A Play emulating Poe in The Raven and QUestions Essay

A Play emulating Poe in The Raven and QUestions - Essay Example The â€Å"tapping† that rhymes with â€Å"napping† also is a great contrast because â€Å"tapping† wakes up the â€Å"napping.† Poe knows how to tell a story that comes alive through the sounds of his rhymes and alliterations. I grew up with my grandmother who treated me like I was the most favorite grandchild. She always cooked my favorite meals and she always listened to me. She is the kind of grandmother whom some might say have spoiled me because she always understood me and took my side when I am arguing with others. After she died, I miss her so much. I remember that when I am sad and I feel lonely, I sometimes feel someone hug me, even if it is just the wind. For me, it is my grandmother’s way of showing me that she is still with me, loving me and taking care of me. Sometimes, I also feel a craving for my favorite food, and when I come home, I smell my grandmother’s cooking even when it is just in my head because I miss how she takes care of me. Other times, when I have problems, I dream of my grandmother. In my dreams, she listens to me and helps me think of solutions to my problems. I remember her sweet apple smell because she loves baking apple pies that I love so much. I also hear her humming old songs when she puts me to sleep. My grandmother is long dead, but her memories are forever alive with me. Restate the question in your response and support your answer with evidence from the story. Explain the use of repetition in the Raven... What does Poe repeat, and why? what is his purpose in repeating...? Support response. For example, when the narrator says â€Å"†¦rapping, rapping at my chamber door†(4), the effect is onomatopoeic melody, as if the reader can hear the rapping at their own doors. The repetition also contributes to the sad tone of the poem because the choice of words. In addition, in this example, the

Calgon Water Softeners Essay Example | Topics and Well Written Essays - 1000 words

Calgon Water Softeners - Essay Example Johann A. Benckiser set up a chemical business ten years later to Colman setting up his business and the two companies became rivals for two centuries. Isaac Reckitt in around 1840 also setup a company that dealt in starch, polish, washing blue and other household products. His company went international within forty years. Colman and Reckitt merged in 1938 and formed Reckitt & Colman Ltd. Reckitt Benckiser is divided into two sections, the fabric care and surface care. The fabric care deals with products such as water softeners, pre wash treatment products, easy ironing aids, fabric softeners, etc. The Surface care section deals with all types of surface products like specialty cleaners, lavatory cleaners, surface polish, etc. Water containing high quantities of magnesium, calcium and other dissolved minerals is called hard water; hard water leaves layers of mineral deposits on surfaces that come in contact with it this deposit is generally termed as "limescale". It reduces the cleansing power of soap. "Water is described as "hard" when it contains too much calcium. This can be a problem, because the calcium prevents soap from lathering properly, and it also clogs up pipes" (Thomas 19). Due to this nature of hard water it causes failure of detergent to foam which reduces the performance of the detergent and initiates use of more detergent. The limescale gets deposited on the fabrics and it makes the fabric feel rough and due to this the cloth looses its natural suppleness thus leaving the fabric rough and uncomfortable. It also leaves deposits on the inner surface of washing machine pipes which causes failure of the equipment and shortened overall life. A chemical that reduces the hardness of water is called a water softener; these chemicals reduce the quantities of dissolved magnesium, calcium and to some extent the ferrous iron and manganese concentration in hard water thus softening it and the most common water softener is sodium carbonate. "Calgon has a unique formulation with active ingredients being polycarboxylates which softens hard water, preventing limescale from forming in the first place" (Calgon Water Softener). These ions that cause hardness in water cause three kinds of major problems. As mentioned above these ions react with the components present in soaps and detergents affecting the performance of the detergents, they form precipitates and hinder the detergents in forming lather. Other than this the second point is magnesium and calcium carbonates precipitate as hard deposits on heat exchanger surfaces and pipe surfaces. This is fundamentally caused either due to the thermal decomposition of the ions of bicarbonates or even in their absence. Due to this deposition the flow of water is restricted in the pipes. The flow of heat into water is also affected due to these deposits in boilers because they act as insulation, which overheats the components of the boiler and therefore reduces the heating efficiency. This results in the failure of the boiler in a pressurized system. "Calgon has the property of holding calcium and magnesium salts in solution, even when boiling" (Anchell 20). The third point is if the ions are present in the electrolyte which happens in this case, it may result in galvanic corrosion of hard water when one metal is corroded by another when it comes into contact, especially

