Midsummer Nights Dream Essays (1811 words) - Demetrius, Hermia

Midsummer Night's Dream A Midsummer Night's Dream character, Demetrius is very difficult to identify except by his relation to the one he loves, or, more particularly, to the one who loves him. Helena's ridiculous chasing after him and his irritation with her are the primary marks of his character. While in this uncharmed state, he even begins to threaten Helena with bodily harm, coming off as not quite the gracious courtly lover he truly means to be. It's simple to discover his unchivalrous character by how easily his eye was distracted from Helena by Hermia in the beginning. He could be a gentle, loving man if he truly desired, but he takes satisfaction being put in his place by others. In the end, still under the spell of fairy magic and therefore not seeing with true eyes, he seems a bit imbecilic laughing at the acted "lovers" in the play. He doesn't realize it, but he is in a play of his own. Likewise, as with the other characters, what happens to him is far more interesting than the sort of character he is. I.Demetrius' unwelcome deceit and shrewdness and what is discovered A. Since Demetrius only has two lines throughout the entire first act, it shows that he can't stand up for himself, likewise, this lack of speech displays his lack of self-confidence and image: Relent, sweet Hermia, and, Lysander, yield Thy crazed title to my certain right. (Demetrius, 1.1.93-94) Demetrius believes that since he has Egeus' approval, that Hermia should relinquish to him and states that Lysander is going against his privilege. B. Demetrius takes advantage of his stature by claiming Hermia as a right, which truly portrays his instability, but, at the same time shows that in true he loves Hermia. It is absolutely obvious that he is well supported by Egeus: Scornful Lysander, true, he hath my love; And what is mine my love shall render him. And she is mine, and all my right of her I do estate unto Demetrius. (Egeus, 1.1.97-100) He depends on Egeus to display his affection and Egeus concludes by actually enforcing Demetrius' love upon her. C. Initially in love with Hermia, he uses rudeness to ward off Helena's "spaniel" affection, being very ruthless towards the feelings of Helena: I'll run from thee and hide me in the brakes And leave thee to the mercy of wild beasts. (Demetrius, 2.1.234-235) He cares nothing even for her life and just absolutely crushing her dear emotions. D. It always seems that he is usually taking advantage of the situations he is in, like when he tries to pursue Hermia due to Lysander's absence, but uses harsh words: I had rather give his [Lysander] carcass to my hounds . . . . . . . . . . An if I could, what should Iget therefor? (Demetrius, 3.2.66,80) A privilege never to see me more. And from thy hated presence part I [so.] See me no more, whether he be dead or no. (Hermia, 3.2.81-83) Demetrius displays his awful characteristics with such demoralizing words and complete disrespect for Lysander. He will desire any hopes of attaining her affection. She scorns him after hearing these words, never wanting him to see her again. E. Since Demetrius had indeed made some convincing threats of violence against his unwanted love, Hermia automatically suspects him for murdering Lysander: It cannot be but thou hast murdered him. So should a murderer look, so dead, so grim. (Hermia, 3.2.58-59) F. Helena is so true to Demetrius, but he denounces her to a point of no return, threatening to rape her: You do impeach your modesty too much To leave the city and commit yourself Into the hands of one that loves you not, To trust the opportunity of night And the ill counsel of a desert place With the rich worth of your virginity. (Demetrius, 2.1.221-226) This is such a tremendous insult and Helena accepts by "Your [Demetrius] virtue is my privilege." II. The Analogous, Yet Similar: Lysander and Demetrius A. Demetrius and Lysander are somewhat alike, lacking in individuality, virtually indistinguishable. B. Demetrius only seems to love the external beauty of the women and doesn't recognize the inner-beauty with true feelings. As opposed to from Lysander's luring manner, which is based on internal emotions and tries his best to express with passionate words: How now, my love? Why is your cheek so pale? How chance the roses there do fade so fast? . . . . . . . . . . . The course

The Theory of ‘The Zone of Proximal Development’ and ‘Scaffolding’ The WritePass Journal

