Questions free essay sample

If you exceed [c] credit points, you will not be allowed to continue studying until you have completed your first internship (i. e. you will be un-enrolled from all subjects). You must not start your second internship until you have completed at least [d] credit points. | | | | | | Response Feedback: | The correct answers are in section 6 of the Engineering Practice Program Student Guide. | | | | | * Question 3 0 out of 1 points | | | Match the following requirements from the engineering practice program with the appropriate reason as to why this requirement exists and is enforcedAnswer | | | | | Question| Students must complete their first internship before accumulating 87cp of subjects| Students must not commence their second internship before accumulating 129cp| Students must complete the preview subject before doing their internship| Students must complete the review subject after doing their internship| Students must complete EPR1 before commencing EPP2| All local students doing professional engineering courses at UTS must complete the DipEngPrac| | Response Feedback: | This is an important question. We will write a custom essay sample on Questions or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Read the Engineering Practice Program Student Guide again to find the correct answers. | | | | | Question 4 0 out of 1 points | | | I am working full-time and studying part time in a course which includes the Diploma in Engineering Practice. Which of the following statements is CORRECT regarding my circumstances (assuming that you dont have enough prior work experience to be eligible for the REP1 exemption process). Answer | | | | | | Response Feedback: | The answer is on page 3 of the Engineering Practice Program Student Guide| | | | | * Question 5 0 out of 1 points | | | Which of the following concurrent enrolment options are allowed in the 48 week structured engineering practice program? Answer | | | | | | Response Feedback: | The correct answer is on page 3 of the Engineering Practice Program Student Guide. | | | | | * Question 6 0 out of 1 points | | | Which of the following statements is FALSE regarding exemptions from the structured 48 week engineering practice program? (check all FALSE statements). Answer | | | | | | Â  | Response Feedback: | The correct answers are on the top of page 4 and also in section 5. 7 of the Engineering Practice Program Student Guide. | | | | | * Question 7 0 out of 1 points | | For students who must complete the Diploma in Engineering Practice, place the following subjects in their correct order in which they must be completed. Answer | | | | | | | | | | | | Response Feedback: | The correct answer is in Figure 1 on page 3 of the Engineering Practice Program Student Guide. | | | | | * Question 8 0 out of 1 points | | | As a results of completing the DipEngPrac, students will have met [a] of the Engineers Australia stage [b] competenci es. The subject capstone project assesses [c] of the stage [d] competencies from Engineers Australia. | | | | | Response Feedback: | The answers to this question are on page 4 of the Engineering Practice Program Student Guide. | | | | | * Question 9 0 out of 1 points | | | Put the following items in their correct order. They are the steps that need to be completed in order to pass either of the engineering experience subjects for DipEngPrac students. Answer | | | | | | | | | | | | Response Feedback: | The correct answers are in section 5. 2 and 5. 5 of the Engineering Practice Program Student Guide. | | | | | * Question 10 1 out of 1 points | | Match the following UTS:Engineering courses with the correct engineering practice requirements for each courseAnswer | | | | | Question| C10061 Bachelor of Engineering Diploma of Engineering Practice (5 years)| C10067 Bachelor of Engineering (international students only) (4 years)| C10066 Bachelor of Engineering Science (3 years)| C10068 Bachelor of Engineering Bachelor of Business Diploma in Engineering Practice| C10065 Bachelor of Engineering Bachelor of Business| C10136 Bachelor of Engineering Science Bachelor of Laws| | Response Feedback: | Correct Well done! | | | | | Sunday, 16 December 2012 11:10:22 PM EST