Understanding Emotions through Parent-Child Talk

Understanding Emotions through Parent-Child Talk Introduction Although there is a large body of literature focused on childrens understanding of emotions and another body focused on parent-child conversation about emotions, little research has examined parent-child talk about complex emotions. The majority of research is dedicated to simple emotions and their functions in childrens life. However, the studies which are dedicated to simple emotions admit the sufficient importance of parent-child interaction for better emotional understanding. The emerging of complex emotions become a disputable process, moreover these emotions are functionally more complicated than simple. The following research has argued the importance of parent-child conversation in terms of understanding complex emotions by children. To account for this gap in the literature, the present study focuses on parent child talk about complex emotions. To understand this topic, a review of the literature on complex emotions is needed. Much past research has looked at ambivalent emotions. However, researchers use different names such as ambivalent emotions (Donaldson Westerman, 1986), mixed emotions (Harris, 1989a, 1989b; Harter Buddin, 1987; Kestenbaum Gelman, 1995), conflicting emotions (Bennet Hiscock, 1993) and multiple emotions (Meerum Terworgt, Koops, Oosterhoff, Olthof, 1986; Wintre Vallance, 1994). There are many definitions that these authors use, but in spite of this fact, these authors express the similar idea about this kind of emotion: when an individual has two contradictory feelings at the same time. For instance, we may be happy to receive a present, but disappointed at the same time, as a present is not what we have expected to receive. Childrens understanding of emotions is a gradual process that develops from simple types of emotions to more complex ones (Tenenbaum, Visscher, Pons, Harris, 2004). According to Pons, Harris, de Rosnay. (2004) and Tenenbaum et al. (2004) the understanding of emotions has three broad categories which develop gradually: external, mentalistic, and reflective. The external component consists of recognizing faces, the ability to realise emotions when they are affected by different external circumstances and understanding the fact that past emotions might affect present ones. Recognizing faces means that children start identifying emotions according to a facial expression. Then, they understand how external cases can cause different feelings and the last component is when they realize that some subjects from the past might cause emotions in the present. This type of emotion understanding usually develops among children between the ages three to five. The second component, mentalistic emot ions, contains of realizing beliefs and desires, also identifying the difference between real and apparent emotions. Children start assuming the idea that people may have different emotional reactions due to the fact that they have dissimilar desires. The same situation occurs with beliefs, as children start understanding that peoples beliefs will influence their emotions to a situation. The last element is when children can understand the link between memory and emotions, for example, the strength of emotions might reduce with time. The authors claim that this process usually occurs between the ages five to seven. Finally, the third component consists of reflective emotions which include moral, regulated and ambivalent emotions. Children start experiencing several moral emotions such as guilt, shame or embarrassment when their actions did not correlate with generally accepted rules. They also start realizing the way they can control their emotions, using either behavioural or psych ological strategies. The last stage is an understanding that people might have two different emotions at the same time. Overall, the third component usually emerges at ages seven to nine. That classification is widely used in terms of defining emotions. Consequently, ambivalent emotions, which are one of the primary aims of the following work, are situated at the third level and presented to be one of the most complicated emotional categories to understand. Some authors (Donaldson Westerman, 1986; Harter Buddin, 1987) created a model of ambivalent emotions which consists of four different stages. This model was invented after clinical observations of play therapy. Children used to experience problems in understanding two emotions at the same time. Consequently, a question about developing of understanding of mixed emotions arouses. The following model consists of four stages including such factors as valence (positive or negative emotions) and a target (one or several targets). The stages are presented gradually from the least to the most advanced. The first level, which usually arises at seven years old, is presented the same valence and target, where two positive or two negative emotions are expressed towards one object (e.g., A boy was happy and excited because of his birthday). The second level, which might emerge around eight years old, is represented as same valence, but different targets (e.g., A girl was happy about her birthd ay and excited that so many guests had came). The third combination, usually develops at ten years old, is shown as different valence and targets (e.g., A boy was sad he could not go for a walk, but happy because he could watch TV). Finally, the fourth combination, arises approximately at 11 years old and consists of different valence and same target, a child has different feelings towards one object or situation (e.g., A girl was happy to go for holiday with parents, but sad to leave her friends). Though, authors give an explanation that understanding and experience may not be contemporary, as it is possible that a child might experience two emotions at the same time, but not be able to realize it yet. Though, there is a contradictory view about the levels of emotional development. Wintre and Vallance (1994) present their theory where alongside with multiple emotions and valence, they also depicted the intensity of emotions. Based on several previous studies, they offered the theory of development of understanding mixed emotions, which include such components as intensity and valence and multiplicity. For example, at level A that emerges usually at 4 years, there might be observed only intensity directed to one situation, though valence and multiplicity have not arouse yet. At level B which develop around 5 years old, children may recognize several mixed emotion of the same valence, but they do not use different intensity. Next level C, usually arise at 6 years old, where intensity is combined with mixed emotions, but there is only the same valence involved yet. At the last level D, which might emerge at 8, where children show the ability to use all three components together. Besid es they differentiate not only stages and the main components of emotional understanding of ambivalent emotions, but the age of emerging as well. Thus, for Harter and Budden (1987) the last stage might be reached children approximately by ages 10 and 11, whereas for Wintre and Vallence (1994) the period for the last component is age 8. However, there is another arguable point is the age period at which complex emotions arise. For example, several studies (Donaldson Westerman, 1986; Meerum Terwogt et al., 1986; Harter Buddin, 1987; Harris, 1989a, 1989b; Pons et al., 2004; Tenenbaum, 2008) pointed to the approximate period of developing complex emotions from seven to eight years old until eleven to twelve. To illustrate this point, there are several examples based on the studies. According to Harter Buddin (as cited in Donaldson Westerman, 1986) understanding of ambivalent emotions is quite a late cognitive process. She found that children were not able to distinguish emotions that occur simultaneously toward the same person until ten and a half years old. Taking into consideration her study, Donaldson and Westerman (1986) replicated the findings, showing that though few characteristics of understanding ambivalence appeared at seven to eight years old, only older children of ten to eleven showed this ability enti rely. A study conducted by Harter and Buddin (1987) supported the fact of gradual development of understanding ambivalent emotions. Thus, children four to five ages cannot believe that two feelings could be together, six to eight years old placed feelings in temporal order as when a child did not see the object which had caused his emotions, he simply forgot about it. However, children from eight to twelve usually can describe the appearance of two emotions at the same time. Meerum Terwogt (1986) argued that ten year old child understood the fact of having both emotions equally strong, but younger children had always chosen one to be stronger than another. They present an example of two groups of children: six and ten years old. Undoubtedly, ten years old children understand ambivalent emotions more often than six years old children, especially if the situation consists of opposite valence emotions. To sum up these studies, the most widespread period of time when mixed emotions deve lop is from seven to twelve years old. Though, there are some authors (Gnepp and Klayman, 1992; Wintre and Vallance, 1994) whose studies admit the arising of understanding two simultaneous emotions at the age of 8. They gave some explanations for this, where not only cognitive factor plays a crucial role, but social experience also becomes an important factor. Consequently, these authors did not share either late or early emerging of mixed emotions. However in spite of all these findings, there are other studies, which contradict the idea of such a late arising of ambivalent emotions. For instance, Kestenbaum and Gelman (1995) pointed that the development of mixed emotions appeared between ages four and six. Children of four and five years old can recognize ambivalent emotions when they are presented in a facial expression, even if they were on the same face (sad eyes and happy mouth), as well as on a picture with two-headed alien who expressed different emotions. Moreover, the results confirm that five year old children might understand mixed emotions within a simple story. Furthermore, it was offered two levels of understanding emotions at the preschool ages. The first one is recognition of ambivalent emotions showing on the face. The second level is an ability to match a face that expressed mixed emotions with a situation. All in all authors claim that this is a gradual process which starts early and increases with age. Their findings contradict the other researches which admit that a development of mixed emotions is a process starting much later. Likewise, Brown Dunn (1996) mentioned that even six years old children might show an understanding of mixed emotions when they are given a slight prompt about feelings of characters in stories. Similarly, Harris, P. L., Johnson, C. N., Hutton, D., Andrews, G., Cooke, T. (1989 a) consider the fact that even young children may predict about different emotions in a more advanced way. Even children between the ages of three to seven are very sensitive to other peoples desires, emotions and beliefs. Moreover, they do not merely take into account a situation by itself, but modify their reaction due to different situational changes. That in case might show childrens advanced ability to understand second mentalistic component: beliefs and desires. Considering this fact, they suggest that understanding of the second level arouse at three, but set up only between the ages five to six years. Consequently, the next level to develop will be the third, which contains moral, ambivalent and regulated emotions. The possible explanation of this phenomena could be found in Harriss (1989 b) study, he pointed that even in a behaviour of one-year-olds might be seen the ambivalence, whereas conscious realization does not arise before seven or eight years old. He stressed that children start expressing ambivalence quite earlier, but understanding it emerges only from eight to ten, young children can merely express ambivalence without understanding of this fact. To sum up all the previous research made according to this topic, it can be clearly seen that these studies implied a large range of age when complex emotions appear in the childhood. Though, it might be criticised the period of appearance of mixed emotions. As if to consider all researchers, described earlier, there are some who consider the emergence of ambivalent emotions as a very early process (between ages 4 to 6 years old). Some consider it to be the late process (between 9 to 12 years old). Besides, there are some who support the idea of appearance of multiple emotions at age 8. However, the researchers who offered the late period of appearance ambivalent emotions might be criticised for a big age gap between groups. For example, in the research of Meerum Terwogt et al. (1986), they conducted their study with two groups of children by ages 6 and 10. What may be considered not exactly relevant, as during these 4 years undoubtedly children will have a great step forward in term s of understanding ambivalent emotions. In present study the age group of seven, eight and nine were chosen in order to observe the difference between the age group according to rather contradictory fact of arising the understanding of mixed emotions. However, there are some findings that admit the fact of emerging mixed emotions quite early (Harris et al., 1989a; Kestenbaum Gelman, 1995; Brown Dunn, 1996), the excessive amount of research claim the period from seven to twelve years old. Taking into consideration both contradicting findings together, it was decided to concentrate the research on the following groups of children due to some reasons. For instance, such ages as seven, eight and nine present an ideal age group where ambivalent emotions might just have started and developed at the late stage. Besides, it appeared to be not enough amounts of studies to support the idea of early development of mixed emotions, hence, children of younger ages were not considered. Moreover, according to Harriss (1989 b) study, whe re his notable remark cannot be ignored, children might notice the ambivalence, but not understand it. As the major aim of this work is to find out when mixed emotions are understood by children, these period of ages were chosen. Parent-child conversation One way in which children understand emotions may be through the family via interaction with parents (Dunn et al., 1991; Harris, 2004; Racine et al., 2007). Different researchers have examined different types of conversations that may support childrens understanding. For example, Engel (as cited in Fivush Fromhoff, 1988) described two maternal styles, which are called: conversation-eliciting and directive. The first one is characterized by asking many questions, rare interruption of children, and a regular tendency to integrate a childs answer what in turn leads to more equal and productive conversation. The second type is characterized by different types of commands, frequent interaction in childs actions, as well as the high parental control during the conversation. Another classification was offered by Reese Fivush (1993) and Reese, E., Haden, C.A. Fivush, R (1993) and it claimed that childrens understanding emotions correlates with the parental conversational style. They offered two parental styles: high – elaborative and low- elaborative. For instance parents with high-elaborative style, which consists of a lot of details, explanations, always try to arouse childrens interest. On the contrary there is other kind of style called low-elaborative where parents ask simple questions during their interaction with children and give them little new information and quite often change topics of conversation. Similar types of maternal styles were offered by Fivush and Fromhoff (1988) where the styles are