The Theory of ‘The Zone of Proximal Development’ and ‘Scaffolding’ References: The Theory of ‘The Zone of Proximal Development’ and ‘Scaffolding’ IntroductionSection 1: The Theory of ‘The Zone of Proximal Development’ and ‘Scaffolding’.Section 2: Educational examples of teaching utilising ‘ZPD’ and ‘Scaffolding’.Section 3: Implications of scaffolding on Teaching and the Teacher.References:Related Introduction Section 1: The Theory of ‘The Zone of Proximal Development’ and ‘Scaffolding’. â€Å"The zone of proximal development is the distance between what children can do by themselves and the next learning that they can be helped to achieve with competent assistance† (Raymond, 2000, p.176). Vygotskys socio-cultural theory is widely cited by educators and teachers even today, as they formulate plans on how to get the most from students, challenging them to reach their highest potential. Vygoysky believed that social interaction leads not only to increased levels of knowledge, but that it actually changes a childs thoughts and behaviours and hence develops problem solving. Since it is the goal of parents and teachers alike to help children become high achievers, taking a look at the work of Vygotsky and examining his conclusions seemed the best course for this assignment. Lev Vygotsky’s concept of the zone of proximal development (ZPD) is what has led to the term and concept of learning through scaffolding, as introduced in 1976 by Wood, Bruner and Ross, to describe educational interaction between an adult and a child.   The idea was used to explore the nature of aid provided by a teacher for children learning how to carry out a task they could not perform alone.   Bruner’s ideas of spiral curriculum and scaffolding are related. Bruner (1960) stated that the curriculum should revisit the basic ideas for each subject, repeatedly building upon them until the pupil understands them fully (the spiral curriculum), rather than just to learn the facts. A parallel has been drawn between the notion of scaffolding and ZPD theories of Vygotsky (Hobsbaum,A., Peters,S., Sylva,K., 1996). If teachers wish to provide learning opportunities, they must assess the child’s present developmental level and estimate the ‘length’ of the ZDP. This can be achieved by using current APP grids and assessing the exact level of the pupil and what they need to achieve to reach the next level and progress further.   But, the child must be able to make use of the help of others; the learner needs the ability to benefit from the give-and-take activities and conversations with others (Bruner, 1983).   Vygotsky acknowledged the limits of the ZPD, but most psychological research has emphasized the importance of the role of the environment; including parents and other adults (teachers and care givers) who are ‘expert’ models and guides for a young learner. The full development during the ZPD depends upon full social interaction and the more the child takes advantage of an adult’s assistance, the broader their ‘Zone of Proximal Development’ is. Vygotsky defined scaffolding instruction as the â€Å"role of teachers and others in supporting the learner’s development and providing support structures to get to that next stage or level† (Raymond, 2000, p. 176). Vygotsky refers to what children can do on their own as the ‘level of actual development’. LAD in his view, it is the level of actual development that a standard IQ test measures.   Such a measure is undoubtedly important, but it is also incomplete.   Two children might have the same level of actual development, in the sense of being able to solve the same number of problems on a standardised test.   Given appropriate help from an adult, still, one child might be able to solve an additional dozen problems while the other child might be able to solve only two or three more.   What the child can do with the help is referred to as the ‘level of potential development’ (Vasta, R., Haith, M.M., Miller, S.A., 1995). Scaffolding can take the form of targeted questioning for a specific task or modeling a task, so that a teacher can individualise learning to meet the requirements of each individual student.   However this is dependent on the teacher knowing the pupils’ previous knowledge.   The scaffolds facilitate a student’s ability to build on their prior knowledge and interpret new data or information. The activities provided in scaffolding instruction are at the next learning level beyond the LAD or what the learner can do alone (Olson Pratt, 2000).   The teacher provides the scaffolds so that the learner can accomplish with assistance – the tasks that he or she could otherwise not complete, thus helping the learner through the ZPD (Bransford, Brown, Cocking, 2000). Section 2: Educational examples of teaching utilising ‘ZPD’ and ‘Scaffolding’. If we first review Assignment 2 (appendix one) we can see that the two pupils have considerably differing LAD’s. Pupil Two working at a Level 3C and Pupil One working at Level 2B. This was evident with the amount of scaffolding that each pupil required throughout the task. Pupil Two was able to complete the task with limited scaffolding, as her ‘level of actual development’ was high and through questioning to ensure that she followed a sequence she completed the task. However with Pupil One, a large amount of modelling and leading questions were required to allow her to complete the task because her LAD was at a lower level and her previous experiences of problem solving were limited so she was therefore limited to the experiences she could recall. â€Å"Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).† (Vygotsky, 1978). However approximately four weeks later during my first teaching practice I finished a numeracy unit with a similar problem with a lower ability group. Pupil One who had required a large amount of scaffolding was able to approach the task as she had the experience and the tools to approach this task (appendix two) and complete it with limited support and therefore show that previous experience is vital and that if the pupil is actively listening during the process that it will assist. This is supported by Vygotsky (1978) as he believed that the internalisation of these tools led to higher thinking skills. During assignment four (appendix four, p5-7) we can again see that Pupil One, who is read to at home, using more advanced books, but also regularly reads with a supporting adult. Helped by their parents when they first start learning to speak, young children are provided with instinctive structures to learn a language. Bed-time stories and read alouds are classic examples (Daniels, 1994). She has a higher reading age and has far more reading strategies to ensure that she is a fluent reader, but also through her social background as stated by Vygotsky (1978) she has a greater understanding of the text and the ability to discuss the text. Pupil Two however, reads mainly on her own and is therefore unable to discuss any issues within the text with a more able adult. This restricts her to only one type of strategy, therefore she is working at a whole level behind Pupil One. In assignment three, (appendix three) we can see that this task was an open task to see how problem solving could be developed within ‘Gifted’ and ‘Talented’ literacy pupils. They were asked to create a way of showing next year’s Year 3 pupils what performance poetry is. Therefore the pupils did not have any teacher input apart from giving the seven pupils the objective and explain that they would be filmed to allow observation. By watching the video back we can see that the pupils had to explain and support each other through the task by acting as peer tutors. â€Å"Children also learn from each other by collaborative learning, involving children who are at similar levels of competence working together in pairs or in groups and also peer tutoring, involving a more knowledgeable child providing guidance to another child in order to bring him up to a higher level of competence in a task. Research has shown that this not only benefits the child who is receiving the guidance; it also promotes learning in the child expert.† Maynard 2006. By reviewing the results and the video evidence it is possible to see that an individual pupil would not have achieved a complete task, as they had to discuss and talk through how they were going to choose the poetry, a location and the structure of the film. Each pupil had their own input and they worked together to produce the final film. Section 3: Implications of scaffolding on Teaching and the Teacher. Before discussing the implications of scaffolding, we have to realise that these examples are taken from pupils either individually or in small groups and from a controlled environment, where they do not have any external social factors effecting them. In society today educators need to take into account and realise that teaching in a class of 30, there will be individuals with issues that can be beyond their control and that before teaching we have to take into account the five factors of ‘Every Child Matters’ that if a child has one of these missing they will not be able to focus and learn. One of the primary benefits of scaffolding instruction is that it engages the learner.   The learner does not passively listen to information presented but instead through teacher questioning and prompting, the learner builds on prior knowledge and forms new knowledge.   In working with students who have low self-esteem and learning disabilities, it provides an opportunity to give positive feedback to the students by saying things like â€Å"†¦see what you have achieved so far!†Ã‚   This gives them more of a can do attitude, compared to a; I can’t do this attitude.   This leads into another advantage of scaffolding in that if done properly, scaffolding instruction motivates the student so that they want to learn.   However the significance of the ZPD is that it determines the lower and upper bounds of the zone within which instruction should be pitched. This requires an experienced teacher who understands the current educational level of every pupil. Theref ore Instruction is only useful when it moves ahead of development (Vygotsky 1978 p. 212), leading the child to carry out activities that force him to rise above himself (Vygotshy 1978 p. 213). Therefore, this indicates that working with a class of thirty children means that a teacher would have to take into account thirty LAD’s and ZPD’s. The difficulties of this are self-evident but proficient teachers are able to at least maximise this understanding. Another benefit of this type of instruction is that it can minimise the level of frustration of the learner.   This is extremely important with many special needs students, who can become frustrated very easily then shut down and refuse to participate in further learning during that particular setting. Scaffold instruction is individualised so it can benefit each learner.   However, this is also the biggest disadvantage for the teacher since developing the supports and scaffolded lessons to meet the needs of each individual would be extremely time-consuming. Implementation of individualised scaffolds in a classroom with a large number of students would be challenging, therefore pupils can become grouped within their current ability and LAD that they are currently working at. However as we have previously seen, pupils working as a group can scaffold each other and therefore develop their skills collaboratively. These groups would then benefit from being mixed ability as the higher ability pupil would be able to act as the expert. This would also help to motivate all pupils on task and provide responsibility. Reciprocal scaffolding, a method first coined by Holton and Thomas, is a method that involves a group of two or more collaboratively working together, as we see in assignment three. In this situation, the group can learn from each others experiences and knowledge. The scaffolding is shared by each member and changes constantly as the group works on a task (Holton and Clarke, 2006). According to Vygotsky, students develop higher-level thinking skills when scaffolding occurs with an adult expert or with a peer of higher capabilities (Stone, 1998). This is completely opposed to Paiget’s theory. Another disadvantage is that unless properly trained, a teacher may not properly implement scaffolding instruction and therefore not see the full effect.   Scaffolding also requires that the teacher give up some of the control and allow the students to make errors.   This may be difficult for teachers to do, as teachers are required to plan their lessons and meet specific objectives, the lesson could progress in a completely different direction and therefore not meet that specific objective. So timing of the teacher’s imput is vital, to ensure children do not go too far off track. Although there are some drawbacks to the use of scaffolding as a teaching strategy, I believe that the positive impact it has on the development of pupils, and therefore the success of the lesson, is vital to consider when planning. References: Applebee, A. N. and J. A. Langer, 1983. Instructional scaffolding: Reading and writing as natural language activities. Language Arts, 60/2. Bransford, J., Brown, A., Cocking, R.   (2000). How People Learn: Brain, Mind, and Experience School.   Washington, DC: National Academy Press. Bruner, J. (1960). The Process of Education. Cambridge, MA: Harvard University Press. Bruner, J. 1978. The role of dialogue in language acquisition In A. Sinclair, R., J. Jarvelle, and W. J. M. Levelt (eds.) The Childs Concept of Language. New York: Springer-Verlag. Daniels, H. (1994). Literature Circles: Voice and choice in the student-centered classroom. Markham: Pembroke Publishers Ltd Hobsbaum, A., Peters, S., Sylva, K. (1996). Scaffolding in Reading Recovery. Oxford Review of Education, 22, 17-35 Holton, Derek, and Clark, David (2006). Scaffolding and metacognition. International Journal of Mathematical Education in Science and Technology, 37, 127-143. Maynard, S. (2006). Vygotsky and the Child Apprentice. teachingexpertise.com/articles/vygotsky-and-the-child-apprentice-1428 5/04/2011. Olson, J. and Platt, J. (2000).   The Instructional Cycle.   Teaching Children and Adolescents with Special Needs (pp. 170-197).   Upper Saddle River, NJ:   Prentice-Hall, Inc. Raymond, E. (2000). Cognitive Characteristics.   Learners with Mild Disabilities (pp. 169-201). Needham Heights, MA:   Allyn Bacon, A Pearson Education Company. Stone, C. A. (1998). The metaphor of scaffolding: Its utility for the field of learning disabilities. Journal of Learning Disabilities, 31(4), 344–364. Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.