Comparison of the use of Blood and Sleep in Shakespeares Macbeth Essay Example

Comparison of the use of Blood and Sleep in Shakespeares Macbeth Essay Example Comparison of the use of Blood and Sleep in Shakespeares Macbeth Paper Comparison of the use of Blood and Sleep in Shakespeares Macbeth Paper Essay Topic: Macbeth In Macbeth, the images and themes of blood and sleep are constantly mentioned throughout the play, particularly in Act 2 Scene 2 and in Act 5 Scene 1. The reason for which Shakespeare decided to write the play in this manner was in order to create a symbolic importance of these two motifs. Blood is generally used to represent death, injury and guilt in the play. An effective instance of this is when Lady Macbeth says Ill gild the faces of the grooms. To gild means to paint with gold, and in heraldry, red and gold are often regarded as equal colours, and so in this case, Lady Macbeth says that she will cover the grooms faces with blood. This is intended to be a play on words, associating the word gild with guilt, which then causes the theme of blood to represent guilt. The image of sleep is employed to symbolise conscience. Sleep is known to rest the mind and allow it to function properly. Sleep that knits up the ravelled sleave of care, The death of each days life, sore labours bath, Balm of hurt minds, great natures second course, Chief nourisher in lifes feast. This is indicating that nobody can survive without sleep, demonstrated clearly in the character of Lady Macbeth. Lady Macbeth is unable to sleep again, because when Macbeth kills Duncan, Macbeth does murder sleep! Lady Macbeth is constantly kept awake by her conscience, which is the primary plot of Act 5 Scene 1, in which she is sleep-walking. Also in Act 5 Scene 1, there are continuous references to the evil deeds that Lady Macbeth has committed, many of which include the theme of blood. When she goes through the motion of rubbing and washing her hands, she says, Out damned spot! Out I say! which tells the audience that she is unable to remove the blood (which she is imagining) from her hands just by washing them. A further idea is put across, that whatever Lady Macbeth does, she cannot eradicate her guilt of murdering the king. Once again, the themes of blood and guilt are associated with each other. During the aftermath of Duncans murder, Macbeth feels extremely guilty about his crime, believing that nothing can be done to undo his deed. Will all great Neptunes ocean wash this blood Clean from my hand? No, this my hand will rather The multitudinous seas incarnadine, Making the green one red. Lady Macbeth differs quite a lot from her husband in this way, as she believes that she will be mentally free of guilt as soon as her hands are physically free of blood. Ironically, it is she who is driven to madness at the end of the play, as this is precisely the way that Lady Macbeth feels in Act 5 Scene 1. She tries to wash her hands to remove the blood from them, and to remove her guilt. Macbeth says that no matter how much he washes his hands, the blood will remain on them, and make the water red instead. This is a sign of Macbeths thought that no amount of repentance can clear him from committing such a ghastly crime. The theme of sleep plays an important role in the play, as it represents Macbeths and Lady Macbeths loss of innocence. In Act 2 Scene 2, Macbeth labels sleep as The innocent sleep. Macbeth has however, murdered Duncan, and in doing so, he has lost his innocence, and therefore his sleep is interrupted with nightmares and disturbances, created by his guilty conscience. Before killing Duncan, Macbeth sees the imaginary image of the dagger in front of him. When he is in Duncans chamber, he hears his conscience warning him of his evil act. Still it cried Sleep no more! to all the house. Glamis hath murdered sleep, and therefore Cawdor Shall sleep no more, Macbeth shall sleep no more. Lady Macbeth is also warned of the trouble to arise as a result of the murder. She goes to kill him, but she loses her nerve at the sight of Duncan, who apparently resembles her father as he sleeps. Because of this, she withdraws and sends Macbeth to do her evil act instead. However, the murder is still on her conscience, and so Lady Macbeths sleep is not natural, but forced. In Act 5 Scene 1, while Lady Macbeth is sleepwalking, she highlights the fact that her hands smell like blood. This is most likely in her imagination, as she is unable to rid herself of the shame of Duncans assassination. Heres the smell of the blood still; all the perfumes of Arabia will not sweeten this little hand. Lady Macbeth doubts that she is able to do anything which will allow her to stop feeling guilty and to rest properly. The motif of sleep is not only referred to by Macbeth and Lady Macbeth. In Act 2 Scene 3, Macduff discovers the dead body of Duncan, covered in blood. When Macduff sees the body, he says, Shake off this downy sleep, deaths counterfeit, and look on death itself! This quote is designed to tell the audience that sleep and death appear to be very similar, however, true sleep is downy and soothing, but death is an extreme terror. In Act 5 Scene 1, when Lady Macbeth is sleepwalking, she makes many direct references to the image of blood, and in doing so, indirectly refers to the guilt of both herself, and Macbeth. When she says, Who would have thought the old man to have so much blood in him? she is telling the audience about the great amount of blood contained in Duncans body. She has imagined the he bled when he was stabbed, and continued to bleed ever since. This relates to her guilt very effectively, as she believes that because Duncan has continued to bleed, her guilt has continued to affect her. She asks why Duncan had so much blood in him, because Duncans unlimited amount of blood is causing an unlimited amount of guilt for her, by which she is troubled greatly She strives to wash and scent her hands as thoroughly as possible in order to get rid of the evidence and to get rid of her guilt, but her conscience always tells her that her hands are drenched with blood. Before Macbeth murders Duncan, Act 1 Scene 2 also subtly forecasts the vicious acts which will later be performed by Macbeth. Duncan shouts, What bloody man is that? He is actually referring to Macbeth as the soldier emerging victorious from battle, but Shakespeare is hinting murders that will be later committed, with use of the word bloody. For brave Macbeth well he deserves that name- Disdaining fortune, with his brandished steel, Which smoked with bloody execution, This quote extremely successfully illustrates Macbeths brutality, and ties him in with the idea of killing, which then foretells the audience of the assassination which he is soon going to carry out. The audience, at the time that the play was written, would have been very sensitive to subtle hints of this sort. They would have realised that Macbeth had some evil in him. Act 5 Scene 8 shows very clearly that Macbeth is feeling guilty about his murders. Before fighting Macduff, Macbeth expresses his guilt, but also expresses the fact that he is not afraid of Macduff, at the same time. Macbeth tells Macduff not to fight, because Macbeth does not wish to murder yet another Macduff. Of all men else I have avoided thee. But get thee back; my soul is too much chargd With blood of thine already. When Macbeth openly admits that he has had Macduffs family brutally murdered, he is showing the audience that he has remorse for what he has done, making another reference to the image of blood, in order to add in a metaphor, which communicates his guilt with great effect.

How Collaborative Decision Making Transforms Schools

How Collaborative Decision Making Transforms Schools Schools should continuously be striving to improve.  Every school should have this as a central theme in their mission statement. Schools that are either stagnant or complacent are doing the students and communities that they serve a major disservice. If you are not progressing, you will ultimately fall behind and fail. Education, in general, is very progressive and trendy, sometimes to a fault, but you must always be seeking out something bigger and better. School leaders who regularly include their constituents in the decision-making process find it advantageous in many different ways. They understand that involving stakeholders in the decision-making process can ultimately transform a school. Progressive transformation is continuous and ongoing. It must become a mindset and regular way of making decisions to maximize effectiveness.  School leaders must actively invest in the opinions of others, understanding that they do not have all the answers themselves. Varying Perspectives One of the most beneficial aspects of bringing different people to the discussion is that you get several different perspectives or points of view.  Every stakeholder is going to have a distinctly different point of view based on their individual affiliation with the school. It is important that school leaders bring together a varying range of constituents with their hands in different parts of the cookie jar so that perspective is maximized. This is naturally beneficial as someone else may see a potential road block or benefit that someone else may not have thought of. Having multiple perspectives can only boost any decision-making effort and lead to healthy discussions that morph into growth and improvement.  Ã‚   Better Buy In When decisions are made through a process that is genuinely inclusive and transparent people tend to buy in and support those decisions even when they are not directly involved.  There will likely be some that still disagree with the decisions, but they typically respect them because they understand the process and know that the decision was not made lightly or by a single person. Buy in is extremely important for a school because of all the moving parts. A school operates more efficiently when all the parts on the same page. This often translates to success which benefits everyone. Less Resistance Resistance is not necessarily a bad thing and offers some benefits. However, it can also totally destroy a school if it morphs into a resistance movement.  By bringing varying perspectives to the table, you naturally negate much of the resistance. This is especially true when collaborative decision making becomes the norm and part of the expected culture of the school. People will trust a decision-making process that is inclusive, transparent, and holistic in nature. Resistance can be annoying, and it can definitely impede improvement referendum. As stated before this is not always a bad thing as some resistance minimally serves as a natural system of checks and balances. Not Top Heavy School leaders are ultimately responsible for their school’s successes and failures.  When they make critical decisions by themselves, they shoulder 100% of the blame when things run amiss. Furthermore, many people question top heavy decision making and never fully buy in. Any time a single person makes a key decision without consulting others they are setting themselves up for ridicule and eventual failure. Even if that decision is the correct and best choice, it serves school leaders well to consult with others and seek their advice before the final say. When school leaders make too many individual decisions they eventually distance themselves from other stakeholders which is unhealthy at best. Holistic, Inclusive Decisions Collaborative decisions are typically well thought out, inclusive, and holistic. When a representative from each stakeholder group is brought to the table, it gives validity to the decision. For example, parents feel they have a voice in a decision because there were other parents representing them in the decision-making group.  This is especially true when those on a collaborative decision-making committee go out into the community and seek further feedback from like stakeholders. Furthermore, these decisions are holistic in nature meaning that research has been done, and both sides have been carefully examined.   Better Decisions Collaborative decisions often lead to better decision making. When a group comes together with a common goal, they are able to explore all the options more in-depth.  They can take their time, bounce ideas off one another, research the pros and cons of each option thoroughly, and ultimately make a decision that will produce the greatest outcomes with the least resistance.  Better decisions yield better results. In a school environment, this is extremely important. A top priority for every school is to maximize student potential. You do this in part by making the correct, calculated decisions time and time again.   Shared Responsibility One of the greatest aspects of collaborative decision making is that no single person can take the credit or the blame. The final decision lies with the majority on the committee. Though a school leader will likely take the lead in the process, the decision is not solely theirs. This also ensures that they are not doing all of the work. Instead, each member of the committee plays a critical role in the process that often extends beyond simple decision making into implementation and follow through.  Shared responsibility helps reduce the pressure of making a big decision. Those on the committee provide a natural support system because they truly understand the commitment and dedication to making the correct decisions.