called: elaborative and repetitive. Elaborative mothers are likely to provide a lot of details during the discussion and tend to ask many open-ended and complex questions during the interaction. On the contrary, mothers who have repetitive conv ersational style tend to ask yes/no questions; do not provide so much detailed information during the discussion. Besides, the authors depict that elaborative style is significantly better for children to remember past events during the conversation. Overall, all previous research concerning maternal style of conversation was summarized (Reese et al., 1993) The mothers who are more engaged in a conversation with their children – elaborative, high-elaborative, reminiscing or topic-extending and mothers who are less involved in a communication process – repetitive, low elaborative, practical remembers or topic-switching (p. 404). There are many studies that support the link between parent-child conversation and childrens emotional understanding (Dunn, Bretherton Munn, 1987; Fivush Fromhoff, 1988; Dunn, J., Brown, J., Slomkowski, C., Tesla, C., Youngblade, L., 1991; Dunn Brown, 1994; Brown Dunn, 1996; Steele et al., 1999; Pons et al., 2003; Laible Song, 2006). Some of the authors connect emotional understanding with maternal attachment (Brown Dunn, 1996; Steele et al., 1999; Pons et al., 2003), the other with the quality of maternal speech (Dunn et. al., 1987; Dunn Brown, 1994). To begin with, there is as well a link between quality of parent-child attachment and the quality of family talk about emotions with childrens emotional understanding (Pons et al., 2003). Brown and Dunn (1996) also consider a possibility that childrens development of ambivalent emotions can depend upon the family where a child grows. Moreover the findings, presented by Steele et al. (1999) suggested that the development of secure mother-child attachment at one year helps to shape a good understanding of mixed emotions later at six years. Much past work has argues that when mothers talk a lot about emotions, children consequently start using more emotional words in conversation (Dunn et. al., 1987). However, , children in families in which the use of negative emotions is greater than positive emotions may have some difficulties expressing and recognizing emotions (Dunn Brown, 1994). Studies conducted by Dunn et al. (1991) showed a significant link between the parent-child conversation and childrens emotional understanding. Thus children whose parents spoke with them a lot about emotions at the age of 3 demonstrated better understanding about the emotions of unfamiliar adults at the age of 6 in comparison with the children who did not experience feeling- state talk so frequently. Laible (2004) and Thompson et al. (as cited in Laible and Song, 2006) argue that style is more influential than content. Parent- child conversation helps children realise different situations of everyday life, especially if these situations are not so obvious to see. That usually includes emotions, motives and intentions. Besides, when mothers involved with children into conversation about past experience, they not only give their children an emotional understanding of the past, but also bring extra knowledge for future experience. The other findings of Laible Song (2006) indicated that parent-child discourse was a crucial predictor of the childs socio-emotional development. For example, during the given task if mother used more elaborative style rather than repetitive, children had higher scores on emotional understanding. The similar results were presented by Steele et al. (1999) where children and parents language abilities did not affect childrens understanding of ambivalent emotions, what in turn depicted the fact about the major influence of socio-emotional rather than cognitive elements. Considering all previous research conducted on this topic, it is without doubt the effect that parent-child conversation plays in terms of childrens emotional understanding. However, some studies use different core point to correlate this connection, the influence is still might be observed. Particularly, the more elaborative and positive discourse parents and children have, better emotional understanding children express in comparison with children whose parents use low-elaborative style, and consequently these results show the great impact of parental conversation with children on childrens emotional understanding. The same situation is presented with an attachment, the more secure attachment is observed between mother and child, and the better emotional understanding will be expressed by a child later. Hence, the parent-child conversation was chosen in order to correlate it with childrens understanding of mixed emotions. Parent child discourse may however vary with child gender. That is the importance of gender difference in terms of parent-child interaction, which cannot be denied, although the studies are rather controversial, thus some researches refute it (Racine et al., 2007; Dunn et al., 1991) and some support (Dunn et al., 1987; Fivush, 1991;Kuebli Fivush, 1992; Reese Fivush, 1993; Cervantes Callanan, 1998). To begin with, there are examples of several studies which support the gender difference in parent-child interaction. The findings of Dunn et al. (1987) claimed that mothers had more communication with girls rather than boys and later girls referred to emotional states more often than boys. Moreover, mothers expressed more emotional words to daughters rather than to sons. Consequently, girls used more feelings words during the discourse in comparison with boys. Though authors pointed one of the limitations to be a small sample of children who took part in the research, the studies made afterwards can support these results. Namely, Reese Fivush (1993) argued that parents of daughters expressed more elaborative style than parents of boys and the authors believed that due to more prolonged conversation with daughters, they can grow up to produce more elaborative narrative style in comparison with sons. The authors admit that in the majority of cases parent-daughter pairs involved in more detailed conversation and as well as this style required more involvement of childrens memory, daughters may develop more elaborative style in comparison with sons. Similar results are presented by Kuebli Fivush (1992) where they admit parents of daughters use quite more emotional words in comparison with parents of sons. Their study shows that parents speak more about sadness with girls rather than with boys. Besides, the study conducted by Cervantes Callanan (1998) also showed the gender difference for children at the age of 2 but not at the age 3 and 4 in terms of childrens tal k, there were also gender-related differences in mothers talk for using more explanations for boys and more labels for girls. In the light of this evidence, it is obvious that if there is a gender difference during parent-child conversation, parents usually pay more attention to interaction with girls rather than with boys, that is why the aspect of gender difference seemed to be quite significant in the present study. One good point might summarize the gender difference idea. Though, mothers tend to socialize with a child in different ways according to the gender. Besides, it may be that boys and girls are experiencing and discussing emotions in different ways and consequently, their mothers simply respond to this difference (Fivush, 1991). All things considered, in the following study, there is an aim to find out whether parent-child discourse about mixed emotions plays a significant role in childrens understanding of these emotions. Based on a substantial literature (ref), the first hypothesis predicted that the more parents explain complex emotions, the better children will understand emotions. A second related hypothesis is that the more emotion words parents use, the better the childs emotional understanding will be. The third hypothesis is that parents will use more emotion words with girls than boys and consequently, girls will use more emotion words in comparison to boys. Method Participants. The participants were 16 parent–child pairs. Children were dived for three groups according to their age: the younger group was 7 years (M = 7.5, ranging from 7 years, 4 months to 7 years, 10 months), 8 years (M = 8.48, ranging from 8 years, 1 month to 8 years, 9 months) and 9 years (M = 9.42, ranging from 9 years, 1 month to 9 years, 8 months). There were both 5 children at the group of 7 and 9 years old and 6 children at the age group 8 years old. Overall there were nine boys and seven girls. Participants and their parents were recruited from one primary school in Dunstable. All participants were white British. It is notable that all parents that took part in this study were mothers; no fathers participated in the research. The majority of mothers (12 people) were employed, 1 mother was employed, but worked at home and 3 mothers were homemakers. All mothers have educational background ranging from primary school to university. Materials The session with each pair will be held only once. To begin with, it is notable to mention that the books were chosen for this research as a discussion in general seems to be a quite crucial for children in order to reach better emotional understanding. Therefore, in the joint activity, such as reconstruction of events, adults give an idea for children what emotions are appropriate and inappropriate for different situations (Fivush, 1991). A created story book which contains 6 vignettes about 3 complex, 2 regulated and 1 moral emotions. The book was created by the researcher and was particularly organised for boys and girls separately. The story was about two children: a boy – Peter and a girl – Anna, who took part in several activities, such as: passing an exam, having a birthday, going to amusement park, home interaction, his/her friend leaving. There was one question concerning emotions for every situation to which a child was involved in. The second book is called F rog goes to dinner by Mercer Mayer (1974). This book contains several vignettes, presenting a story about a boy who has a frog. Accidentally, a frog goes to dinner with a boy and his parents without being noticed by anybody. A frog spoiled the dinner and the parents were very angry with a boy. The important fact is that this book is wordless; obviously the task was to create a story together. This particular method was chosen because Kestenbaum and Gelman (1995) pointed the importance of presenting information to children during the research not only verbally, but giving photographs or drawings as stimuli. To justify their point, there were two reasons presented in their study. The first reason is that a facial expression helps children understand emotions significantly better. The second reason is that the absence of pictures might cause some difficulties as children might not know how two different emotions can be expressed at the same time. After reading two books with the parent s, children were tested by the Test of Emotional Comprehension which was created by Pons, Harris and de Rosnay (2004). The TEC presents vignettes in which a gender-matched protagonist encounters simple to complex situations that elicit different emotional responses. After each vignette, the child is asked how the protagonist is feeling, by choosing from four illustrations of faces representing different emotional states (Tenenbaum et al., 2004). The TEC consists of nine sections which included several pictures and a question about emotional condition of protagonist. Though, the first section requires naming emotions that the faces show. The second includes the situation where a book character expresses the influence from external factors. The third one consists of desires that a protagonist expresses. The fourth factor involves understanding of false beliefs and the way they influence on emotions. The fifth section expresses the situation with reminders that might influence on childrens present condition. The sixth one asks children to control their emotions. The seventh section includes hidden emotions that a child should define. The eighth factor presents the situations with mixed emotions, particularly on what this study focuses. The last component involves understanding of moral emotions. Parents were offered to fill in a Parent Questionnaire which contains several questions about background information and social economic status. Procedure. Parents with children read two books: one is created by the researcher and another is Frog goes to dinner by Mercer Mayer. The first book was created by the researcher and concluded six situations including such emotions as mixed, moral and regulated. A task required to read the stories and a child should have answered an offered question. It was not specially defined who suppose to read a book. Consequently, mothers could read it as well as children, or they could do it in an order. The vignettes, which were presented in a book, concerned several situations at school, at home, at an amusement park, on holidays. For example, a situation for girls that involved mixed emotions: Annas birthday is during summer holiday, so she can do everything shed like to do- ride a bicycle, play with friends and eat ice-cream! Her parents decided to arrange a birthday party for Anna. She likes parties very much and a lot of guests will bring gifts to her. But her best friend, Lola, is unwell and now s he cant go to Annas birthday party. Anna wants Lola to come so much. How does Anna feel now? After reading a created book together, they were offered to make up a story together. A book Frog goes to dinner by Mercer Mayer (1974) was used as a good example of wordless story. These two tasks were chosen in order to give parents and children enough time to interact with each other. Moreover, they both contain different emotional situations describing which should promote an excessive usage of emotions. After making up a story a child was tested with the Test of Emotional Comprehension, which was created by Pons, Harris and de Rosnay (2004) in order to measure the period of time when children start understanding different emotions. The model of Pons, Harris and de Rosnay (2004) was accepted as the main one in a theoretical description of emotional understanding of complex emotions. Besides, the test consists of pictures, and the questions are always asked by a researcher. It is also very convenient for children to conduct this test due to the absence of necessity to read. Consequently, their test was assumed to be relevant to use during the research. Besides, it is worth mentioning that the researcher was trained before to conduct this test, as the requirements were to conduct it with neutral voice, do not give any prompts to children which emotions a protagonist might express. During conducting the TEC with children, parents were offered to fill in the Parent Questionnaire which contains of such sections as child and parents names, childs age, date of birth and birth order, also social economical situation of parents (ethnicity, occupation, level of education, marital status). Besides, parents signed a consent form which stated that they and their children agreed to take part in the present research and they did not object to be video taped. Moreover, this form included all information about research, it was also mention that parents were free to withdraw at any time they want from the study and contact details of researchers were provided. Children were asked oral permission if they agreed to help a researcher to conduct the study and neither parents nor children refused. Parents were given a choice to stay or leave during a conducting the TEC with children, but it is worth mentioning that all parents were present during childrens testing. Coding A created book that was basically consisted of 6 vignettes was scoring in the following way. It is notable that in terms of this book the amount of using em