Biography of Eva Gouel, Lover of Pablo Picasso

Biography of Eva Gouel, Lover of Pablo Picasso Eva Goeul (1885–December 14, 1915) was Pablo Picassos lover during his Cubist collage period in the early 1910s, one of several influential and romantic partners in Picassos life. She inspired a few of his most famous pieces of art, including Woman with a Guitar, which is also known as Ma Jolie (1912). Fast Facts: Eva Gouel Known For: Muse and mistress of Pablo Picasso, 1911- 1915Born: 1885, Vincennes, FranceParents: Adrian Gouel and Marie-Louise Ghà ©rouzeDied: December 14, 1915, ParisEducation: unknownSpouse(s): noneChildren: none Early Life Eva Gouel was born Eve Gouel  sometime in 1885 to Adrian Gouel and Marie-Louise Ghà ©rouze of Vincennes, France. At some point, she adopted the name Marcelle Humbert and claimed to have been married to a fellow named Humbert, but that doesnt seem to have been the case. Like most of the women Picasso met at this time- indeed like many people in the late Belle Epoque (1871–1914) of Paris- Eva kept her background purposefully mysterious, going by different names which came from various sources. In the correspondence of Picassos friends at the time of their alliance, Eva was considered both sweet and calculating, described as a small spicy girl who looked like a Chinese doll by Italian painter Gino Severini (1893–1966). Meeting Picasso Picasso met Gouel in 1911 at the cafe Ermitage in Paris, when she was going by the name of Marcelle Humbert. She was living with the Jewish-Polish artist Lodwicz Casimir Ladislas Markus (1870–1941), a satirist and minor Cubist better known as Louis Marcoussis. At the time, Picasso had been living with his first muse, Fernande Olivier, since 1904. He was diligently absorbed in studies developing Cubism with painter Georges Braque, and Fernande was hotly jealous of that absorption. Fernande and Picasso often went to the Paris cafes with Marcelle and Louis. On a number of occasions, they were all invited to the writer Gertrude Steins home on the rue de Fleurus, which was a popular place for artists and writers in Paris at the time. Stein and Picasso were close friends, but she and her longtime partner Alice B. Toklas didnt spot the relationship between Picasso and Gouel until February 1912. Fernande and Marcelle became fast friends: Fernande confided her miseries to Marcelle, including her unhappiness with Picasso. In 1911, Fernande began an affair with the young Italian Futurist Ubaldo Oppi (1889–1942). She asked Marcelle to cover for her in order to deceive Picasso, but it was a mistake. Instead, Marcelle began a clandestine affair with Picasso herself. Picassos Eve Picasso began his affair with Marcelle- now going by Eva Gouel at Picassos request- in late 1911. He began adding coded messages into his works, using allegorical imagery like bowls of peaches (thats Eva) and jugs with large spouts (thats Pablo). He also added written phrases like Jaime Eva (I love Eva) and Ma Jolie (My pretty one) as elements of the paintings. The famous Woman with a Guitar, the artists first work in Analytical Cubism, painted between 1911 and 1912, contains Ma Jolie, a nickname he gave to Eva after a popular song at the time. Picasso asked Marcelle Humbert to return to a version of her birth name, in part because he wanted to distinguish this mistress from the wife of his friend and fellow Cubist George Braque, also named Marcelle. He transformed Eve into the more Spanish-sounding Eva, and, to Picassos mind, he was the Adam to her Eve. Fernande On May 18, 1912, Picasso told Fernande that he had discovered her affair with Oppi and was leaving her for Eva. He moved out of her apartment, fired the maid and pulled his financial support of her; Eva moved out of her flat with Louis Marcoussis; and the new pair left Paris for Cà ©ret in southern France. In June of 1912, Picasso wrote friend and art collector Daniel-Henry Kahnweiler that I love [Eva] very much and I will write this in my paintings. Horrified, Fernande left the penniless Oppi and decided to seek out Picasso to rekindle their relationship- or so Picasso feared. Tucked away from the frantic Paris lifestyle in Cà ©ret, close to the Spanish border, Picasso and Eva got wind of Fernandes impending visit. They quickly packed and left instructions not to let anyone know of their whereabouts. They headed for Avignon and then met Braque and his wife in Sorgues later that summer. Death and Legacy In 1913, Picasso and Gouel visited Picassos family in Barcelona, Spain, and talked about marriage. But Picassos father died May 3, 1913, and that same year, Eva either contracted tuberculosis or developed cancer. By 1915, she spent weeks in the hospital. Picasso wrote Gertrude Stein describing his life as hell. Eva died in Paris on December 14, 1915. Picasso would live until 1973 and have dozens of affairs, a handful of which were well-known relationships with women, all of whom affected his art and life. Known Examples of Eva in Picassos Art: Picassos period of  Cubist collages  and papier collà © flourished during his affair with Eva Gouel; he also took two photographs of her. A number of his works during this time are either known or thought to be of Eva, the best-known of which are: Woman with a Guitar (Ma Jolie), 1912.Woman in an Armchair, 1913, Collection Sally Ganz, New YorkSeated Woman (Eva) Wearing a Hat Trimmed with a White Bird, 1915-16, private collection.Eva on Her Deathbed, 1915, pencil drawing, private collection Sources McAuliffe, Mary. Twilight of the Belle Epoque: The Paris of Picasso, Stravinsky, Proust, Renault, Marie Curie, Gertrude Stein, and Their Friends through the Great War. Lanham, Maryland: Rowman Littlefield, 2014.Otterstein, Pola. Pablo Picasso And His Women. Daily Art Magazine, November 28, 2017.Richardson, John. A Life of Picasso: the Cubist Rebel, 1907–1916.  New York: Alfred A. Knopf, New York.  Tucker, Paul Hayes. Picasso, Photography, and the Development of Cubism. The Art Bulletin 64.2 (1982): 288-99. Williams, Ellen. Picassos Paris: Walking Tours of the Artists Life in the City. New York: The Little Bookroom, 1999.

Dont know Essay Example | Topics and Well Written Essays - 500 words

Dont know - Essay Example That was when I decided to grow up fast, not only to be given the opportunities to explore the world; but more so, to start an intimate relationship with coffee. The first cup of sought of coffee was ultimately luxuriated in when I was in my teens. After years of intent and discreet observation of mother quietly humming while fixing the brewing coffee pot, I finally had the courage to fix one of my very own on a fatefully cold and breezy Sunday morning. Everybody was still tucked peacefully in bed and the sleepy sun was still brazed in oblivion like a black grizzly bear in hibernation. Slowly and ultra-quietly I crept to the kitchen cupboard to open the newly bought canister of Folgers Gourmet coffee in Caramel Drizzle flavor. I prepared the coffee maker and as I opened the lid, the aroma was just invigoratingly inviting. The smell permeated slowly and intensely to one’s nostrils and then, the desire immediately crept to one’s palate, like a thief that carefully planned its next attack. Amidst the darkness of the kitchen, where I lit a small soft light through the immaculately clean counter’s night lamp, I was able to me asure the clear water to my desired level, as religiously observed from mother’s skilled hands. Carefully and slowly, I poured the measured water in the carafe and returned it on the heating plate. Then, nervously at first, I diligently measured two fully filled tablespoons of Folgers Gourmet coffee, continuing to be exhilarated by the engulfing aroma. I waited patiently as I turned on the coffee maker, to what seemed to be eternity, like a young teen-ager expectantly waiting for the coming of a persistently determined lover. When the anticipated wait was finally over, the moment remarkably coincided with the break of the first morning sunlight, as the sounds of early rising birds started chirping through the nearby tree canopies. At last, the

Literature Review Memo Proposal (formative assessment)

Memo Proposal (formative assessment) - Literature review Example Furthermore, through the literature review memo, the choices and applications of the words could be understood better, especially in relation to the framing of scientific research. Simultaneously, the literature review memo also assisted in understanding the pattern of writing and strategies in the selection of languages during the framing of scientific research. One of the parameters to compare the selected articles in this literature review is the writing style followed by the authors. Considering this particular parameter, Stephen Peckham and Niyi Awofeso, authors of the article â€Å"Water Fluoridation: A Critical Review of the Physiological Effects of Ingested Fluoride as a Public Health Intervention†, have applied present indefinite tense and present perfect tense throughout the article; for example ― â€Å"Fluorine is the world’s 13th most abundant element and constitutes 0.08% of the Earth crust† (Peckham and Awofeso, 2014). The authors hardly applied past tense while describing preceding occurrences. Both the authors have applied passive voice sentences in order to express their thoughts, as can be observed with reference to their statement ― â€Å"Despite this community water fluoridation is endorsed by the World Health Authority, the US Public Health Agency, and most dental and public health org anisations as a safe and effective method of reducing dental decay (i.e., caries), a major global public health problem affecting 60–90% of schoolchildren and the vast majority of adults† (Peckham and Awofeso, 2014). On the other hand, Ling et al. (2013), in the article titled â€Å"Evaluation of the Toxicity of Fluorine in Antarctic Krill on Soft Tissues of Wistar Rats†, have attempted to inform audiences about the toxicity of fluorine in Antarctic krill. Considering the writing style followed by the authors in this article, it can be observed apparently that the authors have applied the present