Environment and Society of US & Canada Essay Example | Topics and Well Written Essays - 750 words

Environment and Society of US & Canada - Essay Example When in the mid 19th century, western Canadian economy hit a low; immigrations were encouraged from England and Scotland. Consequently, the area was beginning to be occupied with agricultural lands, commercial towns. Several canal systems, railway networks were developed, streetcar tracks were laid, textile industry was expanded and the lumber industry was set up (Troper 2013). Similarly, the first Nations people, Hurons had used the St Lawrence lowland areas for agriculture, but they were the immigrants who put up the orchards and farms in the area and today those orchards of apples etc and vineyards are a source of profitable businesses in the region (Canada: Making connections  (n.d.). The low lying states of New England and Canadian Maritimes had started off as colonies where fishing and agriculture was practiced, but soon European immigrants flooded in since small industries had started. The immigrants contributed to a highly skilled labor and today Southern New England stands as stable economic region where several developments have been made, like areas have been developed for tourism and recreation, ski resorts have been made and the coast has undergone developments to serve a good spot for vacationing (North America. (n.d.). The immigrants have played a vital part in shaping the population of Canada. It is responsible for about 2/3rd of population growth that took place between 2001and 2006. The immigrants settle in major cities like Toronto and Montreal, adding to the workforce and also creating a demand for goods and services. These demands are integral for promoting growth in these regions. The immigrants moving into Canada may have moved in to find better job opportunities or lifestyle etc; their activities did help the region to flourish but their presence in the country could have effects which are not favorable to the country ultimately. For example, the immigrant

Linguistic Data Collection with Critical Commentary Essay

Linguistic Data Collection with Critical Commentary - Essay Example Center of discussion in this paper is linguistics, the study of the structure and nature of a language. Traditionally, it encompasses syntax, phonology and semantics. Synchronic study of linguistics aims at describing a language as it appears at the time. Diachronic studies describe a language in its historical development. The philosophers from Greek brought a debate on the origin of language. They were the first in the Western countries to get concern about the theory of linguistic. Thrax Dionysus wrote the first Greek grammar during the first century Before Christ. It was a roman grammar model that led to Renaissance and medieval vernacular grammars. The rise of linguistics historically in the 19th century enabled it to become a science. During early 20th and late 19th centuries, a linguistic structuralist school was set up by Ferdinand de sausure. It allowed analysis of actual speech and learning about the basis and structure of a language. Noam chosky argued in 1950s that, struc turalist program must study native speakers’ competence and not the performance. His approach to linguistic is referred to as transformational generative grammar was revised severally in the recent period to become an extended theory. It is also important to look at discourse markers since they will help in the deeper understanding of the information distinguishing between the right and false information regarding the organization. The paper will examine phonetic transcription whereby real words from the interviewee will give a clear distinction between the previous and the current perception of the Freemasonry. It helps to give clear pronunciation of words by the speaker in order to be understood better. The following lines give the aspect of discourse, 01.15 01:0049 interviewee statements. Data Collecting Techniques There are different methods of collecting data in linguistics. They include participant-observation, interviews, introspection, written data and questionnaires. In the participant-observer, the researcher must be one of the native speakers of the language to apply this method of data collecting (Kontra, 2004). The method can be applicable to this research but, it cannot allow room for acquiring all the required information. Introspection is a method of data co