Samuel Langhorne Clemens Essay -- Essays Papers

Samuel Langhorne Clemens Samuel Langhorne Clemens or commonly known as Mark Twain was an American writer and humorist. Twain’s writing is also known for realism of place and language, memorable characters, and hatred of bad faith and oppression. Clemens was born in Florida and then later on moved to Hannibal, Missouri, a Mississippi river port, when he was four years old. There he received a public school education. After his father died in 1847, Clemens was assisted to two Hannibal printers, and in 1851 he began contributing sketches to his brother Orion’s Hannibal Journal. Before long he was a master printer in Keokuk, Iowa; New York City; Philadelphia, Pennsylvania; and other cities. Later, Clemens was a steamboat pilot on the Mississippi River until the American Civil War brought an end to travel on the river. In 1861 Clemens served briefly as a volunteer soldier in an irregular company of Confederate cavalry. Later that year he accompanied his brother to the newly created Nevada Territory, where he tried silver and gold mining. In 1862 he became a reporter on the Territorial Enterprise in Virginia City, Nevada, and in 1863 he began signing his articles with the assumed name â€Å"Mark Twain,† a Mississippi River phrase meaning â€Å"two fathoms† deep-safe water for a steamboat. After moving to San Francisco in 1864, Twain met the American writers Artemus Ward and Bret Harte, who encouraged him in his work. In 1865 Twain modified a tale he had heard in the California gold fields; within months the author and the story , â€Å"The Celebrated Jumping Frog of Calaveras County,† had become national sensations. In 1867 Twain gave a piece of his mind in New York City, and in the same year he visited Europe and the Holy Land. He wrote of these travels in The Innocents Abroad (1869), a book burlesquing those aspects of Old World culture that impress American tourists. In 1870 he married Olivia Langdon. After living briefly in Buffalo, New York, they moved to Hartford, Connecticut. Much of Twain’s best work was written in the 1870s and 1880s in Hartford or during the summers at Quarry Farm, near Elmira, New York. Roughing It (1872) recounts his early adventures as a miner and journalist; The Adventures of Tom Sawyer (1876) celebrates boyhood in a town on the Mississippi River; A Tramp Abroad (1880) describes a walking trip through the Black Forest of Germany ... ... not disappear after Emancipation, but instead were reenacted or reaffirmed, with even more rigorous definitions of whiteness, during the nineties when anti-black repression took multiple forms, legal and extralegal" (87-88). Twain's novel hints at both the racism of slavery as well as the racism of the world contemporary to his writing. In Latin America and the British West Indies, specific names were given to specific levels of miscegenation. Mulatto, or 1/2 white; sambo, or 1/4 white; quadroon, 3/4 white; mestizo, 7/8 white. Twain plays with these ridiculous levels of "whiteness" by making Roxy 1/16 black or 15/16ths white. Daring to be different Twain did not stop at mocking the racism of the world surrounding him but also attacked the false pride and self-importance that he saw in humanity. Never bowing before anyone Twain stepped up to the plate and wrote Bibliography: Clemens, Susy. â€Å"Papa, An Intimate Biography of Mark Twain.† 1985. Eaton, Jeanette. â€Å"America’s Own Mark Twain.† 1958. Hargrove, Jim. â€Å"Mark Twain, The Story of Samuel Clemens.†1959. Twain, Mark, ed. Charles Neider. â€Å"The Autobiography of Mark Twain.† First copyright 1917, this edition 1959.

Napoleon and Snowball (Animal Farm) Essay

George Orwell’s Animal Farm is an allegorical novel that reflects events such as the Bolshevik revolution, the economic reform by Trotsky the Russian famine in 1921 and during the Stalin era before the Second World War. The pigs represent the communist leadership, and the rest of the animals on the farm symbolize the different parts of Russian society and how the communist takeover of Russia affected them. Two main characters, Snowball and Napoleon (who symbolize Trotsky and Stalin), engages in a political struggle, as both of them wanted to have the power to lead all of the animals. Although Napoleon wins the struggle in the end, Snowball’s political strategy is better than the corrupted leadership of Napoleon. Snowball cares more about the living condition of the animals. Compared to Napoleon, Snowball knows the meaning of â€Å"Animalism†, which is animals are equal and it should lead the animals to a better life. Snowball is interested in reading all kinds of books to enrich his scope of knowledge to make the animals work easier. For example, he declares the windmill idea from a book of the Jones. Also Snowball is very brave; he has studied the book of Julian Caesar and successfully led through the Battle of the Cowshed while Napoleon was hiding himself in the barn. Snowball has an intelligent and friendly character. Unlike Napoleon, Snowball never forces someone to agree with his ideas. Instead, he is good at explaining how his ideas work and persuades all the animals to believe and trust his ideas. Unlike Napoleon, Snowball does not need Squealer’s help, he can do the explaining part all by himself. Napoleon has his own ways to control other animals such as the dogs and Squealer but Snowball has different way which is the committees. Snowball seems to work better within the political system. Napoleon goes around it. Napoleon, for instance, he understands the role of force in political control and uses his attack dogs to expel Snowball from the farm. Napoleon seems to have a powerful, self-centered desire for control, while Snowball seems to think of himself as a genius who should be the one to guide the farm toward success. Snowball is the only one who knows the real meaning of â€Å"Animalism†, and he is putting out true effort to make the living standard of the animals better than before, and insists everyone is equal. After the expel of Mr. Jones, the Animal Farm is supposed to be democracy, all of the animals should decide how to do things together, any one animal to rise to greater power than any other would violate that ideal, and make Animal Farm indistinguishable from a human farm. On the other hand the only thing that Napoleon thinks about is how to gain more power and personal benefit from the farm. Snowball always comes up with some long-term plans and on the other hand Napoleon can only come up with some short-term plans. In conclusion, Snowball’s political strategy is better then the corrupted leadership of Napoleon.

Health Issues in the Philippines Essay

DOH alarm: HIV cases in first-half 2012 exceed full year of 2010 The number of human immunodeficiency virus (HIV) cases during the first half of the year has already surpassed the record for the whole 2010, the Department of Health (DOH) said Friday, underscoring the alarming rise in incidence of the virus that causes the dread disease AIDS. The bulk of the spike was traced to a rise in male-to-male transmission and the sharing of needles among injecting drug users in Cebu province. DOH Assistant Secretary Eric Tayag said for the month of June alone, 295 HIV cases were reported to the department, bringing to 1,600 the total number of cases in the first half of 2012. â€Å"We are halfway now for the year and that’s already more than the 1,591 for the whole year of 2010,† Tayag told reporters. In 2011, HIV cases were 2,349. This brings the total number of HIV cases in the country to 9,964 since 1984 when the DOH started reporting HIV/AIDS cases. Men having sex with men make up 87 percent of HIV transmissions recorded in the first six months of the year, with men aged 20-29 making up most of the cases. While MSM transmission has been the main mode of HIV transmission for a couple of years now, the DOH is particularly alarmed by a dramatic spike of cases involving injecting drug users (IDU) in Cebu City. â€Å"What we’re alarmed about is that for June there were additional cases of injecting drug use or person who inject drugs,† Tayag said. HIV among drug users reached 120 during the first half of the year alone, he added. From 1984 to 2008, there were only 8 HIV cases among drug users. â€Å"You will recall that in 2008 we only had 8 cases, now we have a total of 385 since 1984 when we started reporting HIV,† said Tayag, adding that all 120 HIV cases among IDUs this year were reported in Cebu City. Tayag admitted that HIV monitoring among drug users in Cebu had stopped for awhile, discouraging people who were injecting drugs from submitting themselves for AIDS testing. â€Å"In this period we stopped monitoring HIV among persons who inject drugs in that part of Cebu. For some time there was no fund so when we did a survey we saw that the number of HIV among drug users has increased,† he said. Tayag said unlike other drug users in some parts of the country, injecting drug users in Cebu City use regulated medicines. The virus is spread as they share unclean and contaminated needles. Tayag revealed that the government has started an HIV mapping, where parts of the country are labeled in terms of AIDS risk. Metro Manila, Cebu and Davao are tagged high risk. Read more:  Social Issues in the Philippines

Gun Control is Fair essays

Gun Control is Fair essays Since the days of the pioneers of the Untied States, firearms have been part of the American tradition as protection and a means of hunting or sport. As the end of the twentyth century th use of guns has changed significantly. Because of fas and steady increase in crime and the fight for the right to own a hand gun, the introduction of legislation for gun control, to try to reduce the crime in the United States, has been a hotly debated issue in recent years. Although many people feel that gun control violates the right of the people, given in the second amendment "the right to bear arms", controlling distribution and sales and the registration of guns and gun owners is necassary because of the homicide rate involving guns and the violence by crimanls using guns. Many people feel that gun control violates the right of the people given in the second amendment the right "to bear arms". Opponents of gun control, including the National Rifle Association, better known as the NRA, argue that the "right to bear arms" is guaranted in the second amendment of the Constitution of the United States of America and licensing restrictions penalize law-abiding citizens while in no way preventing crimnal use of handguns. It is also argued that by making it difficult for guns to be bought and registered for the American public there is a threat to the personal safety of American families everywhere. However controlling the sale and distribution of firearms is necassary because of the homicide rate involving guns. IN 1988 there were nine thousand handguns related murders in America. Metropoltian centers and some suburban communties of America are setting new records for homicides by handguns. Larger Metropolitian centers have ten times the murder rate of all Western Europe. For example, in Washington, D.C. there was an estimated four hundred including guns. In additin gun control has been as necassary because of t ...