Muhannad - Arabia, in 600CE Essay Example for Free

Muhannad Arabia, in 600CE Essay In Arabia, in 600CE, two large tribes called the Quaraish and the Hanifs inhabited a sacred city known as Makkah. The most important tribe in Makkah at this time were the Quaraish. The Quaraish consisted of merchants who had control over the Kabah (an ancient temple) and Makkahs water supply. This tribe organised protection for the merchants who travelled through Makkah. The Quaraish made profit out of the traders who passed through Makkah and the provisions given to pilgrims who came there to see and worship the idols. The Hanifs were the other major tribe who inhabited Makkah. They consisted of moral tribesmen who despised the Quaraishs selfishness and greed for money. This group of people were very holy and believed that there must only be one God. They believed that this one Supreme Power created everyone and everything and the worship of idols was an insult to him. They detested peoples devotion to icons of different Gods such as Al-Lat (the life-force). The Hanifs were sacred people who prayed regularly and often sought solitude to worship God. They believed that this one God had sent prophets such as Moses to Earth to try and purify peoples hearts and bring them closer to God. MUHAMMADS EARLY LIFE Muhammad was grandson of Abd-al-Muttalib. Abd-al-Muttalib was a member of the Hanif, and a man famous for his devotion to God and for his visions. His son, Abdullah, married a woman called Aminah, who was soon pregnant with his child when Abdullah suddenly died. The child that was born was named Muhammad. When Muhammad was born he was given to a Bedouin woman called Halimah as all Quaraish children at that time were. This was done so that children would be brought up away from the disease and impurities in the air in the city. At the age of six Muhammad was returned to Aminah who proceeded to die later that year. Luckily Muhammads devoted grandfather, Abd-al-Muttalib, took him in and cared for him until he died two years after that. Now Muhammad was passed onto his uncle, Abu Talib, who was a wealthy merchant. Living under the care of his uncle, Muhammad became a loyal and hard-working shepherd. LEGENDS Many legends have been created about Muhammad and his life. These legends were created to make Muhammad look greater and more powerful than he was. During his lifetime, Muhammad disapproved of all these myths about him and denied all of them. One of the legends about Muhammad was that he had his heart removed from his body by two angels. They then weighed his heart against other men but even with the whole communitys hearts weighed against his, his still weighed the most. Muhammad insisted that he did not and could not perform miracles; he was just a devoted follower of God. MUHAMMADS PERSONALITY Muhammad grew up to be a thoughtful young man who was kind and decisive. He continuously impressed the merchants that he worked with including Khadijah, a wealthy widow who employed Muhammad to supervise her caravan trade. When Muhammad was just 25 years old, Khadijah asked him to marry her; he accepted. Despite Khadijah being 15 years older than Muhammad, she became the love of his life until her death 25 years later. During her lifetime, Khadijah stood by Muhammad all the way and supported him in every possible means. When she died she left Muhammad with four daughters, Zainab, Ruqaiyyah, Umm Kulthum and Fatimah. Muhammads two sons, Qasim and Abdullah, unfortunately both died in infancy. Zaid ibn Haritha, the slave boy of the household, was devoted to Muhammad. When Zaids father found him after years of searching, he offered to buy him back. Muhammad left the choice of what to do up to Zaid himself, and he decided to stay with Muhammad. Muhammad was so touched by Zaid ibn Harithas decision to stay with him that Muhammad immediately released him and adopted him as his own son. Ali, son of Muhammads uncle, Abu Talib, was another child in the household. Muhammad chose to look after Ali when Abu Talib fell under hard times. THE NIGHT OF POWER In the year 610CE, Muhammad was once again meditating during Ramadan when an event happened which changed his life forever. Muhammad was 40 years old at the time and was praying alone in a cave on Mount Hira when he suddenly heard a voice calling his name and commanding him to proclaim or recite. Unfortunately Muhammad was illiterate and could not read the scroll of silk which he saw ahead of him. Suddenly the angel Jibril appeared to him. This was the same angel who had appeared to prophet Ibrahim and to Mary and Jesus in times past. Now Jibril was near to Muhammad and he ordered him to read the writing on the scroll. Muhammad told the angel that he could not read the writing for he was unlettered, but the angel ordered him again and again to read the scroll and Muhammad began to feel the tension building up within him. Suddenly he felt something seize him, it gripped him so tightly that he could not breathe and he thought he would die. But suddenly Muhammad knew in his heart what the words said, and he whispered them hoarsely: Proclaim! In the name of your Lord and Sustainer who created Man from a clot of congealed blood, speak these words aloud! Your lord is the Most Generous One He who has taught the Pen, Who reveals directly Things beyond human knowledge. Muhammad had been chosen as a messenger of God because he was a devout man who worshipped the Lord. After Muhammad received this message he had to wait 2 years until he received another. This was Gods way of testing Muhammad and seeing whether he would be tempted to tell everyone about what he had seen. When Muhammad reached home after his shocking revelation, he told his wife, Khadijah, about what had happened. She went to her wise 100-year-old cousin, Waraqa ibn Nufal, for advice and after he was quite sure that Muhammads story was truthful, Khadijah became the first person to believe the message Muhammad revealed. The second person to believe Muhammads story was Ali, the next was Zaid and the next person to believe him was his close friend Abu Bakr. Two years later, Muhammad was still fearful and anxious about what the message might mean, when the angel Jibril appeared to him again. The angel said to him: O you wrapped arise and warn! Glorify God! Make your garments pure! Give up all uncleanness. Give, without expecting any return. For the sake of your Lord, endure with patience! Now that Muhammads time of waiting was over, he could go out and tell everyone about the messages he was receiving. THE REVELATIONS Most of the messages that Muhammad received from God after the Night of Power came to him in visions. They all shared the following similarities: Muhammad knew when they were about to happen. Each revelation was attended by dramatic phenomena, such as shaking or trances. Each one made the prophet feel close to death and that he was leaving his body and he might not re-enter it. At the end of each revelation Muhammad would appear as usual again and he would repeat what he had been taught. Sometimes Muhammad would lose consciousness during his visions. Sometimes he would receive the message instantly and sometimes Jibril appeared to Muhammad in the form of a man to transmit messages (not in visions). ABU TALIB AND KHADIJAH When Muhammad was 50 years old his uncle Abu Talib died. Abu Talib had looked after Muhammad all his life and had stuck by him even when many hated him. Muhammad had always been very close to his uncle who had protected him when he was vulnerable and his death made him depressed and very unhappy. At the end of this saddening year his beloved wife Khadijah also died at the age of 64. Although Muhammad was deeply upset by their deaths, he accepted that everyone dies eventually and he tried to carry on preaching in Gods name. THE NIGHT JOURNEY It was probably during this traumatic experience that Muhammad had an experience which changed his life forever. The Night Journey (or Laylat-ul-Miraj) was not recorded very accurately in the Quran and it is therefore hard to know exactly what happened in this event. When the prophet was asleep in his home in Makkah he was awoken by the angel Jibril. Muhammad then went with Jibril to Jerusalem riding on some kind of a Pegasus called Lightning. From Jerusalem, Jibril took Muhammad through the seven heavens and was shown paradise and hell. On his way through the heavens, Muhammad met and spoke to other prophets such as Isa and Musa. With Musa, Muhammad decided and set the number of times a day a Muslim should pray to God. It was finally fixed at 5 times a day although Muhammad originally thought 50 times was a sufficient amount. Eventually the prophet Muhammad travelled on with Jibril to the highest heaven of all: the throne of God. When he arrived here, neither Muhammad nor the angel could approach any closer and he experienced a sensation which he never again felt or could describe properly. All he could see was pure light and he was aware only of great peace as time stilled and thoughts and feelings disappeared. The experience soon ended though and Muhammad had to once again travel to Earth. To Muhammads astonishment, when he got home, he found that everything had remained exactly as he had left it. The place he had previously lain was still warm and the cup he had knocked over was still emptying. This experience brought great confidence and strength to Muhammad and it encouraged him to carry on with the knowledge that God was always with him. Muslims believe that this night was one of great importance, as it showed them what the ascension to Heaven would be like. It showed them that the soul abandons the weak and dishonest nature of the human body and you travel to a place where only pure bliss is possible. MUHAMMADS DEATH In 632CE, Muhammad fell ill with a fever and violent headaches. He was only 63 but he became weak and tired. He asked his wives if he could be moved into his youngest wife, Aishahs room. Even though he was feeble he still attempted to reach the praying place outside every day until his death. When he could not lead the prayers anymore, his good friend Abu Bakr took his place. On his last day on Earth, Muhammad, after leading the dawn prayer, lay in Aishahs arm and said, Lord grant me pardon. I have chosen the most exalted company, in paradise; then he died. Muhammad was buried where he died, in Aishahs room, and his tomb is still there even today. ISLAM The religion known as Islam was begun by Muhammad and it is still continued today. Since that day when Muhammad went on The Night Journey, Muslims have kept the number of times to pray each day at 5 times. All Muslims believe that God is responsible for every part of human life and he knows and sees all. Every Muslim tries to lead a peaceful life and pass the test set for all souls on Earth.

