended coil linking HR1B to the 14-residue ÃŽ ± helix of HR1D (residues  583-598). HR1D forms an amphipathic helix and the hydrophobic faces of each HR1D join to  form a three-helix bundle at the trimer interface. Although the breakpoint maps directly to a  Lee et al. Page 3 Nature. Author manuscript; available in PMC 2009 June 22. NIH-PA Author Manuscript NIH-PA Author Manuscript NIH-PA Author Manuscript  chloride ion binding site in the post-fusion conformation of GP230,31 and at least two other  viruses38,39, no chloride ion is observed here as HR1 and HR2 do not come together to form  the six-helix bundle. Instead, the pre-fusion GP2 adopts a novel conformation, intimately  curled around GP1 (Fig. 1c). Ebola virus GP-KZ52 interface KZ52 is an antibody isolated from a human survivor of a 1995 outbreak in Kikwit, Democratic  Republic of the Congo (formerly Zaire)40. This antibody neutralizes Zaire ebolavirus in  vitro40 and offers protection from lethal EBOV challenge in rodent models41, but has minimal  effects on viral pathogenicity in non-human primates42. KZ52 is directed towards a vulnerable,  non-glycosylated epitope at the base of the GP chalice, where it engages three discontinuous  segments of EBOV GP: residues 42-43 at the N terminus of GP1, and 505-514 and 549-556  at the N terminus of GP2 (Fig. 3 and Supplemental Fig. S7). Although the majority of the GP  surface buried by KZ52 belongs to GP2, the presence of both GP1 and GP2 are critical for  KZ52 recognition43. It is likely that GP1 is required to maintain the proper pre-fusion  conformation of GP2 for KZ52 binding. Indeed, KZ52 is the only antibody known to bridge  both attachment (GP1) and fusion (GP2) subunits of any viral gly coprotein. Given that KZ52  requires a conformational epitope seen only in the GP2 pre-fusion conformation and that the  KZ52 epitope is distant from the putative receptor-binding site (RBS), KZ52 likely neutralizes  by preventing rearrangement of the GP2 HR1A/HR1B segments and blocking host membrane  insertion of the internal fusion loop. Alternatively, IgG KZ52 may sterically hinder access to  the RBS or to a separate binding site of another cellular factor, especially if multiple attachment  events are required for entry. The KZ52 epitope of GP is convex and does not have a high shape complementarity to the  antibody (Sc index of 0.63), although ∠¼1600 Ã…2 of each GP monomer are occluded upon KZ52  binding. The antibody contacts a total of 15 GP residues by van der Waals interactions and 8  direct hydrogen bonds (Supplemental Fig. S7). Ten out of 15 residues in the structurally defined  KZ52 epitope are unique to Zaire ebolavirus (Supplemental Fig. S6), thus explaining the Zaire  specificity of KZ52. Ebola virus GP glycosylation We generated a fully glycosylated molecular model of EBOV GP to illustrate the native GP  trimer as it exists on the viral surface (Fig. 4). The majority of N-linked glycosylation sites are  concentrated in the mucin-like domain and glycan cap of GP1. Given that the mucin-like  domain is ∠¼75 kDa in mass (protein and oligosaccharide), the volume of this domain is  predicted to be similar to each GP monomer observed here. The crystal structure suggests that  the mucin-like domain is linked to the side of each monomer and may further build up the walls  of the chalice, forming a deeper bowl (Fig. 4). Although a mixture of complex, oligomannose  and hybrid-type glycans are found on intact, mucin-containing GP144, those glycans outside  the mucin-like domain are likely to be complex in nature: the mucin-deleted GP used for  crystallization is sensitive to PNGaseF, but not to EndoH treatment (Supplemental Fig. S8).   