General Winfield Scott in the Mexican-American War

General Winfield Scott in the Mexican-American War Winfield Scott was born on June 13, 1786, near Petersburg, VA. The son of American Revolution veteran William Scott and Ann Mason, he was raised at the familys plantation, Laurel Branch. Educated by a mixture of local schools and tutors, Scott lost his father in 1791 when he was six and his mother eleven years later. Leaving home in 1805, he commenced classes at the College of William Mary with the goal of becoming a lawyer. Unhappy Lawyer Departing school, Scott elected to read law with prominent attorney David Robinson. Completing his legal studies, he was admitted to the bar in 1806, but soon tired of his chosen profession. The following year, Scott gained his first military experience when he served as a corporal of cavalry with a Virginia militia unit in the wake of the Chesapeake-Leopard Affair. Patrolling near Norfolk, his men captured eight British sailors who had landed with the goal of purchasing supplies for their ship. Later that year, Scott attempted to open a law office in South Carolina but was prevented from doing so by the states residency requirements.   Returning to Virginia, Scott resumed practicing law in Petersburg but also began investigating pursuing a military career. This came to fruition in May 1808 when he received a commission as a captain in the US Army. Assigned to the Light Artillery, Scott was posted to New Orleans where he served under the corrupt Brigadier General James Wilkinson. In 1810, Scott was court-martialed for indiscreet remarks he made about Wilkinson and suspended for a year. During this time, he also fought a duel with a friend of Wilkinson, Dr. William Upshaw, and received a slight wound in the head. Resuming his law practice during his suspension, Scotts partner Benjamin Watkins Leigh convinced him to remain in the service. War of 1812 Called back to active duty in 1811, Scott traveled south as an aide to Brigadier General Wade Hampton and served in Baton Rouge and New Orleans. He remained with Hampton into 1812 and that June learned that war had been declared with Britain. As part of the wartime expansion of the army, Scott was promoted directly to lieutenant colonel and assigned to the 2nd Artillery at Philadelphia. Learning that Major General Stephen van Rensselaer was intending to invade Canada, Scott petitioned his commanding officer to take part of the regiment north to join in the effort. This request was granted and Scotts small unit reached the front on October 4, 1812 Having joined Rensselaers command, Scott took part in the Battle of Queenston Heights on October 13. Captured at the battles conclusion, Scott was placed on a cartel-ship for Boston. During the voyage, he defended several Irish-American prisoners of war when the British attempted to single them out as traitors. Exchanged in January 1813, Scott was promoted to colonel that May and played a key role in the capture of Fort George. Remaining at the front, he was brevetted to brigadier general in March 1814. Making a Name In the wake of numerous embarrassing performances, Secretary of War John Armstrong made several command changes for the 1814 campaign. Serving under Major General Jacob Brown, Scott relentlessly trained his First Brigade using the 1791 Drill Manual from the French Revolutionary Army and improving camp conditions. Leading his brigade into the field, he decisively won the Battle of Chippawa on July 5 and showed that well-trained American troops could defeat British regulars. Scott continued with Browns campaign until sustaining a severe wound in the shoulder at the Battle of Lundys Lane on July 25. Having earned the nickname Old Fuss and Feathers for his insistence on military appearance, Scott did not see further action. Ascent to Command Recovering from his wound, Scott emerged from the war as one of the US Armys most capable officers. Retained as a permanent brigadier general (with brevet to major general), Scott secured a three-year leave of absence and traveled to Europe. During his time abroad, Scott met with many influential people including the Marquis de Lafayette. Returning home in 1816, he married Maria Mayo in Richmond, VA the following year. After moving through several peacetime commands, Scott returned to prominence in mid-1831 when President Andrew Jackson dispatched him west to aid in the Black Hawk War. Departing Buffalo, Scott led a relief column which was nearly incapacitated by cholera by the time it reached Chicago. Arriving too late to assist in the fighting, Scott played a key role in negotiating the peace. Returning to his home in New York, he was soon sent to Charleston to oversee US forces during the Nullification Crisis. Maintaining order, Scott helped to diffuse the tensions in the city and used his men to aid in extinguishing a major fire. Three years later, he was one of several general officers who oversaw operations during the Second Seminole War in Florida. In 1838, Scott was ordered to oversee the removal of the Cherokee nation from lands in the Southeast to present-day Oklahoma. While troubled about the justice of the removal, he conducted the operation efficiently and compassionately until being ordered north to aid in resolving border disputes with Canada. This saw Scott ease tensions between Maine and New Brunswick during the undeclared Aroostook War. In 1841, with the death of Major General Alexander Macomb, Scott was promoted to major general and made general-in-chief of the US Army. In this position, Scott oversaw the operations of the army as it defended the frontiers of a growing nation. Mexican-American War With the outbreak of the Mexican-American War in 1846, American forces under Major General Zachary Taylor won several battles in northeastern Mexico. Rather than reinforce Taylor, President James K. Polk ordered Scott to take an army south by sea, capture Vera Cruz, and march on Mexico City. Working with Commodores David Connor and Matthew C. Perry, Scott conducted the US Armys first major amphibious landing at Collado Beach in March 1847. Marching on Vera Cruz with 12,000 men, Scott took the city following  a twenty-day siege  after forcing Brigadier General Juan Morales to surrender. Turning his attention inland, Scott departed Vera Cruz with 8,500 men. Encountering the larger army of General Antonio Là ³pez de Santa Anna at Cerro Gordo, Scott won a stunning victory after one of his young engineers, Captain Robert E. Lee, discovered a trail that allowed his troops to flank the Mexican position. Pressing on, his army won victories at Contreras and Churubusco on August 20, before capturing the mills at Molino del Rey on September 8. Having reached the edge of Mexico City, Scott assaulted its defenses on September 12 when troops attacked Chapultepec Castle. Securing the castle, American forces forced their way into the city, overwhelming the Mexican defenders. In one of the most stunning campaigns in American history, Scott had landed on a hostile shore, won six battles against a larger army, and captured the enemys capital. Upon learning of Scotts feat, the Duke of Wellington referred to the American as the greatest living general. Occupying the city, Scott ruled in an evenhanded manner and was much esteemed by the defeated Mexicans. Later Years Civil War Returning home, Scott remained general-in-chief. In 1852, he was nominated for the presidency on the Whig ticket. Running against Franklin Pierce, Scotts anti-slavery beliefs hurt his support in the South while the partys pro-slavery plank damaged support in the North. As a result, Scott was badly defeated, winning only four states. Returning to his military role, he was given a special brevet to lieutenant general by Congress, becoming the first since George Washington to hold the rank. With the election of President Abraham Lincoln in 1860 and the beginning of the Civil War, Scott was tasked with assembling an army to defeat the new Confederacy. He initially offered command of this force to Lee. His former comrade declined on April 18 when it became clear that Virginia was going to leave the Union. Though a Virginian himself, Scott never wavered in his loyalties. With Lees refusal, Scott gave command of the Union Army to Brigadier General Irvin McDowell who was defeated at the First Battle of Bull Run on July 21. While many believed the war would be brief, it had been clear to Scott that it would be a protracted affair. As a result, he devised a long-term plan calling for a blockade of the Confederate coast coupled with the capture of the Mississippi River and key cities such as Atlanta. Dubbed the Anaconda Plan, it was widely derided by the Northern press. Old, overweight, and suffering from rheumatism, Scott was pressured to resign. Departing the US Army on November 1, the command was transferred to Major General George B. McClellan. Retiring Scott died at West Point on May 29, 1866. Despite the criticism it received, his Anaconda Plan ultimately proved to be the roadmap to victory for the Union. A veteran of fifty-three years, Scott was one of the greatest commanders in American history.

Argumentative Position Essay Topics List - Best Ideas for 2018 on StudyMoose

Home Blog Topic Ideas Topics for the Writing of Argumentative Position Essay Writer of professional articles & materials for students. I help with writing essays and choosing topics for students. Higher education in the humanities. I work with different colleagues around the world to exchange experiences in the field of education company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints We use cookies to give you the best experience possible. By continuing we’ll assume you’re on board with our cookie policy A position paper essay is a type of an assignment, which presupposes a text the content of which has to be highly informative. It has to be writing in which the author expresses his opinion concerning the arguable question. Writing argumentative essay presupposes serious approach. Here you have to prove that your position is to write and deserves to be right. You have to express your opinion in clear, distinct and persuasive way. The current type of writing aims to convince the target audience that you deserve to be heard. Your argumentative essay is a reaction to a certain issue, and at the same time proves that a thought you have expressed about this issue is credible. Moreover, it is obligatory to prove the audience that you are knowledgeable in the particular field. To start your essay, you need to state the problem. Start with a clear formulation of the topic and explain the main points of the issue. Then, it would be logical to present the other thoughts concerning the question. Explain why other support or deny something and the reasons why they stock to a certain position. It will give the clear picture to the reader and let him understand the very nature of the statement. That comes the moment when you have to present your position that has the right to exist. It would be the first paragraph of your essay. In this part, you have to formulate the clear central idea that will be traced through the whole text. Your thesis has to be distinct and sense loaded. The target reader has to receive a clear idea. It will help to understand better the information that he is going to be provided with in the following parts of the writing. As soon as you have finished the first intro paragraph, it is time to move further. In the next paragraph, the author faces the need to provide strong argumentation that can help you to explain your thoughts to the target audience. You have to develop the argument. You have to convince that the facts enforce your position. You should provide the supportive statements. This type of the essay can addresses various topics: from socio-political, governmental, and ecological to personal. The main thing is that there are at least two substantiated points of view on this topic. Your task is to choose one and support it, providing strong arguments. The useful tip is to create the list of for and contra arguments concerning the certain issue. Provide a critical evaluation of the issue that you have presented in the intro part. To convince the target audience in the certain fact, you have to be able to formulate the strong supportive statements correctly. Many hacks can enforce your thought. Primarily, provide only credible and up to date facts. Supple the reader with the background information and imply the useful details that will push the reader to support you. Generate counterarguments and explain them try to master the writing technique allowing to make the target audience sure that your position is right. In the concluding part of the essay. You have to paraphrase the main thesis once again. Do not introduce any new information. Explain everything once again in a concise manner and make sure you were persuasive enough. Students receive a task to prepare a position essay may face several difficulties. For people writing such essay for the first time, it is obligatory to be acquainted with the main standard and rules explaining how to write position essay. The information above can help you. Apart from that, a writer has to be experienced in writing. He should be persuasive and distinct, able to convince the target audience. Among the possible problems that can arise is the choice of the topic. It is good when the supervisor formulates the topic in the task. However, there cases when a student has to make their own choice. Several topics can be a lighthouse for people who do not have any ideas. – An open society should have open borders – Service in the army should be mandatory – Negotiations with tourists are not allowed – The economic default was useful for the country – Unemployment contributes to economic development – Countries must pay off the external debt in full is having those – Television forms a new type of culture – The UN should expand the protection of cultural rights – Technical progress leads to the death of civilization – Senior classes should be profiled – The school should not engage in the education of students – Teaching boys and girls should not be separate WE WILL WRITE A CUSTOM SAMPLE ESSAY ON