Brand equity Essay Example for Free

Brand equity Essay How much a product can earn over its identical competitor by virtue of its brand, determines its brand equity. It can be a neat result of many factors like years of experience, proven track record of quality, legacy, emotional bondage and company outlook, where it adds more value to the product and thereby helps the product to score over its identical competitors. Without brand equity a product loses its competitive advantage, and for that matter some companies measure brand equity relying on financial measures of brand performance (Dobney, 2007). Thus Brand India should be able to score over its Asian counterpart. Figure – 3 The brand management chain (Based on Wood, 2000; Kapferer, 2004) Integration of the theoretical constructs brand equity (Aaker, 1996) and brand orientation could be instrumental in the understanding of brand value, where brand equity commands more attention as it aims for generating long-term values for the company by understanding the conceptual basis for the value of brand and its implications (Keller, 1993). Brand loyalty. Brand loyalty refers to the customers consistent preference to buy a selected brand in a particular product category, irrespective of other provocative options presented by the competitor of that brand. This situation occurs after the customers make a trial run of the brand and get convinced about the efficacy of that brand towards fulfilling certain needs of theirs and decide to buy that brand again and again. That practice forms the habit and thus customers continue purchasing the same brand because the product is safe and familiar (Giddens, 2002). This situation speaks of the dual responsibility of branding too, where on one hand it should influence the rationality of its prospective customers, while invoking the emotional response among them on the other. As for example, a particular meal in a restaurant might declare about a possible health benefit with the inclusion of tomato in it by saying, lycopene in tomato lowers the risk of cancer, thereby influencing the rationality of the customers, and at the same time it can evoke the nostalgia in customers by labelling the meal as grandmas special recipe. In this strategy lies the clue of embedding medical/healthcare tourism with general tourism and Incredible India should utilize it. Figure – 4 Brand Awareness: Brand awareness is a gauge of marketing effectiveness measured by the ability of a customer to recognize and/or recall a name, image or other mark associated with a particular brand (Waters, 2008). Though brand awareness cannot measure the customers approach towards the brand, yet it is very helpful in forming a positive attitude among the target audience about the brand. Incredible India Campaign should take care of that. Figure 5 The above diagram shows that recollection or identification ability first created aided awareness in the prospective customers, which might convert into a top-of mind awareness, if the brand convinces customers either with its logistics or direct service. Thus, brand awareness can work on two folds, primarily making its way into the mind of the customer and then working on its way to achieve the recognition, where the brand first generates strategic awareness in customers, where the customers understands the distinctive qualities of the product and associates them with their need. Current campaign strategy of Incredible India lacks that finesse. Brand Value While brand loyalty proves to be a cost-saving yet effective tool to garner higher sales, brand value reflects how a products name, or company name is perceived by the marketplace (Free, 2004), which involves both target audience and the general audience. Brand value can be tangible too, in the event of a brand being sold, where extracting the value of the brand from the value provided by other, tangible, resources becomes possible (Simon, C. J. Sullivan, M. J. , 1993, Conchar, et al, 2005). From this perspective, even the title of the campaign in discussion, Incredible India needs to be reviewed and if needed may be replaced. The name should denote the power and strength of a brand. As for example, if Coca-Colas facilities Atlanta were to burn overnight, the company would still be able to start up the next day due to its brand value (What, 1998). Therefore it is the success story of a company that earns its brand value. However, to gauge the impact of brand value, the company needs to take help of empirical research. The process might then looks like below (Persson): Figure 6 Brand value is the outcome of consistent and successful brand building, where the action of the company would speak louder than words, besides proving its ethical standings in the marketplace. IV. 7. Brand personality Much like a human being, a brand too serves as the ambassador of the company personality, depicting its outlook and aspirations, besides its services and promises. Thus much depends on the carriage of the brand, because it is the coveted message of the company to the outer world about its activities, aims, aspirations and promises – in short, a package of total company outlook. From this angle too, the campaign in discussion needs to be reviewed. Figure 7 A strong brand does more than it meets the eye, however, its activity should be powered towards achieving the targeted benefit out of it. For that matter, the first step towards creating a strong brand is to identify the benefits (Saarte, 2008). Target benefit would surely help to determine the nature of the branding, which would help the company to identify the necessary elements into branding, such as company image, the USP of its product, type of promises, and desired platforms of bonding and more. Incredible India is yet to create a clear USP to position itself. V. Conclusion/Recommendation The detailed discussion and analysis above clearly shows that Incredible India Campaign falls far too short in achieving its desired outcome and thus needs to be thoroughly reviewed and modified to meet the demand of the time and position India as a strong brand in the global tourism market. Thus this study recommends following steps towards achieving the target of building a strong Brand India in the global market: 1. Incredible India needs to review its name, packaging, price and its history and modify it concerning the current demand. 2. Ensuring that it becomes capable of Delivering the message clearly. Â  Confirming the credibility of the company. Connectingthe target prospects emotionally. Motivating the buyers. Â  Concretizing the user loyalty 3. Incredible India has to focus more on emphasizing emotional bond with UK through exploiting the earlier history of close communication. 4. It must study and research other Asian countries pros and cons in this sector to ensure that Brand India should be able to score over them. 5. It should embed medical/healthcare tourism with general tourism to generate brand loyalty. 6. Through constant, consistent, cohesive and cogent campaign, it should create the brand awareness (UK still have a poor awareness, around 30%) 7. Periodic assessment of the campaign is a must to check the brand value. 8. Campaign should get facelift periodically with a central theme of personality. Ends. References Aaker, D. A. (1996) Building Strong Brands. The Free Press, New York. ISBN 0-02- 900151-X Atithi Debo Bhava. (2004) Incredible India [online] available from http://www. incredibleindia. org/newsite/atithidevobhava. htm [accessed 4 September 2008] Bizhelp. (2008) What is Branding? [online] available from http://www. bizhelp24. com/marketing/what-is-branding-. html [accessed 4 September 2008] Brand Definition. (2008) [online] available from http://www. investorwords. com/568/brand. html [accessed 3 September 2008] Brand. (2008) [online] available from http://whatis. techtarget. com/definition/0,,sid9_gci211703,00. html [accessed 4 September 2008] Brandguru Inc. What IS Branding? Viewed 24 March 2008, http://www. brandidentityguru. com/popUps/whatisBranding. html Conchar, M. P. , Crask, M. R. Zinkhan, G. M. (2005) Market Valuation Models of the Effect of Advertising and Promotional Spending: A Review and Meta-Analysis. Journal of the Academy of Marketing Science, Vol. 33, No. 4, 445-460. Dobney. com. (2007) Brand equity and brand value [online] available from http://www. dobney. com/Research/Brand_equity_research. htm [accessed 4 September 2008] Dolak, D. (2001) Building A Strong Brand: Brands and Branding Basics [online] available from http://www. davedolak. com/articles/dolak4. htm [accessed 5 September 2008] Dunn, S. (2008) What is Branding and Why Do You Want It? [online] available form http://www. ecomhelp. com/KB/Branding/kb_what-is-branding. htm [accessed 5 September 2008] Free Definitions: Define Brand. What is Brand? (2004) [online] available from http://www. learnthat. com/define/view. asp? id=279 [accessed 4 September 2008] Giddens, N. (2002) Brand Loyalty [online] available from http://www. extension. iastate. edu/AgDM/wholefarm/html/c5-54. html [accessed 4 September 2008] Incredible India campaign woos more Americans (2008) The Press Trust of India Ltd [online] available from http://www. accessmylibrary.com/coms2/summary_0286- 34809894_ITM [accessed on 4 September 2008] Indian Tourism’s ‘Incredible India’ Campaign (2005) Research paper [online] available from http://www. icmrindia. org/casestudies/catalogue/marketing%20communications/C LMC010. htm ] Indias rise in medical tourism (2007) News [online] available from http://www. timesonline. co. uk/tol/travel/destinations/india/article2257994. ece [accessed 4 September 2008] Kapferer. (1994) Strategic brand management: new approaches to creating and evaluating brand equity. Free Press, New York. Keller, K. L. (1993) Conceptualizing, measuring, and managing customer-based brand equity. Journal of Marketing,Vol. 57, No. 1, pp. 1-23. King, T. E. (2007) Incredible India? Campaign has Incredible Budget [online] available from http://www. travelmole. com/stories/1118243. php [accessed 5 September 2008] Lake, L. (2008) What is Branding and How Important is it to Your Marketing Strategy? [online] available from http://marketing. about. com/cs/brandmktg/a/whatisbranding. htm [accessed 4 September 2008] McCall, K. (2003) Marketing Angel [online] available from http://business. mainetoday.com/smallbusiness/mmm/030601. shtml [accessed 5 September 2008] O M (2003). Incredible India [online] available from http://www. ogilvyindia. com/work/incredibleindia. asp [accessed 5 September 2008] Persson, N. Understanding of the nature and relevance of brand orientation and brand equity in B2B brand management – implications for future research. Ph. D. Thesis [online] available from http://www. nhh. no/Admin/Public/DWSDownload. aspx? File=%2FFiles%2FFiler %2Finstitutter%2Ffor%2Fconferences%2Fnff%2Fpapers%2Fpersson. pdf [accessed 1 September 2008] Saarte, L. A. (2008) Fitting It All Together. EzineArticles. [online] available from http://ezinearticles. com/? BrandingFitting-It-All-Togetherid=1043858 [accessed 1 September 2008] Simon, C. J. Sullivan, M. J. (1993) The Measurement and determinants of Brand Equity: A Financial Approach. Marketing Science, Vol. 12, No. 1, pp. 28-52. UK Indian doctor sets shop in Goa for medical tourists (2007) News [online] available from http://www. newkerala. com/topstory-fullnews-14322. html [accessed 4 September 2008] Waters, S. (2008) Brand Awareness [online] available from http://retail. about.com/od/glossary/g/brand_awareness. htm [accessed 1 September 2008] What is the Value of a Brand? [online] available from http://www. csom. umn. edu/Assets/3478. pdf [accessed 31 August 2008] Why Brand Loyalty is Important? [online] available from http://www. brandloyalty- int. com/site. asp? pagina=8 [accessed 1 September 2008] Why India? (2007) Government report [online] available from http://www. medical-tourism-india. com/medical_tourism_india. htm [accessed 5 September 2008] Wood, L. (2000) Brand and brand equity: Definition and management. Management Decision, Vol. 38, No. 9, pp. 662-669.