Modeling of complex-type oligosaccharides on the EBOV GP indicates that the majority of  the GP trimer is cloaked by a thick layer of oligosaccharide, even without the mucin-like  domain (Fig. 4). The ∠¼19 additional oligosaccharides on the full-length GP (17 on the mucinlike  domain and 2 more on GP1, disordered here) further conceal the sides and top of the  chalice. The KZ52 binding site and, presumably, the flexible regions of HR2 and the  membrane-proximal external region (MPER) remain exposed and perhaps vulnerable to  binding of antibodies and inhibitors. Lee The development of neutralizing antibodies is limited in natural Ebola virus infection. Many  survivors have low or insignificant titres1,7, and those antibodies that are elicited preferentially  recognize a secreted version of the viral glycoprotein that features an alternate quaternary  structure and lacks the mucin-like domain43. The glycocalyx surrounding EBOV GP likely  forms a shield that protects it from humoral immune responses and/or confers stability insideor outside a host. The mucin-like domain and glycan cap sit together as an external domain to  the viral attachment and fusion subunits, reminiscent of the glycan shields of HIV-1  gp12045,46   and Epstein-Barr virus gp35047, perhaps pointing to a common theme for immune  evasion. Alignment of filoviral sequences indicate that regions involved in immune evasion  have a low degree of sequence conservation [i.e. GP1 glycan cap (∠¼5%) and mucin-like domain  (0%)], but the N-glycosylation sites in the glycan cap are mostly conserved among all EBOV  subtypes (Supplemental Fig. S6), indicating the functional importance of these posttranslational  modifications. Sites of receptor binding and cathepsin cleavage Although a definitive receptor for EBOV remains to be identified, previous studies32,48,49  have determined that residues 54-201, which map to the base and head subdomains of GP1,  form a putative receptor-binding site (RBS) for attachment to host cells. Additional  experimental studies have identified at least 19 GP1 residues, assigned into four groups based  on the location in the structure, that are critical for viral entry48-50 (Fig. 5). Many of these  residues are apolar or aromatic and are involved in maintaining the structural integrity of GP1  for receptor binding or fusion. However, six residues (K114, K115, K140, G143, P146 and  C147) cluster within a ∠¼20 Ãâ€" 15 Ã… surface in the inner bowl of the chalice and may thus  represent important receptor contact sites. All residues in the putative RBS are highly conserved  among Ebola virus species (Supplemental Fig. S6). Importantly, this putative RBS is recessed beneath the glycan cap and perhaps further masked  by the mucin-like domain (Fig. 4), suggesting that additional conformational change or removalof the mucin-like domain could reveal additional surfaces required for receptor or cofactor  binding. It has been demonstrated that endosomal proteolysis of EBOV GP by cathepsin L  and/or B removes the mucin-like domain to produce a stable ∠¼18 kDa GP1 intermediate which  has enhanced viral binding and infectivity22-24. The precise site of cathepsin cleavage is  unknown and the role of cathepsins in natural infection is as yet unclear. However, formation  of an ∠¼18 kDa GP1 fragment implies that cathepsin may cleave near the GP1 ÃŽ ²13-ÃŽ ²14 loop  (residues 190-213). Indeed, this loop is unresolved in the pre-fusion structure, suggesting  enhanced mobility and accessibility to enzymatic cleavage. Cleavage within this loop would  remove the entire mucin-like domain and glyc an cap region (Fig. 5). As a result, ÃŽ ²7 to ÃŽ ²9  strands and their associated loops would become exposed. These regions of GP are in proximity  to the previously identified residues critical for viral entry. The fold, location and  physicochemical properties of this site should now provide new leads in the search for the  elusive filoviral receptor(s). A summary of the Ebola virus mechanism of infection, including the events of cathepsin  cleavage and conformational changes to GP2 during fusion, is presented.