The Great Fall of Authority :: Essays Papers

The Great Fall of Authority As Alice journeys through Wonderland and Looking-glass Land, she encounters a variety of characters whose nonsensical assertions call into question her tacit ontological assumptions. The strange logic these characters introduce to Alice forces her to acknowledge and reevaluate learned perceptions that she had previously accepted as objective truths. Because many of Carroll’s absurdities bear an exaggerated but recognizable resemblance to observable phenomena in society, the paradoxically meaningful nonsense causes Alice (and the reader) to experience epiphanies about the nature of the phenomena Carroll satirizes. In this way, Carroll cleverly, and ironically, uses nonsense to raise consciousness. Specifically, Carroll employs nonsense in the Alice books to construct a satirical, dystopian view of authority. One example can be inferred from Alice’s humorous inability to remember her lessons, or memorized propaganda from schoolmasters (who have authority over knowledge). Because Alice suddenly cannot remember what these schoolmasters have forced her to learn, the lessons are consequently illustrated as useless and asinine, and the teachers as senseless, counterproductive and undeserving of the position of authority they have secured. Carroll ultimately ridicules authority figures, pedagogues in particular, through the character, Humpty Dumpty. His hyperbolic depiction of Humpty Dumpty as a narcissist, a pedant, and a charlatan exposes authority figures for what they often are: unnecessary, and even disadvantageous. Humpty Dumpty’s narcissism is immediately apparent. As soon as Alice stumbles upon him, Humpty Dumpty proclaims his self-importance and implies Alice’s inferiority. He is extremely defensive and unwilling to consider any remark that he perceives as potentially criticizing, since he believes himself to be a superior creature. The egg therefore responds to Alice’s unintentionally insulting comments by ridiculing her, thereby shifting the negative attention to Alice so that he can preserve his inflated self image and gain control over the conversation. In addition to belittling Alice to demonstrate his power, Humpty Dumpty egregiously boasts about his connection with the King to illustrate his elite status. Humpty Dumpty’s arrogant behavior, including bragging about his affiliation with the King, can primarily be attributed to the power and authority he believes he deserves for being an intellectual. Humpty Dumpty clearly views himself as extraordinarily bril liant; he is so inordinately intelligent that he knows the answers to all questions (232). While Humpty Dumpty knows everything, everyone else, particularly Alice, knows nothing: â€Å"’Wrong!’ Humpty Dumpty exclaim[s] triumphantly.... ‘You don’t know what you’re talking about!’† (235, 237).

Child of the Americas Essay

In the poem, â€Å"Child of the Americas,† Aurora Morales uses the literary element of repetition to illustrate how different cultures around the world can come together and become one as a whole. â€Å"I am a child of the Americas†¦I am a U. S. Puerto Rican Jew†¦ I am not Africa. Africa is in me†¦ I am not European. Europe lives in me†¦ I am new. History made me†¦ I am whole,† (Morales). Morales’ use of repetition illustrates all of the different characteristics she feels in her life. By using â€Å"I am†, Morales shows how she actually is a child of the Americas and a U. S. Puerto Rican Jew, however, she uses â€Å"I am not† to explain how she is not Africa nor European, but she believes Africa and Europe are part of the person she has become. The different ethnicities and locations mentioned show how each part of the world has influenced her way of being. Morales states that history has led her to becoming the person she is today. The conclusion of Morales’ poem ends with â€Å"I am whole† demonstrating that everyone has a piece of a culture in them that make them whole, no matter where they come from. Throughout, â€Å"Child of the Americas† Morales exemplifies how one person can have numerous cultures, be different ethnicities, or come from several locations, and still come together with other parts of the world and be a whole. Citations Morales, Aurora. â€Å"†Child of the Americas† by Aurora Levins Morales. † Child of the Americas by Aurora Levins Morales*. (2011): n. page. Web. 23 May. 2013. .