Starting a Business Online, Part 2 Term Paper Example | Topics and Well Written Essays - 1000 words

Starting a Business Online, Part 2 - Term Paper Example Selling the company’s domain is like selling what you have worked for years to build the business and letting your customer’s trust be put unto other’s hands. What if the new user of the domain will use the name for fraud or malicious intent? What will happen to your business and your credibility? What will happen to your customers? These are just few of the questions to ask on whether the domain should be sold or not. But for me, I value our efforts for years, thus I will not sell our domain. .   Functions of E-commerce Softwares: Catalog Display, Shopping Cart, Transaction Processing It is important to provide a catalog display in e-Commerce software. A catalog includes a display or list of goods and services available in the business. In a small local clothing store, the most common catalog service used is the static catalog (Electronic Software, n.d.). In a static catalog, it uses a HTML format to create a simple list appearing on a web page (Electronic Sof tware, n.d.). This software is very important especially for a small online store because it serves as the frontliner of the business. The only way for the customer to be able to know your offered goods and services is to check your web page. It is the most convenient way to offer your products. The customers need not send you email or contact you for questions regarding your business. Shopping cart software makes it convenient for customers to shop in your online business because it eliminates filling out online forms for the products or services that the customers wanted to purchase in your online store. Today, this software also called shopping bag or shopping basket keeps track of the selected products purchased by the customer wherein they can view their shopping list and they can add or delete items on the list (Electronic Software, n.d.). By simply clicking on the item, all the necessary details such a sthe price, the product code and quantity are stored in the cart. Another important software in electronic commerce is the transaction processing. This occurs when a customer clicks the checkout button, the software performs all the necessary calculations such as discounts, tax and shipping cost (Electronic Software, n.d.). Both the customer and seller’s web server switch into a secure state of communication (Electronic Software, n.d.). This is a very important and complex software where it needs update every now and then especially on taxes and shipping computations. But on the part of the customer, this serves convenience, efficiency and credibility which are very necessary to win online customers. Website Usability It is important that the store has an efficient web presence. Store website generates traffic and can help the business because it can become a large source of company or business profits. However, it is important to make an effective presence on the web because there are cases that even if there are a lot of website visitors, you can still miss out many potential buyers that may have not seen your webpage (Improving, n.d.). In order to have an effective usability, the website must be improved. First, it must be kept professional since it is the face or image of your company or business. This means the website must create a strong image by choosing 2-3 complementary colors as color scheme all over the website (Improving, n.d.). It is also recommended to use the company or business color as the main color of the website. It is therefore important that the

How to Escape from a Bad Date by Piven et al (297-302)Patterns 11th ed Essay

How to Escape from a Bad Date by Piven et al (297-302)Patterns 11th ed - Essay Example Likely, the idea is that young individuals would want to have the perfect date every time they would get out with someone they treat to be a special someone in their lives. The importance of dating makes a particular developmental impact on the personality of any individual engaging in such social relations. This is why it is important to assure that each one does not bring about shame towards those that are involved in the relationship establishment. However, it could not be denied that there are dates that bring about shame to one. What if it happens that a person dates someone that is the perfect opposite of what he or she expected to be, and somewhat even worse at some point? This is when the need to escape from a bad date comes in. The reading written by Piven, Borgenicht and Worrick provides a proper set of guidelines that would give dating partners the best chance of moving away from bad dates that are bound to bring about particular shameful experiences in the past that would likely give them lesser chances of experiencing better levels of self-confidence later on. Getting away from a bad date experience though need not be harsh on the part of those who would be left alone in the date. The reading on this matter written by the authors mentioned above creatively advices several strategies on the part of the one wanting to end the date to move about the process in a less shaming way with respect to the one that is to be left on. The writers of the book were likely able to find better approaches to provide essential guidelines and points of important issues that need to be given attention to when one naturally wants to move away from a particular dating tragedy. This was likely because of the fact that the writers were able to base their informative advices from their own experiences making the entire reading not only informative but also entertaining in many ways. Certainly,

Product Life Cycle Essay Example | Topics and Well Written Essays - 1250 words

Product Life Cycle - Essay Example 5)." With this definition, it becomes apparent that marketing is not just about selling goods and services to customers. At the heart of marketing is delivering customer value to satisfy and even delight buyers. This calls for the efficient establishment of a marketing mix which takes into account all the essential factors in marketing commodities. In marketing a product, the extended marketing mix is used and is comprised of seven decision areas (7Ps) namely, product, people, price, promotion, place, process, and physical evidence. The Product Life Cycle (PLC) model is an indispensable model which can be utilized in coming up with a well crafted marketing strategy. It is stated that "the product's current PLC position suggests the best marketing strategies (Kotler and Armstrong 355)" and that "the resulting marketing strategies affect product performance in later life-cycles stages (Kotler and Armstrong 355)." This report will look at the use of PLC model as a tool in crafting an efficient and profitable marketing mix for Starbucks Corporation. The first section will give a more in-depth background of the PLC model. Next, it will be used to come up with a marketing mix for Starbucks in China and US. Another section will also be devoted in explaining how certain strategies extend the life cycle of a product in a certain market. The paper will conclude with its recommendations on using the PLC as a potent aid in making product policy decisions. The Product Life Cycle Model: An Overview The PLC model recognized that the life of a product in the market takes commonly follows five distinct stages. The first course is the product development stage which begins when the company finds and develops a new product idea. Introduction phase is the period where the product is finally launched into the target market. This stage is characterized by huge expenses which significantly drive down profit levels. Next is the growth period where the product goes through rapid market acceptance and increasing profits. The maturity stage is commonly the longest stage in the product life cycle which is characterized by slowdown in sales growth due to its general acceptance. In effect, profits typically level off or decline as the company makes efforts to defend the product against competition. The last stage is decline when the product's sales fall off and profits drop (Kotler and Armstrong 354). Product Life Cycle in the Starbucks Context According to Hoovers, Starbucks is the number one specialty coffee retailer having 10,000 coffee shops around the globe. Contrary to the common knowledge that the main product of Starbucks is coffee, an executive of the company declares that Strabucks doesn't sell coffee. Instead, Starbucks goes beyond selling premium quality coffee but it sells "an experience." According to Howard Behar, "We're not in the business of filling bellies, we're in the business of filling souls (qtd in Kotler and Armstrong 58)." With this in mind, Starbucks has conquered the globe with its coffee shop to share the "Starbucks experience." In this section, we will utilize the PLC in crafting marketing

Discussion board reply Assignment Example | Topics and Well Written Essays - 250 words - 4

Discussion board reply - Assignment Example Hence, if the applicant is eligible and fulfills all the vital criteria of recruitment of the job, he or she should get the job, irrespective of class, race, culture or nationality. Another important issue raised is the role of advertising in recruitment. Indeed, advertisement promotes inclusion as people coming from diverse background become aware of the job opportunities and they have the option to apply for the advertised jobs. Moreover, internet has become a powerful medium of communication that greatly facilitates direct interaction between people or between the organization and the people. Thus online applications for recruitment not only saves time and money but it also helps recruitment managers to vet the applications and gives opportunities to job seekers to apply for the job online. The recruitment officers can then whet the applicants as per the job specifications and call only those who fulfill the basic job criteria. Thus, open advertisement for job should be favored against target recruitment and provide people from different background with equal opportunities to apply for the

The Manager as a Leader Essay Example | Topics and Well Written Essays - 2000 words