Windows Me :: essays research papers

An Original Equipment Manufacturer (OEM) version of Windows ME is a special release product made available for computer Manufacturers. OEMs can customize these versions of Windows ME specifically for their hardware and software. The Setup procedures and requirements outlined in this document may be different if you have an OEM version of Windows ME. For more information, read the documentation that came with your computer or contact your computer manufacturer. ========================================= IF WINDOWS ME DOES NOT START IN SAFE MODE ========================================= Any of the following conditions can cause Windows ME not to start in Safe Mode: - Your computer is infected with a virus. Run up-to-date anti- virus software to check for a virus and clean your computer if necessary. - Your computer's CMOS settings are not correct. Check your computer's CMOS settings to make sure they are correct. Note that you may need to contact the computer manufacturer to verify these settings. - There is a hardware failure. Note that you may need to contact the computer manufacturer for more information about your hardware. - There is an error on your computer's hard disk. See "Using ScanDisk to check your hard disk." - There is an error in the Windows registry. See "Using the Windows Registry Checker." Using ScanDisk to Check Your Hard Disk -------------------------------------- If you suspect there may be file corruption or other problems with your hard disk(s), run ScanDisk to check for and repair errors. To check all your hard disks for errors: 1. At the command prompt, type: scandisk /all 2. Press ENTER. To perform a full surface scan of your hard disk(s) for maximum protection against data loss: 1. At the command prompt, type: scandisk /all /surface 2. Press ENTER. Using Windows Registry Checker ------------------------------ If you are still unable to start Windows ME in Safe Mode, run the Windows Registry Checker (Scanreg.exe) tool, as there may be a problem with the system registry. To start the Windows Registry Checker: 1. At the command prompt, type: scanreg /restore 2. Press ENTER. Scanreg may not be available if Windows ME has not been successfully installed on your computer. ========================================================= IF SETUP STOPS AND WINDOWS ME WILL NOT START IN SAFE MODE ========================================================= The following section explains what you can do to recover from a failed Windows Setup. For more information about other Setup problems, see the Setup.txt file in the Win9X folder of your Windows ME CD. If you encounter any of these error messages while running Setup: - Invalid system disk - Incorrect MS-DOS version - Missing or corrupted Command.com it is likely that your computer's startup drive needs updated

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Rudyard Kipling Required literature: Brodey K. , Malgaretti F. Focus on English and American Literature. M. , 2003. Pp. 191-197. Supplementary literature: ?. ?. . . ?. , , 2007. . 230-243. 1. English short-story writer, novelist and poet Kipling was the first Englishman to receive the Nobel Prize for Literature (1907). l His most popular works include â€Å"The Jungle Book† (1894) and the â€Å"Just So Stories† (1902), both children classics though they have attracted adult audiences also.He tried his hand at many sorts of genres: he was a dialect poet, folklorist, adventure novelist, writer of books for children. His books are valuable source of information not only about the 19th century, but about men in general. Born in India in 1865, Kipling was sent to England at the age of six, there to undergo eleven years of formal Victorian education. He returned to India in 1882, and for the next seven years worked as a reporter & soon turned to fiction writing. Speak about Kipling’s biography and its influence upon the creative works by the author. 2.Kipling never wrote by impulse – he had a doctrine and it sounds like â€Å"Art for Morality’s Sake†. He created the fantastic world of his own, very much rooted in reality. Speak about â€Å"Jungle Book† being a mixture of romanticism and realism. 3. Kipling became nationalist saying that English nation is the only that could bring the world to prosperity, to educate all people. But he does not speak about the English only but about the whole of mankind. And he shows some conditions under which a human being can become a man in his poem â€Å"If†. Prove that the author addresses the whole mankind in this poem. . One of his chief works – â€Å"Barrack-Room Ballad† – is a collection of poetry, about the experience of military service in India and other parts of the British Empire. It contains the most famous of Kipling’s dialect poems. There are two sections in this book. What do these two sections comprise? 5. â€Å"The Ballad of East and West† depicts the differences present between the east and west even though uniformity in human nature subsists around the world. In this ballad Kipling also displays his ability to create lifelike characters through â€Å"Kamal† and â€Å"The Colonel’s Son†.Through the use of imagery and witty verse he makes both of these fictional characters come alive. What is the most famous quotation from this ballad and why does it cause misinterpretation? 6. His novel â€Å"Kim† is generally regarded as his best novel. The story, set in India, depicts the adventures of an orphaned son of a sergeant in an Irish regiment. Kim is European, not an India, and he is not a Maugly because his system of values is a mixture of that of European and that of Indian, full of truth and superstitions. Judge the merits of the book. Speak about the philosophy of the book.