Save the Arts :: essays research papers

Within the past few years, the government has been taking major strides to improve the education system by increasing the funding for our school systems and programs. They are increasing the school?s funding by taking away the funds from the art, dance, and theatre classes, among other programs. As a student raised in the atmosphere of the arts and a student now majoring in theatre, I feel very strongly that the government is making a major mistake by taking money away from the arts.   Ã‚  Ã‚  Ã‚  Ã‚  The arts should be supported because children earn a great deal of self-confidence by being involved in the arts. The children?s self-confidence level is increased through the arts because children are more free to express how they really feel in any and all situations. In the completion of a project, generally there will be some sort of reward, whether applause or recognition for a job well done. The rewards make children feel special, valuable, and important. All of the recognition and support that is received through the arts make it quite easy for a child to gain great self-confidence.   Ã‚  Ã‚  Ã‚  Ã‚  The arts also help children to improve their social skills. Being involved in the arts teaches one teamwork. Through these fine art groups and activities one will learn to do their best as an individual, yet come together with others in order to put on the best show possible. Teamwork is a great way to teach a child the social skills which indeed, are needed to carry them through life.   Ã‚  Ã‚  Ã‚  Ã‚  Children involved in the arts learn a great sense of responsibility. Children are already responsible for a lot in school, but when they are involved in the arts, not only do they have to make time for homework, but also make time for their lessons and rehearsals that go along with being involved in the arts. These children work hard, and are pushed to be all they can be, and they truly learn what it is like to be responsible.   Ã‚  Ã‚  Ã‚  Ã‚  Children in the arts learn three of lives most important skills: self-confidence, social skills, and a sense of responsibility. These skills cannot be taught in a class or out of a book, but one must learn it for themselves by taking part in something that teaches them these skills.

Pragmatist Curriculum

I. Introduction As the writer of this paper tried to look around his school, he eventually listened to the noisy swarm of sstudents and suddenly quiet as pupils and teachers move into classrooms and doors close. Suddenly, questions came into the writer’s mind; what’s happening behind those doors? What are sstudents learning? How are the teachers teaching? As school leader, you are bombarded with so many student needs, parent's concerns, teacher concerns, paper works that it seems futile to think of improving the teaching of every teacher. What, indeed, can the writer as only one person, do?Thinking about curriculum is an old thinking about education; it is difficult to imagine any inquiry into the nature of education without deliberate attention to the question of what should be taught. The question of what to teach and how to teach it involves a selection from a vast array of knowledge and beliefs within a culture. Since it is impossible to teach everything, that selec tion from the culture reflects in part some sense of what is most worthwhile in that culture as seen in relation to the kind of institution the school is and what it can reasonably accomplish.According to Dewey education is â€Å"a continuous lifelong process which had no ends beyond itself but is its own end†. Within learning organizations, Senge stated that â€Å"humane, sensitive and thoughtful leaders transmit their value system through daily behavior†. Bolman and Deal developed a unique situational leadership theory that analyzes leadership behavior through four frames of reference: structural, human resources, political and symbolic. Each of the frames offers a different perspective on what leadership is and how it operates in organizations; and in this case, schools.These frames are maps that aid navigation, tools for solving problems and getting things done†. Leaders especially administrators need to understand their own frame preference and its limits an d ideally, combine multiple frames to gain â€Å"clarity, generating new options, and finding strategies that work†. As in all organizations, schools need leaders who can impart a persuasive and durable sense of purpose and direction. In the area of curriculum design and planning, educational researchers shared values, and tacit knowledge about what â€Å"should as a defining aspect of school culture.Values are often ‘espoused’ as opposed to â€Å"in-use’, that is, what people say should and ought to be is often inconsistent with their actual behavior. Schein said that one must look deeper than values to find the essence of a culture. Values, enduring beliefs or tendencies to prefer certain modes of conduct or state of affairs over others are often viewed as the most articulated component of culture. The writer, as the institutional head of the organization is composed of 9 teachers, 4 non-teaching staffs and 1 finance officer which find it easy to lead the organization as one.On the other hand, since this is a parochial school, the organization is connected to the Diocesan Bishop as the president of the corporation and led by the school director. Values define a standard of goodness, quality and an excellence that undergirds behavior and decision making and what people care about. Values are not simply goals or outcomes, values are deeper sense of what is important. Deal and Peterson posited that values focus attention and define success. Given the moral ppluralism of today’s society, moral discipline closely related to intellectual values is important.The goals of academic excellence and value-centeredness need to be operational in the education we offer. II. The Need to Revise: Diocesan Goal of Catholic Education Social forces that can influence curriculum planning can come from far and wide. The ideas and values of various groups of people include their social goals, ideas about cultural uniformity and diversity, social pleasures, ideas about social change, their plans for the future and their concept of culture. Educational decision making as it relates to the school’s mission is important.For example, various groups may attempt to influence educational ppolicy and therefore curriculum better meet the needs of children in urban environments and on the other hand, a group may be trying to do the same for rural children. This illustrates how social forces, issues and values can influence curriculum design. Doll a famous curriculum designer once stated that there tends to be a crisis in current social forces and cultures: economic, political and standards funding as well as technology, special needs, ethnic diversity and mobility issues. These apidly changing demographic factors call for self directed curriculum planners who show responsibility for their local and world communities. Global perspectives and understanding, the ability to communicate clearly and the ability to relate well interpe rsonally are critical in a multicultural society and a technology- orientated world market. Curricula for the future emphasize the learner’s development as much as the content to be learned. Critical and creative thinking serve as the point and counterpoint as sstudents construct knowledge using multiple perspectives, talents, modalities and mediums.Tthroughout our lives, in the various stages of development, we experience change in our behavior, feelings, attitudes, thoughts, values, etc. Many of these changes are highly individual and can be a response to life events to a simple unfolding of our unique characteristics. Nonetheless, there are regular and predictable physical, mental and social changes that most people undergo in some way. Part of our life is determined by biological heritage (nature) while part is due to environment (nurture).The interplay of these has been studied by developmental psychologists and three have become legendary in the fields of development: P iaget (cognitive), Kohlberg (moral) and Erickson (identity). Like Piaget, Erickson came to the conclusion that children should not be rushed in their development, that each developmental phase was important and should be allowed time to full unfold. Kohlberg followed the development of moral judgment beyond the stages studied by Piaget, who said that logic and morality develop through constructive stages.Kohlberg determined that moral development continues through the person’s lifespan. Curriculum is no longer a simple matter of reading, writing, and arithmetic. Today, curriculum includes what sstudents can do with the content and how well they think, problem solve and work as a member of a team. Instruction goes beyond isolated memory drill to helping sstudents synthesize information to gain a deeper understanding of concepts and generalization that will have lasting value as they structure knowledge and interpret their world.Thus, diocesan directors of parochial school are currently working on the transition for change of curriculum. It is very crucial to know and be very cognizant to the changes, and as much as possible to have a paradigm shift of accepting contemporary techniques and curriculum, as connected to the instruction itself. Curriculum planners must ask themselves what skills; knowledge, attitudes and abilities must sstudents possess to operate successfully in the 21st century. Thus, the curricular design of the Diocese in connection to K to 12 caters to the challenges of the 21st century education.Some curricula draw lessons from the past and all curricula prepare sstudents for the future. To successfully prepare student to live and work within globally networked systems, curriculum developers must listen to business and economic futurist. Curriculum and instruction are heavily weighted with innovation, in deciding how to proceed; curriculum planners need to weigh today’s educational needs against past practices and their beliefs a bout teaching and learning for the future. III. Revising the Whole Curriculum: Religion as Core of the CurriculumAs a neophyte administrator, the writer dreamt big especially in his school. Thus, he decided to try and suggest to have a taste of a different curriculum where both teachers and sstudents would benefit. As committee of the new curriculum starts the design for the diocesan school, it was decided to have a transition plan so that in one way or another it will be very helpful in implementing the curriculum to the member schools. As a member of the committee, the researcher was task to craft the necessary transition plan for the velvetiness of the transition.Thus, the transition plan of the Catholic School of the Diocese of Imus was attached to this action research for reference. The new time allotment of the subjects for the new curriculum is also attached to be able see and determine the strengths and weaknesses for better development in each subject area. As a Catholic Sc hool within the vicinity of the Diocese of Imus, it was agreed upon that the school where the writer is connected will implement the RCC or the Religion as the Core of the Curriculum using the WBLS (Whole Brain Learning System) as strategy.Thus, in very evident that the new curriculum that will be implemented the next academic year will be somehow different for it allocates a more time on subjects like Christian Living Education (CLE) and Values Education using the Transformative Values as initiated by the CEAP (Catholic Educational Association of the Philippines). RCC or the Religion as Core of the Curriculum is shared mandate that distinguishes Catholic schools from private and public schools.