The Manager as a Leader - Essay Example 1). Another more simple definition by Northhouse (2007) states that leadership is â€Å"a process whereby an individual influences a group of individuals to achieve a common goal† (Northhouse, 2007, p. 3 cited in Clark, 2010, p. 1). These definitions provide a foundation for this report. In this researcher’s understanding, leadership can also be defined as the ability of one person to help another person achieve their full potential. 1 Personal Traits Associated with Leadership According to Clark (2010) a leader must understand who they are, what they know and what they can do. In order to understand these three issues a leader must have confidence in themselves and they must be able to inspire others. The ability to actively listen and to communicate is also traits that leaders must have in order to get along well with their employees. A good leader is also able to inspire others to work towards their potential. Leaders begin by setting the example of what they want th eir employees to do and show what is expected of them. Hyatt, Hyatt, and Hyatt (2011) suggest that leaders must have emotional maturity in order to lead effectively. They define this concept as the ability of the leader to implement basic leadership principles in their organisation. They suggest that emotional maturity comes through knowledge of emotional intelligence. Emotional intelligence in their definition is â€Å"the ability to perceive emotions† (Hyatt, Hyatt, and Hyatt, 2001, p. 2). Some of the qualities that an individual has who is expressing emotional intelligence include â€Å"self-awareness, self-regulation, motivation, empathy and social skills† (Hyatt, Hyatt, and Hyatt, 2001, p. 2). Emotional maturity grows out of having emotional intelligence because emotional maturity is the ability to identify and accept all the feelings and emotions that an individual has and to be able to give a response in any situation. Also, the individual is aware of their emot ions and they know that the emotions are complete. But, the individual is also able to recognise and accept the differences they see in others as â€Å"assets to be valued† (Hyatt, Hyatt, and Hyatt, 2001, p. 2). Emotional maturity also has to do with behavioural responses to situations. Behaviour is tied into a person’s feelings, their actions, and their thoughts. 1.1 Motivation and Drive Maslow’s Hierarchy of Needs has been used in business to talk about motivation. The way that these needs are shown suggest that lower level needs must be met before someone can move to higher level needs. For management, this means that the basic needs of proper wages, adequate breaks, a safe working environment, retirement benefits and job security must be met before higher level needs like recognition, a sense of community on the job and the ability to reach their full potential can be realized (Internet Centre for Management and Business Administration, 2010). Leaders also h ave strong problem solving skills that include the ability to critically think in all situations and decide what needs to be done. 2 Theory X versus Theory Y Theory X and Y are theories created by McGregor. This theory suggests that there are two basic ways to manage people and both theories emphasize a different way of dealing with people. Based on the idea that most people dislike working and would avoid it if possible, the X theory uses a more authoritarian management style (Chapman, 2010). In this theory people have to be forced to work by threatening them with punishment. According to this theory, punishment is the only way to get people to work towards the organisation’s goals. Therefore, the manager who subscribes to this theory would

Product Life Cycle Essay Example | Topics and Well Written Essays - 1250 words

Product Life Cycle - Essay Example 5)." With this definition, it becomes apparent that marketing is not just about selling goods and services to customers. At the heart of marketing is delivering customer value to satisfy and even delight buyers. This calls for the efficient establishment of a marketing mix which takes into account all the essential factors in marketing commodities. In marketing a product, the extended marketing mix is used and is comprised of seven decision areas (7Ps) namely, product, people, price, promotion, place, process, and physical evidence. The Product Life Cycle (PLC) model is an indispensable model which can be utilized in coming up with a well crafted marketing strategy. It is stated that "the product's current PLC position suggests the best marketing strategies (Kotler and Armstrong 355)" and that "the resulting marketing strategies affect product performance in later life-cycles stages (Kotler and Armstrong 355)." This report will look at the use of PLC model as a tool in crafting an efficient and profitable marketing mix for Starbucks Corporation. The first section will give a more in-depth background of the PLC model. Next, it will be used to come up with a marketing mix for Starbucks in China and US. Another section will also be devoted in explaining how certain strategies extend the life cycle of a product in a certain market. The paper will conclude with its recommendations on using the PLC as a potent aid in making product policy decisions. The Product Life Cycle Model: An Overview The PLC model recognized that the life of a product in the market takes commonly follows five distinct stages. The first course is the product development stage which begins when the company finds and develops a new product idea. Introduction phase is the period where the product is finally launched into the target market. This stage is characterized by huge expenses which significantly drive down profit levels. Next is the growth period where the product goes through rapid market acceptance and increasing profits. The maturity stage is commonly the longest stage in the product life cycle which is characterized by slowdown in sales growth due to its general acceptance. In effect, profits typically level off or decline as the company makes efforts to defend the product against competition. The last stage is decline when the product's sales fall off and profits drop (Kotler and Armstrong 354). Product Life Cycle in the Starbucks Context According to Hoovers, Starbucks is the number one specialty coffee retailer having 10,000 coffee shops around the globe. Contrary to the common knowledge that the main product of Starbucks is coffee, an executive of the company declares that Strabucks doesn't sell coffee. Instead, Starbucks goes beyond selling premium quality coffee but it sells "an experience." According to Howard Behar, "We're not in the business of filling bellies, we're in the business of filling souls (qtd in Kotler and Armstrong 58)." With this in mind, Starbucks has conquered the globe with its coffee shop to share the "Starbucks experience." In this section, we will utilize the PLC in crafting marketing

The Manager as a Leader Essay Example | Topics and Well Written Essays - 2000 words

The Manager as a Leader - Essay Example 1). Another more simple definition by Northhouse (2007) states that leadership is â€Å"a process whereby an individual influences a group of individuals to achieve a common goal† (Northhouse, 2007, p. 3 cited in Clark, 2010, p. 1). These definitions provide a foundation for this report. In this researcher’s understanding, leadership can also be defined as the ability of one person to help another person achieve their full potential. 1 Personal Traits Associated with Leadership According to Clark (2010) a leader must understand who they are, what they know and what they can do. In order to understand these three issues a leader must have confidence in themselves and they must be able to inspire others. The ability to actively listen and to communicate is also traits that leaders must have in order to get along well with their employees. A good leader is also able to inspire others to work towards their potential. Leaders begin by setting the example of what they want th eir employees to do and show what is expected of them. Hyatt, Hyatt, and Hyatt (2011) suggest that leaders must have emotional maturity in order to lead effectively. They define this concept as the ability of the leader to implement basic leadership principles in their organisation. They suggest that emotional maturity comes through knowledge of emotional intelligence. Emotional intelligence in their definition is â€Å"the ability to perceive emotions† (Hyatt, Hyatt, and Hyatt, 2001, p. 2). Some of the qualities that an individual has who is expressing emotional intelligence include â€Å"self-awareness, self-regulation, motivation, empathy and social skills† (Hyatt, Hyatt, and Hyatt, 2001, p. 2). Emotional maturity grows out of having emotional intelligence because emotional maturity is the ability to identify and accept all the feelings and emotions that an individual has and to be able to give a response in any situation. Also, the individual is aware of their emot ions and they know that the emotions are complete. But, the individual is also able to recognise and accept the differences they see in others as â€Å"assets to be valued† (Hyatt, Hyatt, and Hyatt, 2001, p. 2). Emotional maturity also has to do with behavioural responses to situations. Behaviour is tied into a person’s feelings, their actions, and their thoughts. 1.1 Motivation and Drive Maslow’s Hierarchy of Needs has been used in business to talk about motivation. The way that these needs are shown suggest that lower level needs must be met before someone can move to higher level needs. For management, this means that the basic needs of proper wages, adequate breaks, a safe working environment, retirement benefits and job security must be met before higher level needs like recognition, a sense of community on the job and the ability to reach their full potential can be realized (Internet Centre for Management and Business Administration, 2010). Leaders also h ave strong problem solving skills that include the ability to critically think in all situations and decide what needs to be done. 2 Theory X versus Theory Y Theory X and Y are theories created by McGregor. This theory suggests that there are two basic ways to manage people and both theories emphasize a different way of dealing with people. Based on the idea that most people dislike working and would avoid it if possible, the X theory uses a more authoritarian management style (Chapman, 2010). In this theory people have to be forced to work by threatening them with punishment. According to this theory, punishment is the only way to get people to work towards the organisation’s goals. Therefore, the manager who subscribes to this theory would

Why College Education Is Important to Me Essay Example for Free

Why College Education Is Important to Me Essay Why College Education is important to me?, Its so important to me because it ONE of the most pompous thing you need in this world today to get somewhere in life, and survive so you can support yourselves, and yours kids. When I see the words â€Å"College Education† First thing pop up in my Mind is my Mother Smile, able to make her proud!, Not to be worried about her little baby-girl taking on this big world By herself. And to able to give her a little peace of mind that â€Å"I can† survive and support myself because I finished my College Education to get a Higher paying job and not Struggle. Another good reason why College Education is so important to me so I can be a Motivation for my younger sibling also nieces and nephew to see me â€Å"FINISHED† College to persuade them to follow in my footsteps to help them in their own lives, and be a inspiration for them, so that one day they realize that its not as hard as some people make it seems, that if you put your mind into it and have faith anything is possible When I Finished High-school I knew that it wasn’t enough!, I knew a high school diploma wasn’t going to get me so far, but a Job in a fast-food restaurant or a sale clerk at a local store, and maybe a Apartment that I have to work two jobs to just pay all my bills and live, that’s not the life I wanted to choose for myself, so when I think about the words â€Å"College Education† I imagine myself working at good paying job with benefits or owning my OWN business, I see myself being a Homeowner and specially when I have kids able to pay for them when they go off to college. I wish kids nowadays in this generation will understand a college education Is very important to achieve your dreams, in order to have better life, because children today need to know with a education you can be ANYTHING in life, they can be the next President of United State Of America if they finished college and have some motivations, so I hope for myself getting my Bachelor Degree in business show my friends and family anybody can or go  back to school to Finished can be successful. A College education can get you so Far in life just with a little motivation from knowing that a better education means a better job, better self-confidence and more motivation to achieve my goals in the job career that I have chosen. I feel achieving a college degree will help me climb up the ladder in the job I choose when I finished getting my Degree, I also feel that going after my dreams and achieving my goals and showing determination will help for my Future kids as they grow up to do the same. The most important things In my life is God, faith, Family, and my education to reach high to complete all my goals. Jim Rohn Quoited: â€Å"Unless you change how you are you will always have what you got.† I really like this quote because it speaks the truth if you don’t change the situation you in now, couple years later down the road you’ll be in the same situation procrastinating. Another Quote from Brian Tracy Quoited â€Å"One of the marks of successful people is they are action oriented. One of the marks of average people is they are talk oriented.† this quote speaks to me, it saying that action speaks, you can talk, or you can prove yourself by your actions, for me my actions is getting a college education, so that I dont have to talk, but let my actions speaks for itself.