Is presented in the 1997 film Essay

Hale is upset because he knows that John is innocent and he feels guilty because he was involved and doesn’t want to see an innocent man hang also he realises hoe precious life is and doesn’t want John to give it away: â€Å"Life is god’s greatest gift† Parris and Danforth are annoyed with John because if he had confessed to witch craft it would have justified all the other hangings but they understand that when they hang John they will be ruined and exposed as corrupt that is why it is slightly ironic when Danforth says â€Å"Whoever weeps for these weeps for corruption† The ending of the play is very dramatic using Elizabeth as the last person to speak saying the line â€Å"he have his goodness now god forbid I take it from him† this is telling us that she realises that he is a good man. Also seeing Elizabeth’s reactions and emotions it guides the audience and shows them how they should react themselves. During the Conclusion of the film adaptation the director shows lots of close ups of John and Elizabeth to show emotion which would have been expressed on the stage, this is affective because it shows you exactly how you should be feeling and why it is so emotional to John and Elizabeth. Also the music helps set the scene using dramatic music when John is deciding whether to sign or not an happier music when he decides to hang if the music was not their it would be difficult for the crowd to understand that the hanging is a good event rather than a sad event. The comments in â€Å"echoes down the corridor† are significant because they explain what John Proctor has hung for because when he says: â€Å"Show honours now show a stony heart and sink them with it† It explains that he â€Å"sunk† the court and broke theocracy in Salem. Miller persuades you that John Proctor didn’t die in vain. Also Miller is trying to put the point across that falsely accusing people of something they haven’t done has grave consequences’ this has links to himself and McCarthyism. In the play the ending scene is finished with Elizabeth because it would be difficult to show a real hanging on a stage without actually hurting some one and also leaving it their it’s a lot more dramatic showing the hanging through Elizabeth’s eyes. Were as in the film you see John Proctor hang this looses a lot of the drama in the ending scenes but it gives you a much more clear ending. Even though the endings are similar the play creates a lot more suspense ending on Elizabeth’s words rather than the actual hanging of John Proctor. In conclusion, Miller’s message is that McCarthyism was wrong and has portrayed the message through â€Å"The Crucible† maybe linking himself to the character of John Proctor. His message is portrayed extremely well using suspense and drama to get his points across. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section.