Q: Steve Jobs, the Founder of Apple, Was Asked to Come Back as Chief Executive in 1997 When the Business Was Making a Loss. Jobs Was Appointed to Provide a Clearer Vision for the Business and to Improve Its

Many companies throughout the world have suffered from bad leadership decisions or have not adapted well to business cultures brought in by new leaders. This can cause a spread of problems, both internal and external and often the new leader brought in has to make large changes to the way the business is run. The success of this change of leader often depends on their ability to find the shortcomings of the current business structure and to transform it into a competitive force in the future.Steve Jobs founded Apple as a computer company in 1976 and ran it alongside founders Steve Wozniak, Ronald Wayne and investor Mike Markkula. He was a strong minded visionary and often went against other workers ideas. Many rifts were created within apple because of the disagreements he had with other people about the way projects were being run within the company. Eventually, in 1985 Jobs left Apple after being removed as manager of the Mac project, something he had put together and built up.He a cquired Lucasfilm’s animation department Pixar and funded this whilst working on his ‘NeXT’ computer project. He worked at NeXT for a number of years until, in 1995 Apple were convinced by Jobs to buy out his computer company. He then returned to Apple in an informal advisory role at a time when Apple was making the biggest losses since it was founded. In early 1997 after 500 days in the job and over $1 billion in losses the, then CEO was sacked. Jobs agreed to become interim CEO and to take on the responsibility of getting the company back onto the right path.His first move was to dramatically cut the number of products being produced by Apple and focused on a simple matrix structure. He made a laptop for consumer users and a laptop for professional users and the same for desktop computers. This distinctly different structure cut costs and made Apple seem a lot more customer friendly as a company. The next step was looking towards preparing their products for th e future, through development and predictions. The result was a modern line of products that turned around Apple’s fortunes and made them a player in the personal computer market once again.His next focus was creating a media hub, this included the iPod and iTunes and proved extremely successful for Apple and showcased Jobs’ ability to see future trends and lifestyles. Jobs managed to completely transform Apple from a company making giant losses to one of the most valuable companies in the world by stripping it down and completely rebuilding the structure and culture. His critical decision making skills alongside his vision of the future allowed Apple to reconcentrate on innovating and staying ahead of competition.