Lab Report Daphnia

Effects of Alcohol, Caffeine, and Temperature on the Heart Rate of Daphnia magna Joseph Ezra Gallo BY124L MW 8:30-11:30 Introduction Ectothermic animals are animals whose body temperature is affected by their surroundings. This means that if the environment is cold the animal will be cold. If the environment is warm the animal will be warm. This is because the animal doesn’t have the capability of regulating its body systems to keep a constant body temperature. When an ectothermic animal is cold, its heart rate will lower.When the animal is warmer, the heart rate will raise – as long as the temperature isn’t sufficiently high to harm the animal. (Campbell, 2005) Alcohol is a depressant. This means that body systems will slow down when alcohol is introduced. In particular, the heart rate will get consistently lower. If too much alcohol is added, it will result in the death of the animal. The alcohol acts by inhibiting the nervous system. (LaFave, 2003) After an in toxicating exposure to alcohol, an organisms system will be impaired for an extended period of time. Caffeine is a stimulant.It will work by causing the nervous system to work faster. Also, it will cause the blood vessels to constrict. (LaFave, 2003) These effects will work together to increase an animals heart rate. Under normal circumstances, the heart rate will increase as more caffeine is added. At some point the high concentration of caffeine will cause the heart to stop functioning. The effect of one outside substance can impair the effects of other substances. In this experiment we will intoxicate an organism. As a result, the nervous system will have difficulty responding when we introduce a stimulant.The caffeine will have no effect on the organism, because it will be insufficient to overcome the effects of the alcohol exposure. Background Daphnia magna is a freshwater ectothermic crustacean commonly referred to as a water flea. Its body is transparent. Because of its trans parency we can observe the effects of substances on its body without surgical procedures. We can observe the heart of the Daphnia to be dorsal to the backbone, just behind the head. (Helms, 1998) The average Daphnia has a heart rate of about 180 beats per minute under normal conditions.We will observe the effects of temperature fluctuations, alcohol, and caffeine on this ectothermic animal. Hypothesis Hypothesis 1: The hypothesis is that lowering the temperature of the surroundings of the ectothermic Daphnia magna will cause its heart rate to lower, and raising the temperature will increase heart rate. Hypothesis 2: The hypothesis is that the heart rate of Daphnia magna will decrease as higher concentrations of alcohol solution are introduced to the system. Hypothesis 3: The hypothesis is that the heart rate of Daphnia magna will increase as higher concentrations of caffeine solution are introduced to the system.Materials and Methods For the sake of time, the experiment was split in to two parts and each part was performed by a different team. One team worked on the effects of temperature changes on heart rate. The other team worked on the effects of Alcohol and Caffeine on the heart rate. Both teams obtained a plastic pipette and cut off the tip at the first graduation from the bottom to allow Daphnia magna to fit into the pipette. The teams each obtained a depression slide and smeared a small amount of petroleum jelly on one of the wells.Any excess petroleum jelly was wiped off so that there was only one layer on the well. Then each team used their pipette to draw a Daphnia magna from the jar and placed it on the petroleum jelly covered well. A Kimwipe was used to draw off excess fluid from the slide. Then one drop of solution was placed on the Daphnia magna to prevent it from drying out. Each slide was placed on a dissection microscope and the heart was located using the Helms manual and help from the lab instructor. Then one minute was given for the Daphnia magna to calm down.The following was the procedure used by the temperature team. After the Daphnia was given time to calm down, the team took a reading of its heart rate at room temperature (27 degrees C). The reading was taken by counting the heart beats for ten seconds and then multiplying by six to yield beats per minute. Next, a glass Petri dish was filled with ice water at five degrees Celsius. The cold water Petri dish was placed on the stage of the microscope, and the Daphnia was placed on top of the dish. When the Daphnia had been given a minute to acclimate to the changes, another heart rate reading was taken.Then the same procedure using the Petri dish to changed environmental conditions was used with cold tap water (23 degrees), warm tap water (30 degrees), and hot tap water (45 degrees). A heart rate reading was taken for each temperature. The following was the procedure used by the team that introduced chemicals into the environment of the Daphnia. First a zero reading was taken before any chemicals were introduced. The zero reading was an observation of the Daphnia’s heart rate before any substances were administered. All fluids were drawn off the slide using the corner of a Kimwipe.Then two drops of two percent alcohol solution were dropped onto the Daphnia. After a minute a heart rate reading was taken. The same procedure, including using the Kimwipe to draw off previous solution, was then used with four, six, eight, and ten percent solutions. A heart rate reading was taken after each solution was introduced. After the last alcohol solution a Kimwipe was used to draw off all of the solution and a drop of Daphnia culture fluid was added. After a minute another zero reading was taken. The team then used the same procedure used with alcohol to introduce caffeine solution of the same concentrations.Heart rate readings were taken after each solution. Results Table #1: Effect of Temperature Variations on Heart Rate of Daphnia magna |Temperatu re (C) |Heart rate (beats/minute) | |Room Temp. |224 | |5 degrees |146 | |23 degrees |182 | |30 degrees |214 | |45 degrees |0 (dead) |As the environment got further away from room temperature the effects were more pronounced. The heart rate got increasingly lower as Daphnia was placed in colder environments. The heart rate was 224 bpm at room temperature, then 182 at 23 degrees, and then 146 at 5 degrees. When the temperature was considerably higher than room temperature the Daphnia could not handle the extreme, and it died. Death occurred at 45 degrees. (Table 1)Table #2: Effect of Alcohol Solutions on Heart Rate of Daphnia magna |Concentration of Solution |Heart rate (beats/minute) | |0% |126 | |2% |84 | |4% |57 | |6% |42 | |8% |30 | |10% |18 | As higher concentrations of alcohol were introduced, the heart rate of Daphnia lowered on a steady trend. Heart rate was 84 bpm with 2% alcohol, 57 bpm with 4% alcohol, and 42 bpm at 6% alcohol. It can also be observed that the resting hear t rate of this Daphnia was considerable lower than that of the Daphnia used in the temperature experiments. (Table 2) Table #3: Effect of Caffeine Solution on Heart Rate of Daphnia magna |Concentration of Solution |Heart rate (beats/minute) | |0% |6 | |2% |6 |4% |6 | |6% |6 | |8% |6 | |10% |0 (dead) | The zero heart rate was lower than the heart rate at the highest level of alcohol concentration. As higher concentrations of caffeine solution were introduced, there was no effect on this Daphnia. When a ten percent solution was added the heart stopped. (Table 3) Discussion Table 1 showed the trend of Daphnia magna’s heart rate lowering as temperatures were lowered.Based on this data it can be reasoned that Daphnia’s heart rate will lower anytime it is introduced to a colder environment. At some point Daphnia would freeze and die, but barring that point the heart rate would get lower and lower with colder temperatures. Along the same line of thinking, increasing envir onmental temperatures would increase Daphnia’s heart rate until the temperature is too high for survival. This data did not completely support the hypothesis because there was no provision for the possibility of death in the hypothesis. If the data had supported the hypothesis the Daphnia would have had a higher heart rate at 45 degrees rather than dying. Table 2 showed the effects of alcohol on Daphnia’s heart rate.The higher the concentration of alcohol, the lower Daphnia’s heart rate got. It can be assumed that this trend would continue until the Daphnia died. This data supported the hypothesis. Table 3 showed the effects of caffeine on Daphnia. This table showed no trend. As a result of the lack of a trend, this data did not support the hypothesis. This can be explained several ways. First, it could have been experimental error. The solution team could have forgotten to use a Kimwipe to remove an alcohol solution from the Daphnia. There also could have been errors in the way Daphnia was handled. Another possible explanation was that the Daphnia was too weak from the beginning.The Daphnia in the temperature experiments had a considerably higher heart rate than that of the Daphnia used in the solution experiments. This could show that the solution Daphnia was weak at the onset of the experiment. As a result the alcohol exposure was unrecoverable for that Daphnia. The ectothermic qualities of Daphnia explained the effects of temperature on the animal. (Campbell, 2005) Daphnia was more tolerant to lower temperatures than to higher temperatures. This was expected since Daphnia usually lives in cold water. (LaFave, 2003b) The alcohol affected Daphnia as expected. (LaFave, 2003) When the caffeine was introduced to the system, there was no change. This was not what we expected based on knowledge of how stimulants affect animals. LaFave, 2003) This can be explained by the excessive nervous system inhibition caused by the alcohol. This experimen t can be used to show the practical application of chemicals and temperatures in regulating body function. It showed that a standard temperature is most preferred by an ectothermic creature. It also shows that chemicals can be introduced if there is any reason to sedate or revive a creature. These things have an obvious practical application in the medical field. Another application is in biological research when samples need to be kept alive, sedated for viewing, or revived. Conclusions 1. Daphnia magna is influenced by certain environmental conditions. 2. Daphnia magna cannot function in extreme situations. 3.Daphnia magna was unable to recover from the high alcohol concentrations. 4. The ectothermic nature and transparency of Daphnia magna made it very easy to observe the effects of environmental changes. Bibliography Campbell, Neil. , Jane B. Reece. 2005. Biology, 7th ed. Beth Wilbur ed. Benjamin Cummings Publishing, San Francisco, CA. pp 833-834. Helms, Doris. , Carl Helms. , R obert Kosinski. , John Cummings. , 1998. Biology in the Laboratory, 3rd ed. Judith Wilson ed. W. H. Freeman and Company Publishing, New York, New York. pp. 38-14 – 38-16 LaFave, N. Virtual Water Flea Experiment. http://www. geocities. com/nck12nlafave/daphnia. htm. 2003.