Learning and Memory.An introduction to theories of learning Essay

Learning and Memory Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Cleaning the room is the target behaviour in Bobby’s case. Mr. Kelly tries to keep on reminding his eight year old child to clean his room but it is always in vain. Since Mr. Kelly needs help in increasing the frequency of his child cleaning his room it could be assumed that bobby is trained and knows how to clean his room. The possible reason as to why he keeps on refraining from this task is however unclear.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Operant conditioning is a method of learning that incorporates acquisition of behaviour and facing the consequences of the behaviour. In this type of learning rewards are given to the learner either to encourage or discourage future repetition of the same behaviour (Olson & Hergenhahn, 2013). Operant conditioning can be used to encourage Bobby in cleaning up his room. Through the various components of operant conditioning Mr. Kelly can apply to encourage Bobby clean his room. Operant conditioning has two major concepts, reinforcement and punishment, which could be used in different ways to encourage bobby to clean his room.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Reinforcement involves using reward that would otherwise increase the chances of bobby cleaning his room more often. Mr. Kelly could use various rewards such as giving bobby time to watch T.V, buying little gifts that are issued each time bobby cleans his room. Such motivating factors will encourage bobby to clean up his room. Reinforcement is of two types, positive and negative reinforcement, both ways can be capitalised in changing the behaviour of bobby. In positive reinforcement for instance Mr. Kelly needs to look for items such as toys or bars of chocolate, preferably Mr. Kelly could choose some of the items bobby loves most and use them to reward bobby after cleaning the room.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Continuous use of negative reinforcement over a long period of time would lead to Bobby developing an attitude towards cleaning his room. Thus positive reinforcement could be applied. For reinforcement to be effective both method should be used concurrently. Fixed ratio schedule and variable ratio schedules can be used to implement and encourage bobby to always clean the room. Fixed ratio schedule will always reward bobby after a number of times he has cleaned the room. This method will give immediate positive responses from bobby but would be consuming for Mr. Kelly. Variable ratio schedule would award bobby after irregular intervals of response from him. This can be very effective to reinforce Bobby to clean the room because the reinforcement can come all through the first week and make the reluctance of cleaning the house an extinct behaviour.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I will apply the operant conditioning to account for Jackie’s development of the behaviour of phobia towards dogs. This is because the operant conditioning shows or explains why the organisms will acquire learned behaviour that they exhibit. The vital focus of operant conditioning is by use of reinforcements as punishments or reward so as to increase or decrease the likelihood of occurrence or repetition of certain behaviour (Staddon & Cerutti, 2003). In the case of Jackie, she received a negative reinforcement from the dog bite and hence the phobia towards dogs development. Also the stitches and the time that she spent on medication made her develop the negative attitude towards dogs. This is because, in operant conditioning, it is clear that continued use of negative reinforcement will lead to the victim developing an attitude towards that object or behaviour.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Some of the behaviour modification that could be designed to help Jackie to overturn the phobia that she has with dogs could be: Jackie could first of all spend time with her spouse with a company the trained dogs. This will help Jackie to see that dogs were not wild and they always do not bite any time you had an encounter with them. This will somehow help her reverse the phobia she had towards dogs and also help her see the positive side of the dogs. She should also be allowed to spend time with the trained dogs with the dogs being guided by the trainer to remain lively, obedient and helpful to Jackie. This will act as a positive reinforcement towards Jackie’s behaviour. She will slowly by slowly start liking dogs and hence they will have a happy life with her partner thereafter.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are two main principles of operant conditioning that are evident in the case of Emma. First by the parents trying to offer Emma some kind of reward, they are trying to positively reinforce the behaviour of cleaning her room and toys through the principle of positive reinforcement. Also through putting her out, they are applying the principle of positive punishment by trying to add something bad so that she cannot repeat the same mistake.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Operant conditioning theory could be applied in this case to correct Emma’s behaviour through application of the four main principles of operant conditioning. The parents could apply the principle of negative punishment which is to take something good away so as to decrease certain behaviour. Through application of this principle, they could cut away buying of toys to Emma so that she could be reinforced to clean the room. Also through negative reinforcement principle, which is taking something bad so as to reinforce behaviour could be applied by Emma’s parents. They could stop putting her in time any time that she cleans her room so that she can be reinforced to always clean her room and toys.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Extinction of behaviour in operant conditioning theory can be defined as the disappearance of previously learned behaviour if the behaviour is not reinforced (Hunt et al, 2008). As we have earlier said, reinforcement is the necessity for learning and in which certain behaviour grows. It is either a means to encourage or discourage certain behaviour (Olson & Hergenhahn, 2013). For instance, the Emma is conditioned to the behaviour that when she screams hard and through the toys away, her parents will collect them and clean them up for her. If the parents stopped this behaviour, Emma could not adopt this behaviour because it will lack reinforcement and slowly it will cease and become extinct. References Hunt, Elgin F. and Colander, David C. (2008). Social Science, An Introduction to the Study of Society. Olson, M. H. & Hergenhahn, B. R. (2013). An introduction to theories of learning (9th ed.). Upper Saddle; River, NJ: Pearson. Staddon, J. E. R., & Cerutti, D. T. (2003). Operant conditioning. Annual Review of Psychology, 54, 115-44. Source document

Discussion 700 Assignment Example | Topics and Well Written Essays - 250 words

Discussion 700 - Assignment Example This assumption is underpinned by the fact that there is a point of intersection between patients’ seeking clinical care because of their problems and nurses availing themselves in willingness to offer the care. The theory assumes that therapeutic interaction cause patients and nurses to mature. This is because both of them end up learning something new from the encounter. Thirdly, the theory assumes that interviewing skills and communication skills will remain essential to nursing. Through these skills, nurses gather information about the issues of the patient in order to decide accurately about the most appropriate care. The last assumption is that self-understanding is important for nurses to facilitate patient growth and not limit the patient’s choices (Meleis, 2007). Man is an important concept to this theory and it perceives man as an organism that seeks ways of reducing the tensions drawing from their felt needs. According to this theory, health denotes a concept that shows progress of human processes towards community, productive and constructive living ((Basavanthappa, 2007)). Peplau perceived society or environment as containing mores and culture that are important to treatment. Nursing entails a relationship between persons in need of health services and health workers trained to recognize and address these needs. The theory is clear that a therapeutic alliance is imperative for a nursing process to succeed. It has remained consistent through time (Peterson & Bredow, 2009). Finally, the theory holds that the nursing process happens in stages. These stages are orientation, identification, exploitation, and