Bhopal, India Poison Gas Leak Disaster, 1984

Bhopal, India Poison Gas Leak Disaster, 1984 During the night of December 2-3, 1984, a storage tank containing methyl isocyanate (MIC) at the Union Carbide pesticide plant leaked gas into the densely populated city of Bhopal, India. Killing an estimated 3,000 to 6,000 people, the Bhopal Gas Leak was one of the worst industrial accidents in history. Cutting Costs Union Carbide India, Ltd. built a pesticide plant in Bhopal, India in the late 1970s in an effort to produce pesticides locally to help increase production on local farms. However, sales of pesticide didnt materialize in the numbers hoped for and the plant was soon losing money. In 1979, the factory began to produce large amounts of the highly toxic methyl isocyanate (MIC), because it was a cheaper way to make the pesticide carbaryl. To also cut costs, training and maintenance in the factory were drastically cut back. Workers in the factory complained about the dangerous conditions and warned of possible disasters, but management did not take any action. The Storage Tank Heats Up On the night of December 2-3, 1984, something began to go wrong in storage tank E610, which contained 40 tons of MIC. Water leaked into the tank which caused the MIC to heat up. Some sources say that water leaked into the tank during routine cleaning of a pipe but that the safety valves inside the pipe were faulty. The Union Carbide company claims that a saboteur placed the water inside the tank, although there has never been proof of this. It is also considered possible that once the tank began to overheat, workers threw water on the tank, not realizing they were adding to the problem. The Deadly Gas Leak By 12:15 a.m. on the morning of December 3, 1984, MIC fumes were leaking out of the storage tank. Although there should have been six safety features that would have either prevented the leak or contained it, all six did not work properly that night. It is estimated that 27 tons of MIC gas escaped out of the container and spread across the densely populated city of Bhopal, India, which had a population of approximately 900,000 people. Although a warning siren was turned on, it was quickly turned off again so as to not cause panic. Most residents of Bhopal were sleeping when the gas began to leak. Many woke up only because they heard their children coughing or found themselves choking on the fumes. As people jumped up from their beds, they felt their eyes and throat burning. Some choked on their own bile. Others fell to the ground in contortions of pain. People ran and ran, but they did not know in which direction to go. Families were split up in the confusion. Many people fell to the ground unconscious and were then trampled upon. The Death Toll Estimates of the death toll vary greatly. Most sources say at least 3,000 people died from immediate exposure to the gas, while higher estimates go up to 8,000. In the two decades following the night of the disaster, approximately 20,000 additional people have died from the damage they received from the gas. Another 120,000 people live daily with the effects of the gas, including blindness, extreme shortness of breath, cancers, birth deformities, and early onset of menopause. Chemicals from the pesticide plant and from the leak have infiltrated the water system and the soil near the old factory and thus continue to cause poisoning in the people who live near it. The Man Responsible Just three days after the disaster, the chairman of Union Carbide, Warren Anderson, was arrested. When he was released on bail, he fled the country. Although his whereabouts were unknown for many years, recently he was found living in the Hamptons in New York. Extradition procedures have not started because of political issues. Anderson continues to be wanted in India for culpable homicide for his role in the Bhopal disaster. The Company Says They Are Not to Blame One of the worst parts of this tragedy is actually what has happened in the years following that fateful night in 1984. Although Union Carbide has paid some restitution to the victims, the company claims they are not liable for any damages because they blame a saboteur for the disaster and claim that the factory was in good working order before the gas leak. The victims of the Bhopal gas leak have received very little money. Many of the victims continue to live in ill health and are unable to work.