The successful implementation of social networks for fashion marketing

The successful implementation of social networks for fashion marketing Abstract Fashion marketing is a dynamic process that requires dynamic creation of the available opportunities in order for any fashion to stay afloat. The use of social networking sites has become the in thing in the realm of advertising. People and companies are taking advantage of the rate at which the social networking sites are visited in order to market their products.Advertising We will write a custom dissertation sample on The successful implementation of social networks for fashion marketing specifically for you for only $16.05 $11/page Learn More This paper seeks to establish the way the social networking sites can be used by various people and organizations in the establishment of the right markets for the fashion products. Introduction The current day proliferation in the use of the internet in the world has really transformed the way people can interact. The internet has been able to compress the world into one digital village where interaction w ith the rest of the world does not require one to leave the comfort of their sitting room or the desk at their workplaces. One of the factors and tools that have made this a reality is social networking. Social networking sites have become the code of the day. There are various sites which offer social interaction capabilities such that people can communicate with their friends and families situated in diverse localities throughout the world and update them on their day to day activities as and when they happen. Some of the sites in use today are facebook, twitter, friendstar, MySpace, flicker, zanga, Slashdot, dodgeball, bibo, blogger and so many others. Twitter and facebook comprise of the most visited and the most famous social networking sites. Fashion marketing includes the analysis, development and marketing of current fashion trends into the sales department for the invention of the right sales strategies. Marketers in the fashion industry are involved in researching about th e current trends in the fashion world, the industries and the people concerned and also the reason as to why the trends are so popular. The simply are focused on the people who are interested in their products. Fashion marketing is a very dynamic process. This is mainly due to the spontaneous changes that are visible in the fashion industry. The competition is very stiff and requires the necessary stakeholders to be always on their toes or else they will find themselves trailing behind the rest in the fashion market (Gunasekaran, et al, 2002).Advertising Looking for dissertation on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Integration of social networking sites and fashion marketing therefore tends to be one of the most attractive decisions that a fashion marketer can take. Today, social networking sites are recording the highest number of visits in an hour. This entails that once a product is advertised t hrough the sites, there is a very high probability that so many people will be able to know about the product. This paper looks at fashion marketing and seeks to garner more knowledge on the use of social networking sites in this industry. The paper will begin with a background and a review of the topic. This will be closely followed by the objectives of the study and the methods that will be used to gather information in the research project. A conclusion will wind up the paper stating some of the important lessons learnt in the paper. Literature review In this section the paper seeks to describe how the popular internet social connection platforms can be used to market fashion. Bohdanowicz Clamp (1994) state that â€Å"marketing plays a vital role in the fashion industry†, since social networks can be an effective marketing tool, this paper discusses how the fashion industry can use these networks to leverage its marketing strategies. Social networks are a meeting point fo r people. Networks like Facebook, Twitter, provide a means for people to link up with new people or old friends. They are also used by professionals to enhance their odds of career development. Social networks provide the opportunity to upload or download photos and videos. This ascertains their genuineness in a particular social circle, industry or just keeps them in touch with their contacts. Business establishments have noticed the impact that social networks are having on the way people communicate, connect are meet. As a result social networking has become a platform where people can be introduced to products and services (Elliott, 1991). This has resulted in the development of relationships between the sellers and buyers of products and services (Marzo-Navarro, Pedraja-Iglesias, Rivera-Torres, 2004,p 420-423) How social networks can be an effective marketing tool Since businesses discovered that social networks can be used as an effective marketing tool, marketers have been o verlooking the real purpose of why social networks were setup in the first place. Some networks, like Twitter and Facebook were setup to connect friends. Others like LinkedIn were setup to connect people of the same professions. People want to belong to groups with other people of similar interests and backgrounds. Social networks fulfill this need and they have now redefined the use of the internet and it is now being used to connect people more than ever before regardless of the geographical constraints.Advertising We will write a custom dissertation sample on The successful implementation of social networks for fashion marketing specifically for you for only $16.05 $11/page Learn More Social networks have enabled fashion marketing to be easier and more effective because they provide a marketing latency that can be used to greatly enhance any fashion marketing campaign. The internet has, however, been a fashion marketing tool for businesses, the main depa rture from tradition is that increasing competition in the global marketplace has forced businesses to look for new ways of maintaining customer loyalty and increasing market-share in increasingly saturated markets (Marzo-Navarro, Pedraja-Iglesias, Rivera-Torres, 2004, p434). Businesses now use less of the traditional methods of directing internet traffic to their websites by optimizing the process of link building. They now employ social networks to communicate their message. Social networks are an effective tool for marketing because thousands potential customers are communicated to whenever they visit the firms social page (Kotler Eduardo, 1989). Traditionally, the use of search engines for marketing called for the creation of content that contained a lot of the keywords that the site creators aim to call attention to, which would then be supported by the getting as much links as possible to be directed to your page with the keywords as the anchor links. Social networks introdu ced a new approach that forces you to use the traffic that you get from the internet and facilitating them to discuss about the targeted topics that the marketer would like to be the key points. Social networks can provide thousands of simultaneous connections whenever friends share or discuss any particular topic. Over time, casual mentions and discussions of a product can lead to full product endorsements (Hines, 2007). The established product endorsements can easily reach new connections exponentially as more people are made aware by their friends and contacts. Traditionally, internet-search-engine based marketing techniques relied on directing traffic to your site through links, nowadays social networks have made this more effective by having people direct each other while in their discussions, which is the equivalent of people being directed to your product site based on the opinion of their friends.Advertising Looking for dissertation on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Attributes of marketers that make them use social networks effectively Social networks mirror the way people get connected to each in real life relationships. The social theory of connection: â€Å"Six Degrees of Separation† states that anyone can meet anyone else by being connected to the eventual contact by five intermediary contacts. This theory is illustrated by the way social networks facilitate connections that can be used to create marketing opportunities (Moore Fairhurst, 2003, 385). In terms of the connection theory, marketing can be carried by people who facilitate connections under three categories, namely: Connectors Mavens Salespeople Connectors. When a marketer is running a campaign, there are people who are already connected to her, and the marketer is able to connect to many more others (McKee, 1992), because her major goal is to reach out to as many people as possible. The marketer will therefore act as the connector between people from diverse cultures a nd backgrounds. (Bohdanowicz Clamp, 1994)If a product can be considered as germ, then the marketer acts as the vector of the germ, because they come across many people than others do. Mavens. Marketers, who employ the tactic of spreading the word about a good thing, fall under this category. They have the skills to initiate a buzz about a good thing. Once a widespread interest has been sparked, the connectors spread it even further. Salespeople. These are the type of people that easily persuade others about the marketing message of a particular campaign (Bohdanowicz Clamp, 1994). They convince those that are hesitant about the message that they deduce from a particular marketing call. How Social Networks Can Increase the Return of Investment of the Fashion Industry In this section, the paper discusses how social networks have contributed to the returns on the investments of the fashion industry by describing how they have been used to make fashion marketing more efficient and far reaching. According to Easey (2009), the fashion industry has always relied on classic methods of doing business, which generally shun the extensive integration of technology into its practices. The industry is more people oriented, most of the production process relies on the physical input of people, as an illustration, the design process is usually done by hand. In the recent past, however, the fashion firms have been increasingly employing technology to increase the production efficiency and source material quality assurance. Fashion marketers have until recently relied on the information provided by the retailers of fashion products to determine those products that might do well in the market. Even recorded sales data could not be used to accurately determine which products would generate good sales in the future. Social networks could be however be used to measure the response of the consumers to a particular design, which would lead to better projections of the fashion sales . This gives the producers the advantage of manufacturing quantities that they are sure of selling instead of releasing products that would produce a glut in the market (Selden, 1996). Fashion retailers have been facing a problem of having to deal with the huge quantities of returned merchandize. Products get returned when they do not fit the customer appropriately, the material that made the product is of a quality that the customer did not expect or the customer is just not satisfied with product. Fashion social sites like MyShape have solved this problem by enabling people to create their profiles which enables the fashion producers to be creating products that are accurately tailored to the needs of the customers. According to Andersson, et al, (2004) marketing should be carried out so as to have the maximum possible impact on the intended consumers; this is what social networks are achieving by increasingly turning window shoppers into actual fashion buyers. An analysis of the preferences of the connected customers enables the fashion retailers to offer what would is in demand, thus fulfilling the actual fashion needs of the customers. Retailers can post images of what they offer and according to the comments of the members of that network; they can fine tune their offers accordingly (p 110). While some social networks are providing data about the preferences, purchase power and emerging trends, other technology firms have integrated this data to provide even more personalized data services. The social-trends monitoring technology firm Novitaz has a system that communicates with a fashion consumer by using their mobile phones to track their locations so that they can provide information about the nearest fashion outlet and broadcast news about the latest trends that are suitable for that particular consumer. While a firm known as ShopKick employs the same technology to enable the fashion retailer to send personalized promotional news to the consumer. The promotions could include gifts that are linked to other social sites, for example Facebook Currency. Though social networks have become now increasingly become a means of marketing fashion merchandise, albeit the traditional methods of reaching the fashion consumer are still influential (Andreasen, 1995), thus the fashion retailer now needs to track all the marketing media to gauge the effect of a product campaign. A firm called Fashion GPS specializes in tracking all the media that a fashion retailer may use to market her products and integrates all this into common consumer data. Implications of this research In this section, this paper shows how marketing through social media is here to stay, but the way in which it is carried out will have to adapt to changing times, as Bohdanowicz Clamp (1994) say: â€Å"the transient nature of fashion means that marketers must constantly operate within time constraints†. The marketers of fashion should therefore be careful to disregard the fundamentals of marketing, even when they use novel marketing media like social networks. The goals of the marketing campaign are carefully regarded to ensure that the correct messages are passed, since social media can transmit any kind of message, good or bad, at the same rate (Tomes, 1994,p160). Although marketing has been proposed to be carried out aggressively, when the marketer is at a personal level with a potential consumer (Andersson, Hedelin, Nilsson, Welander, 2004, p 112), keen attention is required when social media marketing is used because it easily leads to unintended results. Research objectives The main objectives of this study will be as follows: To investigate the way fashion marketers establish their foundations using their current and existing systems To investigate both the advantages and the disadvantages of using social networking sites as a fashion marketing tool To get and distinguish the challenges involved in using the social networking sites in t he fashion industry as a tool for fashion marketing To establish the factors that outline the direct effects and also the indirect effects of using the social networking sites as tool to market the current trends in the fashion industry To establish the impacts of using the social networking sites and other opportunities that can help in fashion marketing from the social networking sites. Research methodology This research will use the philosophy of realism as the core part of the research. This will assist in ensuring that the data collected trough the methods that will be discussed later will portray the real situation as it is and also the expectations for the future. The necessity of applying such a stance is due to the seriousness in the way style impacts lives of people directly. Fashion is used to depict someone and is the outward voice that explains who a person is (Weikum and Vossen, 2002). The study will seek to build theories and answers which will be based on the collec ted information. According to Creswell (1994), the information which is required at any one circumstance during a certain process, is concerned with both the nature of the situation and also the status of the situation. This is because of the longitudinal pattern of its existence. The practices and also the existing relationships have the capability of being explored to the last inch through this process. In addition to the existing practices, say in the fashion industry, the continuing beliefs and subsequent processes that influence the changes in the fashion industry also fall in. the combination of this facts and maybe figures can lead to possible prediction of future trends in the industry (Best, 1970). From such an analysis, the research will have been able to establish the most important aspect of the fashion industry; being in line with the current trends and the psychic abilities of predicting the next hit in the fashion industry. With the right prediction, consequent advert isements can follow suit (Joshi, 2005). In the first stages of the research, it will incorporate a qualitative approach through the distribution of survey questionnaires. The questionnaires will be sent to two broadly based groups of people located in a local university for ease of collection and convenience in data entry. The first group will comprise of students pursuing various degrees in fashion designing and other fashion oriented courses. The second group will consist of students found in the internet cafes and various internet hot spots within the chosen campuses. The essence of this distribution is to incorporate knowledge about fashion and the use of internet. Though the questionnaires will be the same, it will be simple to note out about the trends that are going on with respect to the way that the students will answer the relevant questions. In the questionnaires, the instrument of choice will be both structured questions and open ended questions. The questions will be de mographic and some other answers will be direct and associated with the topic under discussion. The topic will be generalized to come up with the right statistics that will be used to determine the right graphical trend for the job. Another form of research that will be employed in this research project will be a detailed media analysis. In the media analysis, focus will be concentrated on topics and articles in the media that focus on the research. Pints will be taken and analyzed at the end of the data collection period. The findings will be incorporated to the previous findings so as to get some concrete information (Joshi, 2005). Contribution of the study This study will help market researchers in establishing the right track in their internet marketing. Due to the proliferation that is found today in the field of internet marketing, most people lack the proper idea on how to go about marketing. This research will thus be an eye opener to all the stakeholders involved in fashion marketing on the riches found in social networking sites in terms of information outsourcing and delivery. Research ethics This research has been done in a very ethical way in that there is no involvement of financial inducements, deception or any form of unethical behavior that might in any way compromise the standards that have been duly set in the university code of ethics. Time scale and resources This research will take two three months. Data collection will take the first one month. This will be followed by an analysis and compilation of the data. After this has been done, the data will be compared with previous researches to check for consistency after which the final report shall be written. References Andersson, S., Hedelin, A., Nilsson, A., Welander, C. (2004) Violent advertising in fashion marketing. Journal of Fashion Marketing and Management , 8 (1), 96 112. Andreasen, A. R. (1995) Marketing Social Change. San Francisco: Jossey-Bass Publishers. Best, J.W. (1970) Rese arch in Education, 2nd Ed. Englewood Cliffs, N.J.: Prentice Hall, Inc. Bohdanowicz, J., Clamp, L. (1994) Fashion Marketing. New York: Routledge. Creswell, J.W. (1994) Research design. Qualitative and quantitative approaches. Thousand Oaks, California: Sage. Easey, M. (2009) Fashion Marketing (3rd Edition ed.). Oxford, UK: Blackwell Publishing. Elliott, B. J. (1991) A Re-Examination of the Social Marketing Concept. University of New South Wales. Sydney: Unpublished Master’s Thesis. Gunasekaran, A., Khalil, O. Rahman, S. M. (2002) Knowledge and Information Technology Management: Human and Social Perspectives. Idea Group Inc. Hines, T. B. (2007) Fashion marketing: contemporary issues. Oxford: Elsevier Ltd. Joshi, R., (2005) International Marketing, New York: Oxford University Press. Kotler, P., Eduardo, R. L. (1989) Social Marketing. New York: The Free Press. Marzo-Navarro, M., Pedraja-Iglesias, M., Rivera-Torres, M. P. (2004) The benefits of relationship marketing for the c onsumer and for the fashion retailers. Journal of Fashion Marketing and Management , 8 (4), 425 436. McKee, N. (1992) Social Mobilization and Social Marketing in Developing Communities. Panang, Malaysia: Southbound. Moore, M., Fairhurst, A. (2003) Marketing capabilities and firm performance in fashion retailing. Journal of Fashion Marketing and Management , 7 (4), 386 397. Selden, P. (1996) Sales Process Engineering: A Personal Workshop. Milwaukee, WI: ASQC Quality Press. Tomes, K. (1994) Marketing and the Mass Media: Theory and Myth. Health Education Research , 165-169. Weikum, G. Vossen, G. (2002) Transactional information Systems: Theory, Algorithms and the Practice of Concurrency Control and Recovery. Morgan Kaufmann.