The Impact of Workplace Bullying Research Paper Example | Topics and Well Written Essays - 750 words

The Impact of Workplace Bullying - Research Paper Example This practice is costing institutions and organizations the labor and cost that might have been used in ensuring the organization’s growth. This paper shall dissect the impact of workplace bullying on both the victim and the organization, and some of the steps taken to curb the prevalence of such practices. The article Workplace Bullying: Costly and Preventable by Terry Wiedmer talks of some of the impacts of bullying in the workplace and its costly nature on the organization. The author explains the emergence of bullying in the workplace as a targeted and pervasive effort that is carried out with or without the knowledge of senior management. The responsibilities and duties of senior management are to ensure that there is the creation of a harassment-free working environment for any and all employees in an organization. The author goes on to indicate that nobody is free from being subjected to the torments that occur in the workplace, and that the outcome of such actions may be immeasurable (Wiedmer, 2010). The psychological harassment of employees in the workplace only works to demoralize them from performing their duties and tasks as assigned. In the long run, their optimum potential is not achieved or attained, hence; bringing down the organization’s objectives. As individuals, their morale levels are lowered, and their self-belief and confidence is affected to the point where they might not be able to perform other functions away from work (Einarsen, Hoel, & Zapf, 2010). In one case, in the past, an employee was once admitted in a healthcare facility for having high work related stress that resulted in high blood pressure. He was failing to meet set targets and was the constant thing in most jokes around the workplace. He would be stressed out and started taking alcohol to numb some of the feelings of despair, but this only made things worse. The drinking affected his work

Testing in HR Recruiting Essay Example | Topics and Well Written Essays - 750 words

Testing in HR Recruiting - Essay Example In addition, the poorly carried out interview is detrimental to an organization future. It is in this regards that tests are mandatory during interviews to sieve out unwanted traits in organizations. Inappropriate hiring can be costly errors to rectify and as such, manager should concentrate on convincing hiring processes, which offer, return on investment. In a busy organization stress, tolerance tests are extremely imperative. This prevents the hiring of employees who cannot withstand pressure from both customers and managers. Subsequently, a satisfactory interview process through tests also enables identification of personal style of employees whereby only people with proficient personality traits get the chance (Dessler, 2011). This makes the interviewing process a critical area in human resource management where channeling of all resources is necessary. The future of any business organization depends on the nature of employees. Ambitious, dedicated and focused employees guarantee the success of an organization while lazy and less enthusiastic employees assure a fall in the operations of an organization. Psychometric tests during interview offer an evidence-based insight into behaviors of employees (Palmer & Varner, 2005). Nevertheless, straight, forwards, pertinent information gets concealed to the interviewing managers that are vital in the hiring process. In any event, that a psychometric test is not carried out before hiring managers will have problems coming up with non committed; at times arrogant employees who do not only make the business fail but also demoralize other employees. It is in this regards that clients with impressive results get retained in the hiring process (Hyder & LÃ ¶vblad, 2007). This improves greater self-awareness among management teams and employees. Â  