Margin of Appreciation

Margin of Appreciation The analogy of the doctrine of margin of appreciation reflects the rational behind the separation of power and constitutional framework. Margin of appreciation is a means by where member states are conferred a privilege to balance between the rights of the individual with the rights of the public at large. When there is a conflict between the security of public with the individual human rights then it is for the state to determine whether it is within the margin of appreciation that they can violate that individual’s human rights without being held liable for violation. In the case of Goodwin v. United Kingdom(1) the court held that the United Kingdom arguments for violation was not within the margin of appreciation and the fair balance inherent in the Convention tilted in favour of the applicant.   Margin of appreciation is the term that refers to margin between the governments justification to be excused from infringing human rights. This exception is delegated to member states under certain circumstances. Not all rights are subject to margin of appreciation(2). In Harb v. His Majestry King Fahd Bin Abdu(3) the applicant challenged the lawfulness of a private hearing, it was argued that the Article 6 of the ECHR were not incompatible as Article 6(1) permitted a hearing in private and the margin of appreciation should be extended to reflect the principle underlying state immunity. To large degree, there is a legitimate justification for the existence of the margin of appreciation, most of all it is necessary as a means of balancing between the human rights of individual citizen against the protection and safety of the public as whole. If this balance did not existed, human rights would inevitably override the protection of public and pose great concern to the interest and security of the public. â€Å"In particular the press as a public watchdog are entitled to a high degree of protection.(4)† In vast number of cases, courts have indicated that authorities have wide margin of appreciation. In the House of Lord case, A (FC) and others (FC) (Appellants) v. Secretary of State for the Home Department (2004)(5) it was decided that Article 15(1) gives the authorities a wide margin of appreciation. This was clear evidence that where there is a pressing need for the security and protection of public the authorities possess a power of derogation to derogate from compliance with the human rights(6).   Conversely, in the Chahal v United Kingdom (1996)(7) European Court of Human Rights declared that Article 3 is the most fundamental right in a democratic society and â€Å"no derogation from it is permissible under Article 15 even in the event of a public emergency threatening the life of the nation(8)† This clearly demonstrates the conflict as to when margin of appreciation can and cannot be used as a justification for violation of human rights.   Arguably, there are evidence of pressing social and political needs for the rational and necessity of margin of appreciation. Margin of appreciation is a necessary and prerequisite element of state privilege in the measures they take when confronted with human rights issues of an individual citizen or a group of citizens(9). Nonetheless, the extent of margin of appreciation vary in accordance with the type of right the states authorities are interfering with and each case depended upon the circumstances and merits of the case. In Pretty v. United Kingdom [2002](10) it has been established by the ECtHR that â€Å"the national States margin of appreciation is narrow as regards interferences in the intimate area of an individuals sexual life†(11); explicitly, this is referring to interference with Article 8 of the ECHR or the HRA 1998. Further rational was set out in R (on the application of Tangney) v. The Governor of HMP Elmley and Another [2005](12) confirming that Strasbourg polices the boundaries between criminal and disciplinary charges, but it has to be appreciated that no two member states operate an identical penal disciplinary system and inevitably when dealing with fact specific situations in which the context is important each member state has some margin of appreciation(13). In other words, this coherently identifies that margin of appreciation is necessary for the smooth governance of a state in accordance with laws, norms and moralities of that specific state.   The legislator has a wide margin of appreciation in implementing social and economical policies and the legislator’s judgement are respected as to what constitutes â€Å"in the public interest†; thus, in James v. United Kingdom (1986)(14) the ECtHR determined that national courts are better in balancing individual and community interest. In this matter, Article 15(1) leaves those authorities a wide margin of appreciation(15). On the contrary, Article 2 and 3 do not recognise a margin of appreciation as they are absolute rights and not subject to any limitations because right to life and protection from torture is most fundamental right than non-discrimination as the government can derogate from right to non-discrimination in the event of a public emergency threatening the life of the nation (Article 15)(16).  Ã‚   Broadly speaking, the ECtHR developed the margin of appreciation doctrine to enable states to balance conflicting fundamental rights. For example where there is a outstanding claim for a possession order, the claimant has a right to a fair hearing under Article 6 whereas, the defendant probably has a right to a respect for family home under Article 8. In this case, the two rights clashes but it is the court’s duty to balance conflicting fundamental rights by using their power under margin of appreciation(17).  Ã‚   All qualified and limited right other than absolute rights under the HRA and the ECHR is subject to a range of restrictions. Restrictions provided under the Articles are similar between all the qualified and limited human rights and the restrictions have been applied in a similar way by the Commission and the ECtHR. The prescribed human rights may be restricted by limitations proscribed by law, which are necessary in a democratic society in the interest of public safety, for the protection of public order, health or morals, or for the protection of the rights and freedoms of others(18). The ECtHR recognises that its role is to review and ensure that the decision of local bodies fall within the margin of appreciation as identified in Ahmad v. United Kingdom (1981)(19). Case law suggest that there are arguments for and against the existence of margin of appreciation. However, to preserve a same level of human rights to each citizen there must be a provision enabling the state to draw a line between two or more conflicting right or the protection of the citizens of that state. There are more rational behind the existence of margin of appreciation as a means of balancing mechanism in a democratic society.

Theme John Steinbacks Of Mice :: essays research papers

Dreams are a train of thought or images passing through ones mind. Of mice and men's two main themes consist of dreams and pipe dreams. Dreams can lead to problems, success, or neither. Dreams can also lead to new dreams as well. Some individuals can carry out their dreams, others cannot. Dreams involve commitment and one can never achieve it if you're not dedicated in following through. This goes with just about any goal or dream. Each individual character has different and specific pipe dreams. These pipe dreams help to go more in depth in understanding each individual character. The pipe dreams shape the characters' behavior and affect the way the character makes his/her decisions. Throughout the story, 'Of Mice and Men,'; focus' a lot on pipe dreams. The title of the book relates to Burns' poem when it states:   Ã‚  Ã‚  Ã‚  Ã‚  'But, Mousie, thou art no thy lane   Ã‚  Ã‚  Ã‚  Ã‚  In proving foresight may be vain:   Ã‚  Ã‚  Ã‚  Ã‚  The best laid schemes o' mice an' men   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Gang aft a –gley   Ã‚  Ã‚  Ã‚  Ã‚  An' lea'e us nought but grief an' pain   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  For promised joy'; This also states that others encounter problems as well when they look into the future and try to make plans. Others as well, find that their planning might be futile and fruitless as time goes on.   Ã‚  Ã‚  Ã‚  Ã‚  George and Lennie both fit into the category of wanting to carry out their dreams and be different than everyone else by taking care and looking out for one another. Although, many of their individual pipe dreams followed a different view, but there were still some in which they shared. George was the 'base'; of his and Lennies friendship and loyalty. He was the 'root'; or 'leader'; so to speak. George would be the one who would keep things going on properly and more in order, to an extent. George had to be the 'base'; since Lennie was not strong enough. Proof of this is when he stated:   Ã‚  Ã‚  Ã‚  Ã‚  'If George don't want me, I'll go away. I'll go away.'; (Page 110) Lennies pipe dreams were more selfish and related to himself rather than Georges. Lennie wished for rabbits, and furry creatures to satisfy his urges. This showed his lack of control, intelligence, and his liking towards soft things. George and Lennie did share their goal about the farm and both wanting to succeed at it. They also knew that they would be different from the others because they had each other to rely on. Their dream of the farm in the future and the pipe dreams symbolized their security.

Computer Software Piracy And Its Impact On The International Economy :: essays research papers fc

Computer Software Piracy and it's Impact on the International Economy The PC industry is over twenty years old. In those twenty years, evolving software technology brings us faster, more sophisticated, versatile and easy-to-use products. Business software allows companies to save time, effort and money. Educational computer programs teach basic skills and complicated subjects. Home software now includes a wide variety of programs that enhance the users productivity and creativity. The industry is thriving and users stand to benefit along with the publishers. The SPA (Software Publishers Association) reports that the problem of software theft has grown, and threatens to prevent the development of new software products. Unauthorized duplication of software is known as software piracy which is a "Federal offense that affects everyone† ("Software Use..." Internet). The following research examines software piracy in its various forms, its impact on the end user and the international industry as a whole, and the progress that has been made in alleviating the problem. Software piracy harms all software companies and ultimately, the end user. Piracy results in higher prices for honest users, reduced levels of support and delays in funding and development of new products, causing the overall breadth and quality of software to suffer† ("What is...† Internet). Even the users of unlawful copies suffer from their own illegal actions: they receive no documentation, no customer support and no information about product updates ("Software Use..." Internet). The White Paper says that while virtually every software publisher expresses concern about their software from unauthorized duplication, over time, many have simply accepted the so-called "fact" that such duplication is unavoidable. This has created an atmosphere in which software piracy is commonly accepted as "just another cost of doing business" ("With the Growth..." Internet). In a brochure published by the SPA it is stated that a major problem arises from the fact that most people do not even know they are breaking the law. "Because the software industry is relatively new, and because copying software is so easy, many people are either unaware of the laws governing software use or choose to ignore them" ("To Copy or not to Copy" Internet). Robert Perry states that much of the problem of software theft arises from the way the software industry developed. In the past, when a software firm spent millions of dollars to write a program for a mainframe computer, it knew it would sell a handful of copies. It licensed each copy to protect its ownership rights and control the use of each copy. That is easy to do with only a few copies of a program. It is impossible for a software company to handle