Analysis Of Kill A Mockingbird Essay -- To Kill a Mockingbird, White

The book notably opens with an immediate instance of self-delusion: tricking the reader into believing that Maycomb is just an old, ordinary, and quiet town through description of the town’s history, when in reality, it was teeming with prejudice and racism. The reader immediately leans about this sleepy southern town where â€Å"a day was twenty-four hours long but seemed longer. There was no hurry, for there was nowhere to go, nothing to buy and no money to buy it with, nothing to see outside the boundaries of Maycomb County† (Lee 6), however the reader slowly begins to realize that there’s more to the town than what meets the eye, as â€Å" it was a time of vague optimism for some of the people: Maycomb County had recently been told that it had nothing to fear but fear itself† (Lee 6). Up until this point, any first-time reader was probably thinking of a dreary, yet pleasant town where nothing really happened. However, this allusion to Roosevelt’ s fireside chats places this narrative in the 1930’s, and this is the detail that causes the reader to put the two ideas together. Any time before the late 60’s in a southern town does not bode well on the topic of acceptance, especially the issue of racism. This skepticism is later confirmed through Mr. Radley using a racial slur to accuse a black man for trespassing on his territory. Overall, the beginning of the book is a great example of self-delusion in order t... ... middle of paper ... ...tside the courthouse after the trial, and Jem was instantly reminded of the verdict: Jem was suddenly furious. He leaped off the bed, grabbed me by the collar and shook me. â€Å"I never wanta hear about that courthouse again, ever, ever, you hear me? You hear me? Don’t you ever say one word to me about it again, you hear? Now go on!† (Lee 331). In the face of bigotry, Jem initially refused to accept reality. He refused to admit that, even though Maycomb was the town he grew up in, even though it was where he called home, he was completely surrounded by injustice. Jem deluded himself rather than accepting the fact that the world is a lot harsher, crueler and just more unfair than he thought. It’s a common theme across the book that people can’t accept the truth and choose to ignore it. And although the book takes place in the 1930’s, this self-deception is still present.

Duty of Care Essay Example | Topics and Well Written Essays - 1750 words

Duty of Care - Essay Example The reporter stresses that "Marianne has bought from Ann a house which is ten years old. When the house was built by Brick Ltd., the plans were approved by Greatshire local authority on the basis of a report of independent consulting engineers. The consultants had failed to report on a problem with the foundations. Cracks have now appeared in the kitchen wall which collapses and falls on Tom’s car which is standing beside it. Marianne is so worried by the state of the house that she sells it at  £20,000 less than its market price. She wishes to sue Brick Ltd. I am British Law student so can you please use British English and british resources. That is a coursework from Tort law it is very,very important to use relevant cases and statues. At the moment we are using a book "Streets on Torts" 12th edition by John Murphy it is also important to use this book in the coursework. As a law student we have to argue everything all the time from both sides, it is not enough just to dis cribe sth, there has to be arguments. In order to be able to advise the parties in the above situations it is necessary to examine the potential claims against each. This will involve looking at the rules on general negligence as well as professional negligence. The starting point in proving all claims for tort is establishing whether a duty of care was owed and by whom, whether there has been a breach of that duty and whether as a result of that breach the party has suffered harm. In all three cases there needs to be a discussion as to whether the party causing the damage owed the victim a greater degree of care as they were supposedly professionals in their field of work."