Gambling Regulations among Different Sports Organizations Essay

Gambling Regulations among Different Sports Organizations - Essay Example Gambling has strong roots in the history as it could be found among the emperors of china 6000 years ago and common people who made betting their habit. Anthropologists have found evidences which prove gambling in the dark ages. Dice more than 4,000 years old have been discovered inside the Egyptian pyramids. Horse racing is more than 2,000 years old. The Christian bible contains a number of references of gambling which includes the roman soldiers "casting lots" (probably stones or shells) to divide up Jesus' clothes after his crucifixion. Nowadays the betting on sports is very common amongst the sports fans of all classes and nationality. Sport betting is generally the activity of predicting the results of a sports event by making a wager on the outcome of a sporting event. This kind of gambling is permitted in most of the civilized countries such as UK and USA. In United States, the professional and amateur sports protection act of 1994 has made betting and gambling illegal except for the states of Nevada, Oregon and Delaware. Despite of gambling's practice and long history, gambling is often considered a controversial issue with strong advocates on both sides. Legalized gambling authorities argue that for most people it is a harmless diversion which makes individuals, free to spend their money as they wish. The most common arguments are related to economic benefits, especially in poorer communities that use gambling to attract investments and jobs. Civilized cities and states can use legalized gambling to generate tax revenue that supports specific public services, such as education. Supporting jury of the fact, also argues that gambling attracts tourism, and that restrictions simply divert the potential tax revenues to illegal gambling operations where the practice is legal. According to the research, gamblers sometime turn to criminal and non ethical activities to support their habits. Violent crime rates can also rise in some cases when gambling is legalized. Corruption of government and law enforcement officials is another issue associated with gambling. The gambling industry often contributes heavily to political campaigns in the hopes of influencing legislation and expanding operations in those areas. Every issue has some pros & cons. some of the pros comprise that due to gambling a vital contribution of tax is generated for the national exchequer. If a state does not allow gambling then people may go else where, many people go to Las Vegas each year. New casinos are 'democratic'. The wealthy and aristocratic have always been able to gamble in exclusive clubs and casinos. Why not let ordinary people enjoy the same freedom. As per for the cons, new casinos are dragging people into addiction. Damage done to individuals and families by gambling addiction is catastrophic. Lives are ruined; everything possible should be done to discourage such a dangerous habit. there are many outlets already (some would argue too many) for people who like to bet - from betting shops on high streets to the national lottery and the football pools. Gaming is morally wrong and saps ambition. When gambling and money come to a sport, it ruins the glory and passion. When

The marketing strategies of louis vuitton Research Paper

The marketing strategies of louis vuitton - Research Paper Example In addition, the motivation of its employees can be considered a marketing strategy of this company because of the fact that these employees provide such great services to the customers that the latter are encouraged to return to the Vuitton stores (Christensen et al 38). The management at Louis Vuitton has created a relaxed environment and it is a fact that most of the time, the managers are indistinguishable from the other employees because they do not simply give orders to their subordinates, but they also accept feedback from them and are ready to get alternatives to their decisions. This helps to show that although they have managers, the employee teams at Louis Vuitton are obviously in their later stages of development and are very comfortable outside their predefined roles, displaying high levels of motivation. The management has come to the realization that any attempt to put any verbal barriers between themselves and their employees ensures that employees have the freedom to interact with the customers so that they can efficiently serve them. The marketing of the Louis Vuitton products is not only being done at a local level, its marketing campaigns are also conducted at a regional, national, and international level. This has been found to be the best way to ensure that these products reach a wider audience than they would normally have if marketing were done at only the local level. The professionalism of the marketing staff at Louis Vuitton has enabled it to compete against other organizations effectively attempting to market similar products and in fact, it has developed an edge over them in the market. Louis Vuitton always aims at being the best in the marketing of its products so that the relatively low level of its competitors in the marketing business has worked towards showing that this company has the top quality of work that is done within it. The marketing of the Louis Vuitton products tends to be done using all the media available, both vis ual and print, to ensure that a much wider audience is reached than anticipated (Wang and Lin 401). This has worked towards guaranteeing the success of this company’s product within the market for a long time since the marketing strategy adopted has been one that retains the attention of its audience. One of the best means through which the Louis Vuitton products are marketed is online since there are billions of users of the internet who are often a ready audience. Because the internet is a leading tool in marketing, this is where most companies and other institutions go to when they need to acquire products for the use of their clients, and Louis Vuitton has not been left out of this marketing strategy. Marketing online has ensured that the clients of this company stay up to date with the current product so that they are able to get the best out of it. One of the marketing strategies that have been adopted by Louis Vuitton has been the use of customer relationship marketing