A View on Japanese Customs As Depicted In Films and Figurines

A View on Japanese Customs As Depicted In Films and Figurines Gojira, Hello Kitty, and other forms of Japanese culture have been integrated through popular culture in such things as movies and toys. The aspects that can make these mediums fun and interesting can make them popular which gives a lot of credit to the culture that it is behind. These two forms although representing popular culture, are still able to draw towards representations of everyday life, and Japanese culture. Christine R Yano explains how the consumerism of Hello Kitty has shaped Hello Kitty, and it has become an obsession of a sort. â€Å"Hello Kitty expresses herself through disarming, benign mouthlessness, while Godzilla is dark, and oversized (Yano,153).† The characteristics which Gojira, and Hello Kitty have are important because Hello Kitty’s characteristics of being cute appeal to many people’s senses, and can be the reason why Hello Kitty Goods earned a hundred million from products and an additional four hundred million in licensing fees. Maybe it has to do with the fact that Hello Kitty is described as being â€Å"Irresistable† (Yano, 154). Japan threw elements like these has been able to show other areas of the world their culture, which has prompted integration, but their culture can still be closely derived from the elements represented in these movies, as well as a representation. From looking at elements of media, such as Hello Kitty, and Gojira we are able to see Japanese culture embedded. Though Hello Kitty may be looked at by most people as just simply Japanese cute, it has aspects that help define culture as well. The kitty is small, does not have a mouth, and seems to be staring into a distance. This can be tied into the fact that females in the Japanese culture, are regarded as being passive. We were able to see this aspect while viewing Gojira, in the character of Emiko. In the movie she seems to display a passive role, by crying, and seeming to have a frail personality. Emiko’s role was important in this movie because rather than just making a storyline only it was important to integrate culture so that as the movie is exchanged between different people they can get a feel of Japanese culture. By looking at the overview in Gojira we can also see this well. After the postwar period which Gojira was filmed around, it was a very destructive time, and the whole city was ruined. The movie represents Japan during the postwar period showing some of the suffering which they went through. It helps to show Japanese people’s fear of nuclear attacks, which makes the movie a symbol. Japan does a good job of doing this, but we are also able to see aspects of American culture from some of the media we have looked at. Them! shows the same relationship between popular culture, and culture as do Hello Kitty, and Gojira. The movie which came out in 1954 takes you on a path of monstrous ants, who are trying to take over the world. Them has also been regarded as an important medium in American popular culture as it was integrated in video games, and television shows such as Zombies ate my neighbors, and Invader Zim respectively (Them!) Through the ants conquest which resolves the city is taken over, and many aspects of American culture ensue, and are described. For instance towards the end of the movie the firefighters want to burn the cave because they feel that everyone who is in it must be dead, and it is not worth risking the whole city for. The police officers tell them not to do so because they said they believe two young little boys are in there, and it is not worth risking their lives. This is an important part of the movie because it demonstrates a part of American culture. This illustrates t hat in American culture children are deemed as being very important. The cops made sure that they saved their lives because even two people’s lives were important to them, and they wanted to make sure that everything was ok. The police force was also shown as being very important in the movie which is an aspect that can be true as well in real life. Them did a good job of displaying cultural elements of Godzilla it was able to do the same thing. Them also does a good job of mentioning the atomic bomb which America happened to be testing at that time, and referencing this to the Cold War. This helps a vivid picture of the time period that this movie was made because factual events are being used. Godzilla was derived from Gojira as we have been told many times, but at the same time it has many special elements of its own that illustrate American culture, and popular culture. Through the many versions that Godzilla has been changed it has been able to have many interpretations especially through the different roles that Gojira has taken. In some movies we see Gojira destroying the nation of Japan, but in other instances we see the American version showing how Godzilla is a hero. This has a significant importance because this was probably done to help display a positive image form American culture rather than being the enemies. For this reason Gojira was really important for this reason because it helped bridge the gap, and this was just one of the lasting impacts the cultures had on each other. Through the Pacific Century series we are able to identify different parts of Japanese culture, and see just how exactly Japanese culture evolved. Although at first not everyone was happy about the fact of the U.S. occupying Japan, it had some certain positive characteristics. During the time of their occupation they gave credit to America for the fact that they were able to help them unify Japan, and give them a strong sense of government. America had many intentions of creating positive standards for Japan’s culture whether it was dress, music, or cartoons, but through the two cultures you are able to spot many differences. Coming from an American point of view there were initially many differences between Japanese culture, and American culture. Americans believed that Japan’s technology was different, and a lot more inferior. On Commodore Perry’s conquest to America he brought to them many different types of tools, and toys which fascinated the Japanese. Along with the tools they also introduced Japanese people to western culture by showing them new clothes, education, and music forms. The Americans also did not approve of the governmental system that Japan was run by, and made them change this as well. The Japanese on the other hand saw American people as barbaric, and did not approve of some of their practices. The Americans were surprised to find out that the Japanese regularly took baths (The Pacific Century). Through the close contact that ensued between both cultures we see how each was able to modernize, and use each other’s ideas. By starting off from modernizing during th e time of Perry we see that Japan, and America would have a lot of similarities which would continue for a long time. This would include Japan exchanging anime with America, as well as seemingly all of America’s electronics. Looking at the two cultures we see so many of the aspects that Japan and America share, but if you look more closely you can see some of the differences they possess as well. Through Gojira, Godzilla, and Them, we are able to see differences between Japanese, and American culture. We see how in Gojira the women such as Emiko are given the scared submissive role, but this is very different from Them, when Joan Weldon is one of the main scientists on the team, and conducts the experiments which may be needed to ultimately save mankind. When you look at Hello Kitty as well you see it as being referred to mainly a cute, furry, fuzzy creature that is irresistible. The emphasis of children is taken into great consideration when it comes to looking at American culture, but this differs when you look at Japan. The hydrogen bomb which was used to kill Gojira was thought to be dangerous, but at the same time the larger picture was what many people were considering, rather than the life of just two people. As the cultures of America, and Japan differed drastically this can explain the paths that they took to become more alike, and exchange cultures. It could explai n the paths that they took in order to be modernized as well as aware of other cultures. Modernity is the idea of discontinuing with the past through a process of social, and cultural change, and most importantly it helps to redefine tradition (Crisis of Modernity). Japan and America were both able to be modernized, by adapting new forms of culture, and seeing ways of life. This can highlight the fact that the Meiji Reform had such significant importance because it was a way for Japan to see how the outside and western world was rather than being close minded, and not seeing all it had to offer. The reason why modernization was so important to these two nations is because it was able to help them fend for themselves, as well as learning new ideas. For instance as Japan entered conflicts with America, they needed to modernize to overcome modernity, an idea which we have been presented with in this class. If they did not modernize then they would be subject to attacks, and other consequences that could have ensued. Modernization was popular to them in this way, and it was also important to the Americans as they tried to have contact with other parts of the world. Looking back at the information I have now I would be able to make revisions on how I look at modernization. Modernization is able to be integrated into pop culture, but it cannot entirely define one culture, just by itself. The reason that this hit me is because a couple weeks ago, I would have thought that the insights that Japan gained from the Meiji Restoration entirely defined their culture, and that is false. Modernizing your culture serves to add layers to the foundation that has already been established. Gojira was a movie produced by the Japanese, for the Japanese, and it helped to convey meaning, and display Japanese culture. This was the same way how Them gave a picture of American culture. This is very important to know because when a country is modernized, such as Japan was and tends to adopt jazz, watch movies, and watch certain movies, their core ideals are still the same as they always are. The way people think does not change just because of new things that they have experienced it just means that they have experienced closer contact with other groups, and people. Gojira w as founded in Japan, which had a thriving movie industry before America came into contact with them, and this movie was essential to Japan. When certain culture has elements that make it popular it becomes popular on a world scale leaving room for the discussion of globalization. Globalization can be in ways tied to modernization, and ultimately affects the relationship on how Japan and America, are similar or different. Globalization is human societies having close contact, and being shaped through global integration, whether it be politics, culture, or anything (Global Policy). Popular culture is important in making cultures such as Japan, and America have close contact because so much can be exchanged. From an American point of view you are able to see just how much we have comes from Japan. Whether it is the anime, Hello Kitty, and most importantly Gojira many things are taken from Japan to America in the great cultural exchange. Some of America’s popular culture has gone to Japan as well in the acculturation process by Japanese being enthralled by some American socialites, and movies as well. Globalization plays a big factor in all of this because without popular culture mediums such as Gojira, and Them there would be no standard that would be tr ying to be met. Culture, and pop culture are so important for so many reasons. They effect globalization as well as, modernization, and everything in between. Without clearly defining one, another one may not be defined. The reason that this comes to be is because culture is the underlying precepts which people have been tought to live by, but at the same time this can mingle with culture. The reason that this crosses in with pop culture is because pop culture is a way that you can at times directly relate to other nations. If you are able to relate to them by the mediums you watch, listen to, or however then they can exchange ideas, and other influences with you allowing them to assimilate them to your culture. At times through assimilating your culture through popular culture this allows you to modernize to keep to the standard which the world is embracing. After you are kept to this standard you are ultimately globalized because everyone is sharing ideas from this point, and afterwards it just b ecomes a natural process.

Informative Speech on Ebola Essay Example | Topics and Well Written Essays - 500 words

Informative Speech on Ebola - Essay Example However, the people who were seroconverted by the Ebola virus did not develop the Ebola hemorrhagic fever. The last known strain Ebola virus strain is the Ebola Cote d’Ivoire that was discovered in the year 1994 (Li and Chen, pg 8). It occurred when an ethnologist was performing a necropsy in Tai forest on a dead chimpanzee infected herself in the process. Ebola outbreak in 2014 is the largest ever in the history of Ebola. It became the first ever Ebola outbreak in West Africa countries and recorded as the world’s first epidemic ever. There are few cases reported in Nigerians Port Harcourt and Lagos. The cases in Nigeria have been associated with a man who had visited Liberia and died of Ebola days later in Lagos. However, the virus has not spread widely in Nigeria. In Senegal, one case of Ebola was reported from a man who had traveled from guinea (Center for Disease control and Prevention factsheets). As per September 18th, 2014, the number of cases counted had risen to 5347 with total deaths of 2630. Among the counted people, 3095 have been confirmed in the laboratory to have been infected by the Ebola virus. The deaths have been experienced across five countries in West Africa among the affect countries are Nigeria, Liberia, Senegal, Sierra Leone and Guinea (Gatherer, pg 5). So far the food and drugs association has not approved a safe vaccine for Ebola virus. Therefore, the prevention modalities are guided by the behavior of individuals when in the Ebola outbreak affected areas. To prevent spreading of the virus, a number of behavioral practices have to be integrated to the people visiting the outbreak areas. According to Centre for Disease Control and Prevention reports, preventive measures involves careful hygiene without any contact with body fluids of infected people, avoid handling items used on the affected people’s body fluids,